5 Minute Workplace Safety Talks PDF

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April/October
Original content is the copyrighted property of J. J. Keller & Associates, Inc.

J. J. KELLER’S 5-MINUTE WORKPLACE SAFETY TALKS
Copyright 2014
J. J. Keller & Associates, Inc.

3003 Breezewood Lane
P.O. Box 368
Neenah, Wisconsin 54957-0368
Phone: (800) 327-6868
Fax: (800) 727-7516
JJKeller.com
Library of Congress Catalog Card Number: 2001087563
ISBN 978-1-60287-681-1
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Introduction
Safety training is a critical component of your workplace safety program. You cannot expect
your employees to work in a safe manner if you don’t explain what they need to do and how to
do it. Your safety training program is the way management provides required OSHA safety
instruction and information on specific workplace hazards.
Your training program not only lets employees understand that the employer is serious about
their health and welfare, but also helps to instill the company’s safety culture. These 5-Minute
Workplace safety talks can be used as refreshers of previous training, as a reminder of specific
hazards your employees may face on the job, or as introductions to more in-depth workplace
specific training subjects.
J. J. Keller’s 5-Minute Workplace Safety Talks assists you by providing tools you need to conduct
employee safety talks. Such training sessions, usually 5-15 minutes long and conducted weekly
at the start of the shift, are a popular and widely used means to convey safety information. This
product is designed specifically for use in these types of training sessions. However, the infor-
mation included here can also be used when preparing other, more in-depth training sessions.
J. J. Keller & Associates, Inc.®, grants permission to reproduce the handouts included in this
publication provided that Keller’s copyright notice and imprint remain visible on all copies. The
copies you make may not be resold or incorporated in any other publication.
Due to the constantly changing nature of government regulations, it is impossible to guarantee
absolute accuracy of the material contained herein. The Publisher and Editors, therefore,
cannot assume any responsibility for omissions, errors, misprinting, or ambiguity contained
within this publication and shall not be held liable in any degree for any loss or injury caused
by such omission, error, misprinting or ambiguity presentedin this publication.
This publication is designed to provide reasonably accurate and authoritative information in
regard to the subject matter covered. It is sold with the understanding that the Publisher is not
engaged in rendering legal, accounting, or other professional service. If legal advice or other
expert assistance is required, the services of a competent professional person should be sought.
The Editors & Publisher
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Published & Printed by

3003 Breezewood Lane, P.O. Box 368
Neenah, Wisconsin 54957-0368
Phone: (800) 327-6868
Fax: (800) 727-7516
JJKeller.com
publishers ROBERT L. KELLER
JAMES J. KELLER
EDITORIAL
vice president – editorial resources WEBB A. SHAW
director – editorial resources PAUL V. ARNOLD
project editor ROBERT A. ERNST
sr. editorial manager – workplace safety PETER M. MCLAUGHLIN
sr. editor – workplace safety J. TRAVIS RHODEN
editor – workplace safety TRICIA S. HODKIEWICZ
editor – workplace safety JUDIE SMITHERS
editor – workplace safety MARK H. STROMME
editor – workplace safety JENNIFER J. STROSCHEIN
associate editor LISA M. NEUBERGER
sr. metator/xml analyst MARY K. FLANAGAN
sr. layout editor MICHAEL P. HENCKEL
PUBLISHING GROUP
chairman ROBERT L. KELLER
president & ceo JAMES J. KELLER
vice president – finance ROGER E. PORATH
sr. product development manager GREGORY W. MICHAEL
product development manager MATTHEW P. MESZAROS
product development specialist ASHLEY C. PUCKER
corporate manufacturing manager TODD J. LUEKE
sr. electronic publishing & prepress manager GERALD L. SABATKE
The Editorial Staff is available to provide information generally associated with this publication to a
normal and reasonable extent, and at the option of, and as a courtesy of, the Publisher.
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Acrylonitrile
An Overview
Exposure
Real Life Stories
Air Contaminants
An Overview
Exposure Limits
Real Life Stories
The OSHA Standard
Alcohol- and Drug-Free Workplace
An Overview
Amputations
An Overview
Anhydrous Ammonia
An Overview
Real Life Stories
Refrigeration Units
Asbestos
An Overview
Exposure
Real Life Stories
Automated External Defibrillators (AEDs)
An Overview
Real Life Stories
Behavior-Based Safety
An Overview
Real Life Stories
Benzene
An Overview
Exposure
Real Life Stories
Bloodborne Pathogens
An Overview
Exposure Control Plan
Hepatitis B
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Universal Precautions
Real Life Stories
1-Bromopropane
An Overview
1,3-Butadiene
An Overview
Real Life Stories
Cadmium
An Overview
Real Life Stories
Carbon Monoxide
An Overview
CO Poisoning
Chain Saws
An Overview
Safe Operation
Chemical Protection
An Overview
Real Life Stories
Coke Oven Emissions

An Overview
Cold-Related Illnesses
An Overview
Real Life Stories
Combustible Dust
An Overview
Dust Explosions
Citations
Real Life Stories
Compressed Gases
An Overview
Citations
Handling Compressed Gas Cylinders
Cylinder Handling—Real Life Stories
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Confined Space, Permit-Required

An Overview
Air Monitoring
Attendants
Entry/Exit Preparations
Hazardous Atmospheres
Nature of the Hazards
Rescue
The Permit
Confined Space Attendants—Real Life Stories
Confined Space Authorized Entrant—Real Life Stories
Corrosives
An Overview
Real Life Stories
Cotton Dust
An Overview
Real Life Stories
Cranes
An Overview
Daily Inspection
Load Charts
Real Life Stories
Wire Rope Safety
Diesel Exhaust
An Overview
Exposures
Dipping and Coating

An Overview
Operations
Real Life Stories
Disaster Recovery
An Overview
Driver Safety
Cell Phone Use
Drowsy Driving
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Seat Belt Use

Snow and Ice
Real Life Stories
Vehicle Safety Program
Dust Mask (Voluntary-Use)

An Overview
Electrical Safety
An Overview
Accident Prevention
Extension Cords
Arc Flash & Blast
Introduction to Electricity
Qualified Persons
Real Life Stories
Electrocution
Real Life Stories
Emergency Action Plan

An Overview
Evacuation
Planning for Emergencies
Severe Weather
Real Life Stories
Employee Access to Medical Records

An Overview
Exposure Records
Employee Alarm Systems

An Overview
Ergonomics
An Overview
Office Ergonomics
Real Life Stories
Reducing Hazards
Repetitive Motion
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Ethylene Oxide
An Overview
Exposures
Real Life Stories
Exits
Designated Path
Maintaining a Safe Exit
Required Signage
Real Life Stories
Eyestrain and CVS

An Overview
Eyewash and Showers

An Overview
Real Life Stories
Using Eyewashes
Fall Protection
An Overview
Inspecting Harnesses & Lanyards
Real Life Stories
Fire Extinguishers
An Overview
Labels
Use
Real Life Stories
Fire Prevention
An Overview
Written Plan
Fire Safety
Flammable Liquids
An Overview
Fire Protection
Storage
Real Life Stories
Using Aerosols
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Floor and Wall Openings

An Overview
Real Life Stories
Formaldehyde
An Overview
Real Life Stories
Golf Cars
An Overview
Real Life Stories
Grain Handling
An Overview
Engulfment
Citations
Hand and Portable Powered Tools

Abrasive Wheels
Hand Tools
Powered Tools
Small Gas Engine Pow’d Equip.
Hand Washing
An Overview
Hazard Communication
An Overview
Chemical Inventory
Cleaning Chemicals
Container Labels
GHS Labels - Real Life Stories
Outer Container Labels
Environmental Hazards
GHS Pictograms
What Is the GHS?
Health Hazards
Labels & Labeling
MSDS
Safety Data Sheets
Other Hazards
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Physical Hazards
Written Program
Real Life Stories
Container Labels—Real Life Stories
Hazardous Waste
An Overview
Used Oil
HAZWOPER
An Overview
Emergency Response Plan
Spill Cleanup
Hearing Protection
An Overview
Noise Monitoring
The Hazards
Real Life Stories
Heat-Related Illness
An Overview
Real Life Stories
Sun Protection
Hexavalent Chromium
Hexavalent Chromium—An Overview
Real Life Stories
Housekeeping
An Overview
Dust Control
Keep It Clean
Hydrogen Sulfide
An Overview
Inorganic Arsenic
An Overview
Exposures
Real Life Stories
Ionizing Radiation
An Overview
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Real Life Stories
ISO 14000
An Overview
Real Life Stories
Jacks and Jack Stands

An Overview
Safe Use
Job Hazard Analysis

An Overview
Knife Use and Safety

An Overview
Laboratories
An Overview
Chemical Hygiene Plan
Fume Hood
Real Life Stories
Ladders
An Overview
Real Life Stories
Ladder Safety
Storage and Use
Latex Allergy
An Overview
Lead
An Overview
The Hazards
Citations
Real Life Stories
Lifting Techniques
An Overview
Real Life Stories
Lightning Safety
An Overview
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Lockout/Tagout
An Overview
Citations
Deenergizing Equipment
Reenergizing Equipment
LP-Gas
An Overview
Handling and Storage
Real Life Stories
Lyme Disease
An Overview
Machine Guarding
An Overview
Mechanical Hazards
Preventing Amputations
Real Life Stories
Safeguards
Medical Services & First Aid

First Aid
First Aid Kits
Be Prepared–know First Aid
Reporting an Injured Coworker
Real Life Stories
Mercury
An Overview
Fluorescent Bulbs
Metalworking Fluids
An Overview
Working Safely
4,4'-Methylenedianiline
An Overview
Working Safely
Real Life Stories
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Methylene Chloride
An Overview
Real Life Stories
Mold
An Overview
Health Hazards
Nanotechnology
An Overview
The Hazards
Near Miss
An Overview
Common Causes
Office Safety
An Overview
Office Ergonomics
Slips, Trips, and Falls
OSHA
An Overview
Inspection Priorities
Safety Awareness
Whistleblower Protection
Pallet Jack
An Overview
Safe Use
Personal Protective Equipment
Chemical PPE—Real Life Stories
Eye Protection
Eye Protection—Real Life Stories
Face Protection
Foot Protection
Foot Protection—Real Life Stories
Hand Protection
Hand Protection—Real Life Stories
Head Protection
Head Protection—Real Life Stories
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Pesticides
An Overview
Real Life Stories
Powered Industrial Trucks

An Overview
Battery Charging
Citations
Forklift Operation—Real Life Stories
Handling Loads
Loading & Unloading Trucks and Trailers
Performing an Inspection
Truck Operations
Working Safely Around Forklifts
Lifting Personnel
Powered Platforms
An Overview
Real Life Stories
Process Safety Management of Highly Hazardous Chemicals

An Overview
Citations
Real Life Stories
Recordkeeping
An Overview
What Is Recordable?
Real Life Stories
Respiratory Protection
An Overview
Real Life Stories
Scaffolding
An Overview
Scaffold Safety
Using Scaffolds
Scissor Lift
Inspection Checklist
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Signs and Tags

An Overview
Real Life Stories
Silica
An Overview
Hydraulic Fracturing
Citations
Site Security
Employee and Visitor Identification
Entering the Building
Explosives Theft
Real Life Stories
Suspicious Mail or Packages
Sling Safety
An Overview
Safe Use
Slips, Trips, & Falls

An Overview
Real Life Stories
Solvents
An Overview
Real Life Stories
Use Solvents Safely
Spray Booths
An Overview
Operation
Real Life Stories
Substance Abuse
Alcohol and Other Drug Abuse
An Overview
Telecommunications
An Overview
Real Life Stories
Toluene
An Overview
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Limiting Exposures
Toxic and Hazardous Substances

An Overview
13 Carcinogens
Real Life Stories
Truck Driver Drug & Alcohol Use

An Overview
Utility Knife Safety

An Overview
Ventilation
Abrasive Blasting
Real Life Stories
Vinyl Chloride
An Overview
Real Life Stories
Walking—Working Surfaces
An Overview
Housekeeping
Real Life Stories
Weather Hazards
An Overview
Welding, Cutting, and Brazing

An Overview
Fire Prevention
Real Life Stories
Ventilation
Welding Hazards
West Nile Virus
An Overview
Workplace Violence
An Overview
Violence Prevention Program
Do’s and Don’ts
Real Life Stories
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Reserved
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Getting the Most From Your Safety Training
Introduction
OSHA believes that training is an essential part of protecting workers from injuries and ill-
nesses. Many OSHA standards explicitly require the employer to train employees in the safety
and health aspects of their jobs. Other OSHA standards make it the employer’s responsibility to
limit certain job assignments to employees who are ″certified,″ ″competent,″ or ″qualified″ -
meaning that they have had special previous training, in or out of the workplace.
Avoiding workplace hazards, and preventing injuries and illnesses before they happen, is one of
the best ways to reduce your recordable injury and illness rates.
Training in the proper performance of a job
is time and money well spent, and the
employer might regard it as an investment
rather than an expense. An effective pro-
gram of safety and health training for
workers can result in fewer injuries and ill-
nesses, better morale, and lower insurance
premiums, among other benefits.
How Keller Can Help

The length and complexity of OSHA stan-
dards may make it difficult to find all the
references to training. Therefore, we have
included the OSHA training require-
ments at-a-glance, a list of all of OSHA’s
training-related requirements, later in this
section on page 11. Information on who must
be trained, when they must be trained, and
whether written documentation is required is also included.
What Are 5-Minute Safety Talks?

New employees are typically overwhelmed with information and training during orientation. In
addition to all of the necessary housekeeping topics, new hires are taught where safety data
sheets are located, emergency evacuation procedures, head count locations, how to summon
emergency help, and other health and safety information. There never seems to be enough time
to cover all of the topics thoroughly.
GETTING THE MOST FROM YOUR SAFETY TRAINING–1

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As time passes, and employees go about their day-to-day

tasks, safety does not remain uppermost in their minds.
That is where Keller’s 5-Minute Workplace Safety Talks
become an invaluable tool for the safety manager. These
brief, informal safety talks allow you to remind employees
of important safety issues. The talks offer opportunities for
employees to bring up questions they might not have had
the time to ask at initial training, and allow employees to
raise issues that you need to be aware of.
5-minute safety talks might be the most important safety
tool you have. These brief, informal presentations can be
given on the jobsite, in the break room, or where ever you
can get your workers together. The talks also help reinforce
the company commitment to safety.
The Keller 5-Minute Workplace Safety Talks are designed
to be as non-disruptive to businesses’ normal work routines
as possible, while still providing valuable refresher train-
ing to employees. A 5-minute safety talk can be given on the
jobsite, in the break room, or where ever you can get your
workers together.
With 5-minute safety talks, you can quickly address any changing workplace safety issues and
conditions by providing your employees with the most current workplace safety information.
Best of all, the 5-Minute Safety Talks are designed to be given by almost anyone who is knowl-
edgeable about your workplace, whether that is the safety manager, a supervisor, or a foreman.
That is where Keller’s 5-Minute Workplace Safety Talks will benefit you the most.
The 5-Minute Workplace Safety Talks provide
the basic information on a wide variety of topics.
The presenter reviews the presentation material,
adds in any necessary workplace specific details,
and make copies of the handouts.
What Are Real Life Stories?

Trainers are always looking for ways to get train-
ees more involved in the training experience. And
there are many methods the trainer can use to
accomplish this. We also know that adults need to
be able to relate the information presented to
their own experiences.
Real Life Stories are one more tool which can be
used to get your attendees more involved. In Real Life Stories we take a specific workplace
safety topic and present a “real-life” scenario. Your trainees then discuss the incident, and allows
them to share their own experiences and life-lessons about the topic, a major factor in adult
learning.
Encourage discussion through the Let’s talk about this segments, which allow the trainees to
use their own experience and knowledge to explain what happened in the story, what things were
done improperly, and what should or could have been done instead. This is where you should be
encouraging trainee participation. It is also where you will be able to correct any misconceptions
or discuss issues related to specific company policies and procedures.

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In the What happens next? segment the attendees discuss what steps can or should be taken
to make sure that the events described don’t happen again.
What Are the Citation Stories?

Another type of training talk in this manual is based on actual OSHA citations issued following
OSHA inspections. These citations and the related fines are often the result of an employee
complaint to the Agency or an accident or fatality at the jobsite.
We’ve included this type of information to give you an idea of the types of violations that
companies can be cited for. Employers can use this information to help determine what training
would be needed to help similar accidents or safety complaints and their resulting inspections
and citations. First, present the general background information on the topic, including any
specific work-place information which could add relevance to the topic. Next, present the Cita-
tion Talk to the trainees. The first part of the Citation Talk stories discusses the citations and
related fines. The second part of the talk covers the training requirements.
Single Page Format

In an effort to control the size of the manual, beginning with the April 2011 update, we are
introducing the Single Page Format for new talks. The Single Page Format, as the name
suggests, utilizes a single page which has the instructor information on one side and the
employee handout on the other. This will eliminate duplication of information and cut down on
the number of pages in the manual.
There is a generic sign-off sheet which you will use to record employee attendance at Single
Page Format training. This sign-off sheet is located on page 6A of this tab. Use this sign-off
sheet for each of the Single Page Format talks used.
Preparing for the Safety Talk

• Determine what training is needed.
• Prioritize the training topics for your workplace.
• Develop a schedule for your workplace safety talks.
• Determine who must be trained, and give them advance notice of the time and place of
training.
• Review the material and the appropriate workplace specific information related to the
topic.
• Gather materials, props, tools, and any other “hands-on” items needed for the talk.
• Duplicate the handouts for the talk.
• Prepare the training space, if necessary.
• Determine how you will document that the training took place.
Setting up Your Training Program

1. Determine What Training Is Needed
As a trainer, you are concerned that the talks you choose are useful and of interest to the
audience. You also must comply with OSHA requirements for training and retraining, if any, and
consider what information is needed for employees to work safely and at minimal risk to them-
selves, fellow employees, and the public.
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The workplace resources that you have which will help you to identify appropriate safety topics
for you to concentrate on include:
• The OSHA 300 Injury and Illness Log — it provides data about injuries and illnesses.
Reoccurring injuries could indicate areas where additional training is needed.
• Any OSHA citations that your company has received — any violations of OSHA regulations
are a good indication that training might be required in a particular area.
• The list of OSHA’s most violated standards
—each year OSHA releases a list of the most
violated standards. Check the list and com-
pare it to the operations in your workplace. It
is a pretty good bet that if other companies
are receiving citations on a topic, there are
employees in your operation that have ques-
tions on that subject as well.
• Observing employees as they work — in
some cases the way in which an employee is
performing a job or set of tasks can reveal a
need for training.
• Listening to your employees — if you are get-
ting lots of questions or requests for clarifications, it is often a sign that training or
re-training might be useful. Ask the supervisors and foremen what topics cause them the
most problems.
By using these sources, you will be able to develop a list of safety issues that are of most concern,
and prioritize the list. That list will provide you with the topics you need to address through
training.
Will training solve the problem?
While safety training and awareness is always desirable, sometimes training alone will not solve
the problem. In some cases other actions such as changing equipment or processes are needed to
completely eliminate the hazards.
Problems that can be best addressed by training
include those that arise from lack of knowledge
of a work process, unfamiliarity with equip-
ment, or incorrectly performing a task.
Training is less effective, but can still be used,
for problems arising from an employee’s lack of
motivation or lack of attention to detail to the
job. In many cases just the fact that the com-
pany is providing the employee the training will
improve that employee’s outlook and perfor-
mance, studies have shown.
Remember that safety talks are not a substitute
for more in-depth training that is required in
many OSHA regulations. A safety talk, by its very nature, is usually not detailed or of long
enough duration to cover topics that require a more formal training session.
GETTING THE MOST FROM YOUR SAFETY TRAINING–2B

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2. Select 5-Minute Training Sessions to Fit Your Needs

Review the 5-minute training sessions and select those that seem to fit your needs. Then review
those modules and choose those topics you will use to provide training. You will find that some
topics have more than one handout, so select the one best suited for your purpose.
Prioritize your training
After choosing the appropriate 5-minute
training topics, prioritize them. Start with
the issues that are of most concern to you
first. You are now ready to schedule your
training regimen.
3. Schedule the Training

You may hold safety meetings once or twice
a week, once every other week, once a
month, or on whatever schedule works best
for your workplace.
However frequently you choose to train, it helps to create some sort of regular schedule. Work
with supervisors to set up training sessions that will not unduly disrupt production schedules.
Typically, you should schedule training at the beginning of a shift or at the end of a scheduled
break. Scheduling training at the end of a shift or work day may not be as effective as training
at other times.
4. Invite the Trainees

The decision of who to invite may be made on a case-by-case basis, depending upon the topic
being covered. Or it may be that each supervisor prepares his own session for his work group and
everyone in that group attends.
Regardless of how you make that decision, make sure
that the employees know when and where they are
expected to be for training. Remember to include
supervisors on your list of trainees. It is important for
supervisors to have the same understanding of safe
work practices as their employees.
Production supervisors can be your training program’s
best allies. Supervisors can help you:
• Identify training needs,
• Get the employees to the training sessions on
time,
• Conduct follow-up evaluations, and
• Provide on-the-job coaching.

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Training contract employees

Temporary employees and contractors have usually been hired because there is a pressing need
for them, but remember to schedule time to cover
the safety basics of your facility before contract
employees are allowed to start working.
Keller’s 5-Minute Workplace Safety Talks
can work very well in this capacity, when used
with other training methods.
5. Prepare for the Training

Make enough copies of the handouts and any
other printed materials for the trainees. In addi-
tion to the handouts, you may need to gather
other materials for the talk, such as tools, equip-
ment, or other items you may wish to
demonstrate. These might include PPE, locks
and tags, or hand tools. Gather these at least a
day ahead of time so that you can become famil-
iar with them and how they operate.
Also gather any company policies or other written
materials that you may wish to hand out to the
trainees and make sufficient copies.
You must be prepared for the training; just
because these are 5-minute training sessions
doesn’t mean the presenter can just wing it.
Review the information in the presenter’s mate-
rial and in the employee handout. Do a few
practice run-throughs of the talk to become famil-
iar with the materials and how and when you will
use any props.
6. Present the Material

Show up early, be prepared, present the material, and start on time. If you do not start on time,
you will be teaching your employees that they can show up late and you penalize those employees
who do arrive on time.
In your presentation:
• Provide an overview of the topic;
• Relate the information to the employees’ goals, interests, or
experience;
• Explain the material in sufficient detail;
• Point out the practical benefits of the training material; and
• Summarize the objectives and key points to reinforce learning.

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Motivate employees to participate by:

• Asking employees follow-up questions;
• Letting them know what they have been
doing correctly in regards to the training
topic;
• Explaining why new tools, equipment, or
procedures were selected;
• Allowing them to discuss the impacts of
new procedures and equipment; and
• Involving them in demonstrations and
hands-on activities.
7. Document the Training

Training documentation needs to be kept up
to date and should be revised following each
training session. It is usually a good idea for
the employer to keep a record of all safety
and health training. Records can provide evi-
dence of the employer’s good faith and compliance
with OSHA standards. Documentation can also
supply an answer to one of the first questions an
accident investigator will ask: ″Was the injured
employee trained to do the job?″
Training documentation is specifically required
by some OSHA standards, or it may be needed as
part of your written policies or internal quality
system. Documentation can help you track your
training efforts and help you plan future training.
Supervisors may wish to view training records
before assigning workers to tasks that require
specialized safety training. Records can be used
to identify the need for refresher training.

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Training session log

You can use this generic training log for the single page format and the citation 5-minute talks,
which do not have a dedicated sign-off sheet, you can use this generic form to record employee
attendance at individual training sessions. Fill in the training topic, instructor’s name, location,
and date. Have each trainee sign-in to show that he or she attended.
Training Topics:
Instructor:
Location:______________________________Date:
TRAINEES
Print your name Signature

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Individual training log

Use this log to keep a record of each individual employee’s training. Fill in the trainee’s name
at the top. As the employee receives training, fill in the training topic, date, instructor’s name,
and location. A good practice would be to keep a record of each employee’s training for that
worker’s full period of employment, and for whatever time period you think appropriate to .
retain training records after employment has been terminated
Employee:
Training Topic Date Instructor Location
GETTING THE MOST FROM YOUR SAFETY TRAINING-6A

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8. Evaluate effectiveness of the training

You need to know if your training program is accomplishing what it should. You do this by
evaluating the training. With Keller’s 5-Minute Workplace Safety Talks, the evaluation
process will be a little different. For instance, you probably won’t be using tests or quizzes to test
for comprehension, and you won’t have the time for trainees to demonstrate learned skills.
However, you can still evaluate the effectiveness of your training by:
• Observing employees to see if they are applying information from the training;
• Monitoring the questions you get from workers and supervisors that would show that em-
ployees are trying to apply the information;
• Asking supervisors if safety performance has im-
proved; and
• Checking the injury and illness logs.
Update and refresher training

Certain OSHA standards require periodic or refresher
training or retraining based upon observed employee be-
havior. To keep workers and workplaces safe, some stan-
dards call for periodic update or refresher training.
Other standards require retraining based upon specific
circumstances, such as observed behavior.
The following OSHA general industry rules include an-
nual retraining/employee information requirements:
• Access to employee exposure and medical records —
1910.1020(g)(1)
• Bloodborne pathogens — 1910.1030(3)(2)(ii)(M); and
(g)(2)(ii)(C)
• Fire brigades — 1910.156(c)(2); and Appendix A, paragraph 5
• Fixed extinguishing systems — 1910.160(b)(10)
• Grain handling facilities — 1910.272(e)(1)
• HAZWOPER — 1910.120(e)(8); (p)(7)(i) & (ii); (p)(8)(ii)(c); (q)(8)(i); and Appendix C.2
• Mechanical power presses — 1910.217(h)(13)(i)
• Occupational noise — 1910.95(k)(2)
• Permit-required confined spaces — 1910.146(k)(2)(iv)
• Portable fire extinguishers — 1910.157(g)(2) & (4)
• Respiratory protection — 1910.134(k)(5)
In addition, the chemical-specific regulations in 29 CFR Part 1910 Subpart Z require annual
retraining. The federal process safety management standard, 1910.119, requires training every
three years. Other standards require retraining “as needed,” when there are changes in the
workplace that would affect previous training, or when certain other circumstances indicate that
retraining is needed.
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For example, the federal powered industrial trucks standard requires forklift drivers to be
evaluated at least every three years — the standard outlines conditions that require refresher
forklift operator training at 1910.178(l)(4).
Indicators of a need for refresher training

Any incident that results in an injury, close call, or property damage maybe an indication that
refresher training is needed. As the causes of the incident are determined, training needs can
be identified.
This type of refresher training may only need to cover one or two specific points, but the training
may be critical in preventing recurrences. Keep in mind that if one employee requires this
training, that there are probably others who would benefit from it as well.
Procedures, equipment, and the physical plant undergo changes periodically. It is especially
important to determine if any changes would make previous training obsolete or create new
hazards that would require additional training.
Other refresher training considerations can be the complexity of the job and the frequency that
employees perform a task. If complicated equipment or processes are used, more frequent
refresher training might be called for. Also, if employees perform the task so seldom that they
may have forgotten the proper procedures since the last time they did the work, then you may
want to train to refresh their memories.
Follow-up training
Follow-up training needs to highlight and summarize the important parts of the topic, and
emphasize any changes that have occurred since the previous training was held. Follow-up
training also offers an opportunity to introduce the group to more advanced material.
Training Challenges
Management buy-in
In order to establish an effective safety culture in any organization, management must be on
board. If they are not, safety and health will compete with or take a second seat to business
issues such as production and profitability, a battle which will almost always be lost.
Training programs take away from production time and can be costly. The better you are in
convincing management of the need for the training program, the more likely you will be to
receive adequate resources. To justify the training program:
• Outline the reasons for conducting the training,
• Identify the employees who need the training,
• Present a time frame for the training program,
• Provide a cost estimate,
• Explain the training program’s objectives and expected benefits, and
• Describe how you will be tracking the training’s effectiveness.
Show management, in terms of dollars, of the direct and indirect costs of accidents and injuries
and illnesses to the organization, along with the organizational costs, in terms of fear, lack of
trust, feelings of being used, and so on, that can add to lost dollars in terms of lost productivity,
poor performance, and lack of employee motivation.
GETTING THE MOST FROM YOUR SAFETY TRAINING-7

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Because losses due to accidents are bottom line costs to the organization, controlling these should
more than pay for any needed changes when lost time, medical costs, costs for overtime or
replacement workers, legal charges, and increased insurance charges are added up.
Help management to understand that when a safety program is successful it will go a long way
in eliminating other organizational barriers such as fear and lack of trust that typically get in the
way of any changes the organization wants to make.
Upper management must be willing to supply support by
providing resources and holding managers and supervisors
accountable for doing the same. The management and super-
visory staff need to set the example and lead the way by
supporting safety in the workplace. It’s more about leader-
ship than management.
Employee buy-in
Buy-in from the employee side for the needed changes will
come as a result of building an alliance between the manage-
ment, the union (if there is one), and the employees. The
compelling reasons for the changes must be spelled out to
everyone. People must understand why they are being asked
to change what they normally do and what it will do for them
if they are successful.
This has to be done up front. If people get wind that some-
thing is going to happen, and haven’t been formally told any-
thing, they naturally tend to resist and opt out. Give the work
force plenty of notice about any changes, and then explain exactly what the changes will be and
why the changes are being made.
Employee violations of safety rules

During training programs, employees should be
taught the safety rules and it should be clearly ex-
plained that all employees are expected to follow
those rules. While retraining should be considered
when safety rules are not being followed, more train-
ing may not always be the right approach. In order
to correct a problem of employees not following the
safety rules, you must first understand their reasons
for not following the rules.
You will usually find that the reason employees are
not following the safety rules is one or more of the
following:
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• Safety equipment was not immediately available, did not work properly, did not fit, or they
did not know how to use it.
• They were behind in their work.
• It was close to the end of their shift.
• Their supervisor does not encourage following the safety rules, or they thought no one was
watching them at the time.
• They have seen other workers break the rules without getting into trouble.
There is a place for disciplinary action, and management should not hesitate to enforce safety
rules just as they would enforce work rules for attendance, production, quality, and other issues.
This is why management buy-in is so important for the overall success of the safety program.
Training Illiterate Employees

There are more and more employees who have poor reading
skills or who are functionally illiterate, or who do not read
English. This challenges trainers to provide training that is
more heavily dependent upon pictures, graphics, and dem-
onstrations than on the printed word.
For trainees who are illiterate, plan to schedule extra time
to read through the materials with them.
Training Non-English Speaking Employees

For training to be effective, training must be understood
and implemented by the trainees. What happens, then, if
the trainees don’t speak your language? Statistically, an
increasing percentage of employees speak a language other
than English as a first language, and this percentage will
increase as time goes on.
The injury rates for non-English speaking employees are
statistically higher than for those who understand English.
Also, in some cases, OSHA specifically requires that training be provided in a language that the
trainees understand.
OSHA’s Stance on Language Barriers

The bottom line is that OSHA holds employers responsible for training every employee regard-
less of the employees’ understanding of the English language. Employers must ensure that each
employee:
• Recognizes and avoids unsafe conditions at their worksite,
• Understands the OSHA regulations applicable to their work environment, and
• Knows how to control or eliminate hazards and other exposures to illness or injury.

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Solutions to the Language Problem

The best solution to training non-English speaking
employees is to use instructors that speak their lan-
guage. Try to anticipate communication problems
and address them before training. Schedule sepa-
rate training sessions if that would be most
practical.
Symbols and warning labels are universal; use label-
ing that can be understood by everyone. Encourage
bilingual employees to assist with safety questions
and issues.
Ideally, supervisors of non-English speaking
employees will be bilingual. Allow them to follow-up
with employees after training, or to hold separate
sessions with those employees. If that is not practi-
cal, pairing non-English speaking employees with
bi-lingual employees who act as interpreters can be
helpful.
OSHA Training Requirements at a Glance

OSHA general industry training requirements (29 CFR parts 1904 and 1910)

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Required General Industry OSHA Training At-A-Glance

* Indicates annual training is required.
Injury and illness recordkeeping — Employee involvement (1904.35)
Who: Train employees on how to report a work-related injury or illness
When: Initially
What records: Specific training documentation is not required
Emergency Action Plans (1910.38)

Who: Train employees who need to evacuate the facility in an emergency
When: • Initially
• When the employee’s responsibilities change
• When the plan is changed
What records: Keep written plan in the workplace
Fire prevention plans (1910.39)

Who: Train employees who are exposed to fire hazards
When: Initially
What records: Keep written plan in the workplace
Powered platforms (1910.66)

Who: Train employees who operate powered platforms
When: Initially
What records: • Keep a training certificate that includes:
❍ employee’s name
❍ signature of the employer or trainer
❍ date of the training
• Keep training records for the duration of employment
Occupational noise exposure (1910.95)*

Who: Train employees who are exposed to noise at or above an 8-hour time-weighted average of
85 decibels
When: • Initially, preceding exposure to noise level
• Repeat annually
Flammable liquids (1910.106)

Who: • Train storage tank station operators
• Train emergency responders for storage tanks in flood-prone areas
When: Initially, or prior to taking part in emergency operations
Explosives and blasting agents (1910.109)

Who: Train motor vehicle operators who transport explosives

10/14
When: Initially, or prior to transporting any quantity of explosives

What records: Drivers must have a valid motor vehicle operator’s license.
Specific training documentation is not required
Storage and handling of liquefied petroleum gases (1910.110)

Who: • Train employees who install, remove, operate, and maintain LP gas systems
• Train employees who perform a standard watch service for an area that includes an
LP gas installation
When: Initially, or prior to assignment
Storage and handling of anhydrous ammonia (1910.111)

Who: Train employees responsible for tank car unloading operations
Process safety management of highly hazardous chemicals (1910.119)

Who: • Train employees who operate a process
• Inform contract employees of known potential fire, explosion, or toxic release hazards
related to the contractor’s work and process
When: • Initially
• Repeat at least every three years
What records: • Keep a training certificate that includes:
❍ method used to verify that training was understood
• Written operating procedures are required
Hazardous waste operations and emergency response — HAZWOPER (1910.120)*

Who: • Train employees who work at a hazardous waste site under 1910.120(e)
• Train managers or supervisors at a hazardous waste site under 1910.120(e)
• Train employees who work at Treatment, Storage, and Disposal (TSD) facilities under
1910.120(p)
• Train employees who will participate in emergency response to hazardous substance
releases under 1910.120(q)
When: • Hazardous waste site employees:
❍ initially before they participate in field activities
❍ repeat annually
• TSD facility employees:

❍ initially
❍ repeat annually
• Emergency responders to hazardous substance releases:

❍ initially, or prior to taking part in actual emergency operations
❍ repeat annually

10/14
What records: Training certification is required under:

• General training 1910.120(e)
• Operations conducted under RCRA 1910.120(p)
• Emergency response to hazardous substance releases 1910.120(q)
Dipping and coating operations (1910.122-.126)

Who: Train employees who work in and around open-surface tank operations in appropriate first
aid procedures
When: Initially
Personal Protective Equipment (1910.132)

Who: Train employees who will use personal protective equipment
When: • Initially
• Retrain as necessary
Respiratory protection (1910.134)*

Who: Train employees who will use a respirator
When: • Initially, or before using a respirator
• Repeat annually
• Repeat whenever necessary to ensure safe use
What records: • Specific training documentation is not required
• Documentation is required for medical evaluations and fit testing
Temporary labor camps (1910.142)

Who: Train emergency first aid providers
When: Initially, or prior to responding to any emergency situation
What records: • Specific training documentation is not required
• First aid facilities must be approved by a health authority
Specifications for accident prevention signs and tags (1910.145)

Who: Train employees who work in areas where warnings are used to communicate hazards
When: Initially, or prior to working in areas where signage is used
Permit-required confined spaces (1910.146)*

Who: Train employees who have roles in permit space entries

10/14
When: • Employee rescue service personnel have to perform practice rescues at least annually
• All employees who have permit-required confined space duties have to be trained:
❍ initially
❍ when an employee’s duties change
❍ when hazards in the space change
❍ when there are deviations from the permit space entry procedures
❍ when the employee’s knowledge of entry procedures are inadequate
What records: • Entry supervisors must fill out and sign an entry permit
• Keep canceled entry permits at least one year
• Keep training certificates that include:
❍ signature or initials of the trainer
❍ date of training
Lockout/tagout (1910.147)
Who: Train employees:
• Who perform service or maintenance on equipment that must be locked out or tagged
• Who operate equipment that is locked out (affected employees)
When: • Initially, or prior to performing service or maintenance on equipment or a system
• As needed for employee proficiency
• When there are new or revised procedures
What records: Keep a training certificate that includes:
• Employee’s name
• Date of training
Medical services and first aid (1910.151)

Who: Train employees designated as first aid providers
When: Initially, or prior to responding to first aid emergencies
Fire brigades (1910.156)*

Who: Train fire brigade members
When: • Initially, or prior to performing emergency activities
• Repeat at least annually
• Quarterly educational session for brigade members expected to fight interior structural
fires
What records: • Keep written procedures, including training and education program information
• Keep a copy of the workplace emergency action plan
• Document previous training received as part of the community
Portable fire extinguishers (1910.157)*

Who: • Train employees when there are portable fire extinguishers for employee use
• Train employees who are designated to use fire fighting equipment as part of an emer-
gency action plan

10/14
When: • Initially
• Repeat at least annually
Standpipe and hose systems (1910.158)

Who: Train employees who will conduct inspections on standpipe and hose systems
Fixed extinguishing systems, general (1910.160)*

Who: Train employees who will inspect, maintain, operate, or repair fixed extinguishing systems
When: • Initially, or prior to assignment
• Review annually to keep employees’ performance up-to-date
Fire detection systems (1910.164)

Who: Train employees who will service, maintain, test, clean, and make sensitivity adjustments to
automatic fire detection systems.
Employee alarm systems (1910.165)

Who: • Train employees who service, maintain, and test alarm systems
• Train employees on how to report emergencies
Servicing single piece and multi-piece rim wheels (1910.177)

Who: Train employees who service multi-piece rim wheels on the hazards involved and safe
practice to follow
• Repeat whenever necessary to ensure employee proficiency
Powered industrial trucks (1910.178)

Who: Train and evaluate employees who operate powered industrial trucks
When: • Initially, or prior to operating a vehicle without direct supervision
• Refresher training is required when:
❍ the vehicle is operated unsafely
❍ after an accident or near-miss
❍ when an evaluation shows retraining is needed
❍ when assigned to a different type of vehicle
❍ when changes in the workplace affect safe truck operation
• Evaluate at least every three years

10/14
What records: • Certify that the operator has been trained and evaluated
• Training documentation must include:
❍ operator’s name
❍ dates of the training and evaluation
❍ name of the trainer/evaluator
Overhead and gantry cranes (1910.179)

Who: • Train crane operators to use portable fire extinguishers
• A qualified person must be responsible for operations when two or more cranes are
used to lift a load
Crawler locomotive and truck cranes (1910.180)

Who: Train operating and maintenance employees to use portable fire extinguishers
Mechanical power presses (1910.217)*

• Who operate power presses
• Who are assigned to care for, inspect, and maintain power presses
When: • Operators of part revolution power presses used in the PSDI mode:
❍ initially, or prior to operating the equipment
❍ at least annually thereafter
• Power press operators prior to initial assignment

• Maintenance employees:
❍ initially or prior to assignment
❍ periodically thereafter
What records: • Training certificate required for operators of part revolution power presses used in the
PSDI mode that includes:
❍ name of the employee
❍ signature of the employer or the person conducting the training
❍ keep certification record for the duration of employment
• Specific training documentation is not required for:

operators of other types of power presses
power press maintenance personnel
Forging machines (1910.218)

Who: Train employees assigned to inspection and maintenance activities
What records: • No specific training documentation is required
• Certification is required for inspections

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Welding, cutting, and brazing (1910.252)

Who: • Train cutters, welders, and their supervisors in safe equipment operation
• Train fire watchers to use fire extinguishing equipment
What records: No specific training documentation is required
Oxygen-fuel gas welding and cutting (1910.253)

Who: Train employees in charge of the oxygen or fuel-gas supply equipment
When: Initially, and judged competent prior to assignment
Arc welding and cutting (1910.254)

Who: Train employees who will operate arc welding equipment
Resistance welding (1910.255)

Who: Train employees who will operate resistance welding equipment
Pulp, paper, and paperboard mills (1910.261)

Who: Train employees exposed to chlorine gas during bleaching operations
• Industry consensus standards have additional training requirements
• Industry consensus standards have refresher training requirements
• Industry consensus standards may have documentation requirements
Laundry machinery and operations (1910.264)

Who: Train employees exposed to laundry operations and machinery hazards
Sawmills (1910.265)
Who: Train employees exposed to sawmill operations, excluding those involving the manufacture
of plywood, cooperage, and veneer
• Industry consensus standards and applicable OSHA regulations may have additional
training requirements
• Industry consensus standards and applicable OSHA regulations may require refresher
training
• Industry consensus standards and applicable OSHA regulations may require docu-
mentation

10/14
Logging operations (1910.266)

Who: Train employees and supervisors exposed to logging operations
• When assigned new tasks, tools, equipment, machines, or vehicles
• When demonstrating unsafe job performance
• Current certification in first aid and CPR is required
• New employees who have been previously trained do not need to be retrained in
those elements prior to initial assignment
What records: • Training certification record must include:
❍ name of employee
❍ date of training
❍ signature of trainer
❍ signature of employer
❍ date of acceptance of applicable prior training
• Retain the most recent certification record
Telecommunications (1910.268)
Who: Train employees exposed to hazards involving telecommunication work
When: Prior to participating in telecommunications activities
What records: • A written description of the training program
• Document employee training
• Retain training certification record for each employee during the period of employment

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Electric power generation, transmission, and distribution (1910.269)

Who: • Train all employees performing electric power generation, transmission, and distribu-
tion work, to include safety practices and procedures for their assignments and
applicable emergency procedures.
• Training can be either classroom or on-the-job.
• Train each employee in other safety practices, including emergency procedures (such
as pole-top and manhole rescue), not specifically addressed but are necessary for his
or her safety.
• The degree of training is determined by the risk to the employee.
• Qualified employees must be trained and competent in distinguishing exposed live
parts, determining nominal voltage, minimum approach distances, use of precautionary
techniques, PPE, insulating and shielding materials, insulated tools, and recognition of
electrical hazards.
• The training must address selection of a proper working position.
• Non-qualified line-clearance tree trimmers must also be trained in distinguishing
exposed live parts, determining nominal voltage, and minimum approach distances.
• Employer must determine through supervision and inspection conducted annually that
each employee is complying with the safety-related work practices required.
• Host/contractor information transfer.
• First-aid training in some circumstances.
• Daily job briefings by the employee in charge of the job.
• Lockout/tagout, enclosed space, and confined-space training, as applicable.
• Test area employees must be trained upon initial assignment to the test area.
• Training for employees performing live-line barehand work on energized circuits.
• Training for coal- or ash-handling conveyor operation, as applicable.
• Training for line-clearance tree trimmers must include the special techniques and haz-
ards involved.
• Qualified persons must be knowledgeable in the construction and operation of the
electric power generation, transmission, and distribution equipment involved, along
with the associated hazards.
When: • Before exposure.
• Train or retrain if the supervision determines a deficiency or if new technology, new
equipment, or changes in procedures require the use of safety-related work practices
that are different from those normally used.
• Require each employee to demonstrate proficiency in the work practices required.
• Retrain when tasks are performed less than once per year.
What records: Though they are not required, employment records that indicate that an employee has
successfully completed the required electrical training are one way of keeping track of
when an employee has demonstrated proficiency.
Certification of lockout/tagout training is required to include name and dates of training,
confined space training certification must also include trainer’s signature or initials.
For an employee with previous training, an employer may determine that the employee
has demonstrated the proficiency required using the following process: (1) Confirm that
the employee has the training required, (2) Use an examination or interview to make an
initial determination that the employee understands the relevant safety-related work prac-
tices before he or she performs any work, and (3) Supervise the employee closely until
that employee has demonstrated proficiency as required.
Grain handling facilities (1910.272)*

Who: Train employees involved in grain handling operations

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• When new job assignments expose the employee to different hazards
• At least annually
Electrical training (1910.332)

Who : Train employees:
• Exposed to electric shock
• Who work on or near exposed energized parts
When: Prior to exposure (classroom or on-the-job)
Commercial diving (1910.410)

Who: Train employees who are commercial dive team members
When: Prior to conducting any tasks on the dive team
Asbestos (1910.1001)*
Who: Train employees who are exposed to airborne concentrations of asbestos at or above the
action level
• At least annually thereafter
What records: • Document employee training
• Keep training certification record for one year beyond the employee’s last day of
employment
13 Carcinogens (1910.1003 through 1910.1016)*

Who: • Train authorized employees (those assigned to work where a regulated carcinogen is
manufactured, processed, used, repackaged, released, handled, or stored)
• Train employees who wear respirators according to 1910.134
When: • Prior to being authorized to enter a regulated area
Vinyl chloride (1910.1017)*

Who: • Train employees:
• Who work in covered vinyl chloride or polyvinyl chloride operations
• Who wear respirators according to 1910.134

10/14
Inorganic arsenic (1910.1018)*

Who: • Train employees exposed to inorganic arsenic:
❍ above the action level (without regard to respirator use)
❍ when the possibility of skin or eye irritation exists in covered operations
• Train employees who clean or launder contaminated protective clothing

When: • Initially
• Within five working days after receiving exposure results, notify each employee in writ-
ing of those results
What records: • Provide specific information to physicians who conduct medical surveillance
• Provide each employee with a copy of the physician’s written opinion
• Provide all materials relating to the employee information and training program to
OSHA and NIOSH
• Provide a copy of 1910.1018 and its appendices to covered employees
• Retain exposure monitoring and medical surveillance records for at least 40 years or
the duration of employment plus 20 years, whichever is longer
Access to employee exposure and medical records (1910.1020)*

Who: Train all employees
When: • Initially, at the time of hire
What records: • No specific training documentation is required
• Provide copies of 1910.1020 and its appendices to all employees
Lead (1910.1025)*
• With potential exposure to airborne lead
• Exposed to airborne lead at or above the action level
• Who are at risk of skin or eye irritation
• Who use respirators according to 1910.134
• Who clean or launder contaminated protective clothing
ing of his or her exposure level
What records: • Provide specific information to physicians who conduct medical examinations
OSHA and NIOSH upon request
• Provide a copy of §1910.1025 and its appendices to covered employees
• Retain exposure monitoring and medical surveillance records for at least 40 years or
the duration of employment plus 20 years, whichever is longer
Chromium (VI) (1910.1026)

Who: Train employees who are exposed to chromium (VI)

10/14
When: In addition to the requirements of the Hazard Communication standard at 1910.1200(h),

the employer has to:
• Ensure that each employee can demonstrate knowledge of at least the contents of the
1910.1026 Chromium (VI) standard, and the purpose and a description of the medical
surveillance program.
• Provide respiratory protection when engineering and work practice controls do not
reduce chromium exposures at or below the PEL and for emergency situations. Where
respirators are required, employees need to be trained to use the equipment properly
according to 1910.134(k).
Additionally, when employees have to wear protective clothing and equipment to protect
them from skin and eye contact with chromium (VI), training in the proper use must be
provided according to 1910.132(f).
What records: A copy of the Chromium (VI) standard has to be made available at no cost to all affected
employees.
Cadmium (1910.1027)*
• With potential exposure to cadmium
• With exposure to hazardous substances according to 1910.1200
• Who clean or launder contaminated protective clothing about exposure hazards
• Within 15 working days after receiving exposure results, notify each employee in writ-
ing of his or her exposure level and post the results
• Within 30 days of an employee request, provide the information that was given to the
physician
• Within two weeks of receipt, provide each employee with a copy of the physician’s
written opinion
OSHA upon request
• Make a copy of 1910.1027 and its appendices available to affected employees
• Retain exposure monitoring for at least 30 years, and retain medical surveillance
records for at least the duration of employment plus 30 years
Benzene (1910.1028)*
Who: Train employees who are exposed to airborne concentrations of benzene at or above the
action level.
Coke oven emissions (1910.1029)*


10/14
• Assigned to work in a regulated area

• Who refuse to participate in the medical surveillance program of the possible health
consequences
• Obtain signed statements from employees who refuse to participate in the medical
surveillance program that they understand the risks involved
• Maintain records of the training program content
• Post appropriate procedures and schedules in the regulated area
• Make a copy of 1910.1029 and its appendices available to covered employees
• Retain exposure monitoring and medical surveillance records for the duration of
employment plus 30 years
Bloodborne pathogens (1910.1030)*

Who: Train employees with occupational exposure to bloodborne pathogens
When: • Prior to initial exposure to bloodborne pathogens
What records: Maintain for three years specific training records including:
• dates
• training content
• names and qualifications of trainers
• names and job titles of those trained
Cotton dust (1910.1043)*

• Exposed to cotton dust in covered operations
• When job assignments or work processes change
• When performance indicates a need for retraining
• Within 20 working days after receiving exposure results, notify each employee in writ-

10/14
• Post a copy of 1910.1043 and its appendices, and make copies available to employ-
ees upon request
• Maintain a record of the training program contents
1,2-dibromo-3-chloropropane (1910.1044)*
• Who are occupationally exposed to 1,2-dibromo-3-chloropropane (DBCP)
When: • Annually inform employees of the information in Appendix A of 1910.1044
• Within five working days after receiving monitoring results, notify each employee in
writing of his or her exposure level
• Maintain a record of the training program contents
Acrylonitrile (1910.1045)*
• Who are occupationally exposed to acrylonitrile (AN)
• Who use personal protective equipment according to 1910.132
• Who clean or launder contaminated protective clothing of the hazards of exposure
When: • At the time of initial assignment
• Within five working days after receiving monitoring results, notify each employee in
writing of his or her exposure level
• Maintain a record of the training program contents, including a certificate under
1910.132

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Ethylene oxide (1910.1047)*

• Who have potential exposure to Ethylene oxide (EtO) at or above the action level, or
above the excursion limit
• In emergency action procedures according to 1910.38
• Within 15 working days after receiving monitoring results, notify each employee of his
or her exposure level either individually in writing or by posting the results
• Within 15 days of receipt, provide each employee with a copy of the physician’s writ-
ten opinion
• Make a copy of 1910.1047 and its appendices available to employees
• Maintain a training certificate according to 1910.132
Formaldehyde (1910.1048)*
• Assigned to workplaces with exposure to formaldehyde at or above 0.1 ppm
• At least annual thereafter
• Whenever a new exposure to formaldehyde is introduced
ten opinion
or her exposure level either individually in writing or by posting the results
• Maintain a record of the training program contents, including records under 1910.132
and 1910.134
• Provide all materials relating to the program to employees and to OSHA upon request
Methylenedianiline (1910.1050)*
• Who may be exposed to airborne Methylenedianiline (MDA) at or above its action
level or where dermal exposure to MDA can occur
• In emergency action procedures according to 1910.38

10/14

or her exposure level either individually in writing or by posting the results.
ten opinion
What records: • Maintain a record of the training program contents
• Provide specific information physicians who conduct medical surveillance
• Provide all materials relating to the program to employees and to OSHA and NIOSH
upon request
• Make a copy of 1910.1050 and its appendices available to employees.
1,3-butadiene (BD) (1910.1051)*

Who: Train employees with occupational exposure to 1,3-butadiene
When: • At or before the time of initial assignment
• At least annually thereafter when employees are exposed over the action level or
STEL
What records: • Maintain records according to 1910.1200
• Establish and maintain objective data records relevant to BD exemption
Methylene chloride (MC) (1910.1052)

Who: Train employees potentially exposed to methylene chloride
• Retrain on an as-needed basis
What records: No recordkeeping requirements are specified
Ionizing radiation (1910.1096)*

Who: Train employees working in or frequenting any portion of a covered radiation area
When: • Annually inform employees of individual exposure monitoring results
• Following a reportable exposure incident, provide written notification of exposure to the
exposed employee
What records: • Post a copy of the regulation along with copies of operating procedures, or keep them
available for employees upon request
Hazard communication (1910.1200)

Who: Train employees with exposure or potential exposure to hazardous chemicals
When: • Prior to initial exposure
• When a new chemical hazard is introduced
• Note: Employees must also be trained on the March 26, 2012, changes to the
Hazcom standard. These changes incorporate the GHS system of classification and
labeling of chemicals. In particular, employees must be trained on the new pictograms,
labels, and safety data sheets, by Dec. 1, 2013.

10/14
Occupational exposure to hazardous chemicals in laboratories (1910.1450)

Who: Train employees of laboratory facilities where hazardous chemicals, or those which cause
health problems in exposed employees, are used
When: • At the time of initial assignment to a covered work area
• Before assignment to new exposure situations
• Refresher training as determined by employer
GETTING THE MOST FROM YOUR SAFETY TRAINING–26A

10/14
Reserved
GETTING THE MOST FROM YOUR SAFETY TRAINING–26B

10/14
Category:
Injury and Illness Recordkeeping — Employee Involvement (1904.35)
Who: Employers must inform each employee of how to report an injury or illness.
When: When initially hired.
Recordkeeping: No specific training documentation is required.
Category: Emergency Action Plans (1910.38)

Who: All employees who might need to evacuate the facility in an emergency must be trained.
When: When initially hired, when the employee’s responsibilities under the plan change, and
when the plan is changed.
Recordkeeping: Written plan must be kept in the workplace.
Category: Fire Prevention Plans (1910.39)

Who: All employees who are exposed to fire hazards.
Recordkeeping: Written plan must be kept in the workplace.
Category: Powered Platforms (1910.66)

Who: Employees who operate powered platforms.
Recordkeeping: Employers must keep a training certificate including the employee’s name, the signature
of the employer or trainer, and the date of the training. Training records must be kept for
the duration of employment.
Category: Occupational Noise Exposure (1910.95)

Who: Train all employees who are exposed to noise at or above an 8-hour time-weighted average
of 85 decibels.
When: Initial training should precede exposure to noise level, and be repeated annually.
Category: Flammable and Combustible Liquids (1910.106)

Who: Storage tank station operators and emergency responders for storage tanks in flood-prone
areas.
When: Employees must be trained prior to taking part in actual emergency operations.
Category: Explosives and Blasting Agents (1910.109)

Who: Motor vehicle operators responsible for transporting explosives.
When: Prior to transporting any quantity of explosives.
Recordkeeping: Drivers must have a valid motor vehicle operator’s license. No other specific training
documentation is required.
Category: Storage and Handling of Liquefied Petroleum Gases (1910.110)

Who: Personnel who install, remove, operate, and maintain Liquefied Petroleum Gas systems,
and personnel performing a standard watch service for an area that includes an LP-Gas
installation.
When: Prior to or at the time of initial assignment.
Category: Storage and Handling of Anhydrous Ammonia (1910.111)

Who: Personnel responsible for tank car unloading operations.

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Category: Process Safety Management of Highly Hazardous Chemicals (1910.119)

Who: Employees who operate a process. Contract employers must inform contract employees of
known potential fire, explosion, or toxic release hazards related to the contractor’s work
and process.
When: Initial training and refresher training every three years or more often if necessary.
Recordkeeping: Training requires written operating procedures. Employers must record employee identity,
date of training, and means used to verify that the employee understood the training.
Category: Hazardous Waste Operations and Emergency Response — HAZWOPER (1910.120)

Who: Employees who work at a hazardous waste site and those who are managers or
supervisors at a hazardous waste site require training under the standard’s paragraph (e).
Employees who work at a Treatment, Storage, and Disposal (TSD) facility require training
under the standard’s paragraph (p).
Any employees designated to participate in emergency response to hazardous substance
releases require training under the standard’s paragraph (q).
When: OSHA specifies training time requirements for all of the various duties involved.
Employees working at a hazardous waste site must be trained before they participate in
field activities and annually thereafter (paragraph (e)).
Employees working at a TSD facility must be trained upon initial assignment and
annually thereafter (paragraph (p)).
Any employees designated to participate in emergency response to hazardous substance
releases must be trained prior to taking part in actual emergency operations, and must
receive annual refresher training (paragraph (q)).
Recordkeeping: Training certification is required under paragraph (e), general training; paragraph (p),
certain operations conducted under RCRA; and paragraph (q), emergency response to
hazardous substance releases.
Category: Dipping and Coating Operations (1910.122-.126)

Who: Employees working in and around open-surface tank operations must know appropriate
first aid procedures.
Category: Personal Protective Equipment (1910.132)

Who: Each employee required to use personal protective equipment.
When: Before being allowed to do work requiring PPE; retraining as necessary.
Recordkeeping: Certificate with employee name, date, and subject of training.
Category: Respiratory Protection (1910.134)

Who: All workers who use or have the potential to use a respirator, must be trained in the
proper use and the limitations of respirators.
When: Training must precede the use of a respirator. Retraining is required to be conducted
annually, and whenever necessary to ensure safe use.
Recordkeeping: No specific training documentation is required. The employer is required to maintain
records of employee medical evaluations and fit testing results.
Category: Respiratory Protection for M. Tuberculosis (1910.139)

Who: Employees who need to wear respirators to protect against exposure to M. Tuberculosis.
When: Training must precede the use of a respirator.
Category: Temporary Labor Camps (1910.142)

Who: Designated emergency first aid provider.
When: Employee must be trained prior to responding to any first aid emergency situations.
Recordkeeping: First aid facilities must be approved by a health authority. No specific training
documentation is required.

10/12
Category: Specifications for Accident Prevention Signs and Tags (1910.145)

Who: All employees who may be exposed to areas where warning signs or tags are utilized to
communicate hazards.
When: Prior to or at the time of initial assignment to areas where accident prevention signs and
tags are used.
Category: Permit-required Confined Spaces (1910.146)

Who: Persons designated as having active roles in entry operations.
When: Employers must train affected employees before initial assignment, before a change in
duties, whenever there is a change in permit space operations that presents a hazard
about which an employee has not previously been trained, or whenever the employer has
reason to believe either that there are deviations from the permit space entry procedures
required or that the employee’s knowledge of these procedures is inadequate. Employee
rescue service personnel must make practice rescues at least once every 12 months.
Recordkeeping: Affected supervisors must fill out and sign the permit required for confined space
operations, verifying that all appropriate precautions have been taken. Canceled entry
permits must be retained for at least one year. Training certifications must include each
employee’s name, the signatures or initials of the trainers, and the dates of training.
Category: Lockout/Tagout (1910.147)

Who: Training must be provided to all employees whose job duties include performing servicing
or maintenance on equipment that must be locked or tagged out for protection.
When: Training must precede the exposure to locked out equipment, or the use of a lockout
system. Retraining shall be conducted whenever necessary to reestablish employee
proficiency, or to introduce new or revised procedures.
Recordkeeping: The employer shall certify that employee training has been accomplished and is being
kept up to date. The certification shall contain each employee’s name and dates of
training.
Category: Medical Services and First Aid (1910.151)

Who: Designated emergency first aid providers when there is no infirmary, clinic, or hospital in
near proximity to the workplace that is used for the treatment of all injured employees.
When: Employees must be trained prior to responding to any first aid emergency situations.
Category: Fire Brigades (1910.156)

Who: Employers shall train all fire brigade members commensurate with their duties.
When: Before fire brigade members perform emergency activities and at least annually, but often
enough so that members are able to perform their assigned duties in a safe manner.
Members expected to fight interior structural fires must have an educational session at
least quarterly.
Recordkeeping: Employers must develop and make available written procedures, including training and
education program information and the workplace emergency action plan. Document
previous training received as part of the community.
Category: Portable Fire Extinguishers (1910.157)

Who: All employees where the employer has provided portable fire extinguishers for employee
use in the workplace are to be trained in general principles of fire extinguisher use and
associated hazards. All employees who have been designated to use fire fighting
equipment as part of an emergency action plan are to be trained to use appropriate
equipment.
When: Upon initial assignment and at least annually thereafter.

10/12
Category: Standpipe and Hose Systems (1910.158)

Who: Persons designated by the employer to conduct required inspections on standpipe and
hose systems.
Category: Fixed Extinguishing Systems, General (1910.160)

Who: Employees who are designated to inspect, maintain, operate, or repair fixed extinguishing
systems that have been installed to meet a particular OSHA standard.
When: Prior to or at the time of initial assignment. Training shall be reviewed annually to keep
the designated employees up-to-date in the functions that they are to perform.
Category: Fire Detection Systems (1910.164)

Who: Persons responsible for servicing, maintaining, testing, cleaning, and making sensitivity
adjustments to automatic fire detection systems installed to meet the requirements of a
particular OSHA standard.
Category: Employee Alarm Systems (1910.165)

Who: Persons responsible for the servicing, maintenance, and testing of employee alarm
systems. And, the employer must explain the preferred means of reporting emergencies to
each employee.
Category: Servicing of Single Piece and Multi-Piece Rim Wheels (1910.177)

Who: Training must be provided to all employees who service multi-piece rim wheels as to the
hazards involved and the safety procedures to be followed.
When: Training must occur before any service work is performed by the employee. Follow-up
training must be provided as necessary to assure that each employee maintains his
proficiency.
Category: Powered Industrial Trucks (1910.178)

Who: Anyone operating a powered industrial truck (tow motor, fork lift, etc.) must be trained
and evaluated.
When: Training and evaluation must occur before the worker operates the vehicle without direct
supervision. Refresher training in relevant topics is needed when the vehicle is operated
in an unsafe manner, after any accident or near-miss, after an evaluation shows
retraining is needed, upon assignment to a different type of truck, and upon changes in
the workplace that affect safe truck operation. An evaluation is required at least every
three years.
Recordkeeping: The employer must certify that the operator has been trained and evaluated. The
certification must include the operator’s name, the dates of the training and evaluation,
and the name of the trainer/evaluator.
Category: Overhead and Gantry Cranes (1910.179)

Who: Crane operators shall be familiar with operation and care of provided portable fire
extinguishers. Also, a qualified responsible person is required to be in charge of operations
when two or more cranes are used to lift a load.

10/12
Category: Crawler Locomotive and Truck Cranes (1910.180)

Who: Operating and maintenance personnel shall be familiar with use and care of provided
portable fire extinguishers.
Category: Mechanical Power Presses (1910.217)

Who: All power press operators, and all maintenance personnel who are assigned to care for,
inspect, and maintain power presses.
When: All power press operators are to be trained prior to their initial assignment. Operators of
part revolution mechanical power presses used in the Presence Sensing Device Initiation
(PSDI) mode are to be trained before initially operating the equipment and not less than
annually thereafter. Maintenance personnel are to be trained prior to or at the time of
initial assignment, and periodically thereafter.
Recordkeeping: Operators of part revolution mechanical power presses used in the PSDI mode are to have
a training certification record maintained on file for the duration of employment. The
certification record is to include the name of the employee, the signature of the employer
or the person conducting the training, and the date that the training was completed.
There are no other specific training documentation requirements for operators of other
types of power presses or for power press maintenance personnel.
Category: Forging Machines (1910.218)

Who: Employees assigned to inspection and maintenance activities.
Recordkeeping: No specific training documentation is required, but inspections require certification.
Category: General Requirements: Welding, Cutting, and Brazing (1910.252)

Who: Cutters, welders, and their supervisors are required to be trained in the safe operation of
the equipment. Also, fire watchers shall be trained in the use of fire extinguishing
equipment.
Category: Oxygen-Fuel Gas Welding and Cutting (1910.253)

Who: Workers in charge of the oxygen or fuel-gas supply equipment.
When: Trained and judged competent by their employers before being left in charge.
Category: Arc Welding and Cutting (1910.254)

Who: Employees designated to operate arc welding equipment.
Category: Resistance Welding (1910.255)

Who: Employees designated to operate resistance welding equipment.
Category: Pulp, Paper, and Paperboard Mills (1910.261)

Who: Workers who may be exposed to chlorine gas during bleaching operations. Also, this
regulation incorporates by reference many industrial standards which may have
additional training requirements other than those specifically outlined in 1910.261.
When: Prior to or at the time of initial assignment. Referenced industrial standards may require
refresher training.

10/12
Recordkeeping: No training documentation is specified in 1910.261, but documentation may be a

requirement in referenced industrial standards.
Category: Laundry Machinery and Operations (1910.264)

Who: Workers exposed to the hazards associated with laundry machinery and operations.
Category: Sawmills (1910.265)

Who: This regulation incorporates by reference many industrial standards and cites many
OSHA regulations which may have training requirements.
When: Prior to or at the time of initial assignment. Referenced industrial standards and OSHA
regulations may require refresher training.
Recordkeeping: No training documentation is specified in 1910.265, but documentation may be a
requirement in referenced industrial standards and OSHA regulations.
Category: Logging Operations (1910.266)

Who: Logging employees and supervisors.
When: Prior to initial assignment; upon assignment to new tasks, tools, equipment, machines, or
vehicles; upon demonstration of unsafe job performance. Required first aid and CPR
training is to remain current. New employees who have previously received adequate
training in specified training elements shall not be required to be retrained in those
elements prior to their initial assignment.
Recordkeeping: Certification record to include the name of the employee, date of training, signature of
trainer, signature of employer, and the date of acceptance of any applicable prior training.
The most recent certification record must be maintained.
Category: Telecommunications (1910.268)

Who: Telecommunications-related employees, that is, those described in Sec. 268 (e.g., pole
climbers; persons supported on ladders, derricks, or other equipment; persons working
with high voltages; persons working in manholes; or persons in tree working operations)
must be trained in precautions and safe practices.
When: Before an employee participates in a 1910.268 activity.
Recordkeeping: A written description of the training program and a record of the employees who were
trained must be maintained during each employee’s period of employment.
Category: Electric Power Generation, Transmission, and Distribution (1910.269)

Who: Qualified, or trained, employees of generation, transmission, and distribution installations
of electric utilities, and equivalent installations of industrial establishments, and line-
clearance tree-trimming operation employees who are not qualified.
When: No time frame specified, but additional training as necessary.
Recordkeeping: Certification of training and retraining for employees who service or maintain a machine
or equipment where unexpected energizing, start up, or release of stored energy could
occur and cause injury.
Category: Grain Handling Facilities (1910.272)

Who: All employees involved in grain handling operations.
When: Prior to or at the time of initial assignment, whenever changes in job assignment expose
the employee to new hazards, and at least annually.
Category: Electrical Training (1910.332)

Who: All employees must be trained who face a risk of electric shock, and/or who work on or
near exposed energized parts.
When: Training must precede exposure, and can be of the classroom or on- the-job type.

10/12
Category: Commercial Diving (1910.410)

Who: All employees who work as commercial dive team members.
When: Employees must be trained prior to conducting any tasks on the dive team. There is no
specified length of training time.
Category: Asbestos (1910.1001)

Who: Training must be provided to all employees who are exposed to airborne concentrations of
asbestos at or above the action level.
When: Training shall be provided prior to or at the time of initial assignment and at least
annually thereafter.
Recordkeeping: Training records must be maintained for one year beyond an employee’s last day of
employment.
Category: 13 Carcinogens (1910.1003 through 1910.1016)

Who: Authorized employees (those employees assigned to work where a regulated carcinogen is
manufactured, processed, used, repackaged, released, handled, or stored). This regulation
incorporates by reference 1910.134, which has additional training requirements for
employees who wear respirators.
When: Prior to being authorized to enter a regulated area, and annually thereafter.
Category: Vinyl Chloride (1910.1017)

Who: Any employee engaged in vinyl chloride or polyvinyl chloride operations (including
manufacture, reaction, packaging, repackaging, storage, handling, or use). (Note: does not
apply to employees who handle or use fabricated products made of polyvinyl chloride.)
This regulation incorporates by reference 1910.134, which has additional training
requirements for employees who wear respirators.
When: Prior to or at the time of initial assignment, and annually thereafter.
Category: Inorganic Arsenic (1910.1018)

Who: Training is to be provided to employees who are subject to exposure to inorganic arsenic
above the action level (without regard to respirator use), or for whom there is a possibility
of skin or eye irritation from inorganic arsenic. (Does not apply to employees exposed in
agriculture or to employees exposed from pesticide application, treating wood with
preservatives or using arsenically preserved wood.) Also, any person who cleans or
launders contaminated protective clothing is to be informed in writing of the hazards of
exposure to inorganic arsenic. In addition, the employer must provide specified
information to the physician who is conducting medical surveillance, and the employee is
to receive a copy of the physician’s written opinion.
When: Training to be provided at the time of initial assignment, and shall be repeated at least
annually. Each employee is to be notified in writing of air monitoring results that are
representative of his or her exposure within five working days after the receipt of the
monitoring results.
Recordkeeping: The employer shall provide, upon request, all materials relating to the employee
information and training program to the Assistant Secretary and the Director. The
employer shall make readily available to all affected employees a copy of 1910.1018 and
its appendices. There are additional recordkeeping requirements for exposure monitoring
and medical surveillance programs.
Category: Access to Employee Exposure and Medical Records (1910.1020)

Who: All employees.
When: At the time of hire, and at least annually thereafter.
Recordkeeping: No specific training documentation is required. But, the employer is required to make
copies of 1910.1020 and its appendices readily available.

10/12
Category: Lead (1910.1025)

Who: Employees at workplaces where there is the potential for any exposure to airborne lead.
Employees exposed at or above the action level or at risk of skin or eye irritation have
additional training requirements. This regulation incorporates by reference 1910.134,
which has additional training requirements for employees who wear respirators. Also, any
person who cleans or launders contaminated protective clothing is to be informed in
writing of the hazards of exposure to lead. In addition, the employer must provide
specified information to the physician who is conducting medical examinations, and the
employee is to receive a copy of the physician’s written opinion.
When: Prior to the time of initial assignment and annually thereafter. Within five working days
after receiving monitoring results, the employer is to notify each employee of his or her
exposure level in writing. Also, each time that an employee undergoes a medical exam by
an employer-selected physician, the employer must promptly notify the employee that he
or she has the right to seek a second medical opinion.
Recordkeeping: The employer shall provide, upon request, all materials relating to the employee
information and training program to the Assistant Secretary and the Director. The
employer shall make readily available to all affected employees a copy of 1910.1025 and
its appendices. There are additional recordkeeping requirements for exposure monitoring
and medical surveillance programs.
Category: Cadmium (1910.1027)

Who: All employees who are potentially exposed to cadmium. This regulation incorporates by
reference 1910.134 and 1910.1200, which have additional training requirements. Also, any
person who cleans or launders contaminated protective clothing is to be informed in
writing of the hazards of exposure to cadmium. In addition, the employer must provide
specified information to the physician who is conducting medical surveillance, and the
employee is to receive a copy of the physician’s written opinion within two weeks after the
employer receives it.
When: Prior to or at the time of initial assignment and at least annually thereafter. Within
fifteen working days after receiving monitoring results, the employer is to notify each
employee of his or her exposure level in writing, and must post the results. Also, each
time that an employee undergoes a medical exam by an employer-selected physician, the
employer must promptly notify the employee that he or she has the right to seek a second
medical opinion. Within thirty days of an employee request, the employer is to provide the
employee with the information that was provided to the physician.
Recordkeeping: The employer is to prepare a certification record of training that includes the employee’s
name, signature of the employer or the trainer, and date of training. This record is to be
maintained for one year beyond the training date. The employer is to maintain a record
on the contents of the training program and shall provide, upon request, all materials
relating to the program to the Assistant Secretary and the Director. The employer shall
make readily available to all affected employees a copy of 1910.1027 and its appendices.
There are additional recordkeeping requirements for exposure monitoring and medical
surveillance programs.
Category: Benzene (1910.1028)

Who: Training must be provided to all employees who are exposed to airborne concentrations of
benzene at or above the action level.
When: Training shall be provided prior to or at the time of initial assignment and at least
Category: Coke Oven Emissions (1910.1029)

Who: Employees who are assigned to work in a regulated area. Employees who refuse to
participate in the medical surveillance program are to be informed of the possible health
consequences. In addition, the employer must provide specified information to the
physician who is conducting medical surveillance, and the employee is to receive a copy of
the physician’s written opinion. Also, this regulation incorporates by reference 1910.134,
which has additional training requirements for employees who wear respirators.
When: At the time of initial assignment and annually thereafter. Also, within five working days
after receipt, the employer is to notify the employee in writing of exposure monitoring
results.

10/12
Recordkeeping: Employees who refuse to participate in the medical surveillance program are to sign a
statement that they understand the risks involved with refusing the examination.
Appropriate procedures and schedules are to be posted in the regulated area. The
employer is to maintain a record of the contents of the training program and shall
provide, upon request, all materials relating to the program to the Secretary and the
Director. The employer shall make readily available to all affected employees a copy of
1910.1029 and its appendices. There are additional recordkeeping requirements for
exposure monitoring and medical surveillance programs.
Category: Bloodborne Pathogens (1910.1030)

Who: All employees with occupational exposure to bloodborne pathogens must be trained. This
might include first aid responders, depending upon your system.
When: Employees must be trained prior to initial exposure to bloodborne pathogens. There is no
specified length of training time. Annual retraining is required.
Recordkeeping: Very specific training records must be maintained. Information must include dates of
training, contents of training sessions, names and qualifications of trainers, names and job
titles of those trained. Records must be retained for three years.
Category: Cotton Dust (1910.1043)

Who: Training requirements apply to all employees exposed to cotton dust in yarn
manufacturing, slashing and weaving operations, or in textile operation waste house
work. (Employees in yarn manufacturing and slashing and weaving operations that
exclusively use washed cotton (as defined in the regulation) are exempt from the specific
training requirements, but other requirements may apply depending on the grade of the
washed cotton in use.) Training is required for all employees exposed to cotton dust
generated in the preparation of washed cotton from opening until the cotton is thoroughly
wetted. Specific training requirements do not apply where employees exposed to cotton
dust engage in cottonseed processing or waste processing operations, but other
requirements of the regulation do apply to these employees. The regulation does not apply
to handling or processing woven or knitted materials, to harvesting or ginning of cotton,
to the construction industry, or to maritime operations that are covered by 29 CFR parts
1915 and 1918, and it does not apply to employees in knitting, classing or warehousing
operations. Also, this regulation incorporates by reference 1910.134, which has additional
training requirements for employees who wear respirators. In addition, the employer must
provide specified information to the physician who is conducting medical surveillance, and
the employee is to receive a copy of the physician’s written opinion.
When: Specific training requirements are to be met prior to initial assignment. Training is to be
repeated annually, when job assignments or work processes change, and when
performance indicates a need for retraining. Also, within twenty working days after
receipt, the employer is to notify the employee in writing of exposure monitoring results.
Recordkeeping: The employer shall post a copy of 1910.1043 and its appendices, and make copies
available to employees upon request. The employer is to maintain a record of the contents
of the training program and shall provide, upon request, all materials relating to the
program to the Assistant Secretary and the Director. There are additional recordkeeping
requirements for exposure monitoring and medical surveillance programs.
Category: 1,2-dibromo-3-chloropropane (1910.1044)

Who: Applies to employees who are occupationally exposed to 1,2-dibromo-3-chloropropane
(DBCP). Employees must meet training requirements when they work in operations
where DBCP is stored, transported, distributed or sold in intact containers that are sealed
to prevent exposures to DBCP vapors or liquid, but they may be exempt from some of the
other requirements of the regulation. This regulation does not apply to employees who are
exposed solely from the application and use of DBCP as a pesticide. Also, this regulation
incorporates by reference 1910.134, which has additional training requirements for
employees who wear respirators. Also, any person who cleans or launders contaminated
protective clothing is to be informed of the hazards of exposure to DBCP. In addition, the
employer must provide specified information to the physician who is conducting medical
surveillance, and the employee is to receive a copy of the physician’s written opinion.
When: Annually, the employer is required to inform the employees of the information contained
in Appendix A. Also, within five working days after receiving monitoring results, the
employer is to notify each employee of his or her exposure level in writing.

10/12
Recordkeeping: The employer is to maintain a record of the contents of the training program and shall
provide, upon request, all materials relating to the program to the Assistant Secretary
and the Director. The employer shall make readily available to all affected employees a
copy of 1910.1044 and its appendices. There are additional recordkeeping requirements for
exposure monitoring and medical surveillance programs.
Category: Acrylonitrile (1910.1045)

Who: Employees occupationally exposed to acrylonitrile (AN). The regulation does not apply to
processing, use, and handling of finished polymers (and products made from polymers) of
ABS resins, SAN resins, nitrile barrier resins, solid nitrile elastomers, acrylic and
modacrylic fibers, and solids made from or containing AN that will not be heated above
170 degrees F. (Also exempt are other AN materials that are not capable of releasing
specified amounts of airborne AN.) Also, this regulation incorporates by reference 1910.132
and 1910.134, which have additional training requirements for employees who wear
personal protective equipment or respirators. Also, any person who cleans or launders
contaminated protective clothing is to be informed of the hazards of exposure to AN. In
addition, the employer must provide specified information to the physician who is
conducting medical surveillance, and the employee is to receive a copy of the physician’s
written opinion.
When: At the time of initial assignment and at least annually thereafter. Also, within five
working days after receiving monitoring results, the employer is to notify each employee
of his or her exposure level in writing.
provide, upon request, all materials relating to the program to the Assistant Secretary
and the Director. The employer shall make readily available to all affected employees a
copy of 1910.1045 and its appendices. A training certificate is required for employees
trained in using personal protective equipment under 1910.132. There are additional
recordkeeping requirements for exposure monitoring and medical surveillance programs.
Category: Ethylene Oxide (1910.1047)

Who: Employees who have the potential to be exposed to Ethylene Oxide (EtO) at or above the
action level, or above the excursion limit. Also, this regulation incorporates by reference
1910.38, 1910.132, and 1910.134, which have additional training requirements. In
written opinion within fifteen days after the employer receives it.
When: At the time of initial assignment and at least annually thereafter. Also, within fifteen
of his or her exposure level either individually in writing or by posting the results.
Recordkeeping: The employer shall make a copy of 1910.1047 and its appendices available to employees. A
training certificate is required for employees trained in using personal protective
equipment under 1910.132. There are additional record-keeping requirements for exposure
monitoring and medical surveillance programs.
Category: Formaldehyde (1910.1048)

Who: Employees assigned to workplaces where there is exposure to formaldehyde at or above
0.1 ppm. Also, this regulation incorporates by reference 1910.132 and 1910.134, which
have additional training requirements for employees who wear personal protective
equipment or respirators. Also, any person who cleans or launders contaminated
protective clothing is to be informed of the hazards of exposure to Formaldehyde. In
written opinion within fifteen days after the employer receives it.
When: At the time of initial assignment and whenever a new exposure to formaldehyde is
introduced. Training is to be repeated at least annually. Also, within fifteen working days
after receiving monitoring results, the employer is to notify each employee of his or her
exposure level either individually in writing or by posting the results. Also, each time that
an employee undergoes a medical exam by an employer-selected physician, the employer
must promptly notify the employee that he or she has the right to seek a second medical
opinion.

10/12
provide, upon request, all materials relating to the program to employees and to the
Assistant Secretary and the Director. A training certificate is required for employees
trained in using personal protective equipment under 1910.132. There are additional
recordkeeping requirements for respirator fit testing, exposure monitoring, and medical
surveillance programs.
Category: 4,4’-Methylenedianiline (1910.1050)

Who: Employees who may be exposed to airborne 4,4’-Methylenedianiline (MDA) at or above its
action level or where dermal exposure to MDA can occur. (Note: the regulation does not
apply to finished articles that contain MDA or to materials in any form that contain less
than 0.1% MDA by weight or volume.) Also, this regulation incorporates by reference
1910.38, 1910.1200, and 1910.134, which have additional training requirements. Also, any
person who cleans or launders contaminated protective clothing is to be informed of the
hazards of exposure to MDA. In addition, the employer must provide specified information
to the physician who is conducting medical surveillance, and the employee is to receive a
copy of the physician’s written opinion within fifteen days after the employer receives it.
When: At the time of initial assignment and at least annually thereafter. Also, within fifteen
of his or her exposure level either individually in writing or by posting the results. Also,
each time that an employee undergoes a medical exam by an employer-selected physician,
the employer must promptly notify the employee that he or she has the right to seek a
second medical opinion.
provide, upon request, all materials relating to the program to employees and to the
Assistant Secretary and the Director. The employer shall make a copy of 1910.1050 and
its appendices available to employees. There are additional recordkeeping requirements
for exposure monitoring and medical surveillance programs.
Category: 1,3-butadiene (BD) (1910.1051)

Who: All employees with occupational exposure to 1,3-butadiene.
When: Employees must be trained before or at the time of initial assignment to work with BD.
Training must be repeated annually when employees are exposed over the action level or
STEL.
Recordkeeping: Recordkeeping must comply with the Access to Employee Exposure and Medical Records
regulation (1910.1020). Employers must establish and maintain objective data records
relevant to exemption from initial monitoring for BD.
Category: Methylene Chloride (MC) (1910.1052)

Who: All employees potentially exposed to methylene chloride.
When: Training is provided prior to or when initially assigned to a job. Retraining is given on an
as-needed basis.
Recordkeeping: No recordkeeping requirements are specified.
Category: Ionizing Radiation (1910.1096)

Who: Employees working in or frequenting any portion of a radiation area. The regulation does
not apply to employers who are regulated by the Nuclear Regulatory Commission (these
employers are governed by 10 CFR Part 20), or to employers in states that are operating
under agreements with the Nuclear Regulatory Commission in accordance with the
Atomic Energy Act of 1954.
When: At least annually, the employer is to advise each employee of his or her individual
exposure monitoring results. Following a reportable exposure incident, the exposed
employee is to receive written notification of his or her exposure.
Recordkeeping: The employer is to post a copy of the regulation along with copies of operating procedures,
or is to keep these available for employee examination upon request. Also, there are
requirements for maintaining exposure records from personnel monitoring.

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Category: Hazard Communication (1910.1200)

Who: Train all workers who have an exposure or a potential for exposure to hazardous
chemicals.
When: Employees must be trained prior to initial exposure and when a new chemical hazard is
introduced. No specified length of training time.
Category: Occupational Exposure to Hazardous Chemicals in Laboratories (1910.1450)

Who: Employees of laboratory facilities where hazardous chemicals, or those which cause health
problems in exposed employees, are used.
When: At the time of initial assignment to a work area where hazardous chemicals are present,
and before assignment to new exposure situations. Refresher training as determined by
employer.

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Getting the Most From This Manual
Layout of This Manual

Keller’s 5-Minute Workplace Safety Talks manual is divided into three major tabbed sections.
They are:
• Getting the Most from Your Safety Training.
• Getting the Most from This Manual.
• 5-Minute Safety Talks Topics.
The topics section is further tabbed, broken down alphabetically, to help you to locate specific
topics.
Layout of Each Topic Section

There are several types of ″talks″ in this manual; they are 5-Minute Safety Talks, Real Life
Stories, Citations Stories and the Single Page Format. Each type of talk has its own layout.
5-Minute Safety Talks

Each 5-Minute Safety Talk contain three parts; the Topic Page, the Handout Sheet, and the
Sign-off Sheet. The Topic Page contains the lesson plan and additional information intended for
the presenter. The Topic Page will typically contain the following sections:
• The Overview of the topic, which contains a summary of what the topic is.
• Employee Training, which is a summary of training requirements.
• Training Tips, which contains tips and suggestions for presenting the topic, as well as a
subsection titled Where To Go For More Information.
Each 5-Minute Safety Talk has at least one handout sheet, and many have more than one
handout depending upon the complexity of the topic. If the topic you select has more than one
handout, chose the handout which best fits the message for that training session. You can use the
other handout at a later time for additional training on the topic.
Handout pages are meant to be copied and handed out to your employees to be used during the
training and later as an employee reference. The handout page is reproducible for your internal
use. J. J. Keller & Associates, Inc., grants permission to reproduce the handouts in this publi-
cation provided that Keller’s copyright notice and imprint remain visible on all copies. The copies
you make may not be resold or incorporated in any other publication.
Handout
Each 5-Minute Safety Talk has at least one handout sheet, and many have more than one
handout depending upon the complexity of the topic. If the topic you select has more than one
handout, chose the handout which best fits the message for that training session. You can use the
other handout at a later time for additional training on the topic.
Handout pages are meant to be copied and handed out to your employees to be used during the
training and later as an employee reference. The handout page is reproducible for your internal
use. J. J. Keller & Associates, Inc., grants permission to reproduce the handouts in this publi-
cation provided that Keller’s copyright notice and imprint remain visible on all copies. The copies
you make may not be resold or incorporated in any other publication.
GETTING THE MOST FROM THIS MANUAL–1

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Sign-off sheet
You can use the sign-off sheet to document who attending training session. The sheet may be
copied as needed to provide enough space for all employees who participated in the training to
sign.
Real Life Stories

What are real life stories?
Trainers are always looking for ways to get trainees more involved in the training experience.
And there are many methods the trainer can use to accomplish this. We also know that adults
learn differently than children. Adults need to be able to relate the information presented to their
own experience, and provide feedback.
Real Life Stories are one more tool which can be used to get your attendees more involved. In
Real Life Stories we take a specific workplace safety topic and present a “real-life” scenario.
Your trainees then discuss the incident, and allows them to share their own experiences and
life-lessons about the topic, a major factor in adult learning.
Encourage discussion through the Let’s talk about this segments, which allow the trainees to
use their own experience and knowledge to explain what happened in the story, what things were
done improperly, and what should or could have been done instead. This is where you should be
encouraging trainee participation. It is also where you will be able to correct any misconceptions
or discuss issues related to specific company policies and procedures.
In the What happens next? segment the attendees discuss what steps can or should be taken
to make sure that the events described don’t happen again.
Citation Stories
What are the citation stories?
The third type of training talk in this manual is based on OSHA citations issued following OSHA
inspections. These citations and the related fines are often the result of an employee complaint
to the Agency or an accident or fatality at the jobsite.
We’ve included this type of information to give you an idea of the types of violations that
companies can be cited for. Employers can use this information to help determine what training
would be needed to help similar accidents or safety complaints and their resulting inspections
and citations.
The first part of the Citation Talk stories discusses the citations and related fines. The second
part of the talk covers the training requirements.
There is a generic sign-off sheet for the Citation Talk stories. This sign-off sheet is located on
page XX of this tab. Use this sign-off sheet for each of the Citation Talks used.
Citations
Citations inform the employer and the employees of the regulations and the standards alleged
to have been violated and of the length of time set for their abatement. The employer will receive
citations and notices of proposed penalties by certified mail.
The employer must post a copy of each citation at or near the place a violation occurred, for three
days or until the violation is abated, whichever is longer.

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Penalties
In order to determine the amount of a penalty, the violation itself must first be categorized.
Violations can be classified as serious, other-than-serious, willful, repeat, or failure to abate.
Once a violation is classified, the gravity of the violation is considered in order to determine a
″base penalty″ amount. The base penalty may then be adjusted downward when other factors
such as size, good faith, and violation history of the employer are considered.
The four adjustment factors used by OSHA include:
Gravity of violation — Gravity is the primary consideration in determining penalty amounts.
It is the basics for calculating the basic penalty for both serious and other violations. Gravity of
a violation is based on the severity of the injury or illness which could result from the alleged
violation and the probability that an injury or illness could occur as a result of the alleged
violation.
Size adjustment factor — A maximum penalty reduction of 60 percent will be given to employ-
ers with one to 25 workers; 40 percent for employers with 26 to 100 workers; and 20 percent for
employers with 101 to 250 workers. Employers with more than 250 workers will not receive a
penalty reduction for size.
Good faith adjustment — There may be up to an additional 25 percent reduction for evidence
that the employer is making a good faith effort to provide a safe and healthy workplace. A 15
percent reduction is normally given to an employer that has a documentable and effective safety
and health program, but with more than only incidental deficiencies. No reduction is given to
employees with no safety and health program or where a willful violation is found.
History adjustment — A 10 percent reduction may be given if the employer has not been cited
by OSHA for any serious, willful, or repeat violations in the past three years.
The computation of base penalties for the various violations is based on the following OSHA
guidelines.
Serious violations — A serious violation is one where there is a substantial probability that
death or serious physical harm could result, and the employer knew or should have known of the
hazard. The typical range of proposed penalties for serious violations is $1,500 to $5,000. The
severity of the violation and the probability of an injury or illness occurring are then considered
in order to determine the dollar amount of the proposed penatly.
Other-than-serious-violations — This is a violation that has a direct relationship to job safety
and health, but probably would not cause death or serious physical harm. No penalites are
usually proposed for other-than-serious violations which have a low probability of resulting in an
injury or illness. A base penalty of $1,000 is used if the violation has a greater probability of
resulting in an injury or illness.
Willful violations — A willful violation is one which the employer intentially and knowingly
commits. For a willful violation, OSHA may assess a civil penalty of not more than $70,000 but
not less than $5,000 for each violation.
Repeat violations — A repeat violation is a violation of any standard, regulation, rule, or order
where, upon reinspection, a substantially similar violation is found and the original citation has
become a final order. Repeat violations may be assessed a civil penalty of not more than $70,000
for each violation. The penalty is adjusted depending upon how many workers are employed.
Failure to abate — Failure to correct a prior violation within the prescribed abatement period
could result in a penalty for each day the violation continues beyond the abatement date. The
daily penalty is usually equal to the amount of the initial penalty with an adjustment for size
only.

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Single Page Format

In an effort to control the size of the manual, beginning with the April 2011 update, we are
introducing the Single Page Format for new talks. The Single Page Format is simply a
simpler way to organize the materials for the presenter. As the name suggests, the Single Page
Format utilizes a single page which has the instructor information on one side and the employee
handout on the other. This will eliminate duplication of information and cut down on the number
of pages in the manual.
There is a generic sign-off sheet which you will use to record employee attendance located on
page 6A of the tab titled Getting The Most From Your Safety Training.

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Table of Contents for A

Acrylonitrile
An Overview
Exposure
Real Life Stories
Air Contaminants
An Overview
Exposure Limits
Real Life Stories
The OSHA Standard

An Overview
Amputations
An Overview
Anhydrous Ammonia
An Overview
Real Life Stories
Refrigeration Units
Asbestos
An Overview
Exposure
Real Life Stories
Automated External Defibrillators (AEDs)

An Overview
Real Life Stories
A TOC-1
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Reserved
A TOC-2
10/14
Acrylonitrile—An Overview
Overview of Topic Acrylonitrile (AN) is an extremely versatile and widely used indus-
trial chemical. Just a few of its uses are in nitrile rubber, ABS and
SAN resins, synthetic soil blocks, and as grain fumigant. Synonyms
include propenenitrile; vinyl cyanide; cyanoethylene; AN; VCN;
acylon; carbacryl; fumigrian; ventox.
It is also one of the most hazardous chemicals in general use today.
Health Hazards Acrylonitrile is dangerous if it is breathed in, gets on the skin, or if
it is swallowed.
Physical Hazards Acrylonitrile is a flammable liquid, and its vapors can easily form
explosive mixtures in air.
Regulated Areas Where AN concentrations are in excess of the permissible exposure
limits the employer must establish regulated areas. Regulated
areas are to be marked and segregated from the rest of the work-
place to minimize the number of persons exposed to AN.
Access to regulated areas is limited to authorized persons. Food or
beverages may not be present or consumed, tobacco products may
not be present or used, and cosmetics are not to be applied in the
regulated area.
Training Tips Training must be provided at the time of initial assignment and at
least annually thereafter. Employers must institute a training pro-
gram and assure the participations of all employees:
• Who are exposed to AN above the action level,
• Whose exposures are maintained below the action level by engi-
neering and work practice controls, and
• Who are subjected to potential skin or eye contact with liquid
AN.
Training must be provided at the time of initial assignment and at
least annually thereafter.
Explain all work processes which use acrylonitrile in your facility.
Review the engineering and work practice controls which are in
place.
Record training sessions using the generic Training Session Log,
found in Getting The Most From Your Safety Training, page 6.
Where to go for more information
29 CFR 1910.1045—Acrylonitrile.
ACRYLONITRILE—AN OVERVIEW-1
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Acrylonitrile—An Overview
Overview
Acrylonitrile (AN) is a versatile and abundant chemical used to manufacture acrylic plastics,
resins, polymers, nitrile rubbers, and other organic chemicals. AN is a flammable liquid, and
precautions need to be taken to use, handle, and store it safely.
How can it hurt me?
You can be exposed to AN by breathing the vapors, by swallowing it, and by having direct skin
contact with it.
How can I protect myself?
The best way to prevent contact with acrylonitrile is to follow the
engineering and work practices used at your workplace. Follow all
rules which your employer has in place to protect you from exposure.
You must wear impervious clothing, gloves, goggles, face shield, or
other protective clothing to prevent skin contact with liquid AN. You
may be required to wear a respirator during some operations. Follow
your employer’s instructions for using any protective equipment.
Keep containers tightly closed and store them in a cool, well-
ventilated area, away from heat, sparks, flames, and reactive
chemicals. You should use non-sparking tools when opening or clos-
ing metal containers of AN, and the containers must be bonded and
grounded when liquid AN is poured or transferred.
What must my employer do?
Your employer is required to provide initial training, and yearly
training thereafter, on the characteristics and hazards of AN, the
proper work practices for using it, emergency procedures, and the correct use of PPE.
Where AN concentrations exceed the permissible exposure limits, your employer must post signs
which say:
DANGER
ACRYLONITRILE (AN)
MAY CAUSE CANCER RESPIRATORY
PROTECTION MAY BE REQURED IN THIS AREA
AUTHORIZED PERSONNEL ONLY
Your employer is also required to determine whether you are being exposed to AN, keep records
of air testing and exposures, and medical evaluations.
ACRYLONITRILE—AN OVERVIEW HANDOUT-1

Handouts may be copied and distributed to workers for use 10/14 Copyright J. J. Keller & Associates, Inc.,
during your training session. Please refer to HOW TO USE www.jjkeller.com
THIS MANUAL for restrictions.
Acrylonitrile—Exposure
Overview of Topic Acrylonitrile (AN) is an extremely versatile chemical, used in nitrile

rubber, ABS and SAN resins, synthetic soil blocks, and as grain
fumigant.
It is also one of the most hazardous chemicals in general use today.
Health Hazards Acrylonitrile is dangerous if it is breathed in, gets on the skin, or if
it is swallowed.
Observable effect from breathing or swallowing are a flushed face
and increased salivation, irritation of eyes and nose, sensitivity to
light, and deepening respiration. Further exposure shortens breath
with nausea, vomiting, weakness, oppressive feeling in the chest;
sometimes with headache and diarrhea.
Training Tips OSHA regulations require the employer to institute a training pro-
gram and assure the participations of all employees:
• Who are exposed to AN above the action level,
• Whose exposures are maintained below the action level by engi-
neering and work practice controls, and
• Who are subjected to potential skin or eye contact with liquid
AN.
least annually thereafter.
Explain all work processes which use acrylonitrile in your facility.
Review the engineering and work practice controls which are in
place.
Review with the employees the signs and symptoms of acrylonitrile
exposure. Explain how they can report emergencies involving
acrylonitrile.
Review with employees the use of personal protective equipment
(PPE) such as impermeable clothing, goggles, face shield, or other
PPE as applicable to your company and the work processes.
29 CFR 1910.1045—Acrylonitrile.
ACRYLONITRILE—EXPOSURE-1
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Acrylonitrile—Exposure
Overview
Acrylonitrile (AN) is a common industrial chemical used to manufacture acrylic plastics, resins,
polymers, nitrile rubbers, and other organic chemicals.
How can it hurt me?
AN is a flammable liquid. Exposure to AN by breathing the vapors, by swallowing it, and by
having direct skin contact with it can be harmful.
Short-term exposure can cause eye irritation, nausea, vomiting,
headache, sneezing, weakness, and light-headedness. At high con-
centrations, loss of consciousness and death are possible. Prolonged
skin contact can produce blisters following several hours of no
apparent effect.
No employee may be exposed to skin contact or eye contact with
liquid AN.
Long-term exposure to AN has caused cancer in laboratory animals
and has been associated with higher incidences of cancer in humans.
Poisonings in industry occur mainly by inhalation. Unfortunately,
by the time you smell the chemical, its concentration is anywhere
from 13 to 19 times over the Permissible Exposure Limit (PEL).
Prevent contact with acrylonitrile by following the engineering and
work practices used at your workplace. Follow all rules which your
employer has in place to protect you from exposure.
Use the recommended personal protective equipment (PPE) as directed. Understand how to
maintain and care for all PPE.
Safety glasses, goggles, or face shields should be worn during all operations in which AN may
contact the eyes.
Know what workplace processes use AN, and how to report any emergencies in these areas.
Report any signs or symptoms that might be related to exposure to AN.
No employee may be exposed to an airborne concentration of AN in excess of:
• Two parts acrylonitrile per million parts of air (2 ppm) as an eight (8)-hour time-weighted
average.
• 10ppm as averaged over any fifteen (15)-minute period during the work day.
Your employer is required to provide initial training, and yearly training thereafter, on the
characteristics and hazards of AN, the proper work practices for using it, emergency procedures,
and the correct use of PPE.
Your employer is also required to determine whether you are being exposed to AN, keep records
of air testing and exposures, and medical evaluations.
ACRYLONITRILE—EXPOSURE HANDOUT-1
Acrylonitrile—Real Life Stories
Overview of Topic Acrylonitrile is an extremely versatile and abundant chemical. Just

a few of its uses are in nitrile rubber, ABS and SAN resins, synthetic
soil blocks, and as grain fumigant. Despite its usefulness, it is easily
one of the most hazardous chemicals in general use today.
It happened like this
It was near the end of her shift when Susan noticed her eyes were
burning and that she felt very tired. She told her supervisor, Diane,
who noticed that Susan’s face was red, as were her eyes.
“Susan, are you feeling OK?”
“No, I’m not. I feel weak and tired.”
“Sit down here and I’ll get the nurse to check you out. Were you
working on the ABS extrusion machine today?” asked Diane.
“Yes.”
Diane called the safety coordinator. “Bob, we may have a problem
with an acrylonitrile release near the ABS extrusion machine.”
“If you have anyone working there get them away from the machine.
Evacuate the area,” Bob said. “I’ll get the air monitor and be there
in a couple minutes.”
Next, Diane called the nurse and told her to come immediately.
Let’s talk about this, OK?
What are the issues?
• Susan was exposed to acrylonitrile.
• Susan experienced health-related symptoms as a result of the
exposure.
• Susan violated company safety rules.
What did Diane do right?
• Recognized the symptoms of acrylonitrile exposure.
• Called the safety manager to report the presumed hazard.
• Called the nurse to come and look at Susan.
What did Bob do right?
• Told Diane to evacuate the area.
• Said he’d bring an air monitor to check the area around the ABS
extrusion machine for an acrylonitrile release.
ACRYLONITRILE—REAL LIFE STORIES-1

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What did Susan do wrong?

• Didn’t detect the presence or release of acrylonitrile.
• Didn’t recognize the symptoms of overexposure to
acrylonitrile.
What did Diane do wrong?
• Did not have Susan flush her eyes immediately.
• Did not move Susan to fresh air.
What do you think should happen next?
• Stop the release of acrylonitrile and determine the cause.
• Once the release is stopped, the safety coordinator should con-
duct training:
❍ On how to detect the presence or release of acrylonitrile;
❍ On the immediate and long-term health hazards of expo-
sure;
❍ For those subjected to potential skin or eye contact with
liquid acrylonitrile.
ACRYLONITRILE—REAL LIFE STORIES-2

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KELLER’S 5-MINUTE SAFETY TALKS

Overview
Acrylonitrile is an extremely versatile and abundant chemical. Just a few of its uses are in
nitrile rubber, ABS and SAN resins, synthetic soil blocks, and as grain fumigant. Despite its
usefulness, it is easily one of the most hazardous chemicals in general use today.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What did Diane do right?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What did Bob do right?
_________________________________________________________________
_________________________________________________________________
What did Susan do wrong?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
ACRYLONITRILE—REAL LIFE STORIES HANDOUT

10/07
Handouts may be copied and distributed to workers for Copyright J. J. Keller & Associates, Inc.,
use during your training session. Please refer to HOW TO www.jjkeller.com
USE THIS MANUAL for restrictions.

Sign-Off Sheet
This sign-off sheet documents the employees at this company, ____________________________,

who have taken part in a training session on Acrylonitrile—Real Life Stories. At this training
session, we covered:
• Where acrylonitrile is used in the facility.

• How to detect the presence or release of acrylonitrile.
• The immediate and long-term health hazards of exposure.

The space below is for employees to “sign off” that they were in attendance.
Date of Training: _______________________ Facility: ________________________________
Employee Signature Print Name Here
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
Supervisor’s Signature
ACRYLONITRILE—REAL LIFE STORIES SIGN-OFF

10/07
Sign-off sheets may be copied and distributed to workers Copyright J. J. Keller & Associates, Inc.,
for use during your training session. Please refer to HOW www.jjkeller.com
TO USE THIS MANUAL for restrictions.
Air Contaminants—An Overview
Overview of Topic An air contaminant is any toxic or harmful substance that is acci-
dentally or unintentionally introduced into the air.
Types of air contaminants
Dusts are tiny particles that are dispersed into the air (i.e., silica,
wood dust, etc.).
Mists are tiny droplets of a liquid that have been atomized and
dispersed into the air (i.e., paint sprays).
Fumes are tiny particles that become suspended in the air, espe-
cially during welding or cutting operations (i.e., zinc fumes).
Vapors are created when volatile liquids evaporate into the air (i.e.,
gasoline vapor).
Gases are elements or components that are normally in the gaseous
state at ambient temperatures and pressures (i.e., chlorine, carbon
monoxide).
Exposure limits
Exposure is measured in permissible exposure limits (PELs), the
acceptable concentration of a chemical for employees to be exposed
to.
Ceiling Values is the limit beyond which no employee may be
exposed to at any time.
8-Hour Time Weighted Averages are the limits which an employee
may be exposed to when averaged over an 8-hour period. Exposure
may not exceed the 8-hour TWA in any 8-hour work shift of a
40-hour work week.
Training Tips Inform employees of the presence of any substances from
§1910.1000 tables Z-1, Z-2, and Z-3 in the workplace. Inform the
employees of the PELs for each individual substance.
Explain the symptoms of exposure to these substances and what
employees are expected to do if they believe they have been exposed.
29 CFR 1910.1000—Air contaminants.
AIR CONTAMINANTS—AN OVERVIEW-1

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Air Contaminants—An Overview

Overview
An air contaminant is any substance that is accidentally or unintentionally introduced into the
air, having the effect of rendering the air toxic or harmful to some degree.
Who is covered?
29 CFR 1910.1000 Air contaminants protects employees from occupational exposure to air con-
taminants. The regulation applies to all workers who may be subjected to workplace air
contaminants.
§1910.1000 lists various substances along with permissible exposure limits (PELs) for an eight-
hour period.
Your employer has a responsibility to notify you of potential
hazards in the workplace, including air contaminants.Your
employer:
• Is responsible for controlling sources of air contamination
by using engineering controls, or, if necessary, by using
personal protective equipment (PPE).
• Must let you know what air contaminants are in the
workplace and how you can protect yourself from them.
• Will discuss any necessary PPE with you and demon-
strate proper use, cleaning, and storage of the
equipment.
• Must periodically test the air in the facility for the pres-
ence of air contaminants. You, or your representative,
have a right to see the results of those tests.
To achieve compliance with 29 CFR 1910.1000 administrative or engineering controls must first
be determined and implemented whenever feasible.
If your employer chooses to use PPE in addition to engineering and work practice controls, make
sure that you understand how to properly use and care for that PPE. Also, the PPE must be
provided free of charge.
AIR CONTAMINANTS—AN OVERVIEW HANDOUT-1

Air Contaminants—Exposure Limits
Overview of Topic OSHA sets permissible exposure limits (PELs) to protect workers
against exposure to hazardous substances. PELs are regulatory lim-
its on the amount or concentration of a substance in the air beyond
which an employee may not be exposed. They may also contain a
skin designation.
OSHA PELs are based on an 8-hour time weighted average (TWA)
exposure as outlined in 1910.1000.
Exposure limits in OSHA standards
About 500 PELs have been listed in 1910.1000 Table Z-1.
Substances in Table Z-1 that have a “C” in front of the exposure
limit refer to ″ceiling value,″ an exposure limit that may not be
exceeded at any time.
Acceptable ceiling concentrations are found in Table Z-2 for many
substances. An employee’s exposure may not exceed the ceiling con-
centration limit at any time.
Skin designation, if noted by an “X” in the column marked “skin
designation” in Table Z-1, means the substance is able to be
absorbed through the skin.
If the entry for a substance in the Tables references another OSHA
standard, the exposure limits in the substance-specific standard are
to be followed.
PELs are outdated
OSHA recognizes that many PELs are outdated and inadequate for
ensuring protection of worker health. And while PELs in the
Z-Tables remain in effect, OSHA recommends that employers con-
sider using alternative exposure limits from the Cal/OSHA PELs,
the NIOSH Recommended Exposure Limits (RELs) and the
ACGIH® TLVs®s.
Training Tips Discuss the engineering, administrative controls, and PPE used to
reduce employee exposures to permissible limits. Explain which
jobs involve possible exposure to air contaminants.
29 CFR 1910.1000—Air Contaminants.
AIR CONTAMINANTS—EXPOSURE LIMITS-1

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Air Contaminants—Exposure Limits

Overview
When you work with toxic and hazardous chemicals, the air can become contaminated with those
chemicals. OSHA has set limits on how much of certain air contaminants employees can be
exposed to while they work.
These exposure limits are found on the Safety Data Sheet for the chemical.
What are exposure limits?
OSHA’s air contaminants standard, 29 CFR 1910.1000, lists various chemicals along with their
permissible exposure limits (PELs); the highest amount of an air contaminant that employees
can safely be exposed. PELs use different terms:
• Parts per million, or ppm, refers to the number of equivalent
parts of the contaminant that may be in one million parts of
air. For example, if a chemical has a concentration of 50 ppm,
there are 50 molecules of the chemical per one million mol-
ecules of air.
• Milligrams per cubic meter, or mg/m3, means the weight of
the contaminant in milligrams in one cubic meter of air.
• Millions of particles per cubic foot of air, or Mppcf, is a mea-
surement used for mineral dust.
• 8-hour Time Weighted Average—if an air contaminant has an
8-hour time weighted average (TWA) exposure limit,
employee exposures are averaged over an 8-hour period.
Your employer must tell you the hazards of the chemicals you work with, including the hazards
associated with air contaminants. Your employer:
• Has to make sure you are not overexposed to air contaminants.
• Must let you know what the hazards are and how you can protect yourself.
• Must use engineering or administrative controls to keep exposures at a safe level before
requiring the use of PPE.
• Will train you on using any necessary PPE and will demonstrate proper use, cleaning and
storage of the equipment.
AIR CONTAMINANTS—EXPOSURE LIMITS HANDOUT-1

KELLER’S 5-MINUTE WORKPLACE SAFETY TALKS
Air Contaminants—Real Life Stories
Overview Of Topic An air contaminant is any substance that is accidentally or unin-

tentionally introduced into the air, having the effect of rendering
the air toxic or harmful to some degree.
OSHA, at 29 CFR 1910.1000 - Air contaminants, protects employ-
ees from occupational exposure to air contaminants. The regula-
tion applies to all workers who may be subjected to workplace air
contaminants. To achieve compliance with this regulation, admin-
istrative or engineering controls must first be determined and
implemented whenever feasible.
Joel was going to be working in an area where the permissible

exposure (PEL) limit of benzene was high. He knew he needed to
wear a respirator in this area, and he received a medical evalua-
tion that permitted him to wear a respirator.
There was one problem, though. He looked through the safety

drawer for a cartridge designed to protect against benzene expo-
sure. Joel couldn’t find the exact cartridge, so he decided to use
one that protects against exposure to anhydrous ammonia.
• The company failed to have the benzene cartridge available.
• Joel violated company safety policies.

What did Joel do right?
• Realized that he needed to have a specific cartridge in the res-

pirator to enter the benzene area.
• Received a medical evaluation that cleared him to wear a res-
pirator.
AIR CONTAMINANTS—REAL LIFE STORIES–1

10/07

What did Joel do wrong?
• Randomly selected a cartridge to use when he couldn’t find the

one which would protect him against benzene.
• Did not inform supervisors that the cartridge was unavailable.
• Benzene-appropriate cartridges must be obtained.

• Joel must be retrained on the appropriate use of respirators.
• Joel must be retrained on the exposure limits outlines in the

standard, the immediate and long-term health hazards from
overexposure, work practices and PPE, and emergency
response procedures.
Training Tips Review §1910.1000 to determine what substances from tables Z-1,
Z-2, and Z-3 are present in the workplace. Inform the employees of
the presence of these substances and what the PELs are for each
individual substance.
Explain the symptoms of exposure to these substances and what
employees are expected to do if they believe they have been
exposed.
Show the equipment used for testing and demonstrate how to test
air samples, if employees are going to be responsible for that task.
If PPE is used in addition to engineering controls, show examples

of the appropriate PPE, and demonstrate its use.
AIR CONTAMINANTS—REAL LIFE STORIES–2

10/07


Overview
An air contaminant is any substance that is accidentally or unintentionally introduced into the
air, which has the effect of rendering the air toxic or harmful to some degree.
OSHA, at 29 CFR 1910.1000 - Air contaminants, protects employees from occupational expo-
sure to air contaminants. The regulation applies to all workers who may be subjected to work-
place air contaminants. To achieve compliance with this regulation, administrative or
engineering controls must first be determined and implemented whenever feasible.
Joel was going to be working in an area where the per-

missible exposure (PEL) limit of benzene was high. He
knew he needed to wear a respirator in this area, and he
received a medical evaluation that permitted him to
wear a respirator.
There was one problem, though. He looked through the

safety drawer for a cartridge designed to protect against
benzene exposure. Joel couldn’t find the exact cartridge,
so he decided to use one that protects against exposure to
anhydrous ammonia.

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What did Joel do right?

_______________________________________________________________________________________
_______________________________________________________________________________________
What did Joel do wrong?
_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
AIR CONTAMINANTS—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Air Contaminants—Real Life Stories. At this
training session, we covered:
• OSHA’s Air Contaminants standards.

• Exposure limits.
• Symptoms of exposure and what employees can do if they have been exposed.
• The proper care, maintenance, useful life, and disposal of the PPE.
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AIR CONTAMINANTS—REAL LIFE STORIES SIGN-OFF

10/07
Air Contaminants—The OSHA Standard
Overview of Topic 29 CFR 1910.1000 limits employee exposure to amounts of certain

air contaminants.
Some ways for an employer to comply with §1910.1000 include:
• Meeting the §1910.1000 employee exposure limits.
• Eliminating contaminants through source control, eliminating
individual sources of contamination, and adjusting or maintain-
ing equipment properly.
• Increasing the amount of outside air coming into the facility.
• Using air cleaners to collect pollutants.
Whenever possible, airborne hazards should be engineered out of a
process. Only then may appropriate personal protective equipment
must be used.
Airborne contaminants
By using reliable measures of airborne contaminants, employers
can:
• Select personal protective equipment.
• Delineate areas where protection is needed.
• Assess the potential health effects of exposure.
• Determine the need for specific medical monitoring.
Employee Training OSHA’s air contaminants standard has no specific training require-
ments.
Training Tips Provide examples of the jobs that involve possible exposure to air
contaminants. Review all control technologies, including PPE, with
the trainees.
29 CFR 1910.1000 Tables Z-1, Z-2, and Z-3
29 CFR 1910.1200—Hazard Communication
29 CFR 1910.134—Respiratory Protection
AIR CONTAMINANTS—THE OSHA STANDARD-1

10/14
Air Contaminants—The OSHA Standard

Overview
When you work with toxic and hazardous chemicals, the air can become contaminated with the
chemicals. OSHA has set limits on how much of certain air contaminants employees can be
exposed to while they work.
Your employer must tell you the hazards of the chemicals you work with, including the hazards
associated with air contaminants.
Your employer:
• Must make sure that employees are not overexposed to air contaminants.
• Must let you know what the hazards are and how you can protect yourself.
• Must use engineering or administrative controls to keep exposures at safe levels. If these
methods don’t provide enough protection, employees will have to wear respirators or other
types of personal protective equipment (PPE).
• Will train you on using any necessary PPE and will demonstrate proper use, cleaning, and
storage of the equipment.
What are exposure limits?
Permissible Exposure Limits (PELs) may be listed using a few

different terms:
• Parts per million (PPM) refers to the amount of the contami-
nant per one million parts of air.
• Milligrams per cubic meter (mg/m3) refers to the weight of
the contaminant in milligrams in one cubic meter of air.
• Millions of particles per cubic foot of air (Mppcf) is a mea-
surement used for mineral dusts.
• 8-hour Time Weighted Average is the maximum exposure
limit that an employee may be exposed to averaged over an
8-hour period.
AIR CONTAMINANTS—THE OSHA STANDARD HANDOUT-1

Overview Of Topic Addiction is the irresistible compulsion to use alcohol or other

drugs despite adverse consequences. It is characterized by
repeated failures to control use, increased tolerance, and increased
disruption in the family.
An alcohol- and drug-free workplace program may follow a law
enforcement model and focus on detection, apprehension, and dis-
charge, or focus on performance and emphasize deterrence and
assistance. Since every organization has unique situations, the
policy and program need to be designed to match the workforce
and the organization’s needs.
Some of the reasons employers establish drug-free workplace pro-
grams are to:
• Protect the health and safety of all employees, customers, and
the public.
• Safeguard employer assets from theft and destruction.
• Maintain product quality and the company’s integrity and rep-
utation.
• Comply with the Drug-Free Workplace Act of 1988 or any
other applicable laws.
The most effective drug- and alcohol-free workplace programs
send a clear message that alcohol and drug use are not tolerated
and, at the same time, encourage employees to seek assistance if
they are struggling with alcohol and other drug problems.
Specific program elements
A typical program includes five elements:
• An alcohol- and drug-free workplace policy.

• Supervisor training.
• Employee education.
• Employee assistance.
• Drug testing.
ALCOHOL- AND DRUG-FREE WORKPLACE–1

4/07

Alcohol and other drug abuse

The consequences for violating the drug-free workplace policy may
include discipline up to and including termination and/or referral
for assistance.
The consequences should be consistent with existing personnel
policies and procedures and any applicable state laws.
Supervisors are usually not expected to diagnose alcohol- and
drug-related problems or to provide counseling because these
tasks require specialized training and expertise.
Employee assistance options
Many employers provide employee assistance program (EAP) ser-
vices. An EAP can help employees decide what to do if they have a
problem with alcohol or other drugs. An EAP also can help an
employee decide what to do if someone in his/her family or work-
group has a problem. An employee’s conversations with an EAP
are confidential.
If EAP services are not available, help may be available from:
• Community hotlines.
• Self-help groups (AA, Narcotics Anonymous, etc.).
• Community mental health centers.
• Private therapists or counselors.
• Addiction treatment centers.
Employee Training Discuss the definition of “abuse,” that is, using a substance to
modify or control mood or state of mind in a manner that is illegal
or harmful to oneself or others.
Explain that the employer does not expect employees to approach
suspected alcohol- or other drug-users. Rather, explain what
employees are to do if they suspect a co-worker of abusing a con-
trolled substance in the workplace.
Training Tips Review the workplace Alcohol- and Drug-abuse policy. Also gather
information on the employer’s EAP program, if the employer offers
such a program.
Where To Go For More Information
Drug-Free Workplace Act of 1988
Employer’s Alcohol- and Drug-Abuse program
Workplace EAP
ALCOHOL- AND DRUG-FREE WORKPLACE–2

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Alcohol- and Drug-Free Workplace—An Overview

Overview
The use of alcohol and drugs in the workplace can cause serious problems with:
• Employee health.
• Productivity.
• Decision making.
• Safety.
• Employee morale.
• Security.
• The organization’s image and community relations.
Addiction is the irresistible compulsion to use alcohol or other drugs despite adverse conse-
quences. It is characterized by repeated failures to control use, increased tolerance, and
increased disruption in the family.
Recognize Abuse
Substance abuse involves using alcohol or other drugs to change or
control your mood or state of mind in a way that is illegal or harmful
to yourself or others. Abuse can lead to:
• Accidents or injuries.
• Medical complications.
• Sexual behavior that increases the risk of disease.
• Legal problems.
• Poor job performance, and/or
• Family problems.
Employee Assistance Options

Many employers provide employee assistance program (EAP) services. An EAP can help employ-
ees decide what to do if they have a problem with alcohol or other drugs. An EAP also can help
an employee decide what to do if someone in his/her family or workgroup has a problem An
employee’s conversations with an EAP are confidential.
If EAP services are not available, help may be available from outside groups, such as community
hotlines, AA, private counselors, and addiction treatment centers.
What Must Your Employer Do?

Your employer will discuss with you the workplace alcohol and drug program in place. Your
employer will also discuss options for those employees who may be experiencing problems with
alcohol or other drugs.
ALCOHOL- AND DRUG-FREE WORKPLACE—AN OVERVIEW HANDOUT-1

Handouts may be copied and distributed to workers for use 10/11 Copyright J. J. Keller & Associates, Inc.®,
Alcohol- and Drug-Free Workplace—An Overview

Sign-Off
This sign-off sheet documents the employees at this company, , who have taken part in
a training session on Alcohol- and Drug-Free Workplace. The session covered:
• How the workplace use of alcohol or other drugs can cause health and safety problems.
• What an addiction is.
• Some ways employees can recognize alcohol and other drug abuse in co-workers.
• What help is available to employees to help with alcohol and other drug problems.
• Company EAP program, if appropriate.
The space below is for employees to “sign off” that they were in attendance
Date of Training: _______________________ Job Location:___________________________
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ALCOHOL- AND DRUG-FREE WORKPLACE—AN OVERVIEW SIGN-OFF-1

Sign-off sheets may be copied and distributed to workers 10/11 Copyright J. J. Keller & Associates, Inc.®,
Amputations—An Overview
Overview of Topic Amputations are some of the most serious and debilitating work-
place injuries. They are widespread and involve a variety of
activities and equipment.
Amputations occur most often when workers operate unguarded or
inadequately safeguarded mechanical power presses, power press
brakes, powered and non-powered conveyors, printing presses, roll-
forming and roll- bending machines, food slicers, meat grinders,
meat-cutting band saws, drill presses, and milling machines as well
as shears, grinders, and slitters.
Besides normal operation, the following activities involving station-
ary machines also expose workers to potential amputation hazards:
setting- up, threading, preparing, adjusting, cleaning, lubricating,
and maintaining machines as well as clearing jams.
Amputation hazards
The following types of mechanical components present amputation
hazards:
• Point of operation —the area of a machine where it performs
work on material.
• Power-transmission apparatuses — flywheels, pulleys, belts,
chains, couplings, spindles, cams, and gears in addition to con-
necting rods and other machine components that transmit
energy.
• Other moving parts —machine components that move during
machine operation such as reciprocating, rotating, and trans-
verse moving parts as well as auxiliary machine parts.
Employee Training You must provide training on the amputations hazards, and work-
ing safely with the machinery which poses the hazard.
Training Tips Review the handout. Discuss the workplace amputation prevention
program.
Record training session using the generic Training Session Log,
1910 Subpart O
1910 Subpart P
AMPUTATIONS—AN OVERVIEW-1
4/14
Amputation—An Overview
Overview
Amputations are widespread and involve a variety of activities and equipment. Each year,
thousands of employees lose fingers, hands, feet, and other body parts–mostly through compres-
sion, crushing, or by getting them caught between or struck by objects. Most amputations involve
fingertips.
High-risk activities
Amputations occur most often when employees operate
unguarded or inadequately safegarded:
• Mechanical power presses
• Power press brakes
• Powered and non-powered conveyors
• Printing presses
• Roll-forming and roll-bending machines
• Food slicers
• Meat grinders
• Band saws
• Drill presses
• Milling machines
• Shears, grinders, and slitters
• Table and portable saws
What must I do?
Recognize and avoid amputation hazards through guarding, safe work practices, employee train-
ing, administrative controls and operating in a safe manner.
The best way to prevent amputations caused by stationary or portable machinery is with
machine safeguarding:
• Guards provide physical barriers to hazardous areas. They should be secure and strong, and
employees should not be able to bypass, remove, or tamper with them. Guards should not
obstruct the operator’s view or prevent employees from working
• Devices help prevent contact with points of operation and may replace or supplement guards.
Devices can interrupt the normal cycle of the machine when the operator’s hands are at the
point of operation.
What must your employer do?
Your employer is responsible for safeguarding machinery.
Your employer must train you on working safely around amputations hazards. Further, your
employer must develop work practices and administrative controls that help prevent or control
amputation hazards.
AMPUTATIONS—AN OVERVIEW HANDOUT-1

Anhydrous Ammonia—An Overview
Overview Of Topic Anhydrous ammonia is a colorless, corrosive chemical that is

lighter than air, extremely soluble in water, and has a piercing
odor that is highly irritating. Household ammonia has been
diluted with water, while anhydrous ammonia is pure ammonia. It
is, therefore, a much more intense irritant to mucous membranes.
Anhydrous ammonia is widely used as a fertilizer and refrigerant,

and to manufacture fertilizer, plastics, explosives, and cleaners.
Liquid anhydrous ammonia is a gas that is compressed into a liq-

uid, has all of the hazards of ammonia, along with the hazards of a
compressed gas.
Health Hazards Anhydrous ammonia must be handled with care. Even a two-per-
cent ammonia solution can cause skin burns. Because it is so cold,
exposure to liquid anhydrous ammonia can produce deep and
slow-healing wounds.
The following health hazards are associated with exposure to

anhydrous ammonia:
• irritant to mucous membranes (eyes, nose, throat, and lungs).
• corrosive effects from high levels of ammonia.
• coughing and bronchial spasms.
• edema, strangulation, asphyxia, rapidly fatal when concentra-

tion is 5,000 to 10,000 ppm.
• immediately fatal when concentration is greater than 10,000
ppm.
• chemical burn from vaporization of liquid ammonia.
Emergency Procedures
An ammonia leak can be detected by its odor.
Ammonia is lighter than air; therefore it rises. Evacuation proce-

dures include staying low to the ground, moving upwind, and
ANHYDROUS AMMONIA—AN OVERVIEW–1

10/04

using an escape-only respirator (or at least covering the mouth

with a wet cloth).
First Aid
The best first aid treatment for anhydrous ammonia exposure is

water. Begin flushing immediately, using as much water as possi-
ble. If the nose or throat has been exposed, flood the area repeat-
edly for 15 minutes, being careful not to choke the victim.
Exposure to the eyes requires irrigation for at least 15 minutes. Be

sure to flush beneath the eyelids.
If water is not immediately available, use a non-toxic liquid such

as cold coffee, soda, or juice. Seek medical treatment immediately,
and inform medical staff of the cause of the injury.
Take care if removing a victim’s clothing, as it could be frozen to

the skin.
Training Tips The majority of accidents involving anhydrous ammonia are the
result of using improper procedures or a lack of training on equip-
ment or a failure to follow prescribed practices.
At 1910.111(12), OSHA has specific requirements for workers

unloading anhydrous ammonia. Review these requirements prior
to training if they apply in your workplace.
Review the employee handout prior to the talk.

Make copies of MSDSs for the anhydrous ammonia used in your
work place, and review them with employees.
Review procedures for employees to follow in case of a leak or spill,

and review emergency evacuation procedures.

29 CFR 1910.111—Anhydrous Ammonia.
ANHYDROUS AMMONIA—AN OVERVIEW–2

10/04


Overview
Most people have been exposed to ammonia at home or work. You know that even a whiff of it
irritates your eyes and nose.
Anhydrous ammonia is similar to household ammonia, except that anhydrous ammonia con-
tains much less water and is therefore a more intense irritant to mucous membranes of the
eyes, nose, throat, and lungs.
Anhydrous ammonia is commonly used to manufacture products and as a refrigerant. In liquid
form and at room temperature it is a flammable gas.
How can it hurt me?
Exposure can result in:

• irritation of the eyes and respiratory tract.
• violent coughing and painful breathing.
• impaired vision or blindness.
• deep, slow-healing skin burns.
• frostbite.
• suffocation or death.
Your employer has put into place engineering controls to prevent employee contact with anhy-
drous ammonia. Since ammonia is lighter than air, it rises. If you must evacuate, stay low and
use an escape respirator or cover the mouth with a damp cloth.
Use the recommended personal protective equipment, including respirators, gloves, boots,
aprons, and full-body suits as necessary. Safety glasses, goggles, or face shields should be worn
during all operations in which anhydrous ammonia may contact the eyes.
First aid
If the victim is unconscious, move to fresh air immediately. Keep the victim warm, and place on
their sides in case of vomiting. Seek medical attention immediately.
For other emergencies:
Eye exposure — Flush with large amounts of clean water for at least 15 minutes.
Skin exposure — Thoroughly flush contaminated skin with clean water.
Inhalation — Move victim to fresh air immediately. If victim is having difficulty breathing, give
oxygen if available. If not breathing, perform artificial respiration.
Ingestion — Rinse mouth cavity several times with water. Have victim drink large amounts of
water.
ANHYDROUS AMMONIA — AN OVERVIEW HANDOUT

10/04

Sign-Off Sheet

who have taken part in a training session on Anhydrous Ammonia. The session covered:
• Operations at this facility which use anhydrous ammonia.
• Symptoms of exposure to anhydrous ammonia.

• First aid and how to treat anhydrous ammonia exposure.
• How to report anhydrous ammonia leaks and spills.

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ANHYDROUS AMMONIA—AN OVERVIEW SIGN-OFF

10/04
Anhydrous Ammonia—Real Life Stories
Overview Of Topic Anhydrous ammonia is a colorless, corrosive chemical that is

lighter than air, extremely soluble in water, and has a highly irri-
tating, piercing odor. Household ammonia has been diluted with
water, while anhydrous ammonia is pure ammonia. It is, there-
fore, a much more intense irritant to mucous membranes.
Anhydrous ammonia is commonly used as a fertilizer and refriger-

ant and to manufacture fertilizer, plastics, explosives, and cleaners.
Liquid anhydrous ammonia is a gas compressed into a liquid,

which has all of the hazards of ammonia, along with the hazards
of a compressed gas.
It was near the end of the shift when Allen was surprised by the
strong smell of ammonia. His first thought was that it must be a
leak from the ammonia vat that fed the production line.
Allen’s eyes and lungs started to burn. He started to leave the

area, but then remembered the escape-only respirator. He found it
and put it on. Next, he pulled the emergency alarm which alerted
other employees to leave the facility immediately.
On his way out of the building, Allen spotted Julie, who was
coughing violently. He grabbed her and gave her a spare escape-
only respirator he had brought along. She put it on and they made
their way out of the facility.
Allen tried to remember what first aid he should administer to

Julie. Affected by the ammonia, Allen couldn’t remember what to
do.
• Two employees became overexposed to anhydrous ammonia.
• Emergency evacuation procedures were not followed.
• Designated personnel did not perform first aid duties.
ANHYDROUS AMMONIA—REAL LIFE STORIES–1

10/07

What did Allen do right?
• Detected the presence or release of anhydrous ammonia.
• Recognized the symptoms of overexposure.
• Put on the escape-only respirator and got Julie to put on the

respirator.
• Pulled the emergency alarm.
• Helped Julie leave the building safely.
What did Allen do wrong?
• Was unable to remember proper first aid measures.
• Didn’t ask for assistance.
• Once the anhydrous ammonia leak is stopped, an accident

investigation should be done to determine the cause of the
release.
• Employees should be retrained on what to look for, the imme-
diate and long-term health hazards, and work practices.
• Additional training should be given to employees in the release
area, including Julie since she didn’t evacuate the area imme-
diately upon hearing the emergency alarm.
Training Tips The majority of accidents involving anhydrous ammonia are the
result of using improper procedures, a lack of training on equip-
ment, or a failure to follow prescribed practices.
At 1910.111(12), OSHA has specific requirements for workers

unloading anhydrous ammonia. Review these requirements prior
Review the employee handout prior to the talk. Make copies of

MSDSs for anhydrous ammonia and review them with employees.
Review first aid procedures and procedures to follow in the event
of a leak or spill.
ANHYDROUS AMMONIA—REAL LIFE STORIES–2

10/07


Overview
Anhydrous ammonia is a colorless, corrosive chemical that is lighter than air, extremely solu-
ble in water, and has a highly irritating, piercing odor.
It was near the end of the shift when Allen was surprised by the strong smell of ammonia. His
first thought was that it must be a leak from the ammonia vat that fed the production line.
Allen’s eyes and lungs started to burn. He started to leave the area, but
then remembered the escape-only respirator. He found it and put it on.
Next, he pulled the emergency alarm which alerted other employees to
leave the facility immediately.
On his way out of the building, Allen spotted Julie, who was coughing vio-
lently. He grabbed her and gave her a spare escape-only respirator he had
brought along. She put it on and they made their way out of the facility.
Allen tried to remember what first aid he should administer to Julie.

Affected by the ammonia, Allen couldn’t remember what to do.

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What did Allen do right?
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ANHYDROUS AMMONIA—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Anhydrous Ammonia—Real Life Stories. At this
• Locations in the workplace that use anhydrous ammonia.

• The MSDS for anhydrous ammonia.
• Emergency care and first aid procedures for anhydrous ammonia exposure.
• Procedures to follow in the event of a leak or spill.
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ANHYDROUS AMMONIA—REAL LIFE STORIES SIGN-OFF

10/07
Anhydrous Ammonia—Refrigeration Units
Overview Of Topic Anhydrous ammonia is often used as a refrigerant in mechanical

compression systems. If released to the atmosphere, ammonia is a
toxic gas.
What are the hazards?
In refrigeration systems, ammonia is liquefied under pressure.

Any liquid ammonia released rapidly absorbs moisture in the air
and forms a dense, white cloud of ammonium hydroxide. The
dense cloud tends to travel along the ground.
Ammonia is corrosive, and exposure will result in a chemical-type

burn. Ammonia readily migrates to moist areas of the body such
as the eyes, nose, throat, and moist skin areas.
Ammonia may be harmful if inhaled at high concentrations. Effects

of inhalation of ammonia range from irritation to severe respira-
tory injuries, with possible fatality at higher concentrations.
Exposure to liquefied ammonia will also result in frostbite since

its temperature at atmospheric pressure is -28°F.
Pure ammonia vapors may be a fire and explosion hazard at con-

centrations between 16 and 25%. Mixtures involving ammonia
contaminated with lubricating oil, such as from a refrigeration
system, may have a much broader explosive range.
Exposure limits
OSHA’s permissible exposure limit (PEL) is 50 ppm as an 8-hour

time-weighted average. OSHA considers exposure to concentra-
tions greater than 2,500 ppm to be potentially fatal.
The National Institute for Occupational Safety and Health

(NIOSH) has established an immediately dangerous to life and
health (IDLH) level of 300 ppm for the purposes of respirator
selection.
The American Conference of Governmental Industrial Hygienists

recommend an airborne exposure limit of 25 ppm averaged over
an 8-hour workshift and 35 ppm as a short term exposure limit
(STEL).
ANHYDROUS AMMONIA—REFRIGERATION UNITS–1

10/04

Accidental releases
A number of accidental releases of ammonia have occurred from

refrigeration facilities.
Releases can result from over-pressure conditions and lifting of

pressure relief valves, seal leaks, piping failures from corrosion,
physical damage, or hose failures. Also, some explosions have been
caused by ammonia contaminated with lubricating oil.
Employee Training Generally, the emergency response provisions in 29 CFR 1910.120

paragraph (q) apply when anhydrous ammonia is used as a cooling
agent.
Employers must determine if there is a potential for release of

ammonia which could result in an emergency situation. Employ-
ees who would be expected to participate in an emergency
response must be trained in accordance with paragraph (q)(6).
The training requirements of the Hazard Communication Stan-

dard, 29 CFR 1910.1200, the Storage and Handling of Anhydrous
Ammonia standard, 29 CFR 1910.111, and the standards for per-
sonal protective equipment must be complied with.
Training Tips Review the employee handout. Obtain copies of the company
Emergency Plan and Fire Prevention Plan, and the Hazard Com-
munication plan.
Explain where the potential for ammonia exposure exists, what

emergency action steps they are to take, and how they will be noti-
fied of an emergency.

29 CFR 1910.111—Storage and handling of anhydrous ammonia.
29 CFR 1910.119—Process safety management of highly hazard-
ous chemicals.
29 CFR 1910.120—Hazardous waste operations and emergency

response.
29 CFR 1910.1200—Hazard Communication standard.
ANHYDROUS AMMONIA—REFRIGERATION UNITS–2

10/04


Overview
Ammonia is a colorless gas with a strong odor. It is used in making fertilizer, plastics, dyes, tex-
tiles, detergents, and pesticides.
Anhydrous ammonia is often used as a refrigerant in industrial applications. If anhydrous
ammonia is released to the atmosphere, it is a toxic gas and is dangerous if inhaled.
How can it hurt me?

Exposure to ammonia:
• can cause headache, loss of sense of smell, nausea, and vomiting.
• in liquid form can result in frostbite as its temperature at atmo-
spheric pressure is -28°F.
• can irritate and burn the skin and eyes, leading to permanent dam-
age.
• can irritate the nose, mouth, and throat causing coughing and
wheezing.
• can irritate the lungs causing coughing and/or shortness of breath. Higher exposures can
cause a build-up of fluid in the lungs, severe shortness of breath, and a medical emergency.
Pure ammonia vapors may be a fire and explosion hazard, especially if the ammonia has been
contaminated with lubricating oil, such as from a refrigeration system.
Workplace exposure limits
OSHA’s permissible exposure limit (PEL) is 50 ppm as an 8-hour time-weighted average.
OSHA considers exposure to concentrations greater than 2,500 ppm to be potentially fatal.
The National Institute for Occupational Safety and Health (NIOSH) has established an imme-
diately dangerous to life and health (IDLF) level of 300 ppm for the purposes of respirator
selection.
The American Conference of Governmental Industrial Hygienists (ACGIH) recommend an air-
borne exposure limit of 25 ppm averaged over an 8-hour workshift and 35 ppm as a short term
exposure limit (STEL).
By contrast, the odor threshold, or the level at which you can smell ammonia, is 17 ppm.
Your employer will explain what operations in the workplace have the potential to expose you
to ammonia. Your employer will also explain to you where to find the MSDS for the ammonia.
Also your employer will explain any storage and handling requirements you need to be aware
of, along with reviewing with you the company emergency action plan and the company hazard
communication plan.
If any PPE is required, your employer will review those requirements with you, along with how
to don, doff, and care for the PPE.
ANHYDROUS AMMONIA—REFRIGERATION UNITS HANDOUT

10/04

Sign-Off Sheet

who have taken part in a training session on Ammonia Refrigeration Units. The session cov-
ered:
• Operations at this facility which expose employees to ammonia.

• The hazard associated with ammonia exposure.
• Established ammonia exposure limits.
• Company-specific work processes to control ammonia exposures.
• Emergency action steps and alarms associated with ammonia releases.

_________________________________________ _________________________________________
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ANHYDROUS AMMONIA—REFRIGERATION UNITS SIGN-OFF

10/04
Asbestos—An Overview
Overview of Topic Asbestos is a mineral-based material and was once widely used in
clothing, automotive parts, and building materials. Most worker
exposures come as a result of disturbing asbestos materials already
in place and during the removal of asbestos-containing-materials
during renovation.
Worker exposure
OSHA limits exposure to 0.1 fiber per cubic centimeter of air (f/cc)
averaged over an 8 hour day. This is also the action level, which, if
exceeded, requires air monitoring, employee training, and medical
surveillance.
If exposures are above the action level, periodic monitoring must be
conducted at least every 6 months.
Where airborne concentrations exceed the permissible exposure
limit (PEL) employers shall establish a regulated area. Only autho-
rized employees are allowed to enter the regulated area. Warning
signs must be posted, in compliance with §1910.1001(j)(3)(i).
Employee Training Employers must train all employees who are exposed to airborne
concentrations of asbestos at or above the PEL. Training shall be
done prior to the initial assignment and at least annually thereafter.
Training shall be conducted in a manner which the employee is able
to understand.
Training Tips List possible sources of asbestos exposure in the workplace.
Point out the location of any regulated areas in the workplace.
Review all industrial hygiene steps which relate to asbestos.
Explain the location of the company’s written asbestos exposure
reduction plan, and how employees can obtain a copy.
29 CFR 1910.1001—Asbestos.
The written company asbestos exposure reduction plan.
ASBESTOS—AN OVERVIEW-1
4/13
Asbestos—An Overview
Overview
Asbestos was once a very widely used, mineral-based building material and can be found in older
building materials such as shingles, floor tiles, cement pipes, roofing felts, insulation, ceiling
tiles, fire-resistant drywall, and acoustical products.
Asbestos may have a fluffy appearance. When mixed, it can be found in forms such as Chrysotile,
Amosite, Crocidolite, Tremolite, Anthophyllite, and Actinolite. It was valuable to industry
because of its high tensile strength, flexibility, heat and chemical resistance, and good frictional
properties.
How can it hurt me?
Asbestos fibers enter the body by the inhalation or

ingestion of airborne particles that become embed-
ded in the tissues of the respiratory or digestive
systems. The long-term effects associated with
asbestos include:
• Asbestosis (an emphysema-like condition).
• Lung cancer.
• Mesothelioma (a cancerous tumor that spreads
rapidly in the cells of membranes covering the
lungs and body organs).
• Gastrointestinal cancer.
The symptoms of these diseases generally do not
appear for 20 or more years after initial exposure.
Smoking is known to make asbestos-related symp-
toms worse.
What must I do?
You are required to:
• Follow company rules when working in asbestos exposure areas.
• Use any personal protective equipment which the company offers.
• Follow all rules regarding hygiene before taking breaks or after your work shift.
• Follow all company rules on where to change clothes before and after work.
• Know what to do with PPE following completion of the job or work shift.
• Understand how to clean, test, use, and maintain your PPE.
ASBESTOS—AN OVERVIEW HANDOUT-1

Asbestos—Exposure
Overview of Topic Asbestos materials can become hazardous when, due to damage,
disturbance, or deterioration over time, they release fibers into the
air.
Worker exposure
Asbestos fibers become embedded in the body through inhalation or
ingestion. To the extent feasible, engineering and work practice con-
trols must be used to reduce employee exposure to within the PEL.
If these do not sufficiently reduce exposure, respirators may be used.
Employers must perform monitoring as required in the standard.
Areas where exposures exceed the permissible exposure limit (PEL)
must be regulated and posted. Only authorized employees are
allowed to enter the regulated area.
Prohibit smoking, eating, drinking, or applying of cosmetics in the
regulated area.
Employee Training Employees exposed to airborne concentrations of asbestos at or
above the PEL must be trained prior to the initial assignment and
at least annually thereafter.
Training Tips As applicable:
• Discuss the maintenance activities that could subject workers to
asbestos exposure at your facility.
• Describe ways to carefully work near asbestos so as to prevent
disturbing or damaging the material.
• Discuss the work practices that are currently in place at your
facility.
• Discuss how employees at your facility are protected from expo-
sure to asbestos.
29 CFR 1910.1001—Asbestos.
The written company asbestos exposure reduction plan.
ASBESTOS—EXPOSURE-1
4/14
Asbestos—Exposure
Overview
Asbestos is found in building materials such as shingles, floor tiles, cement pipes, roofing felts,
insulation, ceiling tiles, fire-resistant drywall, and acoustical products. Exposures typically occur
when these materials are disturbed.
OSHA limits asbestos exposure to 0.1 fiber per cubic centimeter of air (f/cc) averaged over an 8
hour day. This is also the action level. If this level is exceeded, employers must begin compliance
activities such as air monitoring, employee training, and medical surveillance.
How can it hurt me?
Asbestos enters the body when you breath in the fibers, or when fibers are inhaled while smok-
ing. Asbestos can also be ingested by eating food in areas containing asbestos fibers.
Once asbestos has embedded itself into your body, it cannot be removed. Asbestos-related dis-
eases may not develop for 20 years or more after exposure.
Symptoms of asbestos exposure include the follow-

ing:
• Acute (short term): Shortness of breath, chest or
abdominal pain, or irritation of the skin and
mucous membranes.
• Chronic (long term): Breathing difficulty, dry
cough, broadening and thickening of the ends of
the fingers, bluish discoloration of the skin and
mucous membranes, asbestosis, lung cancer
and/or mesothelioma.
Smoking is known to make asbestos-related symp-
toms worse.
Warning signs
Your employer must label asbestos regulated areas
using signs. Warning signs must read as follows:
DANGER
ASBESTOS
MAY CAUSE CANCER
CAUSES DAMAGE TO LUNGS
ASBESTOS—EXPOSURE HANDOUT-1
Asbestos—Real Life Stories
Overview of Topic The term “asbestos” describes six naturally occurring fibrous min-
erals found in certain types of rock formations. Asbestos became a
popular commercial product because it was strong, wouldn’t burn,
resisted corrosion, and insulated well. In the United States, its com-
mercial use began in the early 1900s and peaked from WWII into
the 1970s.
Harry, Ronald, and Diane planned to inspect the plumbing in a local
high school. Their job was to find and document plumbing that had
asbestos insulation around the pipes.
Harry, the senior custodian, received two hours of awareness train-
ing on how to determine what type of insulation contained the as-
bestos. Harry knew what the asbestos insulation looked like.
Ronald also attended the two-hour awareness training. However, he
wasn’t paying attention to the instruction during the training and
as a result wasn’t really sure what he should be looking for while
inspecting the plumbing.
Diane was a new employee and had worked for the school district for
three weeks. She had not received the two-hour training on how to
recognize insulation that contained asbestos.
Because Diane was new and hadn’t been trained yet, she accompa-
nied Harry on the inspection. Harry pointed out what the asbestos
insulation looked like and how to determine if the insulation had
deteriorated.
Ronald was afraid to tell Harry that he hadn’t been paying attention
during training. He was performing an inspection alone. While in-
specting the plumbing in the basement, Ronald failed to note sev-
eral pipes that had asbestos insulation around them. In addition,
during the process he used a screwdriver to pry away some of the
insulation to check it, disturbing the asbestos and causing asbestos
fibers to be released into the air.

• Asbestos release into the air.
• Exposure to asbestos.
• Training requirements.
• Lack of PPE.
ASBESTOS—REAL LIFE STORIES-1

4/08
What did Harry do right?

• Attended 2-hour asbestos training and paid attention.
• Allowed Diane to accompany him on the inspection.
• Instructed Diane on what to look for.
What did Ronald do wrong?
• Didn’t pay attention during the training and didn’t know what
the asbestos insulation looked like.
• Didn’t ask for assistance.
• Disturbed the asbestos insulation, resulting in releasing it to the
environment.
What did Harry, Ronald, and Diane do wrong?
• Did not attend 14-hour training in addition to 2-hour training.
• Did not wear respirators or take other personal protective
measures.
• Ronald should report the release of the asbestos (if he knew
about it).
• Ronald should be disciplined.
• Ronald should be given refresher training on asbestos contain-
ment.
• All of them should attend 14-hour training.
ASBESTOS—REAL LIFE STORIES-2

4/08
Asbestos—Real Life Stories

Overview
The “asbestos” describes six naturally occurring fibrous minerals found in certain types of rock
formations. Asbestos became a popular commercial product because it was strong, wouldn’t burn,
resisted corrosion, and insulated well. In the United States, its commercial use began in the
early 1900s and peaked from WWII into the 1970s.

What did Harry do right?
What did Ronald do wrong?
What did Harry, Ronald, and Diane do wrong?
What happens next?

ASBESTOS—REAL LIFE STORIES HANDOUT-1

Asbestos—Real Life Stories Sign-off Sheet
This sign–off sheet documents the employees at this company, , who have taken
part in a training session on Asbestos—Real Life Stories. At this training session, we covered:
• Hazards involved with asbestos as a building material.
• The hazards of asbestos exposure.
• The need for proper training to recognize asbestos-containing material.
• The need for PPE when doing asbestos inspections.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ASBESTOS—REAL LIFE STORIES SIGN-OFF-1

Sign-off sheets may be copied and distributed to workers 4/08 Copyright J. J. Keller & Associates, Inc.,
Automated External Defibrillators (AEDs)—An

Overview
Overview of Topic Nearly 350,000 people die of sudden cardiac arrest each year. Cur-
rently, the chances of surviving sudden cardiac arrest (SCA) without
the aid of an automated external defibrillator (AED) are one in
twenty.
However, with an AED, chances of survival improve to one in three.
The use of AEDs could save 100,000 lives per year!
What is an SCA?
The heart normally has a rhythmic beat which causes the blood to
move in a consistent, predictable way. When someone has an SCA
event, the heart begins to pump irregularly and ineffectively. The
heart muscles may “quiver” instead of contracting normally to push
blood through the system, or the muscle contractions may be unco-
ordinated resulting in inadequate blood flow, or the heart may beat
so fast that the heart cannot refill with blood. The blood stops cir-
culating effectively, breathing stops, and eventually the victim will
die.
These conditions are not to be confused with a heart attack caused
by blocked blood vessels which inhibit blood flow to the heart
muscle.
CPR alone does not replace defibrillation in an SCA incident. CPR
can only assist the victim for a short time until medical help arrives.
However, medical assistance can be many minutes away. According
to the American Heart Association, the chances of survival decrease
10 percent with each passing minute that the heart beat is not
returned to normal. Very few people have survived SCA after 10
minutes with no medical treatment.
Unfortunately, we don’t know why SCAs occur, nor how to prevent
them. We do know, however, how to fix them if they occur—AEDs.
What is an AED?
You’ve seen full-sized defibrillators on television. When the doctor
shouts “Clear” and shocks the victim, they are using a defibrillator.
The AED works the same—it shocks the heart back into a normal
rhythm to restore a pulse.
Manufacturers have developed lighter, smaller, battery-operated,
computer-controlled models which nearly anyone can use.
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—AN OVERVIEW-1

10/08
Signs and symptoms of SCA

Symptoms of SCA are very sudden and dramatic. Typically, the
victim will collapse, and show no sign of a pulse. At this point,
emergency medical help must be summoned, and the AED used.
The victim’s chest is bared, all visible jewelry or medicine patches
are removed, and the electrode pads are attached.
Once the electrical pads are attached, the AED is turned on. Many
AEDs will prompt the operator through the necessary steps to use
it. If the AED does not sense a shockable event, no shock is given.
Others will function automatically, applying a shock to the victim
after sounding a warning alarm.
Laws and liability

In May 2000, Congress passed the Cardiac Arrest Survival Act to
establish a national standard that provides Good Samaritan immu-
nity for cardiac arrest care providers, trainers, and owners of prop-
erty where AEDs are kept.
A legal trend is starting to appear which suggests that failing to
provide AEDs to respond to an SCA incident may be deemed as
negligent.
Training Tips Review the employee handout, and the user’s guide which comes
with the AED. Point out the location of AEDs in your facility.
Review with the employees the signs and symptoms of sudden car-
diac arrest and heart attack. Explain that in either case, early con-
tact with emergency medical personnel is critical.
Explain how to summon emergency medical help, and the identities
of the emergency medical responders at your facility. Explain to the
participants how the company trains first aid responders to use the
AEDs.

29 CFR 1910.151—First Aid.
OSHA CPL 2-2.53—Guidelines for first aid programs.
AED User’s Guide
Cardiac Arrest Survival Act (CASA)
Airline Passenger Safety Act
Applicable state regulations
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—AN OVERVIEW-2

10/08
Automated External Defibrillators (AEDs)—An Overview

Overview
Nearly 350,000 people die each year from sudden cardiac arrest (SCA). Cardiopulmonary
resuscitation (CPR) alone is not adequate to treat a person suffering from cardiac arrest.
According to the American Heart Association, the chances of surviving SCA decrease 10 per-
cent with each passing minute that the heart beat is not returned to normal. Without prompt
medical attention, it is rare for the victim to survive after 10 minutes. Unfortunately, experts
can’t tell us why SCAs occur nor how to prevent them. They do, however, tell us the best way to
treat them—with an automated external defibrillator (AEDs).
What is SCA?
The heart normally has a rhythmic beat. When someone experi-

ences sudden cardiac arrest (SCA), the victim’s heart stops beat-
ing normally, or beats erratically. Blood stops circulating
adequately and the victim loses consciousness. Breathing stops
and the person will die if they do not receive prompt medical
attention.
What is an AED?
You’ve seen the full sized defibrillators used on television. When the doctor shouts “Clear” and
shocks the patient’s heart back into rhythm, they were using a defibrillator. AEDs work on the
same principle, just a little differently.
First, the victim’s chest is bared and all jewelry and medicine patches are removed, and elec-
trodes are attached to the victims chest. The AED then checks for the presence of a shockable
SCA event. The AED either prompts the operator to apply a shock to the victim’s heart, or will
prompt to continue CPR.
Training
Learning to use an AED is not difficult. Typically, the company which supplies the AEDs will
also provide employee training. Extensive training is not needed. The devices themselves are
easy to operate and instruct the operator on how to proceed.
Your instructor will explain how to receive the formal training. They will also inform you of
how to summon emergency medical assistance, and who is designated as a “first responder.”
Also, they will point out the location of AEDs at your facility.
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—AN OVERVIEW HANDOUT

10/06
Handouts may be copied and distributed to workers for
Copyright J. J. Keller & Associates, Inc.,
Automated External Defibrillators (AEDs)—

An Overview—Sign-Off Sheet

who have taken part in a training session on Automated External Defibrillators (AEDs)—An
Overview. The session covered:
• The location of AEDs in this facility.

• Who the emergency medical responders are, and how to contact them.
• How an AED works.
• How to get further training on AED use.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—AN OVERVIEW SIGN-OFF

10/06
Sign-off sheets may be copied and distributed to workers
Automated External Defibrillators (AEDs)—Real

Life Stories
Overview of Topic Nearly 350,000 people die of sudden cardiac arrest (SCA) each year.
The chances of surviving an SCA event without the aid of an auto-
matic external defibrillator (AED) are one in twenty.
However, with an AED, chances of survival improve to one in three.
The use of AEDs could save 100,000 lives per year!
What is an SCA event?

When someone has an SCA event, the heart begins to pump irregu-
larly and ineffectively. The heart muscle may “quiver” instead of
contracting normally, the heart contractions may be uncoordinated,
or the contractions may be happening so fast that the heart cannot
refill with blood.
John and Lyle were working late to finish a project. Lyle had been
complaining of indigestion and pain in his neck and jaw. All of a
sudden, Lyle stood up from his desk, clutched his chest and col-
lapsed on the floor.
John rushed to his side and checked for signs of life. Not finding any,
John went to into the hall, located an AED (he was trained to use
one), and brought it back to where Lyle was. As he was taking the
AED out of the case, John realized he should call 911.
After dialing 911 and explaining the situation, John got Lyle
prepped to receive the electric shock from the AED. After Lyle re-
ceived two jolts from the AED his pulse returned. John continued to
monitor Lyle’s vital signs until the paramedics arrived and took
over.
What did John do right?
• Checked Lyle for signs of life.
• Got the AED and used it properly.
• Monitored Lyle’s vital signs until EMTs arrived.
What could John have done differently?
• Did not dial 911 immediately; instead, he went for the AED first
and then remembered to call 911.
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—REAL LIFE STORIES-1

10/08
What happens next?

What do you think should happen next? John should review the
company’s emergency reporting policy.
AED use
The symptoms of cardiac arrest are very sudden and dramatic. The
victim may complain of pain or tightness in the chest, pain in the
arm, neck, or jaw, or begin to sweat before collapsing and showing
no signs of a pulse. At this point, emergency medical help must be
summoned and the AED should be used.
The victim’s chest is completely bared, all visible jewelry or medi-
cine patches are removed, and the electrodes are attached. Areas
where the patches attach may have to be dried or shaved. Once the
AED is turned on, it will prompt the operator through the necessary
steps. If the AED does not sense a shockable event, no shock is
given. If a shockable event is noted, the AED will sound a warning
before applying the shock, or will prompt the operator to apply a
shock.
Training Tips Review with the attendees the signs and symptoms of heart attacks
in both men and women.
The American Red Cross says that in cases of suspected cardiac
failure, you should call emergency services first, before providing
care if you are alone.
All those who are expected to use AEDs should receive formal train-
ing and certification on the specific AED in the workplace.
If possible, have an AED trainer available to show how AEDs work
and to allow the trainees to get hands on experience with one.
Show the trainees where AEDs are located in the facility.
Review with the trainees the emergency procedures for your facility:
• How to summon emergency help.
• Who is responsible for AED use, if that is specified.
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—REAL LIFE STORIES-2

10/08
Automated External Defibrillators (AEDs)—Real Life Stories

Overview
Nearly 350,000 people die of sudden cardiac arrest each year. Currently, the chances of surviv-
ing sudden cardiac arrest (SCA) without the aid of an automatic external defibrillator (AED)
are one in twenty.
However, with an AED, chances of survival improve to one in three. The use of AEDs could
save 100,000 lives per year!
Let’s talk about this

What did John do right?
__________________________________________________________
__________________________________________________________
__________________________________________________________
What did John do wrong?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What happens next?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
AED use
The symptoms of cardiac arrest are very sudden and dramatic. The victim may complain of
pain or tightness in the chest, pain in the arm, neck, or jaw, or begin to sweat before collapsing
and showing no signs of a pulse. At this point, emergency medical help must be summoned and
the AED should be used.
The victim’s chest is completely bared, all visible jewelry or medicine patches are removed,
areas of the chest may have to be cleaned and shaved, and the electrodes are attached.
Once the AED is turned on, it will prompt the operator through the necessary steps. If the AED
does not sense a shockable event, no shock is given. If a shockable event is noted, the AED will
sound a warning before applying the shock, or will prompt the operator to apply a shock.
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—REAL LIFE STORIES HANDOUT

10/06
Automated External Defibrillators (AEDs)—

Real Life Stories—Sign-Off Sheet

who have taken part in a training session on Automated External Defribrillators (AEDs) —
Real Life Stories. At this training session, we covered:
• Why AEDs are important.

• Where AEDs are located in this facility.
• The signs and symptoms of a heart attack.
• How to summon emergency help when needed.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
AUTOMATED EXTERNAL DEFIBRILLATORS (AEDS)—REAL LIFE STORIES SIGN-OFF

10/06
Table of Contents for B

Behavior-Based Safety
An Overview
Real Life Stories
Benzene
An Overview
Exposure
Real Life Stories
Bloodborne Pathogens
An Overview
Exposure Control Plan
Hepatitis B
Universal Precautions
Real Life Stories
1-Bromopropane
An Overview
1,3-Butadiene
An Overview
Real Life Stories
B TOC-1
10/14
Reserved
B TOC-2
10/14
Behavior-Based Safety—An Overview
Overview Of Topic Behavior-based safety refers to the process of using a proactive

approach to safety and health management. Behavior-based
safety either focuses on at-risk behaviors that can lead to an
injury, or on safe behaviors that can contribute to injury preven-
tion. In other words, behavior-based safety is an injury prevention
process.
Workplace injury prevention is a continuing, evolving process. To
reduce work-related injuries, and keep reducing them, an
employer needs to involve employees in daily activities.
Employee attitude
It is the attitudes of the employees that is at the core of how suc-
cessful a behavior-based safety program will be. Some of the most
important aspects include:
• Developing clear safety-related goals and objectives at the cor-
porate level;
• Communicating these goals and objectives to all levels of the
organization;
• Enabling each area of the organization to attain its own spe-
cific safety goals;
• Encouraging individual participation by all members of the
organization;
• Empowering employees to set and achieve their own safety
goals; and
• Fostering mutual respect and consideration at all levels of the
organization.
Motivational influences
There are various motivational influences in the workplace that
can have dramatic effects on an employee’s productivity, and may
ultimately determine whether an employee works in a safe man-
ner or an unsafe manner.
Some examples of motivational influences that can take prece-
dence over safety can include:
• An individual’s level of self-worth;
BEHAVIOR-BASED SAFETY—AN OVERVIEW–1

10/07

• A secure working environment;

• A desire for achievement;
• A desire for recognition; and
• How employees feel about their jobs in general.
Efforts to address these factors can have a significant effect on
employee motivation and a significant impact on workplace safety.
Behavior-based safety and employee motivation begins with effec-
tive communication. In order to foster good communication, an
employer should:
• Provide employees with the information they need to do their
jobs;
• Let them know their work has value;
• Provide regular feedback;
• Listen to complaints;
• Criticize behavior, not people;
• Establish easy-to-use channels of communication; and
• Personally congratulate employees for a job well done.
Employee Training There are no related OSHA regulations for behavior-based safety;
however, topics that discuss employee motivation may provide
related information.
Training Tips Review the employee handout and any applicable company poli-
cies and programs.
Train employees on the following:
• What behavior-based safety is;
• The steps necessary to implement a behavior-based safety pro-
cess;
• The corporate safety culture;
• Critical behaviors and barriers to safety;
• The basic principles of behavior-based safety; and
• The benefits of behavior-based safety processes.

NIOSH Publication No. 2004-135 “Does It Really Work”.
BEHAVIOR-BASED SAFETY—AN OVERVIEW–2

10/07


Overview
There are many different views of behavior-based safety. However your organization looks at it,
behavior-based safety is the process of focusing on behaviors to prevent or reduce occupational
injuries.
Why behavior-based safety?

• Statistics reveal that as much as 95% of workplace incidents are caused by at-risk behavior.
• The frequency of injuries can be reduced.
• The entire workforce can become active and involved in the process.
• Safety teams make significant safety improvements.
What must I do?

As an employee in a facility with a behavior-based safety program,
you should fully participate in the company safety program.
Follow all posted safety rules, and use all supplied personal protec-
tion equipment.
Cooperate with the safety manager or safety committee if they
observe you at your workplace, or if they request information on
how you do your job.

Your employer should seek to engage you in the safety process by:
• illustrating how behavior can affect safety.
• explaining how the employee can participate in the safety process.
• explaining how unsafe behavior affects medical and other costs, and how these costs are
passed on to employees.
• pointing out the benefits to employees, and the employer, from using a behavior-based
safety process.
Your employer will also train you on the specifics of:
• safety procedures for your specific job.
• the need for, use, and care of any PPE required for your specific job.
• how and to whom to report any safety concerns.
BEHAVIOR-BASED SAFETY—AN OVERVIEW HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Behavior-Based Safety—An Overview. The ses-
sion covered:
• A definition of behavior-based safety.
• Why employees need to be involved to be safe.
• How employee attitude affects safety.
• The benefits of behavior-based safety processes.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
BEHAVIOR-BASED SAFETY—AN OVERVIEW SIGN-OFF

10/07
Behavior-Based Safety—Real Life Stories
Overview Of Topic Behavior-based safety refers to the process of using a proactive

approach to safety and health management. Behavior-based
safety either focuses on at-risk behaviors that can lead to an
injury or on safe behaviors that can contribute to injury preven-
tion. In other words, behavior-based safety is an injury prevention
process.
It seemed like just another safety meeting. The company was try-
ing to keep costs down and really didn’t care about the workers -
at least that’s what Susan thought. The supervisor was talking
about the need to use the gloves and safety glasses provided by the
company.
“The gloves are terrible,” one of Susan’s coworkers said. “The
material is itchy and once you get any grease on them they get
slippery.”
“Look, just use them,” the supervisor said. “It’s part of our new
injury-reduction program. Injuries are tied to our bonus program
now, and the gloves will help prevent injuries.”
“We know that,” said another worker. “But can’t we get another
type of glove? These just aren’t any good.”
“Those are the gloves the company provides, so those are the ones
you will use,” the supervisor said. “Management already thinks
you are all a bunch of whiners. If I go and complain about the
gloves they will really go nuts.”
Well, isn’t that just typical, Susan thought. They tell us they want
our input, but then they call us whiners when we make safety sug-
gestions.

• Company-provided gloves are not wanted by employees.
• Employee feedback is not valued nor taken seriously.
• Behavior-based safety program is not being implemented prop-
erly.
BEHAVIOR-BASED SAFETY—REAL LIFE STORIES–1

10/07

What could the company have done differently?

• More effectively train the supervisor.
• Take necessary steps to refine corporate safety culture.
What did the supervisor do wrong?
• Did not motivate employees.
• Did not value employee feedback.

• The company should re-examine its behavior-based safety pro-
gram implementation process.
• The company should re-examine its safety culture and goals.
Training Tips It is the attitudes of the employees that is at the core of how suc-
cessful a behavior-based safety program will be. Some of the most
important aspects include:
• Safety-related goals and objectives at the corporate level;
• Communicating these goals and objectives to all levels of the
organization;
• Enabling each area of the organization to attain its own spe-
cific safety goals;
• Encouraging individual participation by all members of the
organization;
• Empowering employees to set and achieve their own safety
goals, and
• Fostering mutual respect and consideration at all levels of the
organization.
BEHAVIOR-BASED SAFETY—REAL LIFE STORIES–2

10/07


It seemed like just another safety meeting. The company was trying to keep costs down and
really didn’t care about the workers - at least that’s what Susan thought. The supervisor was
talking about the need to use the gloves and safety glasses provided by the company.
“The gloves are terrible,” one of Susan’s coworkers said. “The material is itchy and once you get
any grease on them they get slippery.”
“Look, just use them,” the supervisor said. “It’s part of our new injury-reduction program. Inju-
ries are tied to our bonus program now, and the gloves will help prevent injuries.”
“We know that,” said another worker. “But can’t we get another type of glove? These just aren’t
any good.”
“Those are the gloves the company provides, so those are the ones
you will use,” the supervisor said. “Management already thinks
you are all a bunch of whiners. If I go and complain about the
gloves they will really go nuts.”
Well, isn’t that just typical, Susan thought. They tell us they want
our input, but then they call us whiners when we make safety sug-
gestions.
_____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What could the company have done differently?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
BEHAVIOR-BASED SAFETY—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Behavior-Based Safety—Real Life Stories. At this
• The definition of “behavior-based safety.”
• The role employee attitudes play in behavior-based safety.
• The role of good communication in behavior-based safety.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
BEHAVIOR-BASED SAFETY—REAL LIFE STORIES SIGN-OFF

10/07
Benzene—An Overview
Overview Of Topic Benzene, while an important component of many industrial prod-

ucts and motor fuels, is one of the most hazardous materials in
common use today. OSHA covers benzene at 29 CFR 1910.1028.
Benzene is a colorless liquid with a sweet, aromatic odor. Industry
uses benzene to make chemicals, plastics, resins, nylon, lubricants,
dyes, and pesticides. Benzene is very flammable.
Health hazards include inhalation and absorption through the
skin, which is poisonous. Benzene is a severe eye irritant and can
cause skin burns and blisters.
Overexposure can cause symptoms of breathless, irritability, eupho-
ria, or giddiness; irritation in eyes, nose, and respiratory tract;
headache, dizziness, nausea, or intoxicated. Severe exposures may
lead to convulsions and loss of consciousness.
Benzene is a known carcinogen, and long term exposure can cause
blood disorders (such as anemia) and cancers (such as leukemia).
Employee Training OSHA regulations contain specific training requirements for ben-
zene. At 29 CFR 1910.1028(j)(3) the rules say:
• You must provide employees with information and training at
the time of their initial assignment to a work area where ben-
zene is present.
• If exposures are above the action level, employees must be pro-
vided with information and training at least annually
thereafter.
• The training program must be in accordance with the require-
ments of 29 CFR 1910.1200, Hazard communication.
Training Tips Read 29 CFR 1910.1028, Benzene and review the requirements
with your employees.
Review the symptoms of benzene exposure with your employees.
Tell employees where copies of the safety data sheets are kept, how
to get copies, and how to read them.
OSHA regulations at 29 CFR 1910.1028— Benzene.
Safety Data Sheet
BENZENE—AN OVERVIEW-1
10/14
Benzene—An Overview
Overview
Benzene is a commonly used industrial chemical. Benzene is hazardous, and it:
• Is a colorless liquid.
• Has a sweet, aromatic odor.
• Is very flammable.
• Is a known carcinogen.
How can it hurt me?
Benzene is poisonous if inhaled.
Benzene can be absorbed through the skin.
Contact with skin can cause burns and blis-
tering.
If swallowed, benzene can cause a person to
feel breathless, irritable, nauseous, go into
convulsions, or lose consciousness.
Benzene is a known carcinogen, and long
term exposure can cause cancers (such as leu-
kemia).
Long term exposure to benzene can cause
anemia.
Benzene is a severe eye irritant.
What must I do?
Read all warning labels, and follow the instructions on the SDS for the use of personal protection
equipment.
If you believe you have been exposed to benzene, notify your employer at once.
BENZENE—AN OVERVIEW HANDOUT-1

Benzene—Exposure
Overview Of Topic Workers with the highest exposures to benzene include those in
benzene production (petrochemicals, petroleum refining, and coke
and coal chemical manufacturing), rubber tire manufacturing, stor-
age or transport of benzene and petroleum products, steel workers,
printers, rubber workers, shoe makers, laboratory technicians, fire-
fighters, and gas station employees.
Employees must be informed of their level of exposure to airborne
benzene, and employers must establish a medical surveillance pro-
gram, and post and maintain warning signs around regulated areas
as well as entrances and access points.
Labels are required on all benzene containers per OSHA’s Hazard
Communication standard (29 CFR 1910.1200).
Employee Training Specific training requirements for benzene at 29 CFR
1910.1028(j)(3) include:
• Providing employees with information and training at the time
of their initial assignment to a work area where benzene is
present.
• If exposures are above the action level, employees must be pro-
vided with information and training at least annually
thereafter.
• Training in accordance with the requirements of Hazard com-
munication.
Employers must provide an explanation of the benzene regulation,
make a copy of the standard available, and describe any required
medical surveillance program required by the regulation.
Training Tips Read 29 CFR 1910.1028, Benzene and review the requirements
with your employees.
Review the symptoms of benzene exposure with your employees.
Remind your employees to follow the requirements of warning signs
and placards, and report any faded, missing, or illegible signs.
Review proper PPE use and maintenance. Review company policy
on the use of PPE.
OSHA regulations at 29 CFR 1910.1028— Benzene.
BENZENE—EXPOSURE-1
10/14
Exposure
Benzene is a colorless liquid with a sweet, aromatic odor. Industry uses benzene to make chemi-
cals for Styrofoam, plastics, resins, nylon, synthetic fibers, some types of rubber, lubricants, dyes,
detergents, drugs, and pesticides.
How can it hurt me?
Benzene is primarily an inhalation hazard. Inhalation of high concentrations can affect central
nervous system function.
Benzene is harmful, especially to the tissues that form blood cells. Brief exposures of 5-10
minutes to benzene in air at very high levels can cause death.
Signs and symptoms of exposure
Direct skin contact with benzene may cause
erythema. Repeated or prolonged contact
may result in drying, scaling dermatitis, or
development of secondary skin infections. In
addition, benzene is absorbed through the
skin.
Effects of exposure
High levels of benzene can cause drowsiness,
dizziness, rapid heart rate, headaches, trem-
ors, confusion, and unconsciousness.
Breathing lower levels over a long period of
time can harm blood cells and bone marrow, and cause cancer. Eating or drinking high levels of
benzene can cause:
• Vomiting or irritation of the stomach
• Dizziness
• Sleepiness
• Convulsions
• Rapid heart rate
• Coma
• Death
Your employer must post and maintain signs around regulated areas as well as entrances and
access points. The signs must read:
DANGER
BENZENE
MAY CAUSE CANCER
HIGHLY FLAMMABLE LIQUID AND VAPOR
DO NOT SMOKE
WEAR RESPIRATORY PROTECTION IN THIS AREA
BENZENE—EXPOSURE HANDOUT-1
Benzene—Real Life Stories
Overview Of Topic Benzene, while an important component of many industrial prod-

ucts and motor fuels, is one of the most commonly used hazardous
materials. In fact, it merits its own section in the OSHA rules at 29
CFR 1910.1028.
Benzene is a colorless liquid with a sweet, aromatic odor. Industry
uses benzene to make chemicals, plastics, resins, nylon, lubricants,
dyes, and pesticides. Benzene is very flammable.
Labels are required on all benzene containers. They must be put on
the containers and maintained in a legible condition. These labels
must comply with OSHA’s Hazard Communication standard (29
CFR 1910.1200) and include the legend:
DANGER
BENZENE
CANCER HAZARD

Greg was moving the drums of benzene from the old storage area to
the new storage area. The drums were all marked with a label that
stated:
DANGER
BENZENE
CANCER HAZARD
One of the drum’s metal walls was thin and when Greg moved the
drum, it creased at the thin point. This allowed some of the benzene
to escape into the air. Greg immediately noticed the sweet odor of
the benzene and realized he had a problem. The first thing he did
was contact the safety coordinator on duty. Next Greg blocked off
the area to keep other employees away. He also moved out of the
immediate area to where he could not smell the benzene’s sweet
odor.
Hector, the safety coordinator, arrived on the scene and took charge.
Let’s talk about this, okay?

• Release of benzene into the air.
• Employee exposure to benzene.
BENZENE—REAL LIFE STORIES-1

4/09
What did Greg do right?

• Realized that the drum was damaged and a release of Benzene
occurred.
• Called the safety coordinator to report the hazard.
• Told other employees to stay away.
• Moved away from the immediate area.
What did Hector do right?
• Arrived immediately.
• Controlled the situation
What went wrong?
• At least one of the drums had a thin metal wall.
• Benzene was released into the air.
What could have happened?
• Depending on the circumstances, the benzene fumes could have
ignited.
• Depending on the concentration of the benzene, Greg could have
been exposed to a high inhalation exposure that could have
caused his death.
What happens next?
• Once the benzene release is stopped, the drums should be in-
spected to determine if any others are likely to rupture.
• Safety person should provide training on the immediate and
long-term health hazards of benzene exposure, as well as emer-
gency procedures.
Training Tips Read 29 CFR 1910.1028 — Benzene and review the requirements
with your employees. Have copies of an MSDS for benzene avail-
able. Pass them out to your employees, and use them to review the
symptoms of benzene exposure with your employees.
Remind your employees to follow the requirements of warning signs
and placards, and report any faded, missing, or illegible signs.
Tell employees where the MSDSs are kept, how to get copies, and
how to read them.
Gather any personal protective equipment required in the area, and
demonstrate proper use. Review company policy on the use of PPE.
BENZENE—REAL LIFE STORIES-2

4/09
Benzene—Real Life Stories

It Happened Like This
Greg was moving the drums of benzene from the old storage area to the new storage area. The
drums were all marked with a label that stated:
DANGER
BENZENE
CANCER HAZARD
One of the drum’s metal walls was thin and when Greg moved the drum, it creased at the thin
point. This allowed some of the benzene to escape into the air. Greg immediately noticed the
sweet odor of the benzene and realized he had a problem.
The first thing he did was contact the safety coordinator on duty. Next Greg blocked off the area
to keep other employees away. He also moved out of the immediate area to where he could not
smell the benzene’s sweet odor.
Hector, the safety coordinator, arrived on the scene and took charge.
Let’s Talk About This, Okay?

What did Greg do right?
What went wrong?
What Do You Think Should Happen Next?
BENZENE—REAL LIFE STORIES HANDOUT-1

Benzene—Real Life Stories Sign-off Sheet
This sign-off sheet documents the employees at this company, , who have taken
part in a training session on Benzene—Real Life Stories. The session covered:
• The requirements of 29 CFR 1910.1028 Benzene.
• The symptoms of benzene exposure.
• The location of MSDS sheets and how to read them.
• The proper use of personal protection equipment necessary for working with benzene.
• What to do if exposed to benzene.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
BENZENE—REAL LIFE STORIES SIGN-OFF-1

Bloodborne Pathogens—An Overview
Overview of Topic All persons with a “reasonably anticipated skin, eye, mucous mem-
brane, or parenteral contact with blood or other potentially
infectious materials that may result from the performance of the
employee’s duties” must be provided with adequate training and
information on the modes of transmission, symptoms, epidemiology,
warning signals related to general exposure, and procedures to fol-
low if exposure occurs.
Employee Training Training must include appropriate methods for recognizing tasks
that may involve exposure to blood or other potentially infectious
materials and the use and limitations of practices that would reduce
exposure, including engineering controls, work practices, and per-
sonal protective equipment.
Training sessions must be comprehensive, conducted by a person
knowledgeable in the subject matter, and provide an opportunity for
a question and answer period.
Training Tips The training requirements of §1910.1030 include an explanation of:
• §1910.1030 and access to a copy of the standard.
• The modes of transmission of bloodborne pathogens;
• The written exposure control plan and how to get a copy;
• How to recognize events that may involve exposure to blood and
other potentially infectious materials;
• Types, selection, proper use, location, removal, handling, decon-
tamination, and disposal of personal protective equipment;
• The use and limitations of safe work practices, engineering con-
trols, and personal protective equipment;
• Availability, benefits, and efficacy of hepatitis B vaccination;
• The procedures to follow if an exposure occurs, including meth-
ods of reporting and the medical follow-up that will be made
available; and
• Post exposure evaluation and follow up.
29 CFR 1910.1030—Bloodborne pathogens.
BLOODBORNE PATHOGENS—AN OVERVIEW-1

10/14
Bloodborne Pathogens—An Overview

Overview
Bloodborne pathogens are microorganisms present in human blood which can cause disease in
humans, such as hepatitis B virus (HBV) and the human immunodeficiency virus (HIV).
Under the OSHA rule, blood means human blood, blood products, or blood components. Other
potentially infectious materials include human body fluids such as saliva, semen, vaginal secre-
tions; cerebrospinal, synovial, pleural, pericardial, peritoneal, and amniotic fluids; any body
fluids visibly contaminated with blood; unfixed human tissues or organs; and all body fluids in
situations where it is difficult or impossible to differentiate between body fluids.
What is occupational exposure?
Occupational exposure means a “reasonably anticipated skin, eye, mucous membrane, or
parenteral contact with blood or other potentially infectious materials that may result from the
performance of the employee’s duties.”
OSHA’s bloodborne pathogens standard requires the
employer to prepare a written exposure control program.
Your employer will share the details of the written plan
with you, and tell you where you can get a copy.
If your job responsibilities provide the potential for expo-
sure to bloodborne pathogens, your employer must provide
training and information on:
• General explanations of the modes of transmission.
• Symptoms, epidemiology, and warning signals related
to general exposure.
• Procedures to follow if exposure occurs.
• How to recognize tasks that may involve exposure,
including an explanation of the warning signs and
labels.
• How to use personal protective equipment and other methods to reduce exposure.
• The effectiveness, safety, administration, and benefits of the hepatitis B vaccine.
BLOODBORNE PATHOGENS—AN OVERVIEW HANDOUT-1

Bloodborne Pathogens—Exposure Control Plan
Overview of Topic 29 CFR 1910.1030(c)(1)(iii) requires employers to create and make

available to employees a copy of the Exposure Control Plan (ECP).
The ECP must contain:
• Identification of job classifications and tasks where there is
exposure to blood and other potentially infectious materials.
• An explanation of how the standard will be implemented,
including communication of hazards to employees, hepatitis B
vaccination, post-exposure evaluation and follow-up,
recordkeeping, and implementation of: engineering and work
practice controls, personal protective equipment (PPE), house-
keeping, and procedures for evaluating an exposure incident.
Employee Training Under the training requirements at 29 CFR 1910.1030(g)(2):
• Make sure all employees with occupational exposure participate
in a training program at no cost to the employee and during
working hours.
• Provide training at the time of initial assignment to tasks where
occupational exposure may take place and at least annually
thereafter.
Training Tips Review §1910.1030 and the written company exposure plan with
the trainees.
Explain the details of the written exposure plan, and where the plan
can be found, and how employees can obtain copies.
List the job titles or duties which have the potential for exposure.
Explain the use of PPE and review proper cleaning/disposal meth-
ods. Explain how sharps are to be handled. Review proper
housekeeping measures.
Review the medical monitoring and post-exposure evaluation and
follow-up program.
The company written Exposure Control Plan for Bloodborne Patho-
gens.
BLOODBORNE PATHOGENS—EXPOSURE CONTROL PLAN-1

10/14
Bloodborne Pathogens—Exposure Control Plan

Overview
If you are exposed to bloodborne pathogens, OSHA requires that your employer create and make
available a copy of the Exposure Control Plan (ECP), at a reasonable time, place, and location.
An employer must implement use of universal precautions and control measures, such as engi-
neering controls, work practice controls, and personal protective equipment to protect all
workers with occupational exposure.
While exposure control plans will vary from workplace to workplace, they have some common
elements:
• Identification of job classifications and tasks where there is exposure to blood and other
potentially infectious materials.
• A schedule of how and when the provisions of the standard will be implemented including,
hepatitis B vaccination, engineering and work practice controls, and PPE.
Your risk of infection can be reduced by following the work
practice controls your employer has in place.
Hazard awareness
Universal Precautions is an approach to infection control
where all human blood and certain human body fluids are
treated as if they were known to be infectious for bloodborne
pathogens.
All workers, regardless of their function, should be familiar
with the biohazard symbol and understand the hazards
associated with the contents of containers that are marked
with them.
Red bags or containers may be used as a substitute for
labels.
Your employer is required to:
• Develop a written exposure control plan, and review it with you.
• Provide copies of the OSHA standard and the company written control plan, if you request
them.
• Provide training on hepatitis B hazards and how to protect yourself from those hazards
before initial assignment and at least yearly thereafter.
• Review the use of appropriate PPE, and discuss proper cleaning and disposal procedures.
• Offer free hepatitis B vaccinations at no charge within 10 working days of initial assignment
to employees who have occupational exposure, and within 24 hours of an exposure inci-
dent.
BLOODBORNE PATHOGENS—EXPOSURE CONTROL PLAN HANDOUT-1

Bloodborne Pathogens—Hepatitis B
Overview of Topic The Center for Disease Control (CDC) estimates that 250,000
Americans are infected with HBV every year. The CDC also esti-
mates that almost 250 people die from HBV complications each
year.
How is it spread?
HBV and other bloodborne pathogens are spread through contact
with contaminated blood, bodily fluids, tissues, cells, and organs.
These viruses are also spread through sexual contact, to babies
before or during delivery, or through breast milk.
Hepatitis B vaccinations must be offered at no cost to employees
who have occupational exposure. The vaccine series can begin
either:
• Within 10 days of employment, or
• Within 24 hours after an exposure incident.
Employee Training OSHA requires that employers train all employees with occupa-
tional exposure:
• At the time of initial assignment to tasks where exposure may
take place;
• At least annually thereafter; and
• On the availability and effectiveness of Hepatitis B vaccine.
Training Tips Review §1910.1030 and the written company exposure plan with
the trainees.
ods. Explain how sharps are to be handled. Review proper
housekeeping measures.
gens.
BLOODBORNE PATHOGENS—HEPATITIS B-1

10/14
Bloodborne Pathogens—Hepatitis B
Overview
Even though HIV may be better known, Hepatitis B virus (HBV) is a more common and more
easily spread bloodborne disease. HBV causes an infection of the liver, which can lead to liver
disease, cancer, or death. Symptoms can be hard to discover, and may not appear at all, but the
infected person can still spread the disease.
What must I do?
Infection occurs because of contact between infected bodily fluids with cuts, scrapes, or mucous
membranes. Assume that all blood, bodily fluids, tissues, or cellular material are contaminated.
Protect yourself from contact with these substances, and properly dispose of any potentially
contaminated items to reduce the risk of exposure to others.
An exposure incident is any specific eye, mouth, other mucous membrane, non-intact skin, or
parenteral contact with blood or OPIM resulting from the performance of an employee’s duties.
Follow these precautions when working with human blood and other potentially infectious
materials (OPIMs):
• Wear appropriate personal protective equipment
(PPE).
• Dispose of sharps properly.
• Properly label and enclose any material contaminated
with blood or OPIMs in leakproof red bags or contain-
ers.
• Wash your hands after handling contaminated material
(even though you were wearing PPE).
• Report any exposure incident to your employer.
Provide training on hepatitis B hazards and how to pro-
•
tect yourself from those hazards before initial
assignment and at least yearly thereafter.
• Develop a written exposure control plan, and review it with you.
• Provide copies of the OSHA standard and the company written control plan, if you request
them.
• Review the use of appropriate PPE, and discuss proper cleaning and disposal procedures.
• Offer free hepatitis B vaccinations at no charge within 10 working days of initial assignment
to employees who have occupational exposure, and within 24 hours of an exposure inci-
dent.
BLOODBORNE PATHOGENS—HEPATITIS B HANDOUT-1

Bloodborne Pathogens—Universal Precautions
Overview of Topic Universal precautions is the term for infection control measures
that all those who are or may be exposed to infectious disease should
take. This includes exposures to bloodborne pathogens which are
spread through contact with blood or bodily fluids, tissue, or organs.
Handwashing should be done:
• After coming into contact with blood or bodily fluids.
• Before and after giving first aid.
• After cleaning up spills or objects contaminated with blood or
bodily fluids.
• After removing gloves following giving care or cleaning up blood
or bodily fluids.
Barriers, such as gloves, masks, face shields, and gowns should be
used by all persons:
• Before coming into contact with blood or bodily fluids.
• Who have cuts, scratches, or other skin breaks on the hands.
Employee Training At §1910.1030(g)(2), OSHA requires that employers train all
employees with occupational exposure:
• At the time of initial assignment to tasks where exposure may
take place; and
• At least annually thereafter.
Training Tips Review §1910.1030 and the written company exposure plan.
ods. Explain how sharps are to be handled.
Review the medical monitoring and postexposure evaluation and
follow up program.
gens.
BLOODBORNE PATHOGENS—UNIVERSAL PRECAUTIONS-1

10/14
Bloodborne Pathogens–Universal Precautions

Overview
Universal precautions is the term for infection control measures that all those who are or may
be exposed to infectious disease should take.
We have to assume that all blood, bodily fluids, tissues, or cellular material are contaminated.
You must protect yourself from contact with these substances, and properly dispose of any
potentially contaminated items so as to reduce the risk of exposure to others.
An employer must develop an exposure control plan and implement use of universal precautions
and control measures, such as engineering controls, work practice controls, and personal pro-
tective equipment to protect all workers with occupational exposure.
In addition to engineering controls and work practices controls your employer may implement,
personal protective equipment may also be required. Precautions include:
• Handwashing.
• Barriers (gloves, masks, face shields, goggles, gowns,
and so on).
Housekeeping issues include:
• Periodic environmental disinfection.
• Proper disposal of contaminated materials and sharps.
• Develop a written exposure control plan, and review it
with you.
• Provide copies of the OSHA standard and the company’s
written control plan, if you request them.
Your employer will review:
• The use of appropriate PPE, and discuss proper cleaning/disposing procedures.
• Appropriate housekeeping practices which will reduce the possibility of exposure.
• The company’s medical surveillance and post-exposure evaluation program with you.
BLOODBORNE PATHOGENS—UNIVERSAL PRECAUTIONS HANDOUT-1

Bloodborne Pathogens—Real Life Stories
Overview Of Topic Bloodborne pathogens are microorganism present in human blood

which can cause disease, such as hepatitis B virus (HBV) and the
human immunodeficiency virus (HIV).
Under the OSHA rule all persons with a potential for exposure to
“potentially infectious materials” must be provided with adequate
training and information.
As the workplace custodians, Greg and Judy were called to clean up

after an industrial accident. There was a lot of blood around. The
supervisor said that the machine was locked out and that they could
begin.
Greg started to clean up the blood from on the machine.

“Greg,” Judy said, “put on gloves before you do that. We’ve also
supposed to wear masks. Don’t you remember the bloodborne
training?”
“I didn’t have that yet. Remember? I was gone when they offered
it. I’m supposed to go through next time,” Greg replied.
Greg put on the gloves and mask, and he and Judy continued to
clean up.
“Do you have any more disinfectant?” Judy asked Greg.
“No, do you want me to go and get some more?” he asked.
“Don’t bother—we’ll just use this orange-smelling cleaner,” she said.
They used the orange-smelling cleaner and paper towel to clean

off the machine and the floor around it. When they were finished,
they put the waste paper towel into a nearby trash can, followed
by their gloves and masks.
“Well, that’s done,” Greg said. “The smoking area is just outside.
I’m gonna go have a smoke.”
BLOODBORNE PATHOGENS—REAL LIFE STORIES–1

10/06

What did Judy do right?
• Got bloodborne pathogens training.
• Reminded Greg to use gloves and a mask during cleanup.

What did Greg do wrong?
• Did not have bloodborne pathogens training prior to cleaning

up blood.
• Did not use gloves and a mask at the beginning.
• Went out for a smoke before washing his hands.

What did Greg and Judy do wrong?
• Did not use disinfectant to clean up blood with.
• Put contaminated paper towels, gloves, and masks into a trash

can rather than in a separate bag for disposal.
Greg must have bloodborne pathogens training before being

allowed to clean up any blood or other potentially infected mate-
rial.
Judy should get refresher training on the bloodborne pathogens

policy in the workplace.
Training Tips Review with the attendees the written exposure plan, where the
plan can be found, and how employees may obtain a copy.
Explain what is expected of employees when faced with contact
with blood or other body fluids.

ods. Explain how sharps are handled at your facility.
BLOODBORNE PATHOGENS—REAL LIFE STORIES–2

10/06

Bloodborne Pathogens—Real Life Stories

Overview
Bloodborne pathogens are microorganism present in human blood which can cause disease, such
as hepatitis B virus (HBV) and the human immunodeficiency virus (HIV).
Under the OSHA rule all persons with a potential for exposure to “potentially infectious mate-
rials” must be provided with adequate training and information.
What did Judy do right?
What did Greg and Judy do wrong?
What happens next?

Protecting yourself
Assume that all blood, body fluids, tissue, or other human material
are contaminated. You must protect yourself from contact with
these substances, and properly dispose of any potentially contami-
nated items so as to reduce the risk of exposure to others. Precautions include:
• Proper handwashing following exposure or cleanup,
• Using barriers such as gloves, masks, face shields, goggles, gowns, and so on,
• Using disinfectants to clean up all blood or other potentially infectious materials, and
• Properly disposing of contaminated materials and sharps.
BLOODBORNE PATHOGENS—REAL LIFE STORIES HANDOUT-1

Bloodborne Pathogens—Real Life Stories Sign-

Off
a training session on Bloodborne Pathogens—Real Life Stories. At this training session, we
covered:
• What bloodborne pathogens are.
• What OSHA states regarding exposed employees.
• How to protect against exposure to potentially infectious materials.
• The company’s written exposure plan.
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BLOODBORNE PATHOGENS—REAL LIFE STORIES SIGN-OFF-1

1-Bromopropane—An Overview
Overview of Topic 1-Bromopropane, also known as n-propyl bromide (nPB), is a sol-

vent (CAS 106-94-5) with several commercial applications. 1-BP is
often found in products used in:
• Vapor and immersion degreasing operations for cleaning metals,
plastics and electronic and optical components;
• Adhesive spray applications;
• Dry cleaning; and
• Solvent sprays used in operations like asphalt production, air-
craft maintenance, and synthetic fiber manufacturing.
Health Hazards Exposure to 1-BP can cause irritation of the eyes, mucous mem-
branes, upper airways and skin, and can damage the nervous
system. Neurologic effects can appear as headaches, dizziness, loss
of consciousness, slurred speech, confusion, difficulty walking,
muscle twitching, and/or loss of feeling in arms and legs. These
effects may continue among affected persons even after exposure to
1-BP has ended.
As with many other solvents, workers can be exposed to 1-BP by
breathing in vapor or mists of spray. Workers might also be exposed
if the chemical touches their skin because it can be absorbed. Addi-
tionally, the risk of health effects to workers increases the longer
they work with or near 1-BP. Impacts on health have been seen in
workers after exposures for as little as two days, although symp-
toms are more commonly associated with longer exposure.
Training Tips Prior to being exposed to 1-BP workers must receive health and
safety information and training.
Explain where workers can find the Safety Data Sheet for 1-BP.
Train workers on how to properly use equipment designated to
reduce exposures.
29 CFR 1910.1200—Hazard Communication.
1-BROMOPROPANE—AN OVERVIEW-1
4/14
1-Bromopropane—An Overview
Overview
1-Bromopropane (1-BP) is a solvent that is used in degreasing, dry cleaning, spray adhesives,
and aerosol solvents. Controls and personal protective equipment are available to protect work-
ers from 1-BP exposure.
How can it hurt me?
Occupational exposure to 1-BP has been linked to neurological illnesses. Animal studies show
that 1-BP may also cause cancer and reproductive disorders.
Exposure can cause:
• Irritation of the eyes, skin, mucous membranes, airways, etc.;
• Headaches, dizziness, or loss of consciousness;
• Slurred speech and confusion; and
• Difficulty walking, muscle twitching, and/or loss of feeling in arms and legs.
The risk of health effects increases with exposure.
Read the container label and/or Safety Data Sheet for information on handling and use.
Follow all work practices and policies to reduce or prevent exposures.
Use the appropriate personal protective equipment (PPE) recommended for use around 1-BP.
This may include chemical-protective gloves, arm sleeves, aprons, and other appropriate cloth-
ing.
Federal OSHA does not currently have a specific exposure standard for 1-BP; however, employers
are required by law to keep their workers safe from recognized hazards.
1-BROMOPROPANE—AN OVERVIEW HANDOUT-1

1,3-Butadiene—An Overview
Overview Of Topic 1,3-butadiene (BD) is a colorless gas made from the processing of
petroleum, and is used to make synthetic rubber and other plas-
tics.
1,3-butadiene:
• quickly evaporates to the air as a gas during production, use,

storage, transport, or disposal.
• breaks down quickly by sunlight.
• evaporates quickly from water and soil.
• may be broken down by microorganisms in the soil.
• is not expected to accumulate in fish.
Health Hazards Exposure to 1,3-butadiene occurs mainly from breathing contami-

nated air. Employees can be exposed to 1,3-butadiene through var-
ious routes:
• breathing contaminated workplace air.
• breathing exhaust from cars and trucks, waste incineration, or

wood fires.
• drinking contaminated water near production or waste sites.
• skin contact with gasoline.

Breathing very high levels of 1,3-butadiene for a short time can
cause central nervous system damage, blurred vision, nausea,
fatigue, headache, decreased blood pressure and pulse rate, and
unconsciousness. Effects on the nervous system and irritations of
the eyes, nose, throat, and lungs have been seen in people who
breathed contaminated air. Other effects include liver and kidney
damage, hypertension, cardiac disease, chronic bronchitis, and
chronic hepatitis. 1,3-butadiene may reasonably be anticipated to
be a carcinogen.
1,3-BUTADIENE—AN OVERVIEW–1
10/07

Protection from 1,3-butadiene
OSHA has set an permissible exposure limit (PEL) of 1 part of 1,3-

butadiene per million parts of air (ppm) measured as an 8 hour
time-weighted average (TWA).
The employer must:
• ensure that a written compliance program is in place.

• institute a training program for all employees who are subject
to exposure to make them aware of the hazards.
• monitor exposure and keep it within acceptable levels.
• ensure that employees are provided with proper protective
equipment when working with 1,3-butadiene.
• use engineering and work practice controls to reduce expo-
sures to 1,3-butadiene to a permissible level.
• establish and mark regulated areas where 1,3-butadiene is
manufactured, processed, used, repackaged, released, handled,
or stored.
• establish a medical surveillance program and maintain proper
records.
• explain employee’s right to obtain required medical examina-
tions, medical records, and air monitoring results.
Training Tips Review 1910.1051 – 1,3-Butadiene and the employee handout.

Inform workers of the availability and location of a copy of the
OSHA BD standard and its appendices.
Point out any “regulated areas” in the workplace. Show a sample

warning sign which designates regulated areas.
Remind workers they must always follow all equipment operating

procedures and wear impermeable clothing, goggles, face shields,
and other gear when exposed to BD.
Explain the purpose and description of the medical screening and

surveillance program.

29 CFR 1910.1051—1,3-Butadiene.
1,3-BUTADIENE—AN OVERVIEW–2
10/07

1,3-Butadiene—An Overview
Overview
1,3-butadiene (BD) is a colorless, noncorrosive, and flammable gas primarily used in the pro-
duction of resins and polymers. 1,3-butadiene may reasonably be anticipated to be a carcinogen.
How can it hurt me?
Exposure can occur due to:
• inhalation, by breathing BD gas.
• skin contact with liquid BD.

Acute health hazards include:
• skin burns from contact with liquid BD.
• eye irritation and blurred vision.
• irritation to the nose, throat, and lungs.
• drowsiness, loss of feeling, narcosis, unconsciousness, or death.

Long term exposure poses the following long-term health hazards:
• cancer.
• anemia.
• reproductive toxicity.

Know the operations at this facility that may expose workers to BD. Know where the BD regu-
lated areas are, if any.
Understand how the BD warning signs and labels look, and what they mean.
Use the appropriate personal protective equipment (PPE), including:
• chemical-resistant impervious clothing.
• gloves.
• face shields.
• splash-proof safety goggles.
• clothing to protect the skin from frostbite, if working with liquefied BD.
1,3-BUTADIENE—AN OVERVIEW HANDOUT

10/07
1,3-Butadiene—An Overview—
Sign-Off Sheet

who have taken part in a training session on 1,3-butadiene—An Overview. The session cov-
ered:
• Operations at this facility which could result in BD exposure.

• Quantity, location, manner of use, release, and storage of BD.
• Health hazards associated with BD exposure.
• Engineering controls, work practices, emergency procedures, and PPE.
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1,3-BUTADIENE—AN OVERVIEW SIGN-OFF

10/07
1,3-Butadiene—Real Life Stories
Overview Of Topic 1,3-butadiene is a chemical made from the processing of petro-

leum. It is the 36th highest volume chemical produced in the
United States. It is a colorless gas with a mild gasoline-like odor.
1,3-butadiene is mainly used:
• In the production of styrene-butadiene rubber and polybutadi-

ene rubber;
• To make latexes for carpet backing and paper coating, resins
and polymers for pipes, and parts for automobiles and appli-
ances;
• In plastics manufacturing; and
• In gasoline.

Emilio and Mike were working their shift at the synthetic rubber
production facility. Halfway through the shift, both started to
experience blurred vision, nausea, fatigue, and headache.
Emilio, the more experienced of the two, knew it had to be overex-

posure to 1,3-butadiene, which was used in the rubber-making
process. His first thought was that it must be a leak from the buta-
diene line that feeds the production facility. Emilio grabbed an
escape-only respirator and also gave one to Mike. Mike nearly
fainted and Emilio had to hold him up and help him with the res-
pirator.
Next, Emilio pulled the emergency alarm which alerted other

employees to leave the facility. He then helped Mike out of the
building.
What were the issues?
• Emilio and Mike were overexposed to 1,3-butadiene.
• Safeguards against leaks of 1,3-butadiene did not work or were

inoperable.
1,3-BUTADIENE—REAL LIFE STORIES–1

10/07

What did Emilio do right?
• Recognized the symptoms of overexposure to 1,3-butadiene.
• Donned an escape-only respirator and helped Mike put his on.
• Pulled the emergency alarm.
• Assisted Mike to leave the building.

What did Emilio do wrong?
• Didn’t inform supervisor of his physical condition.
• Didn’t seek assistance from others when trying to evacuate the

building.
What did Mike do wrong?
• Didn’t detect the presence or release of 1,3-butadiene.
• Didn’t recognize the symptoms of overexposure.
• Once the 1,3-butadiene leak is stopped, an accident investiga-

tion should be done to determine the cause of the release.
• Additional training should be given to employees in the release
area, on the following:
- The short-term and long-term health hazards from expo-
sure;
- Procedures used for limited employee exposure:
- Work practices and specific personal protective equipment

requirements; and
- Emergency response procedures.
Training Tips Point out any “regulated areas” in the workplace. Show a sample
warning sign which designates regulated areas.
Remind workers they must always follow all equipment operating

procedures and wear impermeable clothing, goggles, face shields,
and other gear when exposed to 1,3-butadiene.
1,3-BUTADIENE—REAL LIFE STORIES–2

10/07

1,3-Butadiene—Real Life Stories

Overview
1,3-butadiene is a chemical made from the processing of petroleum. It is the 36th highest vol-
ume chemical produced in the United States. It is a colorless gas with a mild gasoline-like odor.
Emilio and Mike were working their shift at the synthetic rubber production facility. Halfway
through the shift, both started to experience blurred vision, nausea, fatigue, and headache.
Emilio, the more experienced of the two, knew it had to be overexposure to 1,3-butadiene, which
was used in the rubber-making process. His first thought was that it must be a leak from the buta-
diene line that feeds the production facility. Emilio grabbed an escape-only respirator and also gave
one to Mike. Mike nearly fainted and Emilio had to hold him up and help him with the respirator.
Next, Emilio pulled the emergency alarm which alerted other employees to leave the facility.
He then helped Mike out of the building.
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What did Emilio do right?
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What did Emilio do wrong?
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1,3-BUTADIENE—REAL LIFE STORIES HANDOUT

10/07
1,3-Butadiene—Real Life Stories—

Sign-Off Sheet

who have taken part in a training session on 1,3-Butadiene—Real Life Stories. At this training
• Regulated areas in the workplace where 1,3-butadiene is used.
• Signs and placards used to designate regulated work areas.
• PPE necessary for working in regulated areas, if any.
• Emergency equipment used to escape from regulated areas, if needed.
• How to don, doff, adjust, and wear the PPE and emergency equipment.
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1,3-BUTADIENE—REAL LIFE STORIES SIGN-OFF

10/07
Table of Contents for C

Cadmium
An Overview
Real Life Stories
Carbon Monoxide
An Overview
CO Poisoning
Chain Saws
An Overview
Safe Operation
Chemical Protection
An Overview
Real Life Stories
Coke Oven Emissions

An Overview
Cold-Related Illnesses
An Overview
Real Life Stories
Combustible Dust
An Overview
Dust Explosions
Citations
Real Life Stories
Compressed Gases
An Overview
Citations
Handling Compressed Gas Cylinders
Cylinder Handling—Real Life Stories
Confined Space, Permit-Required

An Overview
Air Monitoring
Attendants
Entry/Exit Preparations
C TOC-1
4/14
Hazardous Atmospheres
Nature of the Hazards
Rescue
The Permit
Confined Space Authorized Entrant—Real Life Stories
Corrosives
An Overview
Real Life Stories
Cotton Dust
An Overview
Real Life Stories
Cranes
An Overview
Daily Inspection
Load Charts
Real Life Stories
Wire Rope Safety
C TOC-2
4/14
Cadmium—An Overview
Overview Of Topic Cadmium is a naturally occurring element, and can be found com-
bined with other elements such as oxygen (cadmium oxide), chlo-
rine (cadmium chloride), or sulfur (cadmium sulfate, cadmium
sulfide). It doesn’t have a definite taste or odor.
Cadmium:
• Is present wherever ore is being processes or smelted.
• Is used extensively in electroplating, although the nature of

the operation does not generally lead to overexposures.
• Is also found in industrial paints and may present a hazard
when spray is applied.
• Is used for batteries, pigments, metal coatings, and plastics.
• Particles become airborne during mining, industry, and burn-

ing of coal or household waste.
• Particles can travel great distances when airborne.
• Enters water and soil from waste disposal and spills or leaks
at hazardous waste sites.
• Dissolves in water.
• Is absorbed by fish, plants, and animals, thus entering the food

chain.
• Stays in the human body a very long time and can build up
from many years of exposure.
Cadmium exposure can occur from:
• Breathing contaminated air in battery manufacturing, metal

soldering, and welding, or near burning fossil fuels or munici-
pal waste.
• Eating foods high in cadmium, such as shellfish, liver, or kid-
ney.
• Breathing cigarette smoke, which contains cadmium.
CADMIUM—AN OVERVIEW–1
10/07

• Drinking contaminated water.

OSHA limits workplace air to 100 micrograms cadmium per cubic
meter as cadmium fumes and 200 micrograms per cubic meter as
cadmium dust.
Employee Training Under 29 CFR 1910.1027(m)(4), the employer must institute a

training program for all employees who are potentially exposed to
cadmium, assure employee participation in the program, and
maintain a record of the contents of the training program.
Training is to be provided before initial assignment to a job

involving potential exposure to cadmium and at least annually
thereafter.
Training Tips Review 29 CFR 1910.1027—Cadmium, and 29 CFR 1910.252—

General requirements, where it mentions cadmium. Next, select
the handout you will use and review it.
Using the employee handout, review the health hazards of cad-

mium exposure.
Discuss regulated areas in the workplace and any other areas of

possible cadmium exposure in your facility.
Explain the use of any PPE required for jobs which have cadmium
exposure.
Explain the company emergency cadmium release program and

discuss what is expected of the employees.
Detail the medical cadmium evaluation and monitoring program

the company has in place, if applicable.

29 CFR 1910.1027—Cadmium.
29 CFR 1910.252—General requirements.
The company’s written emergency plan for airborne release of cad-

mium.
CADMIUM—AN OVERVIEW–2
10/07

Overview
Cadmium is a naturally occurring element which can be found in minerals and groundwater
and is released when ore is being processed or smelted. Cadmium is also released during vari-
ous manufacturing activities.
Your employer is required to use engineering controls to reduce cadmium levels to below the
permissible exposure level (PEL). If this does not reduce the level of cadmium to below PEL
then respirators may be used.
Your employer must provide training on cadmium and cadmium exposure, including:
• Health hazards associated with cadmium exposure.
• Quantity, location, manner of use, release, and storage of

cadmium.
• Work that could result in exposure to cadmium.
• Engineering controls and work practices for your job assign-

ment.
• What you need to do to protect yourself from exposure to
cadmium.
• What PPE is needed and how to use it.
• Medical surveillance program.
• Your right to access your medical records and surveillance.
• Contents of 1910.1027 and its appendices.
Where is cadmium found?
Cadmium can be found in industrial paints, batteries, pigments, metal coatings, and some
plastics.
Additional information
Cadmium exposure can come from:
• Breathing contaminated air in battery manufacturing, metal soldering, and welding.
• Eating foods high in cadmium (shellfish, liver, or kidney).
• Cigarette smoke.
• Contaminated water.
CADMIUM—AN OVERVIEW HANDOUT#1

10/07
Sign-Off Sheet

who have taken part in a training session on Cadmium—An Overview. The session covered:
• sources of cadmium exposure.
• health hazards of cadmium exposure.

• controlling cadmium exposure in the workplace.
• proper use of PPE to control cadmium exposure.
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CADMIUM—AN OVERVIEW SIGN-OFF#1

10/07
Work Safely with Cadmium

Overview
Cadmium, in its elemental state, is either a blue-white, lustrous metal or a grayish-white pow-
der. It can be found in lead, copper, and zinc sulfide ores. Most cadmium compounds are highly
colored from brown to yellow and red.
How is cadmium used?
Cadmium is a soft metal used in electroplating, fire protection systems, Ni-cad batteries, elec-
tronic components, and enamels.
Cadmium is also used as an anticorrosive that is electroplated onto steel. It can be used in the
electrodes of alkaline batteries. It may be a component in solders and welding rods. And, it can
be used as a stabilizer in plastics.
How can it hurt me?
Cadmium exposure can come from:
• Breathing fumes.
• Through contact with skin.
• Inhaling cigarette smoke.
• Drinking contaminated water.

Cadmium can result in breathing difficulties (a sense of tightness in the throat). You can have
a metallic taste, increased salivation, and flu-like symptoms. Breathing high levels of fumes
can result in death from asphyxiation.
Contact with the skin or eye causes irritation with redness or pain.
Chronic (long-term) health hazards include cancer (especially lung or prostate cancer), kidney
damage, respiratory system damage, and reproductive health problems.
What must I do?

Wear protective clothing that is impermeable to Cadmium. This includes (at a minimum) cov-
eralls or similar full-body work clothing, gloves, head coverings, boots or foot coverings, face
shields, vented goggles, and other appropriate protective gear. A respirator may also be needed.
CADMIUM—AN OVERVIEW HANDOUT#2

Handouts may be copied and distributed to workers for 4/02 Copyright J. J. Keller & Associates, Inc.,
Sign-Off Sheet

who have taken part in a training session on Working Safely with Cadmium. The session covered:
• How to identify cadmium.
• Signs and symptoms of cadmium exposure.

• Cadmium protection measures.
The space below is for employees to "sign off" that they were in attendance.
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CADMIUM—AN OVERVIEW SIGN-OFF#2

Cadmium—Real Life Stories
Overview Of Topic Cadmium, in its elemental state, is either a blue-white, lustrous

metal or a grayish-white powder. It can be found in lead, copper,
and zinc sulfide ores. Most cadmium compounds are brown, yel-
low, or red.
Cadmium is a soft metal used in electroplating, fire protection sys-

tems, Ni-cad batteries, electronic components, and enamels. It can
be used in the electrodes of alkaline batteries. It may be a compo-
nent in solders and welding rods. And, it can be used as a stabi-
lizer in plastics.
Jennifer works in the electroplating department. She had received

training for working safely with one of the compounds used there -
cadmium.
Because of that training, Jennifer knew that she had a problem.

Her throat was closing up and she had a metallic taste in her
mouth. The training had mentioned that exposure to cadmium can
result in breathing difficulties (a sense of tightness in the throat).
You can also have a metallic taste, increased salivation, and flu-
like symptoms.
Jennifer quickly walked over to her supervisor, Betty, who called

for an emergency medical technician. Next, Betty pulled the mate-
rial safety data sheet for cadmium.
• Jennifer was exposed to cadmium.
• She experienced health-related problems.
• Betty did not take the proper first aid steps.
• Betty did not follow emergency response plan.
CADMIUM—REAL LIFE STORIES–1

10/07

What did Jennifer do right?
• Realized that she may be suffering from exposure to cadmium.
• Immediately reported the incident to her supervisor.

What did Betty do right?
• Called for the emergency medical technician.
• Pulled the MSDS because the EMT would want it.

What did Betty do wrong?
• Didn’t move Jennifer to fresh air.
• Didn’t call the safety manager to report the possible cadmium

overexposure.
• Didn’t evacuate the employees.
• Clean and ventilate the area.
• Inspect the PPE.
• Conduct employee training on cadmium’s physical and health

hazards, methods and observations, proper work practices and
emergency procedures, and the use of PPE.
Training Tips Review 29 CFR 1910.1027-Cadmium, and 29 CFR 1910.252-Gen-

eral requirements, where it mentions cadmium. Review the
employee handout.
Discuss regulated areas in the workplace and any other areas of

possible cadmium exposure in your facility, and the emergency
procedures to follow in case of a release.
Explain the use of any PPE required for jobs which have cadmium
exposure.
CADMIUM—REAL LIFE STORIES–2

10/07


Overview
Cadmium, in its elemental state, is either a blue-white, lustrous metal or a grayish-white pow-
der. It can be found in lead, copper, and zinc sulfide ores. Most cadmium compounds are brown,
yellow, or red.

Jennifer works in the electroplating department. She had received training for working safely
with one of the compounds used there - cadmium.
Because of that training, Jennifer knew that she had a problem. Her throat was closing up and
she had a metallic taste in her mouth. The training had mentioned that exposure to cadmium
can result in breathing difficulties (a sense of tightness in the throat). You can also have a
metallic taste, increased salivation, and flu-like symptoms.
Jennifer quickly walked over to her supervisor, Betty, who called for an
emergency medical technician. Next, Betty pulled the material safety
data sheet for cadmium
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What did Jennifer do right?
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What did Betty do right?

______________________________________________________________________________________
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What did Betty do wrong?

______________________________________________________________________________________
______________________________________________________________________________________

______________________________________________________________________________________
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______________________________________________________________________________________
______________________________________________________________________________________
CADMIUM—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Cadmium—Real Life Stories. At this training ses-
sion, we covered:
• Physical and health hazards of cadmium.

• Regulated areas in the workplace.
• Emergency procedures to follow in case of a cadmium release.
• PPE required for those jobs which have cadmium exposure.
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CADMIUM—REAL LIFE STORIES SIGN-OFF

10/07
Carbon Monoxide—An Overview
Overview of Topic Carbon monoxide (CO) is a poisonous, colorless, odorless, and taste-
less gas. CO commonly results from the incomplete burning of
carbon-containing materials such as gasoline, natural gas, kero-
sene, oil, propane, coal, or wood. Although it has no detectable odor,
CO is often mixed with other gases that do have an odor.
OSHA limits worker’s exposure to no more than 50 parts of CO per
one million parts of air (50 ppm) averaged over an eight-hour work-
day.
Health Hazards Because CO displaces oxygen in the blood, exposure to CO can
impair judgement and increases decision-making times, sometimes
inhibiting the victim’s ability to escape the hazardous environment.
Since the majority of CO emissions are from transportation sources,
areas around loading docks may have elevated levels of CO due to
vehicle exhaust.
Workplace CO sources also include small engine powered tool use,
such as pressure washers, concrete cutting saws, welders, pumps,
compressors, generators, as well as poorly vented furnaces and
water heaters, blast furnaces, boiler rooms, pulp and paper opera-
tions, coke ovens, oxyacetylene torches.
Protecting employees from CO
The employer must develop and enforce safety procedures and poli-
cies which will prevent the build-up of CO in the workplace.
Engineering controls are the preferred way of control.
Training Tips Select which handout you will use, and review it prior to the train-
ing session. Point out:
• Equipment and tasks which present CO hazards.
• Any hazard control policies, equipment, or work practice con-
trols in place at the workplace.
• How employees can report suspected CO problems.
29 CFR 1910.1200—Hazard communication standard.
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Carbon Monoxide—An Overview

Overview
The Center for Disease Control indicates as many as 600 deaths annually in the United States
due to unintentional carbon monoxide poisoning. Carbon monoxide (CO) is a poisonous, colorless,
odorless and tasteless gas. But CO is often mixed with other gases that do have an odor, so you
can often detect the presence of CO because of these other gases you can smell.
CO is a common industrial hazard found in workplaces where there are internal combustion
engines, blast furnaces, coke ovens, and forges.
CO is harmful because it displaces oxygen in the blood, depriving the brain, heart, and other
vital organs of the oxygen they need to function. CO can overcome you quickly and without
warning.
Those at greatest risk are workers in boiler rooms, warehouses, refineries, pulp and paper
production, steel production, breweries, blast furnaces, or those who work around forklifts,
welders, or other vehicles.
Symptoms of CO poisoning can include:
• Headache, dizziness, and/or fainting.
• Flushed skin.
• Disorientation or clouded thinking.
• Abnormal reflexes.
• Convulsions.
• Damage to heart and brain from lack of oxy-
gen.
• Coma and/or death.
Your employer will:
• Explain where CO may be an issue in your
workplace.
• Maintain equipment and appliances that can
produce CO to reduce CO formation.
• Test for the presence of CO.
CARBON MONOXIDE—AN OVERVIEW HANDOUT-1

Protection From Carbon Monoxide

Overview
Carbon monoxide (CO) is a poisonous, colorless, odorless, and tasteless gas. CO is a common
industrial hazard resulting from the incomplete burning of natural gas and any other material
containing carbon such as gasoline, propane, coal, and wood. Forges, blast furnaces, and coke
ovens produce CO, but one of the most common sources of exposure in the workplace is the
internal combustion engine.
How can CO hurt me?
Carbon monoxide is harmful when breathed because it displaces oxygen in the blood and
deprives the heart, brain, and other vital organs of oxygen. Initial signs of CO poisoning can
include:
• Headache
• Fatigue
• Dizziness or drowsiness
• Fatigue
• Nausea or vomiting
Who is at risk?
Anyone who works with acetylene, formaldehyde, in boiler rooms, breweries, warehouses, petro-
leum refineries, pulp and paper production, steel production is at risk. Also, those who work
around loading docks, motor vehicles, or internal combustion engines, or anyone who is a:
• Welder
• Garage mechanic
• Firefighter
• Forklift operator
• Police officer
• Taxi driver
Protect yourself by:
• Reporting any situation that may cause CO to accumulate.
• Be alert to ventilation, especially in enclosed area where gases from burning fuels may be
released.
• Report promptly any complaints of dizziness, drowsiness, or nausea to your supervisor.
CARBON MONOXIDE—AN OVERVIEW HANDOUT-2

Carbon Monoxide—An Overview Sign-Off
a training session on Protection from Carbon Monoxide. The session covered:
• What carbon monoxide is.
• How carbon monoxide can harm us.
• What signs and symptoms to look for.
• How employees can protect themselves.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CARBON MONOXIDE—AN OVERVIEW SIGN-OFF-1

Carbon Monoxide—CO Poisoning
Overview of Topic Carbon monoxide (CO) is a common gas that, in high concentra-
tions, can kill quickly. Because CO has no distinctive odor, taste, or
appearance, it is often called the ″silent killer.″
CO is a common industrial hazard resulting from the incomplete
burning of carbon fuels. It can often be found around loading docks
and in warehouses where powered industrial trucks operate or
truck traffic is common.
How does CO harm you?
Large amounts of CO can overcome quickly when breathed, because
it displaced oxygen in the blood, depriving the brain of oxygen.
CO poisoning can be reversed if caught in time, but acute poisoning
can result in permanent damage to the brain and heart.
Rescuers entering CO environments can be exposed to fatal levels of
CO in rescue attempts. Rescuers must be skilled at performing
recovery operations and using recovery equipment., including air
monitoring equipment.
Training Tips Review the CO hazards that exist at your facility.
Explain the company’s policy for alerting other employees and sum-
moning emergency help.
Explain workplace conditions that could result in CO poisoning.
29 CFR 1910.1200—Hazard communication standard.
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Carbon Monoxide—CO Poisoning

Overview
Carbon monoxide (CO) is a poisonous, colorless, odorless, and tasteless gas, often called the
silent killer.
Where does it come from?
CO is a common industrial hazard resulting from the incomplete burning of natural gas, gaso-
line, propane, coal, and wood. CO is common in exhaust from small engines, fork lifts, and
powered tools like pressure washers and some welders. CO can also come from poorly working
or exhausted furnaces and water heaters, blast furnaces, boiler rooms, coke ovens, and pulp and
paper operations.
What are the symptoms?
Initial signs of CO poisoning can include:
• Headache, nausea, or vomiting
• Fatigue
• Dizziness or drowsiness
Report any complaints of dizziness, drowsiness, or nausea.
Be alert to ventilation problems, especially in
enclosed areas where gases of burning fuels may be
released.
If you suspect the presence of CO, get out of the
area immediately. Open doors or windows to let in
fresh air, and turn off any equipment which might
be contributing to the problem. Alert co-workers of
the problem so they can evacuate. Don’t go back
into the space until it has been determined to be
safe.
Report any of the symptoms of CO poisoning to
your employer. CO poisoning symptoms, and the
danger of CO can last for many hours after expo-
sure. If you are exposed, make sure that someone is
monitoring you.
What must I do?
Follow all of the safety and control policies and work practices which are designed to protect
workers from CO exposure.
Know how any CO alarms operate, and what to do if they activate.
Report the presence or suspected presence of CO to your employer.
CARBON MONOXIDE—CO POISONING HANDOUT-1

Chain Saws—An Overview
Overview of Topic A chain saw can be an extremely useful and productive portable
power tool. It can also be one of the most dangerous.
Personal Personal protective equipment (PPE), for the head, ears, eyes, face,
Protective hands, and legs are designed to prevent or lessen the severity of
Equipment injuries to loggers and other workers using chain saws.
Employee Training Employees who will be operating chain saws must be trained on
how to operate the saw and on how to safely perform their assigned
tasks. To work safely they should be able to anticipate and avoid
injury from the job related hazards they may encounter.
The training program must include informing each employee of:
• Specific work procedures, practices and requirements of the
work site, including the recognition, prevention, and control of
general safety and health hazards.
• Requirements of the OSHA Logging standard, Bloodborne
Pathogens standard, First Aid, and CPR training.
• How to safely perform assigned work tasks, including the spe-
cific hazards associated with each task and the measures and
work practices which will be used to control those hazards.
• How to safely use, operate, and maintain tools and equipment
which the employee will be required to utilize in completing the
assigned requirements.
• The purpose, proper use, and limitations of all PPE.
• A review of all required written procedures and schedules.
Training Tips Review the employee handout. Have samples of any required PPE.
Equipment manufacturer’s written operating instructions.
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Chain Saws—An Overview

Overview
A chain saw can be an extremely useful tool to have on a jobsite. It can also be one of the most
dangerous. If you learn to operate it properly and maintain the saw in good working condition,
you can avoid injury as well as be more productive.
Aswith all powered hand tools, you must understand the hazards before using a chainsaw.
• Chainsaw blades can cut you.
• Chainsaws are heavy and can cause a back injury.
• Noise from the chainsaws can cause hearing loss, even if you don’t notice it at the time.
• Chainsaws can kick back and cause an injury.
• Vibration from the chainsaw can cause numbness and injuries to your muscles, nerves, or
tendons (sometimes called “ergonomic” injuries).
• Flying debris can cause an eye injury.
Before using a chainsaw
Each chain saw must:
• Be operated, adjusted, and maintained in
accordance with the manufacturer’s instruc-
tions. equipped with a chain break, which
may not be removed or otherwise disabled.
• Equipped with a continuous pressure
throttle control which will stop the chain
when pressure is released.
Before operating a chainsaw:
• Have the recommended PPE and understand
how to use it properly.
• Check controls, chain tension, and all bolts
and handles to ensure that they are functioning properly and that they are adjusted accord-
ing to the manufacturer’s instructions.
• Make sure that the chain is always sharp and the lubrication reservoir is full.
• Start the saw on the ground or on another firm support.
• Drop starting is never allowed.
• Start the saw at least 10 feet from the fueling area, with the chain’s brake engaged.
CHAIN SAWS—AN OVERVIEW HANDOUT-1

Chain Saws—Safe Operation
Overview of Topic When used safely and properly, chainsaws are very useful tools for
a variety of tasks. But chainsaws are inherently dangerous and
must be handled properly.
Personal Personal protective equipment (PPE) is designed to prevent or
Protective lessen the severity of injuries to loggers and other workers using
Equipment chain saws. PPE must be inspected prior to use on each work shift
to ensure it is in serviceable condition. The following PPE must be
used as appropriate:
• Head Protection
• Hearing Protection
• Eye/Face Protection
• Leg Protection
• Foot Protection
• Hand Protection
Employee Training Employees must be trained on how to operate the saw and on how
to safely perform their assigned tasks in order to anticipate and
avoid injury from the job related hazards they may encounter.
• Work procedures and practices, including the recognition, pre-
vention, and control of general safety and health hazards.
• Requirements of the OSHA Logging standard, Bloodborne
Pathogens standard, First Aid, and CPR training.
• How to safely use, operate, and maintain tools, machines and
vehicles which the employee will be required to utilize in com-
pleting the assigned requirements.
Training Tips Have samples of any required PPE.
Equipment manufacturer’s written operating instructions.
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Chain Saws—Safe Operation

Overview
Operating a chain saw is inherently hazardous. Potential injuries can be minimized by using
proper personal protective equipment and safe operating procedures.
Fueling a chain saw
Follow proper work rules for fueling the chain saw.
• Use approved containers for transporting fuel to the saw and fuel at least 10 feet away from
any ignition source.
• No smoking during fueling.
• Use a funnel or a flexible hose when pouring fuel into the saw.
• Never attempt to fuel a running or HOT saw.
Pre-operational inspection
The chainsaws must be inspected before use, including:
• Handles and guards – to assure they are sound,
tight-fitting, properly shaped, free of sharp edges,
and in place.
• Controls – to assure proper function.
• Chains – to assure proper adjustment.
• Chains – to assure cutting edges are sharp and prop-
erly shaped.
• Mufflers – to assure they are operational and in
place.
• Start the saw on the ground or on another firm
support.
• Drop starting is never allowed.
• Start the saw at least 10 feet from the fueling area, with the chain’s brake engaged.
Safe operation
When operating a chainsaw:
• Clear away dirt, debris, small tree limbs and rocks from the saw’s chain path.
• Look for nails, spikes or other metal in the tree before cutting.
• Shut off the saw or engage its chain brake when carrying the saw on rough or uneven ter-
rain.
• Keep your hands on the saw’s handles, and maintain secure footing while operating the
saw.
• Wear appropriate PPE when operating the saw, including hand, foot, leg, eye, face, hearing
and head protection.
• Do not wear loose-fitting clothing.
• Be careful that the trunk or tree limbs will not bind against the saw.
• Watch for branches under tension as they may spring out when cut.
• Be cautious of saw kick-back. To avoid kick-back, do not saw with the tip. If equipped, keep
tip guard in place.
CHAIN SAWS—SAFE OPERATION HANDOUT-1

Chemical Protection—An Overview
Overview of Topic Chemical exposure may cause or contribute to many serious health
effects such as heart ailments, kidney and lung damage, sterility,
cancer, burns, and rashes. Some chemicals may have the potential
to cause fires, explosions and other serious accidents.
Providing protection from chemical hazards is a challenging task
because of the range of hazards and operations in which they are
used. Potential hazards arising from chemical exposure may occur
during:
• Production operations involving hazardous chemicals.
• Hazardous substance site surveys.
• Rescue.
• Spill mitigation.
• Emergency monitoring.
• Decontamination.
Safety data sheet (SDS)
The primary way for employees to get information on a chemical’s
physical properties and health effects is through the SDS. Under
federal laws administered by OSHA, facilities are required to keep
SDSs on file for all hazardous chemicals in the work-place.
SDSs must be made available to employees, so workers can learn
about chemical hazards and take necessary precautions.
Medical surveillance
The purpose of medical surveillance is to monitor employees’ expo-
sure to hazardous materials and other workplace hazards. Medical
screening is one component of a medical surveillance program.
OSHA mandates medical surveillance for a number of hazardous
materials, including such chemicals as acrylonitrile, arsenic, ben-
zene, cadmium, and others. Employers are required to establish
medical surveillance and screening programs as necessary.
Medical recordkeeping
OSHA requires that the employer provide employees with relevant
medical records. These records must include copies of all medical
surveillance results, and can include copies of the SDSs of all haz-
ardous chemicals the employee could have come into contact with.
These records must be kept for the employment of the individual
plus 30 years.
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Personal protective equipment (PPE)

PPE is used as a last resort to protect the worker, after engineering
and work practices have been applied. Demonstrate the types of
PPE employees will be required to use and describe the jobs or tasks
that require its use. Teach employees to care for their PPE by fol-
lowing a standard program for inspection, proper storage, and
maintenance.
Training Tips Select which handout you will use and review it prior to the training
session.
Review relevant regulations and the employee handout. Explain
where and how employees can obtain copies of SDSs. Explain where
and how employees can get copies of their medical evaluations.
Review with employees the operations which use hazardous chemi-
cals, and what PPE is required.
Review with employees all regulated areas in the workplace, and
what the warning signs and placards look like. Show examples.
29 CFR 1910.132—Personal protective equipment.
29 CFR 1910.1020—Access to employee exposure and medical
records.
Employee handbook.
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Chemical Protection—An Overview

Overview
Your employer must make you aware of the chemical hazards you will encounter in the work-
place, and the steps you must take to protect yourself from those hazards.
Chemical exposure may cause or contribute to many serious health effects such as respiratory
problems, heart ailments, kidney damage, sterility, cancer, burns, and skin rashes. Some chemi-
cals have the potential to cause fires, explosions, or other serious accidents.
Safety data sheet (SDS)
The material safety data sheet, or SDS, is your primary source for the physical properties and
health effects of any chemical.
Medical surveillance
OSHA requires your employer to have a medical surveillance program for many hazardous
chemicals. Medical surveillance is used to track chemical exposures, and the affects upon
employee’s health.
Medical recordkeeping
OSHA requires your employer to keep records, including
medical surveillance records, and which could include
copies of the SDSs for all hazardous materials you could
have come into contact with on the job, for the duration
of your employment plus 30 years.
Use of personal protective equipment (PPE)
PPE is used as a last resort to protect the employee after
engineering controls and work practices. Select PPE
that:
• You have been trained to use.
• Is appropriate for the hazards, based on warning
labels and SDS.
• Fits or can be adjusted to fit properly.
What must I do?
You should be aware of:
• Operations in your workplace which have the potential for exposing you to hazards.
• Which PPE is recommended when you are working with or around those hazards.
• How to properly fit and use all PPE.
• How to report chemical spills or other emergency situations regarding hazardous materials.
• What you must do in case of emergencies.
CHEMICAL PROTECTION—AN OVERVIEW HANDOUT-1

Chemical Protection—An Overview Sign-Off
a training session on Chemical Protection. The session covered:
• Operations at this facility which expose employees to chemical hazards.
• How to select the proper PPE for the job.
• How to report emergency situations involving chemical hazards.
• Employee responsibilities in case of emergency.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CHEMICAL PROTECTION—AN OVERVIEW SIGN-OFF-1

Chemical Protective Clothing

Overview
Your employer provides you with personal protective equipment (PPE) to help protect you from
workplace hazards. Follow your employer’s recommendations for care of the PPE. Be sure that
your PPE is functioning properly and that you wear it as designed so that it affords the protection
you need to do your job safely.
Before Donning PPE • Ripped seams.
Before you use protective clothing: Before you use gloves:
• Determine that the clothing material is cor- • Determine that the glove material is cor-
rect for the specified task at hand. rect for the specified task and hazard.
• Visually inspect for imperfect seams, non- • Pressurize glove to check for pinholes. Ei-
uniform coatings, tears, and malfunction- ther blow into glove, then roll towards fin-
ing closures. gers or inflate glove and hold under water.
In either case, no air should escape.
• Hold up to the light and check for pinholes.
Before you wear fully encapsulating suits:
If the product has been used previously, inspect
inside and out for signs of chemical attack: • Determine that the suit material is correct
for the specified task at hand.
• Discoloration.
• Check the operation of pressure relief
• Swelling. valves.
• Stiffness. • Inspect the fitting of wrists, ankles, and
neck.
What Must I Do? • Check faceshield, if so equipped for cracks,
While using protective clothing, periodically crazing, fogginess.
check for:
• Evidence of chemical attack such as discol- PPE Maintenance
oration, swelling, stiffening, and softening
Always be sure to follow company policy for
(keep in mind, however, that chemical per-
cleaning, decontamination, and maintenance
meation can occur without any visible ef-
fects). of protective clothing.
• Closure failure. Some decontamination and repair tasks may

require special equipment or expertise and
• Tears. must be done by someone else or at a different
• Punctures. location.

Chemical Protective Clothing Sign-Off Sheet
part in a training session on Chemical Protective Clothing. The session covered:
• How to select appropriate chemical protective clothing.
• Procedures for inspecting chemical protective clothing.
• How to properly maintain chemical protective clothing.
• Who to report PPE problems to.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________

Responding to Chemical Burns

Overview
In case of a chemical splash, quick action is required—the quicker the better! Do you know where
to go and what to do in case of emergency?
What are chemical burns?
Although the victim may feel a burning sensation, it is the chemical action of strong acids or
bases upon the skin which is causing the damage.
Chemicals will go on “burning” until they are removed or neutralized. The longer the chemical
is on the skin, the deeper the burn.
How should we treat chemical burns?
Look at the SDS and determine the recommended first aid procedures. The workplace must have
eye wash and emergency showers if there is the possibility of a chemical burn. For certain dry
or powdered chemicals, flushing with water may not be the most appropriate course of action.
Your employer must provide eye/face wash units and
drenching showers if employees are exposed to injurious
corrosive materials. Eye/face wash units and emergency
deluge showers both must be located within 10 seconds
of travel distance from the corrosive material hazard or,
in the alternative, within the distance recommended by
a physician or appropriate official the employer con-
sulted.
Both eyewash stations and showers need to provide
water that is “tepid” and a water supply that will last
long enough to remove all or most of the chemical.
What must I do?
Follow the safety precautions and guidelines recommended by your employer and by the manu-
facturer of the chemical. Know the hazards involved with chemicals and always wear the
appropriate PPE.
If chemicals splash into your eyes, you may not be able to find the eyewash stations. You must
know how to get to the eyewash station without being able to see. You must also be prepared to
help co-workers to the eyewash station or to the shower, while protecting yourself. Know how to
summon medical help in an emergency.

Chemical Protection—An Overview Sign-Off
a training session on Responding To Chemical Burns. The session covered:
• Operations at this facility which expose employees to chemical burns.
• The location of emergency eye wash and shower stations.
• How to summon help in the event of a chemical emergency.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________

Chemical Protection—Real Life Stories
Overview of Topic Personal protective equipment (PPE) is generally an easy and inex-
pensive way to protect employees from the hazards of chemicals.
Yet, each year employees are injured not because they don’t have
access to the appropriate PPE, but because of improper use or choos-
ing not to use it at all.
As in most printing establishments, in Tom’s workplace there were
a number of chemicals used for different reasons. The employer
provided the PPE and training on how to use the PPE.
Tom was setting his press up, while Diane was cleaning another
press. He could see that although she was wearing an apron and
gloves, she wasn’t wearing the correct respirator for the job. He
knew she could get into trouble for not using the right PPE, but he
figured it wasn’t his job to make sure she followed company policy.
Some time later, Diane called Tom over. She said she had gotten
some chemical on her arm above the cuff of the glove. The chemical
had soaked into her shirt and it had been touching her arm for a
while.
The exposed area had turned red, and Diane told Tom that it was
burning and hurt. She wanted to know what to do.
Tom told her to go to the bathroom and wash her arm with soap and
water for while, and dispose of the shirt.
Diane asked if she should say anything to their supervisor. Tom said
that she shouldn’t, because he had heard that the company was
considering some layoffs and this type of thing might put her at the
top of the list.
Diane changed her shirt and washed her arm, but the redness did
not go away.
Later, Diane started to complain about a headache and shortness of
breath.
• Diane was exposed to hazardous chemicals.
• She violated company safety policies.
• Additional training is needed.
What did Tom do right?
• Recognized that Diane did not use proper PPE.
CHEMICAL PROTECTION—REAL LIFE STORIES-1

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• Suggested first aid measures.

What did Tom do wrong?
• Did not say anything to Diane about using the wrong respira-
tor.
• Did not say anything to supervisor about incorrect PPE.
• Did not find out about the hazard signs and symptoms of the
chemicals Diane was using which can be found on the SDS.
• Told Diane not to report the incident to their supervisor.
• Didn’t wear the proper PPE.
• Didn’t seek medical attention.
What happens next?
• Both should be trained on the hazards of the chemicals they are
working with.
• Both should be retrained on the importance of using the SDS to
determine chemical hazards.
• Both should be retrained on the required PPE for handling those
chemicals.
• Both should be trained on the proper way to report chemical
hazards.
• Both should be trained on how to respond to chemical expo-
sures.
Training Tips Review the applicable company policies on the use of PPE and the
disciplinary action for failure to use the required PPE.
Discuss the types of PPE available and the hazards each guards
against. Explain what PPE employees can select, how they are to
care for it, how to obtain it, and who they can go to with questions
or problems with the PPE.
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Personal protective equipment (PPE) is generally an easy and inexpensive way to protect em-
ployees from the hazards of chemicals. Yet, each year employees are injured not because they
don’t have access to the appropriate PPE, but because of improper use or choosing not to use it
at all.

Tom was setting his press up, while Diane was cleaning another press. He could see that she was
wearing an apron and gloves. Some time later, Diane called Tom over. She said she had gotten
some chemical on her arm above the cuff of the glove. The chemical had soaked into her shirt and
it had been touching her arm for a while.
The exposed area had turned red, and Diane told Tom that it was burning
and hurt. She wanted to know what to do. Tom told her to go to the bath-
room and wash her arm with soap and water for while, and dispose of the
shirt.
Diane asked if she should say anything to their supervisor. Tom said that
she shouldn’t, because he had heard that the company was considering
some layoffs and this type of thing might put her at the top of the list.
Diane changed her shirt and washed her arm, but the redness did not go
away.
Later, Diane started to complain about a headache and shortness of breath.

What Happens Next?

CHEMICAL PROTECTION—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Chemical Protection. The session covered:
• How improper use of PPE can cause injury.
• The hazards of the chemicals employees are working with.
• The proper way to report chemical exposures.
• The types of PPE available and the hazards each guards against.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CHEMICAL PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Coke Oven Emissions—An Overview
Overview of Topic The standard applies to the control of employee exposure to coke
oven emissions. It sets the permissible exposure limit and provides
for regulated areas. In relation to coke oven emissions, regulated
areas are:
• Coke oven battery: topside and its machinery, pushside and its
machinery, cokeside and its machinery, and battery ends.
• The screening station.
• The wharf.
• Beehive ovens and their machinery.
Certain requirements apply to these regulated areas:
• Employers must monitor emission exposures and must train
employees on the hazards.
• Exposures are to be controlled by using engineering controls,
work practices, and respiratory protection.
• Protective clothing and equipment must be used.
• Employees working in regulated areas must be provided with
change rooms, showers, and lunchrooms.
• Certain activities are prohibited.
• Warning signs must be posted and containers of contaminated
clothing must be labeled.
Hazard Signs
Communication The legend for the sign used in regulated areas is:
DANGER
CANCER HAZARD
NO SMOKING OR EATING
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10/08
The legend for the sign used in areas where the permissible expo-
sure limit is exceeded:
DANGER
RESPIRATOR REQUIRED
Labels
All containers for protective clothing contaminated with coke oven
emissions must be labeled and bear the following legend:
CAUTION
CLOTHING CONTAMINATED WITH COKE EMISSIONS
DO NOT REMOVE DUST BY BLOWING OR SHAKING
Employee Training OSHA regulations contain specific training requirements for coke
oven emissions. Review the training requirements at 29 CFR
1910.1029(k).
• The information contained in the substance information sheet
for coke over emissions (Appendix A of 1910.1029).
• The purpose for and a description of the required medical sur-
veillance program.
• A review of 29 CFR 1910.1029.
Training Tips Review the employee handout. Have samples of any required PPE.
Inform workers of the location of regulated areas at your facility and
list the employees who are trained and authorized to enter those
areas.

29 CFR 1910.1029, Coke oven emissions
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Overview
Coke oven emissions are a mixture of the particulates, vapors, and gases given off when coal is
distilled or carbonized to produce coke.
How Can It Hurt Me?

Exposure to coke oven emissions can cause lung, urinary tract, kidney, or skin cancer. The effects
of exposure, such as cancer, may not show up for 15 to 20 years.
What Must My Employer Do?

Exposure monitoring must be conducted where coke oven emissions are present. The employees
must be notified in writing of the exposure monitoring results within five working days after
receipt.
Your employer must post regulated areas with signs. The sign must provide:
• A warning that a cancer hazard is present.
• A statement that only authorized personnel are allowed in the regu-
lated area.
• A statement prohibiting smoking or eating in the area.
If the exposure limit is exceeded, then a sign must be posted stating that
respiratory protection is required in the regulated area.
In addition to the area signs, containers for protective clothing that has
been contaminated with coke oven emissions must be labeled. The label
must include the wording:
CAUTION
CLOTHING CONTAMINATED WITH COKE OVEN EMISSIONS
DO NOT REMOVE DUST BY BLOWING OR SHAKING

Personal protective equipment (PPE) includes at least the following:
• Flame-resistant jacket and pants.
• Flame-resistant gloves.
• Face shields or vented goggles.
• Insulated footwear.
• Safety shoes.
• Protective helmets.
COKE OVEN EMISSIONS—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Coke Oven Emissions. The session covered:
• Operations at this facility which expose employees to coke oven emissions.
• Regulated areas in the workplace, and the types of signs which designate those areas.
• How contaminated clothing is to be handled.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COKE OVEN EMISSIONS—AN OVERVIEW SIGN-OFF-1

Cold-Related Illnesses—An Overview
Overview of Topic When the body is unable to warm itself, cold-related illnesses and
injuries may occur, causing permanent tissue damage or even
death. Cold related conditions can slowly overcome a person who
has been chilled by low temperatures, brisk winds, or wet clothing.
The two most common cold-related illnesses are frostbite and
hypothermia.
Frostbite:
• Causes freezing in deep layers of skin and tissue.
• Causes pale, waxy-white skin color.
• Makes the skin hard and numb.
• Usually affects fingers, hands, toes, feet, ears, and/or nose.
Hypothermia:
• Occurs when the body temperature drops below 95°F.
• Causes uncontrolled shivering, fatigue, or drowsiness.
• Causes the skin to become bluish and cool.
• Can cause slurred speech, clumsy movements, irritable, irratio-
nal, or confused behavior.
To treat frostbite and other cold related illnesses:
• Move the person to a warm, dry area. Do not leave the person
alone.
• Remove wet or tight clothes that may cut off blood flow to the
affected area. Replace with warm, dry-clothing or wrap in blan-
kets.
• Do not rub the affected area if frostbitten. This can cause dam-
age to the skin and tissue.
• If frostbitten, place the affected area in lukewarm water (105°F)
and monitor the temperature to slowly warm the tissue. Warm-
ing takes from 25 to 40 minutes.
• When normal feeling, movement, and skin color returns, dry and
wrap the affected area. Seek medical attention.
• Have the person drink warm, sweet beverages, such as sugar
water, sports drinks, and so on. Avoid drinks with caffeine in
them.
• Eat warm, high-calorie foods such as pasta dishes.
COLD-RELATED ILLNESSES—AN OVERVIEW-1

10/09
To prevent frostbite and other cold related illnesses:

• Teach employees to recognize the signs and symptoms of cold-
induced illnesses.
• Have employees use the buddy system to monitor each other.
• Allow employees to take frequent short breaks in warming shel-
ters or out of the wind.
• Work in the warmest part of the day.
Employee Training There are no specific training requirements for employees working
in cold weather.
Training Tips Using the employee handout, review with employees the symptoms
of cold-related illnesses.
Explain how employees should select clothing for cold, wet, or windy
conditions. Explain how to “layer” clothing, so that it can be ad-
justed to match conditions.
Explain how certain physical conditions, such as cardiovascular dis-
ease, diabetes, and hypertension, can increase the risk of succumb-
ing to cold-related illnesses.

29 CFR 1910.151—Medical services and first aid.
COLD-RELATED ILLNESSES—AN OVERVIEW-2

10/09

Overview
When your body cannot warm itself, or when exposed skin freezes, serious cold-related injuries
and illnesses may occur. These injuries could include permanent tissue damage or even death.
Cold-related illnesses can slowly overcome a person who has been chilled by low temperatures,
brisk winds, or wet clothing.
Two of the most common cold-related illnesses and injuries are frostbite and hypothermia.
Frost Bite:
• Is the freezing of deep layers of skin and tissue.
• Causes a pale, waxy-white skin color.
• Causes skin to become hard to the touch and numb.
• Usually affects fingers, hands, toes, feet, ears, and/or nose.
Hypothermia:
• Occurs when body temperature falls below 95°F.
• Causes the skin to become bluish and cool to the touch.
• Can cause slurred speech, clumsy movements, or irritable, irrational, or confused behavior.
You Are at Increased Risk When You:

• Have health conditions like heart disease, diabetes, or hypertension.
• Are in poor physical condition, have a poor diet, or are older.
• Take certain medications which can reduce resistance — check with your health care
professional.
You Can Prevent Difficulties From Cold Related Illnesses by:

• Learning to recognize weather conditions which are hazardous.
• Know the signs and symptoms of cold-related illnesses and how to help yourself and others.
• Learning to dress in layers for cold, wet, and/or windy days.
• Using the buddy system, so that one person can check on the other.
COLD-RELATED ILLNESSES—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Cold-related Illnesses—An Overview. The session covered:
• The causes of frostbite and hypothermia.
• How to treat cold-related illnesses.
• How to prevent cold-related illnesses.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COLD-RELATED ILLNESSES—AN OVERVIEW SIGN-OFF-1

Cold-Related Illnesses—Real Life Stories
Overview Of Topic When the body is unable to warm itself, cold-related illnesses and
injuries may occur, causing permanent tissue damage or even
death. Cold-related conditions can slowly overcome a person who
has been chilled by low temperatures, brisk winds, or wet clothing.
Usually shifts in the freezer portion of the production line where
strictly regulated so that no one had to spend too long at one time
working in the cold.
It was the production supervisor’s job to check the work schedule
and make sure that employees where rotated into the freezer part of
the operation on a regular basis. But one of the machines was down,
and the supervisor was busy trying to get it back on line.
Jackie was working in the freezer, as usual, but another co-worker
had called in sick. This meant that Jackie was working in the
freezer for longer periods than normal. What no one knew was that
Jackie had gotten her clothing wet helping to clean up at the ma-
chine that was down just prior to going into the freezer.
Jackie didn’t want to stop to change, because she knew the shift was
short-handed, and they still had a quota to meet.
When Maggie was moving a load of boxes into the freezer, she no-
ticed that Jackie seemed to be shivering a lot. Maggie asked Jackie
how she was feeling, because she knew that Jackie was a diabetic.
Jackie mumbled an answer but kept on stacking boxes. So Maggie
left the freezer.
Later, Maggie noticed that Jackie was moving slowly and stumbling
a little. Jackie wasn’t shivering now though, so Maggie didn’t really
think anything of it. Maggie left the freezer.
Later, when Maggie was moving another load into the freezer area,
she saw Jackie just sitting on a box looking at the floor. When
Maggie talked to her, Jackie didn’t respond.
Maggie left Jackie where she was to try to find a supervisor to report
this to.

What events that went into creating this situation?
• Jackie’s clothing was wet.
• Fewer employees than normal to rotate into the freezer.
COLD-RELATED ILLNESSES — REAL LIFE STORIES-1

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• Supervisor distracted by broken production machinery.

• Regular employee rotation schedule not followed.
• Jackie was a diabetic, contributing to the cold’s effects.
What did Maggie do right or wrong?
• Did not check on Jackie right away when she noticed her shiv-
ering.
• Could have checked Jackie when Jackie did not answer her
questions.
• Did not do anything when she noticed Jackie stumbling and
moving slowly.
• Left Jackie sitting in the freezer when she went to get help.
• Company should review work practices.
• Supervisor should be trained to more closely follow work prac-
tices.
• Employees should be trained on cold-related illnesses and inju-
ries and how to recognize them.
Training Tips Review the jobs which expose employees to potential cold-related
injuries and illnesses.
Discuss what measures the employer takes to protect workers from
potential cold-related injuries and illnesses.
Review the signs and symptoms of overexposure to cold, and what
employees should be looking for.
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Cold-Related Illnesses — Real Life Stories

Overview
When the body is unable to warm itself, cold-related illnesses and injuries may occur, cause
permanent tissue damage or even death. Cold-related conditions can slowly overcome a person
who has been chilled by low temperatures, brisk winds, or wet clothing.
Let’s Talk About This, OK?

What events went into creating this situation?
What did Maggie do right or wrong?
Hypothermia
• Occurs when the body temperature drops below 95°F.
• Causes the skin to become cool and bluish.
• Can cause slurred speech, clumsy movements, or confused behavior.
To treat co-workers suffering from hypothermia:
• Do not leave the person alone.
• Move the person to a warm, dry area.
• Remove wet or tight clothes and replace with dry.
• Contact first responders or emergency medical personnel.
COLD-RELATED ILLNESSES — REAL LIFE STORIES HANDOUT-1

Cold-Related Illnesses—Real Life Stories

Sign-off Sheet
part in a training session on Cold-Related Illnesses—Real Life Stories. At this training session,
we covered:
• What hypothermia is.
• Signs and symptoms of hypothermia.
• Jobs which expose employees to cold-related illnesses or injuries.
• How to treat people who show signs of hypothermia.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COLD-RELATED ILLNESSES — REAL LIFE STORIES SIGN-OFF-1

Combustible Dust—An Overview
Overview Of Topic When almost any material is in a fine, powdered form, it can burn
rapidly when dispersed in the air and a when a source of combustion
is introduced. This is true of combustible material and some mate-
rials normally considered noncombustible.
When the dust is suspended in air in the right concentration, it can
become explosive. The force from such an explosion can cause
employee deaths, injuries, and destruction of entire buildings.
Industries at risk
Combustible dust explosion hazards exist in a variety of industries,
including: agriculture, chemicals, food (e.g., candy, sugar, spice,
starch, flour, feed), grain, fertilizer, tobacco, plastics, wood, forest,
paper, pulp, rubber, furniture, textiles, pesticides, pharmaceuticals,
tire and rubber manufacturing, dyes, coal, metal processing (e.g.,
aluminum, chromium, iron, magnesium, and zinc), recycling opera-
tions, and fossil fuel power generation (coal).
Employee Training There are no specific training requirements around combustible
dust hazards, but employer’s should train employees on the poten-
tial hazards associated with dust accumulation, and the company’s
housekeeping program.
Training Tips List the possible sources of dust in the workplace, and the steps the
employer takes to control dust.
The company’s written housekeeping program and workplace emer-
gency evacuation program.
OSHA regulations at 29 CFR 1910.22 Housekeeping.
OSHA regulations at 29 CFR 1910.307 Hazardous Locations.
OSHA regulations at 29 CFR 1910.1200 Hazard Communication.
OSHA regulations at 29 CFR 1910.269 Electric Power Generation,
Transmission and Distribution.
OSHA regulations at 29 CFR 1910.272 Grain Handling Facilities.
COMBUSTIBLE DUST—AN OVERVIEW-1

4/14
Combustible Dust—An Overview

Overview
When the dust is suspended in air in the right concentration, it can become explosive. Almost any
material which is in a fine, powdered form can burn rapidly when dispersed in the air and a when
a source of combustion is introduced. This is true of combustible material and some materials
normally considered noncombustible.
If the event is confined by an enclosure such as a building, room, vessel, or process equipment,
the resulting pressure rise may cause an explosion. A dust explosion can be catastrophic and
cause employee deaths, injuries, and destruction of entire buildings.
As has been demonstrated in many recent incidents, dust explosions have killed scores of
employees and injured hundreds over the past decades. In many accidents, employers and
employees were unaware that a hazard even existed.
Industries at risk
Combustible dust explosion hazards exist in a variety of industries, including:
• Agriculture (e.g., grain, fertilizer, feed, pesticides)
• Chemicals (e.g., dyes, pharmaceuticals, plastics)
• Food (e.g., candy, sugar, spice, starch, flour),
• Wood (e.g., forest, paper, pulp),
• Tire and rubber manufacturing,
• Metal processing (e.g., aluminum, chromium, iron, magne-
sium, and zinc),
• Recycling operations, and
• Fossil fuel power generation (coal).
What must I do?
Follow company housekeeping programs to prevent the buildup of dust.
Report any concentrations of dust that you find in the workplace to your supervisor.
Comply with the company’s Hot Work Permit program.
Smoke only in designated smoking areas.
COMBUSTIBLE DUST—AN OVERVIEW HANDOUT-1

Combustible Dust—Dust Explosions
Overview Of Topic When dust is suspended in air in the right concentration, it can
become explosive. The force from such an explosion can cause
employee deaths, injuries, and destruction of entire buildings.
Safety Measures Your facility should implement a housekeeping program that
emphasizes regular cleaning of floors and horizontal surfaces, such
as ducts, pipes, hoods, ledges, and beams, to minimize dust accu-
mulations within operating areas of the facility.
Use grounding and bonding and other methods to dissipate any
electrostatic charge that could be generated while transporting the
dust through the ductwork.
Check SDSs for the materials used in the facility that might become
combustible dust under normal operations.
Employee Training
There are no specific training requirements around combustible
dust hazards, but employer’s should train employees on the poten-
tial hazards associated with dust accumulation, and the company’s
housekeeping program.
Training Tips
List the possible sources of dust in the workplace, and the steps the
employer takes to control dust.

The company’s written housekeeping and emergency action pro-
gram.
OSHA regulations at 29 CFR 1910.22 Housekeeping.
OSHA regulations at 29 CFR 1910.307 Hazardous Locations.
OSHA regulations at 29 CFR 1910.1200 Hazard Communication.
OSHA regulations at 29 CFR 1910.269 Electric Power Generation,
Transmission and Distribution.
OSHA regulations at 29 CFR 1910.272 Grain Handling Facilities.
COMBUSTIBLE DUST—DUST EXPLOSIONS-1

4/14
Combustible Dust—Dust Explosions

Overview
Any combustible material can burn rapidly when in a finely divided form. If such a dust is
suspended in air in the right concentration, under certain conditions, it can become explosive.
Even materials that do not burn in larger pieces (such as aluminum or iron), given the proper
conditions, can be explosible in dust form.
Materials that can form combustible dust include metals (such
as aluminum and magnesium), wood, coal, plastics, biosolids,
sugar, paper, soap, dried blood, pharmaceuticals and certain tex-
tiles. In many accidents, employers and employees were
unaware that a hazard even existed.
How dust explosions occur
In addition to the familiar fire triangle of oxygen, heat, and fuel
(the dust), dispersion of dust particles in sufficient quantity and
concentration can cause rapid combustion known as a deflagra-
tion.
These five factors (oxygen, heat, fuel, dispersion, and confinement) are known as the “Dust
Explosion Pentagon”. If one element of the pentagon is missing, an explosion cannot occur.
If the event is confined by an enclosure such as a building, room, vessel, or process equipment,
the resulting pressure rise may cause an explosion.
Industries at risk
Combustible dust explosion hazards exist in a variety of industries, including: agriculture,
chemicals, food (e.g., candy, sugar, spice, starch, flour, feed), grain, fertilizer, tobacco, plastics,
wood, forest, paper, pulp, rubber, furniture, textiles, pesticides, pharmaceuticals, tire and rubber
manufacturing, dyes, coal, metal processing (e.g., aluminum, chromium, iron, magnesium, and
zinc), recycling operations, and fossil fuel power generation (coal).
What must I do?
Follow company housekeeping programs to prevent the buildup of dust.
Report any concentrations of dust that you find in the workplace to your supervisor.
Comply with the company’s Hot Work Permit program.
Follow the company smoking policies, and confining smoking to designated smoking areas.
COMBUSTIBLE DUST—DUST EXPLOSIONS HANDOUT-1

Combustible Dust—Citations
The Citations OSHA cited a Southeast company for exposing workers to carbon
black combustible dust. OSHA cited the company with 17 serious
safety violations with proposed penalties of $46,550 which included
hazards related to combustible dust.
OSHA issued serious citations for hazards related to a combustible
dust transport system made of non-conductible PVC piping, for poor
housekeeping of carbon black combustible dust, and for exposing
employees to carbon black dust.
A serious citation is issued when there is a substantial probability
that death or serious physical harm could result from a hazard
about which the employer knew or should have known.
Training Here is a brief talk designed to provide a fresh approach to training

Guidelines on this topic.
Step one
Review the facts of the citation story with the group. Review the
general hazards of combustible dust in the workplace, and the need
to protect the facility from those hazards. Remind the trainees of
operations that use or create combustible dust in the workplace, and
areas where combustible dust is a hazard.
Dust deflagration, other fire, and explosion hazards are covered by
several OSHA standards and the general duty clause. A chemical
dust deflagration occurs when the right concentration of finely di-
vided chemical dust suspended in air is exposed to a sufficient
source of ignition to cause ignition (combustion) of the dust. If the
deflagration is in a confined area, an explosion potential exists.
Combustible dust is often either organic or metal dust that is finely
ground into very small particles. The actual quantity of dust that
may accumulate in an affected area may vary, depending upon air
movement, particle size, or any number of other factors.
Step two
Share with the trainees the following significant combustible dust
explosions, which OSHA has investigated:
• In 1999, a primary explosion of natural gas in an idle power
boiler followed by a secondary explosion of disturbed coal dust in
the facility caused six fatalities and fourteen serious injuries in
a Michigan electrical power generation facility.
COMBUSTIBLE DUST—CITATIONS-1
10/10
• In May 2002, an explosion occurred at a rubber fabricating

plant, in Mississippi, which injured eleven employees, five of
whom later died of severe burns. The explosion occurred when
highly combustible rubber dust that had been allowed to accu-
mulate ignited.
• On January 29, 2003, an explosion and fire destroyed a phar-
maceutical plant in North Carolina, causing six deaths, dozens
of injuries, and hundreds of job losses. The facility produced
rubber stoppers and other products for medical use. The fuel for
the explosion was a fine plastic powder, which accumulated
above a suspended ceiling over a manufacturing area at the
plant and ignited.
• On February 20, 2003, an explosion and fire damaged an acous-
tics manufacturing plant in Kentucky, fatally injuring seven em-
ployees. The facility produced fiberglass insulation for the
automotive industry. The resin involved was a phenolic binder
used in producing fiberglass mats.
• On October 29, 2003, a series of explosions severely burned
three employees, one fatally, and caused property damage to an
aluminum manufacturing plant in Indiana. One of the severely
burned men subsequently died. The plant manufactures cast
aluminum automotive wheels, and the explosions were fueled by
accumulated aluminum dust, a combustible byproduct of the
wheel production process.
Step three
Explain dust control measures which are used in the facility:
• Review the housekeeping program, and the importance of regu-
lar cleaning for floors and horizontal surfaces;
• Note the location of and explain the operation of dust-containing
systems;
• Explain ignition control programs, such as grounding and bond-
ing, which prevent electrostatic charges; and
• Remind trainees of the need for and requirements of the work-
place Hot Work permit program.
Step four
Demonstrate any safety, housekeeping, dust-control, or ignition-
control issues that might require it. Explain who employees can go
to with questions about combustible dust, and where they can get a
copy of the combustilbe dust written program.
COMBUSTIBLE DUST—CITATIONS-2
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Combustible Dust—Real Life Stories
Overview Of Topic A combustible dust explosion hazard may exist in a variety of in-
dustries, including: food (e.g., candy, starch, flour, feed), plastics,
wood, rubber, furniture, textiles, pesticides, pharmaceuticals, dyes,
coal, metals (e.g., aluminum, chromium, iron, magnesium, and
zinc), and fossil fuel power generation. The vast majority of natural
and synthetic organic materials, as well as some metals, can form
combustible dust. NFPA’s Industrial Fire Hazards Handbook5
states that ″any industrial process that reduces a combustible ma-
terial and some normally noncombustible materials to a finely di-
vided state presents a potential for a serious fire or explosion.″
Workers are the first line of defense in preventing and mitigating
fires and explosions. If the people closest to the source of the dust
hazard are trained to recognize and prevent hazards associated
with combustible dust in the plant, they can be instrumental in
recognizing unsafe conditions, taking preventative action, and/or
alerting management.
A new shift had just started, and Jerry and Becca were working on
their molding machine. Becca noticed that there seemed to be a
problem with the machine’s dust collection mechanism.
″Jerry,″ Becca said, ″look at all of this dust building up. This doesn’t
look right.″
″The other shift didn’t say anything about the dust collector not
working,″ Jerry said. ″I wouldn’t worry about it.″
″But don’t you remember our safety training?″ Becca asked. ″They
made a pretty big deal about not letting this dust build up - it’s a
hazard.″
″Whatever,″ Jerry responded, and he kept on working.
Later their supervisor, Hector, came by to remind them that their
production was behind schedule. There was even more dust piling
up by that time. Becca brought it to Hector’s attention.
″Okay, I’ll let someone know,″ Hector said, ″you two just make sure
you make quota.″ Hector then went on to deal with the next pro-
duction problem, and he forgot about contacting maintenance.

• Dust collector not working properly.
COMBUSTIBLE DUST—REAL LIFE STORIES-1

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• Buildup of dust causing a potentially hazardous situation.

What did Becca do right?
• Recognized that the dust collector was not working properly.
• Brought the condition to Jerry’s attention.
• Made the supervisor aware of the situation.
What went wrong?
• Jerry did not follow his safety training regarding reporting dust
buildup in the workplace.
• Jerry did not report the condition to anyone.
• Hector did not followup on Becca’s complaint.
• Depending on the circumstances, the dust could have become a
combustible and explosion hazard if it had ignited.
What happens next?

• The dust collector must be serviced.
• The dust must be cleaned up.
• Hector and Jerry should be retrained on the importance on dust
control.
• Hector should be disciplined for failure to contact maintenance
about a potentially hazardous situation.
Training Tips Employers with hazardous chemicals (including combustible dusts)

in their workplaces are required to comply with 29 CFR 1910.1200,
the Hazard Communication standard. This includes having labels
on containers of hazardous chemicals, using material safety data
sheets, and providing employee training.
Explain what processes in your facility can create dust hazards.
Discuss what the employees can do to keep dust from becoming a
hazard.
COMBUSTIBLE DUST—REAL LIFE STORIES-2

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Combustible Dust
A combustible dust explosion hazard may exist in a variety of industries, including food, plastics,
wood, textiles, metals, and fossil fule power generation.

A new shift had just started, and Jerry and Becca were working
on their molding machine. Becca noticed that there seemed to be
a problem with the machine’s dust collection mechanism.
″Jerry,″ Becca said, ″look at all of this dust building up. This
doesn’t look right.″
″The other shift didn’t say anything about the dust collector not
working,″ Jerry said. ″I wouldn’t worry about it.″
″But don’t you remember our safety training?″ Becca asked. ″They made a pretty big deal about
not letting this dust build up - it’s a hazard.″
″Whatever,″ Jerry responded, and he kept on working.
Later their supervisor, Hector, came by to remind them that their production was behind sched-
ule. There was even more dust piling up by that time. Becca brought it to Hector’s attention.
″Okay, I’ll let someone know,″ Hector said, ″you two just make sure you make quota.″ Hector then
went on to deal with the next production problem, and he forgot about contacting maintenance.

What did Becca do right?
What went wrong?
COMBUSTIBLE DUST—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Combustible Dust—Real Life Stories. The session covered:
• The hazards of combustible dust.
• The role of the employee in preventing dust explosions.
• Efforts the employer is taking to prevent dust buildup.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COMBUSTIBLE DUST—REAL LIFE STORIES SIGN-OFF-1

Compressed Gases—An Overview
Overview Of Topic The use of compressed gases of all types are very common. We use
compressed gas to keep food cold in the refrigerator, in anesthetics
for surgery, to provide oxygen to patients who need it, to manufac-
ture products, to cut metal, and to heat our homes.
Compressed gas, if handled incorrectly, improperly stored, or mis-

used, can be deadly.
What is compressed gas?
Compressed gas is defined as:
• A material or mixture in a container with an absolute pressure

of 40 psi at 70 degrees Fahrenheit.
• A material or mixture in a container with an absolute pressure
exceeding 104 psi at 130 degrees Fahrenheit.
• A liquid having a vapor pressure exceeding 40 psi absolute at
100 degrees Fahrenheit.
Absolute pressure is the pressure reading on the gauge plus local
atmospheric pressure (14.7 psi at sea level).
Hazards of compressed gases
Compressed gases may be hazardous because they are:
• under high pressure: cylinders can rupture or a valve break

off, turning the cylinder into a rocket;
• flammable: they can catch fire and burn — when stored in a
pressurized cylinder, there is lots of gas to burn.
• an asphyxiant: they displace oxygen for breathing, causing
asphyxiation.
• oxidizing: they can explode violently when they react with
organic and combustible materials.
• corrosive: corrosive gases attack tissue.
• toxic or highly toxic: poisonous.
COMPRESSED GASES—AN OVERVIEW–1

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• cryogenic: can cause frostbite or burns if they contact the

skin — they can also displace oxygen in the air causing
asphyxiation.
Some compressed gases, such as acetylene, hydrogen, oxygen, and
so on, have their own regulations. Other gases, such as chlorine,
sulfur dioxide, and nitrogen, do not have specific regulations. They
are covered under §1910.101.
If your company uses compressed gases, it should develop a writ-
ten Compressed Gas Plan, which is periodically reviewed and
updated as circumstances change.
As always, you need to be aware of any state requirements which
might be more stringent than their federal counterparts that
might apply to your facility.
Employee Training There are no specific training requirements for compressed gases.
Training Tips Select which handout you will use and review it prior to training.
Review 29 CFR 1910.101, and review the standard with the
employees. Share copies of the company’s written Compressed Gas
Plan, and tell them where they can find a copy.
Explain the possible hazards associated with compressed gases,
and ways they can protect themselves from these hazards.
Explain the procedures to be followed if there is a leak or other
problem with compressed gas.
Point out examples of hazard warning signs and cautionary signs
used in your workplace. Explain what each hazard warning sign
means.
If applicable, demonstrate how to move and store compressed
gases at your facility.
If applicable, demonstrate how to visually inspect compressed gas
cylinders.

29 CFR 1910.101—Compressed gases (general requirements).
29 CFR 1910.102—Acetylene
29 CFR 1910.103—Hydrogen
29 CFR 1910.104—Oxygen
29 CFR 1910.105—Nitrous Oxide
Compressed Gas Association Pamphlet P-1-1965.
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Compressed Gases
Overview
Compressed gases are extremely useful in our lives. At the same time, if not handled, stored
and used properly, compressed gases can be hazardous.
Compressed gases can be hazardous because they may be:
• Stored under high pressure: When a high-pressure cylinder accidentally ruptures or

when a valve assembly breaks off, rocketing can occur. A compressed gas cylinder has
enough stored energy to blast through a concrete wall.
• Flammable: Flammable gases catch fire easily and burn quickly. Adding
flammability to a compression hazard can create an extremely dangerous
situation.
• Asphyxiant (inert): Inert gases can displace oxygen
needed for breathing, leading to suffocation of exposed
employees.
• Oxidizing: Oxidizing gases can explode violently when
they come into contact with organic and combustible
materials. Containers of oxidizing gases must be kept free
of oils, greases, and other hydrocarbon-based materials.
• Corrosive: Corrosive gases attack exposed tissues and
other materials. Special PPE and a self-contained breath-
ing apparatus is required when handling these gases.
Know the location of eyewashes and emergency showers.
• Toxic: Poisonous gases which should only be handled by specially trained workers. Appro-
priate PPE is always required when handling toxic gases.
• Cryogenic: Extremely cold gases or liquids which can cause frostbite or burned skin if
they come into contact with exposed skin. These gases can also displace oxygen causing an
asphyxiation hazard.
Your employer will:
• review the appropriate procedures for handling pressurized gases, and work practices in
your workplace.
• demonstrate the appropriate use of PPE for the gases used in your workplace.
• show and explain the meanings of any hazardous warning signs used at the workplace.
COMPRESSED GASES—AN OVERVIEW HANDOUT#1

10/04
Compressed Gases—An Overview

Sign-Off Sheet

who have taken part in a training session on Compressed Gases. The session covered:
• hazards associated with compressed gases.
• protecting oneself from the hazards associated with compressed gases.

• procedures to be followed after discovering a compressed gas leak or problem.
_________________________________________ _________________________________________
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COMPRESSED GASES—AN OVERVIEW SIGN-OFF#1

10/04
Use Compressed Gases Safely

Overview
Compressed gases are hazardous because of the high pressure at which they are stored in
cylinders and pressure tanks. The compressed gases can be flammable, poisonous, corrosive, or
any combination of these.
How Can They Hurt Me?

Mishandling of compressed gases has been responsible for fatalities, serious injuries, and prop-
erty damage that has amounted to millions of dollars.
Flammable Compressed Gases • Move cylinders (securely fastened, in as
near an upright position as possible) on
• Explode if handled roughly or exposed to special hand trucks.
heat.
• Don’t drop or bang cylinders together.
• Ignite by heat, sparks, or flames.
• Don’t roll, drag, or slide cylinders and never
• Flash back if vapors travel to a source of use cylinders as rollers or supports.
ignition.
• Don’t lift cylinders by their caps.
• Produce irritating or poi-
sonous gas when • Don’t use magnets to lift cylinders.
burning.
Cradles or platforms can be used to lift cylin-
Non-flammable compressed ders only if the cylinder was manufactured
gases: with lifting attachments.
• Explode when in a mix-
ture with fuels. Compressed Gas Storage
Some general guidelines in storing compressed
Health Effects of gas cylinders include:
Compressed Gases
• Store cylinders in an upright position.
Compressed gases: • Storing the cylinders in a safe, dry, well-
• Are harmful if inhaled. ventilated place that is clean and free of
combustible material.
• Have extremely irritating vapors.
• Avoiding areas where cylinders can be
• Can cause cryogenic burns to skin and eyes. knocked down or damaged.
• Produces irritating or poisonous gas when • Storing the cylinders in a position that en-
burning. sures that the safety relief device is always
• Causes dizziness, unconsciousness, or in direct contact with the cylinder’s vapor
suffocation. space.
• Store oxygen CGCs at least 20 feet from
Handling Compressed Gas Cylinders flammables or combustibles, or separate
them by a 5 foot, fire-resistant barrier.
Compressed gas cylinders require careful han-
dling to prevent damage. When handling cyl-
inders:
COMPRESSED GASES—AN OVERVIEW HANDOUT-2

Use Compressed Gases Safely Sign-Off

Sheet
part in a training session Use Compressed Gases Safely. The session covered:
• Health hazards of compressed gases.
• Hazards of mishandling compressed gases.
• Guidelines for compressed gas storage.
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COMPRESSED GASES—AN OVERVIEW SIGN-OFF-2

Compressed Gases—Citations
The Citations OSHA cited a Northeast company with a serious violation for im-
properly stored compressed gas cylinders. OSHA issued 26 serious
citations, with $53,500 in fines for the remaining items.
OSHA issued one serious citation for compressed gas cylinders
which were improperly stored and secured.
For the serious citation, OSHA is proposing $2,100 in penalties.

Step one
general hazards of compressed gas storage, transport, and use. Ex-
plain the hazards of gas in cylinders, the need to protect the valve
stem from damage, the requirement to report rust or visual damage
noticed to the cylinder, and the need to store in an upright position
unless the cylinder is designed to be used in a horizontal position.
Remind the trainees of where compressed gases are used and stored
in your facility.
Step two
Review OSHA compressed gas storage requirements, found in the
Compressed Gas Association pamphlet P-1:
• Storage areas shall be designed to accommodate the various
gases, with adequate spacing or segregation by partitioning so
that containers can be grouped by hazard.
• Consideration should be given to separate storage of full and
empty containers.
• Temperatures in the storage area shall not exceed 125 degrees F.
• There must be adequate separation from combustibles as speci-
fied by federal, state, and local regulations.
• Containers may not be exposed to corrosive chemicals or fumes,
nor stored near readily ignitable substances.
• Containers shall be protected from cuts, punctures, or other
abrasions of the metal.
COMPRESSED GASES—CITATIONS-1
10/10
• Containers shall not be stored near walkways, elevators, stairs,

unprotected platform edges, or where heavy objects may strike
or fall on them.
• The method of storage shall not expose the cylinders to tamper-
ing by unauthorized persons.
Step three
Explain how compressed gas cylinders are to be safely moved. Dis-
cuss such safety issues as securing the cylinder to the cart or
handtruck, having the valve cap in place, not droping the cylinder,
and so on. Discuss compressed gas storage requirements at your
facility. Be sure to include:
• Specific storage requirements, including storage of full and
empty cylinders;
• OSHA’s separation requirements and how the company meets
the requirement;
• The importance of keeping cylinders at those distances; and
• How cylinders are secured in storage, and the need to keep them
secured.
• Temperatures in the storage area shall not exceed 125 degrees F.
Step four
Demonstrate any safety, cylinder movement, or storage issues that
might require it. Explain who employees can go to with questions
about compressed gas storage, transport, or use.
COMPRESSED GASES—CITATIONS-2
10/10
Compressed Gases—Handling Compressed Gas

Cylinders
Overview Of Topic Employers are responsible for the safe use of compressed gas cyl-
inders and their contents. Compressed gas hazards include the
possibility of oxygen displacement, and from toxic effects of the
gas itself.
Damaged or ruptured cylinders are also a hazard, as many gases

are stored under high pressure.
Employers must evaluate the compressed gas-hazards and have
an emergency response plan that defines procedures and responsi-
bilities to address emergencies.
Compressed gases must be handled and used only by trained per-

sons. Employers must inform employees about chemical hazards
by means of a hazard communication program, labels, and other
forms of warning. Always consult the gas supplier’s material
safety data sheets for specific information.
Employee Training Instruct employees on the following:
• Only trained, authorized personnel may conduct maintenance

on a cylinder.
• Never remover or alter the stamped markings on the cylinder.
• Labels must not be defaced or removed. Do not accept, or use,
containers whose content labels are not legible. Segregate
these containers and return them to the supplier.
• Do not use the container color to identify the contents. Never
repaint the container.
• Leave valve protection caps in place and hand-tightened until
cylinders are secured and in use (or connected for use).
• Keep cylinder valves closed except when the cylinder is being
used.
• When opening a valve, stand to one side of the regulator and
open it slowly.
• Replace protective caps and outlet caps or plugs before return-
ing empty cylinders to the supplier.
COMPRESSED GASES—HANDLING COMPRESSED GAS CYLINDERS–1

10/04

• Never tamper with, or alter, cylinders, valves, or safety-related

devices. Do not tighten connections or leaking fittings or
attempt other repairs while the system is under pressure.
• Do not subject cylinders to artificially low temperatures or
temperatures above 125 degrees F. Keep cylinders away from
heat sources and never allow a flame to contact any part of the
cylinder.
• Keep cylinders away from places where they could become part
of an electric current. Never use them as a ground during elec-
tric welding.
• Avoid dragging or sliding cylinders. Do not lift cylinders by the
caps. Firmly secure the cylinder and move with a suitable
hand truck, lift truck, or crane with a cradle or platform.
Training Tips Review the employee handout. Identify gases used at your site and
review the MSDSs for each.
Discuss the specific hazards associated with each type of gas used.
Identify gases used at your site and discuss specific hazards asso-
ciated with each.
Show examples of damaged or worn regulators. Demonstrate how
to move and secure a cylinder. Discuss “rocketing” hazards, such
as when a valve is broken off or when a cylinder ruptures. Demon-
strate how to “crack” the valve on a cylinder to blow out the outlet
connection.

29 CFR 1910.101—Compressed gases (general requirements).
GCA Pamphlet P-1-1965—Safe Handling of Compressed Gases.
MSDSs for gases being used (provided by the gas supplier).
COMPRESSED GASES—HANDLING COMPRESSED GAS CYLINDERS–2

10/04

Compressed Gas–Handling Compressed Gas Cylinders

Compressed gas in cylinders present special hazards which you must be aware of. Gas cylin-
ders may only be handled and used by trained workers. If you have questions on compressed
gas cylinder safety, ask your supervisor.
When handling compressed gas cylinders, always follow these procedures:
• Never drop cylinders or strike them against one another or other surfaces.
• Never remove or deface cylinder labels — do not accept, or use, containers whose content
labels are not legible.
• Leave valve protection caps in place and hand-tightened
until cylinders are secured and in use (or connected for use).
Some types of gas cylinders have valve outlet caps and plugs
that form a gas-tight seal. Keep the device on the valve
except when containers are secured and connected.
• Keep cylinder valves closed except when the cylinder is being
used. Closing the valve isolates the cylinder’s contents from
the surrounding atmosphere and prevents corrosion and con-
tamination of the valve.
open it slowly.
•
Replace protective caps and outlet caps or plugs before
returning empty cylinders to the supplier.
• Never tamper with, or alter, cylinders, valves, or safety-related devices. Do not tighten con-
nections or leaking fittings or attempt other repairs while the system is under pressure.
• Do not subject cylinders to artificially low temperatures or temperatures above 125 degrees
F. Keep cylinders away from heat sources and never allow a flame to contact any part of the
cylinder.
• Keep cylinders away from places where they could become part of an electric current. Never
use them as a ground during electric welding.
• Avoid dragging or sliding cylinders. Do not lift cylinders by the caps.
• When moving a cylinder firmly secure the cylinder and move with a suitable hand truck,
lift truck, or crane with a cradle or platform.
• Do not use lifting magnets.
• Never attempt to transfer compressed gases from one container to another. This must only
be performed by the gas supplier or by personnel familiar with the hazards.
COMPRESSED GASES—HANDLING COMPRESSED GAS CYLINDERS HANDOUT

10/04
Compressed Gases—Handling Compressed Gas

Cylinders Sign-Off Sheet

who have taken part in a training session on Handling Compressed Gas Cylinders. The session
covered:
• The procedures for safely handling compressed gas cylinders.

• How to open and close compressed gas cylinder valves.
• How to move cylinder from one location to another.
• Workplace gas cylinder storage procedures.

The space below is for employees to “sign-off” that they were in attendance.
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COMPRESSED GASES—HANDLING COMPRESSED GAS CYLINDERS SIGN-OFF

10/04
Compressed Gases—Cylinder Handling—

Real Life Stories
Overview Of Topic At some point, nearly everyone involved with handling materials
will have to unload and handle compressed gas cylinders. Employ-
ees must be trained to properly handle these cylinders.
An employee, Steve, is using a hand truck to move a gas cylinder.

As he turns a corner, the strap holding the cylinder comes lose and
the cylinder falls to the ground.
Not sure exactly what he should do, he muscled the container back
onto the dolly and continued on. When Steve got the cylinder to
the area where the full cylinders are stored, he noticed that the
protective valve cap is missing.
Realizing that the cap must have been knocked lose when the cyl-
inder fell, he decides not to tell anyone about this incident. In a
hurry to get away, Steve takes the cylinder and rolls it on its side
into the corner. He then stands it upright and quickly leaves.

What did Steve do wrong?
• Failed to properly secure the cylinder to the hand cart, allow-

ing the cylinder to fall.
• Knocked the protective cap off and did not replace it.
• Never told anyone about this incident.
• Rolled the cylinder on its side rather than tilting and rolling it
on the bottom edge.
• Left the cylinder standing in a corner without a protective cap
in place and without it being secured by a chain or other device.
What happens next?

• The cylinder should immediately be inspected.

• Steve should be disciplined.
• Steve should be retrained on proper cylinder handling.
COMPRESSED GASES—CYLINDER HANDLING—REAL LIFE STORIES–1

10/06

Procedures for handling compressed gas cylinders
Wrap up the session by covering these procedures for handling

compressed gas cylinders:
• Never drop cylinders or strike them against one another or

other surfaces.
• Make sure that cylinders are clearly identified. Labels must
not be defaced or removed. Do not accept, or use, containers
whose content labels are not legible.
• Clearly label or identify all gas lines leading from a com-
pressed gas supply.
• Leave cylinder valve protection caps in place and hand-tight-
ened until cylinders are secured and in use.
open it slowly.
• Keep cylinders away from places where they could become part
of an electric current.
• Avoid dragging or sliding cylinders. Do not use lifting magnets.
• Keep cylinders away from heat sources and never allow a

flame to contact any part of the cylinder.
Training Tips Review with the trainees the cylinder storage locations for your
facility, proper cylinder handling procedures, and reporting proce-
dures for damaged cylinders.
COMPRESSED GASES—CYLINDER HANDLING—REAL LIFE STORIES–2

10/06

Compressed gases—Cylinder handling—Real Life Stories

Overview
At some point, almost everyone involved with handling materials will have to unload and handle
compressed gas cylinders. You must be trained to properly handle these cylinders.

What Happens Next?

Procedures for Handling Compressed Gas

Cylinders
Always follow these procedures for handling cylinders:
• Never drop cylinders or strike them against one another or
other surfaces.
• Make sure that cylinders are clearly identified. Labels must
not be defaced or removed.
• Do not accept, or use, containers whose content labels are
not legible.
• Do not use the container color to identify the contents. Never repaint the container.
• Clearly label or identify all gas lines leading from a compressed gas supply.
• Leave cylinder valve protection caps in place and hand-tightened until cylinders are secured
and in use.
• When opening a valve, stand to one side of the regulator and open it slowly.
• Keep cylinders away from places where they could become part of an electric current.
• Avoid dragging or sliding cylinders.
• Do not use lifting magnets.
• Never attempt to transfer compressed gases from one container to another.
COMPRESSED GASES—CYLINDER HANDLING—REAL LIFE STORIES HANDOUT-1

Compressed Gases—Cylinder Handling—

Real Life Stories Sign-off Sheet
part in a training session on Compressed Gases—Cylinder Handling—Real Life Stories. At this
• Safe compressed gas cylinder handling procedures.
• Where compressed gas cylinders are stored in the facility.
• Cylinder inspection guidelines.
• Who to report damaged or suspect cylinders to.
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
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_________________________________________
COMPRESSED GASES—CYLINDER HANDLING—REAL LIFE STORIES SIGN-OFF-1

Confined Space, Permit-Required—An Overview
Overview of Topic A permit-required confined space is any space that has one or more
of the following characteristics:
• Contains or has a potential to contain a hazardous atmo-
sphere;
• Contains a material that has the potential for engulfing an
entrant;
• Has an internal configuration such that an entrant could be
trapped or asphyxiated by inwardly converging walls or by a
floor which slopes downward and tapers to a smaller cross sec-
tion; or
• Contains any other recognized serious safety or health hazard.
The Confined If permit spaces exist at your workplace, you must develop a permit-
Space Program required confined space program which is designed to prevent
accidents. Each permit-required confined space must be marked
with signs or other warnings.
Employee Training All employees who have permit-required confined space duties have
to be trained:
• Initially
• When an employee’s duties change.
• When hazards in the workplace change.
• When there are deviations from the permit space entry proce-
dures.
• When the employee’s knowledge of entry procedures are inad-
equate.
Training Tips You must keep a training record that includes the employee’s name,
signature or initials of the trainer, and the date of training.
29 CFR 1910.146—Permit-required Confined Spaces
CONFINED SPACE, PERMIT-REQUIRED—AN OVERVIEW-1

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Confined Space, Permit-Required—An Overview

Overview
A permit-required confined space is a confined space that has one or more of the following
characteristics:
• contains or has the potential to contain a hazardous atmosphere;
• contains a material that has the potential for engulfing an entrant;
• has an internal configuration such that
an entrant could be trapped or asphyxi-
ated by inwardly converging walls or by
a floor which slopes downward and
tapers to a smaller crossection; or
• contains any other recognized serious
safety or health hazard.
Employers are required to evaluate the
workplace to identify all permit-required
confined spaces. Your employer must
inform you employees of all confined spaces
and their dangers; must post warning
signs; and take measures to prevent unau-
thorized employees from entering permit
spaces.
What must employers do?
For permit spaces, the employer must
develop and implement a written program
and shall:
• Implement the measures necessary to
prevent unauthorized entry;
• Identify and evaluate the hazards of permit spaces before employees enter them;
• Develop and implement the means, procedures, and practices necessary for safe permit space
entry operations, as specified in 1910.146(3)(i) through(vi);
• Provide protective equipment as specified in 1910.146(4)(i) through (ix);
• Explain the duties of the authorized entrants;
• Have provisions for informing contract workers of the presence of permit-required confined
spaces.
What must I do?
Before entering into a permit space, you must obtain an entry permit from the entry supervisor.
The entry supervisor will determine if acceptable entry conditions are present.
Before entering into a permit-required confined space, you:
• Must have been trained by your employer, and informed of the potential hazards that exist
in the permit space, and be aware of the mode, signs and symptoms, and consequences of
being exposed.
• Should know what personal protective equipment is needed, and how to properly use it.
• Should know how to summon rescue and emergency services.
• Must understand the duties of the attendant and how to communicate with the attendant.
CONFINED SPACE, PERMIT-REQUIRED—AN OVERVIEW HANDOUT-1

Confined Space, Permit-Required—Air Monitoring
Overview of Topic §1910.146(c)(5)(ii)(c) requires that appropriate atmospheric tests be

made prior to entry.
When should air be monitored?
Permit spaces should be evaluated: (1) before entry is authorized,
and (2) as necessary to ensure they are acceptable during work. If
the space is too large to isolate, testing should be done to the extent
feasible before entry, and continuously where (and when) entrants
are working.
Who monitors the air?
The person in charge must know the proper use and calibration of
monitoring equipment and supervise its use, and authorized
entrants must know how to use the testing and monitoring equip-
ment. Employees entering the space must be allowed to observe the
initial monitoring of the space.
to be trained:
• Initially
dures.
equate.
Training Tips Point out permit spaces, and point out the warning signs that iden-
tify them.
Demonstrate the use of monitoring equipment and how to test and
monitor the air in a permit space, and steps to be taken if there is
a hazardous atmosphere.
§1910.146—Permit-required confined spaces.
CONFINED SPACE, PERMIT-REQUIRED—AIR MONITORING-1

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Confined Space, Permit-Required—Air Monitoring

Overview
Air monitoring is a critical part of any confined space work environment. A permit-required
confined space is a confined space that presents or has the potential for hazards related to
atmospheric conditions, engulfment, configuration, or any other recognized serious hazard.
When do you monitor the air?
Air monitoring is necessary whenever employees are to enter a confined space, and periodically
while employees are in the confined space.
Who monitors the air?
The person in charge must know the proper use and calibration of the monitoring equipment,
and supervise its use. Also, authorized entrants, those who will go into the confined space and do
the work, must know how to use the testing and monitoring equipment.
Either the person in charge or another designated employee is responsible for initial testing and
periodic testing as necessary.
Testing the air
Air should be tested:
• To evaluate the permit space before entry is autho-
rized, and
• As necessary to ensure that the atmosphere
remains acceptable during the work.
Test and monitor the air using the following guide-
lines.
• Test for oxygen first because most gas meters are
oxygen dependent and will not provide reliable
readings in oxygen deficient atmospheres.
• Test for flammable gases and vapors second because the threat of fire or explosion is both
more immediate and life threatening (in most cases).
• Finally, test for toxic air contaminants.
Any employee who enters the space, or that employee’s authorized representative, shall be
provided with an opportunity to observe the periodic testing required by the rule.
CONFINED SPACE, PERMIT-REQUIRED—AIR MONITORING HANDOUT-1

Confined Space, Permit-Required—Attendants
Overview of Topic Your permit-required confined space attendants must know and
understand your company’s requirements for:
• Being an attendant,
• Monitoring entrants, and
• Recognizing associated hazards.
Attendants must also know and understand:
• The behavioral effects of possible hazards on entrants;
• The entry permitting system;
• The communication system to be used during an entry; and
• Rescue and emergency procedures.
Maintaining a presence
Attendants are responsible for monitoring conditions outside the
entrance to the confined space and inside the space. They must
remain outside of the permit space during entry operations until
another attendant relieves them.
to be trained:
• Initially
dures.
equate.
Training Tips Describe the potential hazards that employees at your worksites
might encounter and instruct them as to how they might recognize
these hazards.
found in Getting the Most From Your Safety Training, page 6.
29 CFR 1910.146—Permit-required confined space
CONFINED SPACE, PERMIT-REQUIRED—ATTENDANTS-1

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Confined Space, Permit-Required—Attendants

If you are a permit-required confined space attendant, you must be trained to understand your
company’s requirements for:
• Being an attendant,
• Monitoring entrants, and
• Recognizing associated hazards.
Entry permit
The entry permit is the document that allows and controls entry
into a permit required confined space. You should understand:
• How to obtain an entry permit.
• How to check a permit to ensure that it is complete and has been
signed by the entry supervisor; and
• That the entry supervisor can cancel the permit and terminate
entry upon completion of the operation or when a condition that
is not allowed under the entry permit arises in or near the
permit space.
Exposure to hazards
If you are acting as the attendant, part of your job is to monitor the entrants for symptoms of
exposure to hazards. If entrants act as if they are being exposed the hazards or experiencing
trouble, do not attempt a rescue unless you have:
• Been trained as an authorized entrant; and
• You have the proper protective equipment available and understand it use; and
• Someone has relieved you of your attendant duties prior to your entry.
Tracking entrants
Attendants must keep track of confined space entrants and identify them on the required permit.
The count must be accurate and the attendant must be able to visually identify the entrants.
Communication
The attendant/entrant must monitor the entrant’s status, and be alert the entrant of the need to
evacuate.
Rescue
Your company must have procedures for summoning rescue and emergency services, for rescuing
entrants from confined spaces, for providing necessary emergency services to rescued employees,
and for preventing unauthorized personnel from attempting a rescue. An attendant must under-
stand all of these procedures.
The attendant needs to communicate with the entrants to monitor their conditions. If a situation
arises that requires emergency rescue, the attendant should summon the rescue service and stay
outside of the permit space entrance. An attendant can be a trained member of the rescue
service, but cannot enter the permit space until the rest of the team has arrived to start proper
rescue procedures.
CONFINED SPACE, PERMIT-REQUIRED—ATTENDANTS HANDOUT-1

Confined Space, Permit-Required—Entry/Exit

Preparations
Overview of Topic All employees involved in the permit space entry must be trained as
to the:
• Nature of the hazards involved,
• Necessary precautions to be taken, and
• Use of protective and emergency equipment.
All existing or potential hazards must be identified and must be
controlled or eliminated. Examples include engulfment, presence of
toxic gases and/or flammable gases, oxygen deficiency, or stored
mechanical or electrical energy.
The entry permit authorized work in the confined space for the
duration of the specific job. It also identifies authorized entrants,
attendant, and supervisor.
to be trained:
• Initially
dures.
equate.
Training Tips Review the requirements for entering and leaving permit spaces.
Provide copies of the company’s entry/exit checklist to the employ-
ees and explain all of the items.
Explain the roles of attendants and entry supervisors in the entry
and exit process.
Your company’s written permit-required confined space program.
§1910.146—Permit-required confined spaces.
CONFINED SPACE, PERMIT-REQUIRED—ENTRY/EXIT PREPARATIONS-1

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Confined Space, Permit-Required—Entry/Exit Preparations

Overview
It takes knowledge, practice, and being familiar with the necessary PPE in order to properly
perform an entry/exit procedure in a permit space.
All of this practice and PPE information is being provided to keep you and your co-workers safe.
What must I do?
OSHA regulations say that before you are required to enter into permit-required confined spaces
you must be instructed on:
• The nature of the hazards you might run into, and the symptoms which you will notice if you
are exposed to any hazards;
• How to use protective equipment to protect yourself from those hazards;
• How to communicate with the attendant in case you need to summon help or the attendant
needs to warn you of hazards.
You are required to leave the permit space if:
• You recognize any warning sign or symptoms of exposure to a
dangerous situation;
• You recognize a prohibited condition;
• An order is given by the attendant or the entry supervisor; or
• An evacuation alarm is activated.
The employer must also provide a means of communication
between the entrant and the attendant.
Entry attendant
If you are acting as the attendant, part of your job is to monitor the entrants for symptoms of
exposure to hazards. If entrants act as if they are being exposed the hazards or experiencing
trouble, do not attempt a rescue unless you have:
• Been trained as an authorized entrant; and
• You have the proper protective equipment available and understand it use; and
• Someone has relieved you of your attendant duties prior to your entry.
CONFINED SPACE, PERMIT-REQUIRED—ENTRY/EXIT PREPARATIONS HANDOUT-1

Confined Space, Permit-Required—Hazardous

Atmospheres
Overview of Topic When dealing with confined spaces, hazardous atmospheres are
atmospheres capable of causing injury, illness, or death, because of
being explosive, flammable, poisonous, corrosive, oxidizing, irritat-
ing, oxygen deficient, toxic, or otherwise harmful.
Testing the air
The atmosphere within the space must be tested prior to entry and
must be periodically tested as necessary. As gases and vapors find
their own level in the air, test all levels of air in a confined space.
Respiratory protection
Respiratory protection is the alternative to ventilation. When test-
ing: (1) shows the existence of hazardous atmospheres and
additional ventilation cannot reduce concentrations to safe levels, or
(2) the tests are safe but unsafe conditions can reasonably be
expected to develop, respiratory protection must be used. Respira-
tory protection must always be used during a rescue.
to be trained:
• Initially
dures.
equate.
Training Tips Demonstrate the use of the testing equipment used to test for haz-
ardous atmospheres.
29 CFR 1910.146—Permit-required confined spaces.
Safety Data Sheet(s) for information on exposure limits.
CONFINED SPACE, PERMIT-REQUIRED—HAZARDOUS ATMOSPHERES-1

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Confined Space, Permit-Required—Hazardous Atmospheres

OSHA uses the words “hazardous atmospheres” to describe a dangerous confined space situation.
Hazardous atmospheres are capable of causing injury, illness, and death.
Hazardous atmosphere
What is considered hazardous atmosphere? OSHA says it is:
• Flammable gas, vapor, or mist in excess of 10 percent of its
lower flammable limit (LFL);
• Airborne combustible dust at a concentration that meets or
exceeds its LFL;
• Atmospheric oxygen concentration below 19.5 percent or
above 23.5 percent;
• Atmospheric concentration of any substance for which a dose
or a permissible exposure limit is published and which could
result in employee exposure in excess of its dose or permis-
sible exposure limit;
• Any other atmospheric condition that is immediately danger-
ous to life or health.
Before entering a confined space, you must check for possible hazardous atmospheres. The first
step is to find out what kind of air you have.
Testing the air
Before you enter the space, the air must be tested with a calibrated direct-reading instrument
for:
• Oxygen content.
• Flammable gases and vapors.
• Potential toxic air contaminants.
You must test all levels of air in the confined space, because all gases and vapors are different and
find their own level in the air. If testing reveals that the air is unsafe, you must deal with the
hazardous atmosphere through ventilation or respirator protection.
Ventilation
Ventilation is the best method for making a hazardous atmosphere safe. Planning the operation
and selecting the proper ventilation equipment is critical. It is almost an art form to ensure every
nook and cranny is continuously ventilated. It also takes a little math to figure out how long it
takes to ventilate a given confined space with the equipment you have. The atmosphere within
the space should be periodically tested as necessary to ensure that the continuous forced air
ventilation is preventing the accumulation of a hazardous atmosphere.
CONFINED SPACE, PERMIT-REQUIRED—HAZARDOUS ATMOSPHERES HANDOUT-1

Confined Space, Permit-Required—Nature of the

Hazards
Overview of Topic Workers who enter confined spaces can be exposed to multiple haz-
ards, any of which may cause bodily injury, illness, or death.
Confined space hazards are categorized as physical or atmospheric.
Nature of the hazards
Physical hazards include; mechanical, electrical, and hydraulic
energy; communication problems; noise; entry and exit difficulties,
activated electrical or mechanical equipment, water entering the
confined space, underground utilities, and temperature extremes.
Many of these hazards can be eliminated or “locked-out” before
entry into a confined space.
Atmospheric hazards include oxygen deficiency, flammable air, and
toxic air contaminants. The largest number of confined space deaths
are a result of atmospheric problems.
Hazard assessment and control
Prior to entry into a confined space a hazard assessment is per-
formed to identify hazards. Hazard control must be used to address
each hazard discovered.
to be trained:
• Initially
dures.
equate.
Training Tips Describe potential hazards that employees might encounter.
Review the workplace confined space program, along with how air
monitoring devices work.
29 CFR 1910.146—Permit-required confined space
CONFINED SPACE, PERMIT-REQUIRED—NATURE OF THE HAZARDS-1

4/14
Confined Space, Permit-Required—Nature of the Hazards

The old cliche “it is better to be safe than sorry,” was made for confined spaces. Yet workers
continue to make the mistake of entering deadly confined spaces. All too often you find a news-
paper reporting on the latest victim of a confined space accident.
Supervisors and workers required to enter confined spaces must:
1. Understand the nature of confined space hazards,
2. Be able to recognize signs or symptoms of exposure, and
3. Understand the consequences of exposure to hazards and hazard assessment and control.
What makes a confined or enclosed space hazardous? Hazards in confined spaces can be sepa-
rated into two categories: physical hazards and atmospheric hazards.
Physical Hazards—are hazards that deal with mechanical, electrical, and hydraulic energy;
being buried by some material; communication problems; noise; and entry and exit problems of
the confined space.
Activated and/or energized electrical or mechanical equipment can
cause injury in a confined space and must be de-energize and
locked-out before you enter the space. Danger may also be present
from water entering the space due to heavy rain.
Underground utilities also can present problems in confined spaces.
All lines containing hazardous materials such as steam, gases, or
coolants should be shut off.
Atmospheric Hazards—most confined space accidents are related
to atmospheric conditions inside the space and the failure to con-
tinuously monitor the air and ventilate as necessary. Atmospheric hazards are usually broken
down into three categories.
Oxygen deficiency—The primary risk associated with confined spaces is oxygen deficiency. Other
atmospheric hazards are flammable and toxic air. Normal air contains 20.8 percent oxygen. The
minimum safe level as indicated by OSHA is 19.5 percent. At 16 percent you will feel disoriented
and below 12 percent, you can become unconscious. If the air has too much oxygen (over 23.5
percent) it is considered oxygen rich and becomes an explosion or fire hazard.
Flammable Air—Fire and explosion are serious dangers in a confined space. Fumes and vapors
will ignite more quickly in the trapped air. Flammable and combustible gases or vapors may be
present from previous contents, tank coatings and preservatives, and welding gases. In locations
where flammable vapors may be present, precautions must be taken to prevent ignition by
eliminating or controlling the source of ignition or eliminating the flammable air before working.
Sources of ignition may include smoking, cutting and welding, hot surfaces, and frictional
heat.
Toxic Air Contaminants—Toxic air contaminants come from material previously stored in the
confined space or as a result of the use of coatings, cleaning solvents, or preservatives. The work
being performed in a confined space could also give off a toxic gas. An example of this would be
a welding operation that gives off carbon monoxide and oxides of nitrogen and ozone. Unfortu-
nately, you will not see or smell most toxins, but they present two types of risk in a confined
space: they can irritate your respiratory or nervous system; or some toxic chemicals can cut off
your oxygen supply, get into your lungs and asphyxiate you.
CONFINED SPACE, PERMIT-REQUIRED—NATURE OF THE HAZARDS HANDOUT-1

Confined Space, Permit-Required—Rescue
Overview of Topic Rescue services must be available for employees entering a permit
space. Rescue and emergency services can be provided by trained
employees or an outside agency, such as a local fire department.
A rescue team or service, according to §1910.146(k)(1)(iii):
• Must be able to reach the victim(s) within a time frame that is
appropriate for the hazards in that space;
• Must be equipped for and proficient in performing the needed
rescue services.
Training is required for all employees who will act as a rescue team
member or provide emergency services. All affected employees shall
be trained:
1. On the hazards which could be faced, and on the mode, signs and
symptoms, and consequences of exposure.
2. To select and use the proper PPE for that space.
3. By a simulated permit space rescue at least yearly
Each rescue team or service have access to all permit spaces so that
the rescue service can develop appropriate rescue plans and practice
rescue operations.
Employee Training Training is required for all employees who will act as a rescue team
member or provide emergency services.
Training Tips Using the employee handout, review the requirements for a rescue
team employees. Also review the duties and requirements for Autho-
rized Entrants.
Discuss retrieval methods and when they are appropriate.
Demonstrate the types of retrieval methods used at your facility,
and explain the best use of each.
Explain the need for the rescue team to practice making permit
space rescues.
29 CFR 1910.146—Permit-required Confined Spaces.
CONFINED SPACE, PERMIT-REQUIRED—RESCUE-1

4/14
Confined Space, Permit-Required—Rescue

Overview
OSHA requires that employers who have permit spaces in their facilities in which employees will
be working provide rescue and emergency services in case of accident.
An employer who designates rescue and emergency services shall select rescuers:
• Who can respond in a timely manner, considering the hazards involved.
• With the ability to function appropriately while rescuing entrants from the permit spaces
identified.
• That are equipped for and proficient in performing the needed rescue services.
Additionally, the employer must provide the rescue service with:
• Information on the hazards they may confront when called upon to perform a rescue; and
• Provide access to all confined spaces from which rescue may be necessary.
Employee rescue and emergency services
If the employer requires that employees provide rescue and emergency services, those employees
shall:
• Be provided with PPE needed to conduct permit
space rescues safely.
• Be trained in the use of the required PPE.
• Trained to perform assigned rescue duties, and that
all rescuers are first trained as authorized
entrants.
• Trained in first aid and cardiopulmonary resuscita-
tion (CPR). At least one member of the team must
hold a current certification in first aid and CPR.
• Practice making permit space rescues at least once
every 12 months by means of simulated rescue
operations in which the team removes dummies,
manikins, or actual persons from the actual permit
spaces or from representative permit spaces. Repre-
sentative permit spaces shall simulate the types of
permit spaces from which rescue is to be performed
with regard to opening size, configuration, and accessibility.
CONFINED SPACE, PERMIT-REQUIRED—RESCUE HANDOUT-1

Confined Space, Permit-Required—The Permit
Overview of Topic Everyone involved in a permit-required confined space entry needs

to be able to recognize the hazards involved. Injuries and fatalities
can be avoided during permit-required confined space entries if the
facility’s permit space program is strictly followed. The require-
ments are in OSHA’s permit-required confined spaces standard at
29 CFR 1910.146.
Identify and control the hazards
Before anyone can enter a permit space, the hazards must be iden-
tified and controlled. The hazards can be atmospheric, mechanical,
physical, or structural.
The written entry permit helps entry teams make sure the space is
safe by making sure that:
• The space has been evaluated;
• The hazards are controlled;
• Necessary equipment is available; and
• Proper entry procedures are outlined.
to be trained:
• Initially
dures.
equate.
Training Tips Have a permit to show the attendees. Explain what information can
be found on the permit.
29 CFR 1910.146—Permit-Required Confined Space.
The company’s written permit-required confined space program.
CONFINED SPACE, PERMIT-REQUIRED—THE PERMIT-1

4/14
Confined Space, Permit-Required—The Permit

Overview
It is important for anyone involved in permit-required confined space entry procedures to be able
to recognize the associated hazards. The hazards can involve:
• Atmospheric conditions.
• Engulfment.
• Configuration.
• Any other recognized serious safety or health hazard.
Follow permit procedures
The written entry permit helps you to make sure that the space is evaluated, the hazards are
eliminated, and all necessary equipment is available before anyone enters the space.
Permits must be available to all permit space entrants at the time of entry. The written entry
permit must include:
• Identification of the space.
• Purpose of the entry.
• Date and duration of the permit.
• Names of authorized entrants.
• Names of current attendants and the entry supervi-
sor.
• Hazards in the permit space.
• Measures to isolate the permit space and eliminate or
control the hazards.
• Acceptable entry conditions.
• The results of atmospheric and any other tests, ini-
tialed by the person(s) performing the tests.
• Rescue and emergency services available and the means to summon them.
• Communication procedures for attendants and entrants.
• Required equipment (such as ventilation, respirators, retrieval systems, etc.).
• Additional permits (such as for hot work).
If you are not sure—ask!
If you are working around or with permits, and you have a situation that you don’t understand,
ask your supervisor. Better safe than sorry.
CONFINED SPACE, PERMIT-REQUIRED—THE PERMIT HANDOUT-1

Confined Space, Permit–Required—

Overview Of Topic OSHA regulation focuses on those spaces with immediate risk to
health or safety, called “permit-required” confined spaces (permit
spaces). A permit-required confined space is a confined space that
has one or more of the following characteristics:
• Contains or has a potential to contain a hazardous atmo-

sphere.
• Contains a material that has the potential for engulfing an
entrant.
• Has an internal configuration where an entrant could be
trapped or asphyxiated by inwardly converging walls or by a
floor which slopes downward and tapers to a smaller cross-sec-
tion.
• Contains any other recognized serious safety or health hazard.
The vat in the production area had to be entered in order to per-

form an inspection. Tony was assigned to be the entry supervisor
(and the entry attendant), while Vern and Justin were going to
enter the permit-required confined space.
The vat was large and had internal baffles, which meant that Tony
would not be able stay in visual contact with the two men. In addi-
tion, there was the potential for a small amount of cleaning agent
vapors to be present in the space. However, the oxygen content
should be fine since the vat was just ventilated to rid it of the
cleaning agent vapors.
Vern entered the space first, wearing a respirator designed to fil-

ter the cleaning agent vapor. His duty was to test the atmosphere
for oxygen content and vapor. After five minutes he still hadn’t
returned. Tony and Justin were both concerned. Justin donned his
self contained breathing apparatus (SCBA)-and also a harness
and rope to assist in rescue, if necessary, and went in to find Vern.
They both had the radios, but Tony insisted that they agree on
another non-verbal signal to indicate trouble.
CONFINED SPACE ATTENDANTS—REAL LIFE STORIES–1

10/06

They decided that in case of problems, Justin is to first try to call

on the radio and, if they couldn’t be reached, to tug on the rope.
Five minutes pass without either man returning. Tony decides to
tug on the rope. No reply, so he tugs harder. There’s a feeble tug
back, then nothing, just dead weight on the other end of the rope.
Tony knows something is terribly wrong. He uses his radio to call

for help. The emergency rescue team will arrive in about ten min-
utes, much too long for Tony’s liking. After all, he has a SCBA and is
a trained member of the rescue team. However, the OSHA regula-
tions require he remain outside the permit-required confined space.
Tony decides to go in anyway. He gets back on the radio and tells

the rescue team he’s going in to find Vern and Justin. As Tony
enters the vat, his thought is to follow the rope tied to Justin’s res-
cue harness.

What did Tony do right?
• Worked out a system of signals if there were problems.

• Understood there was a problem with Vern and Justin.
• Immediately reported the emergency.
What did Tony do wrong?
• Went into the confined space without waiting for the rescue
team to arrive.
• Didn’t have Vern wear a retrieval system which could have
been used to rescue Vern immediately.
• Didn’t attempt to pull Justin out of the space.
• Didn’t wear a retrieval system himself when he went in.

• The workers must be rescued.
• The hazard(s) in the vat must be determined.
• Tony should be disciplined (if he makes it out alive).
Training Tips Review with the attendees the company’s written permit required
confined space program. Explain where permit spaces are located
in the facility. Explain what protective equipment is available,
including air monitoring equipment.
CONFINED SPACE ATTENDANTS—REAL LIFE STORIES–2

10/06

Confined Space, Permit-Required—Confined Space Attendants—

Real Life Stories
Overview
OSHA regulation focuses on those spaces with immediate risk to health or safety, called “per-
mit-required” confined spaces (permit spaces).
What did Tony do right?
______________________________________________________________________________________
______________________________________________________________________________________
What did Tony do wrong?
______________________________________________________________________________________
______________________________________________________________________________________
What happens next?

______________________________________________________________
______________________________________________________________
Confined space checklist

•
Is approved respiratory equipment required if the atmosphere
inside the confined space cannot be made acceptable?
• Is the permit space being tested or monitored as necessary to determine if acceptable entry
conditions are being maintained during the course of entry operations?
• Is ventilating equipment available to obtain acceptable entry conditions?
• When testing for atmospheric hazards, has oxygen been tested for first, then flammable
gases and vapors, and then toxic gases and vapors?
• Is at least one attendant stationed outside the confined space for the duration of the entry
operation?
• Is communications equipment provided to allow the attendant to communicate with autho-
rized entrants as necessary to monitor entrant status and to alert entrants of the need to
evacuate the permit space?
• Is the attendant or other employees prohibited from entering the confined space without life-
lines and respiratory equipment if there is any question as to the cause of an emergency?
• Is the attendant trained and equipped to handle an emergency?
• Is there at least one attendant whose sole responsibility is to watch the work in progress,
sound an alarm if necessary, and render assistance?
CONFINED SPACE ATTENDANTS—REAL LIFE STORIES HANDOUT

10/06
Confined Space, Permit Required—

Sign-Off Sheet

who have taken part in a training session on Confined Space, Permit Required—Confined
Space Attendants—Real Life Stories. At this training session, we covered:
• What constitutes a confined space.

• Where permit spaces are located in the facility.
• The company’s written permit required confined space program.
• What protective equipment is available, including air monitoring equipment.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CONFINED SPACE ATTENDANTS—REAL LIFE STORIES SIGN-OFF

10/06
Confined Space, Permit Required—

Confined Space Authorized Entrant—
Real Life Stories
Overview Of Topic When your employees enter a permitted confined space, they must
understand and know the procedures involved, be able to perform
their work safely, and be able to recognize associated hazards.
Bernie was assigned to be the authorized entrant into the permit-
required confined space. He was trained in the hazards he would
face and had the proper equipment. After entering the vault, he
checked in with the entry supervisor via radio and proceeded to
the section that needed inspecting.
Because the air in the vault was just checked 15 minutes earlier,
Bernie didn’t give it a second thought. However, after just a couple
minutes he started to feel lightheaded. He thought it must be from
the exertion of climbing down into the vault.
Bernie was going to radio the entry supervisor and report it, but
then he felt a little better. Just a minute later the alarm that mea-
sured carbon dioxide in the space went off. It scared Bernie half to
death. He knew he had to don the emergency oxygen mask and get
out immediately. But, he hadn’t adjusted the mask properly before
he went into the vault. That mistake cost him his life.
Frank, the entry supervisor, also heard the alarm and radioed
Bernie to tell him to evacuate. After not receiving a response,
Frank called the emergency rescue team.

What did Bernie do right?
• Received the required training.
• Carried an emergency oxygen mask.
What did Frank and Bernie do wrong?
Bernie didn’t wear a retrieval system (such as a chest or full body
harness attached to a mechanical device outside the permit space).
This could have been used to rescue Bernie by pulling him out
immediately.
CONFINED SPACE AUTHORIZED ENTRANT—REAL LIFE STORIES–1

10/06

What did Bernie do wrong?
• Went into the confined space without properly fitting his emer-
gency oxygen mask.
• Failed to put the mask on and leave the vault, as soon as the
felt lightheaded.
What happens next?
• The training should be changed to emphasize the importance

of properly fitting PPE before going into the confined space.
• The hazard(s) in the vault must be determined.
Confined space authorized entrant checklist
The person entering the permit confined space must:
• Know the hazards that may be faced during entry, including

information on the mode, signs or symptoms, and conse-
quences of the exposure.
• Properly use equipment.
• Communicate with the attendant as necessary to enable the

attendant to monitor entrant status and to enable the atten-
dant to alert entrants of the need to evacuate the space as
required.
• Alert the attendant whenever:
• The entrant recognizes any warning sign or symptom of

exposure to a dangerous situation, or
• The entrant detects a prohibited condition.
• Exit from the permit space as quickly as possible whenever:
• An order to evacuate is given by the attendant or the entry

supervisor,
• The entrant recognizes any warning sign or symptom of
exposure to a dangerous situation,
• The entrant detects a prohibited condition, or
CONFINED SPACE AUTHORIZED ENTRANT—REAL LIFE STORIES–2

10/06

Confined Space, Permit Required—Confined Space Attendants—

Real Life Stories
Overview
OSHA regulation focuses on those spaces with immediate risk to health or safety, called “per-
mit-required” confined spaces (permit spaces).
What did Bernie do right?
______________________________________________________________________________________
______________________________________________________________________________________
What did Frank and Bernie do wrong?
______________________________________________________________________________________
What did Bernie do wrong?
______________________________________________________________________________________
______________________________________________________________________________________
What happens next?

_____________________________________________________________
_____________________________________________________________
Confined space checklist

•
Know the hazards that may be faced during entry, including infor-
mation on the mode, signs or symptoms, and consequences of the exposure.
• Properly use equipment.
• Communicate with the attendant as necessary to enable the attendant to monitor entrant sta-
tus and to enable the attendant to alert entrants of the need to evacuate the space as required.
• Alert the attendant whenever:
• The entrant recognizes any warning sign or symptom of exposure to a dangerous situa-
tion, or
• The entrant detects a prohibited condition.
• Exit from the permit space as quickly as possible whenever:
• An order to evacuate is given by the attendant or the entry supervisor,
• The entrant recognizes any warning sign or symptom of exposure to a dangerous situation,
• The entrant detects a prohibited condition, or
CONFINED SPACE AUTHORIZED ENTRANT—REAL LIFE STORIES HANDOUT

10/06
Confined Space, Permit-Required—

Confined Space Authorized Entrant—

who have taken part in a training session on Confined Space, Permit-Required—Confined
Space Authorized Entrant—Real Life Stories. At this training session, we covered:
• What constitutes a confined space.

• Where permit spaces are located in the facility.
• Hazards that may be faced during entry.
• What protective equipment is available, including air monitoring equipment.
• When to exit a permit space.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CONFINED SPACE AUTHORIZED ENTRANT—REAL LIFE STORIES SIGN-OFF

10/06
Corrosives—An Overview
Overview Of Topic Corrosives are commonly used in both the workplace and in
homes. A corrosive can be in the form of a liquid, powder, pellets,
or gas. Most have a strong, irritating odor. Examples of common
corrosives include lye, battery acid, paint stripper, and drain
cleaner.
A corrosive is a chemical that causes visible destruction of, or irre-

versible alterations in, living tissue by chemical action at the site
of contact.
OSHA’s Hazard Communication Standard applies to operations

involving employee exposure to corrosives. Under the Hazard
Communication Standard, you must inform employees about the
standard’s requirements, the operations in the employee’s work
area where hazardous chemicals are present, and the location and
availability of the written hazard communication program.
Health Hazards Health hazards from corrosives include:
• Chemical burns.
• Respiratory tract ailments.
• Poisoning.
Corrosives have other physical hazards as well, including being
a(n):
• Flammable or combustible liquid.
• Compressed gas.
• Explosive.
• Organic peroxide.
• Oxidizer.
• Pyrophoric.
• Water-reactive or unstable chemical.
CORROSIVES—AN OVERVIEW–1
10/07

Read the material safety data sheet (MSDS) and the container’s
label to find out the specific physical hazards of the corrosives
your employees are working with.
Employee protection
When engineering controls and work practices cannot completely

eliminate the risk of exposure to corrosives, personal protective
equipment (PPE) is required.
PPE could include the use of splash goggles, face shields, gloves,
aprons, coveralls, shoe covers, and respirators.
Training Tips Review 1910.1200, and the employee handout. List work areas or
tasks that require the use of corrosives.
Employees must, upon initial assignment and whenever a new

physical or health hazard is introduced, be trained to:
• Understand the requirements of the OSHA Hazard Communi-

cation Standard.
• Understand the various components of the company’s hazard
communication program.
• Know where information is located and how to obtain a copy.
• Know what operations use hazardous chemicals.
• Know where MSDSs are kept, and how to read and under-
stand them.
• Know how to follow safe work practices.
• Understand what PPE is required and how to use and care for
it.
Have samples of warning labels used at your company. Point out
the different elements required on the labels.
Bring in a sample MSDS and the corresponding chemical con-

tainer with label. Point out that the label contains much less infor-
mation than does the MSDS.

CORROSIVES—AN OVERVIEW–2
10/07

Overview
Corrosives are commonly used industrial chemicals that can be in the form of a liquid, powder,
pellet, or gas. Most have a strong, irritating odor. Examples of common corrosives include lye,
battery acid, paint stripper, and drain cleaners.
Because you can’t always avoid using corrosives, you must be aware of how to protect yourself
from corrosive hazards.
Corrosives cause visible destruction of, or irreversible alterations in, living tissue by chemical
action at the point of contact.
How can they hurt me?
Health hazards from corrosives include:

• Chemical burns.
• Respiratory tract ailments.
• Poisoning.
Corrosives can:
• cause irritation or burns of the skin and mucous membranes.
• be flammable or combustible.
• be oxidizers.
• react violently with water.
Before you use any product, read the warning label and material safety data sheet (MSDS) for
that product. The MSDS will tell you what is in the product and its health and physical haz-
ards. The MSDS will also recommend safe handling procedures, personal protective equip-
ment, first aid procedures, and other important safety information.
Also follow all engineering and work practices recommended by your employer.
Your employer:
• inform you of workplace hazards, including where corrosive chemicals are used.
• explain the hazard communication labeling system being used in your workplace.
• must provide access to MSDSs and explain how to read them.
• inform you of measures you can take to protect yourself from hazards.
CORROSIVES—AN OVERVIEW HANDOUT

10/07
Sign-Off Sheet

who have taken part in a training session on Corrosives—An Overview. The session covered:
• Operations at this facility which use corrosive chemicals.
• Where to find MSDSs and how to read them.

• The health and physical hazards of corrosives.
• What PPE is required when working with corrosives.
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
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CORROSIVES—AN OVERVIEW SIGN-OFF

10/07
Corrosives—Real Life Stories
Overview Of Topic A corrosive can be a liquid, powder, pellets, or gas. Most have a
strong, irritating odor. Examples of common corrosives include lye,
battery acid, paint stripper, and drain cleaner. A corrosive is a
chemical that causes visible destruction of or irreversible alter-
ations in living tissue by chemical action at the site of contact.

Jake was using paint stripper to remove the old paint off the cabi-
net. He accidently knocked the container over, splashing some of
the liquid into his eyes. Jake yelled for help, but none of his
coworkers were within earshot.
He knew that it was important to get his eyes flushed with water
immediately. The problem was that he didn’t know where the eye-
wash station was located in this building.
Santiago happened upon the scene and saw Jake flailing about.
“Jake, what’s wrong?”

“I splashed paint stripper in my eyes! I need to flush my eyes and
I don’t know where the eyewash station is.”
“I’ll help you, I know where it is. Where’s the container of paint
stripper?”
“Down on the first floor, I just poured some into that coffee can to
use,” Jake replied.
He didn’t know the name of the chemical, which would allow San-
tiago to look up the MSDS for first-aid instructions.
• Jake was exposed to paint stripper when it splashed into his

eyes.
• Jake violated company safety policies.
CORROSIVES—REAL LIFE STORIES–1

10/07

What did Jake do right?
• Knew that he needed to flush the chemical out of his eyes.

Called for help.
What did Santiago do right?
• Understood that Jake had to flush his eyes.
• Knew the location of the eyewash station.

• Determined the location of the spill and the container.
What did Jake do wrong?
• Wasn’t wearing eye protection.
• Didn’t know where the eyewash station was located.

What did Santiago do wrong?
• Didn’t call for emergency assistance immediately.
• Couldn’t pull the MSDS.

• Get Jake medical help.
• Clean up the spill.
• Provide additional training on:

- Physical and health hazards
- PPE
- Safety work practices
- Emergency procedures
tasks that require the use of corrosives, and the location of eye-
wash/shower units.
Have samples of warning labels used at your company. Point out

the different elements required on the labels.
CORROSIVES—REAL LIFE STORIES–2

10/07


Overview
A corrosive is a chemical that causes visible destruction of or irreversible alterations in living

tissue by chemical action at the site of contact. Most have a strong, irritating odor.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What did Santiago do wrong?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
What did Santiago do right?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Additional information and review
Your employer will explain where corrosives are used at your company.
Your employer will explain the location of emergency eyewash/shower units in those areas
where corrosives are used.
CORROSIVES—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Corrosives—Real Life Stories. At this training
• Locations in the facility where corrosives are used.

• The location of emergency eyewash/shower units.
• Safety issues surrounding the use of corrosives.
• The appropriate PPE for using corrosives.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
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CORROSIVES—REAL LIFE STORIES SIGN-OFF

10/07
Cotton Dust—An Overview
Overview of Topic Cotton dust enters the air as a result of the handling or processing
of cotton fibers. This dust may contain a mixture of many sub-
stances, including ground-up plant matter, fiber, bacteria, fungi,
soil, pesticides, non-cotton matter, and other contaminants. It ap-
pears as a whitish solid in fibers and/or particulates, and it is also
combustible.
Cotton dust is present in the manufacturing of yarn, in slashing and
weaving operations, or in waste houses for textile operations. In-
cluding in these processes are carding, mixing, blowing, bale break-
ing, cottonseed oil extraction, batting, ginning, weaving, and
harvesting.
Health Hazards The acute effects of exposure to cotton dust include the following:
• Difficulty in breathing.
• Tightness in the chest.
• Coughing of phlegm or mucous.
These symptoms might be especially noticeable following a short
time away from work, such as a weekend or holiday.
Chronic effects of cotton dust exposure include:
• “Brown lung” or byssinosis. While early stages of this disease
may be reversible, damage at the advanced stages are perma-
nent and disabling.
• Emphysema.
• Chronic bronchitis.
Employee protection
Respirators are required:
• During the period necessary to install or put into effect engi-
neering and work practice controls.
COTTON DUST—AN OVERVIEW-1

10/08
• During maintenance and repair operations where engineering

controls and work practices are not feasible.
• In work operations where engineering controls and work prac-
tices are not sufficient to reduce exposure to or below the per-
missible exposure limits (PEL).
• On employee request.
Workers have an affirmative duty to wear respirators, and may
request a powered air purifying respirator when concentrations are
not greater than 100 times the PEL.
Employee Training OSHA regulations contain specific training requirements for cotton
dust. At 29 CFR 1910.1043(i), the rule says the training program for
all employees exposed to cotton dust must assure that each em-
ployee is informed of the following:
• The acute and long term health hazards associated with expo-
sure to cotton dust.
• The names and descriptions of jobs and processes which could
result in exposure to cotton dust at or above the PEL.
• The measures, including work practices necessary to protect the
employee from exposures in excess of the PEL.
• The purpose, proper use, and limitations of respirators required
by the regulation.
• The purpose for and a description of the medical surveillance
program required by the regulation and other information which
will aid exposed employees in understanding the hazards of cot-
ton dust exposure.
• The contents of 29 CFR 1910.1043 and its appendices.
The training program must be provided prior to initial job assign-
ment and must be repeated annually for each employee exposed to
cotton dust, when job assignments or work processes change, and
when employee performance indicates a need for training.
tasks that require respirators for each group of trainees.

29 CFR 1910.1043—Cotton Dust.
COTTON DUST—AN OVERVIEW-2

10/08
Cotton Dust—An Overview

Overview
Cotton dust is a hazard in yarn manufacturing facilities, slash and weave operations, and waste
houses for textile operations.
How Can It Hurt Me?

The acute (short-term) effects of exposure to cotton dust over the Permissible Exposure Limit
(PEL) include:
• Difficulty in breathing.
• The chance of coughing of phlegm or mucous.
These effects may be most noticeable after a weekend or holiday away from work.
The chronic (long-term) effects of exposure to cotton dust over the
Permissible Exposure Limit (PEL) include:
• “Brown lung” or byssinosis.
• Emphysema.
How Can I Protect Myself?

One way to reduce your exposure to cotton dust is to implement housekeeping procedures. Some
housekeeping tips to reduce exposure include:
• Prohibiting the use of compressed air to clean equipment, working surfaces, or floors.
• Using a vacuum to pick up the dust.
• Use of the recommended personal protective equipment.

Your employer is expected to use engineering controls and work practices as the preferred
method of compliance by OSHA. Even if the controls and practices are not sufficient to reduce
exposure to or below the PEL, they must be put in place and maintained to keep exposures as low
as practicable.
Warning Signs and Labels

Warning signs are required on all areas where the PEL is exceeded:
WARNING
COTTON DUST WORK AREA
MAY CAUSE ACUTE OR DELAYED LUNG INJURY (BYSSINOSIS)
RESPIRATORS REQUIRED IN THIS AREA
COTTON DUST—AN OVERVIEW HANDOUT-1

Cotton Dust—An Overview Sign-off Sheet
part in a training session on Cotton Dust. The session covered:
• Operations at this facility which expose employees to cotton dust.
• Symptoms of cotton dust exposure.
• An Overview of 29 CFR 1910.1043 Cotton Dust and appendices.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COTTON DUST—AN OVERVIEW SIGN-OFF-1

Cotton Dust—Real Life Stories
Overview of Topic Cotton dust enters the air as a result of the handling or processing
of cotton fibers. This dust may contain a mixture of many sub-
stances, including ground-up plant matter, fiber, bacteria, fungi,
soil, pesticides, non-cotton matter, and other contaminants. It ap-
pears as a whitish solid in fibers and/or particulates, and it is also
combustible.
Cotton dust is present in the manufacturing of yarn, in slashing and
weaving operations, or in waste houses for textile operations. In-
cluded in these processes are carding, mixing, blowing, bale break-
ing, cottonseed oil extraction, batting, ginning, weaving, and
harvesting.

Jake was working in the rag house when the employer started doing
renovations, which affected the ventilation and dust collection mea-
sures usually in place. After a few hours, he began coughing.
When the supervisor came by, Jake complained about the cotton
dust in the air. The supervisor said it was only temporary and that
as soon as the renovations where completed things would get better.
Besides, he didn’t have time to do anything about it right then.
Jake called the union steward over and complained to him. The
union steward agreed that there was too much cotton dust, and that
Jake and the others in his area needed respirators.
The supervisor disagreed.
The union steward contacted the safety manager and asked for the
respirators. The safety manager agreed to supply respirators and
also agreed to do air monitoring.
• Renovations which affected ventilation and caused too much cot-
ton dust to remain in the air.
• Overexposure to cotton dust.
• Jake was experiencing health-related symptoms.
• A supervisor who did not understand the hazard and did not
want to investigate a safety complaint.
COTTON DUST—REAL LIFE STORIES-1

10/08

• Talked to the supervisor about the cotton dust.
• Took his complaints to the union steward.
What did the union stewart do right?
• Contacted the safety manager.
• Asked for respirators.
• Did not investigate hazard.
• Did not use first-aid measures.
• Did not contact safety manager.
What happens next?

• Employees will have to be trained to use the respirators.
• Supervisor should be trained on safety responsibilities.
• Provide additional training on physical and health hazards as-
sociated with cotton dust, as well as work practices.
Training Tips Chronic effects of cotton dust exposure include:

• “Brown lung” or byssinosis. While early stages of this disease
may be reversible, damage at the advanced stages are perma-
nent and disabling.
• Emphysema.
Respirators are required for employee protection:
• During the period necessary to install or put into effect engi-
neering and work practice controls.
• During maintenance and repair operations where engineering
controls and work practices are not feasible.
• In work operations where engineering controls and work prac-
tices are not sufficient to reduce exposure to or below the per-
missible exposure limits (PEL).
• On employee request.
Workers have an affirmative duty to wear respirators and may re-
quest a powered air purifying respirator when concentrations are
not greater than 100 times the PEL.
COTTON DUST—REAL LIFE STORIES-2

10/08
Cotton Dust—Real Life Stories

Cotton dust enters the air as a result of the handling or processing of cotton fibers. This dust may
contain a mixture of many substances, including ground-up plant matter, fiber, bacteria, fungi,
soil, pesticides, non-cotton matter, and other contaminants. It appears as a whitish solid in fibers
and/or particulates, and it is also combustible.

Jake was working in the rag house when the employer started doing renovations, which affected
the ventilation and dust collection measures usually in place. After a few hours, he began
coughing.
When the supervisor came by, Jake complained about the cotton dust in
the air. The supervisor said it was only temporary and that as soon as
the renovations where completed things would get better. Besides, he
didn’t have time to do anything about it right then.
Jake called the union steward over and complained to him. The union
steward agreed that there was too much cotton dust, and that Jake and
the others in his area needed respirators.
The supervisor disagreed.
The union steward contacted the safety manager and asked for the respirators. The safety
manager agreed to supply respirators and also agreed to do air monitoring.

What did the union steward do right?
What did the safety manager do right?
COTTON DUST—REAL LIFE STORIES HANDOUT-1

Cotton Dust—Real Life Stories Sign-off

Sheet
part in a training session on Cotton Dust. The session covered:
• The hazards associated with cotton dust exposure.
• Work practices to prevent exposures.
• Respirator use in areas where exposures cannot be controlled.
• Who to go to with questions on safety issues.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
COTTON DUST—REAL LIFE STORIES SIGN-OFF-1

Underhung crane
Bridge Trolley
Hoist
Cranes—An Overview
Controls
Overview of Topic Cranes move materials and products through facilities and loading
and unloading cargo. Types of cranes include gantry, overhead,
crawler locomotive, and derricks.
The safe use of cranes depends upon several factors. They are:
• Site evaluation—Evaluate the terrain, what is overhead, what
the load bearing capacity of the site is, and what the hazards are
in the area.
• Operator training—Operators must be trained in the operation,
limitations, and emergency procedures for the cranes they oper-
ate. They should understand the load ratings and how to prop-
erly lift loads.
• Proper equipment selection for the job—Selection of the proper
equipment is a factor in operating cranes safely. The crane
should be matched to the operation it is to be used in. Review the
manufacturer’s specifications and recommendations to deter-
mine if a crane or derrick can be used in a particular application.
• Inspection—Inspection of cranes ensures that the equipment is
functioning as it is designed to.
a. Good maintenance—Crawler Locomotive & Truck
• Besides repairing the equipment, a crane program should in-
clude preventative maintenance. Well-maintained equipment
will aid in preventing accidents involving mechanical failure.
Modifications can only be made with the manufacturer’s ap-
proval.
Inspections
The two types of inspections are frequent and periodic. Frequent
inspections are the daily preoperational walk-around, the pre-
start-up check, and the post start-up check. Periodic inspections are
performed monthly and annually. The monthly inspection interval
varies depending on crane use and site conditions.
Maintenance
Keeping a crane in good operating condition requires preventative
maintenance as well as timely repairs. Follow your company’s pre-
ventive maintenance program. The basis for this program is the
manufacturer’s recommendations on preventive maintenance.
CRANES—AN OVERVIEW-1
4/11
Overhead lines
All overhead lines are to be considered energized unless the electri-
cal utility owning the line indicates the line is not energized.
For general industry use, when operating near power lines, mini-
mum clearance between the lines, and any part of the crane or load
must be 10 ft. for voltages of 50 kV or below; or 10 ft. plus 4 inches
for each 10 kV over 50 kV. When in transit with no load and boom
lowered, the equipment clearance must be at least 4 ft. for 50 kV or
below; or 4 ft. plus 4 inches for each 10 kV over 50 kV. Where
maintaining the proper clearances by sight is difficult for the opera-
tor, a signal man must be present to give timely warnings to the
operator for all operations.
Operating rules
For stationary, overhead, or gantry cranes, post the operating rules
so the crane operator can see them. Use the manufacturer’s oper-
ating manual for proper operating procedures.
General safety rules
Discuss basic safety rules, even those that seem obvious, with all
employees.
Training Tips Review 29 CFR 1910.179 — .181, and the employee handout before
presenting. Crane operators must be trained before initial assign-
ment and regularly thereafter.
Signal and ground personnel, lift directors, and riggers should also
be trained, along with all personnel who will be working around
cranes.
29 CFR 1910.179—Overhead and gantry cranes
29 CFR 1910.180—Crawler, locomotive, and truck cranes
29 CFR 1910.181—Derricks
CRANES—AN OVERVIEW-2
4/11
Overview
Safe crane operation involves using the correct type and size of crane for the work site. An
active inspection program, as well as periodic maintenance, contributes to a safe operation.
• Avoid carrying loads over people.

• Never allow anyone to ride the hook or load during hoisting, lowering, or traveling.
• Never walk away from the crane with a load suspended.
• Move loads slowly; avoid sudden acceleration or deceleration.
How to operate a crane safely
Underhung crane Guidelines to follow for safe crane operations include:
Bridge Trolley • Never exceed the crane’s load-limit. Load rating

Hoist
should be tested on an annual basis. The weight of the
load blocks and slings should be included in the calcu-
lations. Loads should always be balanced and secured.
Personnel should never stand underneath loads.
Controls
• Lift loads properly. Lower, raise, brake, and swing

loads slowly. If a load is moved too fast, it drifts away
from the crane which can cause the crane to tip for-
ward or the boom to collapse.
• Only lift loads when the crane is level. Consider wind speed and how that might affect the
load. Don’t drag or push a load. Swing every load slowly and don’t change speed suddenly.
• Avoid positioning the hook, or swinging a load over a person. When a load is held, be sure to
set and lock the brakes.
How to perform crane inspections
Crane inspections should include:
• Tightening or replacing loose or missing hardware.

• Inspect wire rope for defects.
• Check fluid levels and look for leaks. If fluid is leaking, schedule an appointment with the
maintenance shop to have it fixed.
• Ensure that operating controls are clearly marked.
• Check to make sure that a fire extinguisher and first-aid kit are available.
• Ensure that load limiting devices are available.
CRANES—AN OVERVIEW HANDOUT

Underhung crane
Bridge Trolley
Hoist
Controls
Sign-Off Sheet

who have taken part in a training session on Cranes—An Overview. The session covered:
• Operations at this facility which use cranes.
• How to safely operate a crane.

• How to perform a crane inspection.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CRANES—AN OVERVIEW SIGN-OFF

Cranes—Daily Inspection
Overview of Topic OSHA requires that cranes be inspected at regular intervals, such
as annually, periodically, or frequently. Depending upon the nature
of the components and the degree of exposure to wear, deterioration,
or malfunction, “frequent inspection” may mean “daily inspection.”
Not all of the following checks will apply to all types of cranes. Items
requiring a frequent inspection may include:
• Operating mechanisms for proper operation, proper adjustment,
and unusual sounds.
• All control mechanisms for excessive wear of components and
contamination by lubricants or other foreign matter.
• The operation of the upper-limit device under no-load condi-
tions.
• Tanks, valves, pumps, lines, and other parts of air or hydraulic
systems for leakage. Check hydraulic hoses, particularly those
that flex in normal operation.
• Hydraulic system for proper oil level.
• Hooks and latches for deformation, chemical damage, cracks
and wear.
• Rope reeving for compliance with crane manufacturer’s specifi-
cations.
• Hoist chains, including end connections, for excessive wear,
twist, distorted links interfering with proper function, or stretch
beyond manufacturer’s recommendations.
• Electrical apparatus for malfunctioning, signs of excessive dete-
rioration, dirt, and moisture accumulation.
• Tires for recommended inflation pressure.
• Each component used in lifting, swinging, or lowering the load
or boom for any defects that might affect operation.
• Exhaust pipes for guards or insulation in areas that could be
contacted by employees in the performance of normal duties.
• Sheaves, drums, rigging, hardware, and attachments.
• Guardrails, handholds, and steps for security.
• Platform and walkway anti-skid surfaces for damage or slip haz-
ards.
• Boom and jib for straightness and any evidence of physical dam-
age.
CRANES—DAILY INSPECTION-1
4/11
• Traveling mechanism warning signal.

• Working cab lighting, and no loose items lying about in the cab.
• Outriggers to make sure that neither the beams or cylinders are
distorted or cracked.
Additional, all ropes should be visually inspected. Ropes shall be
replaced if the following is noted:
• in running ropes, twelve randomly distributed broken wires in
one lay or four broken wires in one strand in one lay.
• one outer wire broken at the contact point with the core of the
rope, which has worked its way out of the rope structure and
protrudes or loops out from the rope structure.
• wear of one-third the original diameter of outside individual
wire.
• kinking, crushing, birdcaging, or any other damage resulting in
distortion of the rope structure.
• evidence of heat damage from any cause.
Employee Training The person performing the daily crane inspection should be capable
of identifying existing and predictable hazards in the surroundings
or working conditions which are unsanitary, hazardous, or danger-
ous to employees, and who has employer authorization to take
prompt corrective measures to eliminate them. While there are no
specific training requirements for this person, familiarity with the
crane is essential.
Training Tips You may want to prepare an inspection checklist for the daily in-
spection requirements that specifically apply to your equipment.
Introduce and cover these checklists along with the equipment
manufacturer’s operational manual(s).

ASME B30.2-2001—Overhead and Gantry Cranes
ASME B30.5-2000—Mobile and Locomotive Cranes
1910.179—Overhead and gantry cranes
1910.180—Crawler locomotive and truck cranes
1910.181—Derricks
CRANES—DAILY INSPECTION-2
4/11
Cranes—Daily Inspection
Overview
Inspect all cranes and crane equipment at the start of each shift to make sure it is in a safe
operating condition. Your employer will designate who in the company has the necessary back-
ground, education, and skills to make crane inspections.
Daily Inspection
All lifting and moving parts should be inspected, including:
• each part that is used in lifting, swinging, or lowering the load or
boom.
• sheaves, drums, rigging, hardware, and attachments. swivels, for
freedom of rotation.
• operating mechanism such as locking mechanisms, limit switches,
and safety devices.
• controls, instruments, and lights.
• booms for straightness and any evidence of physical damage. On
lattice booms, look for bent lattice.
• corrosion, especially under any attachments that are connected to the
chords and lacing.
• cracking or flaking of paint, which could indicate metal fatigue.
• tires for recommended inflation and outriggers to make sure that neither the beams or
cylinders are distorted or cracked.
Ropes
All ropes should be inspected and replaced if any of the following is noticed:
• in running ropes, twelve randomly distributed broken wires in one lay or four broken wires
in one strand in one lay.
• one outer wire broken at the contact point with the core of the rope, which has worked its way
out of the rope structure and protrudes or loops out from the rope structure.
• wear of one-third the original diameter of outside individual wire.
• kinking, crushing, birdcaging, or any other damage resulting in distortion of the rope struc-
ture.
• evidence of heat damage from any cause.

Your employer will provide the designated person with guidelines or a checklist for inspecting
the crane prior to its use. Your employer will also explain how to report any problems or main-
tenance issues you have with the crane.
CRANES—DAILY INSPECTION HANDOUT-1

Cranes—Daily Inspection Sign-off Sheet
part in a training session on Cranes—Daily Inspection. The session covered:
• Inspection procedures for the crane.
• Who is authorized to perform the daily inspections in the workplace.
• How to report any crane problems or maintenance issues.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CRANES—DAILY INSPECTION SIGN-OFF-1

Underhung crane
Bridge Trolley
Hoist
Controls Cranes—Load Charts
Overview Of Topic Cranes are commonly found in many workplaces. An important

part of crane training should cover the safe lifting capacity. Manu-
facturer’s operating notes (supplied with the crane) contain impor-
tant information concerning proper set-up, operation, and
additional points that need to be considered when calculating the
load handling capacities of cranes. Mistakes in calculating capac-
ity can cause serious accidents and death.
Requirements
The first requirement is that the employer must comply with the
manufacturer’s specifications and limitations applicable to the
operation of any and all cranes and derricks.
Factors to be considered when calculating the crane load capacity
include the following:
• Load Radius: the horizontal distance between the center of
the crane rotation to center of the load.
• Boom length: including the jib, swing away extension or any
other attachments that may increase length of the boom.
• Parts of line: refers to the number of hoist rope lines that are
reeved (installed) between the boom sheave wheels and the lift
hookblock. If you were to look at a crane and see four rope lines
coming down from the boom nose to the noseblock, that would
be considered four “parts of the line.”
• Quadrant of operation: the area of operation that the lift is
being made in. Different quadrants usually have differing lift-
ing capacities.
• Boom angle: the angle formed between the horizontal plan of
rotational and center line of the boom.
• Weight of an attachments: jib, lattice extension or auxiliary
boom point.
• Weight of handling devices: ball, block, and/or any neces-
sary rigging.
Many cranes come with load capacity charts which are supplied as
a convenience to assist in job planning. You should not rely on
these charts to make final lift decisions.
CRANES—LOAD CHARTS–1
4/05

These are too many factors that affect load capacity including
wind, terrain, and the type of load being lifted.
Crane attachments or modifications
All attachments used with cranes must not exceed the capacity,
rating, or scope recommended by the manufacturer.
Modifications of, or additions to your equipment, which affect the

capacity or safe operation, are strictly forbidden by OSHA without
notifying the manufacturer and obtaining written approval.
Unauthorized modifications can cause accidents and fatalities.
If modifications or changes are made, the capacity, operation, and

maintenance instruction plates, tags or decals must be changed
accordingly.
Do not reduce the original safety factor of the equipment.
Employee Training Crane operators must know manufacturer’s specifications and

limitations applicable to the operation of thier crane and attach-
ments, or any limitations determined by a qualified engineer.
Competent persons must know inspection procedures for all

machinery and equipment, and be able to conduct an annual
inspection if required by the employer.
Training Tips Describe where in the workplace crane operations are likely to
occur. Explain the company policy on who may operate a crane,
and who may inspect a crane.
Have a crane load chart to show trainees. Discuss some of the

types of cranes your employees may encounter during their work.
Discuss sheltering requirements and how to summon first aid if

needed.
ASME B30.5-2000—Mobile and Locomotive Cranes
CRANES—LOAD CHARTS–2
4/05

Cranes—Load Charts
Overview
Cranes are commonly found in many settings. It takes a lot of training to be able to safely oper-
ate a crane. An important part of the training covers safe lifting capacity. Manufacturer’s oper-
ating notes supplied with the machine contain important information concerning proper setup,
operation, and additional points that need to be considered when calculating load handling
capacities of cranes. Mistakes in calculating capacity can cause serious accidents and death.
Safety factors
Factors to be considered when calculating the crane load capacity include the following:
Load radius: the horizontal distance between the center of the crane rotation to the center of
the load.
Boom length: including the jib, swing away extension or any other attachments that may
increase length of the boom.
Parts of line: refers to the number of hoist rope lines that are
Underhung crane reeved (installed) between the boom sheave wheels and the lift hook-
Bridge block. If you were to look at a crane and see four rope lines coming
Trolley
Hoist
down from the boom nose to the hookblock, that would be considered
four “parts of line.”
Controls
Quadrant of operation: the area of operation that the lift is being
made in. Different quadrants usually have lower lifting capacities.
Boom angle: the angle formed between the horizontal plane of
rotation and center line of the boom.
Weight of any attachments: jib, lattice extension or auxiliary boom point.
Weight of handling devices: ball, block, and/or any necessary rigging. Many cranes are supplied
with load charts as a convenience to assist in job planning. You should not rely on these charts
to make final decisions. There are too many factors that affect load capacity including wind,
terrain, and the type of load being lifted.
Crane attachments or modifications

Comply with the following:
• All attachments used with cranes must not exceed the capacity, rating, or scope recom-
mended by the manufacturer.
• Modifications of, or additions to, your equipment, which affect the crane capacity or safe opera-
tion, are strictly forbidden by OSHA. Notify the manufacturer and obtaining written approval
before making any changes. Unauthorized modifications can cause accidents and fatalities.
• If modifications or changes are made, the capacity, operation, and maintenance instruction
plates, tags, or decals, must be changed accordingly.
• Do not reduce the original safety factor of the equipment.
If you have any questions on how to use crane load charts, see your supervisor.
CRANES—LOAD CHARTS HANDOUT

Underhung crane
Bridge Trolley
Hoist
Cranes—Load Charts
Controls
Sign-Off Sheet

who have taken part in a training session on Crane Load Charts. The session covered:
• The safety factors to consider when calculating crane loads.
• How crane attachments or modifications affect crane use.

• Required training for crane operators and competent persons.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CRANES—LOAD CHARTS SIGN-OFF

Cranes—Real Life Stories
Overview Of Topic It takes extensive training to be able to safely operate a crane. An

important part of that training covers the safe lifting capacity of the
crane. Manufacturers supply specific load charts with their equip-
ment. Mistakes in calculating capacity can cause serious accidents
or even death.

Jack was a stickler for details, which is a good thing, because he
operates various cranes that lift from 20 tons to 150 tons.
On this day, Jack was more particular than usual. He was to hoist
a large air conditioning unit to the top of the facility’s office building.
He was using a telescopic crane with a load limit of 40 tons. The air
conditioning unit was only 12 tons.
Philip, the foreman for the job, wanted the lift done immediately.
“Jack, can you hurry up and get that up on the roof?”
“I checked the load chart and there’s a problem. If I use this crane,
the load could cause the crane to tip or the telescopic boom to fail.”
“Why is that? The crane is rated for 40 tons.”
″That’s true, but the telescopic boom is going to be extended the full
length and the load chart says it’s too much weight hanging up and
out there. Plus, the wind is at 15 mph and that’s going to put even
more strain on the boom.″
“It’s going to get even windier later. We need to get that up now!”
Philip said, trying to pressure Jack to make the lift.
“I’m responsible for the lift. I’m not going to do it!” Jack replies,
standing his ground.
• Work pressures.
• Weather conditions.
• Load capacity.
What did Jack do right?
• Checked the load chart to confirm rated load capacity.
• Told Philip that the lift would be unsafe and refused to do it.
CRANES—REAL LIFE STORIES-1

4/10
What did Phillip do wrong?

• Didn’t understand the importance of the load chart, even though
he’s the foreman for the job.
• Failed to select the proper crane to perform the lift.
• Tried to pressure Jack into making the lift.
What should happen next?
• If the lift is to be made, they need to get a crane that can handle
it safely.
• Philip should receive training on overhead crane handling re-
quirements and crane load charts.
• Jack should be commended for not making the lift.
Training Tips Talk about the various types of cranes that your company uses. If
possible, tour the site and indicate where cranes have been used and
where they will be used in the future.
Discuss any company specific crane rules.
Have copies of appropriate load charts, and how to read them.
CRANES—REAL LIFE STORIES-2

4/10
Cranes—Real Life Stories

Jack was a stickler for details, which is a good thing, because he operates various cranes that lift
from 20 tons to 150 tons.
On this day, Jack was more particular than usual. He was to hoist a large air conditioning unit
to the top of the facility’s office building. He was using a telescopic crane with a load limit of 40
tons. The air conditioning unit was only 12 tons.
Philip, the foreman for the job, wanted the lift done immediately. “Jack, can you hurry up and get
that up on the roof?”
“I checked the load chart and there’s a problem. If I use this crane, the load could cause the crane
to tip or the telescopic boom to fail.”
“Why is that? The crane is rated for 40 tons.”
″That’s true, but the telescopic boom is going to be extended the full
length and the load chart says it’s too much weight hanging up and out
there. Plus, the wind is at 15 mph and that’s going to put even more
strain on the boom.″
“It’s going to get even windier later. We need to get that up now!” Philip
trying to pressure Jack to make the lift.
“I’m responsible for the lift. I’m not going to do it!” Jack replies, stand-
ing his ground.
What did Jack do right?
What did Phillip do wrong?
What happens next?

CRANES—REAL LIFE STORIES HANDOUT-1

Cranes—Real Life Stories Sign-Off
This sign–off sheet documents the employees at this company, ,

who have taken part in a training session on Cranes—Real Life Stories. At this training session,
we covered:
• Safe crane operating procedures.
• Operations in the workplace which use cranes.
• Who employees can go to with questions on crane operations.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
CRANES—REAL LIFE STORIES SIGN-OFF-1

Cranes—Wire Rope Safety
Overview of Topic Wire rope is composed of individual wires that have been twisted to
form strands. The strands are then twisted around a core to form a
wire rope.
When wire rope has a fiber core, it is usually more flexible but is less
resistant to environmental damage. A core that is made of a wire
rope strand tends to have greater strength and is more resistant to
heat damage.
Rope lay
The lay of a rope can mean any of three things:
• One complete wrap of a strand around the core; or
• The direction the strands are wound around the core, either
right lay or left lay; or
• The direction the wires that make up a strand are wound in
relation to the direction the strands are wound around the
core.
Wire rope life
Operating conditions affect wire rope life, such as bending, stresses,
loading conditions, speed of load application, abrasion, corrosion,
environmental conditions, and history of previous usage.
Training Tips Prior to the talk, review the employee handout.
List the operations which use wire ropes. Explain where wire ropes
are kept.
Explain who is “qualified” to inspect wire rope. Show examples of
typical damage or wear that employees should be looking for.
29 CFR 1910.184—Slings.
29 CFR 1910.179—Overhead and Gantry Cranes.
CRANES—WIRE ROPE SAFETY-1

4/13
Cranes—Wire Rope Safety

Overview
Wire ropes and cables are used in a variety of applications through all industries. Whether used
to lift loads, make up slings, or installed as part of a counter-weight system, wire ropes are
widely used. Your employer will discuss where at this facility wire ropes are commonly used.
Wire rope is made up of wires that have been twisted together to form strands. Strands are then
twisted around a core to form a wire rope. A fiber core makes a wire rope more flexible, while a
core of wire tends to have greater strength and is more resistant to heat and environmental
damage.
Rope lay
The lay of the rope can refer to:
• One complete wrap of a strand around the core; or
• The direction the strands are wound around the core, either
right lay or left lay; or
• The direction the wires that make up a strand are wound in
relation to the direction the strands are wound around the
core.
Lang lay ropes, with the wires twisted in the same direction as
the strands, are more flexible and has greater wear surface per
wire than regular lay ropes.
In regular lay ropes, the wire strands are laid in one direction while the strands in the rope are
laid in the opposite direction.
Wire rope life
Before each use, wire ropes should be inspected for broken wires or damaged strands. End
fittings or other components should also be inspected for damage. Conditions which require that
a wire rope or sling be discarded include the following:
• Severe corrosion,
• Localized wear (shiny spots) on the outside,
• A one-third reduction in outer wire diameter,
• Damage or displacement of end fittings such as hooks, rings, links, or collars due to overload
or misapplication, or
• An excessive number of broken wires.
Wire ropes must be lubricated in the field, depending upon the use, weight of the loads, the
number of bends, or the adverseness of the service conditions.
To ensure long working life, wire ropes should be stored properly, in a well-ventilated, dry
building or shed. Wire ropes and slings should not be stored on the ground, nor allowed to stay
in continuous contact with the elements, as this causes them to corrode or rust.
CRANES—WIRE ROPE SAFETY HANDOUT-1

Table of Contents for D

Diesel Exhaust
An Overview
Exposures
Dipping and Coating

An Overview
Operations
Real Life Stories
Disaster Recovery
An Overview
Driver Safety
Cell Phone Use
Drowsy Driving
Seat Belt Use
Snow and Ice
Real Life Stories
Vehicle Safety Program

An Overview
D TOC-1
10/14
Reserved
D TOC-2
10/14
Diesel Exhaust—An Overview
Overview of Topic Diesel engines provide power to a wide variety of vehicles, heavy
equipment, and other machinery used in a large number of indus-
tries including mining, transportation, construction, agriculture,
maritime, and many types of manufacturing operations. The
exhaust from diesel engines contains a mixture of gases and very
small particles that can create a health hazard when not properly
controlled.
What is diesel particulate matter (DPM)?
Diesel particulate matter (DPM) is a component of diesel exhaust
(DE) that includes soot particles made up primarily of carbon, ash,
metallic abrasion particles, sulfates and silicates.
Diesel soot particles have a solid core consisting of elemental car-
bon, with other substances attached to the surface, including
organic carbon compounds known as aromatic hydrocarbons.
OSHA’s current status for diesel exhaust
There is no single OSHA standard for diesel exhaust. However,
OSHA does have workplace exposure limits for the various chemical
components of diesel exhaust including carbon monoxide, sulfur
dioxide, benzene, carbon dioxide, nitrogen dioxide, acrolein, and
formaldehyde.
In addition, OSHA has a standard for “nuisance” dust that would
apply to the soot that exists in diesel exhaust. “Respirable” dust
particles are limited to 5 milligrams per cubic meter of air average
over eight hours.
Employee Training The training requirements for the Hazcom standard, 29 CFR
1910.1200(h) cover all of the training requirements for carcinogens.
Training Tips Have a SDS for diesel fuel. Point out the hazards of the diesel fuel
that are noted on the SDS and how the employer protects the
employees from the hazards. Explain how and to whom employees
should report any suspected exposures to diesel fuel exhaust.
29 CFR 1910.1200—Hazard Communications standard
29 CFR 1910.134—Respiratory Protection standard
DIESEL EXHAUST—AN OVERVIEW-1

10/14
Diesel Exhaust—An Overview

Overview
Diesel engines provide power to many types of equipment used in a large number of industries,
including transportation, mining, construction, agriculture, as well as many manufacturing
operations. Workers may be exposed to diesel exhaust every day.
Diesel particulate matter (DPM) is a component of diesel exhaust (DE) that is a smoky mixture
of:
• Toxic gases (carbon monoxide, sulfur oxides, nitrogen oxides, acrolein);
• Carbon particles (called particulate matter); and
• Other chemicals (attached to carbon particles). It is produced by incomplete combustion of
diesel fuel.
OSHA has no limits specific to exposure to diesel fuel, however, it would be covered under the
HazCom standard.
Health effects
Exposure to diesel exhaust can cause shortterm health problems with immediate impact or
longterm health problems that will develop over time. Some shortterm (acute) health effects
are: irritation of the eyes, nose, and throat; lightheadedness; heartburn; tightness in the chest;
wheezing; vomiting; headache; numbness and tingling in the extremities.
Prolonged DE/DPM exposure can increase the risk of cardiovascular, cardiopulmonary and respi-
ratory disease and lung cancer.
Both EPA and NIOSH state that diesel exhaust should be treated as a human carcinogen.
Your employer must tell you if there is a significant hazard from
diesel exhaust fumes in the workplace. Your employer must pro-
vide access to a data sheet for diesel fuel, and provide training
on the hazards and how you can avoid exposure.
Understand where exposures are likely to occur in your work-
place. Know what precautions your employer is taking to keep
you safe, and what you must do to help those efforts.
DIESEL EXHAUST—AN OVERVIEW HANDOUT-1

Diesel Exhaust—Exposures
Overview of Topic Over one million workers exposed to diesel exhaust face the risk of
adverse health effects ranging from headaches to nausea to cancer
and respiratory disease, including mine workers, bridge and tunnel
workers, railroad workers, loading dock workers, truck drivers,
material handling machine operators, farm workers, auto, truck
and bus maintenance garage workers, and longshoring employees.
Laboratory tests have shown diesel exhaust to be toxic, mutagenic
and carcinogenic. Workers also may experience dizziness, drowsi-
ness, headaches, nausea, decrement of visual acuity, and has been
implicated as a cause of reactive airway disease.
Control of diesel exhaust
Employers can control diesel exhaust by replacing, where possible,
diesel engines with propane engines.
Diesel exhaust can be controlled using ventilation. Fuel grade 1K, a
cleaner burning fuel, can be used instead of Diesel 1.
All diesel equipment should have regular maintenance and regular
tune-ups. Exhaust systems should be checked for proper function.
Employees can be isolated from the exhaust by engineering con-
trols.
A NIOSH-approved respirator that protects against acid gases,
organic vapors, and particulates should be used. Gloves, long-
sleeved shirts, long pants, and face and eye protection should be
used to prevent skin contact with diesel exhaust.
Employee Training The training requirements for the Hazcom standard, 29 CFR
1910.1200(h) cover all of the training requirements for carcinogens.
Employees who will be using respirators must also be provided
training on how to use, clean, and store the respirators.
Training Tips Have an SDS for diesel fuel. Point out the hazards of the diesel fuel
that are noted on the SDS.
29 CFR 1910.134—Respiratory Protection standard
DIESEL EXHAUST—EXPOSURES-1
10/14
Diesel Exhaust—Exposures
Overview
When diesel fuel burns in an engine, the resulting exhaust contains particulate matter that can
be inhaled and deposited in the lungs, along with gases such as nitrous oxide, formaldehyde,
benzene, sulfur dioxide, hydrogen sulfide, and carbon monoxide.
Occupations with potential exposure to diesel exhaust or include miners, construction workers,
heavy equipment operators, bridge and tunnel workers, railroad workers, oil and gas workers,
loading dock workers, truck drivers, material handling operators, farmworkers, long-shoring
workers, and auto, truck and bus maintenance garage workers.
How can it hurt me?
Exposure to high concentrations of diesel exhaust may cause:
• Irritation of the eyes, nose, and throat.
• Lightheadedness.
• Heartburn, nausea, or vomiting.
• Headache.
• Weakness, numbness, and tingling in the extremities.
• Wheezing.
Long-term (chronic) effects
Long-term exposure may cause:
• Persistent cough,
• Bronchitis, and
• Reduced lung capacity.
Diesel fuel can irritate the skin and can lead to severe redness,
pain, and chemical burn blisters. If the fuel is not cleaned from
the skin quickly, it is absorbed into the blood stream.
Your employer must tell you if there is a significant hazard from diesel exhaust fumes in the
workplace. Your employer must attempt to control exposures through the use of engineering
controls and administrative procedures. If those do not reduce exposures to below the allowable
limits, then the employer must provide appropriate PPE.
Understand where exposures are likely to occur in your workplace. Know what precautions your
employer is taking to keep you safe, and what you must do to help those efforts. If your employer
is supplying PPE to protect you against diesel exhaust, know how it is to be used, cleaned, and
maintained.
DIESEL EXHAUST—EXPOSURES HANDOUT-1

Dipping and Coating—An Overview
Overview of Topic A ″dip tank″ is a container holding a liquid, other than water, used
for dipping or coating.
Examples of operations covered by the dipping and coating stan-
dards are paint dipping, electroplating, pickling, quenching,
degreasing, stripping, roll coating, flow coating, and curtain coating.
The rule applies:
• To dip tanks containing a liquid other than water.
• When liquids in the tank or its vapors are used to clean an
object, coat an object, alter the surface of an object, or change the
character of an object.
• When draining or drying an object that you have dipped or
coated.
Know the hazards
Employees must be informed of workplace hazards, type(s) of pro-
tective equipment required, and emergency procedures and
reporting.
Employees must be aware of:
• Where in the workplace dip tanks are used.
• Operational and physical hazards of dip tanks.
Training Tips Inform workers of the location and hazards associated with dip tank
operations in your facility.
Review necessary PPE.
Review all applicable emergency procedures with employees who
work with or in proximity to, dipping and coating operations.
29 CFR 1910.124—Dipping and Coating Operations.
29 CFR 1910.134—Respiratory Protection.
29 CFR 1910.146—Permit-Required Confined Spaces.
DIPPING AND COATING—AN OVERVIEW-1

10/14
Dipping and Coating—An Overview

Overview
A dip tank means a container holding a liquid, other than water, that is used for dipping or
coating. An object may be immersed (or partially immersed) in a dip tank or it may be suspended
in vapor coming from the tank.
Examples of operations covered by the dipping and coating standards are paint dipping, elec-
troplating, pickling, quenching, tanning, degreasing, stripping, cleaning, roll coating, flow
coating, and curtain coating.
Because open-surface tanks present hazards, all employees involved with open-surface tank
operations must be instructed on the hazards of their jobs. They must also be trained in how to
protect themselves from the hazards and the first aid procedures that may apply.
How can it hurt me?
Operations that use open-surface tanks typically involve a potential for
splashing, dripping, or spattering.
Employees need to take precautions to protect themselves from direct con-
tact and from the inhalation of toxic vapors and fumes.
When a portable container is used to add a liquid to a dip tank, the con-
tainer and tank must be electrically bonded to each other, and positively
grounded, to prevent static electrical sparks or arcs.
Another hazard is the slipping/falling hazard that comes from working in
an area with the potential for wet floors.
In order to protect yourself adequately, you need to know what the hazards
are, what type of protection to wear, and information on the emergency procedures involved.
You should know the:
• Locations and processes which use dip tanks.
• Hazards of the chemicals used.
• Physical hazards around tanks, such as wet floors from drips and splashes.
• PPE that is necessary for a particular process including aprons, coats, jackets, gloves,
sleeves, boots, goggles, face shield, and/or respirators.
• Company procedure for reporting emergencies and/or accidents.
• Location and use of first-aid supplies.
• Company’s confined space entry procedures, if applicable.
You should also be aware of emergency procedures to follow in case of accident or equipment
failure.
DIPPING AND COATING—AN OVERVIEW HANDOUT-1

Dipping and Coating—Operations
Overview of Topic Operations that use open-surface tanks may present health haz-
ards, and employees need to take precautions to protect themselves
from direct contact and from the inhalation of toxic vapors.
Ventilation systems help remove toxic vapors from the work area.
Mats, grating, and slip-resistant footwear help reduce the risk of
injury from employees slipping and falling on wet floors.
Emergency procedures
Employees need to understand the emergency procedures if air con-
taminant levels rise above the desired levels or if the oxygen level
drops below 19.5 percent. The emergency procedures should
address:
• If employees need wear respirators to reduce their exposure
and/or provide adequate oxygen.
• Respirators are to be stored in a suitable cabinet to protect them
from hazardous substances. The respirators must also be readily
accessible.
• Employees need to use respirators in accordance with the respi-
ratory protection standard, 29 CFR 1910.134.
• Applicable permit-required confined space entry procedures.
Training Tips At 1910.124, OSHA has specific requirements for workers involved
in dipping and coating operations. Review these requirements prior
Inform workers of the location and hazards associated with dip tank
operations in your facility. Specify the PPE workers are required to
wear and tell them where they can obtain the PPE.
work with or in proximity to, dipping and coating operations.
29 CFR 1910.124—Dipping and Coating Operations.
29 CFR 1910.134—Respiratory Protection.
29 CFR 1910.146—Permit-Required Confined Spaces.
DIPPING AND COATING—OPERATIONS-1

10/14
Dipping and Coating—Operations

Overview
OHSA’s rule on dipping and coatings applies:
• When liquids in the tank or its vapors are used to clean an object, coat an object, alter the
surface of an object, or change the character of an object.
• When draining or drying an object that you have dipped or coated.
Personal protection
The following personal protective equipment (PPE) should be used when performing dipping and
coating operations:
• Foot protection, including rubber boots.
• Gloves of appropriate length and selected for the type of liquid being used in the process.
• Chemical goggles whenever splashing of chemicals may occur.
• Other types of PPE that would be necessary for a particular process including aprons, coats,
jackets, sleeves, or other impervious garments.
In order to protect yourself adequately, you need to know:
• Recommended respirator to be used, and use it according to OSHA’s
standard on Respiratory Protection.
• Necessary face/eye protection - chemical goggles and face shield as
required.
• Required gloves in a material and a length selected for the type of liquid
being used.
• Required foot protection, including rubber or chemical-resistant boots.
• Company procedure for reporting emergencies and/or accidents.
Permit-Required Confined Space - Entries into the tank must follow the
•
applicable procedures outlined in OSHA’s regulation on Permit-
Required Confined Spaces. A permit system, authorized entrants, attendants, and rescue
equipment may be needed before anyone is allowed to enter a tank.
• First-aid - Employees must know the first-aid procedures that are appropriate to the dipping
or coating hazards.
You should also be aware of emergency procedures to follow in case of accident or equipment
failure.
DIPPING AND COATING—OPERATIONS HANDOUT-1

Dipping and Coating Operations—Real Life

Stories
Overview of Topic A dip tank is a container holding a liquid, other than water, that is
used for dipping or coating. An object may be immersed (or partially
immersed) in a dip tank or it may be suspended in a vapor coming
from the tank.
Examples of operations covered by the dipping and coating stan-
dards are paint dipping, electroplating, pickling, quenching, tan-
ning, degreasing, stripping, cleaning, roll coating, flow coating, and
curtain coating.
Brad was working the dip tank. Part of the job involved loading and
unloading parts from the conveyor that ran through the dip tank.
The liquid in the tank was made up of various chemicals and was
hazardous to the skin.
• Brad was to wear specific types of personnel protective equip-
ment (PPE):
• Rubber boots;
• Gloves of appropriate length and selected for the type of liquid
being used in the process;
• Chemical goggles and a face shield whenever splashing of
chemicals may occur; and
• Other types of PPE that would be necessary for a particular
process including aprons, coats, jackets, sleeves, or other imper-
vious garments.
Today, due to the high temperature, Brad was a little lax with his
PPE. The goggles and face shield weren’t used; instead Brad wore
standard safety glasses with side shields. He wore the rubber boots
but had them unzipped and his coveralls tucked into them. Finally,
his gloves were rolled down and his coverall sleeves were rolled up.

• Improper use of PPE
• Violation of company safety policies.
What did Brad do right?
• Understood PPE requirements.
DIPPING AND COATING OPERATIONS—REAL LIFE STORIES-1

4/08
• Had some PPE on, but did not wear it properly and it was not
the correct type.
What did Brad do wrong?
• Wore standard safety glasses with side shields, which didn’t give
him much protection from chemical splashes.
• Didn’t have his boots zipped up with coveralls over the top.
• Wore his gloves rolled down and coverall sleeves rolled up, which
exposed skin.

• Brad should be disciplined for not wearing the correct PPE.
• Brad should also be given additional training on the hazards of
operation and substances used, work practices, and PPE.
Training Tips Before the talk, review 29 CFR 1910.124 and the employee handout.
At 1910.124, OSHA has specific requirements for workers involved
in dipping and coating operations. Review these requirements prior
Any employees who must enter a dip tank must meet the require-
ments of 1910.146 - Permit-Required Confined Spaces.
Inform workers of the location and hazards associated with dip tank
operations in your facility. Specify the PPE workers are required to
wear and tell them where they can obtain the PPE.
work with, or in proximity to, dipping and coating operations.
DIPPING AND COATING OPERATIONS—REAL LIFE STORIES-2

4/08
Dipping and Coating—Real Life Stories

Overview
A dip tank is a container holding a liquid, other than water, that is used for dipping or coating.
An object may be immersed (or partially immersed) in a dip tank or it may be suspended in a
vapor coming from the tank.
Examples of operations covered by the dipping and coating standards are paint dipping, elec-
troplating, pickling, quenching, tanning, degreasing, stripping, cleaning, roll coating, flow
coating, and curtain coating.
Brad was working the dip tank. Part of the job involved loading and unloading parts from the
conveyor that ran through the dip tank. The liquid in the tank was made up of various chemicals
and was hazardous to the skin. Brad was to wear specific types of personnel protective equip-
ment (PPE).
Today, due to the high temperature, Brad was a little lax with his PPE. The goggles and face
shield weren’t used; instead Brad wore standard safety glasses with side shields. He wore the
rubber boots but had them unzipped and his coveralls tucked into them. Finally, his gloves were
rolled down and his coverall sleeves were rolled up
What did Brad do right?
What happens next?

DIPPING AND COATING OPERATIONS—REAL LIFE STORIES HANDOUT-1

Dipping and Coating Operations—Real Life

Stories Sign-Off

who have taken part in a training session on Dipping and Coating Operations—Real Life Stories.
At this training session, we covered:
• Hazards involved in dip tank operations.
• The location of any dipping and coating operations in the workplace.
• Emergency procedures associated with the dipping and coating operations in the work-
place.
• OSHA regulations which apply to dipping and coating operations.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DIPPING AND COATING OPERATIONS—REAL LIFE STORIES SIGN-OFF-1

Disaster Recovery
Overview of topic While it will probably be necessary for the company to hire profes-
sional tradespeople and contractors to help the company recover
from a disaster, it may be necessary for a team of employees to
reenter the facility during recovery operations.
This team may be involved in:
• Escorting incident investigators (fire department, police,
insurance agents, OSHA compliance officers, etc.).
• Salvaging records, files, personal property, etc.
• Directing the activities of contractors.
Recovery hazards
The recovery team needs to be aware of the unique hazards that
may be present in a facility that has been damaged in a disaster.
Fire and explosion hazards
Damage may expose recovery workers to leaking natural gas lines,
propane supplies, vehicle gas tanks, or spilled flammable liquids.
The facility’s smoke detector, fire alarm, and fire suppression sys-
tems may be inoperable.
Flooding
Flooding disrupts clean water supplies and sewage disposal.
Workers should be aware of the risks for contracting infectious
disease or chemical poisoning from contact with contaminated
flood waters. In addition, recovery workers may be exposed to dis-
ease-causing fungi as a result of flooding.
Chemical hazards
Disasters may cause the release of hazardous chemicals. Recovery
workers need to be observant for evidence of chemical spills. Sources
of ignition must be kept away from areas where flammable or com-
bustible chemicals may have been released. Only specially trained
personnel can be authorized to clean up hazardous chemical spills.
Electrical hazards
The facility should be inspected by a licensed electrician before power
is restored to the building. During the recovery period, workers must
inspect all electric appliances carefully before use. Damaged equip-
ment must be removed from use for repair or replacement.
DISASTER RECOVERY–1
4/02

Natural or LP-gas supplies

The facility’s natural or LP-gas supply system should be inspected
by a professional before service is restored. Recovery workers who
discover any gas leaks should immediately evacuate the facility,
warn others to evacuate, leave doors open, and call for emergency
assistance.
Use of portable generators and temporary heaters
During recovery operations, it may be necessary to use portable
power generators and temporary heaters. Recovery workers must
follow all manufacturer’s operating instructions for using this
equipment.
Employee training There are no OSHA training requirements that specifically apply
to all workers involved in disaster recovery operations.
Employers need to assess the hazards involved in the conditions in
which the employees will be working. Recovery workers may need
additional training in topics such as:
• Emergency evacuation procedures.
• Hazard communication.
• Personnel protective equipment.
• Other topics as they apply to the assignment.
Training tips Review the company’s disaster recovery and business continuation
plan to identify those employees who may be involved in recovery
operations.
Tell the recovery team what their duties would be under the plan.
For example, some employees would be expected to direct various
types of work being done by contractors, and others would be
expected to salvage company records.
The training should cover the various types of hazards anticipated
for the activities and protective measures the employees should take.

29 CFR 1910.38 — Employee emergency action plans and fire pre-
vention plans.
29 CFR 1910.119 — Process safety management rule.
29 CFR 1910.120 — Hazardous waste operations and emergency
response rule.
The company’s written emergency action plan.
DISASTER RECOVERY–2
4/02

Disaster Recovery
After a disaster, employees may be injured, buildings may be damaged, records and equipment
may be lost, and normal business operations are interrupted or stopped altogether.
Successful disaster recovery requires good planning. The company takes a close look at how
possible disaster situations could affect operations and prepares a disaster recovery plan with
the goal of safely resuming normal operations as quickly as possible.
The company will probably need to hire outside contractors to help with recovery efforts, but it
may be necessary for a team of employees to reenter the facility during recovery operations.
This team may be involved in:
• Escorting incident investigators (fire department, police, insurance agents, OSHA compli-
ance officers, etc.).
• Salvaging records, files, personal property, etc.
• Directing the activities of contractors.
Recovery hazards
The recovery team needs to be aware of the unique hazards that may be present in a facility
that has been damaged in a disaster.
Fire and explosion hazards — The facility’s smoke detector, fire alarm,
and fire suppression systems may be inoperable.
Flooding — Workers should be aware of the risks for disease or poison-
ing from contact with contaminated flood waters.
Chemical hazards — Recovery workers need to be observant for chemi-
cal spills. Only specially trained personnel can be authorized to clean up
hazardous chemical spills.
Electrical hazards — Recovery workers must inspect all electric appliances carefully before
use. Damaged equipment must be removed from use for repair or replacement.
Natural or LP-gas supplies — Recovery workers who discover any gas leaks should immediately
evacuate the facility, warn others to evacuate, leave doors open, and call for emergency assistance.
Using portable generators and temporary heaters — Recovery workers must follow all
manufacturer’s operating instructions for using this equipment.
Employee training
Because your employer may need to change safety plans so they address the hazards during
recovery operations, recovery workers may need additional training in topics such as:
• Emergency action plan.
• Fire prevention plan.
• First aid procedures and exposure control plan.
• Hazard communication.
• HAZWOPER (emergency response plan).
• Personal protective equipment hazard assessment.
• Process safety management program.
• Respiratory protection program.
• Risk management plan.
DISASTER RECOVERY HANDOUT

Disaster Recovery
Sign-Off Sheet

who have taken part in a training session on Disaster Recovery. The session covered:
• The company disaster recovery or emergency action plan.
• Where a copy of the plan may be found.

• The employees’ responsibilities during a disaster.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DISASTER RECOVERY SIGN-OFF

Driver Safety—Cell Phone Use
Overview Of Topic Many states have restricted or are considering restricting cell
phone use when a person is driving a vehicle. The legislation
regarding cell phone use while driving makes the assumption that
dialing, holding, and talking on the phone is a significant distrac-
tion.
These laws may not be such a bad idea when we consider:
• The number of cell phone users has increased from 4 million in

1990 to over 190 million in 2005.
• Studies indicate that using cell phones while driving can dis-
tract drivers from what is going on around them.
• A National Highway Traffic Safety Administration (NHTSA)
study found that during daylight hours 1.2 million people are
using cell phones while they drive. That is about 8% of all
drivers.
• A study done by the University of Utah found that motorists
using cell phones were 18 percent slower in braking and
required 17 percent more time to regain the speed they lost
while braking.
• A study by the same university showed that in simulated driv-
ing conditions, drivers using a cell phone were more likely to
be involved in a rear-end collision than when those same driv-
ers were not using a cell phone.
What about hands-free cell phones?
Hands-free cell phones, which work by voice activation, have been

considered safer to use than regular cell phones. However, con-
sider the following:
• The University of Utah study indicated that drivers using

hands-free phones were not as likely to remember seeing bill-
boards, signs, or pedestrians as those not using a phone.
DRIVER SAFETY—CELL PHONE USE–1

4/06

• The NHTSA found that motorists using hands-free cell phones

redialed calls 40 percent of the time, compared to 18 percent
for drivers using hand held sets. Motorists who have hands-
free cell phones talk on them more since they are easier to use.
The University of Utah coined the term “inattention blindness” in
a 2003 study that explained “that users of hands-free phones and
hand-held cell phones are equally impaired, missing more traffic
signals and reacting to signals more slowly than motorists who do
not use cell phones.”
Laws banning cell phone use while driving
Many countries around the world ban or restrict the use of cell
phones while operating a motor vehicle. In the United States over
30 states have considered bills that would restrict cell phone use
while driving. Some states have already banned their use while
driving.
National Safety Council statement
The National Safety Council has come out with a position state-
ment on multitasking which addressed, among other things, the
use of cell phones while driving.
The NSC states that “a driver’s first responsibility is the safe oper-
ation of the vehicle and the best practice is to not use electronic
devices including cell phones while driving. When on the road,
drivers shall concentrate on safe and defensive driving and not on
making or receiving phone calls . . .”
Employee Training There are no regulatory requirements for training. If the company
has a policy on cell phone use, employees must know about it.
Training Tips Review the Overview and the Handout. If the company has a cell
phone use policy, review it as well. Ask attendees questions about
their experiences when driving and using a cell phone or with
other drivers who were using a cell phone while behind the wheel.

The company’s cell phone use policy.
Cell Phone Users Drive Blind—http://www.utah.edu/unews/

releases/03/jan/cellphone.html
National Safety Council—http://www.nsc.org/library/shelf/

inincell.htm
DRIVER SAFETY—CELL PHONE USE–2

4/06


Overview
Many states are considering restricting the use of cell phones while driving. It may not be such
a bad idea. Consider the following:
• Studies show that using cell phones while driving can lead to accidents because drivers are
distracted.
• Motorists using cell phones were 18 percent slower
in braking and required 17 percent more time to
regain lost speed than drivers who were not using
cell phones.
• Motorists using a cell phone were more likely to be
involved in a rear-end collision that when those
same drivers were not using a cell phone.
Hands-free cell phones

Hands-free cell phones are becoming more common, and they were once thought to be safer
than hand-held phones. However, this may not be the case.
• Drivers using hands-free phones were not as likely to remember seeing billboards, signs, or
pedestrians as those not using a phone.
• Motorists using hands-free cell phones redialed calls 40 percent of the time, compared to 18
percent for drivers using hand-held phones.
Studies show that users of hands-free phones and hand-held phones are equally impaired, missing
more traffic signals and reacting to signals more slowly than motorists who do not use cell phones.
Your experience
Think about times you have seen someone driving while dialing or talking on a cell phone.
• Were they driving safely?
• Did they drive erratically?
• Did you think that their reaction times were affected?

Your employer will discuss any existing cell phone use policy which you must follow if you oper-
ate company vehicles.
DRIVER SAFETY—CELL PHONE USE HANDOUT

4/06

Sign-Off Sheet

who have taken part in a training session on Driver Safety—Cell Phone Use.
The session covered:
• The increase in the use of cell phones by the operators of vehicles.

• The hazards of using cell phones while driving.
• State laws prohibiting cell phone use while driving.
• Any company policies regarding cell phone use while operating company vehicles.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DRIVER SAFETY—CELL PHONE USE SIGN-OFF

4/06
Driver Safety—Drowsy Driving
Overview Of Topic One of the most dangerous consequences associated with shift
work is sleepiness behind the wheel. The late night and early
morning drive times are the most hazardous, with the highest rate
of motor vehicle crashes occurring between the hours of midnight
and 6 a.m. when the body naturally experiences sleepiness.
Fall-asleep crashes result in a high rate of serious injuries and

fatalities for several reasons:
• They occur more often on highways and roadways where speed

limits are higher.
• The driver’s eyes are closed so there is no attempt to make a
corrective maneuver.
• The driver is usually alone so there is no one to alert the driver
to danger.
The National Highway Traffic Safety Administration estimates
that more than 100,000 crashes each year are the result of drowsy
driving. Some studies show that roughly one-quarter of shift work-
ers report having at least one crash or a close call within the last
year.
Lack of sleep is a nation-wide problem
Most people require seven to nine hours of sleep a night for opti-
mal performance. If a person does not get this amount of sleep, he
or she builds up a sleep deficit which can only be corrected by
sleeping.
Sleep debt cannot be overcome by willpower, nor will it go away by

itself.
Experts say that we, as a nation, are generally deprived of sleep.

When we don’t get sufficient, restful sleep, it makes us tired and
irritable and makes it hard to get through work. But it can also
lead to more serious problems.
Caffeine, such as that in coffee or cola, might help us feel more

alert, but the effects last only a short time. Sleep-deprived people
on caffeine are still likely to have “micro-sleeps,” brief naps that
DRIVER SAFETY—DROWSY DRIVING–1

4/06

last four or five seconds. When driving or operating machinery,

four or five seconds is plenty of time for an accident to occur.
People also cannot predict when they will fall asleep. Sleep is not
voluntary; when drowsy, a person can fall asleep and never know
it. Also, you cannot tell how long you’ve been asleep.
Even the safest of drivers can become confused and use poor
judgement when they are sleepy. In order to be safe drivers we all
need to keep our eyes open—and that means staying off the roads
when we are sleepy.
Even if you think you cannot nap during a trip, stop the car and
recline for 15 minutes. It can be easier than you might think to fall
asleep. Make use of well-lit rest stops or truck stops. Always lock
your doors and roll up your windows.
Training Tips Review Overview and the employee Handout. If the employer has
a driver safety program, review it as well.
When presenting, ask if any of the attendees has a personal
account of drowsy driving or falling asleep at the wheel, or know of
someone who has been affected by sleeping behind the wheel.

OSHA Guidelines for Employers to Reduce Motor Vehicle Crashes.
NHTSA The Road to Preventing Drowsy Driving.
DRIVER SAFETY—DROWSY DRIVING–2

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Overview
Falling asleep behind the wheel is deadly! More than 100,000 crashes each year are the result
of drowsy driving. About 1/4 of shift workers report having an accident or close call in the last
year.
Fall-asleep crashes result in a high rate of serious injuries and fatalities for several reasons:
• They occur more often on highways and roadways where speed limits are higher.
• The driver’s eyes are closed so there is no attempt to make a corrective maneuver.
• The driver is usually alone so there is no one to alert the driver to danger.
Drowsiness is dangerous
Drowsiness impairs driving skills. Drowsy drivers:
• are more likely to make poor decisions.
• have reduced response times and the ability to react.
• have decreased awareness such as tunnel vision, wandering thoughts, and shortened atten-
tion span.
Warning signs
Some warning signs of drowsiness include:
• excessive yawning.
• eyelids that droop or blink frequently.

• trouble keeping eyes open and focused.
• trouble concentrating, wandering mind, or dis-

connected thoughts.
• poor driving such as weaving between lanes, tail-
gating, missing traffic signals.
• driving off the road or hitting rumble strips.
Any of these can be a sign of drowsy driving, and you
should consider getting off the road.
Don’t drive drowsy

Things like turning up the volume of the radio, eating or chewing gum, opening a window, and
getting out of the car and stretching only work for a short while. The only real solution is to get
off the road and sleep.
DRIVER SAFETY—DROWSY DRIVING HANDOUT

4/06

Sign-Off Sheet

who have taken part in a training session on Driver Safety—Drowsy Driving.
• The dangers of drowsy driving.

• Symptoms of drowsy driving.
• Things attendees can do to keep themselves safe.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DRIVER SAFETY—DROWSY DRIVING SIGN-OFF

4/06
Driver Safety—Seat Belt Use
Overview Of Topic Traffic crashes are the leading cause of on-the-job fatalities in the
United States, according to the Bureau of Labor Statistics.
Using seat belts cuts the risk of death by 45% for people riding in
cars and by as much as 60% for those traveling in trucks or SUVs.
Seat belts save 14,000 lives each year and every state in the
nation has a law mandating seat belt use, but 20% of Americans
still fail to buckle up.
Other costs of motor vehicle accidents
Besides being the largest cause of death on the job, motor vehicle
crashes are also:
• One of the largest contributors to Workers’ Comp costs.
• One of the costliest, but least addressed causes of loss in the

workplace.
Training can make a difference
Statistics show that:
• in up to 50% of accidents, the drivers were distracted.
• nearly 30% of accidents were related to excessive speed.
• in more than 50% of fatal crashes occupants were not belted in.
Seat belts are life savers
Increasing safety belt use is the single most effective short-term

way to significantly reduce deaths and injuries from traffic
crashes.
When properly used, seat belts can reduce the risk of fatal injury
for front seat occupants by:
• 45% in cars.
• 60% in light trucks.
DRIVER SAFETY—SEAT BELT USE–1

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Safety belts provide protection against ejection, with up to 20% or

more of fatalities being attributed to lack of restraint, while
among those who are belted in the fatalities are about 1%.
Why aren’t we using seat belts?
All modern vehicles are equipped with seat belts, but many people
do not use them. These people argue that seat belts are a nui-
sance, that they trap passengers in the vehicle in the event of a
crash, or that they are a good driver and don’t need to use them.
Training Tips There is no training requirement for programs to promote the use
of seatbelts among employees. However, encouraging the use of
seatbelts among employees can lead to a healthier workforce,
reduced WC costs, and less costly insurance and related costs.
Review the Overview and the Handout. Obtain any safe driving
materials which are available from your local or state authorities.
If your employer has a safe driving program, get those materials
and introduce and reinforce them through this training.
Ask attendees who always or nearly always uses seatbelts and

who often or rarely uses seatbelts. Ask why. Also ask if anyone
was ever saved by wearing a seatbelt.

The company’s safe driving program.
Local or state safe driving materials.
DRIVER SAFETY—SEAT BELT USE–2

4/06


Overview
Every 5 seconds a motor vehicle crash occurs. Every 7 seconds a property damage accident
occurs. Every 10 seconds there is a traffic-related injury. Every 12 minutes someone in the U.S.
dies in a traffic accident.
Traffic crashes are the number one cause of on-the-job fatalities in the United States.
Seat belt use
Even among those who do not regularly buckle up, they admit that using seatbelts is the num-
ber one thing that they could do to make themselves more safe while riding in a vehicle.
If you don’t regularly use a seatbelt, why

not? What is your favorite excuse?
“They are a nuisance.”
Most motor vehicle accidents happen

within 25 miles of your home, and at
speeds under 40 miles per hour. The incon-
venience of having to buckle and unbuckle
a seatbelt is outweighed by not being
thrown from the vehicle or hitting your
head during an accident.
“Seatbelts trap you in the vehicle.”
If the crash is bad enough to trap you in the vehicle, you will be trapped even if you are not
wearing a seatbelt. Even if the car were to go into water or catch on fire, your chances of sur-
vival would be improved because you would be more likely to be conscious.
“I’ve never been in an accident—I don’t need to wear one.”

According to statistics, four out of five drivers involved in an accident had never had one
before.
What should I do?
If you don’t use seatbelts regularly, try to develop the habit of putting the belt on every time
you get into a vehicle. It is the best way to protect yourself on the road.
DRIVER SAFETY—SEAT BELT USE HANDOUT

4/06

Sign-Off Sheet

who have taken part in a training session on Driver Safety—Seat Belt Use.
• Motor vehicle accident rates.

• How seatbelts can save lives.
• The company seatbelt program.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DRIVER SAFETY—SEAT BELT USE SIGN-OFF

4/06
Driver Safety—Snow and Ice
Overview Of Topic Knowing how to drive safely on ice or with snow on the roads can
be a matter of life and death.
Some safe winter driving tips include the following:
• Buckle up every time you get into the vehicle.
• Clear snow and ice from all windows and lights prior to driv-
ing. This allows you to see and to be seen.
• Clear snow from the hood and roof as much as possible so that
it does not fly off and limit your visibility or that of another
driver.
• Check road conditions before starting out; check with your
state transportation department for information. Allow for
extra travel time or consider delaying the trip if the weather is
bad enough.
• Use low-beam headlights, even in the daytime. They are
brighter than daytime running lights and will also activate the
tail lights—making the vehicle more visible.
• Pay attention to the road conditions; driving speed should
depend on road conditions and visibility. Posted speed limits
are for dry pavement.
• Lengthen your following distance. It takes more time to stop in
adverse conditions. Break early and don’t stomp on the brakes.
• Don’t use cruise control in wintry conditions. Even roads that
appear clear can have sudden slippery spots and the short
touch of your brakes to deactivate the cruise control feature
can cause you to lose control of your vehicle.
• If your vehicle begins to skid, turn into the skid, and gently tap
the brakes to try to bring the vehicle under control.
• If the vehicle is equipped with anti-lock brakes, apply steady
pressure to avoid skidding.
• Bridges and bridge decks may be icy even when the rest of the
pavement is in good condition. Cold air and damp weather will
DRIVER SAFETY—SNOW AND ICE–1

4/06

cause bridges and bridge decks to ice up quickly under the

right circumstances.
• When changing lanes or merging proceed with caution. Merge
slowly since sudden movements may cause vehicles to skid.
• Look further ahead in traffic than you normally would, if pos-
sible. Actions by other drivers will alert you quicker to prob-
lems and give you some extra time to safely react.
• Four-wheel drive vehicles may help you get going quicker than
other vehicles, but they don’t stop any faster. 4x4’s are typi-
cally heavier than other vehicles and will take longer to stop. A
4x4 can lose traction as quickly as a two-wheel drive vehicle.
• Keep a safe distance between your vehicle and snow plows.
Plowing might result in a cloud of snow, limiting visibility.
They may throw ice, rocks, or salt. Don’t attempt to pass on the
right-hand side.
What if you get stuck?
• Don’t panic—don’t overexert yourself trying to get the vehicle

out of the snow.
• Turn on the flashing lights, set up flares, or put brightly col-
ored cloth on the antenna.
• Stay with the vehicle unless you can see help within about 100
yards. Watch for traffic or rescuers.
• Run the engine about 10 minutes every hour. Keep a window
open slightly and make sure the exhaust pipe is free of snow.
• Bundle up for warmth—put on all the clothing that you can.
• Monitor for frostbite, hypothermia, and carbon monoxide poi-

soning.
Training Tips Review the Overview and the Handout. Get any other informa-
tion, such as that from your state’s department of transportation.

The state department of transportation.
DRIVER SAFETY—SNOW AND ICE–2

4/06


Overview
Knowing how to drive safely on ice or with snow on the roads can be a matter of life and death.
Some safe winter driving tips include the following:
• Buckle up every time you get into the vehicle.
• Clear snow and ice from all windows and lights prior to driving.
• Clear snow from the hood and roof as much as possible.
• Check road conditions before starting out—allow for extra travel time or consider delaying
the trip if the weather is bad enough.
• Use low-beam headlights, even in the daytime.
• Driving speed should depend on road conditions and visibility.
• Lengthen your following distance. It takes

more time to stop in adverse conditions.
• Don’t use cruise control in wintry conditions.
• If your vehicle begins to skid, turn into the

skid, and gently tap the brakes to try to bring
the vehicle under control.
• If the vehicle is equipped with anti-lock
brakes, apply steady pressure to avoid skid-
ding.
• Watch for icy bridges and bridge decks—even
when the pavement is in good condition.
• Change lanes or merge slowly to avoid skidding.
• Look further ahead in traffic to give you extra time to safely react.
• Four-wheel drive vehicles may take longer to stop. A 4x4 can lose traction as quickly as a
two-wheel drive vehicle.
• Keep a safe distance between your vehicle and snow plows. Don’t attempt to pass on the
right-hand side.
DRIVER SAFETY—SNOW AND ICE HANDOUT

4/06

Sign-Off Sheet

who have taken part in a training session on Driver Safety—Snow and Ice.
• The hazards of driving on icy or snow covered roads.

• Hints and tips for driving on icy or snow covered roads.
• What to do if the vehicle gets stuck.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DRIVER SAFETY—SNOW AND ICE SIGN-OFF

4/06
Driver Safety—Real Life Stories
Overview Of Topic It’s common for employees to use company vehicles to visit clients,
make deliveries, attend meetings, pick up supplies, or to do a vari-
ety of other tasks. Motor vehicle accidents are the number one
cause of occupational death. For this reason, companies make
rules regarding operation of company vehicles to help employees
stay safe.
Brandon and Megan were traveling to the trade show in a com-

pany van. As it often happens, Brandon was behind the wheel and
Megan was providing directions. As they were driving, Brandon’s
cell phone rang and he answered it. While Brandon continued to
talk, Megan felt decidedly uncomfortable with Brandon’s apparent
disregard of the company “cell phone while driving” policy.
After the phone conversation was over, Megan decided to mention

the policy to Brandon.
“You know that you’re not supposed to be talking on the phone
while driving a company vehicle, right?”
“So what,” Brandon snapped, “Besides, that was Jack in the mar-
keting department. He wanted to know if we had enough catalogs
for the trade show.”
“That’s even worse,” Megan said, “He should know better than to
call when he knows you’re driving. And you know what else? You
don’t have your seat belt on either. Are you trying to break all the
company’s vehicle policies?”
What did Brandon do wrong?
• Answered his cell phone when company policy prohibited it.
• Didn’t pull over to talk, or give the phone to Megan so she

could have talked to Jack instead.
• Wasn’t wearing his seat belt.
DRIVER SAFETY—REAL LIFE STORIES–1

10/06

What did Megan do right?
• Mentioned the company’s “cell phone use while driving” policy.
• Pointed out Brandon’s failure to use his seat belt.
What happens next?
• Megan should report the incident.

• Brandon should review the vehicle safety policies.
• Brandon should be re-trained on the company vehicle safety

policies.
Vehicle safety
Wrap up the session by covering what a company vehicle program

should include:
1. Management commitment and employee involvement.
2. Written policies and procedures.
3. Driver agreements.
4. Motor vehicle record checks for each driver.
5. Crash reporting and investigation procedures.
6. Vehicle selection, maintenance, and inspection procedures.
7. Disciplinary action system for violations of the program’s

provisions.
8. Reward/incentive programs to promote safe driving.
9. Driver training and communication programs.
10. Regulatory compliance.
Training Tips Review the company’s vehicle program and policy. Explain how
employees are to report accidents or crashes. Also explain how the
company handles moving violations.
DRIVER SAFETY—REAL LIFE STORIES–2

10/06

Driver Safety—Real Life Stories

Overview
It’s common for employees to use company vehicles to visit clients, make deliveries, attend
meetings, pick up supplies, or to do a variety of other tasks. Motor vehicle accidents are the
number one cause of occupational death. For this reason, companies make rules regarding
operation of company vehicles to help employees stay safe.
What did Brandon do wrong?
What did Megan do right?
What happens next?

Vehicle safety
A company vehicle safety program should include:
1. Management commitment and employee involvement.
2. Written policies and procedures.
3. Driver agreements.
4. Motor vehicle record checks for each driver.
5. Crash reporting and investigation procedures.
6. Vehicle selection, maintenance, and inspection procedures.
7. Disciplinary action system for violations of the program’s provisions.
8. Reward/incentive programs to promote safe driving.
9. Driver training and communication programs.
10. Regulatory compliance
DRIVER SAFETY—REAL LIFE STORIES HANDOUT-1

Driver Safety—Real Life Stories Sign-Off
a training session on Driver Safety—Real Life Stories. At this training session, we covered:
• Motor vehicle accidents are the number one cause of occupational death.
• The company vehicle operation policy.
• How employees are to report accidents or crashes.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
DRIVER SAFETY—REAL LIFE STORIES SIGN-OFF-1

Driver Safety—Vehicle Safety Program
Overview of Topic Vehicle crashes are a leading cause of work-related fatalities.

Whether crashes occur when employees drive fleet vehilces or
duirng employees’ daily commutes, any crash can have a significant
impact upon your employees.
There is no OSHA rule on company vehicle safety, but the agency
does recommend having an effective workplace driver safety pro-
gram, and drivers should be aware of it.
Management can provide leadership, set policies, and allocate
resources to create a safety culture. Actively encouraging employee
participation and involvement can help the vehicle safety program
effort to succeed.
Create a clear, comprehensive and enforceable set of traffic safety
policies and communicate them to all employees. Establish a con-
tract with all employees who drive for work purposes, whether they
drive assigned company vehicles or personal vehicles.
Training Tips Explain that the company policy is designed to save lives and reduce
injuries.
Review the rules for operation of company vehicles, and what is
expected of employees while operating company vehicles.
Explain the company policy and company expectations on seat belt
use, alcohol and drug use, reporting accidents, moving violations,
use of cell phones, and so on.
Explain the procedure for reporting mechanical issues and sum-
moning roadside help.
Explain collision reporting and investigation procedures.
Review all safety supplies and equipment in the vehicle.
The company’s vehicle safety program.
DRIVER SAFETY—VEHICLE SAFETY PROGRAM-1

4/13
Driver Safety—Vehicle Safety Program

Overview
Driving a company vehicle is a privilege. Your employer has a company vehicle safet program to
help protect you and others on the road, and to protect the company from liability concerns.
Make sure that you follow the program. This includes following all rules established in the
program.
Follow the program
Your employer will review the company vehicle safety program with you. As a driver, you have
to put safe driving techniques into practice each time you get behind the wheel. You should:
• Make sure that the vehicle is safe to operate;
• Follow the company policy for the use of hand-held cell phones while driving;
• Follow all traffic laws and speed limits;
• Never leave the scene of an accident you are involved in prematurely;
• Promptly report any traffic incidents or accidents to the appropriate person or office
Stay safe
When you drive:
• Use a seat belt at all times - driver and
passengers;
• Be well-rested before driving;
• Avoid taking medications that make you
drowsy;
• Pay attention to the road and avoid dis-
tractions; and
• Always use turn signals, and check all
mirrors and blind spots before turning or
changing lanes.
Drive defensively
Remember to:
• Keep your cool;
• Be patient and courteous to other drivers;
• Always watch for pedestrians and bicyclists; and
• Allow plenty of travel time, especially during busy travel times.
Your employer will:
• Explain the company vehicle safety policy to you.
• Explain what is expected of employees when operating a company vehicle.
• Review actions drivers are to take in the event of mechanical difficulties, emergencies, or
accidents.
DRIVER SAFETY—VEHICLE SAFETY PROGRAM HANDOUT-1

Overview Of Topic OSHA refers to disposable paper respirators, or dust masks, as

“filtering facepieces.” At 29 CFR 1910.134, OSHA defines these as
“negative pressure particulate respirator with a filter that is an
integral part of the facepiece or with the entire facepiece composed
of the filter medium.” We will just call them dust masks.
In many cases, dust mask use is not required by the working con-
ditions, but employees wish to voluntarily wear them. Under this
scenario, the employer has specific training requirements which
must be followed.
Provide
Information When employees use dust masks on a voluntary basis, the
employer must make sure that the use of the respirator itself does
not create a hazard. That is, to ensure that the use of dust masks
does not in itself pose a hazard, or that their use does not interfere
with the employee’s ability to work safely.
Prior to using voluntary-use dust masks, each employee must be

provided with basic information on the proper use of respirators.
The information may be transmitted either in written form or ver-
bally.
When employees use dust masks on a voluntary basis, they need

to understand how to use and care for them properly to provide
the best protection.
Employer Responsibilities
Employers who allow their employees to wear respirators on a vol-

untary basis when not required by OSHA or the employer must
implement limited provisions of a respiratory protection program.
With voluntary-use of dust masks in the workplace, OSHA does

not require:
• medical evaluations prior to use.
• a fit test.
• users to remove beards to provide for a best fit.
DUST MASK (VOLUNTARY-USE)–1

10/07

However, the employer must make sure that employees are caring
for and using them properly. You must also ensure that they do not
wear their dust masks into atmospheres containing contaminants
which the respirator is not designed to protect against.
When a filtering facepiece respirator is all that is used, the

employee must be provided a copy of Appendix D, which is repro-
duced in the handout for this topic. For all other voluntary users,
an additional written respirator program that covers medical fit-
ness and proper maintenance procedures must be implemented.
Training Tips Review 1910.134 and APPENDIX D to 1910.134. Also review the
employee handout. Train your employees to:
• read and follow manufacturer instructions on use, mainte-

nance, cleaning, and care.
• use the respirator for what the manufacturer designed it for,
and look for proper certification on the respirator or package.
• not wear respirators into atmospheres containing contami-
nants for which the respirator is not designed to protect the
wearer against.
• keep track of their respirator so as not to mistakenly use some-
one else’s.

29 CFR 1910.134—Respirator protection.
29 CFR 1910.134 APPENDIX D—Information for employees using
respirators when not required under this standard (Mandatory).
DUST MASK (VOLUNTARY-USE)–2

10/07


Employers who allow their employees to wear dust masks on a voluntary basis when not
required must provide them a copy of Appendix D (reproduced here).
Copy of 1910.134 Appendix D
Respirators are an effective method of protection against designated hazards when properly
selected and worn. Respirator use is encouraged, even when exposures are below the exposure
limit, to provide an additional level of comfort and protection for
workers. However, if a respirator is used improperly or not kept
clean, the respirator itself can become a hazard to the worker.
Sometimes, workers may wear respirators to avoid exposures to
hazards, even if the amount of hazardous substance does not
exceed the limits set by OSHA standards. If your employer pro-
vides respirators for your voluntary use, or if you provide your
own respirator, you need to take certain precautions to be sure
that the respirator itself does not present a hazard.
You should do the following:
1. Read and heed all instructions provided by the manufacturer on use, maintenance,
cleaning and care, and warnings regarding the respirators limitations.
2. Choose respirators certified for use to protect against the contaminant of concern.
NIOSH, the National Institute for Occupational Safety and Health of the U.S. Depart-
ment of Health and Human Services, certifies respirators. A label or statement of certi-
fication should appear on the respirator or respirator packaging. It will tell you what
the respirator is designed for and how much it will protect you.
3. Do not wear your respirator into atmospheres containing contaminants for which your
respirator is not designed to protect against. For example, a respirator designed to filter
dust particles will not protect you against gases, vapors, or very small solid particles of
fumes or smoke.
4. Keep track of your respirator so that you do not mistakenly use someone else’s respirator.
DUST MASK (VOLUNTARY-USE) HANDOUT

Handouts may be copied and distributed to workers for4/07 Copyright J. J. Keller & Associates, Inc.,
Dust Mask (Voluntary-Use)—

Sign-Off Sheet

who have taken part in a training session on Dust Mask (Voluntary-Use). The session covered:
• The company policy on voluntary-use respirators.
• The need to understanding all instructions provided by the manufacturer.

• How to care for the respirator.
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DUST MASK (VOLUNTARY-USE) SIGN-OFF

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Table of Contents for E

Electrical Safety
An Overview
Accident Prevention
Extension Cords
Arc Flash & Blast
Introduction to Electricity
Qualified Persons
Real Life Stories
Electrocution
Real Life Stories
Emergency Action Plan

An Overview
Evacuation
Planning for Emergencies
Severe Weather
Real Life Stories
Employee Access to Medical Records

An Overview
Exposure Records
Employee Alarm Systems

An Overview
Ergonomics
An Overview
Office Ergonomics
Real Life Stories
Reducing Hazards
Repetitive Motion
Ethylene Oxide
An Overview
Exposures
Real Life Stories
E TOC-1
10/14
Exits
Designated Path
Maintaining a Safe Exit
Required Signage
Real Life Stories
Eyestrain and CVS

An Overview
Eyewash and Showers

An Overview
Real Life Stories
Using Eyewashes
E TOC-2
10/14
Electrical Safety—An Overview
Overview of Topic Electricity has long been recognized as a serious workplace hazard,
exposing employees to such dangers as electrical shock, electrocu-
tion, burns, and fires.
Working with electricity can be dangerous. Engineers, linemen,
electricians, and others work with electricity directly, including
overhead lines, cable harnesses, and circuit assemblies. Office work-
ers and salespeople work with electricity indirectly and may also be
exposed to electrical hazards.
OSHA standards cover many electrical hazards in many different
industries. OSHA’s electrical standard covers all workers who are or
could be exposed to the hazards of electricity, and attempts to mini-
mize potential hazards by specifying safety aspects in the design
and use of electrical equipment and systems.
Employee Training At §1910.332, OSHA has specific training requirements for all
employees who face the risk of electrical shock.
All employees should be trained to be thoroughly familiar with the
safety procedures for their particular jobs. Moreover, good judgment
and common sense are integral to preventing electrical accidents.
Training Tips Review Subpart S as it might apply to your facility.
Using the employee handout, review the requirements of 1910 Sub-
part S with the employees.
29 CFR 1910 Subpart S—Electrical.
ELECTRICAL SAFETY—AN OVERVIEW-1

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Electrical Safety—An Overview

Overview
Electricity is an integral part of our lives both at home and in the workplace. Using safe work
practices while working on or near de-energized electrical parts can decrease your chances of
being injured from electricity.
Employees who work on or near de-energized electrical parts require training on how equipment
is de-energized and locked out/tagged out, how to safely work on or near de-energized parts, and
what safeguards to use.
How can it hurt me?
High-voltage shocks can cause serious injury or sometimes death. The effects of an electrical
shock on the body can range from a tingle to immediate cardiac arrest. Sever shocking can cause
more damage than can be seen with the naked eye.
Electrical currents travel in closed circuits
through conducting material. You can
receive a shock when a part of your body
comes into contact with:
• Both wires of an electrical circuit.
• One wire of an energized circuit and the
ground.
• Part of a machine which is “hot” because
it is contacting an energized wire and
the ground.
Your employer will:
• Train you on the electrical hazards you
may be exposed to on the job.
• Discuss what is expected of you in
regards to working with electricity or electrical parts.
ELECTRICAL SAFETY—AN OVERVIEW HANDOUT-1

Electrical Safety—Accident Prevention
tion, burns, fires, and explosions. The accidental or unexpected
sudden start-up of electrical equipment can cause severe injury or
death.
Protecting employees
Most electrical accidents result from one of the following three fac-
tors:
• Unsafe equipment or installation,
• Unsafe environment, or
• Unsafe work practices
Some ways to prevent these accidents are through the use of insu-
lation, guarding, grounding, electrical protective devices, and safe
work practices.
Before work can begin, the switch or controls of the machine or
other equipment being locked out of service must be securely tagged
(tagout) to show which equipment or circuits are being worked on.
Employee Training Training requirements for employees working with or around elec-
tricity are at 29 CFR 1910.332—Electrical Training. The training
requirements cover:
• General requirements (safety-related work practices required
by §1910.331 through 1910.335) that pertain to an employee’s
respective job assignment;
• Additional requirements for unqualified persons; and
• additional training for qualified employees.
Training Tips Using the employee handout, review with the employees the
requirements of §1910 Subpart S—Electrical as it relates to your
workplace.
Show samples of any PPE which is required or can be used to protect
from electrical hazards in your workplace.
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Electrical Safety—Accident Prevention

Overview
Electricity has long been recognized as a serious workplace hazard, exposing employees to such
dangers as electrical shock, electrocution, burns, fires, and explosions.
What causes electrical accidents?
Electrical accidents are caused by one or more of the following:
• unsafe equipment and/or installation.
• unsafe workplaces caused by environmental factors.
• unsafe work practices.
The following safety rules apply to all electrical equipment:
• Regularly inspect tools, cords, grounds, and accessories. Have damaged equipment repaired
or replaced immediately.
• Always use safety features like three-pronged plugs, double-insulated tools, and safety
switches. Make sure that all machine guards are in place.
• Install or repair equipment only if you are authorized to do so, and you use proper lockout/
tagout procedures.
• Keep electrical cables and cords clean and free from kinks. Never
carry equipment by the cord.
• Avoid touching water, damp surfaces, ungrounded metal, or any
bare wires if you are not protected. Wear approved rubber gloves
when working with live wires or ungrounded surfaces. Rubber-
soled shoes or boots should be worn when working on damp or wet
surfaces.
• Avoid wearing jewelry or metal objects when working with elec-
tricity.
• Always have equipment de-energized and ensure that the equip-
ment remains de-energized by using lockout/tagout.
• Keep a safe distance from energized parts.
If work is to be performed near overhead power lines, the lines must be de-energized and
grounded by the owner or operator of the lines, or other protective measures must be provided
before work is started. Protective measures (such as guarding or insulating the lines) must be
designed to prevent employees from contacting the lines.
How to protect yourself.
If you work where there are electrical hazards, your employer must provide you with the appro-
priate PPE. You must use it.
Make sure that you are familiar with the safety procedures for your job.
Always use good judgement and common sense when working around electricity.
ELECTRICAL SAFETY—ACCIDENT PREVENTION HANDOUT-1

Electrical Safety—Extension Cords
Overview of Topic OSHA’s electrical standards help minimize the hazards from elec-
tric shock, electrocution, burns fires, and explosions by specifying
safety aspects in the design and use of electrical equipment and
systems.
Good judgement
Perhaps the single most successful defense against electrical acci-
dents is the continuous exercising of good judgement or common
sense. All employees should be thoroughly familiar with the safety
procedures for their particular jobs.
To maximize his or her own safety, an employee should always use
tools and equipment properly. Extension cords must be inspected
before use, and those found questionable, removed from service and
properly tagged. Damaged or inadequately maintained can cause
equipment to deteriorate, resulting in an unsafe condition.
Employee Training Instruct each employee in the recognition and avoidance of unsafe
conditions and the regulations applicable to his work environment
to control or eliminate any hazards or other exposure to illness or
injury.
OSHA state-plan-states: Remember that certain states may have
more strict regulations that go beyond the OSHA requirements.
Training Tips Review the contents of the employee handout.
Training requirements for employees working with or around elec-
tricity are at 29 CFR §1910.332—Electrical Training. The training
requirements cover: (1) general requirements (safety-related work
practices required by §1910.331 through 1910.335) that pertain to
an employees respective job assignment, (2) additional require-
ments for unqualified persons, and (3) additional training for
qualified employees.
29 CFR 1910.137—Electrical protective equipment.
ELECTRICAL SAFETY—EXTENSION CORDS-1

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Electrical Safety—Extension Cords

Overview
Even when extension cords, power strips, and surge protectors are being used correctly, they can
pose a serious fire and electrocution hazard. With the rigors of normal industrial use, an exten-
sion cord can become a safety hazard.
How to protect yourself
• Use extension cords only when necessary and
only on a temporary basis.
• Use only cords which have an UL or ETL
(Electrical Testing Laboratories) label.
• Use only cords with polarized plugs or
grounded three-pronged plugs.
• Use the appropriate heavy duty extension
cord for high wattage appliances.
• Use cords designed for outside use for outside
applications.
• Always insert plugs fully so that no part of the prongs are exposed.
• Never cover cords with rugs or other objects. Trapped heat can result in a fire.
• Don’t overload cords with too many appliances.
• Remove from service a cord that feels hot to the touch.
Visual inspection
Visually inspect portable cord- and plug-connected equipment and flexible cord sets (extension
cords) before use on any shift. Look for external defects and for evidence of possible internal
damage. Defective or damaged items shall be removed from service until repaired.
Repair using electrical tape
OSHA does not recommend using electrical tape to repair extension cords because if applied too
thickly, it can change the cord’s original flexibility (leading to internal damage), or the extent of
the abrasions and cuts cannot be monitored unless the tape is removed.
Connecting attachment plugs
Do not plug or unplug extension cords with wet hands or when standing in water, if energized
equipment is involved.
ELECTRICAL SAFETY—EXTENSION CORDS HANDOUT-1

Electrical Safety—Arc Flash & Blast
Overview of Topic Working around electrical equipment can expose employees to many
hazards. One of the most dangerous is the arc burn that results from
an electric arc flash and the accompanying arc blast.
Arc flashes are caused by an electrical equipment failure (such as a
short circuit) or human error (like touching a metal object to ener-
gized circuits). If you have two energized points which are not
contacting each other solidly, the current can jump form one point to
the other, similar to a static discharge. This is called an arc or arc
flash.
Employee Training Instruct each employee in the recognition and avoidance of unsafe
conditions and the regulations applicable to his work environment
to control or eliminate any hazards or other exposure to illness or
injury.
OSHA state-plan-states: Remember that certain states may have
more strict regulations that go beyond the OSHA requirements.
Training Tips Review the contents of the employee handout. Locate all potential
areas of arc blast accidents in the workplace.
During the training, ask the trainees if they know of anyone injured
by an electric arc injury. Discuss possible workplace scenarios that
would expose an employee to an electric arc injury in the facility.
Discuss any company specific information or policies that are appro-
priate.
29 CFR 1910.137—Electrical protective equipment.
29 CFR 1910.333(a)(2)—Selection and use of work practices.
29 CFR 1910.335—Safeguards for personnel protection.
NFPA 70E, Standard for Electrical Safety Requirements for
Employee Workplaces.
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Electrical Safety—Arc Flash & Blast

Overview
Arc flashes are caused by an electrical equipment failure (like a short circuit) or human error
(such as holding a metal object too close to energized equipment). If there are two energized
points which are not contacting each other solidly, the current can jump from one point to the
other. This is called an electric arc or arc flash.
One-second duration
Unlike a flash fire, an electric arc can begin and end in less than a second. Bystanders see a flash
and hear an extremely loud boom, and it is over.
Electric arc
A person can be severely injured or killed by the huge amount of heat
generated by an electric arc. The temperature of the arc can range from
15,000 to 35,000 degrees Fahrenheit. You can imagine what this type of heat
can do to a human body. Heat in excess of 122 degrees Fahrenheit can cause
third degree burns; the worst kind because they do not heal.
Flying molten metal
The arc also acts like a welding arc, immediately turning the metal con-
ductors into molten metal droplets that explode out from the arc site. These projectiles can travel
quite a distance and will start clothing and other combustible materials on fire.
Arc blast
Not only does the electric arc generate an excessive amount of heat, this heat causes an intense
pressure wave that usually throws the employees working nearby away from the arc. This wave
is so strong it can break ear drums and cause concussions and broken bones.
Explosions and/or fire
The heat from electric arcs can ignite combustible of flammable vapors in the air causing an
explosion or fire. Materials stored nearby can also start on fire.
Your employer will tell you what PPE is necessary for working near electrical components. Make
sure you understand how the PPE is to be used.
Cost of an electric arc accident
While the monetary cost of an electric arc accident can run into the hundreds of thousands of
dollars because of damage to equipment, medical expenses, and lost production time, it is the
human costs that are unacceptable. Most, if not all, electric arc accidents are prevent able if the
proper cautions and work practices are followed.
Questions?
Talk to your supervisor if you have any questions or concerns about working around energized
electrical equipment, or if you don’t understand the safety procedures or how to use the required
PPE.
ELECTRICAL SAFETY—ARC FLASH & BLAST HANDOUT-1

Electrical Safety—Introduction to Electricity
Overview of Topic Electricity is an integral part of the work environment. Using safe
work practices while working on or near electrical parts is necessary
to decrease the changes of electrical injuries.
To make the tool or machine work, current has to flow through the
wiring in the tool or machine to the area that needs it (the area of
demand). Often, an extension cord is used to connect the tool or
machine to the power source. If this extension cord becomes discon-
nected from either, the power is interrupted and the work stops.
Electricity travels in closed circuits, normally through a conductor.
Electricity flows more easily through some materials than others.
Some substances such as metals generally offer very little resis-
tance to the flow of electric current. Even air, normally an insulator,
can become a conductor, as occurs during an arc or lightning stroke.
But sometimes a person’s body — an efficient conductor of electricity
— mistakenly becomes part of the electric circuit. This can cause an
electrical shock. When a person receives a shock, electricity flows
between parts of the body or through the body to a ground or the
earth.
Employee Training Any employees who are exposed to electrical shock or who work on
or near exposed energized parts must receive appropriate electrical
safety training. Such training must occur prior to exposure.
You must always instruct each employee in the recognition and
avoidance of unsafe conditions and the regulations applicable to his
work environment to control or eliminate any hazards or other expo-
sure to illness or injury.
Training Tips Review the employee handout.
Review the company’s electrical safety requirements and any site-
specific electrical safety issues.
ELECTRICAL SAFETY—INTRODUCTION TO ELECTRICITY-1

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Electrical Safety—Introduction to Electricity

Electricity is often taken for granted. You press the switch on a tool or a machine and they start
to work. But what really happens?
To make a tool or machine work, current has to flow through the wiring to the area that needs
it (the area of demand).
Electrical circuits
Electricity travels in closed circuits, normally through a conductor. Electricity flows more easily
through some materials than others. Some substances offer very little resistance to the flow of
electric current and are called “conductors.”
Electrons
The electrons flow along a conductor because of what is called electromotive force (EMF). Elec-
trons move from one location to another because of the differential in EMF. Negative EMF flows
to positive EMF and vise versa.
Resistance
When electrons are moving through a conductor they meet with resis-
tance. When water flows through a pipe, the walls of the pipe contain
and slow down the water. The same is true for electrons, they are
slowed down by the conductor.
Some materials conduct electricity better than others. Since metal is
usually a good conductor, we make electrical wiring from it. Wood is
not a very good conductor. Rubber is a poor conductor of electricity,
and is used for insulation.
Voltage
EMF can be considered pressure or a type of force. For example, when a dam is opened, there is
the pressure of all the water behind it. That water is forced through the dam opening under
pressure. That’s how electrons move along a conductor, they are pushed by the EMF. The harder
the push, the greater the voltage.
Avoid the closed electrical circuit
Electric shock happens when a person becomes part of the electrical circuit. Take the example of
the tool and extension cord. If the cord is damaged and the internal wiring is exposed anyone
touching the damaged area now becomes a conductor, and the electrons flow through that person
to a ground. The tool will stop working, since now the electricity is going through the worker and
not the extension cord.
ELECTRICAL SAFETY—INTRODUCTION TO ELECTRICITY HANDOUT-1

Electrical Safety—Qualified Persons
tion, burns, and fires. OSHA’s electrical standard attempts to
minimize potential hazards by specifying safety aspects in the
design and use of electrical equipment and systems.
Who is covered?
The regulations cover all workers who are or could be exposed to the
hazards of electricity.
“Qualified” and “Unqualified” persons
The electrical regulations distinguish between “qualified” and
“unqualified” persons. Only “qualified” persons can work directly
with exposed energized parts.
Live parts operating at less than 50 volts to ground do not need to
be de-energized when the qualified worker experiences no increased
exposure to electrical burns or explosions due to electrical arcs.
“Qualified” employees must perform lockout/tagout, and need to be
able to use voltage-testing equipment to identify live and
de-energized circuits.
Employee Training At §1910.332, OSHA has specific training requirements for all
employees who face the risk of electrical shock.
Qualified persons shall, at a minimum, be trained in and familiar
with:
• the skills and techniques necessary to distinguish exposed live
parts from other parts of electric equipment.
• the skills and techniques necessary to determine the nominal
voltage of exposed live parts, and
• the clearance distances as specified in §1910.333(c) and the cor-
responding voltages to which the qualified person shall be
exposed.
Training Tips Review Subpart S as it might apply to your facility and share with
your employees.
Define a “qualified person” and explain the requirements for one.
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Electrical Safety—Qualified Persons

Overview
Electricity is an integral part of our lives both at home and in the workplace. Using safe work
practices while working on or near de-energized electrical parts can decrease your chances of
being injured from electricity.
Employees who work on or near de-energized electrical parts require training on how equipment
is de-energized and locked out/tagged out, how to safely work on or near de-energized parts, and
what safeguards to use.
“Qualified” and “Unqualified” persons
The electrical regulations distinguish
between “qualified” and “unqualified” per-
sons. “Qualified” persons must be trained in
and familiar with:
• How to avoid electrical hazards.
• The electrical equipment and hazards of
the work being performed.
• How to distinguish exposed “live” parts
from other parts of electrical equip-
ment.
• How to determine nominal voltages of
parts.
• The specified clearance distances.
Only “qualified” employees can work on or
near exposed energized parts.
Your employer will:
• Discuss what is expected of you in regards to working with electricity or electrical parts.
• Inform you of those “qualified persons” who are employed at your facility.
ELECTRICAL SAFETY—QUALIFIED PERSONS HANDOUT-1

Electrical Safety—Real Life Stories
Overview Of Topic Electrical safety and electrical work can be intimidating and chal-
lenging. The employer must make sure that the company is free of
electrical hazards.
When electrical equipment and components are exposed, appropri-
ate guarding and barricading procedures must be implemented.
When qualified employees are not working on live electrical com-
ponents, appropriate guarding must also be evident.
Frank, one of the company’s maintenance workers, was in the

company kitchen checking on a report of loose flooring. He touched
one of the refrigerators which happened to have a ground fault.
The refrigerator’s power cord did not have a ground prong, so the
refrigerator was not properly grounded. The ground fault seemed
to have been caused by excessive wear on the refrigerator’s power
cord. The cord ran through a hole cut into the refrigerator’s case
and wasn’t protected from abrasion. Also, there was no strain
relief on the cord.
Frank was electrocuted. A co-worker pulled Frank from the refrig-

erator, even though she was shocked in the process. The co-worker
then shouted for help.
What did the co-worker do wrong?
• Could have unplugged the refrigerator before trying to help

Frank.
• Did not call 911 or the workplace emergency number.
What did the employer do incorrectly?
• Did not follow OSHA regulations for having a three-pronged

plug on the appliance.
• Did not have a GFIC receptacle in the kitchen.
ELECTRICAL SAFETY—REAL LIFE STORIES–1

4/07

• Did not have an adequate electrical inspection program in

place.
• Employees where not adequately trained on electrical hazards.
The employer must repair the refrigerator cord.
The employer must install GFIC outlets in the kitchen.
The employer must develop a formal inspection process for electri-

cal cords.
Training Tips Review Subpart S as it might apply to your facility. Review the
requirements of 1910 Subpart S with the employees.
Discuss any company policies and/or procedures for inspection of

portable cord- and plug-connected equipment and flexible cord
sets. Explain how to spot defects or damage, and what the employ-
ees are to do when they notice such defects or damage.
Explain what a “qualified person” is, and who qualified persons

are at your facility.
Discuss lockout/tag-out procedures so that all employees under-

stand what is expected of them.
ELECTRICAL SAFETY—REAL LIFE STORIES–2

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Electrical Safety—Real Life Stories

Overview
Electrical safety and electrical work can be intimidating and challenging. The employer must
make sure that the company is free of electrical hazards.
When electrical equipment and components are exposed, appropriate guarding and barricad-
ing procedures must be implemented. When qualified employees are not working on live elec-
trical components, appropriate guarding must also be evident.

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What did the employer do incorrectly?
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OSHA electrical standards are covered in 1910 Subpart S - your employer will discuss how the
standards affect you. Also, there may be workplace policies on inspection and use of corded
equipment and extension cords, including how to identify damage or defects and what to do
when you find them.
ELECTRICAL SAFETY—REAL LIFE STORIES HANDOUT

4/07
Electrical Safety—Real Life Stories—

Sign-Off Sheet

who have taken part in a training session on Electrical Safety—Real Life Stories. At this train-
ing session, we covered:
• Common electrical hazards.

• The definition of a “qualified person.”
• Visually inspecting cords and plugs.
• How to report unsafe cords or plugs.
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ELECTRICAL SAFETY—REAL LIFE STORIES SIGN-OFF

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Electrocution—Real Life Stories
Overview Of Topic Electricity has long been recognized as a serious workplace haz-
ard, exposing employees to such dangers as electrical shock, elec-
trocution, burns, and fires. Employees working with or around
electrical energy should be familiar with emergency procedures.
This should include knowing how to deenergize the electrical sys-
tem Electrocution victims can be revived if immediate CPR and
defibrillation is provided.
Allen was working in a warm area of the plant and wanted to turn
on a fan to cool things off. His work area didn’t have an outlet near
it, so he found an old extension cord to use.
His fan had a three-pronged plug, the old extension cord’s plug was
missing the ground prong. Also, the cord jacket was damaged, and
Allen could see bare wire when he bent the cord. He found some
electrical tape and made several wraps around the damaged area.
Allen ran the cord over the machine to an electrical outlet on the
other side of the machine. He then set the fan up, but the spot he
placed the fan on was damp. He kneeled down to plug the fan into
the extension cord.
A co-worker heard Allen yell, and found him on the floor convuls-
ing. Not understanding that Allen was being shocked, the co-
worked touched Allen and also received a shock.
The supervisor arrived and realized what was happening. He

looked for the electrical panel to cut the power before finally
unplugging the extension cord from the outlet. The supervisor con-
tacted workplace emergency responders.
The supervisor then checked Allen and the co-worker. When he

checked Allen, he couldn’t find a pulse, but the supervisor didn’t
know CPR, so he next checked the co-worker.
In a few minutes the emergency responders arrived, with an AED,

and they started CPR on Allen. They could not resuscitate him.
ELECTROCUTION—REAL LIFE STORIES–1

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Should Allen be moving electrical equipment without authoriza-

tion?
• Used a damaged extension cord.
• Repaired a damaged extension cord.

• Had the fan sitting in a damp spot.
What did the supervisor do right?
• Cut the power to the fan.
• Promptly called the workplace emergency response team.
• Tried to provide first aid.

What things contributed to this event?
• Damaged electrical cords in the workplace.
• Lack of GFCI outlets in the area.
• No outlets located in Allen’s work area.
• Co-worker not knowing the hazards.
• Supervisor who did not know CPR.
• Improved workplace electrical inspection procedures to find

things like the damaged extention cord.
• Installation of GFCI outlets in the work area.
• Training for employees on electrical work procedures and elec-

trical hazards.
• Provide CPR training for employees.
Training Tips Review the workplace electrical program. Review the program
with the employees.
Explain who is and who is not a “qualified person.” Provide a list

of those employees who are considered “qualified persons.”
ELECTROCUTION—REAL LIFE STORIES–2

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Electrocution—Real Life Stories

Overview
Electricity has long been recognized as a serious workplace hazard, exposing employees to such
dangers as electrical shock, electrocution, burns, and fires. Employees working with or around
electrical energy should be familiar with emergency procedures. This should include knowing
how to deenergize the electrical system Electrocution victims can be revived if immediate CPR
and defibrillation is provided.

_________________________________________________________
_________________________________________________________
_________________________________________________________
What did the supervisor do right?
_________________________________________________________
_________________________________________________________
_________________________________________________________
What things contributed to this event?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What causes electrical accidents?
Electrical accidents are caused by one or more of the following:
• unsafe equipment and/or installation.
• unsafe workplaces caused by environmental factors.
• unsafe work practices.
ELECTROCUTION—REAL LIFE STORIES HANDOUT

4/07
Electrocution—Real Life Stories—

Sign-Off Sheet

who have taken part in a training session on Electrocution—Real Life Stories. At this training
• Electrical hazards in the workplace.

• The definition of a qualified person.
• The causes of electrical accidents.

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ELECTROCUTION—REAL LIFE STORIES SIGN-OFF

4/07
Emergency Action Plan—An Overview
Overview of Topic Nobody expects an emergency or disaster -- an emergency that

affects them, their employees, and their business. Yet the simple
truth is that emergencies and disasters can strike anyone, anytime,
and anywhere. You and your employees could be forced to evacuate
your company when you least expect it.
The best way to protect yourself, your workers, and your business is
to expect the unexpected and develop a well-thoughtout emergency
action plan to guide you when immediate action is necessary.
What Is a A workplace emergency is an unforeseen situation that threatens
Workplace your employees, customers, or the public; disrupts or shuts down
Emergency? your operations; or causes physical or environmental damage.
Emergency action plans are developed to provide guidelines on what
actions to take if an emergency should occur.
Employee Training The OSHA regulation requires that you designate and train a suf-
ficient number of persons to assist in the safe and orderly
emergency evacuation of employees. Review the plan with each
employee covered by the plan when:
• The plan is developed (initial training).
• The employee’s responsibilities or designated actions under the
plan change.
• The plan is changed.
Training Tips Using the employee handout, review the requirements of §1910.38
with the employees.
Define what actions workers must take for each foreseeable emer-
gencies.
Tell workers where they can find a copy of the written emergency
action plan.
If more than one emergency signal is used, differentiate between
them, and explain what actions are needed for each.
Record the various alarm sounds used at your facility and plan them
for the employees so that they know what each sounds like.
29 CFR 1910.38—Employee emergency plans and fire prevention
plans.
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Emergency Action Plan—An Overview

Overview
There is always the possibility of an emergency occurring in the workplace. To reduce the
exposure to these accidents, your employer has developed a written emergency response action
plan.
Emergencies may be natural or man-made and include the following:
• Floods, tornadoes, and hurricanes.
• Fires and explosions.
• Toxic gas releases, chemical spills, or radiological accidents.
• Civil disturbances or workplace violence resulting in injuries or trauma.
What should be included?
Your employer’s emergency action plan should include the
following:
• Emergency escape procedures and emergency escape
routes.
• Procedures for employees who remain behind to oper-
ate critical plant operations before they evacuate.
• Procedures to account for you and your coworkers after
emergency evacuation has been completed.
• Personnel designated to perform rescue and medical
duties.
The preferred means of reporting •fires, hazardous chemical spills, and other emergencies.
• Procedures for sounding emergency alarms. If more than one alarm is used, distinguish
between signals and indicate what action is required when each sounds.
• Names or regular job titles of persons or departments who can be contacted for further
information or explanation of duties under the plan.
Your employer:
• Is responsible for training you on evacuation steps for each type of emergency situation which
could happen at your workplace.
• May conduct regular emergency drills so that you and your co-workers can practice emer-
gency procedures.
EMERGENCY ACTION PLAN—AN OVERVIEW HANDOUT-1

Emergency Action Plan—Evacuation
Overview of Topic A wide variety of emergencies both man-made and natural, may
require a workplace to be evacuated.
Employers may want to have employees assemble in one area inside
the workplace if threatened by a tornado or perhaps a chemical spill
on an adjacent highway, but evacuate to an exterior location during
a fire. Your plan must identify when and how employees are to
respond to different types of emergencies.
Evacuation Maps Many employers create maps from floor diagrams with arrows that
designate the exit routes, exits, assembly points, and emergency
equipment.
Wardens Some employees may be designated as ″evacuation wardens″ to help
move employees from danger to safe areas during an emergency,
and to be responsible for checking offices, bathrooms, and other
spaces before being the last person to exit an area.
Visitors also should be accounted for following an evacuation and
may need additional assistance when exiting.
Accounting for Accounting for all employees following an evacuation is critical.
Employees Your plan must designate the required head count or assembly
areas where employees should gather.
Employee Training The OSHA regulation requires that you designate and train a suf-
ficient number of persons to assist in the safe and orderly
emergency evacuation of employees.
Training Tips Review the requirements of §1910.38 and the EAP with the employ-
ees.
Define what actions workers must take for each foreseeable emer-
gencies.
If more than one emergency signal is used, differentiate between
them, and explain what actions are needed for each.
Record the various alarm sounds used at your facility and plan them
for the employees so that they know what each sounds like.
plans.
EMERGENCY ACTION PLAN—EVACUATION-1

10/14
Emergency Action Plan—Evacuation

Overview
There is always the possibility of an emergency occurring in the workplace. Most buildings are
vulnerable to the effects of disasters such as tornadoes, earthquakes, floods, or explosions.
A wide variety of emergencies both man-made and natural, may require a workplace to be
evacuated. These emergencies include - fires, explosions, floods, earthquakes, hurricanes, tor-
nadoes, toxic material releases, radiological and biological accidents, civil disturbances and
workplace violence.
Exit routes
Your workplace must have clearly marked and well lit exit routes which are large enough to
accommodate all of the people who will be using it.
Wardens
Your employer may have designated ″wardens″ to assist others to evacuate safety during an
emergency. Wardens may be responsible for checking offices, bathrooms, and other spaces before
being the last person to exit an area. They might also be tasked with ensuring that fire doors are
closed when exiting. Depending upon the workplace, wardens may also be responsible for assist-
ing any visitors to safely evacuate.
Accounting for employees
When employees gather at designated assembly areas or areas - or ″areas of refuge″ - your
employer will wish to take a head count to ensure that everyone has evacuated safely. Confusion
in the assembly areas can lead to delays in rescuing anyone trapped in the building, or unnec-
essary and dangerous search-and-rescue operations. Follow your employer’s procedures for
evacuation and for the head count procedure when you reach the assembly area.
Your employer:
• Is responsible for training you so that you understand where to go and what to do in each type
of emergency situation which could happen at your workplace.
• Is responsible for keeping exit routes clear and properly marked and lit.
• Should explain the head count procedures, and how you are to check in at your head count
location.
• Should conduct regular emergency drills so that you and your co-workers can practice safely
exiting the building and performing a head count.
EMERGENCY ACTION PLAN—EVACUATION HANDOUT-1

Emergency Action Plan—Planning for

Emergencies
Overview of Topic The best way for a business to protect itself and its employees is to
prepare to respond to an emergency before it happens. Employees
need to be trained in their roles in each type of emergency.
Since everyone is involved when an emergency happens, everyone
should be aware of how the facility’s emergency action plan (EAP) is
prepared and implemented.
Planning for emergencies
The Emergency Action Plan (EAP) covers designated actions
employers and employees must take to ensure employee safety dur-
ing emergencies. Review the EAP with employees to make sure
everyone knows what to do before, during, and after an emergency.
Employers should coordinate their efforts with any other employers
in the building or nearby, and with local fire and police departments,
local hazardous materials (HAZMAT) response teams, or other out-
side responders.
What must the EAP include?
The EAP must outline a way to alert employees to evacuate or take
other action, and how to report emergencies.
Training Tips General training for employees should include:
• Individual roles and responsibilities;
• Threats, hazards, and protective actions;
• Notification, warning, and communications procedures;
• Means for locating family members in an emergency;
• Emergency response procedures;
• Evacuation, shelter, and accountability procedures;
• Location and use of common emergency equipment; and
• Emergency shutdown procedures.
29 CFR 1910.38—Emergency Action Plans.
The company’s written Emergency Action Plan.
EMERGENCY ACTION PLAN—PLANNING FOR EMERGENCIES-1

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Emergency Action Plan—Planning for Emergencies

Overview
What would you do if an emergency happened? What if a fire broke out? Or what if a tornado or
hurricane hit your building? What would you be expected to do in the case of a large chemical
spill?
It can be difficult to think clearly and logically in a crisis, so it is important to do so before an
emergency happens. This is why your employer has developed an Emergency Action Plan, or
EAP.
Each employee needs to know what to do in an emergency. People must be accounted for. Help
needs to be provided for. Workplace processes must be shut down.
Since all employees will be involved when an emergency happens, everyone should be aware of
how the facility’s EAP is prepared and implemented.
Organization can save lives
A disorganized evacuation can result in confusion, injury,
and property damage. That is why it is important to deter-
mine:
• Conditions under which an evacuation would be nec-
essary.
• A clear chain of command and designation of the per-
son authorized to order an evacuation or shutdown.
• Procedures for assisting people with disabilities or who
do not speak English.
• Designation of operations needed to be continued or
shutdown during an evacuation.
• A system for accounting for personnel following an evacuation.
Be alert for alarms
Alarms must be distinctive and recognized as a signal to evacuate the work area or perform other
appropriate actions identified in the EAP.
There must be an emergency communication system to notify employees of the emergency.
Be involved
Everyone is affected by an emergency, so everyone should understand what is expected of them
when the alarm sounds.
Your employer will explain the alarm and communication system for your workplace, the pri-
mary and secondary evacuation routes, and the assembly and headcount areas.
EMERGENCY ACTION PLAN—PLANNING FOR EMERGENCIES HANDOUT-1

Emergency Action Plan—Severe Weather
Overview of Topic Part of a complete emergency response action plan includes plan-
ning for weather emergencies. If your facility is located in areas
which are subject to dangerous weather conditions, these conditions
must also be considered when planning emergency response
(HAZWOPER).
The employer should have emergency action plans for each type of
severe weather situation which is likely to occur at that facility or in
that location.
OSHA states that in areas which are prone to natural phenomena,
such as hurricanes or tornadoes, employers must “determine if such
natural phenomena are likely to cause releases of hazardous sub-
stances and if so incorporate emergency response procedures to
such natural phenomenon in their emergency response plan.”
Training Tips Review the company’s written emergency response action plan for
references to severe weather situations.
Review various severe weather situations with employees, and
inform them of the appropriate response.
Explain how they will be notified, where the emergency shelters are
located, if appropriate, and any other relevant emergency plans.
Tell the employees where the emergency action plan is kept and how
they can view it if they wish.
29 CFR 1910.120—Hazardous Waste Operations and Emergency
Response rule.
The company’s written emergency response action plan.
OSHA Standards Interpretation and Compliance Letters:
1910.120—Employee evacuation in the event of imminent natural
phenomenon.
plans.
EMERGENCY ACTION PLAN—SEVERE WEATHER-1

10/14
Emergency Action Plan—Severe Weather

Overview
The effects of severe weather on a business can be devastating. Not only can severe weather
damage facilities, it can prove to be deadly to employees. You must know how to protect yourself
from the effects of any severe weather that is likely to occur at your location.
Your employer must have written plans for dealing with those emergency weather situations
likely to occur in your facility.
Severe weather can include:
• Winter storms,
• Floods,
• Tornadoes and severe wind,
• Thunderstorms and lightning, and
• Hurricanes.
Warning or watch?
Weather warnings are typically reported as
either a warning or a watch.
A weather watch means that conditions are
right for the type of event to occur. A severe
weather watch means that conditions are
right for severe weather to develop.
A weather warning means that the type of
event is occurring or will occur in the warn-
ing area, posing imminent danger to life and
property. A warning usually means that you should seek shelter immediately.
Emergency response action plan
The company’s written emergency response action plan will cover the appropriate steps for you
to take in the event of severe weather. The plan will also explain where shelter areas are located
and when it is appropriate for you to go to them.
Your employer will:
• Explain how employees will be notified in the event of severe weather.
• Review the appropriate steps to take for various weather emergencies likely to occur in your
area.
EMERGENCY ACTION PLAN—SEVERE WEATHER HANDOUT-1

Emergency Action Plan—Real Life Stories
Overview Of Topic Emergency action plans are developed to provide guidelines on what
actions to take if an emergency should occur.
Employees began evacuating the building when the fire alarm
sounded. On the second floor, ABC Company’s information systems
department included several employees that were in wheelchairs.
Since the elevators couldn’t be used during a fire emergency, other
members of the department had volunteered to help those employ-
ees leave via the stairwells. The employees assisting in the evacu-
ation and the employees being assisted had practiced this drill
several times in the past six months.
This evacuation went as planned. However, on the building’s fourth
floor another employer, ACME, Inc., had one employee who used a
wheelchair. This employee was not properly trained in the evacua-
tion procedures and attempted to use the elevator (which was tem-
porarily disabled). Another coworker stayed behind and attempted
to assist the person in the wheelchair to get down the stairwell.
Luckily, several people on the sixth floor stopped to help and every-
one got out of the building safely.
• Handicapped employee was not properly trained on the emer-
gency action plan.
• Emergency escape procedures were not in place to help employ-
ees who need extra assistance.
What did ABC Company do right?
• Had an evacuation plan in place and followed it.
• Practiced evacuation procedures.
What did ACME, Inc., do wrong?
• Evacuation plan didn’t include proper procedures for evacuating
the employee in a wheelchair, such as a buddy system.
• Lack of training and inadequate emergency evacuation plan put
employees in danger because it was difficult to evacuate the
building.
EMERGENCY ACTION PLAN—REAL LIFE STORIES-1

4/08

• ACME, Inc. needs to revise their emergency action plan to in-
clude all individuals that could have a problem safely leaving
the building.
• Provide additional training in emergency escape procedures, es-
cape routes and designated personnel.
Training Tips In 29 CFR 1910.38(c), OSHA lists the minimum elements which
should be included in an emergency action plan. These elements
include:
1. Evacuation procedures and exit route assignments. Also, the
location of internal shelter areas, and exterior safe areas for
evacuation.
2. Procedures to be followed by employees who remain to operate
critical plant operations before they evacuate. Some critical
plant operations include gas, electrical, power, and water.
Chemical manufacturing processes could also be included.
3. Headcount procedures to account for you and your coworkers
after emergency evacuation has been completed.
4. Rescue and medical duties for those employees who are to per-
form them.
5. Procedures for reporting fires and other emergencies.
6. Names or regular job titles of persons or departments who can
be contacted for further information, or an explanation of duties
under the plan.
EMERGENCY ACTION PLAN—REAL LIFE STORIES-2

4/08

Overview
Emergency action plans are developed to provide guidelines on what actions to take if an emer-
gency should occur.

Employees began evacuating the building when the fire alarm sounded . On the second floor,
ABC Company’s information systems department included several employees that were in
wheelchairs.
Since the elevators couldn’t be used during a fire emergency, other members of the department
had volunteered to help those employees leave via the stairwells. The employees assisting in the
evacuation and the employees being assisted had practiced this drill several times in the past six
months.
This evacuation went as planned. However, on the building’s fourth floor another employer,
ACME, Inc., had one employee who used a wheelchair. This employee was not properly trained
in the evacuation procedures and attempted to use the elevator (which was temporarily dis-
abled). Another coworker stayed behind and attempted to assist the person in the wheelchair to
get down the stairwell. Luckily, several people on the sixth floor stopped to help and everyone got
out of the building safely

What did ACME, Inc. do wrong?
What Happens Next?

EMERGENCY ACTION PLAN—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Emergency Action Plan—Real Life Stories. At this training session,
we covered:
• The workplace emergency action plan.
• Evacuation procedures.
• Headcount locations.
• Procedures for reporting fires and other emergencies.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
EMERGENCY ACTION PLAN—REAL LIFE STORIES SIGN-OFF-1

Employee Access to Medical Records—An

Overview
Overview of Topic Employees who were exposed to toxic substances or harmful physi-
cal agents at the work site have the right to look at or copy employee
exposure and medical records under 29 CFR 1910.1020.
Employees, or the legal representative of a deceased or legally inca-
pacitated employee who was or may have been exposed to toxic
substances or harmful physical agents, have a right to access the
relevant exposure and medical records if they:
• Are or may have been exposed to toxic substances or harmful
physical agents.
• Were assigned or transferred to work involving toxic substances
or harmful physical agents.
What Records Employers are required to make all medical and exposure records
Must Be Made available. These are not considered “medical records” under the
Available? standard, and do not need to be made available:
• Physical specimens, such as blood and urine samples.
• Records concerning health insurance claims.
• Records created only for use in litigation that are privileged
from discovery.
• Records created as part of voluntary employee assistance pro-
grams.
• Trade secret information.
Employee Training All employees are to be trained on 1910.1020 initially, at the time of
hire, and at least annually thereafter.
Training Tips Review 1910.1020, and the employee handout. Then inform employ-
ees of:
• The existence, location, and availability of medical and exposure
records.
• Any information regarding this standard that OSHA makes
available to employers.
29 CFR 1910.1020—Access to Employee Exposure and Medical
Records.
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Employee Access to Medical Records—An Overview

Overview
If you work with toxic or hazardous materials, the Access to Employee Exposure and Medical
Records Standard (29 CFR 1910.1020) gives you certain rights.
You have the right to access relevant exposure and medical records and to know how OSHA’s
standard covers you if you are:
• A current or former employee who is or may have been exposed to toxic substances or harmful
physical agents.
• An employee who was assigned or transferred to work
involving toxic substances or harmful physical agents.
• The legal representative of a deceased or legally incapaci-
tated employee who was or may have been exposed to toxic
substances or harmful physical agents.
Designated employee representatives may access employee
medical or exposure records and analyses created from those
records only in very specific circumstances. Designated
employee representatives include any individual or organiza-
tion to whom an employee has given written authorization to exercise a right of access.
What are relevant exposure and medical records?
Records documenting employee exposure to toxic substances and harmful physical agents may
include:
• Metals and dusts, such as lead, cadmium, and silica.
• Biological agents, such as bacteria, viruses, and fungi.
• Physical stressors, such as noise, heat, cold, vibration, repetitive motion, and ionizing and
non-ionizing radiation.
Your employer must:
• Preserve and maintain accurate medical and exposure records for each employee.
• Inform employees of the existence, location, and availability of those medical and exposure
records.
• Give employees any informational material regarding this standard that OSHA makes avail-
able.
• Make records available to employees, their designated representatives, and to OSHA, as
required.
EMPLOYEE ACCESS TO MEDICAL RECORDS—AN OVERVIEW HANDOUT-1

Employee Access to Medical Records—Exposure

Records
Overview of Topic Employees who were exposed to toxic substances or harmful physi-
cal agents at the work site have the right to look at or copy employee
exposure and medical records under 29 CFR 1910.1020.
Also, the legal representative of a deceased or legally incapacitated
employee who was or may have been exposed to toxic substances or
harmful physical agents has the right to access those records.
What if no records exist?
If you do not have exposure records that document the amount of a
toxic substance or harmful physical agent that the requesting
employee has been exposed to, you must give the requesting
employee the records of other employees (with personal identifiers
removed) with similar duties or working conditions that reasonably
indicate the amount and nature of exposures the employee request-
ing the records may have had.
You also may be required to supply exposure records that reason-
ably indicate the amount and nature of toxic substances or harmful
physical agents at a particular workplace, or used in a specific work-
ing condition, to which the requesting employee is being assigned or
transferred.
Employee Training All employees are to be trained on 1910.1020 initially, at the time of
hire, and at least annually thereafter.
Training Tips Review 1910.1020, and the employee handout. Then inform employ-
ees of:
• The existence, location, and availability of medical and exposure
records.
• Any information regarding this standard that OSHA makes
available to employers.
29 CFR 1910.1020—Access to Employee Exposure and Medical
Records.
EMPLOYEE ACCESS TO MEDICAL RECORDS—EXPOSURE RECORDS-1

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Employee Access to Medical Records—Exposure Records

Overview
You have the right to access relevant exposure and medical records and to know how OSHA’s
standard covers you if you are:
• A current or former employee who is or may have been exposed to toxic substances or harmful
physical agents.
• An employee who was assigned or transferred to work
involving toxic substances or harmful physical agents.
• The legal representative of a deceased or legally incapaci-
tated employee who was or may have been exposed to toxic
substances or harmful physical agents.
What are relevant exposure and medical records?
You may access any employee exposure records that show the
measuring or monitoring of your own exposure to a toxic sub-
stance or harmful physical agent. If your employer does not have any records that specifically
chart your own exposure levels, you may access the exposure records of employees who engage
in similar work or working conditions and may have experienced exposures similar to yours.
Employee exposure records include the following:
• Monitoring results of workplace air or measurements of toxic substances or harmful physical
agents in the workplace, including personal, area, grab, wipe, or other forms of sampling
results.
• Biological monitoring results, such as blood and urine test results.
• Safety data sheets (SDSs) containing information about a substance’s hazards to human
health.
You also may access any employee medical records concerning your health status that were
created or maintained by a physician, nurse, health care professional, or technician. Employee
medical records include the following:
• Medical and employment questionnaires or histories.
• Results of medical examinations and laboratory tests.
• Medical opinions, diagnoses, progress notes, and recommendations.
• First-aid records.
• Descriptions of treatments and prescriptions.
• Employee medical complaints.
What is access?
Access means the right to examine and copy medical and exposure records. You, and in some
circumstances your designated representative, have the right to access exposure and medical
records and analyses based on these records that concern your employment, free of charge,
within a reasonable period of time. You may access your medical and exposure records in one of
three ways:
• The employer may give you a copy of the document, or
• The employer may provide facilities for you to copy the document, or
• The employer may loan you the document to copy it offsite.
EMPLOYEE ACCESS TO MEDICAL RECORDS—EXPOSURE RECORDS HANDOUT-1

Employee Alarm Systems—An Overview
Overview of Topic An employer must have an employee alarm system to provide an

early warning for emergency action, or reaction time for employees
to safely escape the work place, the immediate work area, or both.
Some standards that specifically require or reference alarm systems
include:
• 29 CFR 1910.37, Maintenance, safeguards, and operational fea-
tures for exit routes
• 29 CFR 1910.38, Emergency action plans
• 29 CFR 1910.106, Flammable and combustible liquids
• 29 CFR 1910.120, Hazardous waste operations and emergency
response
• 29 CFR 1910.164, Fire detection systems
For an alarm system to be effective, you must have an emergency
action plan that addresses how employees, including disabled work-
ers, will be informed that an emergency exists and how they should
respond. The alarm system must inform all affected employees that
an emergency exists and what their immediate response should be
based on the alarm sequence.
Employee Training Employers must train employees on how to report emergencies ini-
tially upon hire or prior to assignment in an area covered by an
alarm system.
Training Tips If more than one emergency signal is used, record each and play
them for your employees, and explain what actions are needed for
each.
Inform employees of:
• Individual roles and responsibilities;
• Threats, hazards, and protective actions;
• Location and operation of manually activated pull stations and
communication equipment;
• Emergency response procedures;
• Evacuation, shelter, and accountability procedures;
• Location and use of common emergency equipment; and
• Emergency shutdown procedures.
29 CFR 1910.165—Employee Alarm Systems.
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Employee Alarm Systems—An Overview

Overview
An employee alarm system provides you with the warning necessary to take emergency actions
such as safe escape from the workplace or the immediate work area, or going to an area of shelter
within the facility. The employee alarm system provides warning for necessary emergency action
as called for in the emergency action plan, or for reaction time for safe escape of employees from
the workplace or the immediate work area, or both.
An employee alarm system can be any piece of equipment or
device designed to inform employees that an emergency
exists or to signal the presence of a hazard requiring urgent
attention. The alarm signal must be distinctive in sound
from other signals and can not be used for any other pur-
pose.
The two most common types of alarms are audible and
visual devices, and must be capable of being perceived above
ambient noise or light levels by all employees in the affected
portions of the workplace.
Tactile devices may be used to alert those employees who
would not otherwise be able to recognize the audible or
visual alarm.
For an alarm system to be effective, your employer must have an emergency action plan that
addresses how you will be informed that an emergency exists and how you should respond.
Your employer must train you on what types of emergencies may occur and what course of action
you must take. You must be trained on the emergency action plan, including types of potential
emergencies, reporting procedures, alarm systems, evacuation plans, and shutdown procedures.
Your employer must:
• Provide an alarm which can be perceived above ambient noise or light levels by all employees
in the affected portions of the workplace.
• Discuss any special hazards your workplace may have such as flammable materials, toxic
chemicals, radioactive sources, and/or water-reactive substances.
• Train you on the actions you are to take when the different alarms sound.
• Inform you of the location and operation of manually activated pull stations and communi-
cation equipment in the workplace.
• Explain the location and use of common emergency equipment.
• Explain evacuation, shelter, and accountability procedures.
EMPLOYEE ALARM SYSTEMS—AN OVERVIEW HANDOUT-1

Ergonomics—An Overview
Overview of Topic Ergonomics is the science of fitting the job to the worker. Designing
work stations and tools to reduce work-related musculoskeletal dis-
orders (MSDs) can help workers stay healthy and companies to
reduce or eliminate the high costs associated with MSDs.
About 1.8 million workers report musculoskeletal disorders (MSDs),
such as carpal tunnel syndrome, tendinitis, and back injuries each
year, and about 600,000 of those workers need to take time off work
because of those injuries.
Who is covered?
Even though there is no specific ergonomics regulation, OSHA does
cite ergonomic injuries under the General Duty Clause of the Occu-
pational Safety And Health Act, Section 5. All employees covered by
OSHA fall under this section.
Employee Training There is no specific training requirements for ergonomics. However,
employees who have been trained to identify and avoid ergonomic
hazards are better able to avoid those hazards, leading to a safer
workplace. To get the most out of their ergonomics program, an
employer could train workers on:
• Common MSDs and their signs and symptoms.
• The importance of reporting MSDs, and signs and symptoms, as
soon as possible.
• How to report MSDs in the workplace.
• Risk factors and work activities associated with MSD hazards.
Training Tips Using the employee handout, define ergonomics.
Provide employees with information on MSDs and their signs and
symptoms.
Stress the need for early reporting, and explain the system to re port
MSDs, signs and symptoms of MSDs, and MSD hazards.
Occupational Safety And Health Act, Section 5. Duties—General
Duty Clause.
ERGONOMICS—AN OVERVIEW-1
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Ergonomics—An Overview
Overview
Work-related musculoskeletal disorders (MSDs) occur when the physical capabilities of the
worker do not match the physical requirements of the job. MSDs can cause muscle pain, ligament
sprains, or pain in the hands, wrists, arms, neck, back, or shoulders. MSDs do not only hurt
while you are at work.
Causes of MSDs
Prolonged exposure to ergonomics risk factors can cause MSDs. Conditions likely to cause MSD
problems include the following:
• Exerting excessive force;
• Excessive repetition of movements that can irritate tendons and increase pressure on
nerves;
• Awkward postures, or unsupported positions that stretch physical limits, can compress
nerves and irritate tendons;
• Static postures, or positions that a worker must hold for long periods of time, can restrict
blood flow and damage muscles;
• Motion, such as increased speed or acceleration when bending and twisting, can increase the
amount of force exerted on the body;
• Compression, from grasping sharp edges like tool handles, can concentrate force on small
areas of the body, reduce blood flow and nerve transmission, and damage tendons and tendon
sheaths;
• Inadequate recovery time due to overtime, lack of breaks, and failure to vary tasks leave
inadequate time for tissue healing;
MSDs can affect nearly all tissues in the body: the nerves, ten dons, tendon sheaths, and
muscles. The most frequently affected areas of the body are the arms and the back.
Learn to recognize the symptoms
The first sign of a cumulative trauma disorder may be:
• Numbness or burning sensation in the affected area;
• Numbness in the hands or wrists;
• Hand pain that occurs mainly at night;
• Pain shooting or radiating down the arm;
• Difficulty in gripping objects;
• Decreased range of motion in the joints; or
• Swelling of a joint or part of an arm, hand, finger(s), or leg.
ERGONOMICS—AN OVERVIEW HANDOUT-1

Ergonomics—Office Ergonomics
Overview of Topic Ergonomics is defined as fitting the work to the worker. When ergo-
nomics is applied correctly in the work environment, people can
work more comfortably, safely, and efficiently.
This is accomplished by designing tasks, work spaces, controls, dis-
plays, tools, lighting, and equipment to fit the employee’s physical
capabilities and limitations.
Ergonomic injuries are cited by OSHA under the General Duty
Clause, which states that the employer is responsible to provide a
workplace which is free from hazards.
Health Hazards A variety of disorders and illnesses can be caused by ergonomic
stressors, including disorders of the back, the neck, upper and lower
extremities, or the shoulders. The most commonly reported disorder
is cumulative trauma disorders (CTDs) such as carpal tunnel syn-
drome, and back disorders caused by prolonged sitting or inactivity.
Employee Training There are no specific OSHA required training requirements. How-
ever, because repetitive motion injuries are a commonly recognized
hazard, OSHA may cite their occurrence under the General Duty
Clause, Section 5(a)(1) of the OSH Act.
Training Tips Review the employee handout prior to training. Demonstrate proper
work posture and some stretching exercises. Also demonstrate
proper chair, computer, and work station adjustments. Explain how
employees can request an ergonomics evaluation, and who they
should contact with any ergonomics questions or problems.
OSHA Publication 3092 1997 Working Safely with Video Display
Terminals.
OSHA Publication 3125 2000 Ergonomics: The Study of Work.
NIOSH Facts: Carpal Tunnel Syndrome.
NIOSH Facts: Work-Related Musculoskeletal Disorders.
ERGONOMICS—OFFICE ERGONOMICS-1
4/14
Ergonomics—Office Ergonomics
Overview
Ergonomics can be defined as fitting the job to the worker. Everyone is different, and everyone
has physical limits to what they can do. If a job does not fit a worker, musculoskeletal injuries
can result. This is true of office settings too.
Workers react to ergonomic risk factors differently. One worker may develop symptoms while
another worker, doing the same job, does not.
Your employer may offer office and clerical employees an ergonomic work station assessment.
The ergonomics assessment should look at how the person sits; arm, wrist, and hand positions
when typing; and the positioning of the keyboard, monitor, and mouse.
Chair adjustment
Adjust your chair so that the sole of the foot rests on the floor or footrest, with thighs parallel to
the floor. Your back should be snug against the seat back.
Monitor
Adjust the monitor so that the top of the screen is at or slightly below eye level, and straight
ahead of the viewer. The user’s head should be able to be held in an upright posture with chin
tucked in.
Breaks and stretching
Take frequent breaks from keyboarding by performing other tasks, taking mini-breaks, or doing
simple stretches.
Watch for signs of trouble
Be alert for any pain, numbness, or tingling in the arms, wrists,
or hands. Watch for pain or stiffness in the back or shoulders.
What must I do?
Adjust your working style. Don’t pound or press the keys with
force. Rather, lightly touch the keys. Change posture and activi-
ties often, and take mini-stretch breaks throughout the day.
Type with forearms parallel to the floor and elbows at your
sides. Relax the shoulders and keep wrists in line with the forearm.
Keep the keyboard directly in front of you. Adjust the keyboard for height and angle, if possible.
Wrists should “float” over the keyboard.
The mouse should be in front of your “mouse hand.” Position the mouse at the same height as the
keyboard. Use your entire arm to move the mouse, and keep the forearm supported.
Your employer must provide a safe work place. Your employer must take steps to remove or
remediate any hazards, including those which cause cumulative trauma disorders.
ERGONOMICS—OFFICE ERGONOMICS HANDOUT-1

Ergonomics—Real Life Stories
Overview Of Topic Ergonomics is an applied science concerned with designing and

arranging a person’s environment to ensure safe and effective
interactions. Ergonomics involves arranging the environment to
fit the person.

Ivan unloaded pipe from the back of the pickup truck. Unfortu-
nately, the only way to do it was manually.
As Ivan started to unload the pipe he thought, “These things are

heavy; I’d better be careful.” He was aware of specific recommen-
dations for lifting; he just couldn’t remember exactly what they all
were.
Ivan remembered to bend at the knees and get a solid handhold.

He threw the pipe over the side of the truck onto the ground. After
he was finished moving all of the pipe he thought, “That wasn’t so
bad.”
Next, he had to stack the pipe on a pallet. He began to pick up the
first piece of pipe, only this time he had to lift it off the ground. As
Ivan lifted each piece of pipe, he twisted his upper body to stack it
on the pallet.
When he finally moved all of the pipe onto the pallet, he stopped
and stood up straight. He noticed that his back was very sore, but
decided it wasn’t anything to get excited about.

• Movement of heavy pipes.

• Musculoskeletal strain.
What did Ivan do right?
• He bent at the knees while lifting.
• He made sure he had a solid handhold.
ERGONOMICS—REAL LIFE STORIES–1

10/07

What did Ivan do wrong?
• Ended up lifting the pipe twice (once when he picked it up to

toss it off the truck and again when he had to pick it up to
stack it on the pallet.)
• When loading the pipe on the pallet he twisted his upper body.
• Did not report a potential injury.

• Ivan must report the injury and monitor the pain in his back to
determine if it needs medical attention.
• Ivan should be re-trained in proper lifting techniques and
work practices.
• Ivan should be re-trained on the workplace injury reporting
procedures.
Training Tips Review the company lifting program, if one exists. Review cases of
ergonomic or back injuries which have occurred at the worksite.
These rules apply to lifting and back safety:
• Size up the load.
• Plan ahead, making sure you have a clear path to carry the
load.
• Bend your knees.
• Place your feet close to the object and center yourself over the
load.
• Get a solid handhold.
• Lift straight up and smoothly, letting your legs do the work

instead of your back.
• Don’t twist your body during the lift.
• Keep the load as close to your body as possible.
ERGONOMICS—REAL LIFE STORIES–2

10/07


Overview
Ergonomics is an applied science concerned with designing and arranging a person’s environ-
ment to ensure safe and effective interactions. Ergonomics involves arranging the environment
to fit the person.

Ivan unloaded pipe from the back of the pickup truck. Unfortunately, the only way to do it was
manually.
As Ivan started to unload the pipe he thought, “These things are heavy; I’d
better be careful.” He was aware of specific recommendations for lifting; he
just couldn’t remember exactly what they all were.
Ivan remembered to bend at the knees and get a solid handhold. He threw the
pipe over the side of the truck onto the ground. After he was finished moving all
of the pipe he thought, “That wasn’t so bad.”
Next, he had to stack the pipe on a pallet. He began to pick up the first piece
of pipe, only this time he had to lift it off the ground. As Ivan lifted each
piece of pipe, he twisted his upper body to stack it on the pallet.
When he finally moved all of the pipe onto the pallet, he stopped and stood
up straight. He noticed that his back was very sore, but decided it wasn’t
anything to get excited about.

______________________________________________________________________________________
______________________________________________________________________________________
What did Ivan do right?

______________________________________________________________________________________
______________________________________________________________________________________
What did Ivan do wrong?

______________________________________________________________________________________
______________________________________________________________________________________

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
ERGONOMICS—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Ergonomics—Real Life Stories. The session covered:
• Company lifting program.
• Proper lifting practices.

• Company policy on reporting injuries.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ERGONOMICS—REAL LIFE STORIES SIGN-OFF

10/07
Ergonomics—Reducing Hazards
Overview of Topic Every year about 19 million American workers are disabled by
work-place musculoskeletal disorders (MSDs) at an estimated cost
to employers of $100 billion.
OSHA estimates that 25 percent of lost work time injuries are
caused by WMSDs.
By reducing work-related musculoskeletal disorders (MSDs)
through an ergonomics program, employers can see:
• Lower insurance costs.
• Lower injury rates.
• Increased productivity.
• Improved product quality.
• Reduced worker absenteeism.
• Improves worker morale.
An employer should take action to prevent MSDs as soon as the
problem becomes apparent. Early action can prevent more serious
injury later. Making improvements is not an exact science, but
rather is a process of continual improvements.
Employee Training There is no specific training requirements for ergonomics. However,
statistics show that employees who have had training on ergonom-
ics hazards are better able to identify and avoid those hazards,
leading to a safer workplace, and helping employers avoid costs
associated with MSDs.
Training Tips Using the employee handout, review the company ergonomics pro-
gram.
Stress the need for early reporting, and explain the system to report
MSDs, signs and symptoms of MSDs, and MSD hazards.
Explain all company efforts to implement MSD controls.
Occupational Safety And Health Act, Section 5. Duties—General
Duty Clause
ERGONOMICS—REDUCING HAZARDS-1
4/14
Ergonomics—Reducing Hazards
Overview
Detecting and preventing ergonomics hazards in the workplace can often be easy. Employers can
address the issue by:
• Establishing and ergonomics program.
• Providing and encouraging employees to participate in the ergonomics program and in deci-
sions affecting their safety and health.
What should my employer do to prevent ergonomics hazards?
Employers can prevent MSD hazards by properly designing the job or work station and selecting
the appropriate tools or equipment for that job. Based on information from the job analysis, an
employer can establish procedures to correct or control risk factors by using:
• Appropriate engineering controls.
• Proper work practices.
• Administrative controls.
• Personal protective equipment.
Effective ergonomic programs should include:
• Management commitment and employee participation.
• Job hazard analysis.
• Controlling ergonomic risk.
• Musculoskeletal disorder (MSD) management.
• Training and education.
As part of the reducing workplace ergonomics hazards, your
employer should ask those employees working in the problem
jobs to recommend measures to reduce hazards.
What should I do to prevent ergonomics hazards?
You can help reduce ergonomics hazards in the workplace by:
• Participating in the company ergonomics program.
• Reporting signs and symptoms of ergonomics hazards to the
management.
ERGONOMICS—REDUCING HAZARDS HANDOUT-1

Ergonomics—Repetitive Motion
Overview of Topic Among the many ergonomic disorders that can result from ergo-
nomically incorrect actions or work/task design, repetitive motions
are one of the most frequent types of injuries. Other than back
injuries, repetitive motion injuries probably account for the largest
percentage of ergonomic disorders in the work environment.
Cumulative trauma disorders
Repetitive motion injuries, also known as cumulative trauma dis-
orders (CTDs) are disorders of the musculoskeletal and nervous
systems. They may be caused or aggravated by repetitive motions,
forceful exertions, vibration, mechanical compression (pushing
against hard, sharp edges), sustained or awkward postures, or by
exposure to noise over extended periods of time.
CTDs can affect nearly all tissues nerves, tendons, tendon sheaths,
and muscles, with the upper extremities being the most frequently
affected. These painful and sometimes crippling injuries develop
gradually over periods of weeks, months, or years. They result from
repeated actions, such as twisting and bending of the hands, arms,
and wrists.
A common risk factor among these disorders is the use of force,
combined with repetitive motion over time. These conditions are
common to individuals who perform tasks such as assembly line
work, sewing, meatpacking, and lifting.
Today, CTDs are recognized as a major occupational health hazard
in the workplace and, according to the Bureau of Labor Statistics
account for the largest share of occupational illnesses known as
“repeated trauma” disorders.
Employee Training There are no specific OSHA required training requirements. How-
ever, because repetitive motion injuries are a commonly recognized
hazard, OSHA may cite their occurrence under the General Duty
Clause, Section 5(a)(1) of the OSH Act.
Training Tips Review the employee handout. Demonstrate proper work technique
and procedures. Explain any company programs which use exercise,
stretching, or a special break or work rotation cycle to combat CTDs.
Explain how employees should report any suspected cases of CTD.
NIOSH — Elements of Ergonomics Programs
ERGONOMICS—REPETITIVE MOTION-1
4/14
Ergonomics—Repetitive Motion
Overview
Repetitive motion injuries are one of the most common ergonomic injuries seen in workplaces.
Cumulative trauma disorders
Repetitive motion injuries are also known as cumulative trauma disorders (CTDs). CTDs are
disorders of the musculoskeletal and nervous systems. CTDs may be caused by or aggravated by
repetitive motions, forceful exertions, vibration, mechanical compressions (pushing against
hard, sharp edges), sustained or awkward postures, or by exposure to noise over extended
periods of time.
CTDs can affect nearly all tissues including nerves, tendons, tendon sheaths, and muscles.
Upper extremities are the most frequently affected.
These painful and sometimes crippling injuries develop gradually over periods of weeks, months,
or years.
Symptoms of CTDs
CTDs may include such conditions as:
• carpal tunnel syndrome,
• bursitis,
• tendinitis,
• epicondylitis,
• ganglion cyst,
• tenosynovitis, and
• trigger finger.
Symptoms of these disorders may include pain, tingling or numbness, visible swelling or redness
of the affected area, and loss of flexibility and strength.
Treatment for CTDs
Treatment for CTDs usually includes reducing or stopping the activities that caused the symp-
toms. Medications such as pain relievers, cortisone, and anti-inflammatory drugs may reduce
pain and swelling.
Physical therapy may relieve the soreness and pain in the muscles and joints. Taking several
mini-breaks will give the affected area time to rest and recover. Stretching and relaxation
exercises, and applying ice to the affected area, may help reduce pain and swelling.
Know what the signs and symptoms of CTDs are. Understand the process for reporting CTDs in
the workplace. Ask for an ergonomic assessment of your work area if you are experiencing
problems.
ERGONOMICS—REPETITIVE MOTION HANDOUT-1

Ethylene Oxide—An Overview
Overview of Topic Ethylene oxide (EtO) is extremely hazardous and requires care in
handling. A major industrial chemical, EtO is one of the 25 chemi-
cals of highest production volume in the United States. The
chemical is used in the production of solvents, antifreeze, textiles,
detergents, adhesives, pharmaceuticals, and fumigants. It is also
used for medical sterilization of surgical equipment.
Exposure and effects
Ethylene oxide exposure can occur via ingestion, inhalation, or der-
mal or eye contact. Immediate effects of exposure include skin, eye,
and nose irritation.
High concentrations can cause pulmonary edema, which may lead
to death. Observable effects from breathing or swallowing ethylene
oxide include headache, nausea, vomiting, diarrhea, shortness of
breath, and cyaonosis (darkening of the skin to blue or purple).
Employee Training Under 29 CFR 1910.1047(j)(3), the employer must provide employ-
ees who are potentially exposed to EtO at or above the action level
or above the excursion limit with information and training on EtO.
This must be done at the time of initial assignment and at least
Training Tips Identify any workplace areas where EtO is present, and review
physical and health hazards of EtO.
Review methods and observations that may detect the presence or
release of EtO in the work area.
Explain measures employees can take to protect themselves from
EtO exposure, including procedures the employer has implemented,
such as work practices, emergency procedures, and personal protec-
tive equipment to be used.
29 CFR 1910.1047—Ethylene Oxide.
NIOSH Publication No. 81-130.
ETHYLENE OXIDE—AN OVERVIEW-1

10/14
Ethylene Oxide—An Overview

Overview
Ethylene oxide (EtO) is a colorless gas at room temperature and a colorless liquid at 12 degrees
Celsius.
EtO is very flammable and highly explosive. It is commonly used in industry.
How can it hurt me?
Employees can be exposed to EtO by breathing it, swallowing it, or through contact with the eyes
or skin.
Exposure from inhalation can cause convulsions, nausea, vom-
iting, and olfactory and pulmonary changes.
Exposure from ingestion can cause headaches, nausea, vomit-
ing, diarrhea, shortness of breath, and cyanosis (darkening of
the skin to blue or purple.)
Your employer will establish a regulated area wherever occupa-
tional exposure to airborne concentrations of EtO may exceed the TWA or wherever the EtO
concentration exceeds or can reasonably be expected to exceed the excursion limit and post signs
to mark regulated areas and entrances or access ways to regulated areas that read:
DANGER
ETHYLENE OXIDE
MAY CAUSE CANCER
MAY DAMAGE FERTILITY OR THE UNBORN CHILD
RESPIRATORY PROTECTION AND PROTECTIVE CLOTHING MAY BE REQUIRED IN THIS
AREA
Your employer is required to provide training if there is a possibility you will be exposed to EtO.
The training must:
• Cover requirements of 29 CFR 1910.1047.
• Identify physical and health hazards of EtO.
• Inform employees of any workplace operations where EtO is present.
• Explain how to detect the presence of EtO.
• Cover work practices, engineering controls, emergency procedures, and personal protective
equipment designed to protect employees from EtO.
• Present the company written hazard communication program, the hazardous material label-
ing system, and how employees can obtain and use this information.
ETHYLENE OXIDE—AN OVERVIEW HANDOUT-1

Ethylene Oxide—Exposures
Overview of Topic Ethylene oxide (EtO) is a flammable, colorless gas at temperatures

above 51.3 that smells like ether at toxic levels.
Exposure and effects
Exposure to EtO can cause eye pain, blurred vision, sore throat,
difficulty breathing, dizziness, nausea, headache, convulsions, vom-
iting, and coughing.
EtO is a carcinogen that may cause leukemia, and is also linked to
spontaneous abortion, genetic damage, nerve damage, peripheral
paralysis, muscle weakness, as well as impaired thinking and
memory. EtO can cause severe skin irritation upon prolonged con-
tact.
What is the permissible exposure limit?
Employee Training Employees who are potentially exposed to EtO at or above the action
level or above the excursion limit must be trained at the time of
initial assignment and at least annually thereafter.
Training Tips Identify where EtO is present, and review physical and health haz-
ards of EtO.
Review methods and observations that may detect the presence or
release of EtO in the work area.
Measures employees can take to protect themselves from EtO expo-
sure, including procedures the employer has implemented, such as
work practices, emergency procedures, and personal protective
equipment to be used.
29 CFR 1910.1047—Ethylene Oxide.
ETHYLENE OXIDE—EXPOSURES-1
10/14
Ethylene Oxide—Exposures
Overview
Ethylene oxide (EtO) is extremely hazardous and requires care in handling. EtO has an ether-
like odor at dangerous levels. The vapor is heavier than air, so it can potentially travel along the
floor or ground to an ignition source.
Exposure is limited to one part EtO per million parts of air (1 ppm) measured as an 8-hour
time-weighted average (TWA). Employee exposure may not exceed the short-term excursion
limit of 5 ppm EtO averaged over any 15-minute sampling period.
How can it hurt me?
EtO can be inhaled, absorbed into the skin, or swallowed.
The most immediate (acute) effects of ethylene oxide exposure
include:
• Skin and eye damage, including injury to the cornea, frost-
bite, and severe skin irritation and blistering.
• Gastric irritation and liver injury via ingestion.
• Respiratory irritation and lung injury, nausea, vomiting,
diarrhea, shortness of breath, and a blue or purple coloring
of the skin caused by inhalation.
Long-term (chronic) effects of exposure include:
• Reproductive abnormalities.
• Cancer.
• Chromosome damage.
First aid
First aid procedures for EtO exposures include:
• Contact with eyes - Flush thoroughly with water, lifting eyelids. Get medical attention
immediately.
• Contact with skin - Flush thoroughly with water. If ethylene oxide soaks through clothes,
especially footwear, deluge in emergency shower. Get medical attention immediately.
• If inhaled - Move person to fresh air immediately (if you can do so without endangering
yourself). Keep affected person warm and at rest. Get medical attention immediately.
• If swallowed - Give persons large quantities of water. Induce vomiting (unless victim is
unconscious).
ETHYLENE OXIDE—EXPOSURES HANDOUT-1

Ethylene Oxide—Real Life Stories
Overview Of Topic Ethylene oxide is a major industrial chemical and is a colorless

gas at room temperature and a colorless liquid at 12 degrees Cel-
sius. It is highly flammable and highly explosive. The vapor is
heavier than air, so it can potentially travel along the floor or
ground to an ignition source. Whatever its use, it is extremely haz-
ardous and requires extreme care in handling.
Marco and Elijah were in charge of unloading a railcar filled with

ethylene oxide and they began pumping it out of the car’s tank. At
11 a.m., a gas-leak sensor, located at the main valve, shut the
valve automatically. The water sprinkler installation, that had
been connected above the tank vehicle, was also automatically
activated.
Elijah told Marco to put on the escape respirator. Next they evacu-
ated the area, moving back about 75 feet. Elijah contacted the
plant’s safety person who, in turn, called the corporate fire bri-
gade. Upon arrival the fire brigade doused the surroundings with
water.
It was estimated that about 1/10 of a gallon of ethylene oxide

leaked into the environment before the valve shut itself off.
• Ethylene oxide leak from an unknown cause.
• Exposure to ethylene oxide.

What did Elijah do right?
• Put on the escape-only respirator and instructed Marco to do

the same.
• Evacuated the area.
• Called the plant’s safety person to report the incident.
ETHYLENE OXIDE—REAL LIFE STORIES–1

10/07

What did the safety person do right?
• Responded immediately.
• Called the corporate fire brigade.

What went wrong?
• Employees unaware of leak until valve and water sprinkler

were activated.
• One-tenth of a gallon of ethylene oxide leaked into the environ-
ment.
• Investigate the cause of the ethylene oxide leak.
• Provide additional training on methods and observations,

physical and health hazards, work practices, PPE, and emer-
gency procedures.
Training Tips Identify all areas in the workplace where ethylene oxide is
present. Obtain copies of the MSDS for the chemical.
Review the requirements of 29 CFR 1910.1047.
Explain the physical and health hazards of the chemical. Review

methods and observations that would tell employees of the pres-
ence of or the release of ethylene oxide.
Explain measures that employees are to take to protect them-

selves from ethylene oxide exposure, including work practices,
emergency procedures, and personal protective equipment to be
used.
Explain relevant portions of the company hazard communication

program, including an explanation of the labeling system and how
employees can obtain and use the hazard information.
ETHYLENE OXIDE—REAL LIFE STORIES–2

10/07

Ethylene Oxide—Real Life Stories

Overview
Ethylene oxide is a colorless gas at room temperature and a colorless liquid at 12 degrees Cel-
sius. It is highly flammable and highly explosive. The vapor is heavier than air, so it can poten-
tially travel along the floor or ground to an ignition source.
Marco and Elijah were in charge of unloading a railcar filled with ethylene
oxide and they began pumping it out of the car’s tank. At 11 a.m., a gas-leak
sensor, located at the main valve, shut the valve automatically. The water
sprinkler installation, that had been connected above the tank vehicle, was
also automatically activated.
Elijah told Marco to put on the escape respirator. Next they evacuated the
area, moving back about 75 feet. Elijah contacted the plant’s safety person
who, in turn, called the corporate fire brigade. Upon arrival the fire brigade
doused the surroundings with water.
It was estimated that about 1/10 of a gallon of ethylene oxide leaked into the
environment before the valve shut itself off.
_______________________________________________________________________________________
_______________________________________________________________________________________
What did Elijah do right?

_______________________________________________________________________________________
_______________________________________________________________________________________
What did the safety person do right?

_______________________________________________________________________________________
_______________________________________________________________________________________
What went wrong?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
ETHYLENE OXIDE—REAL LIFE STORIES HANDOUT

10/07
Ethylene Oxide—Real Life Stories—

Sign-Off Sheet
This sign-off sheet documents the employees at this company, ____________________________, who
have taken part in a training session on Ethylene Oxide—Real Life Stories. The session covered:
• Areas in the workplace where ethylene oxide is or may be present.
• The requirements of 29 CFR 1910.1047.

• Measures employees can take to protect themselves from EtO.
• The company hazcom program and how it applies to EtO.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ETHYLENE OXIDE—REAL LIFE STORIES SIGN-OFF

10/07
Exits—Designated Path
Overview Of Topic All buildings designed for human occupancy must have a way of
allowing occupants fast exit to the outside in case of an emergency.
These means of egress (exit routes) can be hallways, corridors, bal-
conies, ramps, stairs, or lobbies. The designated paths of exit must
be arranged and maintained to provide a free and unobstructed
means to exit all parts of the building at all times. Employers
must also ensure that these paths are accessible to occupants who
have impaired mobility.
Employers must provide adequate exit routes and exits for

employees to leave the workplace safely in case of an emergency,
according to §1910 Subpart E — Means of Egress.
Compliance with OSHA’s egress requirements ensures that when

people need to have a safe and efficient means of leaving a build-
ing in an emergency, the exit route will be there and they will have
minimal problems finding and using it.
What is an “exit route?”
An “exit route” is a continuous and unobstructed path of exit

travel from any point within a workplace to safety outside. An exit
route generally consists of three parts: access to the exit; the exit,
which provides a way of travel out of the workplace; and the way
from the exit to the outside.
At least two exits routes that are remote from each other must be
available. This ensures alternate means for employees to leave the
workplace safely during an emergency. If one route is unavailable,
there must always be another exit route available in another part
of the building.
Exits must lead directly outside or to an open space with access to

the outside. The area beyond the exit has to have enough room to
accommodate the people who are likely to use the exit.
Exit doors must be able to be readily opened without having to use

keys, tools, or special knowledge. Exit doors cannot have any
alarm or device that would restrict emergency use of the exit if the
device fails.
EXITS—DESIGNATED PATH–1

An exit route must be able to support the maximum-permitted

occupant load for each floor of the building that is served by the
exit route. The exit route’s capacity must not decrease along the
direction of exit travel.
How are exits to be marked?
Exits must be marked by a readily visible sign. Every exit sign

shall be distinctive in color and shall provide contrast with decora-
tions, interior finish, or other signs.
Employee Training There are no requirements for training regarding exits, however
means of egress training is called for under §1910.38 Employee
emergency plans and fire prevention plans.
Training Tips Review 1910 Subpart E—Means of Egress.

Using the employee handout, review with the employees require-
ments for exits, exit markings, and access to exits.
Point out a representative exit marking sign for your facility.

Review the Emergency Action Plan with the employees, especially
as it relates to exiting the facility and outside assembly areas.

29 CFR 1910 Subpart E—Means of Egress.
EXITS—DESIGNATED PATH–2

Exits—Designated Path
Overview
All buildings must have a way of allowing occupants fast exit to the outside in case of an emer-
gency. These exits can be hallways, corridors, balconies, ramps, stairs, or lobbies.
The designated paths of exit must be arranged and maintained to provide a free and unob-
structed means to exit all parts of the building at all times. Employers must also ensure that
these paths are accessible to occupants who have impaired mobility.
Exits must lead directly outside or to an open space with access to the outside. The area beyond
the exit has to have enough room to accommodate the people who are likely to use the exit.
Exit doors:
• must be able to be readily opened

without having to use keys, tools,
or special knowledge.
• cannot have any alarm or device
that would restrict emergency use
of the exit if the device fails.
Your employer will explain how to

locate exits in your facility, and what
you should do if you are required to
exit the building in an emergency.
What must I do?
You must become aware of at least two exits from your area of the workplace.
You have the duty to not block exits or paths of exits, and alert your employer if you notice exits
that are blocked.
EXITS—DESIGNATED PATH HANDOUT

Exits—Designated Path—Sign-Off Sheet

who have taken part in a training session on Exits—Designated Path. The session covered:
• definition of means of egress.
• employer responsibilities regarding the number and location of exits.

• employee responsibilities regarding housekeeping near exits and exit routes.
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EXITS—DESIGNATED PATH SIGN-OFF

Exits—Maintaining a Safe Exit
Overview Of Topic At 1910 Subpart E—Means of Egress, OSHA states that every
building or structure, new or old, designed for human occupancy
shall be provided with exits sufficient to permit the prompt escape
of occupants in case of fire or other emergency.
OSHA also states that every required exit be “continuously main-

tained free of all obstructions or impediments to full instant use in
the case of fire or other emergency.” Some of the requirements for
keeping exit routes safe include the following.
• Exit routes must be kept free of obstructing material or equip-

ment, and they must have adequate lighting.
• Stairs or ramps can be part of the exit route.
• The purpose of an exit route is to reach an exit—the exit route

cannot lead employees toward a dead end or through a room
that can be locked.
• Exit routes must be free of highly flammable furnishings or
decorations.
• Employees using the exit route may not be required to travel
toward areas where there are unshielded materials that burn
very quickly, emit poisonous fumes, or are explosive.
• Signs must be posted along the exit route to indicate the direc-
tion of travel to the nearest exit.
OSHA’s requirements ensure that exits will be safe and easy to
use.
• Exits must lead directly outside or to an open space with

access to the outside. The area beyond the exit has to have
enough room to accommodate the people who are likely to use
the exit.
• Exit doors must be able to be readily opened without having to
use keys, tools, or special knowledge. Exit doors cannot have
any alarm or device that would restrict emergency use of the
exit if the device fails.
EXITS—MAINTAINING A SAFE EXIT–1

10/02

• When exit route stairs continue beyond the floor where people
are to exit, there must be doors or partitions at the exit dis-
charge floor to assure that the direction of exit travel is clear to
employees.
Employee training There are no training requirements regarding the use of exits.
However, there are requirements for making sure that employees
know where the nearest exits are, and where they should assem-
ble for a head count in the event of an emergency evacuation.
Training Tips Review the employee handout and OSHA 1910 Subpart E, along
with the workplace emergency action plans. Display a map show-
ing exit routes appropriate to the group of employees at this train-
ing session.

29 CFR 1910 Subpart E—Means of Egress
EXITS—MAINTAINING A SAFE EXIT–2

10/02

Exits—Maintaining a Safe Exit

Overview
All buildings must have a way of allowing occupants fast exit to the outside in case of an emer-
gency.
What is an exit route?
An “exit route” is a clear path of exit travel from any point in a workplace to safety outside. The
exit route can include aisles, stairs, ramps, etc. A workplace must have at least two exit routes
that are remote from each other. If a fire or other emergency blocks access to one exit route, the
other exit route can be used.
Exit routes must be kept free of obstructing materials or

equipment, and they must have enough lighting. The pur-
pose of an exit route is to reach an exit—the exit route can-
not lead employees toward a dead end or through a room
that can be locked.
Signs must be posted along the exit route to show the direc-
tion of travel to the nearest exit.
What is an exit?
Exits provide a protected way out of the workplace.
Each exit must be easy to see and marked with an “Exit”

sign. Any door that might be mistaken for an exit must be
marked “Not an Exit” or with a sign showing what the door
leads to (“To Basement,” “Storeroom,” “Linen Closet,” etc.).
Exit doors must be easy to open without having to use keys
or tools.
What must I do?
You must be aware of where the exits are located in your workplace, and know at least two
exits to get out of the building during an emergency.
Your employer will explain how to locate exits in your facility, and what you should do if you
are required to exit the building in an emergency.
EXITS—MAINTAINING A SAFE EXIT HANDOUT

10/02
Exits—Maintaining a Safe Exit—

Sign-Off Sheet
This sign-off sheet documents the employees at this company, ____________________________, who
have taken part in a training session on Exits—Maintaining a Safe Exit. The session covered:
• The definition of an exit, and why it is important to maintain a clear path of travel.
• Exit signage, and how non-exits are marked.

• What employees are expected to do in case they must exit the building in an emergency.
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EXITS—MAINTAINING A SAFE EXIT SIGN-OFF

10/02
Exits—Required Signage
Overview Of Topic OSHA requires that all buildings designed for human occupancy
must have a way of allowing occupants fast exit to the outside in
case of an emergency.
Employers must provide adequate exit routes and exits for
employees to leave the workplace safely in case of an emergency,
according to §1910 Subpart E — Means of Egress.
What signage is required?
OSHA requirements at §1910.37(q) state that these exits must

meet specific signage requirements. OSHA requires that:
• exits shall be marked by readily visible signs in all cases where

the exit or way to reach it is not immediately visible.
• any door or passage which could be mistaken for an exit or an
exit access, shall be identified by a sign reading “No Exit” or be
labeled as to its actual character such as “Basement,” “Store-
room,” or the like.
OSHA also requires that the signs themselves meet certain
requirements. Every required sign designating an exit or way of
exit shall:
• be located and of such size, color, and design as to be readily

visible.
• not have any decorations, furnishings, or equipment which
could obscure the view of any exit signs.
• not be any brightly illuminated signs (other than exits), dis-
plays, or objects in or near the line of vision to obstruct the
view of or detract attention away from the exit sign.
• be distinct in color and shall provide contrast with decorations,
interior finish, or other signs.
• read “Exit” or similar designation, with an arrow indicating
direction where the direction of travel is not readily apparent.
• be illuminated by a reliable light source of not less than 5 foot-
candles on the illuminated surface.
EXITS—REQUIRED SIGNAGE–1

• have screens, discs, or lenses of not less than 25 square inches

in area made of translucent material to show red or other spec-
ified designated color on the side of the approach, unless the
sign is internally illuminated.
• internally illuminated in all occupancies where reduction of
normal illumination is permitted.
• have the word “Exit” in plainly legible letters not less than 6
inches high, with the principal strokes of letters not less than
3/4” wide.
Additionally, the OSHA rules require that all exit signs and light-
ing be maintained.
Employee Training There are no requirements for training regarding exits, however
means of egress training is called for under §1910.38 — Employee
Training Tips Review 1910 Subpart E—Means of Egress.

Using the employee handout, review with the employees require-
ments for exit markings.
If employees do not speak or read English, provide translation or a

translator, so that they can identify and know the meaning of the
exit signs used in your facility.
Point out a representative exit marking sign for your facility.

Review the Emergency Action Plan with the employees, especially
as it relates to exiting the facility and outside assembly areas.

29 CFR 1910 Subpart E—Means of Egress.
EXITS—REQUIRED SIGNAGE–2

Exits—Required Signage
Overview
All buildings must have a way of allowing occupants fast exit to the outside in case of an
emergency.
All exits, and the designated paths of exit, must be clearly marked with exit signs. In cases where
there are paths of exit leading to an exit, those paths must be marked with an exit sign and an
arrow indicating direction of travel.
Exit signs must be illuminated, either internally or externally, so that the sign can be seen in the
dark or in cases of reduced lighting.

Your employer is responsible for providing safe means of exiting from the workplace, and for
marking those exits.
Your employer will explain how to locate exits in your
facility, and what you should do if you are required to
exit the building in an emergency.
What Must I Do?

You must become aware of the appearance of the exit
signs in your building, so that there is no confusion if
an emergency evacuation is required.
You have the duty to alert your employer if exit signs
are damaged, removed, or not illuminated properly, so
that repairs can be made.
EXITS—REQUIRED SIGNAGE HANDOUT-1

Exits—Required Signage Sign-off Sheet
part in a training session on Exits—Required Signage. The session covered:
• exit signage used in the facility.
• signage directing employees to exits, where necessary.
• a review of emergency exiting procedures.
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EXITS—REQUIRED SIGNAGE SIGN-OFF-1

Exits—Real Life Stories
Overview Of Topic OSHA requires that all buildings designed for human occupancy
have a way of allowing occupants fast exit to the outside in case of
an emergency.
Employers must provide adequate exit routes and exits for employ-
ees to leave the workplace safely in case of an emergency, according
to OSHA Regulation 1910 Subpart E - Means of Egress.

Chin and Dwight were conducting an inspection of the facility.
Dwight noticed an exit that didn’t seem to meet the OSHA require-
ments. When he and Chin approached the exit they noticed it was
partially blocked by a stack of empty pallets. Also, the exit sign
above the door was in no way illuminated.
They opened the exit door and walked down the hallway. Chin no-
ticed that there were desk chairs stored in the hallway. This reduced
the width of the aisle to about 20 inches. In addition, several bulbs
were burnt out, reducing the light in the hallway to the bare
minimum.
Continuing down the hall, Dwight didn’t see any signs pointing in
the direction of the exit. After descending a flight of stairs, there was
a door that led outside.

• Blocked Exits.
• Unsafe exit routes.
• Improperly marked exit.
What did Chin and Dwight do right?
• Conducted the inspection.
• Noted OSHA violations.
What did the company do wrong?
• Partially blocked the first exit door with pallets.
• Didn’t illuminate the exit sign.
• Reduced the width of the hallway aisle to less than 28 inches.
• Used dim lighting in the hallway aisle.
EXITS—REAL LIFE STORIES-1

4/08
• Didn’t use any signs in the hallway aisle that directed the em-
ployee to the exit.
The safety department should inspect the exit route and:
• Put up a sign not to block the interior exit door.
• Install a self-illuminated exit sign.
• Remove the chairs from the hallway.
• Replace the burnt out bulbs in the hallway.
• Check to see if the flight of stairs needed a standard railing.
• Provide additional training on exit route and exit requirements.
Training Tips There are no requirements for training regarding exits, however
means of egress training is called for under §1910.38 - Employee
Review exit routes for the facility, and the head count locations for
each department. Also, briefly review what the company emergency
plan and fire prevention plan say about exit routes and exit ways.
EXITS—REAL LIFE STORIES-2

4/08
Exits—Real Life Stories

Overview
OSHA requires that all buildings designed for human occupancy have a way of allowing occu-
pants fast exit to the outside in case of an emergency.
Employers must provide adequate exit routes and exits for employees to leave the workplace
safely in case of an emergency, according to OSHA Regulation 1910 Subpart E - Means of Egress.

Chin and Dwight were conducting an inspection of the facility. Dwight noticed an exit that didn’t
seem to meet the OSHA requirements. When he and Chin approached the exit they noticed it
was partially blocked by a stack of empty pallets. Also, the exit sign above the door was in no way
illuminated.
They opened the exit door and walked down the hallway. Chin noticed that there were desk
chairs stored in the hallway. This reduced the width of the aisle to about 20 inches. In addition,
several bulbs were burnt out, reducing the light in the hallway to the bare minimum.
Continuing down the hall, Dwight didn’t see any signs pointing in the direction of the exit. After
descending a flight of stairs, there was a door that led outside.

What did Chin and Dwight do right?
What did the company do wrong?
What Happens Next?

EXITS—REAL LIFE STORIES HANDOUT-1

Exits—Real Life Stories Sign-off Sheet
part in a training session on Exits—Real Life Stories. At this training session, we covered:
• The company emergency plan.
• The company fire prevention plan.
• Exit route requirements.
• Headcount locations.
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EXITS—REAL LIFE STORIES SIGN-OFF-1

Eyestrain and CVS
Overview Of Topic Eyestrain and irritation are among the most frequently reported
complaints by computer users. Now there is a name for these
health concerns—Computer Vision Syndrome (CVS).
According to the American Optometric Association, CVS affects
nine out of ten computer workers and costs almost $2 million each
year to remedy. However, no statistics are available on just how
CVS affects productivity or lost work time.
Symptoms of CVS The specific symptoms of CVS include:
• eyestrain, blurred vision, trouble focusing, or eye fatigue.
• headaches, light sensitivity, double vision, or afterimages.

• dry, irritated, and/or red eyes.
• temporary nearsightedness.
• neck, shoulder, and/or back pain.

Experts differ on whether there is any permanent or long-term
effects of CVS. This may be because individuals react to and
recover from CVS causative factors differently.
Causes of CVS
CVS is thought by experts to be caused by improper lighting, poor

monitor ergonomics, poor monitor design, long working hours, and
vision disorders.
Most of these problems can be corrected by adjusting the physical

and environmental setting where the computer users work. These
include:
• Lowering the light levels in the office to avoid “washing out”

images on the screen.
• Minimizing the contrast between the monitor, works surface,
and surrounding areas such as walls.
• Eliminate glare from harsh or bright lighting, windows, mir-
rors, or bright work areas.
EYESTRAIN AND CVS–1

4/03

• Situating monitors so that the top of the screen is at or just

below eye level, and about 20 to 24 inches from the user.
• Set the brightness control as low as is comfortable for the user,
and set the contrast control as high as is comfortable for the
user.
• Set screen refresh rate to above 60 Hertz to eliminate or
reduce screen flicker.
• Keep the screen clean. Dirty screens are harder on the eyes.
Other problems must be addressed by behavioral modifications or
medical attention. These include:
• Getting a regular eye exam at least every five years, or if suf-

fering sight problems. Using the computer magnifies vision
disorders, and can result in eye irritation.
• Taking a 10-minute rest break every two hours.
• Changing focus regularly. Take mini-breaks by momentarily

focusing on an object which is at least 20 feet away. This helps
the eyes to relax.
• Remembering to blink. Computer users tend to blink less,
causing dryness and irritation to the eyes.
Training Tips Review the employee handout. Explain to employees how they
may request an ergonomic assessment of their work area, includ-
ing CVS problems. Demonstrate how to properly adjust computer
monitors for the ambient lighting.

OSHA 3092, 1997, Working Safely with Video Display Terminals.
EYESTRAIN AND CVS–2

4/03

Eyestrain and CVS

Overview
Eyestrain; headaches; blurred vision; dry, irritated, or red eyes; light sensitivity; temporary
nearsightedness; and eye fatigue are all symptoms of computer vision syndrome (CVS). CVS
affects a surprising number of computer users.
You can do several things to prevent CVS, such as setting up your workspace properly. This
could include:
• Lower the light levels during computer use-high illumination

“washes out” images on the screen.
• Minimize the difference in contrast between the display
screen, work surface, and surrounding area.
• Eliminate glare from harsh lighting, windows, mirrors, bright
work surfaces or clothing.
• Situate monitors so the top of the screen is at or just below
eye level of the user, and about 20 to 24 inches away.
• Set the brightness control as low as is comfortable and the contrast control as high as is
comfortable.
• Change the refresh rate if your screen flickers. The refresh rate should be set above 60
Hertz.
• Place the document holder close to and at the same height and distance as the display
screen.
Other things you can do to prevent CVS are related to the body mechanics, such as:
• Getting your vision checked. Eyes change as you age, and eye problems can result from mis-
diagnosed eye problems or from wearing outdated eye glasses.
• Occasionally changing focus out the window, across the room, or at an object which is at
least 20 feet away. Eyes relax when focusing on objects at a distance.
• Remembering to blink often, since we tend to blink less when looking at a monitor, causing
dry, irritated eyes.
Your employer will explain how to get assistance in setting up your workstation to avoid CVS
problems.
Your employer will also explain how and to whom to report problems with your work station or
with your vision.
EYESTRAIN AND CVS HANDOUT

Eyestrain and CVS

Sign-Off Sheet

who have taken part in a training session on Eyestrain and CVS. The session covered:
• Symptoms associated with CVS.
• Causes of CVS.
• How to prevent CVS.
• How to get help with eyestrain and other vision problems and who to report symptoms to.
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EYESTRAIN AND CVS SIGN-OFF

Eyewash and Showers—An Overview
Overview of Topic Emergency eyewashes and showers are essential in preventing per-
manent injuries to the eyes, face, and body from exposure to haz-
ardous chemicals. They provide a secondary line of defense behind
personal protective equipment such as safety goggles and gloves.
OSHA requires that eyewashes and showers be provided for em-
ployees exposed to even small amounts of corrosives.
Requirements/specifications
Emergency eyewashes or showers must be capable of the following:
• A continuous, steady flow of approved fluid for at least 15 min-
utes.
• Flushing both eyes simultaneously.
• Easy activation and hands-free operation.
• Temperature control – It’s important that fluid remain tepid
throughout the flushing procedure.
10 second rule
Accident victims who need to use emergency eyewashes or showers
may experience pain, blurred vision, impaired judgment, or panic.
That’s why the ANSI standards say it should only take an injured
person 10 seconds or less to reach emergency equipment.
If work processes will expose anyone to highly corrosive or ex-
tremely dangerous chemicals, then the emergency equipment is re-
quired to be immediately adjacent to the work area, meaning there
should be no delay in reaching the eyewash/shower station.
Location
The route to the emergency equipment should be easily traveled and
free of obstructions. The standards say:
1. The eyewash/shower should be on the same level. Employees
should not have to use staircases or elevators to reach them.
2. One door between the workspace and the shower station is al-
lowed, but only if there’s no risk of exposure to corrosives. It
can’t lock to prevent access.
3. The path to the equipment should be kept free from any obstruc-
tion. Nothing should stand between the injured worker and the
eyewash/shower station.
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4/11
4. The eyewash/showers should not be placed next to electric haz-

ards. Water and electricity don’t mix.
5. There should be some way to contain or drain the runoff. 15
minutes of continuous flushing creates quite a puddle!
Eyewash/shower stations should draw attention to themselves.
Emergency equipment should feature prominent signs with large
letters, stand in a well-lit area, and be painted with bright colors.
Training Tips Review the employee handout, and stress workplace emergency pro-
cedures, especially how to activate the emergency medical system.
• Show employees locations of emergency eyewash/shower sta-
tions.
• Explain when they might have to use it.
• Demonstrate how to activate the eyewash/shower and review
proper use.
• Remind employees to flush eyes and skin for at least 15 minutes.
• Emphasize the importance of keeping the path to the equipment
free of obstacles.
Also explain why it is important to properly assist fellow employee’s
in distress to reach the eyewash/shower station.
29 CFR 1910.151 – Medical Services and First Aid
ANSI Z358.1-2009 Emergency Eyewashes and Shower Equipment
The company emergency action plan.
EYEWASH AND SHOWERS—AN OVERVIEW-2

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Overview
Emergency eyewashes and showers provide first aid for the eyes, face, and body. They are
required whenever there is a possibility of exposure to hazardous chemicals or corrosive
substances.
Where You’ll Find Them

The best protection from dangerous chemicals is to follow work rules and wear the right personal
protective equipment (PPE). Know how to get first aid and where the eyewash and shower
stations are located. Also know how to activate the emergency medical system.
If you need the emergency eyewash:
• Don’t panic. Calmly make your way to the eyewash station. If
there’s a coworker nearby, ask him or her to help you.
• Start the eyewash and place your eyes in the stream of water.
• Use your fingers to hold your eyelids open.
• Periodically, lift your eyelids further and roll your eyeballs
around.
• Flush for at least 15 minutes. Have someone time you, if possible.
• Seek medical attention right away.
Following using the eyewash or shower, follow company rules for notifying management of the
need to use the eyewash/shower, and seek follow-up medical care.

Your employer will explain the hazards of the chemicals that you work with, including those that
pose eye or skin hazards requiring eyewash or shower use if you are exposed to them.
Your employer will also explain how and to whom to report medical emergencies to.
EYEWASH AND SHOWERS—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Eyewash and Showers—An overview. The session covered:
• When eyewash and showers are required.
• Chemical hazards present in the workplace.
• How to properly use an emergency eyewash station.
• Why it’s important to keep a clear pathway to the emergency equipment.
• Company policy on reporting medical emergencies.
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EYEWASH AND SHOWERS—AN OVERVIEW SIGN-OFF-1

Eyewash and Showers—Real Life Stories
Overview of Topic Emergency eyewashes and showers provide first aid in the case of
accidental exposure to dangerous or caustic chemicals, but don’t
replace the need to follow work rules or wear PPE.

The day started like any other for Kelly. She reported for work
where she spent part of her time stripping metal parts. Kelly made
sure to wear the proper goggles, gloves, and footwear. She didn’t
notice, however, that when she absently brushed a lock of hair away
from her face she got some chemical on the goggles. When she re-
moved the goggles at the end of her shift, she felt a burning, stinging
pain in her left eye.
Kelly tried to rub her eye and blink, thinking she could make the
pain go away, but instead it kept getting worse and worse. Her eye
teared up and her vision blurred.
She felt panicked and disoriented. Her coworker, Amin, noticed her
distress. He figured out the reason for it when he saw her red,
swollen eye.
Amin took Kelly by the arm and led her to the emergency eyewash
station, as there was a skid with boxes stacked on it in the way.
Amin turned on the unit and had Kelly use both hands to hold her
eye open. He made sure she kept her eye in the running water for at
least 15 minutes, having her roll her eye around a few times for good
measure.
Kelly then clocked out and went home.

What did Kelly do right?
• Kelly wore the correct PPE.
• Kelly used both hands to hold her eye open and rolled her eye
around to make sure all of the chemical was rinsed out.
• Kelly flushed her eye for the full 15 minutes.
What did Kelly do wrong?
• Kelly did not call for help.
• Kelly failed to follow established work practices and she rubbed
her eye.
• Kelly did not alert her supervisor about the incident.
EYEWASH AND SHOWERS—REAL LIFE STORIES-1

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What did Amin do right?

• Amin recognized an emergency situation.
• Amin lead Kelly to the eyewash and helped her rinse her eyes.
What did Amin do wrong?
• Amin did not contact emergency help for Kelly.
• Amine allowed Kelly to go home.
What happens next?

• Get Kelly follow-up medical assistance.
• Employees should be re-trained to recognize the hazards of the
chemicals they use and how to avoid accidents.
• Employees should be re-trained in the proper use of PPE.
• Employees should be instructed on the importance of good
housekeeping.
• The company’s emergency response plan should be reviewed
with employees.
Training Tips Remind employees that in the case of chemical exposure to skin or
eyes, the quicker an injured employee can reach the emergency
eyewash/shower station, the less severe the injury is likely to be.
Review first aid procedures, emphasizing chemical burns and inju-
ries.
Point out the importance of alerting emergency medical help when-
ever there is an exposure incident..
The company’s written Hazard Communication plan.
MSDSs for the hazardous materials used in the workplace.
The eyewash and shower manufacturer’s written literature.
EYEWASH AND SHOWERS—REAL LIFE STORIES-2

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Kelly reported for work where she spent part of her time stripping metal parts. Kelly made sure
to wear the proper goggles, gloves, and footwear. She didn’t notice, however, that when she
absently brushed a lock of hair away from her face she got some chemical on the goggles. When
she removed the goggles at the end of her shift, she felt a burning, stinging pain in her left eye.
Kelly tried to rub her eye and blink, thinking she could make the pain go away, but instead it
kept getting worse and worse. Her eye teared up and her vision blurred. She felt panicked and
disoriented. Her coworker, Amin, noticed her distress. He figured out the reason for it when he
saw her red, swollen eye.
Amin took Kelly by the arm and led her to the emergency eyewash station, as there was a skid
with boxes stacked on it in the way. Amin turned on the unit and had Kelly use both hands to
hold her eye open. He made sure she kept her eye in the running water for at least 15 minutes,
having her roll her eye around a few times for good measure.
Kelly then checked out and went home.

What did Kelly do right?
What did Kelly do wrong?
What did Amin do right?
What did Amin do wrong?
EYEWASH AND SHOWERS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Eyewash and Showers—Real Life Stories. The session covered:
• The purpose of emergency eyewashes and showers.
• What do in the case of accidental exposure to hazardous chemicals.
• How to use the emergency equipment.
• The importance of keeping a clear path to the emergency equipment.
• How to summon emergency help when needed.
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EYEWASH AND SHOWERS—REAL LIFE STORIES SIGN-OFF-1

Eyewash and Showers—Using Eyewashes
Overview of Topic Using emergency eyewashes and showers can minimize the effects
of a chemical accident on the job. According to 29 CFR 1910.151(c),
“where the eyes or body of any person may be exposed to injurious
corrosive materials, suitable facilities for quick drenching or flush-
ing of the eyes and body shall be provided within the work area for
immediate emergency use.” In some cases (i.e., for battery changing
and charging, acrylonitrile, and ethylene oxide), OSHA specifically
requires certain drenching equipment.
All eyewashes and showers flush affected areas of the body with
water; however, you should be aware of a few distinctions:
Eyewash/Shower Description
Plumbed eyewash Stations connected permanently to a po-
table water source.
Self-contained eyewash and shower Contain their own flushing fluid. Similar to
plumbed eyewashes/showers but do not
have an unlimited water supply.
Personal eyewash Are supplementary stations that support
plumbed units with immediate flushing
fluid (i.e., a squeeze bottle).
OSHA does not provide much detail about emergency eyewash and
shower installations. On the other hand, OSHA letters of interpre-
tation state that these installations must meet the specifications of
ANSI Z358.1, Emergency Eyewash and Shower Equipment. OSHA
has also released OSHA STD 1-8.2, Instruction on eye wash and
body flushing facilities in storage battery charging and maintenance
areas. These two documents generally require:
Rate of water
Installation Location Water temperature
delivery
Eye wash Within 100 ft. 0.4 gal/min. for 15 min. 60° to 105° F
Shower Within 100 ft. 20 gal/min. for 15 min. 60° to 105° F
Notes: A water hose may be used in conjunction with eye washes or

safety showers, but not as a substitute for them. The employee (who
may be partly blinded by chemicals) must be able to reach and use
the eye wash and/or body drenching equipment within 10 seconds.
Obstructions like machines and equipment must be considered in
locating eye wash stations.
EYEWASH AND SHOWERS—USING EYEWASHES-1

10/10
Employee Training While there are no specific training requirements for eyewashes and
showers, formal first aid training explained under OSHA CPL
2-2.53, Guidelines for First Aid Programs, should cover chemical
burns and the importance of flushing out the eye.
Training Tips Demonstrate how your eyewash/safety shower is used. Tour the
facility identifying the locations of eyewash and safety showers and
chemical areas. Training might also include:
• how and when to use the eyewash or safety shower, including
the importance of opening the eyes when flushing them with
water.
• the chemical hazards at the worksite that may cause one to need
an eyewash or safety shower.
• how and to whom to report incidents requiring the use of an
emergency eyewash or safety shower.
• any inspection and maintenance procedures employees would be
expected to perform.
OSHA CPL 2-2.53—Guidelines for First Aid Programs.
OSHA STD 1-8.2—Instruction on eyewash and body flushing facili-
ties in storage battery charging and maintenance areas.
ANSI Z358.1—Emergency Eyewash and Shower Equipment.
EYEWASH AND SHOWERS—USING EYEWASHES-2

10/10

Overview
Working around hazards which pose a threat to your vision may be unavoidable. However, you
can prevent painful injury and possible permanent vision damage if you, and your employer,
prepare for the unexpected. Emergency showers and eyewashes are provided as a first treatment
to help reduce the effects of a chemical accident on the job.
The first thing to do for chemical burns to the eyes or when these chemicals splash on the skin
is to flush them immediately with lots of water. An emergency eyewash and shower allow you to
do this.
Types of Eyewashes and Showers

There are several types of wash stations and showers. You should be aware of a few distinctions:
• Plumbed eyewashes are stations connected permanently to a
potable water source.
• Self-contained eyewashes and showers contain their own flush-
ing fluid and are similar to plumbed eyewashes and showers
but do not have an unlimited water supply.
• Personal eyewashes are supplemental stations that support
plumbed units with immediate flushing fluid, such as a
squeeze bottle.
What Must I Do?

Be sure to use emergency eyewash and shower facilities safely by:
• identifying work areas and tasks which create potential splash
hazards.
• knowing the locations of showers and eyewashes in your work area.
• getting to a flushing station immediately when necessary. Any delay in flushing chemicals out
of the eye or off the skin can aggravate the injury.
• flushing eyes for at least 15 minutes, and 20 to 30 minutes for stronger chemicals.
• seeking professional medical assistance after any accident requiring emergency flushing.

Your employer must provide emergency eyewash and shower facilities:
• within a 10 second walk of your workstation, and not more than 100 feet from the hazard.
• that are well lit and identified with a readily visible sign.
• which are in good repair and receive proper maintenance.
EYEWASH AND SHOWERS—USING EYEWASHES HANDOUT-1


Sign-off Sheet
part in a training session on Eyewash and Showers—Using Eyewashes. The session covered:
• eyewash and safety shower locations.
• how and when to use eyewash and safety showers.
• eyewash and safety shower limitations.
• workplace chemical hazards.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
EYEWASH AND SHOWERS—USING EYEWASHES SIGN-OFF-1

Table of Contents for F

Fall Protection
An Overview
Inspecting Harnesses & Lanyards
Real Life Stories
Fire Extinguishers
An Overview
Labels
Use
Real Life Stories
Fire Prevention
An Overview
Written Plan
Fire Safety
Flammable Liquids
An Overview
Fire Protection
Storage
Real Life Stories
Using Aerosols
Floor and Wall Openings

An Overview
Real Life Stories
Formaldehyde
An Overview
Real Life Stories
F TOC-1
10/14
Reserved
F TOC-2
10/14
Fall Protection—An Overview
Overview Of Topic Many employees in general industry work on scaffolds, climb up

and down ladders, walk on stairs, work in areas where there may
be holes in the floor, or work on elevated floors which have unpro-
tected sides and edges. These workers often need fall protection,
and training in how to use it.
Careless or improper use of equipment can result in serious injury

or death. Employers and employees should know how to use per-
sonal fall arrest systems as specified by the manufacturer.
Employee training should include:
• Where and when to use specific equipment, and selection criteria.
• How to determine free-fall distance and total fall distance.
• Consideration of environmental and other workplace factors.
Understanding the hazard
Some falls can cause more severe injuries than others. Falls from
the same level involve slips and trips (that result in) falling to the
floor or to the ground. Slips and trips have a high frequency rate
but a low injury severity rate.
Falls from an elevation involve falling from one level to another.

Examples include falling from a scaffold to the ground below.
These types of falls have a relatively low frequency rate but a high
injury severity rate.
Fall protection
Guardrail systems and toeboards—A guardrail is a vertical

barrier, normally consisting of an assembly of toprails, midrails,
and posts, erected to prevent employees from falling to lower lev-
els. A toeboard is a barrier placed to prevent the fall of materials
to a lower level, or to keep employees’ feet from slipping over an
edge.
Handrail and stair rail systems—A handrail is used to assist

employees going up or down stairways, ramps, or other walking/
working surfaces by providing a handhold for support. A stair rail
FALL PROTECTION—AN OVERVIEW–1

4/04

protects employees from falling over the edge of an open-sided

stairway.
Slip-resistant floors—Slip-resistant flooring materials such as
textured, serrated, or punched surfaces and steel grating may
increase slip-resistance. These types of floor surfaces should be
installed in work areas that are generally slippery because of wet,
oily, or dirty operations. Slip-resistant footwear may also be useful
in reducing slipping hazards.
Personal fall arrest equipment
When engineering controls are not feasible, or sufficient to elimi-

nate the risk of potential injury from falling, personal fall protec-
tion systems will be required. The kind of personal fall arrest
system you select should match the particular work situation.
Reporting fall hazards
Reporting fall hazards is part of any effective safety effort.

Employees must know that they won’t experience repercussions
from such reports.
Instruct employees to report unsafe equipment, conditions, or pro-

cedures. Let them know that equipment repair receives top prior-
ity. State that under no circumstances should defective fall
protection equipment be used.
Housekeeping
High traffic areas should be kept free from tools, materials, debris,
or liquids that could create slippery surfaces. Falling objects may
also be hazards.
Training Tips Review 1910 Subpart D, and the employee handout. List work
areas or tasks that present a fall hazard in the facility. Train
employees to recognize and avoid the hazards involved with their
work.

29 CFR 1910, Subpart D—Walking and working surfaces
29 CFR 1926, Subpart M—Fall protection
FALL PROTECTION—AN OVERVIEW–2

4/04


Overview
Slips and falls occur every day. Injuries due to falls can be minimized through safety knowl-
edge and proper attitude. Practice safety—don’t learn it through experience.
Slips
Slips can be caused by loose flooring, wet floor surfaces, spills, or weather hazards like ice or
snow. Slips are more likely to occur when you hurry or run, wear the wrong kind of shoes, or
don’t pay attention to where you are walking.
To avoid slips, be on the lookout for foreign substances on the floors. Watch for deposits of water,
food, grease, oil, sawdust, soap, or debris. Even small quantities are enough to make you fall.
When entering a building from the outdoors or from debris

areas, clean your footwear thoroughly.
Trips
Trips occur whenever your foot hits an object and you are
moving with enough momentum to be thrown off balance.
Any object left in the aisles or other areas designed for
pedestrian traffic invites falls. Extension cords, tools, carts,
and other items should be removed or properly barricaded
off. Walk where you are supposed to walk—in designated
walkways.
Falls
The worst falls are from elevated positions like ladders and
scaffolding. They result in serious injuries and death. Learn
and practice ladder safety and the proper use of scaffolding.
Hold on to handrails when using stairs or ramps.
When climbing use a ladder of proper length that is in good condition. Place it on a firm sur-
face. Keep the ladder’s base 1 foot away from the wall for every 4 feet of height. Don’t over-
reach—move the ladder as needed.
When using a scaffold, be sure it is assembled according to the manufacturer’s specifications.

Check carefully for defects.
FALL PROTECTION—AN OVERVIEW HANDOUT

4/04

Sign-Off Sheet

who have taken part in a training session on Fall Protection—An Overview. The session cov-
ered:
• The types of falls which could happen in the workplace.

• The fall protection systems currently in use.
• The employer’s safe work practices related to personal fall arrest equipment.
• How to report fall hazards in the workplace.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FALL PROTECTION—AN OVERVIEW SIGN-OFF

4/04
Fall Protection—Inspecting Harnesses & Lanyards
Overview Of Topic Personal fall arrest systems, as the name implies, are used to keep
a worker from falling from a working level. The fall arrest system
consists of an anchorage, connectors, body harness, and may
include a lanyard, deceleration device, lifeline or a combination.
Employees need to know that when using fall protection equip-

ment:
• the fall protection is something they cannot take for granted.

• that they must wear it for it to work.
• that the fall protection must be inspected each and every time
before it is used.
• when any defects are noted, the fall protection must not be
used until it has been repaired.
Employees are trusting their lives to the fall protection equip-
ment, so it only makes sense for them to take the time to inspect it
prior to use.
OSHA requirements
OSHA requires the pre-use inspection of fall protection equip-

ment. Fall protection must be inspected for wear, damage, and
other deterioration (29 CFR 1926.502(d)(21)). If the equipment is
defective, it must be removed from service.
What to look for
There are some common causes of wear and damage. As with all
equipment, read and follow the manufacturer’s guidelines for
inspections.
Excessive dirt can cause deterioration of the equipment. Con-
taminants can come into contact with the harness or lanyard, and
get into the webbing. The dirt abrades the fibers of the webbing
which weakens them. Certain chemicals can also eat into the
fibers or negatively react with the material. Try to keep fall pro-
tection gear as clean as possible.
FALL PROTECTION—INSPECTING HARNESSES & LANYARDS–1

4/04

Fading caused by exposure ultraviolet (UV) rays can damage the

fibers of the webbing. Inspect webbing for stiff, brittle, or discol-
ored areas, and for webbing that looks faded.
Cuts, tears, and holes are caused by contact with or damage

from tools, equipment, or materials. Check the edges of the web-
bing, and also check around stitching, connectors, and buckles.
Burns or areas that are eaten away are areas of damage

caused by heat or by chemical contact. Fall protection used in haz-
ardous environments (mixing chemicals, pouring molten metals,
welding, and other hot work) need special attention. Webbing in
these situations can be severely damaged in a very short period of
time.
When used in these severe environments, employees may need to

inspect their fall protection equipment several times during the
course of a shift.
If employees are not sure of the state of their fall protection equip-
ment, or if there are questions as to the suitability of the equip-
ment, take it out of service until it can be inspected by a
competent person familiar with fall protection equipment.
Employee Training OSHA has no training requirements specifically for harnesses and
lanyards, but §1910.132(f) OSHA has general training require-
ments for all employees using PPE.
OSHA state-plan-states: Certain states have more stringent

regulations which go beyond what OSHA requires.
Training Tips Review the employee handout. Explain any company specific rules
that exist regarding inspection of fall protection equipment. Dem-
onstrate how to inspect a typical fall protection harness or lan-
yard. Show examples of the types of damage trainees are looking
for. Explain who employees should contact if they have questions
on fall protection.

29 CFR 1910.132(a)—Application
29 CFR 1910.132(f)—Training
FALL PROTECTION—INSPECTING HARNESSES & LANYARDS–2

4/04


Overview
A personal fall arrest system can help keep you safe from falling hazards, but only if it is in
good shape and working properly.
What is fall protection?
Fall protection consists of:
• an anchorage,
• connectors,
• body harness, and

• lanyard, deceleration device, lifeline, or a combination of these.
The fall protection system can only work when it is actually used
and working as it was designed. Since you trust your life to the fall
protection equipment, it only make sense to inspect the equipment
prior to each use.
Read the manufacturer’s inspection guidelines. Learn what conditions to look for that could
indicate a weakening of the fall protection equipment. Inspect for:
• excessive dirt in the fibers of the webbing that can abrade the fibers.
• fading caused by exposure to UV light or from chemical exposures.

• pulled stitching, broken fibers, or areas that are stretched severely.
• areas of the webbing that are stiff or brittle.
• any cuts, tears, or holes.
• burns.
Fall protection equipment may need to be inspected several times during the course of a shift if
used in a hazardous environment, such as in areas of hot work or where chemicals are used.
Know who to report problems to, and who to go to if you have questions or problems with your
fall protection equipment.
Your employer must tell you when fall protection is necessary. Your employer must tell you
what fall protection is provided and how that fall protection should be used. Your employer
must train you on how to don and doff your fall protection equipment, and how to properly care
for it.
FALL PROTECTION—INSPECTING HARNESSES & LANYARDS HANDOUT

4/04

Sign-Off Sheet

who have taken part in a training session on Inspecting Harnesses & Lanyards. The session
covered:
• Operations at this facility which require the use of fall protection equipment.
• How to inspect the fall protection equipment.
• Who to report problems with fall protection equipment to.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FALL PROTECTION—INSPECTING HARNESSES & LANYARDS SIGN-OFF

4/04
Fall Protection—Real Life Stories
Overview Of Topic Slips and falls occur every day. The extent of injuries and their
recurrence can be minimized through proper safety knowledge
and attitudes.
There are various ways to suffer slips and falls while working.
Workers can slip and lose their balance, they can trip over objects
left in their walkway, or they can simply fall from an elevated posi-
tion.
Slips can be caused by wet surfaces, spills, or weather hazards like

ice or snow. Slips are more likely to occur when employees hurry
or run, wear the wrong kind of shoes, or don’t pay attention to
where they’re walking.
To avoid slips, be on the lookout for foreign substances on the

floors. Watch for deposits of water, food, grease, oil, sawdust, soap,
or debris. Even small quantities are enough to make employees
fall.
John came into the building with snow and ice on his shoes. As he
walked through the assembly area, the snow and ice started to
melt and fall off his shoes, forming small puddles.
Sue was in a hurry when she came around the corner, and she
didn’t notice the water on the floor. She slipped, spraining her
ankle and dropping the calibration instrument she was carrying.
• Small puddles of water created a slippery surface.

• An employee was injured.
• Didn’t remove the ice and snow from his shoes before entering
the assembly area.
• Was not aware of the puddles he had created.
FALL PROTECTION—REAL LIFE STORIES–1

10/07

What did Sue do wrong?
• Wasn’t paying attention and was in a hurry.
• Didn’t watch where she was walking.
• Clean up the puddles on the floor.
• Provide additional training on fall hazards, fall protection

measures, and appropriate work practices.
• Add walk-off mats at entrances to catch snow/ice/water before
it becomes a problem.
Training Tips Review the applicable company policies on fall protection in the
workplace.
Discuss the actions the employer takes to prevent slips, trips, and
falls in the workplace.
FALL PROTECTION—REAL LIFE STORIES–2

10/07


Overview
Slips and falls occur every day. Workers can slip and lose their balance, they can trip over
objects left in their walkway, or they can simply fall from an elevated position.
Slips can be caused by wet surfaces, spills, or weather hazards like ice or snow. Slips are more
likely to occur when employees hurry or run, wear the wrong kind of shoes, or don’t pay atten-
tion to where they’re walking.

John came into the building with snow and ice on his shoes. As he walked through the assem-
bly area, the snow and ice started to melt and fall off his shoes, forming small puddles.
Sue was in a hurry when she came around the corner, and
she didn’t notice the water on the floor. She slipped, sprain-
ing her ankle and dropping the calibration instrument she
was carrying.

_______________________________________________________
_______________________________________________________

_______________________________________________________
_______________________________________________________
What did Sue do wrong?
_______________________________________________________
_______________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Your employer will discuss fall protection policies which are in place in your workplace.
Your employer will explain what steps you can take to prevent slip, trip, and fall injuries.
FALL PROTECTION—REAL LIFE STORIES HANDOUT

10/07

Sign-Off Sheet

who have taken part in a training session on Fall Protection—Real Life Stories. At this train-
ing session, we cover:
• The causes of slips, trips, and falls.

• Fall protection policies in place in the workplace.
• Steps the employees can take to prevent slip, trip, and fall injuries.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FALL PROTECTION—REAL LIFE STORIES SIGN-OFF

10/07
Fire Extinguishers—An Overview
Overview of Topic Employers are required to provide portable fire extinguishers based
upon the type and class of fire hazards associated with a particular
workplace.
There are three options offered to employers with regard to
employee use of fire extinguishers:
• If there is a total evacuation of the workplace at the time of a
fire emergency, the requirements of §1910.157 do not apply.
• If there is a partial evacuation of the workplace at the time of
a fire emergency, with designated employees remaining behind
to operate critical plant operations or to fight fires with extin-
guishers, then the employer is exempt from the distribution
requirements of §1910.157.
• If all employees in the workforce are permitted to use fire
extinguishers, then all requirements under §1910.156 and
§1910.157 apply.
Fire extinguishers may be mounted, located, and identified to
ensure that employees can access extinguishers as fast as possible.
Employee Training If all employees are allowed to use fire extinguishers, the employer
shall train employees on the operation of the fire extinguishers, and
the hazards of fighting an incipient stage fire.
with the employees.
Explain what the company expects of the employees in the event of
a fire emergency. Review the types of fire hazards that exist in your
facility, and discuss the appropriate fire fighting procedures.
Show a sample fire extinguisher and familiarize employees with the
operation of the extinguisher. Explain how the location of extin-
guishers are identified.
Review the principles of how to extinguish a fire using a fire extin-
guisher.
29 CFR 1910.155—Scope, application and definitions applicable to
this subpart.
29 CFR 1910.157—Portable fire extinguishers.
FIRE EXTINGUISHERS—AN OVERVIEW-1

4/14
Fire Extinguishers—An Overview

Overview
Your employer is responsible for providing portable fire extinguishers appropriate for the type
and class of fire hazards associated with a particular workplace. Fire extinguishers must be
mounted in convenient locations, and marked with signs to identify where they are located.
The selection and distribution of fire extinguishers must reflect the type and class of fire hazards
associated with the workplace.
• Class A fires involve ordinary combustible materials such as paper, wood,
cloth, and some rubber and plastic materials. Extinguisher appropriate for
Class A fires include water, foam, loaded stream, or multipurpose dry
chemical.
• Class B fires involve flammable or combustible liquids, flammable gases,
greases, and other similar materials, and some rubber and plastic mate-
rials. Extinguisher appropriate for Class B fires include Halon 1301, Halon
1211, carbon dioxide, dry chemicals, foam, or loaded stream.
• Class C fires involve energized electrical equipment. Extinguisher appro-
priate for Class C fires include Halon 1301, Halon 1211, carbon dioxide, or
multipurpose dry chemical.
• Class D fires involve combustible metals such as magnesium, titanium,
zirconium, sodium, lithium, and potassium. Combustible metals must be extinguished using
dry powders specifically designed for use on that metal.
Your employer will:
• Explain the types of fire hazards you could face in the facility and in your work area.
• Explain what is expected of the employees during a fire emergency.
• Review the location and use of various portable fire extinguishers, if you are expected to use
them to fight fires.
FIRE EXTINGUISHERS—AN OVERVIEW HANDOUT-1

Fire Extinguishers—Labels
Overview of Topic The fire extinguishers in the workplace should be appropriate for
the types of fires expected, must be mounted in convenient loca-
tions, and marked with signs to identify where they are located.
Each employer is responsible for selecting portable fire extinguish-
ers based upon the expected fire hazards.
The fire extinguisher label or markings will explain what type of fire
it may be used on. Fire extinguishers should only on the class of fire
for which it is designed. Using the wrong agent on a fire can make
things worse.
The letters A, B, and C represent the type(s) of fire for which the
extinguisher has been approved. Let’s assume a label reading
1-A:10-BC. The number in front of the A rating indicates how much
water the extinguisher is equal to and represents 1.25 gallons of
water for every unit of one. For example, a 4-A rated extinguisher
would be equal to five (4 x 1.25) gallons of water.
The number in front of the B rating represents the area in square
feet of a class B fire that a non-expert user should be able to extin-
guish.
Using this example, a non-expert user should be able to put out a
flammable liquid fire that is as large as 10 square feet.
Training Tips Explain the company’s policy for alerting other employees and sum-
moning emergency help.
Review the types of fire hazards that exist in your facility, and
discuss the appropriate fire extinguisher which can be used.
Explain how to read a fire extinguisher label.
Show a sample of the fire extinguisher sign that identifies extin-
guisher locations.
FIRE EXTINGUISHERS—LABELS-1
4/14
Fire Extinguishers—Labels
Overview
The fire extinguishers in your workplace should be appropriate for the types of fires expected,
must be mounted in convenient locations, and marked with signs to identify where they are
located.
The fire extinguisher label or markings will tell you what type of fire it may be used on. The
letters A, B, and C represent the type(s) of fire for which the extinguisher has been approved.
Let’s assume a label reading 1-A:10-BC. The number in front of the A rating indicates how much
water the extinguisher is equal to and represents 1.25 gallons of water for every unit of one. For
example, a 4-A rated extinguisher would be equal to five (4 x 1.25) gallons of water.
The number in front of the B rating represents the area in square feet of a class B fire that a
non-expert user should be able to extinguish.
Using this example, a non-expert user should be able to put out a flammable liquid fire that is
as large as 10 square feet.
To use a fire extinguisher use the ″PASS″ method:
What to do
Sound the alarm first, to make sure that other employees and
emergency responders have been alerted.
Do not use a portable fire extinguisher under the following condi-
tions:
• The fire is already large or has grown beyond its original con-
fined space.
• Your escape path is threatened.
• You aren’t sure you have the right extinguisher for the fire.
• You have been instructed NOT to use the fire extinguishers.
Your employer will:
• Explain the types of fire hazards you could face in the facility and in your work area.
• Explain what is expected of the employees during a fire emergency.
• Review the location and use of various portable fire extinguishers, if you are expected to use
them to fight fires.
FIRE EXTINGUISHERS—LABELS HANDOUT-1

Fire Extinguishers—Use
Overview of Topic The employer is responsible for selecting portable fire extinguishers
based upon the expected hazards. Use a fire extinguisher only on
fires for which it is designed. Using the wrong agent on a fire can
make things worse.
PASS Method Before deciding to fight a fire, employees should make sure that the
emergency signal has been activated and evacuation begun. To use
a fire extinguisher, first remove it from its hanger or cabinet by the
handle. Make sure the unit is undamaged. Then use the PASS
method:
• Pull the security or locking pin or device,
• Aim the hose or the fire extinguisher at the base of the
flames,
• Squeeze the trigger or lever to discharge the extinguisher,
and
• Sweep the hose or the extinguisher slowly back and forth aim-
ing at the base of the fire.
Employees should not use a portable fire extinguisher under the
following conditions:
• The employer has a policy that requires the immediate and total
evacuation of the employees from the workplace when the alarm
sounds.
• The fire is already large or has grown beyond its original con-
fined space.
• Their escape path is threatened.
• He or she isn’t sure that the right extinguisher is the correct one
to use for the type of fire.
• They have been instructed NOT to use the fire extinguishers.
Training Tips Review the types of fire hazards that exist in your facility, and
discuss the appropriate fire fighting procedures.
Demonstrate principles of fire extinguisher use.
found in Getting The Most From Your Safety Training, page 6A.
FIRE EXTINGUISHERS—USE-1
4/14
Fire Extinguishers—Use
Overview
The fire extinguishers in your workplace should be appropriate for the types of fires expected,
must be mounted in convenient locations, and marked with signs to identify where they are
located. Fire extinguishers are designed to fight small, incipient stage fires.
To use a fire extinguisher use the ″PASS″ method:
• Pull the security or locking pin or device,
• Aim the hose or the fire extinguisher at the base of the
flames,
• Squeeze the trigger or lever to discharge the extinguisher,
and
• Sweep the hose or the extinguisher slowly back and forth
aiming at the base of the fire.
The following steps should be followed when responding to
incipient stage fire:
• Sound the fire alarm and call the fire department, if appropriate.
• Identify a safe evacuation path before approaching the fire.
• Do not allow the fire, heat, or smoke to come between you and your evacuation path.
• Select the appropriate type of fire extinguisher.
• Discharge the extinguisher within its effective range using the PASS technique (pull, aim,
squeeze, sweep).
• Back away from an extinguished fire in case it flames up again.
• Evacuate immediately if the extinguisher is empty and the fire is not out.
• Evacuate immediately if the fire progresses beyond the incipient stage.
FIRE EXTINGUISHERS—USE HANDOUT-1

Fire Extinguishers—Real Life Stories
Overview of Topic Generally, when there is a fire in the workplace, employees will
sound the fire alarm and evacuate the area. However, employees
may attempt to put out the fire if it is small enough and if the
employee has been trained on how to properly use a fire extin-
guisher.
Travis is one of those employees who just doesn’t seem to want to
follow directions. Shortly after the shift started, the fire alarm
sounded in his work area, where there just happen to be flammable
liquids stored.
Travis decided to go over and take a look at the fire. While on the
way there, he noticed several of his co-workers heading in the oppo-
site direction. They yelled for him to follow them.
When Travis got to the fire, he noticed that the flames were four or
five feet high. He grabbed the nearest fire extinguisher, even though
he’s never had training on how to use it. Pulling the pin, he aimed
the nozzle at the top of the fire, closed his eyes, and started spray-
ing.
Ten seconds later the fire extinguisher was empty, the fire had
spread, and Travis was worried that he would not be able to get out.
• Did Travis do the right thing by staying and fighting the fire?
• What should Travis have done?
• Should Travis have tried to use the fire extinguisher?
• What mistakes did Travis make when using the fire extin-
guisher?
• What should Travis’ co-workers have done?
• Should Travis be fired? Disciplined?
• Travis should be trained to evacuate when he hears the fire
alarm.
• Travis should be trained on the dangers of workplace fires.
Training Tips Review workplace alarm and evacuation plans and policies, and
discuss with the employees.
Explain what employees are expected to do if they discover a fire.
FIRE EXTINGUISHERS—REAL LIFE STORIES-1

10/11
Review evacuation routes and head count locations.

Discuss the company policy on fighting incipient stage fires and
employees’ use of fire extinguishers.
Fire extinguisher basics:
• Employees should only use fire extinguishers if they have
received proper training.
• If a fire extinguisher is used, have employees verify that the
class of fire extinguisher is the proper type to use on the fire.
• Make sure the fire is small enough to contain with an 8–10
second discharge time.
• Use the PASS method to fight the fire: P - Pull the pin, stand
back eight to ten feet; A - Aim at the base of the fire; S - Squeeze
the release mechanism; S - Sweep at the base of the fire with the
extinguishing agent.
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Fire Extinguishers—Real Life Stories

Overview
Generally, when there is a fire in the workplace, employees are to sound the fire alarm and
evacuate the area. However, employees may attempt to put out the fire if it is small enough and
if the employee has been trained on how to properly use a fire extinguisher

Did Travis do the right thing by staying and fighting the fire?
What should Travis have done when he heard the fire alarm?
Should Travis have tried to use the fire extinguisher?
What mistakes did Travis make when using the fire extinguisher?
What should Travis’ co-workers have done?
Fire extinguisher basics:

• Employees should only use fire extinguishers if they have received the proper training.
• If a fire extinguisher is used, have employees verify that the class of fire extinguisher is the
proper type to use on the fire.
• Make sure the fire is small enough to contain with an 8–10 second operation time.
• Use the PASS method to fight the fire. P=Pull the pin, stand back eight to ten feet. A=Aim at
the base of the fire. S=Squeeze the handle. S=Sweep at the base of the fire with the extin-
guishing agent.
FIRE EXTINGUISHERS—REAL LIFE STORIES HANDOUT-1

Fire Extinguishers—Real Life Stories Sign-Off
a training session on Fire Extinguishers—Real Life Stories. At this training session, we covered:
• Workplace alarm and evacuation plans and policies.
• How to report a workplace emergency.
• Company policy on employees fighting fires.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FIRE EXTINGUISHERS—REAL LIFE STORIES SIGN-OFF-1

Fire Prevention—An Overview
Overview of Topic OSHA estimates that fires and explosions are responsible for up to
3% of workplace fatalities in any given year are due to fires and
explosions.
A workplace fire prevention plan must be in writing and made avail-
able for employee review. For 10 or fewer employees, the fire plan
can be communicated orally and does not have to be in written form.
Fire Response The employer must determine what actions workers will take if a
fire occurs. There are three basic levels of response:
• All employees evacuate during a fire emergency.
• Certain employees remain to fight fires and to evacuate all other
employees at the time of the fire emergency.
• All employees are permitted to use portable fire extinguishers to
fight fires.
Employee Alarm Alarms inform employees of where to go when an emergency occurs
Systems and the nature of the emergency. Employees must recognize the
alarm and what they are to do.
Fire Protection The employer must control accumulations of flammable and com-
bustible waste materials and residues so that they do not contribute
to a fire emergency.
The employer shall also maintain equipment and systems installed
on heat producing equipment.
Employee Training At §1910.38(a)(5)—Training, OSHA states that before implement-
ing the emergency action plan, the employer shall apprise
employees of the fire hazards of the materials and processes to
which they are exposed.
Training Tips Review the preferred method for employees to report fires and other
emergencies. Review employee responses during a fire emergency.
Inform employees of the fire hazards of materials in the workplace
and processes to which they could be exposed.
29 CFR 1910.39—Fire prevention plans.
The company’s written fire prevention plan.
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Fire Prevention—An Overview

Overview
Fire emergencies are a hazard in all workplaces. You need to know how to protect yourself and
others from injury if a fire starts.
Your company has a written emergency action plan, and as part of that, a fire prevention plan.
The reason these plans exist is to help keep workers safe.
Fire safety
You should be familiar with:
• How to report fires, hazardous chemical spills, and
other emergencies.
• The route you are assigned to take during a building
evacuation.
• Who to ask for more information.
Alarm systems
Emergency alarms alert employees to evacuate an area
or to take other actions. You must be able to recognize
these alarms. In areas where production noise could pre-
vent an alarm from being heard, flashing lights are often
installed as a second, visual alarm.
Evacuation
Your employer will develop emergency escape routes for
the various locations in your facility. Floor plans or work-
area maps clearly define emergency escape routes and
are commonly used to convey this information. Your employer will designate certain employees
to take a head count of all workers after evacuation and to inform emergency responders of any
missing personnel.
Emergency equipment shutdown
If time permits before evacuation, turn off any equipment you are operating, such as forklifts or
conveyors. Your employer may designate certain workers to shutdown critical facility systems,
such as gas and electrical power, before evacuating the work area. These employees will receive
specific training.
When a fire starts . . .
When a fire starts, think first of your safety and the safety of others. When a fire is out of control,
or you don’t know what is burning, or you have not been trained to use extinguishers, sound the
fire alarm, and evacuate to a safe place.
Be aware of smoke and noxious fumes. Smoke and fumes can quickly render a person uncon-
scious, leaving them at the mercy of the smoke and flames.
Any fire in the workplace has the potential to cause serious personal or property damage. Fires
are serious business - make sure you know what to do.
FIRE PREVENTION—AN OVERVIEW HANDOUT-1

Fire Prevention—Written Plan
Overview of Topic The fire prevention plan is meant to provide workplace guidance
and instructions to follow in case a fire breaks out. While OSHA
recommends that all employers have a fire prevention plan, OSHA
only requires employers to have such a plan if they fall under the
Ethylene Oxide (1910.1047), Methylenedianiline (1910.1050), or 1,3
-Butadiene (1910.1051) standards.
To begin, an employer must perform a facility assessment to identify
potential sources of fuel and ignition.
Fire prevention plan
A fire prevention plan must be in writing, and be a part of the
company’s written emergency action plan. A copy must be kept at
the workplace and made available for employee review. For 10 or
fewer employees, the fire plan can be communicated orally and does
not have to be in written form.
Employee Training At §1910.38(a)(5)—Training, OSHA states that before implement-
ing the emergency action plan, the employer shall review with each
employee upon initial assignment those parts of the plan the
employee must know to protect employees in the event of an emer-
gency.
Fire prevention plans.
Review the preferred method for employees to report fires and other
emergencies, and demonstrate the workplace alarm system.
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Fire Prevention—Written Plan

Overview
A fire is one of the costliest accidents a business can have. Even more costly is the death and
injury toll from fires and explosions. In one recent year, fires and explosions caused more than
5,000 injuries requiring time off from work, according to the Bureau of Labor Statistics.
The fire prevention plan
Your company has a written emergency action plan, and as part of that, a fire prevention plan.
The reason these plans exist is to help keep workers safe.
You have the right to know about the possible fire hazards in your workplace. The company fire
plan should, at a minimum, contain the following:
• A list of the major workplace fire hazards and their proper
handling and storage procedures; potential ignition sources
and their control procedures; and the type of fire protection
equipment or systems which can control a fire involving
them.
• Names or job titles of persons responsible for maintenance
of equipment and systems installed to prevent or control
ignitions or fires.
• Names or job titles of persons responsible for control of fuel
source hazards.
• Housekeeping procedures to control accumulations of flammable and combustible waste
materials and residues.
Your employer must:
• Control accumulations of flammable and combustible materials through proper housekeep-
ing.
• Review the fire plan with each employee, and making a written copy available upon
request.
• Review with each employee those parts of the plan which the employee must know to protect
the employee in the event of an emergency. This shall take place upon initial assignment.
• Properly maintain equipment and systems installed on heat producing equipment to prevent
fires.
For employers with 10 or more employees, the written fire prevention plan will be in writing and
kept in the workplace and made available for employee review.
FIRE PREVENTION—WRITTEN PLAN HANDOUT-1

Fire Prevention—Fire Safety
Overview of Topic The fire prevention plan is meant to provide workplace guidance
and instructions to follow in case a fire breaks out. OSHA only
requires employers to have such a plan if they fall under the Eth-
ylene Oxide (1910.1047), Methylenedianiline (1910.1050), or 1,3
-Butadiene (1910.1051) standards.
Workplace fire hazards
Sources of workplace fire hazards include:
• Smoking areas;
• Heating, ventilating, and air conditioning systems, including
their pipes, switches, wiring, and boiler controls;
• Electrical equipment, including wiring and controls and exten-
sion cords;
• Static electricity;
• Forklift fueling and servicing;
• Hot work;
• Flammable liquids and gases;
• Storage areas; packaging, including cardboard, excelsior, foam
compositions, and paper;
• Waste removal.
Employee Training Before implementing the emergency action plan, employers are to
review with employees those parts of the plan they must know to
protect themselves in the event of an emergency.
Fire prevention plans.
Review the preferred method for employees to report fires and other
emergencies, and demonstrate the workplace alarm system.
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Fire Protection—Fire Safety

Overview
Your employer will conduct regular emergency drills so that you and your co-workers will know
what to do and where to proceed during an emergency.
Chemical fires
Many of the thousands of chemicals in use in the workplace are both highly toxic and highly
volatile. Extreme caution must be used to prevent and fight fires resulting from chemical spills
and accidents. Chemicals can cause serious injuries through physical (fire or explosion) or health
(burns or poisons) hazards. Chemicals are classified by the inherent properties that make them
hazardous.
• Flammable - these chemicals catch fire very easily; hazards include property damage, burns
and injuries that result when toxic and corrosive compounds are released into the air.
• Reactive - a reactive material is one that can undergo a chemical reaction under certain
conditions; reactive substances can burn, explode, or release toxic vapor if exposed to other
chemicals, air or water.
• Explosive - an explosive is a substance which undergoes a very rapid chemical change
producing large amounts of gas and heat; explosions can also occur as a result of reactions
between chemicals not ordinarily considered explosive.
Housekeeping
Housekeeping fire issues include:
• Dispose of trash and packing material in metal containers
with tight-fitting lids;
• Place extra storage and equipment in proper areas, not in
aisles or near fire exits. Dispose of or store extra boxes and
paper away from ignition sources;
• Do not stack materials so high that they interfere with
automatic sprinkler systems;
• Clean up chemical spills and oil immediately; and
• Look around the area for ways to lessen the pile up of waste and storage.
When a fire starts . . .
When a fire starts, think only of your safety and the safety of others.
When a fire is out of control, you don’t know what is burning, or you have not been trained to use
extinguishers, sound the fire alarm, then call for emergency help from a safe place.
Be aware of smoke and noxious fumes. Smoke and fumes can quickly render a person uncon-
scious, leaving them at the mercy of the smoke and flames.
Any fire in the workplace has the potential to cause serious personal or property damage. When
chemicals are involved, the possibilities for destruction are greatly multiplied.
Fire in the workplace is serious business. Do your part to make your workplace fire-proof
FIRE PREVENTION—FIRE SAFETY HANDOUT-1

Flammable Liquids—An Overview
Overview of Topic One of the more common hazards associated with industrial chemi-
cals is that of flammability. Flammable liquids give off ignitable
vapors, therefore, wherever flammables are located, workers must
be aware of ignition sources.
Classes of flammable liquids
A flammable liquid is any liquid having a flashpoint at or below
199.4°F (93°C). Flammable liquids are divided into four categories
as follows:
• Category 1: flashpoints < 73.4°F (23°C) and a boiling point ≥
95°F (35°C).
• Category 2 have flashpoints below 73.4°F (23°C) and a boiling
point above 95°F (35°C).
• Category 3 have flashpoints ≤ 73.4°F (23°C) and below 140°F
(60°C). When a Category 3 liquid with a flashpoint ≤ 100°F
(37.8°C) is heated for use to within 30°F (16.7°C) of its
flashpoint, it shall be handled in accordance with the require-
ments for a Category 3 liquid with a flashpoint below 100°F
(37.8°C).
• Category 4 have flashpoints above 140°F (60°C) and ≥ 199.4°F
(93°C). When a Category 4 flammable liquid is heated for use to
within 30°F (16.7°C) of its flashpoint, it shall be handled in
accordance with the requirements for a Category 3 liquid with a
flashpoint at or above 100°F (37.8°C). (a)(19)(v) When liquid
with a flashpoint greater than 199.4°F (93°C) is heated for use to
within 30°F (16.7°C) of its flashpoint, it shall be handled in
accordance with the requirements for a Category 4 flammable
liquid.
Training Tips Review the attendee handout.
Identify the flammable and/or combustible materials are present in
the facility, where they are located, and what they are used for.
SDSs for the flammable liquids in your workplace.
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Flammables Liquids—An Overview

Overview
There are many thousands of chemicals in use in the American workplace. One of the most
common hazards of these chemicals is flammability. To protect you and your co-workers, OSHA
has developed some very detailed regulations covering the storage and use of flammable liquids.
Not all employees require special training in handling of flammable liquids, but any employee
involved in the storage, transfer, use, or disposal of flammable liquids does require special
training.
When a flammable liquid is spilled, vapors begin to form immediately. It is the vapors that will
ignite, and which pose the greater danger.
Flammable liquid spill cleanup should begin immediately, but
only by trained employees. Vapors will continue to build until
the liquid is removed, and they can be ignited by a variety of
sources in the average workplace.
Classes of flammable liquids
A flammable liquid is any liquid having a flashpoint at or below
199.4°F (93°C). The flash point is the temperature at which a
liquid produces enough vapors to be ignited. The lower the
flashpoint, the more flammable the material. There are four
classes of flammable liquids:
• Category 1 includes liquids having flashpoints below 73.4°F (23°C) and having a boiling point
at or below 95°F (35°C).
• Category 2 includes liquids having flashpoints below 73.4°F (23°C) and having a boiling point
above 95°F (35°C).
• Category 3 includes liquids having flashpoints at or above 73.4°F (23°C) and at or below
140°F (60°C). When a Category 3 liquid with a flashpoint at or above 100°F (37.8°C) is heated
for use to within 30°F (16.7°C) of its flashpoint, it shall be handled in accordance with the
requirements for a Category 3 liquid with a flashpoint below 100°F (37.8°C).
• Category 4 includes liquids having flashpoints above 140°F (60°C) and at or below 199.4°F
(93°C). When a Category 4 flammable liquid is heated for use to within 30°F (16.7°C) of its
flashpoint, it shall be handled in accordance with the requirements for a Category 3 liquid
with a flashpoint at or above 100°F (37.8°C). (a)(19)(v) When liquid with a flashpoint greater
than 199.4°F (93°C) is heated for use to within 30°F (16.7°C) of its flashpoint, it shall be
handled in accordance with the requirements for a Category 4 flammable liquid.
Safety data sheets
An easy way to identify flammable liquids is through the safety data sheet (SDS). The SDS will
have information on fire and explosive hazards, and will list any special handling and storage
precautions.
Your employer will discuss:
• Flammable liquid spill notification and cleanup procedures.
• The location of spill cleanup materials in the workplace.
• How to properly dispose of used spill cleanup materials.
FLAMMABLE LIQUIDS—AN OVERVIEW HANDOUT-1

Flammable Liquids—Fire Protection
Overview of Topic Only trained, authorized employees should handle, dispense, use, or
clean up spills of flammable liquids. Respect for, and the proper use
and care of, flammable liquids is critical to a safe workplace. The
typical workplace stores flammable liquids in two ways:
• in drums.
• in small quantities for use at work stations.
Only approved containers and portable tanks may be used for stor-
age and handling of flammable liquids. Chemicals having
flashpoints greater than 199.4°F (93°C) do not need to be stored in
safety cans or DOT approved containers. OSHA has determined
that DOT approved containers of 5 gallons or less, are acceptable
because they sufficiently reduce the risk from fire and explosions.
Static electricity can form when liquids are transferred from one
container to another. Drums should be connected to a grounding
system; this eliminates static electrical build-up when dispensing
from the drum. If your plant does not have a drum storage room,
drums should be stored in a flammable storage cabinet.
Category 1 or 2 flammable liquids, or Category 3 flammable liquids
with a flashpoint below 100°F (37.8°C) cannot be transferred unless
the nozzle and container are electrically interconnected, or when
the fill stem is bonded to the container during filling. Transfer of
flammable liquids can be done in one of two ways:
• Gravity flow for horizontally stored drums.
• Pump method for vertically stored drums.
Definitions
A flammable liquid is any liquid having a flashpoint below 199.4°F
(93°C).
Approved means the equipment is listed by a Nationally Recognized
Testing Laboratory (NRTL) such as Underwriter’s Laboratory (UL),
or a federal agency such as the DOT or the Coast Guard.
Training Tips Review locations where flammable liquids are stored and used.
Review safe handling procedures, including the storage, transfer,
use, and disposal of residue associated with the use of flammable
liquids.
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Flammable Liquids—Fire Protection

Overview
Fire is a real threat in many workplaces. Storage and use of flammable liquids increases the
threat of fires substantially. Respect for, and the proper use and care of, flammable liquids is
critical to a safe workplace.
If you work with flammable liquids, you must properly handle and store these materials.
Fire prevention
It is the vapors from flammable liquids that burn, and not the liquids. Vapors can travel a long
distance to a source of ignition.
Flammable liquids must be handled, stored, and labeled properly.
Use storage cans that have been approved by the US Department of Transportation (DOT) or a
Nationally Recognized Testing Laboratory such as Underwriters’ Laboratory (UL). OSHA says
that you can use an approved plastic container for gasoline as long as it holds five gallons or less.
Storage cabinets, rooms, or warehouses
Flammable liquids are to be stored in a flammable liquids
storage cabinet, inside storage room, or warehouse, except
where exempted.
Workplace safety
• The area around buildings and unit operating areas using
and storing flammable liquids are to be kept clear of
weeds, trash, or other unnecessary combustible materi-
als.
• Category 1 or 2 flammable liquids, or Category 3 flam-
mable liquids with a flashpoint below 100°F (37.8°C)
cannot be transferred unless the nozzle and container are
electrically interconnected, or when the fill stem is bonded to the container during filling.
• Practice good hygiene after handling and using flammable liquids - wash hands and other
exposed areas after handling.
FLAMMABLE LIQUIDS—FIRE PROTECTION HANDOUT-1

Flammable Liquids—Storage
Overview of Topic Proper storage of flammable liquids is critical because even a small
amount can greatly accelerate a fire.
Do not store more than 60 gallons of Category 1 liquids or more than
120 gallons of Category 2, 3, or 4 liquids in a storage cabinet. This
includes aerosol cans. Label the cabinet ″Flammable. Keep Fire
Away.″
Static electricity can form when liquids are transferred from one
container to another. And all containers of Category 1 or 2 flam-
mable liquids, or Category 3 flammable liquids with a flashpoint
below 100°F (37.8°C) liquids must be connected and grounded dur-
ing transfer.
If your plant does not have a drum storage room, drums should be
stored in a safety cabinet; they are available in sizes to hold drums
vertically or horizontally.
OSHA has developed very detailed regulations covering the storage
of flammable and combustible liquids. Storage categories include:
• Containers and portable tank storage §1910.106(d).
• Storage cabinets §1910.106(d)(3).
• Inside storage rooms §1910.106(d)(4).
• Storage inside buildings §1910.106(d)(5).
• Storage outside buildings §1910.106(d)(6).
The regulations itemize the capacity that is allowed in each form of
storage; the construction requirements for different types of con-
tainers; and what an industry facility must do as opposed to a
service station or bulk plant.
Only approved containers and portable tanks may be used for stor-
age and handling of flammable liquids. OSHA has determined that
DOT approved containers of 5 gallons or less, are acceptable
because they sufficiently reduce the risk from fire and explosions.
However, some jurisdictions will allow only metal safety cans.
Training Tips Discuss the storage procedures for the flammable liquids in the
workplace.
Identify the flammable liquids that are present in the facility, where
they are located, and what they are used for.
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Flammables Liquids—Storage
Overview
Proper handling and storage of flammable liquids is important to worker health and safety. The
typical workplace stores flammable liquids in two ways:
• reserve storage in drums.
• operational storage in small quantities for use at workstations.
Generally, flammable or combustible liquids are to be stored in a flammable liquids storage
cabinet, inside storage room, or warehouse, except where exempted. Exemptions include “those
portions of an industrial plant where the use and handling of flammable or combustible liquids
is only incidental to the principal business …”
When working with flammable liquids remember to:
• Take only the amount needed for the job,
• Keep containers covered or put away when not being used,
• Keep up with waste disposal,
• Use proper cleanup and disposal procedures for chemical spills, and
• Clean up or report trash buildup or storage problems before they become a fire hazard.
Transfer
The transfer of flammable liquids refers to their removal from storage to the places where they
will be used.
Transferring flammable liquids from a large container to a smaller one requires the use of a
dispensing method. Dispensing can be done in one of two ways:
• Gravity flow for horizontally stored drums.
• Pump method for vertically stored drums.
OSHA has very specific requirements on the flammable liquids
which can be stored in the various forms, and where within the
workplace they may be stored.
Your employer will discuss with you:
• What flammable liquids are used in the workplace.
• Where flammable liquids are stored.
• Transferring flammable liquids into smaller containers for use at workstations.
Safety data sheets
An easy way to identify flammable liquids is through the safety data sheet (SDS). The SDS will
have information on fire and explosive hazards and will list any special handling and storage
precautions.
FLAMMABLE LIQUIDS—STORAGE HANDOUT-1

Flammable Liquids—Real Life Stories
Overview of Topic The collection and storage of combustible waste, such as oily rags, is
controlled by OSHA. Also, container labeling and access to SDSs is
regulated.
Gerry was training a new employee, Mark, as they worked on the
late shift. Part of the job included some maintenance work around
the production area.
“You have to pick up things like these used rags,” Gerry told Mark.
“What is this stuff they have on them?” Mark asked.
“Some of the production chemicals, or grease and oil from the mov-
ing parts. Just put them into this cardboard box over here,” Gerry
told him.
They moved over to one of the work benches.
“See this white plastic pail here? The day shift leaves all of the
left-over solvent in it. Just use it up,” Gerry said.
“Okay,” Mark said, “shouldn’t the bucket be marked?”
“That just applies to the hazardous stuff,” Gerry said, “this is just
solvent. It isn’t bad - here, give it a smell.”
“That isn’t the best way to check, you know,” Mark said. “Let’s check
the SDS for this.”
“Why do you want to do that?” Gerry wanted to know. “Those are
just written for the lawyers. Besides, the SDSs are in the foreman’s
office, and he locks it when he leaves for the day.”
“I think the pail is supposed to have a label on it,” Mark said. “I
remember that from the hazcom training I had on my last job.”
“No, it’s okay,” Gerry said, “we know what’s in the bucket.”
Mark didn’t like it, but he was new, and he didn’t want to make
waves or get the reputation of being a trouble-maker.
What did Mark do right?
• Asked what was on the used rags.
• Suggested that the bucket should be marked.
• Asked to see the SDS for the chemical.
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What did Mark do wrong?

• Worked with a chemical without the proper training or seeing
the SDS.
• Did not report an unmarked container.
• Did not follow safety rules.
What did Gerry do wrong?
• Put combustible waste into a cardboard box rather than a metal
container with a closing lid.
• Told Mark that the container did not have to be labeled.
• Sniffed the bucket of chemicals.
• Didn’t show Mark the SDS for the material.
• Gerry and Mark must be trained on how to handle combustible
waste.
• Gerry must receive hazcom training.
• Containers in the workplace must be properly marked.
• SDSs must be made available to all workers in their work areas
on all shifts.
Training Tips Review 1910.106(e)(9) Housekeeping, and 1910.1200(f) and (g).
Have samples of hazcom labels to show and discuss. Know where
SDSs are located in the workplace, and remind employees of where
they can find them.
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Flammable Liquids—Real Life Stories

Overview
The collection and storage of combustible waste, such as oily rags, is controlled by OSHA. Also,
container labeling and access to SDSs is regulated.
What did Mark do wrong?
What did Gerry do wrong?
What happens next?

OSHA has defined combustible waste materials as “combustible liquids, solids, rags or other
combustible soaked waste materials that can be ignited and will sustain combustion. Of course,
this list is not comprehensive; other waste materials may also be considered “combustible waste
materials.””
Combustible waste material and residue must be stored in covered metal receptacles and dis-
posed of daily.
Portable containers, into which hazardous materials are transferred from labeled containers,
and which are intended only for the immediate use of the employee who performs the transfer,
do not have to be labeled.
Employers shall maintain copies of SDSs for each hazardous chemical, and ensure that they are
readily available during each work shift to employees when they are in their work areas.
FLAMMABLE LIQUIDS—REAL LIFE STORIES HANDOUT-1

Flammable Liquids—Real Life Stories Sign-Off
a training session on Flammable Liquids—Real Life Stories. At this training session, we covered:
• Daily disposal of combustible waste.
• The hazcom labeling system and how to interpret it.
• Where to find SDSs.
• Who to report violations of the combustible waste storage requirement or hazcom require-
ments.
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_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________
FLAMMABLE LIQUIDS—REAL LIFE STORIES SIGN-OFF-1

Flammable Liquids—Using Aerosols
Overview of Topic Aerosols are a convenient way to store and apply a variety of mate-
rials such as paints, lubricants, solvents, disinfectants, and so on.
An aerosol may be defined as a ″consumer product″ under HazCom,
exempting it from the need for an SDS and HazCom training.
Storage
If flammable, the storage requirements of 1910.106 would apply.
You are allowed to store significant amounts in warehouses and
flammable storage rooms.
Some insurance companies require that you store aerosols inside of
wire cages to prevent rocketing in case of fire.
Disposal
Under federal EPA regulations, a steel aerosol can that does not
contain a “significant amount” of liquid, such as when punctured
and drained, meets the definition of scrap metal, and is exempt from
hazardous waste regulation when recycled.
Employee Training While there is no aerosol specific training requirement, aerosols
may be covered under the training provisions of the Hazard Com-
munication standard.
Training Tips Review 1910.106—Flammable liquids. Using the employee hand-
out, review the requirements of the rule.
Identify what flammable materials are present in the facility, where
they are located, and what they are used for. Discuss proper storage.
Explain proper handling and transfer methods when working with
flammable liquids.
29 CFR 1910.106—Flammable liquids.
The workplace Hazard Communication program.
FLAMMABLE LIQUIDS—USING AEROSOLS-1

10/12
Flammable Liquids—Using Aerosols

Overview
Aerosol sprays are commonly used in the workplace to apply a wide variety of chemicals from
paints to disinfectants. These chemicals may or may not be flammable, but if they are, they
would fall under the storage requirements of the flammable liquids standard.
Sometimes it is the chemical itself that is flammable, and sometimes it is the addition of a
propellant which makes the contents of the aerosol can flammable.
It’s important to read the SDS and the label for the product. Always follow the manufacturer’s
use and storage recommendations and cautions.
Hazardous exposures
A chemical that is a hazard is hazardous whether it
comes from an aerosol can or not. Even though the con-
tainer is small, you can be overexposed.
Always use proper ventilation and/or appropriate PPE
when using any aerosol.
OSHA has very specific requirements on the flammable
liquids which can be stored in the various forms, and
where within the workplace they may be stored. Always follow your employer’s storage require-
ments.
Storage
It’s always best to store flammable aerosols that you are using in a flammable storage cabinet,
however, you are allowed to have up to 25 gallons of Category 1 and 120 gallons of other
flammable categories stored outside of a flammable storage cabinet. Your employer will explain
how you are to store the aerosols in your workplace.
OSHA has very specific requirements on the flammable liquids which can be stored in the
various forms, and where within the workplace they may be stored. Always follow your employ-
er’s storage requirements.
FLAMMABLE LIQUIDS—USING AEROSOLS HANDOUT-1

Floor and Wall Openings—An Overview
Overview of Topic Floor openings and holes, wall openings and holes, and the open
sides of platforms may create hazards. People may fall through the
openings or over the sides to the level below. Objects, such as tools
or parts, may fall through the holes and strike people or damage
machinery on lower levels.
Floor holes are openings measuring less than 12 inches but more
than 1 inch in its least dimension, in any floor, platform, pavement
or yard, through which materials but not persons may fall.
Floor openings are openings which measure 12 inches or more in
its least dimension, in any floor, platform, pavement or yard,
through which persons may fall.
Platforms are working spaces for persons, elevated above the sur-
rounding floor or ground.
Wall holes are openings less than 30 inches but more than 1 inch
high, of unrestricted width, in any wall or partition.
Wall openings are at least 30 inches high and 18 inches wide, in
any wall or partition, through which persons may fall.
Guarding floor & wall openings
Stairway openings will be protected by standard railings on all
sides, except at the stairway entrance.
Loading docks shall be protected by a standard railing, if more than
4 feet above the adjacent floor.
Floor openings may be covered rather than guarded with rails.
When the floor opening is removed, a temporary guardrail shall be
in place, or an attendant shall be stationed at the opening to warn
personnel.
While the cover is not in place, the floor hole shall be constantly
attended by someone or shall be protected by a removable standard
railing.
Open-sided floors, platforms, and runways shall be guarded by a
standard railing on all open sides, except entrances.
FLOOR AND WALL OPENINGS—AN OVERVIEW-1

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Regardless of height, open-sided floors, walkways, platforms, or

runways above or adjacent to dangerous equipment, galvanizing
tanks, degreasing units, and similar hazards shall be guarded with
a standard railing and toeboard.
Every flight of stairs with four or more risers shall have standard
stair railings or standard handrails.
Employee Training There are no specific training requirements for floor and wall open-
ings.
Training Tips Review 29 CFR 1910.23—Guarding floor and wall openings and
holes.
Using the employee handout, review the regulations for guarding of
floor and wall openings and holes.

29 CFR 1910.23—Guarding floor and wall openings and holes.
FLOOR AND WALL OPENINGS—AN OVERVIEW-2

4/10

Overview
OSHA has very specific rules on guarding floor and wall openings and holes, to protect employees
from falling and injuring themselves, and to prevent accidental drops of tools or equipment to
injure workers below.
Types of Openings
OSHA addresses the following types of openings and holes:
Floor holes are openings less than 12 inches but more than 1 inch in its least dimension, in any
floor, platform, pavement or yard, through which materials but not persons may fall.
Floor openings are openings which measure 12 inches or more in its least dimension, in any
floor, platform, pavement, or yard, through which persons
may fall.
Platforms are working spaces for persons which are el-
evated 4 feet or more above the surrounding floor or
ground. Loading docks are platforms.
Wall holes are openings less than 30 inches but more
than 1 inch high, or unrestricted width, in any wall or
partition.
Wall openings are at least 30 inches high and 18 inches
wide, in any wall or partition, through which persons may
fall.
Standard railings for floor openings must consist of a top rail, midrail, and posts having a vertical
height of 42 inches from the upper surface of the platform, runway, or ramp. Mid rail height is
21 inches.
A standard toeboard is 4 inches nominal in vertical height, with not more than 1⁄4 inch clearance
above the floor level.
Open-sided floors, platforms, loading docks, and runways more than 4 feet above floor or ground
level are to be protected on open sides by a standard railing.
FLOOR AND WALL OPENINGS—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Floor And Wall Openings. The session covered:
• requirements for guarding floor holes and openings.
• requirements for guarding platforms.
• requirements for guarding wall holes and openings.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FLOOR AND WALL OPENINGS—AN OVERVIEW SIGN-OFF-1

Floor and Wall Openings—Real Life Stories
Overview Of Topic Floor openings and holes, wall openings and holes, and the open
sides of platforms may create hazards. People may fall through the
openings or over the sides to the level below. Objects, such as tools
or parts, may fall through the holes and strike people or damage
machinery on lower levels.

Bart and Nicolas had finished cutting the opening in the floor. Per
their instructions, they were required to immediately install the
heavy plastic covers (with the word “cover” lettered on it) over these
openings. They placed the cover over the opening, bolted it down,
and moved on to cut the next one.
Near the end of the day, as they cut the last opening, Nicolas noticed
that they were short one cover. Because the opening was already
cut, he knew they couldn’t leave it unguarded. Bart suggested that
they lay a piece of heavy plywood over it.
Nicolas figured that option was better than leaving the opening
unguarded. So, the men covered the opening with the plywood and
painted the word “cover” on it. Then they left for the day.
Ten minutes later, Rodrigo came by. He needed a piece of plywood
and noticed the one marked “cover.” He looked around and saw all
the plastic covers with the word “cover” painted on them.
Rodrigo bent down and noticed the plywood cover wasn’t bolted
down like the plastic covers. He reached to pick it up and then{
• Improperly guarded floor opening.
What did Bart and Nicholas do right?
• Used the floor opening covers that met strength requirements.
• Bolted floor covers over all the openings, except the last one.
What did Bart and Nicholas do wrong?
• Didn’t use the proper cover and failed to secure the plywood
cover.
• Didn’t inform supervisor.
FLOOR AND WALL OPENINGS—REAL LIFE STORIES-1

4/10
What do you think could have happened to Rodrigo?

• Fell through the opening; or
• Noticed the opening in time to keep from falling through it.
• Secure the cover.
• Report the incident.
• Provide additional training on floor opening hazards, require-
ments for the protection of floor openings, and emergency
procedures.
Training Tips Stairway openings will be protected by standard railings on all

sides, except at the stairway entrance. Loading docks must be pro-
tected by a standard railing, if more than 4 feet above the adjacent
floor.
Floor openings may be covered rather than guarded with rails.
While the cover is not in place, the floor hole must be constantly
attended by someone or shall be protected by a removable standard
railing.
Open-sided floors, platforms, and runways must be guarded by a
standard railing on all open sides, except entrances. Regardless of
height, open-sided floors, walkways, platforms, or runways above or
adjacent to dangerous equipment, galvanizing tanks, degreasing
units, and similar hazards must be guarded with a standard railing
and toeboard. Every flight of stairs with four or more risers must
have standard stair railings or standard handrails.
FLOOR AND WALL OPENINGS—REAL LIFE STORIES-2

4/10

Bart and Nicolas had finished cutting the opening in the floor. Per their instructions, they were
required to immediately install the heavy plastic covers (with the word “cover” lettered on it)
over these openings. They placed the cover over the opening, bolted it down, and moved on to cut
the next one.
Near the end of the day, as they cut the last opening, Nicolas noticed that they were short one
cover. Because the opening was already cut, he knew they couldn’t leave it unguarded. Bart
suggested that they lay a piece of heavy plywood over it.
Nicolas figured that option was better than leaving the
opening unguarded. So, the men covered the opening
with the plywood and painted the word “cover” on it.
Then they left for the day.
Ten minutes later, Rodrigo came by. He needed a piece
of plywood and noticed the one marked “cover.” He
looked around and saw all the plastic covers with the
word “cover” painted on them.
Rodrigo bent down and noticed the plywood cover
wasn’t bolted down like the plastic covers. He reached
to pick it up and then{

What did Bart and Nicholas do right?
What did Bart and Nicholas do wrong?
What do you think could have happened to Rodrigo?
What Happens Next?

FLOOR AND WALL OPENINGS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Floor and Wall Openings—Real Life Stories. At this training
• Floor opening hazards at this facility.
• Requirements for protecting floor openings.
• Emergency procedures and reporting incidents.
• Company safety policies at this facility.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FLOOR AND WALL OPENINGS—REAL LIFE STORIES SIGN-OFF-1

Formaldehyde—An Overview
Overview of Topic Formaldehyde is a very common and versatile industrial chemical.

But, despite its usefulness, it is also one of the most hazardous
chemicals in use today.
OSHA, at 29 CFR 1910.1048 Formaldehyde, provides a permissible
exposure limit (PEL) of 0.75 ppm as an 8-hour time weighted aver-
age (TWA). The short term exposure limit (STEL) is 2.0 ppm in a
15-minute time period.
Exposure and symptoms
Formaldehyde can enter the body through inhalation, contact with
skin or eyes, or by ingestion.
When inhaled formaldehyde is highly irritating to the upper respi-
ratory tract and eyes. Formaldehyde concentrations of 100 ppm is
immediately hazardous to life and health.
Formaldehyde is an extreme skin irritant and can cause discolora-
tion, hardening, or tanning of the skin. Contact with the eyes, de-
pending upon the concentration, can cause injuries ranging from
discomfort to loss of vision.
Ingesting formaldehyde can cause reactions ranging from discom-
fort, to irritation and inflammation of the mouth, throat, and stom-
ach, to severe stomach pains, or even death.
With formaldehyde, symptoms of exposure may not be immediately
evident or symptoms may develop over time.
Employees should be encouraged to report any adverse signs or
symptoms that they suspect are attributable to formaldehyde
exposure.
Protection from exposure

In work areas where formaldehyde exposure exceeds the PEL, em-
ployers must establish regulated areas and engineering and work
practices to reduce the exposure to acceptable levels.
Employers are required to post signs to communicate the hazards of
formaldehyde at all entrances and access ways to formaldehyde
regulated areas.
FORMALDEHYDE—AN OVERVIEW-1
4/08
Employee Training OSHA requires you to train all employees who are assigned to work-
places where there is exposure to formaldehyde. Information and
training must be provided to employees at the time of initial assign-
ment and whenever new exposure to formaldehyde is introduced to
the work area. Training must be repeated at least annually.
The training program must be conducted in a manner which the
employee is able to understand and must include the elements de-
tailed in the regulation.
Training Tips Review the requirements of 29 CFR 1910.1048.

Using the employee handout, review with the employees the re-
quirements of 29 CFR 1910.1048.
Explain operations and locations in the workplace which could in-
volve exposure to formaldehyde. Show examples of warning signs
identifying areas of possible exposure.
Point out any regulated areas involving entry by only authorized
persons.
Explain the health hazards involved with formaldehyde exposure.
Review the symptoms of exposure.
Explain the purpose for, the proper use of, and the limitations of
personal protective equipment and clothing.
Review the emergency procedures including the specific duties or
assignments of each employee in the event of an emergency.
29 CFR 1910.1048—Formaldehyde.
FORMALDEHYDE—AN OVERVIEW-2
4/08
Formaldehyde—An Overview
Overview
Formaldehyde is:
• a very common and versatile chemical.
• one of the most hazardous chemicals in use today.
What Happens if I Am Exposed?

Formaldehyde can enter your body:
• if breathed in,
• by absorption through the skin, or eyes, or
• if swallowed in contaminated food or drink.
Inhaling formaldehyde can irritate your throat and lungs, and if inhaled in large enough con-
centrations it can cause unconsciousness or death.
If formaldehyde comes into contact with your skin, it can cause extreme irritation, skin discol-
oration, or hardening or tanning of the skin. If you get
it in your eyes, it can cause injuries ranging from dis-
comfort to permanent loss of vision.
If swallowed, it can cause symptoms ranging from ir-
ritation of the mouth and throat, to stomach pains, or
even death.
You must report any symptoms of formaldehyde expo-
sure as soon as you are aware of them.
What Are Your Employer’s Responsibilities?

Your employer is responsible for providing training on
formaldehyde hazards:
• at the time of initial assignment to a job with the possibilities of exposure.
• whenever a new exposure to formaldehyde occurs in the work area.
• at least once a year thereafter.
Your employer should also point out operations and locations in the workplace which could
expose you to formaldehyde hazards.
Your employer must also explain the purpose for, the proper use of, and the care and mainte-
nance of all personal protective equipment needed for formaldehyde hazards.
FORMALDEHYDE—AN OVERVIEW HANDOUT-1

Formaldehyde—An Overview Sign-off Sheet
part in a training session on Formaldehyde—An Overview. The session covered:
• The requirements of 29 CFR 1910.1048—Formaldehyde.
• Operations and locations in the workplace which could lead to formaldehyde exposure.
• Location and marking of regulated areas.
• Health hazards of formaldehyde exposure.
• Emergency procedures and duties or assignments of employees in the event of an
emergency.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FORMALDEHYDE—AN OVERVIEW SIGN-OFF-1

Formaldehyde—Real Life Stories
Overview Of Topic Formaldehyde is a commonly used, colorless liquid or gas with a

pungent and irritating odor at room temperature. It is used as a
disinfectant and preservative, and in the manufacture of plastics,
building insulation, particle board, and plywood.
It wasn’t unusual for the company to hire college students as sum-
mer help. There were always a variety of jobs and tasks that the
summer help could take care of and most students were glad to get
the work.
Steven had taken a summer job at the plant and was put to work on
some painting projects. There were several old chemical containers
inside one of the basement rooms he was suppose to paint. While
moving the containers to get to a wall, one of them fell over and a
quantity of the chemical spilled out. The chemical was
formaldehyde.
Not wanting to get into trouble, Steven decided to clean up the spill,
even though in his training the company emphasize that he was not
to handle any of the chemicals in the plant. Steven found a mop and
bucket nearby. While he was mopping up the chemical, he noticed
that his eyes began to burn and tear. Then he began to cough and
choke.
Xiong happened to be walking by and smelled the formaldehyde. He
also heard Steven coughing.
Xiong knew that he should first call for help and that he shouldn’t
enter an unsafe situation. However, Xiong decided to run into the
room and pull Steven out to fresh air. Then he called the supervisor.
• Chemical spill.
• Exposure to Formaldehyde.
• Health-related symptoms.
What did Xiong do right?
• Recognized a hazardous situation.
• Pulled Steven out of the room.
FORMALDEHYDE—REAL LIFE STORIES-1

4/08
• Called the supervisor.

What did Steven do wrong?
• Ignored his safety training.
• Did not report the chemical spill immediately.
• Handled hazardous chemicals even though he had not been
properly trained.
What did Xiong do wrong?
• Entered an unsafe situation, even if to help another person.
• Did not consult the MSDS.
• Steven should get medical attention.
• The emergency response team should be called to clean up the
spill.
• Steven should be disciplined for not following his training and
company safety policies.
• Steven should be retrained on appropriate workplace safety.
• Xiong should be retrained on workplace emergency procedures,
administering first aid procedures, as well as the basics of first
aid.
Training Tips Review operations in the workplace which use formaldehyde. Ex-
plain how employees can protect themselves from the hazards of
using formaldehyde. Remind employees of where to find the MSDS
and the health and safety information found on it. Review work-
place safety requirements when using formaldehyde, such as PPE.
FORMALDEHYDE—REAL LIFE STORIES-2

4/08
Formaldehyde—Real Life Stories

It wasn’t unusual for the company to hire college students as summer help. There were always
a variety of jobs and tasks that the summer help could take care of and most students were glad
to get the work.
Steven had taken a summer job at the plant and was put to work on some painting projects.
There were several old chemical containers inside one of the basement rooms he was suppose to
paint. While moving the containers to get to a wall, one of them fell over and a quantity of the
chemical spilled out. The chemical was formaldehyde.
Not wanting to get into trouble, Steven decided to clean up the spill, even though in his training
the company emphasize that he was not to handle any of the chemicals in the plant. Steven found
a mop and bucket nearby. While he was mopping up the chemical, he noticed that his eyes began
to burn and tear. Then he began to cough and choke.
Xiong happened to be walking by and smelled the formaldehyde. He also heard Steven coughing.
Xiong knew that he should first call for help and that he shouldn’t enter an unsafe situation.
However, Xiong decided to run into the room and pull Steven out to fresh air. Then he called the
supervisor.

What did Xiong do right?
What did Steven do wrong?
What did Xiong do wrong?
What Happens Next?

FORMALDEHYDE—REAL LIFE STORIES HANDOUT-1

Formaldehyde—Real Life Stories Sign-off

Sheet
part in a training session on Formaldehyde—Real Life Stories. At this training session, we
covered:
• Hazards involved in using formaldehyde.
• Operations in the workplace which use formaldehyde.
• How employees can protect themselves from the hazards of formaldehyde.
• The location of the MSDS for formaldehyde.
• PPE necessary when working with formaldehyde.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
FORMALDEHYDE—REAL LIFE STORIES SIGN-OFF-1

Table of Contents for G

Golf Cars
An Overview
Real Life Stories
Grain Handling
An Overview
Engulfment
Citations
G TOC-1
4/13
Reserved
G TOC-2
4/13
Golf Cars—An Overview
Overview of Topic A golf car is a self-propelled vehicle with an average speed of less
than 15 mph. If a vehicle is capable of 15 mph or more, it is not
considered a golf car, but rather a Personal Transport Vehicle (PTV),
or Low Speed Vehicle (LSV).
Golf cars does not have the same safety and performance features
that a standard passenger car has. Therefore, a golf car requires
different driving behaviors.
Authorized operators
Since unsafe operation can lead to accidents which may result in
personal injuries, death, or property damage only trained, autho-
rized employees should operate or repair golf cars.
Use proper driving and riding techniques:
• Be aware of passenger limit and load capacity.
• Make sure that a golf car is completely stopped before getting in
or out.
• Stay seated and hold on while the vehicle is moving.
• Use hip restraints, hand holds, or other body restraint systems.
• Keep hands, arms, legs, feet, and head inside the golf car at all
times.
• Consider eye protection for operators.
• Operate golf cars from the driver’s side only.
Observe speed limits:
• Observe plant speed limits, and drive at safe speeds.
• Maintain appropriate distances between traveling vehicles.
• Drive slowly through turns and avoid sharp turns.
• Drive straight and slow up and down inclined surfaces.
• Drive slow and use caution when passing pedestrians or door-
ways.
• Use extra caution on wet or icy surfaces, as well as on loose
ground such as gravel.
Take other safety precautions:
• Make sure to stay in designated areas.
• Be aware of others, and keep your eyes on the path of travel.
GOLF CARS—AN OVERVIEW-1

10/08
• Slow down and sound horn at cross aisles and areas where vi-
sion is obstructed.
• Look first to see what is behind the golf car before backing up.
• Obey traffic laws if travel requires the use of roads.
• Set parking brake when loading or unloading.
Safely park vehicle:
• Park in a flat area - do not block access to fire lanes, stairways,
and fire equipment.
• Put the golf car in neutral, shut power off, and set the parking
brake when unattended.
Conduct periodic maintenance checks:
• Check tires for overall condition and proper inflation.
• Checking steering mechanism for proper response.
• Check warning devices, governor, safety decals, and other safety
equipment.
• Check brakes to verify that they are working correctly.
Training Tips There are no required training requirements for a golf car, but em-
ployees should be trained on the operating instructions, safety
rules, and company work practices.
Have a golf car available to demonstrate some of these safe operat-
ing techniques.
Sec. 5(a)(1) of the OSH Act (P.L. 51-596)
ANSI Z130.1-2004 Golf Cars — Safety and Performance
Specifications.
29 CFR 1910.178 – Powered industrial trucks.
GOLF CARS—AN OVERVIEW-2

10/08
Golf Cars—An Overview

Overview
A golf car is a self-propelled vehicle with an average speed of less than 15 mph. Here are some
suggestions for remaining safe in a golf car.
Use Proper Driving and Riding Techniques:

• Be aware of passenger limit and load capacity.
• Start the golf car after everyone is seated.
• Stay seated and hold on while the vehicle is moving.
• Use hip restraints, hand holds, or other body restraint systems.
• Keep hands, arms, legs, feet, and head inside the golf car at all times.
• Make sure that a golf car is completely stopped before getting in or out.
• Consider eye protection to prevent foreign objects from entering eyes.
• Operate golf car from the driver’s side only.
Observe Speed Limits:

• Observe plant speed limits, and drive at a speed that allows a safe stop.
• Maintain an acceptable distance between vehicles when traveling.
• Drive slowly through turns and avoid sharp turns especially on inclines.
• Drive straight and slow when traveling up and down inclined surfaces.
• Drive slow and use caution when approaching pedestrians, turning, or passing through
doorways.
• Use extra caution on wet or icy surfaces, as well as on loose ground such as gravel.
Take Other Safety Precautions:

• Make sure to stay in designated areas.
• Be aware of others, and keep your eyes on the path of travel.
• Slow down and sound horn at cross aisles and areas where vision is obstructed.
• Look first to see what is behind the golf car before backing up.
• Obey traffic laws if travel between buildings requires the use of roads.
• Set parking brake to prevent movement when loading or unloading.
• Park in a flat area where the golf car will not prevent access to fire lanes, stairways, and fire
equipment.
• Put the golf car in neutral, shut power off, and set the parking brake when unattended.
GOLF CARS—AN OVERVIEW HANDOUT-1

Golf Cars—An Overview Sign-off Sheet
part in a training session on Golf Cars. The session covered:
• The definition of a golf car.
• Where golf cars are used in the facility.
• Proper golf car operating procedures.
• Other safety precautions to be used when operating golf cars
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
GOLF CARS—AN OVERVIEW SIGN-OFF-1

Golf Cars—Real Life Stories
Overview of Topic With the use of golf cars steadily on the rise and the number of
accidents increasing, it’s important to know how to keep your em-
ployees safe when operating or riding in this type of vehicle.

Mary’s company had just reopened after a two-day holiday. When
she went to the mailroom to pick up the internal mail she had to
deliver, Mary was amazed by the number of packages waiting for
her. To meet her deadlines that day, Mary knew that she would not
be able to stop back at the mailroom a second time, so she loaded as
much as possible into the golf car.
Mary was trained on golf car use and knew that she needed to drive
slowly. She also made sure to follow the traffic patterns identified by
the company. After a short time, however, Mary realized that she
was falling behind and decided to speed things up a little.
As she began to race through the cross aisles and around corners to
get to her other destination, a package fell by her feet. She figured
that she was the only one in this part of the warehouse so taking
precautionary measures were not necessary. Continuing down the
path, Mary looked down to get the package which was difficult to
reach. That’s when she ran into the corner wall of the mezzanine.

• Tight deadlines.
• Large quantities of mail.
• Workplace accident.
What did Mary do right?
• Trained on golf cars.
• Understood the need to drive slowly.
• Followed traffic patterns.
What did Mary do wrong?
• Overloaded golf car.
• Didn’t slow down and sound horn at cross aisles.
• Didn’t drive slowly through turns.
GOLF CARS—REAL LIFE STORIES-1

10/08
• Didn’t keep eyes on the path of travel.
What happens next?

• Get medical assistance.
• Report incident.
• Discipline Mary.
Training Tips Explain where golf cars are used in the facility. Review proper op-
erating procedures for golf cars.
Provide additional training on driver and passenger safety, re-
straints, speed limits, and other safety precautions.

Sec. 5(a)(1) of the OSH Act (P.L. 51-596)
ANSI Z130.1-2004 Golf Cars — Safety and Performance
Specifications.
29 CFR 1910.178 – Powered industrial trucks.
GOLF CARS—REAL LIFE STORIES-2

10/08
Golf Cars—Real Life Stories

Overview
With the use of golf cars steadily on the rise and the number of accidents increasing, it’s impor-
tant to know how to keep your employees safe when operating or riding in this type of vehicle.
Use Proper Driving and Riding Techniques:

Mary’s company had just reopened after a two-day holiday. When she went to the mailroom to
pick up the internal mail she had to deliver, Mary was amazed by the number of packages
waiting for her. To meet her deadlines that day, Mary knew that she would not be able to stop
back at the mailroom a second time, so she loaded as much as possible into the golf car.
Mary was trained on golf car use and knew that she needed to drive slowly. She also made sure
to follow the traffic patterns identified by the company. After a short time, however, Mary
realized that she was falling behind and decided to speed things up a little. As she began to race
through the cross aisles and around corners to get to her other destination, a package fell by her
feet. She figured that she was the only one in this part of the warehouse so taking precautionary
measures were not necessary. Continuing down the path, Mary looked down to get the package
which was difficult to reach. That’s when she ran into the corner wall of the mezzanine.

What did Mary do wrong?
GOLF CARS—REAL LIFE STORIES HANDOUT-1

Golf Cars—Real Life Stories Sign-off Sheet
part in a training session on Golf Cars. The session covered:
• The definition of a golf car.
• Where in the facility golf cars are used.
• Proper golf car operating procedures.
• Other safety precautions to be used when operating golf cars.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
GOLF CARS—REAL LIFE STORIES SIGN-OFF-1

Grain Handling—An Overview
Overview of Topic OSHA’s Grain Handling Standard, 29 CFR 1910.272 seeks to pro-
tect workers exposed to the hazards caused by working around and
in grain facilities.
The hazards
Suffocation and falls are the two leading causes of deaths at grain
handling facilities. Other hazards include fires, explosions, electro-
cutions, and injuries from improperly guarded machinery.
Entry permits
Before workers enter bins, silos, or tanks, the employer must issue
a permit for entry, which must be kept on file until the completion
of the entry operations.
All mechanical, electrical, hydraulic, and pneumatic equipment
which presents a danger to employees inside bins, silos, or tanks
shall be disconnected, locked-out and tagged, blocked-off, or pre-
vented from operating by other means and methods.
Employee Training The employer shall provide training to employees at least annually
and when changes in job assignment will expose them to new haz-
ards. See the Grain Handling Standard for specific training
requirements.
Training Tips Review the permit process with the attendees, so they know who to
go to in order to receive a permit, and what is required when a
permit is issued.
29 CFR 1910.272—Grain Handling Standard
29 CFR 1910.147—The Control of Hazardous Energy
GRAIN HANDLING—AN OVERVIEW-1

4/13
Grain Handling—An Overview

Overview
Suffocation and falls are the two leading causes of deaths at grain handling facilities. Other
hazards include fires, explosions, electrocutions, and injuries from improperly guarded machin-
ery.
OSHA’s Grain Handling Standard, 29 CFR 1910.272 seeks to protect workers exposed to the
hazards caused by working around and in grain facilities, including: grain elevators, feed mills,
flour mills, dust pelletizing plants, dry corn mills, soybean flaking operations, and the dry
grinding operations of soy cake.
Suffocation and falls are the two leading causes of deaths at grain handling facilities. Other
hazards include fires, explosions, electrocutions, and injuries from improperly guarded machin-
ery. Exposures to grain dust and molds, chemical fumigants, and gases associated with decaying
and/or fermenting silage can also occur.
The standard also protects workers whenever they enter a “flat storage structure” regardless of
their point of entry.
Hot work
Hot work requires a permit to ensure that the employer is aware of the hot work being performed
and that appropriate safety precautions have been taken prior to beginning the work. The hot
work permit is to be kept on file until completion of the hot work operations.
Entry permits
Before workers enter bins, silos, or tanks, the employer must:
• Issue a permit for entry;
• Lockout all potentially dangerous equipment inside;
• Test the atmosphere for oxygen and the presence of combustible or toxic agents; and
• Have an observer standby, equipped and trained in rescue operations.
Safe work practices
Safety practices should include:
• Wear a respirator capable of filtering fine dust when work-
ing in and around dusty or moldy grain.
• Maintain proper and effective shields and guards on haz-
ardous equipment such as moving belts, pulleys, gears, and
shifts.
• Never enter a bin or gravity-unloaded vehicle when grain is
flowing.
• Do not remove safety shields from drive assemblies or
grates over auger intakes.
• Do not climb on bucket elevators unless absolutely neces-
sary.
GRAIN HANDLING—AN OVERVIEW HANDOUT-1

Grain Handling—Engulfment
Overview of Topic Suffocation from engulfment is a leading cause of death in grain

bins, and the number of these deaths continues to rise. These fatali-
ties are preventable if employers follow work practices and provide
training and equipment as required by OSHA’s Grain Handling
Facilities standard.
Workers face hazards while walking on or underneath accumula-
tions of grain or entrapment in grain handling equipment,
including:
• Engulfment;
• Asphyxiation;
• Crushing injuries; and
• Amputations.
“Walking down” the grain to make it flow or standing on grain at
depth poses an engulfment hazard.
Entry permits
Before workers enter bins, silos, or tanks, the employer must issue
a permit for entry, which must be kept on file until the completion
of the entry operations.
All mechanical, electrical, hydraulic, and pneumatic equipment
which presents a danger to employees inside bins, silos, or tanks
shall be disconnected, locked-out and tagged, blocked-off, or pre-
vented from operating by other means and methods.
An observer, equipped to provide assistance and trained in rescue
operations, shall be stationed outside the bin, silo, or tank and shall
be in constant visual, voice, or signal line communication with the
employee inside.
Employee Training The employer shall provide training to employees who enter grain
storage structures includes training about engulfment.
Training Tips Review the permit process with the attendees, so they know who to
go to in order to receive a permit, and what is required when a
permit is issued.
29 CFR 1910.272—Grain Handling Standard
GRAIN HANDLING—ENGULFMENT-1
4/13
Grain Handling—Engulfment and Suffocation

Overview
Engulfment and suffocation are the leading causes of deaths at grain handling facilities. Suffo-
cation can occur when a worker enters a bin and is engulfed by grain or when bins develop
hazardous atmospheres or do not have enough oxygen.
Moving grain acts like “quicksand” and can bury and suffocate you in seconds! NEVER stand on
moving/flowing grain.
Before entering
If you must enter a grain storage bin:
• TURN OFF and disconnect, lock out, or block-off all powered equipment, especially grain-
moving equipment (like augers).
• USE a body harness with an anchored lifeline or boatswain chair when entering from a level
at or above stored grain.
• DO NOT walk on or “down” the grain to make it flow.
• DO NOT enter onto or below bridged grain.
• NEVER stand next to grain accumulated on the side of bins or try to dislodge it.
• DO NOT enter without having rescue equipment and a rescue-trained observer stationed
outside who is in constant contact with you.
• CONFIRM from your employer’s issued entry permit that all safety precautions are in place
and it is safe to enter.
Safe work practices
Safety practices should include:
• Wear a respirator capable of filtering fine dust when work-
ing in and around dusty or moldy grain.
• Having an observer outside of the grain bin who can pro-
vide assistance and perform rescue operations.
• Never enter a bin or gravity-unloaded vehicle when grain is
flowing.
• Ensure that communications (visual, voice or signal line)
are maintained between the observer and the workers who
entered the bin.
• Test the air within a bin for oxygen content and the pres-
ence of hazardous gases before entry.
What must your employer do?
Your employer must provide and continue ventilation until any unsafe atmospheric conditions
are eliminated. If toxicity or oxygen deficiency cannot be eliminated, workers must wear appro-
priate respirators.
Your employer must also issue a permit each time a worker enters a bin, unless the employer is
present during the entire entry operation. The permit must certify that the above precautions
have been implemented before workers enter the bin.
GRAIN HANDLING—ENGULFMENT HANDOUT-1

Grain Handling—Citations
The Citations OSHA cited a Midwestern company more than $1 million following
the death of a worker as the company’s grain storage operation. The
worker suffocated after being engulfed by grain in one of the facility
bins.
Following its investigation, OSHA proposed more than $1 million in
fines for 22 alleged willful and 13 alleged serious citations. The
willful citations include not providing an emergency action plan
prior to entering grain bins, failing to train workers in safe bin
entry, a lack of grain engulfment protection, failure to shut off and
lock out equipment while employees were working inside bins, a
lack of rescue equipment, and allowing hazardous accumulations of
grain dust that could contribute to fire and explosion.
A willful violation is one committed with intentional, knowing or
voluntary disregard for the law’s requirements, or with plain indif-
ference to employee safety and health.

Step one
Review the facts of the citation story with the group. Grain handling
facilities include: grain elevators, feed mills, flour mills, rice mills,
dust pelletizing plants, dry corn mills, soybean flaking operations,
and the dry grinding operations of soy cake.
Review the general hazards of grain handling and storage opera-
tions. Suffocation and falls are the two leading causes of deaths at
grain handling facilities. Other hazards include fires, explosions,
electrocutions, and injuries from improperly guarded machinery.
Exposures to grain dust and associated airborne contaminants can
also occur; such contaminants include molds, chemical fumigants,
and gases associated with decaying and/or fermenting silage.
Step two
Employers with grain handling facilities are required to have an
emergency action plan. Review the contents of the plan with the
employees. Explain where they can view a copy of the plan, and who
they are to go to if they have questions about the plan.
GRAIN HANDLING—CITATIONS-1
4/10
Step three
Employers are to train employees at least annually on general
safety precautions and on specific procedures and safety practices
applicable to their job tasks, including:
• Recognition and preventive measures for the hazards related to
dust accumulations;
• Recognition and preventive measures for common ignition
sources such as smoking;
• Cleaning procedures for grinding equipment;
• Clearing procedures for choked legs;
• Housekeeping procedures;
• Grain storage structure entry procedures;
• Hot work procedures;
• Preventive maintenance procedures; and
• Lock-out/tag-out procedures.
Step four
Employees assigned special tasks, such as bin entry and handling of
flammable or toxic substances must be trained to perform these
tasks safely. Employees who enter grain storage structures includes
training about engulfment and mechanical hazards and how to
avoid them.
Step five
Review with employees the company grain storage structure entry
permit and the company hot work permit procedures.
GRAIN HANDLING—CITATIONS-2
4/10
Table of Contents for H

Hand and Portable Powered Tools
Abrasive Wheels
Hand Tools
Powered Tools
Small Gas Engine Pow’d Equip.
Hand Washing
An Overview
Hazard Communication
An Overview
Chemical Inventory
Cleaning Chemicals
Container Labels
GHS Labels - Real Life Stories
Outer Container Labels
Environmental Hazards
GHS Pictograms
What Is the GHS?
Health Hazards
Labels & Labeling
MSDS
Safety Data Sheets
Other Hazards
Physical Hazards
Written Program
Real Life Stories
Container Labels—Real Life Stories
Hazardous Waste
An Overview
Used Oil
HAZWOPER
An Overview
Emergency Response Plan
Spill Cleanup
H TOC-1
10/13
Hearing Protection
An Overview
Noise Monitoring
The Hazards
Real Life Stories
Heat-Related Illness
An Overview
Real Life Stories
Sun Protection
Hexavalent Chromium
Real Life Stories
Housekeeping
An Overview
Dust Control
Keep It Clean
Hydrogen Sulfide
An Overview
H TOC-2
10/13
Hand And Portable Powered Tools—

Abrasive Wheels
Overview Of Topic Subpart P of 29 CFR Part 1910 covers the use of hand and porta-
ble tools in general industry. The regulation covers general
requirements and specifies guarding requirements for portable
powered tools. Requirements for inspection and safe use are also
included.
Abrasive wheels are power tools used to cut, grind, polish, and
buff materials and surfaces. There are different types of wheels,
depending upon their uses, but they all have one thing in common:
hazards are involved.
Abrasive wheel hazards
The use of abrasive wheels involves the hazards of flying particles.

As the wheels spin at high RPMs, there is the danger that the
wheel, or parts of the wheel, will fly off.
Because of the hazards, safety guards must be installed and

located so as to be between the operator and the wheel during use.
Adjustment of the guard must be done so that pieces of an acciden-
tally broken wheel will be deflected away from the operator. The
top half of the wheel should be enclosed at all times.
After engineering controls, administrative controls, and work

practices, PPE can help put a barrier between the operator and
the hazards.
PPE for abrasive wheels may include safety glasses, goggles, face
shield, steel-toed boots, ear plugs, and respirators. Respirators
only need be used if grinding operations produce airborne parti-
cles that exceed the permissible limit when they cannot be
reduced via exhaust or collection devices.
To help prevent injuries, closely inspect the wheels to ensure they

have not been damaged. Do not use a wheel if there are signs of
damage or defects.
HAND AND PORTABLE POWERED TOOLS—ABRASIVE WHEELS–1

The spindle speed of the grinder must not exceed the maximum
operating speed marked on the wheel. Use only wheels marked
with the type of wheel and maximum speed in revolutions per
minute.
Always select the right wheel type for the job.
Ring test
Check abrasive wheels using the “ring test.” Tap the wheel gently
with a nonmetallic tool. A wheel in good condition will emit a
metallic ring. Reject any wheel that sounds “dead” or cracked.
Employee Training OSHA’s regulations do not have specific employee training

requirements in regards to abrasive wheels. However, employees
who understand the hazards and know how to inspect and use
abrasive wheels will have less risk of injury.
Training Tips Review 29 CFR 1910 Subpart P.
Using the employee handout, review proper abrasive wheel use.
Demonstrate the “ring test” and have examples of damaged

wheels for the employees to look at.

29 CFR 1910 Subpart P—Hand and portable powered tools and
other hand-held equipment.
HAND AND PORTABLE POWERED TOOLS—ABRASIVE WHEELS–2

Hand and Portable Powered Tools—

Abrasive Wheels
Overview
Abrasive wheels are used to grind, cut, polish, and buff material or surfaces. There are differ-
ent types of wheels, depending upon their uses. But all involve hazards.
Abrasive wheels have the hazard of flying particles, or that the wheel itself, or parts of the
wheel, will fly off during use.

Safety guards must be used, and be
located between the operator and the
wheel during use. The top half of the
wheel must be enclosed at all times.
PPE to be used with abrasive wheels

might include:
• eye and face protection: safety glasses,

goggles, face shields.
• ear plugs or other hearing protection.
• steel-toed shoes or boots.
• respirator, if required.
Always select the right type of abrasive wheel for the job. Match the speed rating of the wheel
to the speed of the tool.
Ring test
Check abrasive wheels using the “ring test.” Tap the wheel gently with a nonmetallic tool. A
good wheel will give off a metallic ring.
HAND AND PORTABLE POWERED TOOLS—ABRASIVE WHEELS HANDOUT


Abrasive Wheels—Sign-Off Sheet

who have taken part in a training session on Hand and Portable Powered Tools—Abrasive
Wheels. The session covered:
• abrasive wheel safety.

• PPE when using abrasive wheels.
• how to perform the “ring test” to test abrasive wheels.
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAND AND PORTABLE POWERED TOOLS—ABRASIVE WHEELS SIGN-OFF

Hand And Portable Powered Tools—Hand Tools
included.
Employees should be properly trained in the correct use of the

hand tools that they use and in how to protect themselves from
tool hazards.
Tool hazards
Tools are such a common part of our lives that we forget that they
may pose hazards. Employees may be exposed to hazards from
dropped tools, from parts or chips flying off, or from flying grit
from abrasive tools.
Tools made from good quality, durable materials will help your
employees avoid injuries caused by tools breaking or slipping on
the job. Metal tool parts should be strong enough to resist bend-
ing, cracking, chipping, or excessive wear.
Personal protective equipment

Using PPE should become a habit when using tools. Wear eye pro-
tection if there is a chance that chips, sparks, or debris could get
into the eyes. Eye protection should be worn when using ham-
mers, mallets, chisels, punches, or bolt cutters.
Employees can protect themselves from cuts while handling

knives or materials with sharp edges by wearing cut-resistant
gloves.
A job may also require foot protection, such as when using heavy
tools like mauls and sledgehammers.
Tools should be inspected before and after each use. Look for tool
damage or wear, such as:
• cracked or loose handles;
• dull, rounded, or chipped cutting surfaces;
HAND AND PORTABLE POWERED TOOLS—HAND TOOLS–1

• mushroomed striking surfaces;
• damage to gripping surfaces.
Reducing tool hazards
Hand tool hazards can be prevented by following these rules:
• Keep tools in good condition with regular maintenance.
• Use the right tool for the job.

• Examine each tool for damage before and after using.
• Use the tool the way it is designed to be used.
• Use the correct PPE as provided.

requirements in regards to hand tools. However, employees who
understand the hazards and know how to inspect and use hand
tools will have less risk of injury.
Using the employee handout, review proper hand tool use.
Review inspection steps, and have examples of damaged tools for

the employees to look at. Explain how to take tools out of service if
they are damaged.
Ask employees for any experiences they may have had with tool-
related injuries.

other hand-help equipment.
HAND AND PORTABLE POWERED TOOLS—HAND TOOLS–2

Hand and Portable Powered Tools—Hand Tools

Overview
Tools are such a common part of our everyday lives that it is difficult to remember that they
may pose hazards. All tools are manufactured with safety in mind, but sometimes a serious
accident occurs before steps can be taken to avoid or eliminate tool-related hazards.
Choose tools made from good quality, durable materials. Metal tools must be able to resist
bending, cracking, chipping or excessive wear.
Wear the appropriate PPE. Wear eye protection if there is a chance that chips, sparks, or
debris could get into your eyes.
Wear gloves to protect your hands from cuts from sharp

tools or material edges.
Wear proper foot protection when using tools like mauls

or sledgehammers.
Inspect tools before and after each use. Damage or wear

to look for includes:
• cracked or loose handles.
• dull, rounded, or chipped cutting surfaces.
• mushroomed striking surfaces.
Rules to follow.
Prevent hazards from hand tools by following these rules.
HAND AND PORTABLE POWERED TOOLS—HAND TOOLS HANDOUT


Hand Tools—Sign-Off Sheet

who have taken part in a training session on Hand and Portable Powered Tools—Hand Tools.
• hand tool safety.

• how to inspect a hand tool before and after use.
• tool maintenance and repair.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAND AND PORTABLE POWERED TOOLS—HAND TOOLS SIGN-OFF


Powered Tools
included.
Employees should be properly trained in the correct use of the

hand tools that they use and in how to protect themselves from
tool hazards.
Tool hazards
Tools are such a common part of our lives that we forget that they
may pose hazards. Employees may be exposed to hazards from
dropped tools, from parts or chips flying off, or from flying grit
from abrasive tools.
Tools made from good quality, durable materials will help your
employees avoid injuries caused by tools breaking or slipping on
the job. Metal tool parts should be strong enough to resist bend-
ing, cracking, chipping, or excessive wear.

Using PPE should become a habit when using tools. Wear eye pro-
tection if there is a chance that chips, sparks, or debris could get
into the eyes. Eye protection should be worn when using all pow-
ered tools.
Employees can protect themselves from cuts while handling

knives or materials with sharp edges by wearing cut-resistant
gloves.
A job may also require foot protection, such as when using tools
like nail guns and circular saws.
Tools should be inspected before and after each use. Look for tool
damage or wear, such as:
• cracked or loose handles;
• dull, rounded, or chipped cutting surfaces;
HAND AND PORTABLE POWERED TOOLS—POWERED TOOLS–1

• mushroomed striking surfaces;
Reducing tool hazards
Tool hazards can be prevented by following these rules:


requirements in regards to tools. However, employees who under-
stand the hazards and know how to inspect and use tools will have
less risk of injury.
Using the employee handout, review proper tool use.
Review inspection steps, and have examples of damaged tools for

the employees to look at. Explain how to take tools out of service if
they are damaged.
Ask employees for any experiences they may have had with tool-
related injuries.

other hand-help equipment.
HAND AND PORTABLE POWERED TOOLS—POWERED TOOLS–2

Hand and Portable Powered Tools—Powered Tools

Overview
Tools are such a common part of our everyday lives that it is difficult to remember that they
may pose hazards. All tools are manufactured with safety in mind, but sometimes a serious
accident often occurs before steps can be taken to avoid or eliminate tool-related hazards.
Choose tools made from good quality, durable materials. Metal tools must be able to resist
bending, cracking, chipping or excessive wear.
Wear the appropriate PPE. Wear eye protection if there is a chance that chips, sparks, or
debris could get into your eyes.
Wear gloves to protect your hands from cuts from

sharp tools or material edges.
Wear proper foot protection when using heavy

tools.
Tool inspection
Inspect tools before and after each use. Damage
or wear to look for includes:
• cracked or loose handles.
• dull, rounded, or chipped cutting surfaces.
Rules to follow.
Prevent hazards from tools by following these rules.
HAND AND PORTABLE POWERED TOOLS—POWERED TOOLS HANDOUT


Powered Tools—Sign-Off Sheet

who have taken part in a training session on Hand and Portable Powered Tools—Powered
Tools. The session covered:
• tool safety.
• how to inspect a tool before and after use.
• tool maintenance and repair.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAND AND PORTABLE POWERED TOOLS—POWERED TOOLS SIGN-OFF

Hand & Portable Pow’d Tools—Small Gas Engine

Pow’d Equip.
Overview Of Topic Fuel powered equipment has its own set of hazards and safety
requirements, storage and handling of fuel, and carbon monoxide
poisoning are two examples.
The OSHA regulations
The following requirements pertain to fuel powered tools:
• All fuel powered tools must be stopped while being refueled,

serviced, or maintained.
• Internal combustion engine equipment must be located so that
exhaust pipes are well away from combustible materials.
• Fuel must be transported, handled, and stored in accordance
with 1910.106(d) of the OSHA construction standards.
• When fuel powered tools are used in enclosed spaces, the
requirements for concentrations of toxic gases and personal
protective equipment (Subpart I) are required.
Carbon monoxide—Enclosed spaces and small gasoline-pow-
ered equipment don’t mix. Even when the space is well ventilated,
enclosed or partially enclosed areas can put your workers at risk
of serious illness and even death from carbon monoxide poisoning.
Your employees must be able to recognize the danger of using
small fuel-powered engines indoors.
The recommendation from OSHA is, “When you have an opportu-

nity to use small gasoline-powered engines indoors, DON’T.”
Fuel handling and use—If any flammable and combustible liq-

uids are handled or used at your construction sites, you must
instruct employees in their safe handling and use (29 CFR
1910.106(d)).
A fire extinguisher, rated not less than 10B, must be provided

within 50 feet of wherever more than five gallons of flammable or
combustible liquids are being used.
Only approved containers and portable tanks can be used for stor-
age and handling of flammable and combustible liquids.
HAND & PORTABLE POW’D TOOLS—SMALL GAS ENGINE POW’D EQUIP.–1

4/05

Approved red metal safety cans must be used when handling or

using flammable liquids in quantities greater than one gallon. If
the flammable liquid has a flash point at or below 80 qF, the can
must have a yellow band or the name of the dangerous liquid sten-
ciled in yellow.
For quantities of one gallon or less, only the original container or

an approved metal safety can be used for storage, use, and han-
dling.
Flammable liquids must be kept in closed containers when not
actually in use.
If you store combustible and/or flammable liquids you must follow

the procedures at §1910.106(d) or (e).
Protective equipment for eyes, face, head, and extremities, protec-

tive clothing, respiratory devices, and protective shields and barri-
ers, must be provided, and used when hazardous conditions are
present. A hazard assessment of the work involving small fuel
powered equipment should reveal the exact equipment needed to
make the process safe.
Employee Training The OSHA standards require the following training for employees
using gasoline powered engines:
• Employees qualified by training or experience can operate
equipment and machinery.
• Employees must be trained to recognize and avoid unsafe con-
ditions and the regulations applicable to his work environment
to control or eliminate the hazards.
Training Tips Prior to presenting this toolbox talk you might want to review the
general requirements for all tools.

29 CFR 1910, Subpart P—Hand and Portable Powered Tools and
Other Hand-Held Equipment.
HAND & PORTABLE POW’D TOOLS—SMALL GAS ENGINE POW’D EQUIP.–2

4/05

Hand & Portable Pow’d Tools—Small Gas Engine Pow’d Equip.

When it comes to tools in the workplace there are normally plenty of pieces of equipment that use
fuel: generators, weed whackers, cut-off and chain saws, and pumps, to name a few.
Electric, fuel, and pneumatic tools have much in common, but fuel powered equipment has its
own set of hazards and safety requirements different from other tools (storage and handling of
fuel, and carbon monoxide poisoning).
The OSHA regulations—The following OSHA standards pertain to fuel powered tools
• All fuel powered tools must be stopped while being refueled, ser-
viced, or maintained.
• Internal combustion engine powered equipment must be located
so that the exhaust pipes are well away from combustible mate-
rials.
• Fuel must be transported, handled, and stored in accordance
with 29 CFR 1910.106 of the OSHA standard.
• When fuel powered tools are used in enclosed spaces, the appli-
cable OSHA rules for concentrations of toxic gases and proper personal protective equip-
ment must be followed.
Carbon monoxide—Enclosed spaces and small gasoline-powered equipment can be a deadly
combination. Even when the space is apparently well ventilated, enclosed or partially enclosed
areas can put you at risk of serious illness and even death from the lethal poison, carbon mon-
oxide. You must be able to recognize the danger of using small fuel-powered engines indoors.
The bottom line recommendation from OSHA is, “When you have an opportunity to use small
gasoline-powered engines indoors, DON’T.”
Fuel handling and use—If any flammable or combustible liquids are used, you must know
how to store, handle, and use them safely. Other rules are:
• A fire extinguisher, rated not less than 10B, must be provided within 50 feet of wherever
more than five gallons of flammable or combustible liquids are being used.
• Only approved containers and portable tanks can be used for storage and handling of flam-
mable and combustible liquids.
• Approved red metal safety cans must be used when handling or using flammable liquids in
quantities greater than one gallon.
• If the flammable liquid has a flash point at or below 80 qF, the can must have a yellow band
or the name of the dangerous liquid stenciled in yellow.
Personal protective equipment—Protective equipment for your eyes, face, head, and
extremities, protective clothing, respiratory devices, and protective shields and barriers, must
be provided, and used when hazardous conditions are present.
HAND & PORTABLE POW’D TOOLS—SMALL GAS ENGINE POW’D EQUIP. HANDOUT
4/05
Hand & Portable Pow’d Tools—Small Gas Engine

Pow’d Equip.—Sign-Off Sheet
This sign-off sheet documents the names of employees at this company, _____________________,
who attended this training session on Small Gasoline Powered Equipment. The session cov-
ered:
• Condition of tools.
• Power operated tool guards.
• Personal protective equipment.
• Power tool switch action.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAND & PORTABLE POW’D TOOLS—SMALL GAS ENGINE POW’D EQUIP. SIGN-OFF
4/05
Hand Washing
Overview Of Topic Washing our hands seems like a simple procedure. We often do it
quickly, without even thinking about it. When working in certain
industries, however, everyone must take handwashing more seri-
ously.
Employees must make sure to do a proper and thorough job of

handwashing each and every time it is required. If not, disease-
causing pathogens can be spread from the hands.
When to Wash
Hands Employees should wash hands:
• Immediately before starting work, and prior to putting on

gloves, plastic sleeves, armguards, aprons, or other PPE.
• After sneezing or coughing into their hand(s).
• After touching any part of their skin, hair, eyes, or mouth.
• After making adjustments to coats, hard hats, hairnets, ear-

plugs, shoes, or other clothing.
• After using a tissue or handkerchief to wipe or blow their nose.
• After eating, drinking, or smoking.
• After using the restroom for any reason.
• After picking up an item from the floor.
• Before and after handling raw meats, poultry, or other raw

foods.
• After handling items such as boxes, labels, garbage, brooms,
hoses, etc., before returning to work on floor production lines
or handling racks of products.
• After each absence from their workstation.
How to Wash Hands The way employees wash hands is just as important as when they
wash them. If hands are not washed completely clean, employees
HAND WASHING–1
4/04

may still spread contamination. Handwashing techniques should

follow these steps:
1. Turn water on to the warmest temperature that is tolerable.
2. Use an adequate amount of the soap or sanitizer provided at
all hand-washing stations.
3. Scrub vigorously, making sure that the soapsuds cover and
clean every part of the hands.
4. Make sure to clean the webbing between fingers, where dirt
and germs can hide in the folds.
5. Clean under and around the fingernails, scraping any dirt out
from under them. Use a nail brush if one is available.
6. Rinse hands thoroughly, using the same warm water, making
sure that all traces of soap are completely rinsed from the hands.
7. Use disposable, single-use paper towels and pat the skin dry
rather than rubbing to avoid chapping and cracking. Throw
paper towels in the appropriate trash receptacle.
The Double-Wash Method
Some employers specify the use of the “double-wash” method to

help reduce bacteria contamination. This simply means washing
the hands twice, using the seven steps described.
Hand Sanitizers
Sanitizing hand dips may be used following hand washing. If hand

sanitizing dips are provided, explain their proper use to the
employees.
Training Tips Before training, review the overview and handout material.
Gather any props you will use for the training.
During training, demonstrate the proper method for washing of

hands, including the use of a fingernail brush. Explain why paper
towels prevents contamination, and explain any additional
hygiene steps your employer requires.
Allow time for employees to ask any questions they might have.
Remember to have attendees sign the attendance sheet.

4 CFR 416.5—Employee Hygiene
29 CFR 1910.141—Sanitation
HAND WASHING–2
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Hand Washing
Overview
Washing our hands seems like a simple procedure, but we must always make sure to do a
proper and thorough job of handwashing each and every time it is required. If not, disease-
causing pathogens can be spread from our hands to objects we touch and to others.
When should you wash your hands?
• Immediately before starting work, prior to putting on gloves, plastic

sleeves, armguards, aprons, or other PPE.
• After sneezing or coughing into your hand(s).
• After touching any part of your skin, hair, eyes, or mouth.
• After making adjustments to coats, hard hats, hairnets, earplugs,
shoes, or other clothing.
• After using a tissue or handkerchief to wipe or blow your nose.
• After eating, drinking, or smoking.
• After using the restroom for any reason.
• After picking up an item from the floor.
• Before and after handling raw meats, poultry, or other raw foods.
• After handling items such as boxes, labels, garbage, brooms, hoses, etc., before returning to
work on floor production lines or handling racks of products.
• After each absence from your workstation.
How to wash your hands
1. Turn the water on to the warmest temperature that you can tolerate.
2. Use an adequate amount of the soap or sanitizer provided.
3. Scrub your hands vigorously, making sure that the soap suds cover and clean all parts of
the hands.
4. Clean between the webbing of the fingers, where dirt and germs can hide.
5. Clean under and around the fingernails, removing any dirt from under them. Use a nail
brush if one is available.
6. Rinse hands thoroughly, using the same warm water, making sure that all traces of soap
are completed rinsed away.
7. Use disposable, single-use paper towels and pat the skin dry rather than rubbing to avoid
chapping and cracking. Throw the paper towels in the appropriate trash receptacle.
Your employer may require the use of a “double-washing” technique, washing the hands twice,
to further reduce bacterial contamination. Or special hand sanitizing dips may be provided.
Your instructor will discuss these or any other special hygiene steps with you.
HAND WASHING HANDOUT

Hand Washing—Sign-Off Sheet

who have taken part in a training session on Hand Washing. The session covered:
• The importance of proper handwashing.
• When employees are required to wash their hands.

• The method employees should use to wash their hands.
• Any workplace specific methods or processes regarding handwashing or handwashing tech-

niques.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAND WASHING SIGN-OFF

Hazard Communication—An Overview
Overview OSHA’s Hazard Communication Standard (HCS) is based upon the

concept that employees have both a need and a right to know the
chemical hazards they may be exposed to under normal conditions
of use or in a foreseeable emergency. “Use” includes packaging, han-
dling, transferring, or reacting a chemical.
Required The written workplace hazcom program must address:
Elements • HazCom labels and workplace labeling;
• Safety Data Sheets (SDSs), and where they can be found;
• The location of the written program and the chemical inventory;
and
• An explanation of the workplace HazCom training program.
The HCS is now aligned with the Globally Harmonized System of
Classification and Labeling of Chemicals (GHS). Major changes
include:
• Hazard classification: Provides specific criteria for classifica-
tion of health and physical hazards.
• Labels: Requires a harmonized signal word, pictogram, hazard
and precautionary statement(s) for each hazard class and cat-
egory.
• Safety Data Sheets: Must have a specified 16-section format.
• Information and training: Employers are required to train
workers by December 1, 2013 on the new labels elements and
safety data sheets format to facilitate recognition and under-
standing.
Training Tips Show samples of hazard labels. Use a sample SDS to explain what
information is available on the SDS and where employees can find
SDSs in their work areas.
Tell employees which jobs involved hazardous chemicals.
29 CFR 1910.1200-Chemical Hazard communication.
Sample SDS and workplace container labels used in your work-
place.
Your company’s written hazard communication program.
HAZARD COMMUNICATION—AN OVERVIEW-1

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Hazard Communication—An Overview

Overview
OSHA’s Hazard Communication Standard (HCS) is based upon the concept that employees have
both a need and a right to know the chemical hazards they may be exposed to in their work areas,
and how they can protect themselves from those hazards.
What must the employer do?
Employers must:
• Keep a list of hazardous chemicals in the workplace;
• Prepare and follow a written hazcom program;
• Make sure all chemical containers are properly labeled;
• Make sure safety data sheets (SDSs) are available to employees; and
• Provide training to employees.
What are chemical hazards?
There are two general types of chemical hazards:
• ″Physical hazard″ which means a chemical that is classified
as posing one of the following hazardous effects: explosive;
flammable (gases, aerosols, liquids, or solids); oxidizer (liquid,
solid or gas); self-reactive; pyrophoric (liquid or solid); self-
heating; organic peroxide; corrosive to metal; gas under
pressure; or in contact with water emits flammable gas; and
• ″Health hazard″ which means a chemical which is classified
as posing one of the following hazardous effects: acute toxicity
(any route of exposure); skin corrosion or irritation; serious
eye damage or eye irritation; respiratory or skin sensitization;
germ cell mutagenicity; carcinogenicity; reproductive toxicity;
specific target organ toxicity (single or repeated exposure); or
aspiration hazard.
A chemical can have both physical and health hazards.
What are your rights?
Under the HCS, you have the right to training about:
• The HCS standard itself;
• Operations in the workplace that use hazardous chemicals;
• The hazards of the chemicals you work with;
• How you can detect a release of those chemicals;
• How you can get a copy of the written hazcom program;
• Where SDSs are located and how you can access them; and
• The labels found on containers of hazardous chemicals.
HAZARD COMMUNICATION—AN OVERVIEW HANDOUT-1

Hazard Communication—Chemical Inventory
Overview OSHA’s Hazard Communication Standard (HCS) is based upon the

concept that employees have both a need and a right to know the
chemical hazards they may be exposed to under normal conditions
of use or in a foreseeable emergency. “Use” includes packaging, han-
dling, transferring, or reacting a chemical.
The workplace written workplace hazcom program must include a
chemical inventory.
The Chemical The written workplace hazcom program is intended to ensure that
Inventory hazard communication in the workplace is coordinated and compre-
hensive. The written program must include a list of the hazardous
chemicals known to be present in the workplace.
This inventory is basically a list of the chemicals the employer must
have safety data sheets for. The list must be a part of the written
program and available to employees so that they, too, can determine
what chemicals should be included under the hazard communica-
tion program in their workplace.
The list can be maintained by work area or for the workplace as a
whole, and must be kept by an ″identity″ of the chemicals. The
inventory can be common names or product names, rather than
individual chemical ingredients of each product by specific chemical
identity or chemical name.
Show the workplace written plan, and the chemical inventory which
must be a part of that plan.
Tell employees which jobs involve hazardous chemicals.
Your company’s written hazard communication program, including
the chemical inventory.
HAZARD COMMUNICATION—CHEMICAL INVENTORY-1

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Hazard Communication—Chemical Inventory

Overview
OSHA’s Hazard Communication Standard (HCS) is based upon the concept that employees have
both a need and a right to know the chemical hazards they may be exposed to in their work areas,
and how they can protect themselves from those hazards. One of the requirements is that your
employer have a chemical inventory.
What is the chemical inventory?
The chemical inventory is a list of the hazardous chemicals known to be present in the work-
place. The chemical inventory:
• May be maintained by work area or for the workplace as a
whole; and
• Must be kept by the identity of the chemical, which can be the
chemical name, the common name, or the product name.
Your employer must have safety data sheets for each chemical on
the chemical inventory.
Employers must:
• Keep a list of hazardous chemicals in the workplace, known
as the chemical inventory;
• Prepare a written hazcom program which must include the
chemical inventory; and
• Make sure that the written program is available to employees.
Under the HCS, you have the right to:
• Review a copy of the written hazcom program;
• Review a copy of the chemical inventory; and
• Review safety data sheets for all chemicals listed on the inventory.
HAZARD COMMUNICATION—CHEMICAL INVENTORY HANDOUT-1

Hazard Communication—Cleaning Chemicals
Overview Many workplaces use cleaning chemicals to ensure the cleanliness

of their facilities. Some chemicals in cleaning products can be irri-
tating to the skin or can cause rashes. Cleaning products that
contain corrosive chemicals can cause severe burns if splashed on
the skin or in the eyes.
Chemicals in some cleaning products can cause asthma or trigger
asthma attacks. Some cleaning products contain hazardous chemi-
cals that can enter the body through skin contact or from breathing
gases into the lungs.
Cleaning Cleaners remove dirt through wiping, scrubbing, or mopping.
Chemicals Sanitizers contain chemicals that reduce microorganisms such as
bacteria, viruses, and mold.
Disinfectants contain chemicals that destroy or inactivate micro-
organisms that cause infections.
Many factors influence whether a cleaning chemical will cause
health problems. Some of those factors include:
• Chemical ingredients;
• How the product is used or stored;
• Ventilation in the area where the cleaning product is used;
and
• Whether mists, vapors, and/or gases are released.
Tell employees which jobs involve the use of cleaning chemicals.
HAZARD COMMUNICATION—CLEANING CHEMICALS-1

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Hazard Communication—Cleaning Chemicals

Overview
Some workplaces must use cleaners, sanitizers, or disinfectants. Working with cleaning chemi-
cals can cause:
• Coughing
• Wheezing
• Red, itchy eyes or burning eyes
• Skin rashes or burns
• Shortness of breath
• Sore throat
• Headaches or dizziness
• Nosebleeds
• Asthma
When working with cleaning chemicals
Remember, when you work with cleaning chemicals:
• Know how to properly dilute and use the cleaning chemicals;
• Wash your hands after using cleaning chemicals and before eating, drinking, or smoking;
• Never mix cleaning chemicals; and
• Never wash your hands or skin with cleaning chemicals.
Employers must train you on:
• The hazards of cleaning chemicals;
• How to use and store cleaning chemicals;
• What to do in case of a spill; and
• How and when to use PPE.
Under the HCS, you have the right to:
• Review a copy of the written hazcom program; and
• Review safety data sheets for all chemicals.
HAZARD COMMUNICATION—CLEANING CHEMICALS HANDOUT-1

Hazard Communication—Container Labels
Overview of Topic OSHA’s HazCom standard, by adopting portions of the Globally

Harmonized System of Classification and Labeling of Chemicals
(GHS), requires the use of GHS-compliant labels. Container labels
must have 6 specific label elements.
Required label elements
Some GHS label elements have been standardized (identical with
no variation) and are directly related to the chemical’s hazard class
and category. The standardized label elements included in OSHA’s
labeling requirements which are based upon the chemical’s hazard
class and category include:
• Pictogram(s)
• Signal word
• Hazard statement(s)
• Precautionary statement(s)
All assigned label elements must appear on the label.
Neither OSHA nor the GHS specifies a label format, saying only
that the product identifier, pictogram, signal word, and hazard
statement(s) should be located together. Nor are there any specified
label sizes.
You must train employees on the label elements and on how the
label can provide information on proper storage, how the informa-
tion on the label can be used to find first aid information, and how
all of the label elements work together.
Training Tips Show a sample label, and explain the various elements.
HAZARD COMMUNICATION—CONTAINER LABELS-1

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Hazard Communication—Container Labels

Overview
The Globally Harmonized System of Classification and Labelling of Chemicals (GHS), and
OSHA, requires the use of GHS-compliant container labels. To be both GHS- and OSHA-
compliant, labels must have 6 elements:
• Product identifier/ingredient disclosure - the identity (product name, chemical name,
CAS number, or UN number) as carried on the container and the SDS.
• Pictograms - a black symbol on a white background surrounded by a red, diamond-shaped
border which conveys information on physical, health, or environmental hazards. On
in-house labeling, the border may be black.
• Signal word - used to indicate the relative hazards of the chemical. Either ‘Danger’ or
‘Warning.’
• Hazard statement(s) - statements assigned by the chemical’s hazard class and category
which describe the nature and degree of hazard.
• Precautionary statement(s) - statements assigned by the chemical’s hazard class and
category that recommend measures that should be taken to prevent adverse effects from
exposure, storage, or handling of the product.
• Supplier identification - the name, address, and telephone number of the chemical manu-
facturer, importer, or supplier.
HAZARD COMMUNICATION—CONTAINER LABELS HANDOUT-1

Hazard Communication—GHS Labels - Real Life

Stories
Overview Of Topic OSHA is responsible for establishing rules, regulations, and prac-
tices that help keep us all safe at work. Under these rules,
employees have certain rights and responsibilities in regard to
workplace safety.
A lot of chemicals went through the warehouse where Randy
worked. Some of them were considered hazardous. Per OSHA
requirements, all of the containers were labeled to indicate the con-
tents and the hazards of the chemicals.
One day Randy noticed that a different label started to appear on
some of the containers. While he could identify the chemicals that
were in the containers, he didn’t know how to identify the hazards
from the new labels.
Randy went to his supervisor and asked about it. His supervisor
said that training was scheduled to be held in a few weeks to explain
how to interpret the new system. Randy would learn about the
system then.
Randy asked if this was okay. Didn’t OSHA require that the training
happen before employees started handling the containers?
Randy’s supervisor suggested that Randy not make waves — there
were some rumored layoffs and making trouble over something like
the labels was a sure way to get moved to the top of that list.
Randy contacted the union representative and reported this appar-
ent OSHA violation. The union representative also told Randy to
just sit tight until the scheduled training.
• New hazard warning labels were being used.
• Hazcom training was not given.
What did Randy do right?
• Noticed the new labeling system.
• Understood the importance of training.
• Asked the supervisor about the labels.
• Went to the union representative to report an apparent safety
violation.
HAZARD COMMUNICATION—GHS LABELS - REAL LIFE STORIES-1

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• Didn’t provide proper hazcom training.
• Didn’t train employees in a timely manner.
• Did not act on Randy’s complaint.
What did the union representative do wrong?
• Told Randy to wait for scheduled training.
• Didn’t act on Randy’s report of an apparent safety violation.
• The company must provide proper hazcom training to affected
employees.
• The company should review its written hazcom program.
Training Tips Briefly discuss OSHA’s role in workplace safety. Be prepared to dis-
cuss any OSHA inspections that the facility has had, and the results
of those inspections.
Explain how employees can get more information on OSHA regula-
tions and workplace safety.
HAZARD COMMUNICATION—GHS LABELS - REAL LIFE STORIES-2

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GHS Labels—Real Life Stories

Overview
A lot of chemicals went through the warehouse where
Randy worked. Some of them were considered hazard-
ous. Per OSHA requirements, all of the containers were
labeled to indicate the contents and the hazards of the
chemicals.
One day Randy noticed that a different label started to
appear on some of the containers. While he could iden-
tify the chemicals that were in the containers, he didn’t
know how to identify the hazards from the new labels.
Randy went to his supervisor and asked about it. His supervisor said that training was sched-
uled to be held in a few weeks to explain how to interpret the new system. Randy would learn
about the system then.
Randy asked if this was okay. Didn’t OSHA require that the training happen before employees
started handling the containers?
Randy’s supervisor suggested that Randy not make waves — there were some rumored layoffs
and making trouble over something like the labels was a sure way to get moved to the top of that
list.
Randy contacted the union representative and reported this apparent OSHA violation. The
union representative also told Randy to just sit tight until the scheduled training.
What did the union representative do wrong?
HAZARD COMMUNICATION—GHS LABELS - REAL LIFE STORIES HANDOUT-1

Hazard Communication—GHS Labels - Real Life

Stories Sign-Off
This sign-off sheet documents the employees at this company, ,

who have taken part in a training session on Introduction to OSHA—Real Life Stories. At this
• HazCom labeling requirements.
• The HazCom labels used in the workplace.
• Who employees can go to with questions about container labels.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAZARD COMMUNICATION—GHS LABELS - REAL LIFE STORIES SIGN-OFF-1

Hazard Communication—Outer Container Labels
Overview of Topic OSHA requires that all containers of hazardous materials leaving
the workplace be labeled in accordance with the Hazard Communi-
cation Standard (HCS). On packages that have a single, outer label,
such as drums or totes which leave the workplace, must also be
labeled per DOT regulations, but the OSHA required label items
must also appear.
Required label elements
Label elements have been standardized, and they include:
• Pictogram(s)
• Signal word
• Hazard statement(s)
• Precautionary statement(s)
The required pictograms, signal words, hazard statements, and pre-
cautionary statements are not subject to variation. All assigned
hazard and precautionary statements must appear on the label.
Neither OSHA nor the GHS specifies a label format, saying only
that the product identifier, pictogram, signal word, and hazard
statement(s) should be located together. Nor is there a required
label size.
Training Tips Show a sample label, and explain the various elements.
HAZARD COMMUNICATION—OUTER CONTAINER LABELS-1

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Hazard Communication—Outer Container Labels

Overview
OSHA’s HazCom standard requires the use of GHS-compliant container labels. This applies to
outer pack, or single-pack, labels as well. To be both GHS- and OSHA-compliant, labels must
have 6 elements:
• Product identifier/ingredient disclosure - the identity (product name, chemical name,
CAS number, or UN number) as carried on the container and the SDS.
• Pictograms - a black symbol on a white background surrounded by a red, diamond-shaped
border which conveys information on physical, health, or environmental hazards.
• Signal word - used to indicate the relative hazards of the chemical. Either ‘Danger’ or
‘Warning.’
• Hazard statement(s) - statements assigned by the chemical’s hazard class and category
which describe the nature and degree of hazard.
• Precautionary statement(s) - statements assigned by the chemical’s hazard class and
category that recommend measures that should be taken to prevent adverse effects from
exposure, storage, or handling of the product.
• Supplier identification - the name, address, and telephone number of the chemical manu-
facturer, importer, or supplier.
HAZARD COMMUNICATION—OUTER CONTAINER LABELS HANDOUT-1

Hazard Communication—Environmental Hazards
Overview of Topic Under the Globally Harmonized System of Classification and Label-
ling of Chemicals (GHS) criteria there are environmental hazards
identified. OSHA has no authority over environmental issues, so no
environmental hazards are included in the revised Hazard Commu-
nication Standard. When the Environmental Protection Agency
(EPA) adopts the GHS, that agency will enforce environmental
aspects of the GHS.
To determine aquatic hazards, the GHS looks at:
• acute aquatic toxicity;
• chronic aquatic toxicity;
• potential for or actual bioaccumulation; and
• degradation for organic chemicals.
Substances are classified as environmental hazards based upon
their affects upon aquatic organisms or the aquatic ecosystem of
which they are a part. It does not consider effects beyond the aquatic
environment, such as impacts on human health.
There is also a classification for those substances which are hazard-
ous to the ozone layer.
Employee Training There are no OSHA requirements to train on aquatic hazards or on
hazards to the ozone layer. However, your employees may see con-
tainers labeled with environmental hazard warnings which come in
from countries that are using these hazard classes. Therefore,
employers may wish to make employees aware of environmental
hazard classifications and their label elements.
Training Tips Remind employees that OSHA has not authority over environmen-
tal issues, but that they may still see the environmental hazard
labeling.
Train employees on each specific chemical used, or train each
employee based upon all hazard categories.
The UN Purple Book.
SDSs of chemicals used in the workplace.
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Hazard Communication—Environmental Hazards

Overview
OSHA requires that employees who come into contact with hazardous chemicals be provided
with thorough and accurate information on each hazardous chemical present in the workplace.
And while OSHA has no authority over environmental issues, the Globally Harmonized System
(GHS) recognizes several types of environmental hazards.
The environmental hazards recognized by the GHS are:
• acute hazards to the aquatic environment;
• long-term hazards to the aquatic environment; and
• hazards to the ozone layer.
Label elements
Each of the environmental hazard classes and categories have specific labeling requirements:
Hazard class Hazard category Symbol Signal word Hazard statement

Acute hazards to the 1 Environment Warning Very toxic to aquatic
aquatic environment life
2 No symbol No signal word Toxic to aquatic life
3 No symbol No signal word Harmful to aquatic life
Long-term hazards to 1 Environment Warning Very toxic to aquatic
the aquatic environ- life with long lasting
ment effects
2 Environment No signal word Toxic to aquatic life
with long lasting
effects
3 No symbol No signal word Harmful to aquatic life
with long lasting
effects
4 No symbol No signal word May cause long last-
ing harmful effects to
aquatic life
Hazard to the ozone 1 Exclamation mark Warning Harms public health
layer and the environment
by destroying ozone
in the upper atmo-
sphere

Your employer must:
• Have copies of all SDSs for the chemicals used in your workplace available for you to look
at.
• Train you on chemical safety to be followed in the workplace.
What must I do?
You must:
• Attend chemical hazard training, and ask questions if you don’t understand that training.
• Know where to find SDSs and understand what information they provide you.
• Follow all workplace chemical safety rules.
HAZARD COMMUNICATION—ENVIRONMENTAL HAZARDS HANDOUT-1

Hazard Communication—GHS Pictograms
Overview of Topic When a chemical is classified according to the GHS hazard criteria,
the corresponding pictogram must appear on the label and either
the pictogram or the pictogram name must appear on the Safety
Data Sheet. The chemical manufacturer, supplier, or importer must
determine the chemical’s hazard classification.
Pictograms
While the GHS uses nine pictograms, OSHA has adopted eight into
the HazCom standard. The pictograms must appear on the con-
tainer label as a black symbol in a red diamond border. For in-house
labeling, OSHA says the border may be black.
Flame Over Circle represents oxidizers.
Flame represents flammables, self-reactives, pyrophorics, self-
heating materials, substances that emit flammable gas, and/or type
B, C, D, and F organic peroxides.
Exploding Bomb is used to represent explosives, self-reactives,
and type A and B organic peroxides.
Skull and Crossbones represents acutely toxic materials.
Corrosion represents skin corrosives, eye corrosives, and materials
corrosive to metals.
Gas Cylinder represents gases under pressure.
Health Hazardis used to represent carcinogens, respiratory sensi-
tizers, reproductive toxicity, target organ toxicity, mutagenicity, and
aspiration toxicity.
Exclamation Mark is used for irritants, skin sensitizers, acute
toxicity, narcotic effects, and respiratory tract irritants.
Environment is used for aquatic toxicity. OSHA has no authority
over environmental issues.
Training Tips Using the employee handout, review the pictograms and the haz-
ards they represent.
Show an SDS that includes the label information (including the
pictograms) in Section 2.
HAZARD COMMUNICATION—GHS PICTOGRAMS-1

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Hazard Communication—GHS Pictograms

Overview
OSHA has updated the Hazard Communication Standard (HCS) to include the Globally Har-
monized System. This will require that all containers of hazardous chemicals be labeled with
GHS-compliant labeling.
Part of that label may be pictograms - a black symbol inside of a red diamond border. For
in-house labeling, OSHA says the border may be black. Since you will be working with these
labels, it’s important that you become familiar with the pictograms.
Each pictogram has a specific meaning, conveying health, physical, or environmental hazard
information for a chemical’s hazard class and category.
The GHS uses nine different pictograms. However, OSHA can only require the use of eight of
them. Since OSHA does not have any authority over environmental issues, the agency cannot
require the use of the environmental pictogram.
It’s important that you get to know all of the pictograms, since you may be seeing them on
containers even if it isn’t an OSHA requirement.
HAZARD COMMUNICATION—GHS PICTOGRAMS HANDOUT-1

Hazard Communication—What Is the GHS?
Overview GHS stands for the Globally Harmonized System of Classification

and Labeling of Chemicals. The GHS provides a common approach
to defining and classifying chemical hazards and standardizes
chemical hazard communication on container labels and Safety
Data Sheets. OSHA, along with other Federal agencies, is adopting
the GHS .
The GHS is not a regulation, but rather is a framework to guide
governments and regulatory agencies. A country, or a country’s
regulatory agency, can adopt any of GHS’s ″building blocks″ that fit
into their regulatory framework.
Many countries, including most of the US’s major training partners,
are adopting the GHS, so it only makes sense that the US to adopt
it as well.
Why the GHS? The benefits of adopting the GHS are to increase the quality and
consistency of hazard information provided to workers, employers
and chemical users by adopting a standardized approach to hazard
classification, labels and safety data. The GHS provides a single set
of harmonized criteria for classifying chemicals according to their
health and physical hazards and specifies hazard communication
elements for labeling and safety data sheets.
Benefits Adopting portions of the GHS into the HazCom standard will
ensure more consistent and useful transfer of safety information
through a standardized approach to container labeling and safety
data sheet content and format. It will also help ″harmonize″
HazCom with chemical safety rules used in other parts of the world.
Where to Go for 29 CFR 1910.1200
More Information Your company’s written hazard communication program.
The UN Purple Book.
Training Tips Using the employee handout, review the requirements of
§1910.1200. Show samples of GHS-style hazard labels. Use a
sample SDS to explain what information is available on the GHS-
style SDS and where employees can find SDSs in their work areas.
HAZARD COMMUNICATION—WHAT IS THE GHS?-1

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Hazard Communication—What Is the GHS?

Overview
GHS stands for the Globally Harmonized System. By updating the HazCom standard to align
with the GHS, OSHA has provided a single, common approach to classifying the hazards of the
chemicals you work with, and for making sure that hazard information is communicated to you
through container labels and safety data sheets.
What does the GHS require?
Under the GHS, you will see the following:
• Hazard classification: Provides specific criteria for
classification of health and physical hazards, as well as
classification of mixtures.
• Labels: Chemical manufacturers and importers will be
required to provide a label that includes a harmonized
signal word, pictogram, and hazard statement for each
hazard class and category. Precautionary statements
must also be provided.
• Safety Data Sheets: Will now have a specified
16-section format, with certain information required in
each section.
• Information and training: The GHS does not address training. However, the proposed
HCS will require that workers are trained within two years of the publication of the final rule
to facilitate recognition and understanding of the new labels and safety data sheets.
How will HCS change?
OSHA believes that incorporating GHS into the HazCom standard will help create safer working
conditions in all workplaces. By using a standardized system of hazard classification and label-
ing, workers will have uniformly better safety information.
OSHA says that this will result in safer use of chemicals.
HAZARD COMMUNICATION—WHAT IS THE GHS? HANDOUT-1

Hazard Communication—Health Hazards
Overview of Topic A ″hazardous chemical″ is any chemical which is classified as a

physical hazard or a health hazard, a simple asphyxiant, combus-
tible dust, pyrophoric gas, or hazard not otherwise classified.
Chemical manufacturers, importers, and suppliers must ″classify″
the chemical’s hazards per the Globally Harmonized System of
Classification and Labelling of Chemicals (GHS) criteria and then
label containers and supply safety data sheets (SDSs) with that
information.
″Health hazard″ means a chemical which is classified as posing one
of the following hazardous effects:
• acute toxicity (any route of exposure);
• skin corrosion or irritation;
• serious eye damage or eye irritation;
• respiratory or skin sensitization;
• germ cell mutagenicity;
• carcinogenicity;
• reproductive toxicity;
• specific target organ toxicity (single or repeated exposure); or
• aspiration hazard.
Employee Training OSHA allows you to train on the hazards of each hazardous chemi-
cal in your facility, or to train on classes of chemical hazard, such as
flammables. some flexibility in how you train your workers.
Training Tips Review the requirements of §1910.1200.
Explain the types of hazards employees are likely to be exposed to.
employee based upon hazard categories (flammable liquids, corro-
sive material, carcinogens).
29 CFR 1910.1200—Hazard communication.
The company’s written hazard communication plan.
HAZARD COMMUNICATION—HEALTH HAZARDS-1

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Hazard Communication—Health Hazards

Overview
How can it hurt me?
Many chemicals pose health problems to humans. OSHA defines ″Health hazards″ as those
chemicals which are classified as a health hazard according to one of the GHS criteria:
• acute toxicity (any route of exposure);
• skin corrosion or irritation;
• serious eye damage or eye irritation;
• respiratory or skin sensitization;
• carcinogenicity;
• reproductive toxicity;
• specific target organ toxicity (single or repeated exposure); or
• aspiration hazard.
You can come into contact with chemicals in three ways:
• If they come into contact with your bare skin.
• If they are swallowed, or if you eat or drink contaminated food or drink, or if you eat with
contaminated fingers.
• By breathing in the dust or vapors.
Your employer must:
• Develop a written hazard communication plan, and make a copy available to you if you
request one.
at.
What must I do?
You must:
• Attend chemical hazard training, and ask questions if you don’t understand that training.
• Know where to find SDSs and understand what information they provide you.
• Follow all workplace chemical safety rules.
HAZARD COMMUNICATION—HEALTH HAZARDS HANDOUT-1

Hazard Communication—Labels & Labeling
Overview of Topic OSHA’s Hazard Communication Standard (HCS) is based on the

simple concept that employees have both a need and a right to know
the identities and hazards of the chemicals they are exposed to at
work.
They also need to know what protective measures are available to
prevent adverse effects from occurring. OSHA believes that when
given the proper information about the chemicals used, your
employees will take steps to reduce exposures and apply proper
work practices. OSHA designed the HCS to help you provide your
employees with this information.
Chemical information
Chemical suppliers must report hazard information to your com-
pany using labels on containers and Safety Data Sheets (SDSs).
As an employer, you are required to implement a hazard communi-
cation program designed to get information to your employees. You
must:
• Obtain SDS and labels for each hazardous chemical in your
workplace.
• Identify and list the hazardous chemicals in the workplace.
• Design and implement employee protection programs.
• Develop and implement a written hazard communication pro-
gram.
• Establish a training and information program.
• Ensure your employees have access to SDSs and the company’s
written program.
All hazardous chemicals shipped after June 1, 2015, must be labeled
with specified elements including:
• Pictograms,
• Signal words, and
• Hazard and precautionary statements.
When speaking of workplace labeling, employers have the option to
create their own workplace labels. You can either:
• Duplicate all of the required label information that is on the
label from the chemical manufacturer, or
HAZARD COMMUNICATION—LABELS & LABELING-1

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• The product identifier and words, pictures, symbols or a combi-

nation thereof, which in combination with other information
immediately available to employees, provide specific informa-
tion regarding the hazards of the chemicals.
The chemical name or identity on the label must match:
• The name on the chemical’s SDS sheet.
• The name on your list of hazardous chemicals.
Employee Training You must provide training to your employees on hazardous chemi-
cals in their work area:
• At the time of the initial assignment; and
• Whenever a new physical or health hazard is introduced into
their work area.
NOTE: To be compliant with the revised HazCom standard, you
must train all affected employees on OSHA’s GHS-style label ele-
ments and on the safety data sheet format and content by the
December 1, 2013 deadline, even if you are using an alternative
labeling system in-house.
Training Tips Review 29 CFR 1910.1200.
Using the employee handout, review the requirements of
§1910.1200.
Explain the location of the company’s written hazard communica-
tion program.
Show a sample label for a hazardous chemical in your workplace.
Explain how to interpret the information on the label.
29 CFR 1910.1200—Chemical hazard communication.
SDSs and labels for chemicals in your workplace.
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Hazard Communication—Labels & Labeling

Overview
Exposure to chemicals sometimes poses a threat to the health of workers. The Department of
Labor estimates that up to 32 million workers are potentially exposed to one or more chemical
hazards.
How can it hurt me?
Chemical exposure may cause or contribute to many serious health effects such as heart ail-
ments; kidney, liver and lung damage; sterility; cancer; and burns and rashes. Some chemicals
may present physical hazards, having the potential to cause fires or explosions.
OSHA developed the Hazard Communication standard to establish uniform requirements for
informing employees about hazards related to workplace chemicals.
The Hazard Communication standard ensures that the hazards of all chemicals produced are
evaluated, and that information concerning these hazards is transmitted to employers and
employees.
Your employer must:
• Implement a hazard communication program in your work-
place.
• Obtain SDS and labels for each hazardous chemical in your
workplace.
• Identify and list the hazardous chemicals in your workplace.
• Design and implement an employee protection program.
• Train you, and provide information on hazardous chemicals.
• Assure your access to the SDSs and the company written
program.
Labeling requirements
Each container of hazardous chemicals in the workplace must be labeled, tagged, or marked
with:
• The identity of the chemical.
• Physical and health warnings for the chemicals.
• The name and address of the chemical manufacturer, importer, or other responsible party.
HAZARD COMMUNICATION—LABELS & LABELING HANDOUT-1

Hazard Communication—Labels & Labeling Sign-

Off
a training session on Hazard Communication—Labels & Labeling. The session covered:
• OSHA’s 1910.1200 and the company written hazard communication program.
• The hazardous chemicals in the workplace.
• How to interpret chemical labeling.
• Location of SDSs in the workplace.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAZARD COMMUNICATION—LABELS & LABELING SIGN-OFF-1

Hazard Communication—MSDS
Overview Of Topic Chemicals can pose a wide range of hazards, from mild irritation
to possible death. OSHA’s Hazard Communication Standard is
designed to ensure that workers and employers have information
about these hazards and can establish appropriate protective mea-
sures. One important source for this information is the material
safety data sheet (MSDS).
The MSDS is the primary tool for finding information about the
chemicals in the workplace. OSHA has established certain
requirements for MSDSs.
First, they must be in English. Second, MSDSs must be accessible
during each work shift. MSDSs may be kept at a central location,
but they must be immediately accessible.
MSDSs come in a variety of formats, but still must have the fol-
lowing sections which contain the specified information.
MSDS section: Description:

Chemical Identity The identity used on the label, except trade secrets.
Physical and chemi- Vapor pressure, flash point, and other characteristics.
cal characteristics
Physical Hazards Including the potential for fire, explosion, and reactivity.
Health Hazards Including signs and symptoms of exposure, and any medi-
cal conditions which are generally recognized as being
aggravated by exposure to the chemical.
Primary route(s) of Including skin contact, inhalation, and ingestion.
entry
Exposure limits Exposure limits used or recommended by the chemical
manufacturer, importer, or employer preparing the MSDS,
where available.
Carcinogenic proper- Whether the hazardous chemical is listed in the official lists
ties of carcinogens and potential carcinogens.
Precautions for safe Any generally applicable precautions for safe handling and
handling and use use, including hygienic practices, personal protective mea-
sures, and procedures for cleanup of spills and leaks.
Control Measures Any generally applicable control measures, such as appro-
priate engineering controls, work practices, or PPE.
HAZARD COMMUNICATION—MSDS–1

MSDS section: Description:

Emergency and first How to treat workers who are exposed.
aid measures
Date of preparation The date of preparation of the MSDS or the last change to
it.
Manufacturer, The name, address, and telephone number of the chemical
importer, or responsi- manufacturer, importer, employer, or other responsible
ble party party preparing or distributing the MSDS, who can provide
additional information on the hazardous chemical and
appropriate emergency procedures, if necessary.
Most MSDSs come on paper, but some companies have placed

their MSDS information on a computer. OSHA approves of this
method, but only if the information is in English and readily avail-
able to workers.
Employee Training An effective MSDS training program will:
• explain to employees what MSDSs are.

• inform workers as to the location of MSDSs at the workplace.
• explain how to use the hazard information on MSDSs.
• designate and train someone to obtain and maintain MSDSs.
Training Tips Review 1910.1200—Hazard communication. Review the com-

pany’s written chemical hazard plan.
Explain where employees can find MSDSs in the workplace.
Explain how to interpret the information on the MSDS, especially

when selecting PPE.
Tell employees who is responsible for obtaining and maintaining

MSDSs in the workplace.


MSDSs of chemicals present in the workplace.
HAZARD COMMUNICATION—MSDS–2

Hazard Communication—MSDS
Overview
MSDSs must be readily accessible to all employees. Your safety director should tell you where
those MSDSs are located in your workplace.
What Must Be Included on an MSDS?

OSHA requires that all MSDSs, whether printed or electronic, have the following information:
• Chemical identity
• Physical and chemical characteristics
• Physical hazards
• Health hazards
• Primary route(s) of entry
• Exposure limits
• Whether the chemical is a carcinogen
• Precautions for safe handling
• Control measures
• Emergency and first aid measures
• Date of preparation
• Manufacturer, importer, or responsible party
Why Should I Consult the MSDS?

You should consult the MSDS to:
• Determine if symptoms you are experiencing can be attributed to the chemicals.
• Make sure you are using the correct PPE for the chemical.
• Find out if the chemicals you are working with are toxic.
• Verify the information on the label of the container of chemicals you are using.
An awareness of the hazard information on the MSDS can mean the difference between safely
working with chemicals, and a chemical tragedy.
HAZARD COMMUNICATION—MSDS HANDOUT-1

Hazard Communication—MSDS Sign-Off
a training session on Hazard Communication—MSDS. The session covered:
• What MSDSs are, and what information they contain.
• Where MSDSs are located in the workplace.
• How to interpret the hazard information from the MSDS.
• How to access MSDSs if a computerized system is used.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAZARD COMMUNICATION—MSDS SIGN-OFF-1

Hazard Communication—Safety Data Sheets
Overview of Topic Chemicals can pose a wide range of hazards, from mild irritation to
possible death. OSHA’s Hazard Communication Standard is
designed to ensure that workers and employers have information
about these hazards and can establish appropriate protective mea-
sures. The revised rule adopts a GHS-compliant, 16-section safety
data sheet (SDS).
The SDS is the primary tool for providing information about the
hazardous chemicals in the workplace to employees.
First, they must be in English. Second, SDSs must be accessible
during each work shift. SDSs may be kept at a central location, but
they must be immediately accessible.
Due to the requirements of the Globally Harmonized System, an
SDS must follow a specific format.
SDS section: Description:

Section 1, Identification The identity used on the label, except trade secrets;
recommended use of the chemical and restrictions on
use; and contact information for the manufacturer,
importer, or other responsible party.
Section 2, Hazard(s) Emergency overview and adverse health effects. This
identification section also includes required label elements.
Section 3, Composition/ Chemical and common names and synonyms, along
information on with CAS numbers of all ingredients classified as health
ingredients hazards.
Section 4, First-aid Signs and symptoms of exposure; instructions for
measures treatment of accidental exposure; the routes of
exposure, symptoms and effects, and medical attention
needed.
Section 5, Fire-fighting Flash point, auto ignition temperature, and upper and
measures lower flammable limits.
Section 6, Accidental Actions to take in the event of a spill, leak, or release;
release measures the PPE needed; protective measures required, and
materials needed for containment and clean up.
Section 7, Handling and Safe handling and storage recommendations, along with
storage any incompatibilities.
Section 8, Exposure OSHA permissible exposure limit (PEL); any other
controls/personal exposure limits; appropriate engineering controls, and
protection personal protection measures.
Section 9, Physical and The chemical’s appearance, odor, flash point,
chemical properties flammability, and so on.
Section 10, Stability and Conditions to avoid, incompatible materials, and
reactivity hazardous decomposition products.
HAZARD COMMUNICATION—SAFETY DATA SHEETS-1

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SDS section: Description:

Section 11, Health effects, likely routes of exposure, exposure
Toxicological information symptoms, and delayed and immediate effects.
Section 12, Ecological Environmental effects, ecotoxicity, persistence and
information degradability, bioaccumulative potential , mobility in soil,
and other adverse effects.
Section 13, Disposal Waste residues and information; safe handling and
considerations methods of disposal; and disposal of contaminated
packaging.
Section 14, Transport UN number and proper shipping name; transport hazard
information class(es); packing group; environmental hazards; and
other transport precautions.
Section 15, Regulatory Applicable safety, health, and environmental regulations.
information
Section 16, Other Date of preparation or the last change to it.
information
Most SDSs come on paper, but some companies have placed their
SDS information on a computer. OSHA approves of this method, but
only if the information is in English and readily available to work-
ers.
Employee Training An effective SDS training program will:
• Explain to employees what SDSs are.
• Inform workers as to the location of SDSs at the workplace.
• Explain how to use the hazard information on SDSs.
• Designate and train someone to obtain and maintain SDSs.
Training Tips Review 1910.1200—Hazard communication. Review the company’s
written chemical hazard plan.
Explain where employees can find SDSs in the workplace.
Explain how to interpret the information on the SDS, especially how
to find safety information.
Tell employees who is responsible for obtaining and maintaining
SDSs in the workplace.
SDSs of chemicals present in the workplace.
HAZARD COMMUNICATION—SAFETY DATA SHEETS-2

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Overview
The revised HazCom standard requires the use of the GHS-compliant, 16-section Safety Data
Sheet (SDS).
Safety Data Sheets (SDSs) must be readily accessible to all employees. Your employer must
obtain or develop an SDS for each hazardous chemical that they produce or use in the workplace.
Your employer will tell you where those SDSs are located in your workplace.
What Must Be Included on an SDS?

OSHA requires that all SDSs, whether printed or electronic, have the following information:
• Section 1, Identification
• Section 2, Hazard(s) identification
• Section 3, Composition/information on ingredi-
ents
• Section 4, First-aid measures
• Section 5, Fire-fighting measures
• Section 6, Accidental release measures
• Section 7, Handling and storage
• Section 8, Exposure controls/personal protec-
tion
• Section 9, Physical and chemical properties
• Section 10, Stability and reactivity
• Section 11, Toxicological information
• Section 12, Ecological information
• Section 13, Disposal considerations
• Section 14, Transport information
• Section 15, Regulatory information
• Section 16, Other information
Why Should I Consult the SDS?

You should consult the SDS to:
• Determine if symptoms you are experiencing can be attributed to the chemicals.
• Make sure you are using the correct PPE for the chemical.
• Find out if the chemicals you are working with are toxic.
• Verify the information on the label of the container of chemicals you are using.
An awareness of the hazard information on the SDS can mean the difference between safely
working with chemicals, and a chemical tragedy.
HAZARD COMMUNICATION—SAFETY DATA SHEETS HANDOUT-1


Sign-Off
a training session on Hazard Communication—Safety Data Sheets. The session covered:
• What SDSs are, and what information they contain.
• Where SDSs are located in the workplace.
• How to interpret the hazard information from the SDS.
• How to access SDSs if a computerized system is used.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAZARD COMMUNICATION—SAFETY DATA SHEETS SIGN-OFF-1

Hazard Communication—Other Hazards

physical hazard or a health hazard, a simple asphyxiant, pyrophoric
gas, combustible dust, or hazard not otherwise classified.
Simple Simple asphyxiants must be labeled where appropriate, and be
Asphyxiants addressed on SDSs. OSHA has provided label elements for simple
asphyxiants which include the signal word ″warning″ and the haz-
ard statement ″may displace oxygen and cause rapid suffocation″.
Pyrophic Gases Pyrophoric gases must be addressed both on container labels and
SDSs. OSHA has provided label elements for pyrophoric gases
which include the signal word ″danger″ and the hazard statement
″catches fire spontaneously if exposed to air″.
Combustible Dust Combustible dust is not defined, as sufficient guidance on combus-
tible dust OSHA is provided through existing documents, including
the Combustible Dust National Emphasis Program Directive CPL
03-00-008. Label elements are provided for combustible dust include
the signal word ″warning″ and the hazard statement ″May form
combustible dust concentrations in the air″. For chemicals in a solid
form that do not present a combustible dust hazard, but may form
combustible dusts while being processed in normal downstream
uses, the HCS allows some flexibility in labeling requirements.
Hazards Not ″Hazard not otherwise classified (HNOC)″ refers to chemicals with
Otherwise physical or health effect identified through the classification process
Classified (HNOC) that does not meet the specified criteria for hazard classes. It also
This does not extend coverage to adverse physical and health effects
for which there is a hazard class addressed in this section, but the
effect either falls below the cut-off value/concentration limit of the
hazard class or is under a GHS hazard category that has not been
adopted by OSHA (e.g., acute toxicity Category 5).
employee based upon hazard categories (flammable liquids, corro-
sive material, carcinogens).
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Hazard Communication—Other Hazards

Overview
OSHA defines a ″hazardous chemical″ as any chemical which is classified as a physical hazard
or a health hazard, a simple asphyxiant, pyrophoric gas, combustible dust, or hazard not oth-
erwise classified.
Simple asphyxiant
″Simple asphxyiant″ means a substance or mixture that displaces oxygen in the ambient atmo-
sphere, and can thus cause oxygen deprivation in those who are exposed, leading to
unconsciousness and death.
Pyrophoric gas
″Pyrophoric gas″ means a chemical in a gaseous state that will ignite spontaneously in air at a
temperature of 130 degrees F (54.4 degrees C) or below.
Combustible dust
″Combustible dust″ is a combustible particulate solid that presents a fire or deflagration hazard
when suspended in air or some other oxidizing medium over a range of concentrations, regard-
less of particle size or shape..
Hazards Not Otherwise Classified (HNOC)
″Hazard not otherwise classified (HNOC)″ refers to a physical or health effect identified through
the classification process that does not meet the GHS criteria for the physical and health hazard
classes, or which falls below the cut-off value/concentration limit of the hazard class or is under
a GHS hazard category that has not been adopted by OSHA (e.g., acute toxicity Category 5).
HAZARD COMMUNICATION—OTHER HAZARDS HANDOUT-1

Hazard Communication—Physical Hazards

physical hazard or a health hazard, a simple asphyxiant, combus-
tible dust, pyrophoric gas, or hazard not otherwise classified.
Chemical manufacturers, importers, or suppliers are required to
evaluate the chemicals they produce or import to determine the
hazard classes and category for each chemical being evaluated.
″Physical hazard″ means a chemical that is classified as posing one
of the following hazardous effects:
• explosive;
• flammable (gases, aerosols, liquids, or solids);
• oxidizer (liquid, solid or gas);
• self-reactive;
• pyrophoric (liquid or solid);
• self-heating;
• organic peroxide;
• corrosive to metal;
• gas under pressure; or
• in contact with water emits flammable gas.
Employee Training OSHA allows you some flexibility in how you train your workers.
Train on each specific chemical trainees work with, or train by cat-
egories of hazards.
Explain the types of hazards employees are likely to be exposed to.
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Hazard Communication—Physical Hazards

Overview
How can it hurt me?
Chemicals considered ″physical hazards″ are those chemicals which are:
• explosive;
• flammable (gases, aerosols, liquids, or solids);
• oxidizer (liquid, solid or gas);
• self-reactive;
• pyrophoric (liquid or solid);
• self-heating;
• organic peroxide;
• corrosive to metal;
• gas under pressure; or
• in contact with water emits flammable gas.
Safety data sheets
An SDS is available for each product containing hazardous
materials in your work area. SDSs provide information on
the hazards, precautions for safe handling and use, emer-
gency and first aid procedures, and so on.
Hazard labels
Incoming containers of hazardous chemicals must have
warning labels. Do not remove or deface these labels. If
chemicals are transferred into unlabeled containers in the
workplace, those containers must be labeled with the
chemical’s identity and its hazards.
Your employer must train you on the hazcom standard, and on the in-house labeling system
being used in your workplace. Be sure you understand the label before you use a chemical.
Your employer must:
• Develop a written hazard communication plan, and make a copy available to you if you
request one.
at.
HAZARD COMMUNICATION—PHYSICAL HAZARDS HANDOUT-1

Hazard Communication—Written Program
Overview of Topic Many OSHA regulations require a written program. Hazard com-
munication regulations, 29 CFR 1910.1200, require a written
hazcom program, even if there is only one employee and one haz-
ardous chemical on site.
Specifically, employers must develop, implement, and maintain at
each workplace a written hazard communication program, which
describes at least the following:
Program element: Describes the following:

Container labeling and How the labeling requirements in 29 CFR 1910.1200(f)
other forms of warning are to be met at your workplace. This includes the types
of labeling systems being used, if any.
MSDSs How MSDSs are kept, accessed, and updated per the
requirements in 29 CFR 1910.1200(g). This includes
information on emergency backup systems, if MSDSs are
kept electronically.
Employee information How the training requirements of 29 CFR 1910.1200(h)
and training will be met in your workplace, including methods for
communicating hazards and protective measures to
employees and others.
Chemical inventory list A copy of the list of the hazardous chemicals known to be
present at the worksite using the chemical’s identity that
can be referenced on the appropriate MSDS.
Multi-employer work Employers who produce, use, or store hazardous
places—Methods for chemicals at a work place in such a way that the
providing information employees of other employer(s) may be ex posed (for
to other employer’s example, contract workers) must additionally ensure that
employees, such as the hazard communication programs developed and
contract workers implemented include:
Methods used to provide other employer’s workers onsite
access to MSDSs for the hazardous chemicals they may
be exposed to at your workplace;
Methods used to inform other employer’s workers of any
precautionary measures needed to protect themselves
during normal operations and in foreseeable emergencies;
and
Methods used to inform other employer’s workers of the
labeling system used in the workplace.
Nonroutine task and Methods used to inform other employer’s workers of the
unlabeled pipe hazard hazards of non routine tasks (such as cleaning reactor
notification vessels) and the hazards associated with chemicals in
unlabeled pipes in the workplace.
Preparation of the plan must be complete. All elements must be

implemented for the employer to be in compliance with 29 CFR
1910.1200.
HAZARD COMMUNICATION—WRITTEN PROGRAM-1

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The written plan must list the chemicals present at the site, indi-
cate who is responsible for the various aspects of the hazcom
program at the worksite, and indicate where written materials will
be made available to employees.
The only work operations which do not have to comply with the
written plan requirements are work operations where employees
only handle chemicals in sealed containers, such as in warehouses.
The types of operations must comply with the other hazard commu-
nication requirements in 1910.1200(b).
Employee Training Inform employees of the role the written plan plays in the company
hazcom program. Tell employees where they can obtain a copy of the
written program. Explain that occasional refresher training on
issues such as hazcom will help keep employees aware of workplace
hazards.
Training Tips Review the employee handout. Review the key information in the
written plan with the trainees. Explain that the written plan is only
one part of the overall hazcom program.
HAZARD COMMUNICATION—WRITTEN PROGRAM-2

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Overview
In order for OSHA to ensure that your company is implementing a hazard communication pro-
gram, your company is required to develop a written plan that describes how it will comply
with the requirements of 29 CFR 1910.1200 Hazard Communication.
This written plan is available to you at any time. Your employer will tell you where you may
find a copy of the plan, or who you can request a copy from. The written plan explains exactly
what chemical hazards are in the workplace, and other information about chemical hazards
such as:
In-house labeling system
• What labeling system is being used in the workplace;
• Who is responsible for the labeling of containers of hazardous
materials;
• What alternatives to labeling are used, if any;
• How the company reviews and updates label information when
necessary.
MSDSs
• Who is responsible for obtaining and maintaining MSDSs;
• How MSDSs are maintained at the worksite;
• How employees can access MSDSs in their work areas;
• What alternatives to MSDSs are used, if any.
Training
• Who is responsible for conducting training and elements of the training program;
• How training is to be done, and what training methods will be used;
• When training is to be done (at the time of initial assignment to work with a hazardous
chemical, and when a new chemical is introduced into the workplace).
Nonroutine tasks
• How the company will inform workers of the hazards of non-routine tasks, such as the
cleaning of reactor vessels, etc.
Informing the employees of other employers
• Methods the company will use to inform contract workers of the hazards to be found in the
workplace;
• How contract employers will inform the company of hazards that their employees and work
practices will introduce into the workplace;
• Each employer’s labeling system; and
• How each group of employers can access the MSDSs of the employer of the other group.
HAZARD COMMUNICATION—WRITTEN PROGRAM HANDOUT

4/04

Sign-Off Sheet

who have taken part in a training session on Hazard Communication–Written Program. The
session covered:
• What the written program does.

• What is in the written program.
• How employees can obtain a copy of the written program.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
HAZARD COMMUNICATION—WRITTEN PROGRAM SIGN-OFF

4/04
Hazard Communication—Real Life Stories
Overview Of Topic Under 1910.1200, employers are required to:
• obtain an MSDS and label for each hazardous chemical in the

workplace.
• identify and lift the hazardous chemicals in the workplace.
• design and implement employee protection programs.
• develop and implement a written hazard communication pro-

gram.
• establish a training and information program.
• ensure that employees have access to MSDSs and the com-

pany’s written program.
Each container of hazardous chemical in the workplace must be
labeled, tagged, or marked with:
• the identity of the chemical.
• appropriate physical and health hazard warnings for the

chemical.
The chemical name on the label must match:
• the name on the chemical’s MSDS sheet.
• the name on the chemical inventory.
Lisa was working in the assembly department when she heard her
friend Amanda cough and gasp and ask for help. Walking over to
her, Lisa notices that Amanda had slumped over with her hands
up around her throat.
“Amanda, what’s wrong?” Lisa asks.
“I can’t breath, it’s this chemical stuff,” croaks Amanda.
“Amanda, what are you using? Where’s the container?”
HAZARD COMMUNICATION—REAL LIFE STORIES–1

10/06

“I don’t know,” Amanda wheezed, “Joe left it from last shift and
told me to use it.”
“We need to find the MSDS and see what we need to do! Sit down
and I’ll call for help, then find the MSDS,” Lisa said as she went to
find help.
What did Lisa do right?
• Tried to determine exactly what the chemical was that

Amanda was using.
• Realized that to help Amanda, she needed to locate the MSDS
for the chemical.
• Understood that she had to call for help first and then find the
MSDS.
What did Lisa do wrong?
• Didn’t move Amanda to fresh air.
The company must review their chemical container labeling proce-

dures to ensure that employees know:
• the appropriate physical and health warnings for the chemical.

The company must review their chemical hazard training pro-
gram to make sure that employees receive appropriate chemical
safety training:
• at the time of the initial assignment, and
• whenever a new physical or health hazard is introduced into

their work area.
Joe should be re-trained so that he understands that the contents
of “portable containers” are not to be passed along to another shift
unless the container receives a label.
Training Tips Review the company’s hazcom labeling system. Review how to
read such a label, and the meaning of all numbers, letters, icons,
and other symbols.
HAZARD COMMUNICATION—REAL LIFE STORIES–2

10/06


Overview
Your employer is required to implement a hazard communication program designed to make
you aware of hazardous chemicals that you work with.
What did Lisa do right?
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______________________________________________________________________________________
What did Lisa do wrong?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hazardous communication-Labels and labeling
The following are some labeling requirements for chemicals you use:
with:
• the identity of the chemical; and
• appropriate physical and health warnings for the chemical.

• the name on the chemical’s MSDS.
• the name on the chemical inventory of hazardous chemicals.

Your employer will review with you:
• the chemical labeling system used in your workplace.
• how to read and understand the chemical labels.

• how to report an unlabeled container, or a container whose label is damaged or unreadable.
HAZARD COMMUNICATION—REAL LIFE STORIES HANDOUT

10/06

Sign-Off Sheet

who have taken part in a training session on Hazard Communication—Real Life Stories. At
this training session, we covered:
• The workplace hazcom labels.

• How to interpret what the labels are saying.
• Who to report an unlabeled container to, or a damaged or unreadable label.
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HAZARD COMMUNICATION—REAL LIFE STORIES SIGN-OFF

10/06
Hazard Communication—Container Labels—Real

Life Stories
Overview of Topic Under 1910.1200, employers are required to:

• obtain an MSDS and label for each hazardous chemical in the
workplace.
• identify and lift the hazardous chemicals in the workplace.
• design and implement employee protection programs.
• develop and implement a written hazard communication pro-
gram.
• establish a training and information program.
• ensure that employees have access to MSDSs and the company’s
written program.
Each container of hazardous chemical in the workplace must be
labeled, tagged, or marked with:
• appropriate physical and health hazard warnings for the chemi-
cal.
• the name on the chemical’s MSDS sheet.
• the name on the chemical inventory.
Jerry was working in the storage room near the production area,
which contained a variety of hazardous chemicals. A new shipment
of chemicals in boxes was delivered to the storeroom. Jerry opened
one of the boxes and started to put the containers on the shelf.
Carl walked in to get some degreaser. He went to where it was
normally kept, but the chemical he usually used wasn’t on the shelf.
Instead, there was a new chemical.
“Hey, where is the degreaser? What’s this stuff?” Carl asks.
“We bought degreaser from a different supplier this time. Use the
new stuff,” Jerry told him.
“Alright. Where’s the MSDS?” Carl asks.
“I don’t know, but I’m sure it’s the same as the other degreaser,”
Jerry tells him. “Just treat it like you did the old stuff and you’ll be
fine.”
“There’s no hazcom label on this container either,” Carl says. “Is
that a problem?”
HAZARD COMMUNICATION—CONTAINER LABELS—REAL LIFE STORIES-1

10/11
“I don’t have time right now. I’ll bring you a label later, okay?”
What did Jerry do wrong?
• Didn’t check to see if an MSDS was available for the chemical.
• Didn’t put a hazcom label on the container.
• Assumed that the PPE used would be the same.
What did Carl do wrong?
• Didn’t read the MSDS for the chemical before using it.
• Didn’t go to his supervisor with hazcom questions.
• Didn’t insist that Jerry label the container.
• Carl should review the MSDS before using the chemical.
• The container must be labeled before employees use the chemi-
cal.
• The company should review their hazcom training program to
make sure that employees are getting the appropriate informa-
tion.
• Jerry should be retrained on the hazcom requirements.
Training Tips Review the company’s hazcom labeling system. Review how to read
such a label, and the meaning of all numbers, letters, icons, and
other symbols. Also review the location of the MSDSs.
HAZARD COMMUNICATION—CONTAINER LABELS—REAL LIFE STORIES-2

10/11
Hazard Communication—Container Labels—Real Life Story

Overview
Your employer is required to implement a hazard communication program designed to make
you aware of hazardous chemicals that you work with.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hazardous communication-Labels and labeling
The following are some labeling requirements for chemicals you use:
with:
• the identity of the chemical; and
• appropriate physical and health warnings for the chemical.

• the name on the chemical’s MSDS.
• the name on the chemical inventory of hazardous chemicals.

Your employer will review with you:
• the chemical labeling system used in your workplace.
• how to read and understand the chemical labels.

• how to report an unlabeled container, or a container whose label is damaged or unreadable.
• where to find the MSDSs for your work area.
HAZARD COMMUNICATION—CONTAINER LABELS — REAL LIFE STORIES HANDOUT

10/06
Hazard Communication—Container Labels—

Real Life Stories

who have taken part in a training session on Hazard Communication—Container Labels—
• The workplace hazcom labels.

• How to interpret what the labels are saying.
• Who to report an unlabeled container to, or a damaged or unreadable label.
• Where to find MSDSs.
The space below is for employees to "sign off" that they were in attendance.
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HAZARD COMMUNICATION—CONTAINER LABELS—REAL LIFE STORIES SIGN-OFF

10/06
Hazardous Waste—An Overview
Overview of Topic Waste is any solid, liquid, or contained gaseous material that is
discarded by being disposed of, burned or incinerated, or recycled,
but there are some exceptions for recycled materials.
Waste is considered hazardous if it appears on one of four lists in 40
CFR 261 or demonstrates one or more of the following characteris-
tics:
Characteristic Description
Ignitible Catches fire under certain conditions, i.e., paints, varnish
removers, paint brush cleaners, epoxy resins, adhesives,
and certain degreasers and solvents.
Corrosive Corrodes metal or has a very high or low pH, i.e., rust
removers; acid or alkaline cleaning, degreasing, or
plumbing fluids; and acid from batteries.
Reactive Unstable and explodes or produces toxic fumes, gases,
and vapors when mixed with water or under other condi-
tions such as heat or pressure.
Toxic Harmful or fatal when ingested or absorbed, or it leaches
toxic chemicals into the soil or ground water when dis-
posed of on land, i.e., waste containing cadmium, lead,
or mercury.
There are three categories of hazardous waste generators:
Generator category Description

Conditionally exempt Generate less than 220 lbs. (100 kg.) of hazardous
small quantity genera- waste per month.
tor (CESQG) Generate no more than 2.2 lbs. (1 kg.) of acutle hazard-
ous waste or 220 lbs. (100 kg.) of acutely hazardous
waste spill residues in a calendar month, and never
stores more than that amount for any period of time.
Never accumulates more than 1,000 kg.
No storage limits.
Small quantity genera- Generate between 220 lbs. (100 kg.) and 2,200 lbs.
tor (SQG) (1,000 kg.) per month.
Never accumulates more than 6,000 kg.
Storage time limit of 180 days (or 270 days if the waste
will be shipped over 200 miles away).
Large quantity genera- Generate more than 2,200 lbs. (1,000 kg.) per month.
tor (LQG) Generate more than 2.2 lbs. (1 kg.) of acutely hazardous
waste.
No quantity limit on accumulation.
Storage time limit of 90 days.
HAZARDOUS WASTE—AN OVERVIEW-1

4/11
Generators must meet requirements for waste identification, stor-

age, labeling, transport, recordkeeping, reporting, inspection, treat-
ment, disposal, recycling, waste minimization, and training. Used
oil; scrap metal; and universal waste like certain batteries, pesti-
cides, and mercury-containing thermostats have less burdensome
requirements.
Employee Training 40 CFR 262 and 40 CFR 265.16 requires training for generators who
accumulate hazardous waste for 90 days or less. Training is re-
quired in:
• Performing duties in a way that complies with 40 CFR 265.
• Hazardous waste management procedures (including contin-
gency plan implementation) relevant to employees’ positions.
• Emergency procedures, emergency equipment, and emergency
systems, including where applicable: procedures for using, in-
specting, repairing, and replacing facility emergency and moni-
toring equipment; key parameters for automatic waste feed cut-
off systems; communications or alarm systems; response to fires
or explosions; response to ground-water contamination inci-
dents; and shutdown of operations.
• 262.34 also requires employees of generators that accumulate
hazardous waste for more than 90 days to be aware of emer-
gency response programs, including being familiar with proper
waste handling and emergency procedures, relevant to employ-
ee’s responsibilities during normal facility operations and emer-
gencies.
Training Tips Review the employee handout. List the hazardous waste generated
at your site. See the Hazard Communication—HAZWOPER topic
for additional training tips and related information.

40 CFR 260-299—Solid Wastes
29 CFR 1910.119—Process Safety Management of Highly Hazard-
ous Chemicals
Response
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4/11
Hazardous Waste—An Overview

Overview
Did you know that your work activities may generate hazardous waste? Hazardous waste is a
solid, liquid, or gaseous material with certain properties that could pose dangers to human
health or the environment.
Those dangers are often ignitability, corrosivity, or toxicity.
Characteristic Description
Ignitible Catches fire under certain conditions, i.e., paints, varnish removers, paint brush
cleaners, epoxy resins, adhesives, and certain degreasers and solvents.
Corrosive Corrodes metal or has a very high or low pH, i.e., rust removers; acid or alkaline
cleaning, degreasing, or plumbing fluids; and acid from batteries.
Reactive Unstable and explodes or produces toxic fumes, gases, and vapors when mixed with
water or under other conditions such as heat or pressure.
Toxic Harmful or fatal when ingested or absorbed, or it leaches toxic chemicals into the soil or
ground water when disposed of on land, i.e., waste containing cadmium, lead, or
mercury.
Containers of hazardous waste must be marked with the words “Hazardous Waste,” along with
the date the waste was generated.
By properly managing hazardous wastes, there should be fewer hazards for all employees, the
community, and the environment. It is also the law.
Because hazardous waste can be dangerous to humans and
the environment, if you work with hazardous wastes, your
employer must train you on proper waste handling and
emergency procedures relevent to your job responsibilities.
If it applies to your job responsibilities your employer will
train you on how to use, inspect, repair, and replace emer-
gency and monitoring equipment. You will be trained on the
alarm systems and emergency communications, and how to
properly respond to fires or explosions and groundwater
contamination incidents, and operational shutdown proce-
dures.
If you have not been properly trained, do not respond to a leak or spill. Instead, follow your
company’s emergency action plan for reporting leaks and spills and evacuating. The name and
telephone number of the company’s emergency coordinator and fire department should be posted
near all telephones.
HAZARDOUS WASTE—AN OVERVIEW HANDOUT-1

Hazardous Waste—An Overview Sign-Off

who have taken part in a training session on Hazardous Waste. The session covered:
• The definition of hazardous waste.
• The operations in the workplace that create hazardous waste.
• An Overview of emergency procedures relating to hazardous waste.
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HAZARDOUS WASTE—AN OVERVIEW SIGN-OFF-1

Hazardous Waste—Used Oil
Overview of Topic Used oil is any refined or synthetic oil that becomes contaminated
by physical or chemical impurities. During normal use, impurities
such as dirt, metal shavings, water, or chemicals can get mixed in
with the oil to the point that the oil no longer performs as designed.
Eventually, this used oil must be replaced with virgin or refined oil.
What is used oil?
To be “used oil” an oil must be used and have been refined from
crude oil or made from synthetic materials. Oils used as lubricants,
hydraulic fluids, heat transfer fluids, bouyants, and for other simi-
lar purposes are considered used oil.
Animal and vegetable oils are excluded from the EPA’s definition of
used oil.
Unused oil such as bottom clean-out waste from virgin fuel oil stor-
age tanks or virgin fuel oil recovered from a spill, do not meet EPA’s
definition. Also excluded are products used as cleaning agents or
solely for their solvent properties, as well as certain petroleum-
derived products like anti-freeze and kerosene.
Used oil management standards
Businesses that generate or handle used oil must follow certain
“management standards” under 40 CFR 279. There are three goals
of this standard, which are to:
• Ensure the safe handling of used oil.
• Maximize recycling of used oil.
• Minimize disposal of used oil.
Generators are businesses that handle used oil through commercial
or industrial operations or from the maintenance of vehicles and
equipment.
Other used oil handlers include collection centers, transporters,
re-refiners and processors, burners, and marketers.
Used oil processors and re-refiners must test the used oil for total
halogen content.
Used oil hazards
The hazards of improperly disposing of used oil are very real. A
single gallon of used oil can contaminate one million gallons of fresh
water, making it unfit to drink. It is important that all employees
understand the potential environmental impacts of improperly han-
dling used oil.
HAZARDOUS WASTE—USED OIL-1

4/13
Employee Training While not required by OSHA or EPA, training employees on prop-
erly handling used oil can help the employer stay in compliance
with EPA regulations.
Consider training employees on topics such as the workplace:
• Used oil management practices.
• Oil storage and labeling practices.
• Oil leak and spill prevention and cleanup methods.
• Shipments to off-site locations, if applicable.
• Consequences of mixing used oil with hazardous waste.
• EPA and State regulations.
From an OSHA perspective, you may need to train employees as
follows:
You may need to train Unless:

employees under:
29 CFR 1910.1200 The used oil would be considered a hazardous waste
Hazard Communication defined under 40 CFR 260-299, Solid Wastes, or a
hazardous substance defined under 40 CFR 300-399,
Superfund, Emergency Planning, and Community Right-
to-know Programs.
29 CFR 1910.120 The used oil spills and leaks at your site would be
Hazardous Waste considered incidental releases with no potential safety or
Operations and health hazards.
Emergency Response
(HAZWOPER)
Training Tips Review the employee handout. Make employees aware of work-
place operations which generate used oil. Explain company efforts
to meet environmental requirements in regard to used oil.
Explain what employees should do if they discover a leak or spill of
used oil. Address any state or local requirements.
You will want to cover this topic more thoroughly with your hazard
communication and/or HAZWOPER training, if applicable.
40 CFR 279—Standards for the Management of Used Oil
Response
HAZARDOUS WASTE—USED OIL-2

4/13
Hazardous Waste—Used Oil

Overview
Did you know that a single gallon of used oil can ruin one million gallons of fresh water and make
it unfit to drink? In other words, oil doesn’t dissolve in water, and it doesn’t break down readily
into smaller, safer components.
To make things worse, used oil often contains a health-threatening mixture of chemicals and
heavy metals, particularly lead. For these reasons, the Environmental Protection Agency (EPA)
issued special standards under 40 CFR 279 for companies that generate or handle used oil.
What is used oil?
According to the EPA, used oil is any oil that has been refined from crude oil or is a synthetic oil
that has been used and is contaminated by material or chemical impurities. Oils used as lubri-
cants, hydraulic fluids, heat transfer fluids, bouyants, and for other similar purposes are
considered used oil.
Animal and vegetable oils are excluded from the EPA’s definition of used oil.
Unused oil such as bottom clean-out waste from virgin fuel oil storage tanks or
virgin oil recovered from a spill, do not meet EPA’s definition. Also excluded are
products used as cleaning agents or solely for their solvent properties, as well as
certain petroleum-derived products like anti-freeze and kerosene.
Used oil management standards
40 CFR 279 creates several management requirements for businesses that gen-
erate or handle used oil. The goal of this standard is to:
• Ensure the safe handling of used oil.
• Maximize recycling of used oil.
• Minimize disposal of used oil.
What must I do?
As an employee of a business that creates used oil, you have an obligation to know about the used
oil program in the workplace. Your employer will train you on:
• How used oil containers are labeled.
• What to do if you notice spills or leaks.
• How to clean up spills, or how to contain a spill until the appropriate employees show up.
• Local and state used oil requirements, if any.
HAZARDOUS WASTE—USED OIL HANDOUT-1

Hazardous Waste—Used Oil Sign-Off

who have taken part in a training session on Used Oil. The session covered:
• The definition of used oil.
• What operations in the workplace create used oil.
• How used oil is handled and managed.
• An Overview of emergency procedures relating to used oil.
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HAZARDOUS WASTE—USED OIL SIGN-OFF-1

HAZWOPER—An Overview
Overview Of Topic The Hazardous Waste Operations and Emergency Response Stan-
dard (HAZWOPER) applies to any employees who are exposed or
potentially could be exposed to hazardous substances.
Who is covered?
The majority of businesses in the United States are covered by

this regulation because their employees are exposed or potentially
exposed to hazardous substances due to releases of, or substantial
threats of release of, hazardous substances. This includes uninten-
tional releases, such as spills.
Who is not covered?
If employees are not at risk of exposure, they need not be trained

in HAZWOPER. Employees are not covered if either:
• there are no hazardous substances, or

• they have no risk of exposure.
Health and safety program (HASP)

The regulation requires each employer to develop and implement
a written HASP that identifies, evaluates, and controls safety and
health hazards, and provides emergency response procedures.
The written HASP must be periodically updated and made avail-

able to all affected employees, contractors, and subcontractors.
The HASP is meant to be a quick reference for supervisors and

workers to identify hazards and hazard control requirements for
individual areas or activities at a worksite.
Information and training program

Employers are required to develop and implement a program to
inform workers of the level and degree of exposure they are likely
to encounter.
Both supervisors and affected employees must be trained to:
• recognize hazards and how to prevent them.
HAZWOPER—AN OVERVIEW–1

• select, care for, and use respirators properly, as well as other

types of PPE.
• understand engineering controls and their use.
• understand the emergency response plan, spill containment
program, and any appropriate work practices.
Employees must not perform any hazardous waste operation
unless they have been trained to the level required by the job func-
tion and responsibility.
Employee Training OSHA regulations contain specific training requirements. At

§1910.120(q)(6) the levels of training required for employee
response to hazardous substance releases is outlined based upon
employee job functions and responsibilities.
Training Tips Review 29 CFR 1910.120—Hazardous waste operations and emer-

gency response. Using the employee handout, review the
HAZWOPER program at your company and at particular work
sites.
Determine the levels of training required for various job catego-

ries.
Identify the specific hazards at your workplace.
Describe the types of PPE that employees should be using, and

how to care for that PPE.

response.
HAZWOPER—AN OVERVIEW–2

HAZWOPER—An Overview
Overview
The Hazardous Waste Operations and Emergency Response Standard (HAZWOPER) applies
to all employees who are exposed to or are potentially exposed to hazardous substances in the
workplace.
The standard requires that employees be trained in HAZWOPER unless:
• there are no hazardous substances in the workplace, or
• the employee has no access to the hazard.
Required training
Your employer must train you to the level required by your

job functions and responsibilities. In general, all employees
covered by HAZWOPER must be trained to:
• recognize and prevent hazards.

• select, care for, and use respirators properly, as well as
other types of PPE.
• understand engineering controls and their use.
• understand the emergency response plan, medical sur-

veillance requirements, confined space entry procedures,
spill containment program, and any appropriate work
practices.
Employees must not perform any hazardous waste operation unless they have been trained to
the level required by the job function and responsibility.
HAZWOPER—AN OVERVIEW HANDOUT

HAZWOPER—An Overview—Sign-Off Sheet

who have taken part in a training session on HAZWOPER—An Overview. The session covered:
• the requirements of 1910.120—Hazardous waste operations and emergency response.
• how to recognize hazards and how to prevent them.

• how to select and care for PPE.
• results of the site evaluation for the workplace.
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HAZWOPER—AN OVERVIEW SIGN-OFF

HAZWOPER—Emergency Response Plan
Overview Of Topic The Hazardous Waste Operations and Emergency Response Stan-
dard (HAZWOPER) applies to all employers whose employees are
exposed to or have the potential to be exposed to, hazardous sub-
stances in the workplace.
Proper emergency planning and response are important elements

of the safety and health program that helps minimize employee
exposure and injury. The standard requires that the employer
develop and implement a written emergency response plan to han-
dle possible emergencies before performing hazardous waste oper-
ations.
What must be included in the plan?
The plan must include the following elements:
• personnel roles, lines of authority, and communication proce-

dures.
• pre-emergency planning.
• emergency recognition and prevention.
• emergency medical and first-aid treatment.
• methods or procedures for alerting onsite workers.
• safe distances and places of refuge.
• site security and control.
• decontamination procedures.
• critique of response and follow-up.
• personal protective and emergency equipment.
• evacuation routes and procedures.

The plan must be:
• designed to handle anticipated emergencies;
• in writing; and
HAZWOPER—EMERGENCY RESPONSE PLAN–1

• available to employees, their representatives, and OSHA.

Employers must have a site-specific incident command system for
handling emergency responses. This system defines the roles of
the personnel engaged in emergency responses and their duties.
These personnel must have the required training and personal
protective equipment.
If post-emergency response operations are to be done onsite using

workplace employees, they must be appropriately trained for the
tasks involved and have appropriate equipment, including PPE.
Employee Training At §1910.120(q)—Employee response to hazardous substance

releases, are the specific training and competency requirements
for each personnel category, based upon their job responsibilities
and the level of response expected.

gency response. Using the employee handout, review the specifica-
tions of your company’s emergency response plan.
Explain where written copies of the emergency planning and

response plan are kept, and how the employees or their represen-
tatives can obtain a copy.
Identify the specific hazards which they could possibly be exposed

to.
Describe the location of MSDS and how to read them.
Describe the types of PPE that employees should be using. Include

an explanation of equipment selection and use, maintenance and
storage, and decontamination and disposal, donning and doffing
procedures, and equipment limitations.

response.
The company emergency planning and response plan.
HAZWOPER—EMERGENCY RESPONSE PLAN–2

HAZWOPER—Emergency Response Plan

Overview
Proper emergency planning and response are important elements of the safety and health pro-
gram that helps minimize employee exposure and injury. The standard requires that the
employer develop and implement a written emergency response plan to handle possible emer-
gencies before performing hazardous waste operations.
What must be in the plan?
The plan must include the following elements:
• personnel roles, lines of authority, and communication

procedures,
• pre-emergency planning,
• emergency recognition and prevention,
• emergency medical and first-aid treatment,

• methods or procedures for alerting onsite workers,
• safe distances and places of refuge,
• site security and control,
• decontamination procedures,
• critique of response and follow-up,
• personal protective and emergency equipment, and

• evacuation routes and procedures.
What must I do?

Each employee who has the potential to be exposed to a hazardous substance release should
know:
• what hazards are present in the workplace.
• how to obtain a written copy of the emergency planning and response plan.
HAZWOPER—EMERGENCY RESPONSE PLAN HANDOUT#1

10/02
HAZWOPER—Emergency Response Plan—

Sign-Off Sheet

who have taken part in a training session on HAZWOPER—Emergency Response Plan. The
session covered:
• The requirements of 1910.120—Hazardous waste operations and emergency response.

• The training requirements for emergency responders.
• The location of the written emergency planning and response plan.
• How employees or their representatives can obtain a written copy.
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HAZWOPER—EMERGENCY RESPONSE PLAN SIGN-OFF#1

10/02
HAZWOPER—Spill Cleanup
Overview Of Topic Spill cleanup and emergency response to spills refer to the
response effort by designated personnel to an occurrence that
results in, or is likely to result in, an uncontrolled or unplanned
release of hazardous substances.
Spill cleanup and emergency response include, but is not limited

to, the following situations:
• Hazardous substance release requires evacuation of employees

in the area.
• The response comes from outside the immediate release area.
• The release poses, or has the potential to pose, conditions that

are immediately dangerous to life and health (IDLH).
• The release poses a serious threat of fire or explosion.
• The release requires immediate attention because of imminent

danger.
• There is uncertainty that the personnel in the work area can
handle the severity of the hazard with the PPE provided.
• The situation is unclear, or data is lacking on important
factors.
If an employer chooses to have his own employees respond to
releases or spills that would require an emergency response, the
employer must develop emergency response capabilities that are
appropriate to the individual situation.
Those who are responsible for spill cleanup must be:
• adequately trained for their intended duties.
• properly equipped for the intended tasks.

• capable of responding to the release in a safe manner.
• managed by competent leaders.
HAZWOPER—SPILL CLEANUP–1

The site safety and health plan must identify the hazards of each
phase of the specific site operation and must be kept at the work
site.
Employee Training OSHA regulations contain specific training requirements. At 29

CFR 1910.120.(q)(6), OSHA lists specific training requirements
for employees based upon their job responsibilities and duties.
The employer must determine the appropriate level of training for
each affected employee, and train them appropriately.

gency response. Using the employee handout, review the basics of
OSHA’s HAZWOPER requirements.
Identify the specific hazards at your workplace.
Describe the types of PPE that employees should be using. Include

an explanation of equipment selection and use, maintenance and
storage, and decontamination and disposal, donning and doffing
procedures, and equipment limitations.

response.
The company site safety and health plan.
HAZWOPER—SPILL CLEANUP–2

HAZWOPER—Spill Cleanup
Overview
Because of the seriousness of the safety and health hazards related to hazardous waste
operations, spill cleanup and emergency response requires that you have a thorough
understanding of:
• how to recognize and prevent hazards.

• select, care for, and use respirators properly, as well as other types of PPE.
• use proper decontamination procedures.
• understand the emergency response plan, medical surveillance requirements, confined

space entry procedures, spill containment program, and any appropriate work practices.
Required training
If you are responsible for spill cleanup and emergency

response, you must be:
• adequately trained for the intended duties.
• properly equipped for the intended task.
• capable of responding to the release in a safe manner.
• managed by competent leaders.
• understand the emergency response plan, medical

surveillance requirements, confined space entry pro-
cedures, spill containment program, and any appro-
priate work practices.
What must I do?
You must know the names or titles of those employees who are responsible for site safety and
health.
HAZWOPER—SPILL CLEANUP HANDOUT#1

10/03
HAZWOPER—Spill Cleanup—Sign-Off Sheet

who have taken part in a training session on HAZWOPER—Spill Cleanup. The session cov-
ered:
• the requirements of 1910.120—Hazardous waste operations and emergency response.

• the training requirements for spill cleanup and emergency response.
• how to select and care for PPE.
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HAZWOPER—SPILL CLEANUP SIGN-OFF#1

10/03
HAZWOPER—Respond Within Your Capabilities

Overview
OSHA has rules to make sure workers stay safe when they respond to spills or releases of haz-
ardous substances such as flammable, toxic, corrosive, or radioactive chemicals; disease-caus-
ing agents; or hazardous wastes.
If your employer has any of these substances in the workplace you will have received training
that they are present. You would also have received training in how to protect yourself from the
hazards under normal working conditions.
If employees may be likely to witness or discover a hazardous substance release requiring an
emergency response, the employer must have an adequate number of employees trained to
notify the proper authorities.
Do you need HAZWOPER training?
Training gives you the ability to decide whether a release requires an emergency response.
There are five levels of training outlined in HAZWOPER—on-scene incident commander, haz-
ardous materials specialist, hazardous materials technician, first responder operations level,
and first responder awareness level.
Emergency responders with this training make up a hazardous materials response (HAZMAT)
team.
Some situations that would cause a hazardous substance release to require an emergency
response include:
• Employees must be evacuated from the area.
• The response comes from outside the immediate release area.

• That release can cause conditions that are immediately dangerous to life and health or
could cause high levels of exposure to toxic substances.
• The release poses a serious threat of fire or explosion.
• The release requires immediate attention because of imminent danger.
• Personnel in the area may not be equipped to handle the severity of the hazard.
• The situation is unclear, or information is lacking.

As a first responder at the awareness level:
• You work in an area where you have a potential to witness or discover a hazardous sub-
stance release.
• Your response actions will be limited to notifying the proper authorities to initiate emer-
gency response procedures.
HAZWOPER—SPILL CLEANUP HANDOUT#2

10/03
HAZWOPER—Respond Within Your

Capabilites—Sign-Off Sheet

who have taken part in a training session on HAZWOPER response. The session covered:
• Operations at this facility which fall under OSHA’s HAZWOPER rule.
• Who must be trained under HAZWOPER.

• An awareness of the responsibilities of a first responder.
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HAZWOPER—SPILL CLEANUP SIGN-OFF#2

10/03
Hearing Protection—An Overview
Overview of Topic Exposure to noise may cause hearing loss and other harmful health
effects as well. The extent of damage depends primarily on the
intensity of the noise and the duration of exposure.
Hearing loss
Excessive sound may negatively affect hearing, depending on:
• Loudness and frequency;
• Duration of exposure; and
• A person’s age and health.
Noise-induced hearing loss can be temporary or permanent. Tem-
porary hearing loss, also called temporary threshold shift (the
hearing threshold is that level of sound that a person can just barely
hear), results from short-term exposures to noise, with normal hear-
ing returning after a period of rest.
Employee Training Training requirements are found at 1910.95(k)—Training program,
1910.95(l)—Access to information and training materials, and
1910.95(i)(4)—The employer shall provide training in the use and
care of all hearing protectors provided to employees.
Training Tips Review 29 CFR 1910.95–Occupational noise exposure.
Using the employee handout, review the training requirements in
1910.95.
Discuss the causes of occupational noise exposure, and review how
employees can protect themselves.
Review the use of appropriate hearing protectors and how to care for
them.
Record training using the generic Training Session Log found in
Getting The Most From Your Safety Training, page 6.
29 CFR 1910.95(k)—Training program.
29 CFR 1910.95(l)—Access to information and training materials.
HEARING PROTECTION—AN OVERVIEW-1

10/13
Hearing Protection—An Overview

Overview
Noise is recognized by OSHA as a preventable cause of temporary or permanent hearing loss,
stress, and other physical problems.
Noise is sound measured by its frequency (high or low pitch) and its intensity (loudness mea-
sured in decibels (dB)). High frequencies are most
damaging.
Sound-induced changes in the threshold of your hearing
are permanent and cannot be medically treated other
than to prevent further hearing loss.
Hearing protection devices
OSHA 1910.95 sets specific standards to protect you
against threshold shift and other hearing damage in the
workplace. 1910.95(a) states that you are entitled to
hearing protection when noise equals or exceeds 85
decibels or an equivalent level in varied circumstances.
1910.95(b) outlines your rights to noise controls such as
administrative controls, engineering controls and per-
sonal protective equipment.
1910.95(c) explains when you should have access to a hearing conservation program.
Hearing protection must be provided by your employer, but only after your employer assesses the
noise in the workplace, and attempts to reduce that noise level using engineering and admin-
istrative changes. If there is still a hazardous noise level remaining, then Hearing Protection
Devices (HPDs) are called for.
What must I do?
You are ultimately responsible for protecting your own hearing. Here are a few points to remem-
ber about protecting your sense of hearing:
• Make sure earplugs fit properly.
• Have an annual hearing test.
• Keep HPDs in good condition. Obtain new ones as needed.
• Wear HPDs properly as required.
HEARING PROTECTION—AN OVERVIEW HANDOUT-1

Hearing Protection—Noise Monitoring
Overview of Topic When any employee’s noise exposure may equal or exceed an 8-hour
time-weighted average of 85 decibels, the employer must develop
and implement a monitoring program. It may be necessary to mea-
sure or monitor the actual noise levels in the workplace and to
estimate the noise exposure or “dose” received by employees during
the workday.
How noise is measured
There are two different instruments to measure noise exposures:
the sound level meter and the dosimeter. A sound level meter is a
device that measures the intensity of sound at a given moment.
If noise levels fluctuate, the amount of time noise remains at each of
the various measured levels must be determined. To estimate
employee noise exposures with a sound level meter it is also gener-
ally necessary to take several measurements at different locations
within the workplace.
A dosimeter is like a sound level meter except that it stores sound
level measurements and integrates these measurements over time,
providing an average noise exposure reading for a given period of
time, such as an 8-hour workday.
Employee notification
The employer must notify each employee exposed at or above an
8-hour time-weighted average of 85 decibels of the results of the
monitoring.
Employee Training Training requirements are found at 1910.95(k).
29 CFR 1910.95(l)—Access to information and training materials.
HEARING PROTECTION—NOISE MONITORING-1

10/13
Hearing Protection—Noise Monitoring

Overview
Noise may be a problem in your workplace if:
• You hear ringing or humming in your ears when you leave work.
• You have to shout to be heard by a coworker an arm’s length away.
• You experience temporary hearing loss when leaving work.
Your employer must institute a hearing conservation program if you are exposed to average noise
levels of 85 dB or greater during an 8 hour workday. This may require monitoring the actual
noise levels in the workplace and to estimate the noise exposure or ″dose″ received by employees
during the workday.
Monitoring must be repeated whenever a change in production, process, equipment or controls
increases noise exposures to the extent that:
• Additional employees may be exposed at or above the action level; or
• The attenuation provided by hearing protectors being used by employees does not meet
OSHA requirements.
Hearing conservation program
Elements of an effective hearing conservation program include:
• Workplace noise sampling which identifies which employees are at risk from hazardous
levels of noise.
• Informing workers at risk from hazardous levels of noise exposure of the results of their noise
monitoring.
• Providing affected workers or their authorized representatives with an opportunity to
observe any noise measurements conducted.
• Maintaining a worker audiometric testing program (hearing tests) which is a professional
evaluation of the health effects of noise upon individual worker’s hearing.
• Implementing comprehensive hearing protection follow-up procedures for workers who show
a loss of hearing (standard threshold shift) after completing baseline (first) and yearly
audiometric testing.
• Training and information that ensures the workers are aware of the hazard from excessive
noise exposures and how to properly use the protective equipment that has been provided.
• Data management of and worker access to records regarding monitoring and noise sam-
pling.
istrative changes. If there is still a hazardous noise level remaining, then Hearing Protection
Devices (HPDs) are called for.
HEARING PROTECTION—NOISE MONITORING HANDOUT-1

Hearing Protection—The Hazards
Overview of Topic Exposure to high levels of noise causes hearing loss and may cause
other harmful health effects as well. The extent of damage depends
primarily on the intensity of the noise and the duration of exposure.
Identifying noise
Sound is measured in two ways: frequency and intensity. Frequency
is the pitch of sound, or how high or low it is. High-frequency sound
can be more damaging to hearing than low-frequency sound. Inten-
sity is the loudness of sound, measured in decibels.
Engineering controls
Many machines currently meet noise specifications because manu-
facturers have responded to the need to cut noise. Some equipment
like saws and punch presses, however can’t be made to run any
quieter, so proper hearing protection is a must.
Selecting hearing protection
Some of the factors you should take into account when selecting the
right hearing protection devices (HPDs) include:
• noise hazard—how much noise will workers be dealing with?
• noise frequency—is hazard continuous or intermittent?
• fit and comfort—protective devices must fit properly and be com-
fortable to wear.
• Noise Reduction Rating (NRR)—using the proper protection
level for the hazard.
Employee Training Training requirements are found at 1910.95(k).
Review the use of appropriate hearing protectors and how to care for
them.
29 CFR 1910.95(k)—Training program.
HEARING PROTECTION—THE HAZARDS-1

10/13
Hearing Protection—The Hazards

Overview
Noise is recognized by OSHA as a preventable cause of temporary or permanent hearing loss,
stress, and other physical problems.
Noise is sound measured by its frequency (high or low pitch) and its intensity (loudness mea-
sured in decibels (dB)). High frequencies are most damaging.
Noise-induced hearing loss typically starts with the hearing threshold in higher frequencies. If
damaging noise exposure continues, the loss spreads to lower frequencies.
The amount of damage to your hearing depends on the intensity of the sound and duration of the
exposure.
Of course, the workplace is not the only place where dangerous sound levels can occur. City
traffic, power tools, and snowmobile engines all regularly have decibel readings that exceed safe
levels.
Effects of noise
Hearing damage is the most obvious effect of over-exposure to loud sound, but it can also lead to
other problems such as:
• Increased muscle tension;
• Quickened pulse rate;
• Increased blood pressure;
• Ulcers; and
• Headaches.
Controlling noise
Employers are required to develop hearing conservation programs when noise levels equal or
exceed the limit set in OSHA 1910.95(c). The limit is an 8-hour time-weighted average sound
level of 85 decibels measured on the A scale (slow response) or, equivalently, a dose of fifty
percent.
istrative changes. If there is still a hazardous noise level remaining, then HPDs are called for.
HPDs can be of several types including earplugs, canal caps, or earmuffs.
HEARING PROTECTION—THE HAZARDS HANDOUT-1

Hearing Protection—Real Life Stories
Overview Of Topic Exposure to high levels of noise causes hearing loss and may cause
other harmful health effects as well. The extent of damage depends
primarily on the intensity of the noise and the duration of the ex-
posure.
Noise-induced hearing loss can be temporary or permanent. Tem-
porary hearing loss, also called temporary threshold shift (the level
of sound that a person can just barely hear), results from short-term
exposures to noise, with normal hearing returning after a period of
rest.
Jerry had been operating the jackhammer for most of the day. Not
only was the vibration getting to him, the constant noise was, too.
He was wearing two types of hearing protection devices: ear plugs
and ear muffs. Together, both devices lowered the decibel level to
within the OSHA requirements.
It was late in the afternoon and the sun and high temperature were
getting to Jerry. He took the ear muffs off to get some relief from the
heat. He thought that the sound of the jackhammer was louder, but
it did not seem to be too bad.
• Exposure to constant noise.
What did Jerry do right? He wore two forms of hearing protection -
ear plugs and ear muffs - for most of the day.
• Intense heat caused Jerry discomfort, so he removed the ear
muffs while still operating the jackhammer.
• Allowed himself to be exposed to high levels of noise.
• Jerry could suffer from a temporary hearing loss.
• Jerry’s hearing could become damaged by failing to use both
types of hearing protection.
HEARING PROTECTION—REAL LIFE STORIES-1

4/08
• Jerry should receive a disciplinary warning for removing ear

muffs.
• Provide additional training on work practices and dangers of
excessive noise.
Training Tips OSHA’s construction regulations at §1926.52 are not as stringent as

the requirements in general industry at §1910.95. Review company
polices on the use of hearing protection.
Review the jobs which would expose workers to high levels of noise.
Explain company policies on the use of PPE.
HEARING PROTECTION—REAL LIFE STORIES-2

4/08

Overview
Exposure to high levels of noise causes hearing loss and may cause other harmful health effects
as well. The extent of damage depends primarily on the intensity of the noise and the duration
of the exposure.
Noise-induced hearing loss can be temporary or permanent. Temporary hearing loss, also called
temporary threshold shift (the level of sound that a person can just barely hear), results from
short-term exposures to noise, with normal hearing returning after a period of rest.

Jerry had been operating the jackhammer for most of the day. Not only was the vibration getting
to him, the constant noise was, too.
He was wearing two types of hearing protection devices: ear plugs and ear muffs. Together, both
devices lowered the decibel level to within the OSHA requirements.
It was late in the afternoon and the sun and high temperature were getting to Jerry. He took the
ear muffs off to get some relief from the heat. He thought that the sound of the jackhammer was
louder, but it did not seem to be too bad.

What did Jerry do right?
What Happens Next?

HEARING PROTECTION—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Hearing Protection—Real Life Stories. At this training session, we
covered:
• Hazards of exposure to high levels of noise.
• Precautions needed when working in high noise areas.
• Jobs that expose workers to excessive noise.
• Company policies on working in high noise areas and the use of PPE.
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HEARING PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Heat-Related Illness—An Overview
Overview of Topic When the body is unable to cool itself through perspiration, serious
heat illnesses can occur. The most extreme heat-induced illnesses
are heat exhaustion and heat stroke. If not treated, heat related
illnesses can lead to mental confusion, seizures, or even death.
Symptoms of heat exhaustion include:
• headaches, dizziness, and/or lightheadedness.
• physical weakness, fainting, or passing out.
• mood changes, irritability, or mental confusion.
• sick to the stomach, vomiting, throwing up.
• decreased and darkly color urine.
• pale, clammy skin.
Symptoms of heat stroke include:
• dry, pale skin, with no perspiration.
• hot, red skin, resembling sun burn.
• mood changes, irritability, and mental confusion.
• seizures.
• physical weakness, fainting, or passing out.
Treating heat related illnesses:

• move person to a cool, shaded area. Don’t leave the person un-
attended.
• if person is dizzy or light-headed, lay them on their back and
raise their feet a few inches.
• if the person is sick to their stomach, lay them on their right
side.
• loosen and remove heavy clothing.
• offer cool water—a small cup every 15 minutes.
• fan them, spray with cool water, or lay cool, wet towels on their
head, wrists, or other exposed skin.
• if the person does not feel better in a short time, call for emer-
gency medical help.
• if ice is available, place ice packs under the arm pits and in the
groin area.
HEAT-RELATED ILLNESS—AN OVERVIEW-1

10/10
Employee Training There are no specific training requirements for heat related ill-
nesses.
Training Tips Using the employee handout, review with employees the symptoms
of heat-related illnesses. Review with the employees ways to protect
their employees.
Explain that employees should check with their doctor if they are
taking medications or have any medical condition, to see if working
in hot environments would have adverse affects. Mention that hav-
ing had a heat-induced illness in the past increases the odds that an
individual is at increased risk.
Also explain that employees who must wear heavy or restrictive
PPE puts that employee at increased risk.

HEAT-RELATED ILLNESS—AN OVERVIEW-2

10/10
Heat-Related Illness—An Overview

Overview
When your body is unable to cool itself through perspiration, serious heat illnesses may occur.
The most severe heat-related illnesses are heat exhaustion and heat stroke. If actions are not
taken to treat heat exhaustion, the illness could progress to heat stroke and could possibly cause
your death.
Two of the most common heat related illnesses and injuries are heat exhaustion and heat stroke.
Heat Exhaustion Symptoms:

• headaches, dizziness, lightheadedness, or mental confusion.
• weakness, mood changes, pale and clammy skin, and/or nausea.
• decreased and dark colored urine.
• fainting or passing out.
Heat Stroke Symptoms:

• dry, pale skin with no sweating, or hot red skin.
• mood changes or mental confusion.
• seizures, fits, fainting, or passing out.
You Are at Increased Risk When You:

• have had a heat-induced illness in the past.
• take certain medications—check with your doctor or phar-
macist.
• wear heavy or restrictive PPE like protective suits or
respirators.
You Can Prevent Difficulties From Heat Related

Illnesses by:
• learning the signs and symptoms of heat-induced illnesses
and how to help yourself or a fellow employee who is exhibiting those signs.
• drinking plenty of cool water during hot weather. Avoid caffeine or alcoholic beverages, as
they make the body lose water and increase the risk for heat illnesses.
• wearing light, loose-fitting, breathable clothing (such as clothing made from cotton). Take
short, frequent breaks in areas out of or away from the heat.
• using the buddy system, so that one person can check on the other.
HEAT-RELATED ILLNESS—AN OVERVIEW HANDOUT-1

Heat-Related Illness—An Overview Sign-off

Sheet
part in a training session on Heat-related illness—An overview. The session covered:
• the causes of heat exhaustion and heat stroke.
• how to treat heat-related illnesses.
• how to prevent heat-related illnesses.
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HEAT-RELATED ILLNESS—AN OVERVIEW SIGN-OFF-1

Heat and PPE

Overview
Outside work often involves the use of hearing protection and other protective PPE. Exposure to
the mix of heat, humidity, and sun can lead to serious heat-related illnesses. Sometimes heavy
or bulky PPE can increase those risks.
Prevent the Hazards

There are a number of things which can be done to prevent PPE from becoming a heat hazard
in and of itself:
• The use of special cooling PPE, such as vests that which forces air through them or that have
pockets where ice packets can be inserted;
• The use of water-cooled PPE garments that circulates coolant through the clothing;
• The use of water-absorbent headbands and neckerchiefs which provide a cooling effect by
slowly releasing the moisture.
• Replace lost body fluids and avoid dehydration by taking frequent drinks of cool liquids.

To protect you from excessive heat exposure, your employer should:
• Assess the hazards presented by heat or hot environments.
• Review PPE to see if more temperature appropriate versions are available.
• Provide plenty of cool water and encourage workers to stay hydrated.
• Use short, frequent work-rest cycles to allow workers to rest in cooler areas.
• Schedule heavy work for the cooler part of the day.
• Use additional workers or slow down the pace of the work.

Heat and PPE Sign-Off Sheet
part in a training session on Heat-Related Illness—An Overview, Heat and PPE. The session
covered:
• The hazards associated with outdoors work and PPE.
• The hazards associated with working in heat.
• How workers can help protect themselves from the heat.
• What the employer can do to protect employees from heat-related illnesses.
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Outdoor Hazards
Overview
Many people work out-of-doors for at least part of the time. Sunny, hot weather brings with it its
own special outdoor hazards.
What Are the Hazards?

In addition to heat, there are a number of other hazards, including
• UV radiation;
• Sunburn;
• Insect stings and bites;
• Exposure to West Nile virus, Lyme disease, and other insect-borne diseases;
• Dermatitis from poisonous plants; and
• Severe weather conditions.
UV Radiation
Excessive ultraviolet (UV) radiation through exposure to sun-
light is a factor in the development of melanoma, which ac-
counts for more than 75 percent of skin cancer deaths. Sun
damage can occur even on cloudy days.
To protect yourself from excessive sun exposure:
• Wear loose-fitting clothing that covers as much of the skin
as possible, but will let perspiration evaporate.
• Use sunscreen with an SPF of 15 or higher and apply
liberally at least 15 minutes before going outside. Reapply
every two hours, or more frequently if perspiring.
• Wear a wide brimmed hat to protect the neck, ears, eyes,
forehead, nose, and scalp.
• Wear sunglasses which block UV radiation. Look for the
highest percentage of protection available.
The most intense UV rays occur during the high mid-day sun, between 10 a.m. and 4 p.m.
Possible eye injuries from exposure to excessive UV rays include inflammation and swelling,
increased sensitivity to light, and damage to the cornea and lens of the eye, including cataracts.

Outdoor Hazards Sign-Off Sheet
part in a training session on Heat-Related Illness—An Overview, Outdoor Hazards. The session
covered:
• Hot weather outdoor hazards.
• How workers protect themselves from UV radiation.
• When UV radiation is most intense.
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Heat-Related Illness—Real Life Stories
Overview of Topic When the body is unable to cool itself normally, serious heat ill-
nesses can occur. The most extreme heat-induced illnesses are heat
exhaustion and heat stroke. If not treated, heat-related illnesses
can lead to mental confusion, seizures, or even death.
It was one of those summer days that we all know; hot, humid, and
with no wind. Pete and Randy were working in a metal building
unloading a truck. The load was awkward, so they were doing the
unloading by hand.
The building was little used, and there were no other employees
present. There was no running water, and neither Pete nor Randy
had brought anything to drink with them. Only the loading dock
door was open. As the day went on, the temperature in the building
rose.
As Pete and Randy were unloading the truck, they were growing
more and more uncomfortable. Soon Pete had removed his shirt.
Randy noticed that Pete was sweating a lot. Pete’s skin also looked
very red, and he was starting to get muscle cramps.
“Pete, are you okay?” Randy asked him.
“What? Yeah, let’s yeah, fine, just a headache” Pete said.
“You don’t look so good. Why don’t we take a break?” Randy asked.
Randy was worried that Pete may be getting ill.
“I’m fine - okay.” said Pete as he tried to pick up a load. “Just, stuff
is so heavy.”
“Are you sure?” Randy inquired. “Maybe we should just get some
water.”
“Water? I’m gonna . . . over here put this . . . just lemme alone!” Pete
yelled at him.
It was a short time later that Pete stumbled with a load and then
collapsed. Randy went to him and noticed that Pete had stopped
perspiring. Randy could not get a response from him, so he went to
another building get help.

What went wrong?
• Randy and Pete doing heavy work in hot temperatures.
HEAT-RELATED ILLNESS—REAL LIFE STORIES-1

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• No adequate water for the employees.

• No means of summoning emergency help.
• No supervisor or manager checked on the two workers in the hot
environment.
• Noticed that Pete was sweating a lot and beginning to stumble.
• Asked Pete if he was okay.
• Suggested they take a break.
What did Randy do wrong?
• Did not notice Pete’s deteriorating mental conditions.
• Did not let someone know sooner that Pete was in trouble.
• Did not insist that Pete stop work.
• Company must review its hot weather working procedures.
• Employee training to recognize heat related illnesses and inju-
ries.
• Company should implement better procedures for workers in the
metal building to contact others in an emergency.
Training Tips Review the company’s hot weather working program, if there is one.
Review which jobs are susceptible to heat related incidents.
Discuss how employees can recognize heat related injuries and ill-
nesses, and how they are to respond to heat related incidents.
HEAT-RELATED ILLNESS—REAL LIFE STORIES-2

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Overview
When the body is unable to cool itself through perspiration, serious heat illnesses can occur. The
most extreme heat-induced illnesses are heat exhaustion and heat stroke. If not treated, heat-
related illnesses can lead to mental confusion, seizures, or even death

What went wrong?
Additional Information and Review

Look for signs and symptoms of heat-related injuries and illnesses such as headaches, dizziness,
mental confusion, lightheadedness, or mood changes.
Also look for weakness, stumbling, or cramping.
If you see someone who seems to be succumbing to heat:
• move person to a cool, shaded area and don’t leave the person unattended.
• if the person is dizzy or lightheaded, lay them on their back and raise their feet a few inches.
• loosen and remove heavy clothing or PPE.
• if the person is sick to their stomach, lay them on their side.
HEAT-RELATED ILLNESS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Heat-Related Illness—Real Life Stories. At this training session,
we covered:
• Some of the causes of heat-related injuries or illnesses.
• The company policy on working in hot weather, if any.
• How to avoid overheating while working in hot weather.
• How employees are to report heat-related incidents.
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HEAT-RELATED ILLNESS—REAL LIFE STORIES SIGN-OFF-1

Heat-Related Illness—Sun Protection
Overview of Topic Hot summer months pose special hazards for outdoor workers who
must protect themselves against heat, sun exposure, and other haz-
ards. Employers and employees should know the potential hazards
in their workplaces and how to manage them.
Health Hazards Sunlight contains ultraviolet (UV) radiation, which causes prema-
ture aging of the skin, wrinkles, cataracts, and skin cancer. The
amount of damage from UV exposure depends on the strength of the
light, the length of exposure, and whether the skin is protected.
There are no safe UV rays or safe suntans.
Skin cancer
The number of skin cancer cases has increased in the United States.
The three major types of skin cancer are basal cell carcinoma,
squamous cell carcinoma, and melanoma.
Exposure to the sun’s unltraviolet (UV) rays appears to be the most
important environmental factor in developing skin cancer. this
makes skin cancer a largely preventable disease when sun protec-
tive practices and behaviors are consistently applied and utilized.
Who is at risk?
Although anyone can get skin cancer, individuals with certain risk
factors are particularly at risk. Some risk factors for skin cancer are:
• lighter, natural skin color.
• a family history of skin cancer.
• a personal history of skin cancer.
• constant exposure to the sun through work.
• a history of sunburns early in life.
• skin that burns, freckles, gets red easily, or becomes painful in
the sun.
• those with blue or green eyes.
• those with blond, red, or light brown hair.
• those with certain types and/or a large number of moles.
UV radiation is also a factor in the development of lip cancer, mak-
ing sun protection even more important. UV rays from artificial
sources of light, such as tanning beds and large sun lamps, are just
as dangerous as those from the sun, and should also be avoided.
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Protection from uv rays

In letters of interpretation OSHA makes it clear that employers are
responsible to provide employees who are overexposed to the sun’s
radiation with protective equipment. Employers may also require
the wearing of hats, long-sleeved shirts, and long pants, if neces-
sary, as protection.
Other measures that employees can take include:
• Wearing tightly woven clothing that blocks out light.
• Using sunscreen with an SPF of at least 15.
• Wearing a wide-brimmed hat.
• Wearing UV-absorbent sunglasses to absorb 99% of UVA and
UVB radiation.
• Limiting exposure to UV rays during the hours of 10 a.m. and 3
p.m.
in the sun, however, the General Duty Clause would apply.
Training Tips Prior to training review the employee handout. List work areas or
tasks that might expose employees to the risk of sun burn. Explain
measures that the employer takes to help prevent overexposure.
Explain how trainees can examine themselves for changes in skin
conditions that would warrant medical attention.
29 CFR 1910.132(a)—Personal Protective Equipment, General Re-
quirements.
OSHA Fact Sheet-Working Outdoors
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Sun Protection
Overview
The hot summer months pose special hazards for outdoor workers who must protect themselves
against heat, sun exposure, and other hazards. Employers and employees should know the
potential hazards in their workplaces and how to manage them.
How Can It Hurt Me?

Sunlight contains ultraviolet (UV) radiation, which causes premature aging of the skin,
wrinkles, cataracts, or skin cancer. The amount of damage from UV exposure depends on the
strength of the light, the length of exposure, and whether the skin is protected. There are no safe
UV rays or safe suntans.
Be especially careful in the sun if you burn easily, spend a
lot of time out of doors, or have:
• numerous, irregular, or large moles.
• freckles.
• fair skin.
• blond, red, or light brown hair.

Cover up by wearing tightly-woven clothing that blocks out
light.
Use sunscreen with a sun protection factor (SPF) of at least
15. Follow the application directions on the container.
Wear a wide-brimmed hat to protect the neck, ears, eyes,
forehead, nose, and scalp.
Wear UV-absorbent sunglasses which block 99 to 100 per-
cent of UVA and UVB radiation. Before you buy, read the
product tag or label.
Try to limit exposure to UV rays during the hours of 10 a.m. and 3 p.m. Take the shadow test;
if your shadow is shorter than you, the sun’s rays are the day’s strongest.
Self-Examination
Be alert to changes in your skin, especially spots that change size, shape, or color during a period
of 1 month to 1 to 2 years. Skin cancers which are detected early can almost always be cured.
Skin cancers often take the following forms:
• pale, wax-like, pearly nodules.
• red, scaly, sharply outlined patches.
• sores that don’t heal.
• small, mole-like growths—melanoma, the serious type of skin cancer.
If you find such unusual skin changes, see a health care professional immediately.
HEAT-RELATED ILLNESS—SUN PROTECTION HANDOUT-1

Sun Protection Sign-off Sheet
part in a training session on Heat-Related Illness—Sun Protection. The session covered:
• The dangers of UV radiation.
• The time of day when UV radiation is most dangerous
• How to protect against the hazards of UV exposure.
• The type of sun screen to select.
_________________________________________ _________________________________________
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HEAT-RELATED ILLNESS—SUN PROTECTION SIGN-OFF-1

Overview Of Topic Chromium hexavalent (CrVI) compounds, often called hexavalent

chromium, exist in several forms. Industrial uses include chromate
pigments in dyes, paints, inks, and plastics; chromates added as
anticorrosive agents to paints, primers, and other surface coatings;
and chromic acid electroplated onto metal parts to provide a deco-
rative or protective coating.
Hexavalent chromium can also be formed when performing “hot
work” such as welding on stainless steel or melting chromium
metal. In these situations the chromium is not originally
hexavalent, but the high temperatures involved in the process re-
sult in oxidation that converts the chromium to a hexavalent state.
Permissible Exposure Limit (PEL)

OSHA’s new workplace standard contains the following limits on
exposure to Cr (VI):
• 0.005 mg/m3 or 5 micrograms/m3 TWA
• 0.0025 mg/m3 or 2.5 micrograms/m3 Action Level
• 0.025 mg/m3 or 25 micrograms/m3 TWA (Painting of aerospace
industry’s aircraft or large aircraft parts)
How exposure can harm employees

Exposure to Cr (VI) may cause the following health effects:
• lung cancer in workers who breathe airborne hexavalent chro-
mium.
• irritation or damage to the nose, throat, and lungs (respiratory
tract) if hexavalent chromium is breathed at high levels.
• irritation or damage to the eyes and skin if hexavalent chro-
mium contacts these organs in high concentrations.
Skin contact from handling liquids or solids containing Cr (VI) may
cause an allergic skin reaction in some people. Symptoms include
swelling and a red, itchy rash.
Contact can also cause a non-allergic skin irriataion in the form of
crusted skin sores with a rounded border which heal slowly and
leave scars.
Employer requirements
OSHA requires your employer to:
• Limit Cr(VI) exposures.
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• Perform monitoring if employee exposures are at or above the

action level.
• Provide appropriate PPE as needed.
• Implement personal hygiene and housekeeping practices to pre-
vent Cr(VI) exposure.
• Offer medical examinations as needed.
Employee Training Employers must provide employees with:

• Material safety data sheets
• Labels
• Information on operations in their work areas where Cr(VI) is
present
• Methods that are used to detect Cr(VI) in the work area
• The hazards of Cr(VI)
• Work practices, emergency procedures, and PPE to be used
• The requirements of the Cr(VI) standard
• A copy of the standard
• Information on any medical surveillance program required by
the standard
Training Tips Review the Cr(VI) standard. Locate any work areas that potentially
have Cr(VI) exposures. Know what PPE is required, and how it is to
be used and cared for.

Small Entity Compliance Guide for the Hexavalent Chromium
Standards, OSHA 3320-10N 2006
NIOSH Pocket Guide to Chemical Hazards
HEXAVALENT CHROMIUM—AN OVERVIEW-2

4/08
Overview
Chromium hexavalent (CrVI) compounds, often called hexavalent chromium, exist in several
forms. Industrial uses include chromate pigments in dyes, paints, inks, and plastics; chromates
added as anti-corrosive agents to paints, primers, and other surface coatings; and chromic acid
electroplated onto metal parts to provide a decorative or protective coating
Permissible Exposure Limit (PEL)

OSHA’s new workplace standard contains the following limits on exposure to Cr (VI):
• 0.005 mg/m3 or 5 micrograms/m3 TWA
• 0.0025 mg/m3 or 2.5 micrograms/m3 Action Level
• 0.025 mg/m3 or 25 micrograms/m3 TWA (Painting of aerospace industry’s aircraft or large
aircraft parts)
How Cr(VI) Can Hurt You

Exposure to Cr(VI) can cause lung cancer; irritation to nose, throat and lungs; and damage to the
eyes and skin.
What Must Your Employer Do?

Your employer must limit your exposure to Cr(VI), must monitor
your work space if Cr(VI) exposures are at or above the action level,
provide appropriate PPE as necessary, implement personal hygiene
and housekeeping practices
What Must You Do?

You must follow all workplace safety practices.
You must follow the requirements for using PPE, including understanding how to don and doff,
clean and maintain, properly store, and replace as needed.
You must know where to find the MSDSs, and who to go to if you cannot find an MSDS or if you
do not understand what the MSDS is telling you.
HEXAVALENT CHROMIUM—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Hexavalent Chromium—An Overview. The session covered:
• The workplace Cr(VI) plan.
• Areas in the workplace which have the potential for Cr(VI) exposures.
• OSHA’s hexavalent chromium standard.
• How to use any necessary PPE which is required to keep Cr(VI) exposures to below accept-
able limits.
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HEXAVALENT CHROMIUM—AN OVERVIEW SIGN-OFF-1

Hexavalent Chromium—Real Life Stories
Overview Of Topic OSHA has determined that employee exposure to hexavalent chro-
mium Cr(VI) is hazardous. Health effects from exposure to Cr(VI)
include lung cancer, asthma, nasal septum ulcerations and perfora-
tions, skin ulcerations, and allergic and irritant contact dermatitis.
If a chemical product contains hexavalent chromium, information
on the health hazards is available on the product’s material safety
data sheet (MSDS).
Major industrial uses include: Chromate pigments in dyes, paints,
inks, and plastics; chromates added as anticorrosive agents to
paints, primers, and other surface coatings; and chromic acid elec-
troplated onto metal parts to provide a decorative or protective coat-
ing. One main source of exposure to hexavalent chromium
compounds is from welding on stainless steel or hexavalent
chromium-painted surfaces.

Larry’s job consisted of welding on stainless steel surfaces. The
room used to perform the welding was designed specifically to filter
the air and remove chromium compounds from it.
The ventilation system also reduced Larry’s exposure to hexavalent
chromium which could occur through inhalation and skin contact.
Therefore, he didn’t have to wear a respirator to keep from being
overexposed to hexavalent chromium.
Larry’s employer also provided a change room for employees to store
their street clothes. After work, Larry was required to shower and
leave his work clothes in the hampers provided, and then change
into street clothes before leaving the facility. Once in a while Larry
took a pair of coveralls, which he wore at work, home with him.

• Exposure to hexavalent chromium.
• Violation of work procedures.
What did Larry do right?
• Used clothing supplied by the employer.
• Took showers after work to avoid contaminating his street
clothes with hexavalent chromium.
• Properly disposed of contaminated clothing.
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What did Larry do wrong? Sometimes, he would take clothing home

that he wore while welding.
What could have happened? Larry’s practice of taking home con-
taminated clothing could have created health hazards for him and
his family.
• Larry should receive a disciplinary warning for removing con-
taminated clothing from the facility.
• Larry should receive refresher training on work practices con-
trols, specifically the dangers of hexavalent chromium, how to
work safely with this chemical, and personal hygiene that is
required.
Training Tips Training starts with the hazcom standard (1910.1200). Employees
must be informed of operations in their work area where hexavalent
chromium is present, and employees must have training on:
• The methods that may be used to detect hexavalent chromium in
the work area.
• The hazards of hexavalent chromium.
• Measures to take to protect themselves from these hazards.
• The details of the employer’s hazard communication program.
Additional training elements include training about:
• The contents of OSHA’s hexavalent chromium standard.
• The purpose and description of the medical surveillance
program.
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Overview
OSHA has determined that exposure to hexavalent chromium is hazardous. The major health
effects associated with exposure to hexavalent chromium include lung cancer, asthma, nasal
septum ulcerations and perforations, skin ulcerations, and contact dermatitis.

Larry’s job consisted of welding on stainless steel surfaces. The room used to perform the welding
was designed specifically to filter the air and remove chromium compounds from it.
The ventilation system also reduced Larry’s exposure to hexavalent chromium which could occur
through inhalation and skin contact. Therefore, he didn’t have to wear a respirator to keep from
being overexposed to hexavalent chromium.
Larry’s employer also provided a change room for employees to store their street clothes. After
work, Larry was required to shower and leave his work clothes in the hampers provided, and
then change into street clothes before leaving the facility.
Once in a while Larry took a pair of coveralls, which he wore at work, home with him.

What did Larry do right?
What did Larry do wrong?
What Happens Next?

HEXAVALENT CHROMIUM—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Hexavalent Chromium—Real Life Stories. At this training session,
we covered:
• Hazards of exposure to hexavalent chromium.
• Hazards of exposure to hexavalent chromium.
• The company exposure control plan.
• How to avoid exposure to hexavalent chromium.
• Who to go to with questions on hexavalent chromium in the workplace.
-
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
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HEXAVALENT CHROMIUM—REAL LIFE STORIES SIGN-OFF-1

Housekeeping—An Overview
Overview According to OSHA (at 29 CFR 1910.22), “All places of employment,

passageways, storerooms, and service rooms shall be kept clean and
orderly and in a sanitary condition.”
And at 29 CFR 1910.141 OSHA states that “All places of employ-
ment shall be kept clean to the extent that the nature of the work
allows” and “The floor of every workroom shall be maintained, so far
as practicable, in a dry condition.”
Also, at 29 CFR 1910.176(c) OSHA says of storage areas that “Stor-
age areas shall be kept free from accumulation of materials that
constitute hazards from tripping, fire, explosion, or pest harborage.
Vegetation control will be exercised when necessary.”
An Orderly A clean and orderly workplace will decrease the chances of an injury
Workplace or accident, no matter what type of work is being done. Housekeep-
ing may also include prohibiting consumption of food or drink in
areas that contain hazardous substances, and proper disposal of
flammable and combustible materials and waste.
Employee Training OSHA requires that employees are trained on potential workplace
hazards and how to recognize and avoid them. If dust in the work-
place is a deflagration hazard, employee would have to be trained on
those hazards.
Training Tips Review the employee handout. Explain workplace housekeeping
requirements, along with any scheduled clean-up procedures and
philosophy, and inspection routines.
Explain how employees can report housekeeping issues or danger-
ous situations, and who they can report them to.
29 CFR 1910 Subpart D — Walking/Working Surfaces.
29 CFR 1910.141 Sanitation.
29 CFR 1910.176 Materials Handling and Storage.
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Housekeeping—An Overview
Overview
Having an orderly and uncluttered workplace is essential to safety. A cluttered, unkempt work-
place is a dangerous workplace. Slippery floors, obstacles in aisles, and tools left laying about a
just a few dangerous housekeeping hazards.
Housekeeping hazards
Poor housekeeping habits can lead to:
• Poor attitudes toward safety.
• Slips, trips, or falls due to slick, wet, or poorly maintained walk-
ing and working surfaces.
• Tripping hazards from improperly stored materials in walk-
ways and work areas.
• Increased potential for damage to product or tools.
• Accidents caused by overhanging or protruding materials,
poorly stacked pallets, or improperly stored materials.
Benefits of good housekeeping
Some benefits of good housekeeping include:
• Better working habits and increased production.
• Reduced chances for accidents.
• Reflects an image of a professional, well-run workplace.
• Reduction in the amount of cleanup and janitorial work needed.
Fire prevention
Making employees aware of the following housekeeping items can help in fire prevention:
• Crowded or haphazard storage arrangements can affect the spread of fires, or prevent fire
fighters from reaching a fire.
• Blocking access to fire extinguishers and fire-fighting equipment is not only dangerous, it is
a violation of OSHA regulations.
• Keep oil and oily rags from collecting in the work area – these must be disposed of in a metal
container with a self-closing lid.
HOUSEKEEPING—AN OVERVIEW HANDOUT-1

Housekeeping Is Everyone’s Responsibility

Overview
According to OSHA, all places of employment, passageways, storerooms, and service rooms shall
be kept clean and orderly and in a sanitary condition.
Benefits of a Clean Workplace

There are several benefits of having organized storage and a clean workplace:
• Materials, tools, etc., are easier to find, and harder to loose.
• Obsolete items are more noticeable, so it’s easier to dispose of materials
that aren’t needed.
• Less clutter means a lower risk for fire.
• Clean, clear aisles and floors reduce the risk for slips, trips, and falls.
• Orderly surroundings make you feel better—you can be proud of where
you work.
Keep up With Cleanliness

Don’t wait for a formal plant safety inspection to find examples of poor housekeeping in your
department. Take a little time each day to put things away and clean up at your workstation.
Catch yourself before you add to housekeeping problems. Put tools or other items back where
they belong. Sweep up after a messy job. Wipe up any spills. Report all leaks you notice from any
of the machines in your area. Pick up and throw away all trash.
Housekeeping Checklist
Use the following checklist to keep housekeeping hazards under control:
• Is exit access kept clear at all times?
• Are stored items kept out of the aisles?
• Is there clear access to all fire extinguishers?
• Is there plenty of clearance around electrical panels?
• Are wet floors promptly mopped up?
• Are floors swept regularly?
• Are materials stacked on pallets and shelves stable?
• Are carts and trucks parked where they don’t block aisles?
• Is there clear access to all fire extinguishers?
• Are chemical containers kept closed unless in use?
• Are hazardous chemicals put back into proper storage?
• Is food kept away from areas where toxic materials are used?
HOUSEKEEPING—AN OVERVIEW HANDOUT-2

Housekeeping Is Everyone’s Responsibility

Sign-Off Sheet
part in a training session on Housekeeping. The session covered:
• OSHA’s housekeeping expectations.
• Benefits of a clean workplace.
• A housekeeping checklist.
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HOUSEKEEPING—AN OVERVIEW SIGN-OFF-2

Housekeeping—Dust Control
Overview Dusts in the workplace isn’t only unsightly; it can be a serious

hazard. Dust fire and explosion hazards occur when the right con-
centration of dust is suspended in air and an ignition source is
introduced. If the fire occurs in a confined area, an explosion hazard
exists.
NFPA 654 indicates that immediate cleaning is warranted when-
ever a dust layer of 1/32-inch thickness accumulates over a surface
area of at least 5% of the floor area of the facility or any given room.
Areas of Likely areas of accumulation include:
Accumulation • Structural members
• Conduits and pipe racks
• Cable trays
• Floors
• Above suspended ceilings
Employee Training Workers can be instrumental in recognizing unsafe conditions, tak-
ing preventative action, and/or alerting management. All employees
should be trained on the overall plant programs for dust control and
ignition source control. They should be trained before they start
work, periodically to refresh their knowledge, when reassigned, and
when hazards or processes change
Employers with hazardous chemicals (including combustible dusts)
in their workplaces are required to comply with 29 CFR 1910.1200,
the Hazard Communication standard
Training Tips Review workplace housekeeping procedures, along with clean-up
schedule or philosophy, and inspection routines. Explain how they
can report dust hazards.
29 CFR 1910.1200 Hazard Communication.
29 CFR 1910.22(a) Walking-Working Surfaces.
The company written HazCom plan.
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Housekeeping—Dust Control
Overview of topic
Good housekeeping is important in all operations, but it is especially important in facilities that
create combustible dust. Dust must be cleaned regularly from ledges, floors, pipes, conveyors,
and other equipment.
OSHA believes that workers are the first line of defense in preventing and mitigating fires and
explosions. As the people closest to the source of the hazard are trained to recognize and prevent
hazards associated with combustible dust in the plant, you can be instrumental in recognizing
unsafe conditions, taking preventative action, or alerting management.
Dust hazards
You need to be aware of the dust in your work environment. Hazards are often created due to
improperly working dust collectors, poor housekeeping practices, or improperly maintained
equipment such as grinders, shakers, and mixers.
You must be trained on your employer’s dust control
program, how to recognize dust hazards, and who you
can report potential problems to, or who to go to with
questions.
Dust and housekeeping
OSHA does not have a specific standard which addresses
dust, but dangerous accumulations of dust would be cov-
ered under 1910.22(a), the Housekeeping standard.
Compressed air
OSHA prohibits the use of compressed air in excess of 30
PSI for cleaning purposes such as blowing off people or
machinery. Using compressed air on dust can create an
ignitable dust cloud that can result in an explosion if an
ignition sources is present. OSHA would cite the Gen-
eral Duty Clause for this practice.
Do not use compressed air to blow dust off surfaces
unless ignition sources have been turned off and locked
out.
HOUSEKEEPING—DUST CONTROL HANDOUT-1

Housekeeping—Keep It Clean
Overview There is no one OSHA standard that addresses housekeeping,

although many rules do include housekeeping provisions. Even
though OSHA doesn’t requires training on housekeeping, employees
who understand why a tidy workplace is important will be more
diligent in their housekeeping efforts.
Walking/Working OSHA’s general requirements for walking/working surfaces
Surfaces (1910.22) state:
• Workplaces are to be clean, orderly, and sanitary.
• Floors are to be clean and dry.
• Aisles and passageways are to be kept clear, without obstruc-
tions that could create a hazard.
Sanitation The sanitation standard (1910.141) requires that:
• Floors be kept dry.
• Containers used for disposal of liquids or solids that may turn
putrid may not leak, and they must have tight fitting covers.
• Sweepings, wastes, and refuse must be removed.
Exit Routes Exits and exit routes are to be unobstructed. Exit routes that are
cluttered put people in danger. Never put materials or equipment,
either temporarily or permanently, within an exit route.
Training Tips Review workplace housekeeping procedures, along with clean-up
schedule or philosophy, and inspection routines. Explain how they
can report housekeeping hazards.
29 CFR 1910.1200 Hazard Communication.
29 CFR 1910.22(a) Walking-Working Surfaces.
29 CFR 1910.141(a)(3) Sanitation.
HOUSEKEEPING—KEEP IT CLEAN-1
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Housekeeping—Keep It Clean
Overview of topic
Good housekeeping is important in all operations. While proper housekeeping requires work, it
provides benefits as well:
• Materials and tools are easier to find;
• It’s easier to notice damaged or obsolete items and have them repaired or replaced;
• There is a lower risk for fire, chemical spills, leaks, and so on;
• There is less of a chance for injuries from slips, trips, and falls;
• Proper storage lessens the chance that materials will fall onto workers;
• Proper disposal of trash reduces the risk of cuts and other injuries; and
• Orderly surroundings make you feel better about your workplace.
Workers in facilities that are disorderly, dirty, or dusty may pay less attention to workplace
safety in general. So take a little time each day to clean up and put things away properly. Take
the extra effort to put tools back or equipment away where it belongs. Sweep up, wipe up spills,
report leaky machinery or containers, and/or throw away your trash.
Clean up spills immediately. Follow cautionary signs, such as ″Wet Floors.″ They are there for
your protection.
Combustible waste
If you work with combustible waste material, such as oil or grease, OSHA says that “Combustible
waste material and residues in a building or operating area shall be kept to a minimum, stored
in closed metal waste cans, and disposed of daily.” So any rags or paper towels which are used
to clean up grease or oil should be properly disposed of daily. Don’t allow debris, such as cleaning
rags, to accumulate, because this creates a fire hazard.
Pride in your workplace
Having a clean and orderly workplace not only enhances safety. It can also make the workplace
nicer to work in. Don’t be the cause of housekeeping problems - pick up after yourself.
HOUSEKEEPING—KEEP IT CLEAN HANDOUT-1

Hydrogen Sulfide—An Overview
Overview of Topic Hydrogen sulfide (H2S) - more commonly referred to as sewer gas,
stink damp, swamp gas, or manure gas because of its rotten egg
odor - is a colorless, flammable, and extremely hazardous gas.
Hydrogen sulfide is heavier than air and may travel along the
ground and collect in low-lying and/or poorly ventilated areas such
as basements, underground vaults, and manure pits. And while the
gas is noticeable by the rotten egg smell at low concentrations, with
continuous exposure or at high concentrations, people lose their
ability to detect the gas.
Health Effects Hydrogen sulfide is both an irritant and a chemical asphyxiant. The
health effects include:
• At low concentration: eye inflammation, headache, and fatigue
at repeated or prolonged exposures;
• At moderate concentrations: more severe eye and respiratory
irritation, dizziness, and nausea; and
• At high concentrations: shock, convulsions, and inability to
breathe.
Physical Hazards Hydrogen sulfide is flammable, and in enclosed spaces can be explo-
sive. The burning gas can produce toxic gases and vapors. It will
also displace oxygen in enclosed spaces, creating an asphyxiation
hazard.
A concentration of 100 ppm or higher is considered to be Immedi-
ately Dangerous to Life and Health (IDLH).
At levels above 200 ppm, collapse, coma and death due to respira-
tory failure can occur within seconds after only a brief exposure.
Training Tips Explain how employees can be exposed to H2S, and the steps the
employer takes to prevent such exposures.
Allow time for employees to ask any questions they might have.
The company’s written safety plan.
NIOSH Pocket Guide to Chemical Hazards
HYDROGEN SULFIDE—AN OVERVIEW-1

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Hydrogen Sulfide—An Overview

Overview
Regardless of where it takes place, exposure to hydrogen sulfide (H2S) poses health and physical
hazards. Commonly referred to as sewer gas, stink damp, swamp gas, or manure gas because of
the ″rotten egg″ smell, hydrogen sulfide is colorless, flammable, and hazardous.
H2S occurs naturally in crude oil, natural gas, and sulfur springs. It is also produced by bacterial
breakdown of organic materials and human and animal wastes, as well as the industrial activi-
ties of pulp and paper production, wastewater treatment, coke ovens, and so on.
Properties of H2S
Hydrogen sulfide is heavier than air, and will travel along the ground and gather in low spots.
Hydrogen sulfide is highly flammable and can be explosive. When ignited, the gas produces toxic
vapors and gases.
H2S has a readily recognizable rotten egg smell at low concentrations. However, with continuous
low-level exposure, or at high concentrations, the ability to smell the gas is lost even though it
is still present.
Health effects
The primary route of exposure is inhalation. H2S affects how your body absorbs and utilizes
oxygen. It can also be absorbed through the skin. Health effects include:
• Eye inflammation or irritation
• Headache, dizziness, or fatigue
• Respiratory irritation/inability to breathe
• Shock, convulsions, and nausea
When H2S is present at or above 100 ppm, it is considered to be Immediately Dangerous to Life
and Health (IDLH).
Before entering into a space where H2S is present, the atmosphere must be tested, the space
ventilated, and/or respiratory protection and other PPE issued as appropriate.
Do not attempt to assist a co-worker who has been overcome by H2S unless you have been
properly trained and you have the proper respiratory and PPE protection.
HYDROGEN SULFIDE—AN OVERVIEW HANDOUT-1

Table of Contents for I

Inorganic Arsenic
An Overview
Exposures
Real Life Stories
Ionizing Radiation
An Overview
Real Life Stories
ISO 14000
An Overview
Real Life Stories
I TOC-1
10/14
Reserved
I TOC-2
10/14
Inorganic Arsenic—An Overview
Overview of Topic Arsenic is the most common poison known to mankind, and is used
as an insecticide, herbicide, silvicide, defoliant, desiccant, and
rodenticide. Synonyms include copper acetoarsenite, lead arsenate,
and all inorganic compounds containing arsenic except arsine, mea-
sured as (As).
Health Hazards Arsenic can harm people in a variety of ways: breathing its dust,
through skin contact, or by ingestion.
Medical monitoring
If exposure to arsenic is over the Action Level (5 µg/m3) -- (including
all persons working in regulated areas) at least 30 days per year, or
employees have been exposed to arsenic for more than 10 years over
the Action Level, the employer is required to provide a medical
examination. The examination shall be every 6 months for employ-
ees over 45 years old or with more than 10 years exposure over the
Action Level and annually for other covered employees.
Training Tips At 29 CFR 1910.1018(o), the rule says that you must institute a
training program for all employees:
• Who are subject to exposure to inorganic arsenic above the
action level without regard to respirator use.
• For whom there is the possibility of skin or eye irritation from
inorganic arsenic.
least annually thereafter. Review the information contained in
Appendix A of 1910.1018 and the employee handout.
Explain the location, quantity, manner of use, and storage of inor-
ganic arsenic in your facility. List the protective steps necessary for
workers to protect themselves, along with engineering controls and
work practices required.
Explain the use of and limitations of personal protective equipment
(PPE), and a description and purpose of the medical surveillance
program required by 1910.1018(n).
Review procedures for employees to follow in case of an emergency,
how to report and emergency, and evacuation procedure.
29 CFR 1910.1018—Inorganic Arsenic.
INORGANIC ARSENIC—AN OVERVIEW-1

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Inorganic Arsenic—An Overview

Overview
Exposure to airborne concentrations of inorganic arsenic may cause lung cancer, and can be a
skin irritant. Inorganic arsenic may also affect your body if swallowed.
If your exposure to arsenic is over the Action Level (5 µg/m3) at least 30 days per year, or you
have been exposed to arsenic for more than 10 years over the Action Level, your employer is
required to provide you with a medical examination.
Your employer must establish regulated areas where worker
exposures to inorganic arsenic are in excess of the permissible
limit. Regulated areas must be separated from the rest of the
workplace and access limited to authorized persons.
You must not eat, drink, smoke, chew gum or tobacco, or apply
cosmetics in the regulated area, except that drinking water is
permitted. If you work in a regulated area your employer is
required to provide lunchrooms and other areas for these pur-
poses.
Your employer must post signs to communicate the hazards of inorganic arsenic at all entrances
and access ways that say:
DANGER
INORGANIC ARSENIC
MAY CAUSE CANCER
DO NOT EAT, DRINK OR SMOKE
WEAR RESPIRATORY PROTECTION IN THIS AREA
If you work in a regulated area, your employer is required to provide at no cost to you, and you
must wear, appropriate, clean, protective clothing and equipment. The purpose of this equipment
is to prevent you from bringing to your home arsenic-contaminated dust and to protect your body
from repeated skin contact with inorganic arsenic likely to cause skin irritation.
Emergency situations
When working in a regulated area, it is important that you understand your duties during an
emergency situation, how to report an emergency and how to evacuate safely.
Know where inorganic arsenic is used in your facility. Also know how your employer has marked
the entrances to locations where arsenic is used. Follow all engineering and work practice
controls your employer recommends.
Understand how to use and maintain all recommended personal protective equipment. Know
how and to whom to report emergencies which involve inorganic arsenic.
INORGANIC ARSENIC—AN OVERVIEW HANDOUT-1

Inorganic Arsenic—Exposures
Overview of Topic Despite its usefulness, arsenic can harm people in a variety of ways:
breathing its dust, through skin contact, or by ingestion. However,
when properly handled, and with proper work practices, we can
work with arsenic safely
Health Hazards Skin contact can cause skin sensitization and contact dermatitis.
Mucous membranes are most sensitive. Wrists are common sites of
dermatitis.
Inhalation is the most common cause of chronic poisoning in the
industrial setting. Symptons can include complaints of weakness,
loss of appetite, nausea, vomiting, or diarrhea.
Training Tips OSHA regulations contain specific training requirements for inor-
ganic arsenic. At 29 CFR 1910.1018(o), the rule says that you must
institute a training program for all employees:
• Who are subject to exposure to inorganic arsenic above the
action level without regard to respirator use.
inorganic arsenic.
The employer must assure that those employees participate in the
training program. Training must be provided at the time of initial
assignment and at least annually thereafter. Review the informa-
tion contained in Appendix A of 1910.1018 and the employee
handout.
program required by 1910.1018(n).
Review procedures for employees to follow in case of an emergency,
how to report and emergency, and evacuation procedure.
29 CFR 1910.1018—Inorganic Arsenic.
INORGANIC ARSENIC—EXPOSURES-1
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Inorganic Arsenic—Exposures
Overview
Arsenic may be the best known poison which man has. Inorganic arsenic is a gray metal or a gray
crystalline powder, or a colorless or pale yellow liquid. It has a garlic-like odor. Arsenic is used
as an insecticide, herbicide, silvicide, defoliant, desiccant, and rodenticide.
How can it hurt me?
Despite arsenic’s usefulness, it can hurt you if you:
• Get it on your skin.
• Get it in your eyes.
• Breathe it in.
• Swallow it.
Short term (acute) effects
The short term health effects of exposure to inorganic arsenic
include nausea, vomiting, diarrhea, weakness, loss of appetite,
cough, chest pain, giddiness, headache, and difficulty breathing.
Long term (chronic) effects
The long term health effects include weakness, nausea, vomiting, diarrhea, skin and eye irrita-
tion, hyperpigmentation, thickening of the palms and soles (hyperkeratosis), contact dermatitis,
skin sensitization, warts, ulceration and perforation of the nasal septum, and numbness and
weakness in the legs and feet.
Inorganic arsenic exposure has been associated with cancers of the lungs and skin. It also affects
bone marrow, while the risk of liver damage is still debated.
Know where inorganic arsenic is used in your facility. Also know how your employer has marked
the entrances to locations where arsenic is used. Follow all engineering and work practice
controls your employer recommends.
Understand how to use and maintain all recommended personal protective equipment.
Know how and to whom to report emergencies which involve inorganic arsenic.
Follow the instructions on the SDS in case of exposures.
INORGANIC ARSENIC—EXPOSURES HANDOUT-1

Inorganic Arsenic—Real Life Stories
Overview of Topic Inorganic arsenic is a gray metal or a gray crystalline powder, or a

colorless or pale yellow liquid. It has a garlic-like odor. Its used in
applications as an insecticide, herbicide, silvicide, defoliant, desic-
cants, and rodenticide. Inorganic arsenic can hurt you in a variety of
ways.

Jose and Vernon were doing their normal maintenance and clean up
in a restricted area of the facility. The area was restricted due to the
inorganic arsenic present. Vernon was using compressed air to blow
off some of the equipment.
“Vernon, don’t use compressed air,” Jose told him. “It will spread the
chemical dust around. And, where is your dust mask?”
“Oh, yeah, I got it right here,” said Vernon, donning his dust mask.
“How do you want me to clean this up if I can’t blow it off?”
“Use a broom and dust pan,” Jose told him. They proceeded to clean
up the area.
Later, Vernon began to feel a headache coming on and a little sick to
his stomach.
“You don’t look so good,” Jose said to him. “You feeling okay?”
“Yeah, yeah, I’m fine,” Vernon said. “Let’s get to work.”
Eventually, Vernon started having trouble breathing.
“Come on,” Jose said. “Let’s go outside for a while.”
• Inappropriate housekeeping methods used.
• Improper use of PPE.
• Exposure to inorganic arsenic.
What did Jose do right?
• Alerted Vernon to the fact that he was not wearing any PPE
protection
• Pointed out improper clean-up method, such as the use of com-
pressed air.
INORGANIC ARSENIC—REAL LIFE STORIES-1

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• Suggested brushing technique to clean off chemical dust.

• Recognized that Vernon was experiencing symptoms of exposure
to inorganic arsenic.
• Took proper first aid measures and moved Vernon to fresh air
immediately.
What did Jose and Vernon do wrong?
• Didn’t wear respirators — wore dust masks instead
• Used compressed air and brooms to clean up the arsenic dust –
vacuums are preferred
• Didn’t notify supervisor or seek medical assistance.
• The company must review their inorganic arsenic training pro-
gram.
• Vernon and Jose must be retrained on the physical and health
hazards associated with inorganic arsenic and the PPE that is
required.
Training Tips OSHA regulations contain specific training requirements for inor-
ganic arsenic. At 29 CFR 1910.1018(o), the rule says that you must
institute a training program for all employees:
• Who are subject to exposure to inorganic arsenic above the ac-
tion level without regard to respirator use.
inorganic arsenic.
least annually thereafter. Review the information contained in Ap-
pendix A of 1910.1018 and the employee handout..
program required by 1910.1018(n). Review procedures for employ-
ees to follow in case of an emergency, how to report an emergency,
and evacuation procedure
INORGANIC ARSENIC—REAL LIFE STORIES-2

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Inorganic Arsenic—Real Life Stories

Overview
Inorganic arsenic is a gray metal or a gray crystalline powder, or a colorless or pale yellow liquid.
It has a garlic-like odor. Its used in applications as an insecticide, herbicide, silvicide, defoliant,
desiccants, and rodenticide
Jose and Vernon were doing their normal maintenance and clean up in a restricted area of the
facility. The area was restricted due to the inorganic arsenic present. Vernon was using com-
pressed air to blow off some of the equipment.
“Vernon, don’t use compressed air,” Jose told him. “It will spread the chemical dust around. And,
where is your dust mask?”
“Oh, yeah, I got it right here,” said Vernon, donning his dust mask. “How do you want me to clean
this up if I can’t blow it off?”
“Use a broom and dust pan,” Jose told him. They proceeded to clean up the area.
Later, Vernon began to feel a headache coming on and a little sick to his stomach.
“You don’t look so good,” Jose said to him. “You feeling okay?”
“Yeah, yeah, I’m fine,” Vernon said. “Let’s get to work.”
Eventually, Vernon started having trouble breathing.
“Come on,” Jose said. “Let’s go outside for a while.”
What did Jose and Vernon do wrong?
INORGANIC ARSENIC—REAL LIFE STORIES HANDOUT-1

Inorganic Arsenic—Real Life Stories Sign-Off

who have taken part in a training session on Inorganic Arsenic—Real Life Stories. At this
• The requirements of the Inorganic Arsenic Standard.
• Where inorganic arsenic is used in the facility.
• PPE, engineering controls, and work practices required for inorganic arsenic.
• Procedures to follow in case of an emergency, how to report an emergency, and evacuation
procedures.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
INORGANIC ARSENIC—REAL LIFE STORIES SIGN-OFF-1

Ionizing Radiation—An Overview
Overview Of Topic Ionizing radiation includes alpha rays, beta rays, gamma rays,
X-rays, neutrons, high-speed electrons, high-speed protons, and
other atomic particles. It does not include sound or radio waves or
visible, infrared, or ultraviolet light. These forms of radiation are
called nonionizing radiation. Ionizing radiation sources can be
found in health care facilities, research institutions, nuclear reac-
tors and their support facilities, nuclear weapon production facili-
ties, and other various manufacturing settings, just to name a few.
These radiation sources can pose a considerable health risk to af-
fected workers if not properly controlled.
Example of an ionizing radiation source and its hazards

Employees can be exposed through portable and fixed X-ray ma-
chines used for diagnostic procedures. The degree of exposure de-
pends on the amount of radiation, duration of exposure, distance
from the source, and type of shielding in place.
Some of the effects of radiation exposure are:
Acute—erythema and dermatitis. Large whole-body exposures
cause nausea, vomiting, diarrhea, weakness, and death.
Chronic—skin cancer and bone marrow suppression. Genetic effects
may lead to congenital defects in the employee’s offspring.
Restricted areas
A restricted area is any area with controlled access to protect indi-
viduals from exposure to radiation or radioactive material.
Personal monitoring equipment

Personnel monitoring equipment are devices worn or carried by
employees who work in restricted areas. Explain what monitors are
being used in your facility, how they are to be used and maintained,
and who they can go to with questions.
Caution signs, labels, and signals

Explain to your employees the radiation danger symbol (the con-
ventional three-bladed design). Radiation areas must have a sign or
signs bearing the radiation caution symbol and the words: CAU-
TION, RADIATION AREA. High radiation areas must have a sign
or signs bearing the radiation caution symbol and the words: CAU-
TION, HIGH RADIATION AREA.
IONIZING RADIATION—AN OVERVIEW-1

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Immediate evacuation warning signal system

Immediate evacuation warning signal systems are required by the
OSHA regulations. Discuss the location and signal characteristics of
the warning system. Explain what employees are expected to do
when the alarm sounds.
Employee training
From the OSHA regulations for ionizing radiation:
All individuals working in or frequenting any portion of a radiation
area shall be informed of the occurrence of radioactive materials or
of radiation in such portions of the radiation area; shall be in-
structed in the safety problems associated with exposure to such
materials or radiation and in precautions or devices to minimize
exposure; shall be instructed in the applicable provisions of
§1910.1096 (ionizing radiation) for the protection of employees from
exposure to radiation or radioactive materials; and shall be advised
of reports of radiation exposure which employees may request pur-
suant to the regulations in this section.
Training Tips Explain what radioactive materials you have at your facility, and
identify restricted areas. Take employees to a restricted area and
show them the signs. Review any Personal Protective Equipment
(PPE) required in the area. Don (checking that it is done correctly)
the PPE and walk through the area. Doff the PPE (checking that it
is done correctly.)
Where to Go for For general industry—29 CFR 1910.1096—Ionizing radiation.

More Information. For construction—29 CFR 1926.53—Ionizing radiation.
IONIZING RADIATION—AN OVERVIEW-2

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Ionizing Radiation—An Overview

What Is Ionizing Radiation?
Ionizing radiation includes alpha rays, beta rays, gamma rays, X-rays, neutrons, high-speed
electrons, high-speed protons, and other atomic particles. However, it does not include sound or
radio waves, visible light, or infrared or ultraviolet light. These forms of radiation are called
nonionizing radiation. A wide variety of occupations have potential exposure to ionizing radia-
tion, from aircraft workers to x-ray technicians.
How Can It Hurt Me?

The effect of exposure depends on the type of radiation, the energy, the dose, the quantity, and
the part of the body that was exposed. Health effects from exposure include nausea, vomiting,
diarrhea, weakness, shock, and death. Long-term exposure contributes to an increase in the risk
of cancer.

When engineering controls are not feasible as a means to reduce exposure, per-
sonal protective equipment must be used. This includes appropriate respirators
and protective clothing. Other preventive methods include:
• Monitoring the radiation levels to ensure safe conditions.
• Shielding materials to stop the flow of the rays.
• Ventilating for airborne contamination, along with appropriate respirators.
• Wearing personal monitoring equipment, such as film badges, pocket chambers to measure
the dose received.
• Developing and implementing an evacuation warning signal system.
Warnings and Signs

To communicate the hazards involved with ionizing radiation, radiation areas must have a sign
or signs bearing the radiation caution symbol and the appropriate legend. The cross hatched area
is to be magenta or purple and the background yellow: CAUTION RADIATION AREA
IONIZING RADIATION—AN OVERVIEW HANDOUT-1

Ionizing Radiation—An Overview Sign-off

Sheet
part in a training session on Ionizing Radiation—An Overview. The session covered:
• The hazards associated with ionizing radiation.
• Locations in the facility where ionizing radiation are used.
• Restricted radiation areas and how they are marked.
• Monitoring equipment used at the facility.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
IONIZING RADIATION—AN OVERVIEW SIGN-OFF-1

Ionizing Radiation—Real Life Stories
Overview Of Topic Ionizing radiation includes alpha rays, beta rays, gamma rays,
X-rays, neutrons, high-speed electrons, high-speed protons, and
other atomic particles. However, it does not include sound or radio
waves, visible light, or infrared or ultraviolet light. These forms of
radiation are called nonionizing radiation.

Manny and Lilly were pretty new to the job of cleaning the facility,
and both felt fortunate to be working at all. They were anxious to do
a good job to show their supervisor what good workers they were.
At this facility, there was one area marked “CAUTION, RADIA-
TION AREA.” Manny and Lilly usually never cleaned up in that
area, but tonight was different.
“We have some people out tonight, so you’ll have to hurry to get
done,” the supervisor told them. “I need you to clean up in this lab
area over there, too, okay? Just empty the trash and sweep.”
“I’ve never been in there,” Lilly said.
“Yeah, but we’re shorthanded. The person that normally cleans in
there called in sick,” the supervisor reminded them. “Just hustle up
and get it done. I’ll check back with you later.”
“Manny,” Lilly said. “What about this sign? The one that says ‘CAU-
TION, RADIATION AREA.’ Do you think we need to have special
clothes on to protect us from radiation?”
“It makes me a little nervous, but it must be okay, or else he
wouldn’t tell us to go in there,” Manny replied as they entered the
room.

• Small cleaning staff due to employees who called in sick.
• Untrained workers assigned to a radiation exposure area.
• Exposure to radiation.
What did Lilly do right?
• Noticed the sign.
• Questioned the use of PPE before going into the radiation expo-
sure area.
IONIZING RADIATION—REAL LIFE STORIES-1

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What did Manny and Lilly do wrong?

• Did not share their concerns with their supervisor before going
into the radiation exposure area.
• Enter radiation area without prior training.
• Did not explain the potential hazards.
• Did not discuss PPE and whether or not it was needed to enter
the area

• Supervisor should be disciplined for assigning an untrained
cleaning staff to a potentially hazardous area.
• Company must review its employee training policies for employ-
ees working around radiation.
• Provide additional training on safety hazards, precautions and
devices to minimize exposure, and caution signs.
Training Tips From the OSHA regulations for ionizing radiation: All individuals
working in or frequenting any portion of a radiation area shall be
informed of the occurrence of radioactive materials or of radiation in
such portions of the radiation area; shall be instructed in the safety
problems associated with exposure to such materials or radiation
and in precautions or devices to minimize exposure; shall be in-
structed in the applicable provisions of §1910.1096 (ionizing radia-
tion) for the protection of employees from exposure to radiation or
radioactive materials; and shall be advised of reports of radiation
exposure which employees may request pursuant to the regulations
in this section.
All employees whose work may necessitate their presence in an area
covered by the signal (immediate evacuation warning signal) shall
be made familiar with the actual sound of the signal — preferably as
it sounds at their work location. Before placing the system into
operation, all employees normally working in the area shall be made
acquainted with the signal by actual demonstration at their work
locations.
IONIZING RADIATION—REAL LIFE STORIES-2

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Overview
Ionizing radiation includes alpha rays, beta rays, gamma rays, X-rays, neutrons, high-speed
electrons, high-speed protons, and other atomic particles. However, it does not include sound or
radio waves, visible light, or infrared or ultraviolet light. These forms of radiation are called
nonionizing radiation.

Manny and Lilly were pretty new to the job of cleaning the facility, and both felt fortunate to be
working at all. They were anxious to do a good job to show their supervisor what good workers
they were.
At this facility, there was one area marked “CAUTION, RADIATION AREA.” Manny and Lilly
usually never cleaned up in that area, but tonight was different.
“We have some people out tonight, so you’ll have to hurry to get done,” the supervisor told them.
“I need you to clean up in this lab area over there, too, okay? Just empty the trash and sweep.”
“I’ve never been in there,” Lilly said.
“Yeah, but we’re shorthanded. The person that normally cleans in there called in
sick,” the supervisor reminded them. “Just hustle up and get it done. I’ll check
back with you later.”
“Manny,” Lilly said. “What about this sign? The one that says ‘CAUTION, RA-
DIATION AREA.’ Do you think we need to have special clothes on to protect us
from radiation?”
“It makes me a little nervous, but it must be okay, or else he wouldn’t tell us to go in there,”
Manny replied as they entered the room.

What did Lilly do right?
What did Manny and Lilly do wrong?
IONIZING RADIATION—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Ionizing Radiation—Real Life Stories. At this training session, we
covered:
• What ionizing radiation is.
• Where ionizing radiation can be found in the workplace.
• Workplace policies and procedures for protecting against ionizing radiation.
• Who employees can go to with questions about workplace safety.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
IONIZING RADIATION—REAL LIFE STORIES SIGN-OFF-1

ISO 14000—An Overview
Overview of Topic ISO 14000 is a series of voluntary environmental management stan-

dards and guideline reference documents. These standards have
been developed through the International Organization for Stan-
dardization (ISO) since 1993.
The standards will help organizations of any size and level of envi-
ronmental performance establish an environmental management
system or improve an existing one.
The standards and guideline reference documents cover:
• Environmental management systems (EMS).
• Environmental auditing.
• Environmental labeling.
• Environmental performance evaluation.
• Life-cycle assessment.
• Environmental aspects in product standards.
The standards focus on management. The basic structure of the
standards is partially derived from the ISO 9000 quality manage-
ment standards.
What do they do?

Environmental management systems do not set requirements for
environmental compliance. These standards do not establish re-
quirements for specific levels of pollution or prevention or
performance.
The ISO 14000 series of environmental management standards
serve as tools to manage corporate environmental programs, and
provide a framework for measuring, evaluating, and auditing these
programs.
The ISO standards do not directly require environmental compli-
ance nor do they establish specific performance levels. Instead, the
standards will guide an organization through the essential steps of
implementing and environmental management system.
ISO 14000—AN OVERVIEW-1

10/08
The steps for implementing an environmental management system

include:
• Developing internal commitment and an environmental policy.
• Establishing objectives and targets.
• Implementing the system through organizational structures
and accountability.
• Measuring and evaluating progress.
• Reviewing and continually improving.
Training Tips OSHA has no training requirements for ISO 14000.

Prior to the talk, review the employee handout.
Explain the company’s environmental auditing process. Identify the
internal auditors, outline the auditing schedule, and discuss areas
that are audited. If your company is seeking or has sought certifi-
cation, discuss that with the employees.
Explain how following ISO 14000 standards can benefit the com-
pany and the employees.
Employee handbook.
ISO 14000—AN OVERVIEW-2

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ISO 14000—An Overview

Overview
ISO 14000 is a set of voluntary standards designed to help industry manage, measure, improve,
and communicate the environmental aspects of its operations. There has been a growing public
concern over industry’s impact on the world’s environment. Environmental groups, employees,
insurers, and consumers are urging organizations to take an even closer look at how their
processes may affect the environment.
Voluntary standards are developed by industry, nonprofit organizations, trade associations, and
others. The International Organization for Standardization (ISO) is a private sector, interna-
tional standards body based in Geneva, Switzerland. ISO promotes the international harmoni-
zation and development of manufacturing, product, and communications standards. ISO has
promulgated more than 8,000 internationally accepted standards for everything from paper sizes
to film speeds.
In 1991, ISO looked at the need for international environmental management standards that
would:
• Promote a common approach to environmental management
similar to ISO 9000 Quality Management Standards.
• Enhance an organization’s ability to attain and measure environ-
mental performance.
• Facilitate trade and remove trade barriers.
ISO 14000
The ISO standards do not directly require environmental compliance
nor do they establish specific environmental performance levels. An organization sets its own
environmental goals and uses ISO 14000 standards to guide it through the essential steps of
implementing and environmental management system, including:
• Establishing internal commitment and an environmental policy.
• Establishing objectives and targets.
• Implementing the system through organizational structures and accountability.
• Measuring and evaluating progress.
• Reviewing and continually improving.
What Are the Benefits? • Decreased liability and regulatory expo-
sures.
The benefits from adopting ISO 14000 are:
• Improved cost control.
• Increased protection of the environment.
• Potential for reduced insurance rates.
• Improved community relations.
• Potential for reduced workplace injuries.
• Improved customer trust and satisfaction.
ISO 14000—AN OVERVIEW HANDOUT-1

ISO 14000—An Overview Sign-off Sheet
part in a training session on ISO 14000. The session covered:
• Explanation of what the International Organization for Standardization (ISO) is.
• Explanation of what ISO 14000 is.
• How ISO 14000 affects employees, and how employees interact with ISO 14000.
• The company’s environmental management system.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ISO 14000—AN OVERVIEW SIGN-OFF-1

ISO 14000—Real Life Stories
Overview of Topic ISO 14000 is a set of voluntary standards designed to help industry
manage, measure, improve, and communicate the environmental
aspects of its operations. There has been a growing public concern
over industry’s impact on the world’s environment. Environmental
groups, employees, insurers, and consumers are urging organiza-
tions to take an even closer look at how their processes may affect
the environment.

“Have you checked your email this morning?” Mark asked Cathy,
his coworker.
“No, not yet. Why?” Cathy asked.
“We have an ISO 14000 audit tomorrow,” Mark told her.
“An ISO — what?” Cathy asked. “I don’t even know what that is.”
“You remember. We had the training last year — it’s our company’s
plan to set and meet environmental goals,” Mark said. “And tomor-
row the auditors are coming through to see how well we’re doing.”
“I don’t know a thing about it,” Cathy said. “I’m just glad when I can
find a parking spot.”
“What are you going to do if the auditors ask you about it?” Mark
wanted to know.
“I don’t know,” Cathy said. “What I don’t know, I can’t tell them.”
“Yeah, I know,” Mark said, “it all seems pretty silly, doesn’t it?“
• ISO 14000 audit.
• Employees were not trained properly on the company’s ISO
14000 program.
• Remembered training from prior year.
• Understood program focused on meeting environmental goals.
What did Mark and Cathy do wrong?
• Didn’t take the training seriously.
• Were unprepared for the ISO 14000 audit.
ISO 14000—REAL LIFE STORIES-1

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• Company may wish to review its companywide ISO 14000 pro-
gram objectives.
• Employees need to be retrained on the ISO 14000 program.
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ISO 14000—Real Life Stories

Overview
ISO 14000 is a set of voluntary standards designed to help industry manage, measure, improve,
and communicate the environmental aspects of its operations. There has been a growing public
concern over industry’s impact on the world’s environment. Environmental groups, employees,
insurers, and consumers are urging organizations to take an even closer look at how their
processes may affect the environment.
It Happend Like This

“Have you checked your email this morning?” Mark asked Cathy, his coworker.
“No, not yet. Why?” Cathy asked.
“We have an ISO 14000 audit tomorrow,” Mark told her.
“An ISO — what?” Cathy asked. “I don’t even know what that is.”
“You remember. We had the training last year — it is our company’s plan to set and meet
environmental goals,” Mark said. “And tomorrow the auditors are coming through to see how
well we are doing.”
“I don’t know a thing about it,” Cathy said. “I’m just glad when I can find a parking spot.” “What
are you going to do if the auditors ask you about it?” Mark wanted to know.
“I don’t know,” Cathy said. “What I don’t know, I can’t tell them.”
“Yeah, I know,” Mark said, “it all seems pretty silly, doesn’t it?”

What did Mark and Cathy do wrong?
ISO 14000—REAL LIFE STORIES HANDOUT-1

ISO 14000—Real Life Stories Sign-off Sheet
part in a training session on ISO 14000—Real Life Stories. At this training session, we covered:
• The existance of an ISO 14000 program at the facility.
• The objectives of the ISO 14000 program.
• What the employees can do to help meet program goals.
• Who employees can go to with questions on the ISO 14000 program.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
ISO 14000—REAL LIFE STORIES SIGN-OFF-1

Table of Contents for J
Jacks and Jack Stands

An Overview
Safe Use
Job Hazard Analysis

An Overview
J TOC-1
4/11
Reserved
J TOC-2
4/11
Jacks and Jack Stands—An Overview
Overview of Topic A jack is an appliance for lifting and lowering or moving horizon-
tally a load by application of a pushing force. The rating of a jack is
the maximum working load for which it is designed to lift safely that
load throughout its specified amount of travel. The operator shall
make sure that the jack used has a rating sufficient to lift and
sustain the load.
The rated load shall be legibly and permanently marked in a promi-
nent location on the jack by casting, stamping, or other suitable
means.
Maintenance Jacks are to be properly lubricated at regular intervals. Depending
upon the service and use conditions, each jack is to be thoroughly
inspected at least once every 6 months. For a jack subjected to
abnormal load or shock, it is to be inspected immediately before and
immediately thereafter.
Jacks which are out of order shall be tagged accordingly, and shall
not be used until repairs are made
Employee Training There are no specific training requirements for jacks and jack
stands. However, as with all equipment and tools, employees should
not be allowed to use jacks or jack stands until they have been
instructed in the proper use of those jacks or jack stands.
Employees should also know who to report damaged or suspect
equipment to, and how to take it out of service
Training Tips Have jacks and jacks stands available, and demonstrate their use.
Also have the manufacturer’s written literature on the use and
maintenance of the jacks and jack stands.
Review the facility’s inspection, maintenance, and repair proce-
dures with the employees.
29 CFR 1910.241(d).
29 CFR 1910.244(a)—Other Portable Tools and Equipment.
The jack manufacturer’s written literature.
JACKS AND JACK STANDS—AN OVERVIEW-1

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Jacks and Jack Stands—An Overview

Overview
Jacks and jack stands are used to raise and hold heavy objects at a working height. You must
understand how jacks and jack stands work and the necessary precautions to take before you can
use them safely.
The basics
There are a variety of jack types – lever and ratchet jacks, screw jacks, and hydraulic jacks. The
rating of a jack is the maximum working load for which it is designed to lift safely that load
throughout its specified amount of travel. The operator shall make sure that the jack used has
a rating sufficient to lift and sustain the load.
The manufacturer’s load limit must be permanently marked in a prominent place on the jack.
Know the weight limit of the load and never lift a load heavier than the lifting capacity of the
jack. The load limit should never be exceeded.
Keep the stop indicator clean, and watch the stop indicator to determine the limit of travel. Do
not overrun the indicated limit.
All jacks must have a device that stops them from jacking up too high. If the jack will not raise
the load as high as you need, block the jack up or get a larger jack.
Handle carefully
Handle jacks and jacks stands carefully. Dropping or throwing the jack or the jack stand can
distort or crack the metal, causing the tool to fail under load.
Make sure the jack is on a firm foundation. In the absence of a firm foundation, the base of the
jack shall be blocked. The foundation should be clean and level.
If there is a possibility of slippage of the cap, a block shall be
placed in between the cap and the load.
Each jack shall be thoroughly inspected and maintained at times
which depend upon the service conditions. Jacks which are out of
order shall be tagged accordingly, and shall not be used until
repairs are made.
JACKS AND JACK STANDS—AN OVERVIEW HANDOUT-1

Jacks and Jack Stands—Safe Use
Overview of Topic Working with equipment that needs to be raised or places on jack
stands brings with it unique hazards. Using these tools requires
that employees take certain precautions.
To raise the rated load of a jack, the point of application of the load,
the applied force, and the length of lever arm should be those des-
ignated by the manufacturer for the particular jack considered. The
operator shall make sure that the jack used has a rating sufficient
to lift and sustain the load.
Employee Training There are no specific training requirements for jacks and jack
stands. However, as with all equipment and tools, employees should
not be allowed to use jacks or jack stands until they have been
instructed in the proper use of those jacks or jack stands.
Employees should also know who to report damaged or suspect
equipment to, and how to take it out of service.
Training Tips Discuss where in the facility jacks and jack stands are used.
Review the facility’s inspection, maintenance, and repair proce-
dures with the employees.
Have jacks and jacks stands available, and demonstrate their use.
Also have the manufacturer’s written literature on the use and
maintenance of the jacks and jack stands.
Have someone familiar with the use and care of jacks to describe
how to use them safely.
29 CFR 1910.241(d).
29 CFR 1910.244(a).
The jack manufacturer’s written literature
JACKS AND JACK STANDS—SAFE USE-1

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Jacks and Jack Stands—Safe Use

Overview
Jacks and jack stands are very useful mechanical aids, but they must be used properly in order
to be safe. Working with equipment that needs to be raised or places on jack stands brings with
it unique hazards. You must understand how jacks and jack stands work and the necessary
precautions to take before you can use them safely.
Read the instruction manual
As with any tool, before you use jacks and jack stands, read the manufacturer’s instructions and
receive training from your employer.
The basics
Inspect the jack prior to use. If a jack is damaged or defective, report it so that it can be taken
out of service. Jacks which are out of order are to be tagged and may not be used until repairs
are made.
All jacks must have a device that stops them from jacking up too high.
Do not exceed the manufacturer’s marked load limit.
Setting up the Jack
To set up a jack, make certain of the following:
• The base rests on a firm level surface.
• The jack is correctly centered and lifting force is applied
evenly.
• The jack head bears against a level surface.
Tips
The lift should be straight up and down. If the load starts to shift
or the jack to lean, reset the jack and the jack base more securely.
The lift point should be level and stable enough to support the base of the jack. In the absence
of a firm foundation, the base of the jack shall be blocked. If there is a possibility of slippage of
the cap, a hardwood block shall be placed in between the cap and the load.
Lift the load only as high as necessary. The operator shall watch the stop indicator, which shall
be kept clean, in order to determine the limit of travel. The indicated limit shall not be overrun.
Don’t use the jack to support a lifted load – support the load with jack stands or other blocking
materials.
Remove the handle once the load has been raised. If the handle cannot be removed, place it in
and upright position.
Never put any part of your body beneath a raised load unless the load has been supported using
blocking or jack stands.
JACKS AND JACK STANDS—SAFE USE HANDOUT-1

Job Hazard Analysis
Overview A job’s hazards are not always obvious. A technique called the job
safety analysis (JSA) identifies the hazards and recommends
methods to control them.
The JSA process identifies hazards and recommends steps to elim-
inate or reduce them to an acceptable risk level.
Benefits Of A JSA
The JSA process can result in:
• Less risk of injury or illness.

• Safer, more effective work methods.
• Reduced workers’ compensation costs.
• Increased productivity.
Job Safety Analysis (JSA) is based on the following ideas:
• That a specific job or work assignment can be separated into a

series of relatively simple steps.
• That hazards associated with each step can be identified.
• That solutions can be developed to control each hazard.
Performing A JSA
To begin the JSA process:
• Review the facility’s accident history.

• Conduct a preliminary job review.
• List, rank, and set priorities for hazardous jobs.
Job safety analysis is a relatively simple process that involves the
following four basic steps:
• Select the job to be analyzed. In performing JSA, the term “job”

is used to describe a single task or operation workers do as
part of their occupation; it is a definite sequence of steps or
separate activities that lead to the completion of a work goal.
JOB HAZARD ANALYSIS–1

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• Separate the job into its basic steps.
• Identify the hazards associated with each step.
• Control each hazard.
Discovering The Hazards
The JSA process then looks at each job step to discover the hazards:
• What can go wrong?

• What are the consequences?
• How could they happen?
• What are other contributing factors?
• How likely is it that the hazards will occur?

After the hazards are reviewed, the next step is to consider what
control methods will eliminate or reduce them. The most effective
controls are engineering controls that physically change a
machine or work environment to prevent employee exposure to the
hazard. If this is not feasible, administrative controls that involve
changing how employees may do the job may be appropriate.
Employee Involvement
It is important to involve employees in the JSA process because

employees understand the job.
A periodic review of JSAs ensures that they remain up-to-date and

continue to help reduce injuries. Even if the job has not changed, a
review might uncover hazards that were not identified in the ini-
tial analysis. It is especially important to review the JSA if an ill-
ness or injury occurs on a specific job.
Employee Training There are no mandated training requirements directly related to

JSAs. However, many associated OSHA standards, such as that
for Personal Protective Equipment, does have specific training
requirements.
Training Tips Review the Employee Handout prior to the training.
Discuss the employee’s procedure for conducting JSAs.
Show copies of the workplace JSA form, select a sample job in the
workplace, and explain the employee’s role in the successful com-
pletion and on-going review of JSAs.
JOB HAZARD ANALYSIS–2

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Job Hazard Analysis—An Overview

Overview
A job safety analysis (JSA) identifies the hazards and recommends methods to control them.
Performing a JSA
Conducting a job safety analysis (JSA) is an effective way to help reduce injuries and illnesses
by:
• Looking at the steps involved in the job.
• Identifying the hazards in each job step.
• Trying to eliminate or control the hazards.
Employee Involvement
Employees can help identify hazards during a JSA, such as:
• Corrosive chemicals which damage skin, metal, and other ma-
terials.
• Electrical shock or electrocution from contact with exposed en-
ergized parts.
• Electrical fire from overheated or misused electrical devices.
• Strains, sprains, or other ailments due to overexertion, awk-
ward positions, or repetitive motion.
• Fall hazards due to slippery surfaces, tripping hazards, uneven
surfaces, exposed ledges, etc.
• Fire hazards due to flammable chemicals.
• Mechanical hazards that can expose workers to crushing,
caught-between, sharp, cutting, tearing, shearing items or equipment.
• Noise levels that can result in hearing damage or that make it difficult to hear safety-critical
information.
• Being struck by an object or a person being struck against a surface or object.
• Temperature extremes (hot or cold).
• Visibility hazards include poor lighting or obstructed vision.
JOB HAZARD ANALYSIS—AN OVERVIEW HANDOUT-1

Job Hazard Analysis—An Overview Sign-off

Sheet
part in a training session on Job Safety Analysis. The session covered:
• The benefits of performing a job hazard analysis.
• The steps involved in performing a JSA.
• Why employee involvement in JSAs is important.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
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JOB HAZARD ANALYSIS—AN OVERVIEW SIGN-OFF-1

K INDEX
K
K INDEX–1
10/05

K INDEX–2
10/05

Overview Knives can be very useful tools in a variety of situations. They are
used to open cartons, cut off bindings, cut rope and other materi-
als, or to slice seafood, meat, or poultry.
As with any tool, when proper respected and maintained, a good
knife will serve us well. More than some other tools, perhaps, the
knife must be used properly and respected to be used safely.
A Sharp Knife Is A Safe Knife
We should think of knives as another tool; that is, they must be

maintained on a regular basis and treated properly in order to
keep functioning the way they are intended.
Part of that regular maintenance must be proper sharpening. As

strange as it may sound, a dull knife is much more dangerous than
one that is kept sharp. The employee using the knife is the only
one who really knows when the knife is getting dull and requires
sharpening.
Knives are used for slicing, so it will cut more efficiently and
cleanly if it is sharp. A sharp knife will do the job quickest and saf-
est.
A sharp knife will always do the job most quickly, and allow the
user to work with less effort and force in the hand, wrist, and arm.
This allows the user better blade control.
Dull knives make the user work harder and increase the opportu-
nities for injury. With increased force, if a dull knife slips, it may
end up injuring the user or cut deeper than intended.
Safety Tips
Handle, use, and store knives and other sharp utensils properly –
with the blade covered.
Use the knife only for its intended purpose, and use the right knife
for the job.
Never throw or drop the knife – set it down on a firm, secure sur-
face.
KNIFE USE AND SAFETY–1

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Don’t carry a knife with the blade out of the sheath, or if you must
carry an unsheathed knife, carry it down to your side with the tip
pointing down and the cutting edge angled slightly away from
your body.
Don’t hand a knife to a co-worker – set it down and let them pick it
up.
Don’t use the knife as a hammer or as a screwdriver.
Never chop or strike objects when trying to cut them – not only
might the blade slip but chips may fly off the piece being cut.
Never cut toward yourself, always cut away from you.
Keep fingers and thumbs out of the way of the cutting line.
Before cutting, ask yourself “If the knife slips, where will it go?”
Never try to catch a falling knife – let it fall instead.
Use any protective clothing provided by the employer.
Knife Sharpening
Knives may be kept sharp with a sharpening stone or with a
sharpening system. Follow the directions for whatever system is
being used.
If the knife is kept generally sharp, usually only a few strokes will
be required to put the edge back onto it.
As with cutting, always sharpen away from your body.
PPE
Personal protective equipment (PPE) is often used by employees

that must handle knives. Specialty gloves and arm protectors that
prevent cuts and punctures are available. These include steel
mesh or Kevlar gloves and sleeves.
Employee Training Employers have the responsibility for protecting the safety and
health of their workers. This would include instruction on proper
knife safety and the use of sharpening devices.
Training Tips Discuss where in the facility knives are used.

Review the facility’s knife policies with the trainees.
Show samples of the knives used, and demonstrate safe handling
techniques.
Demonstrate, or have an experienced person demonstrate, how to
sharpen a knife properly.
KNIFE USE AND SAFETY–2

10/05


Overview
Knives can be very useful tools in a variety of situations. As with any tool, when properly respected
and maintained, a good knife will serve us well.
A Sharp Knife Is A Safe Knife
A dull knife is much more dangerous than one that is kept sharp.
Dull knives make the user work harder and increase the opportunities for injury.
Safety Tips
• Handle, use, and store knives and other sharp utensils properly – with the blade covered.
• Use the knife only for its intended purpose, and use the right knife for the job.
• Never throw or drop the knife – set it down on a firm,

secure surface.
• Don’t carry a knife with the blade out of the sheath, or if
you must carry an unsheathed knife, carry it down to
your side with the tip pointing down and the cutting
edge angled slightly away from your body.
• Don’t hand a knife to a co-worker – set it down and let
them pick it up.
• Don’t use the knife as a hammer or as a screwdriver.
• Never chop or strike objects when trying to cut them – not only might the blade slip but
chips may fly off the piece being cut.
• Never cut toward yourself, always cut away from you.
• Keep fingers and thumbs out of the way of the cutting line.
• Before cutting, ask yourself “If the knife slips, where will it go?”
• Never try to catch a falling knife – let it fall instead.
• Use any protective clothing provided by the employer.
Knife Sharpening
Knives may be kept sharp with a sharpening stone or with a sharpening system.
As with cutting, always sharpen away from your body.
KNIFE USE AND SAFETY HANDOUT


Sign-Off Sheet

who have taken part in a training session on Knife Use and Safety. The session covered:
• Where in the workplace knives are used.
• Some of the hazards of working with knives.

• Safe handling tips when working with knives.
• Why it is important to keep the knife sharp.
• How to sharpen a knife.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
KNIFE USE AND SAFETY SIGN-OFF

Table of Contents for L

Laboratories
An Overview
Chemical Hygiene Plan
Fume Hood
Real Life Stories
Ladders
An Overview
Real Life Stories
Ladder Safety
Storage and Use
Latex Allergy
An Overview
Lead
An Overview
The Hazards
Citations
Real Life Stories
Lifting Techniques
An Overview
Real Life Stories
Lightning Safety
An Overview
Lockout/Tagout
An Overview
Citations
Deenergizing Equipment
Reenergizing Equipment
LP-Gas
An Overview
Handling and Storage
Real Life Stories
Lyme Disease
An Overview
L TOC-1
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Reserved
L TOC-2
10/14
Laboratories—An Overview
Overview of Topic OSHA’s Occupational Exposure to Hazardous Chemicals in Labora-

tories standard (29 CFR 1910.1450), covers laboratories where
chemical manipulation generally involves small amounts of a lim-
ited variety of chemicals.
The standard applies to all hazardous chemicals meeting the defi-
nition of “laboratory use” and having the potential for worker
exposure. Hazardous chemicals present physical and/or health
threats to workers in clinical, industrial, and academic laboratories.
What is a ″lab?″
“Laboratory” means a facility where relatively small quantities of
hazardous chemicals are used on a non-production basis.
Any hazardous chemical use which does not meet this definition is
regulated under other standards. This includes other hazardous
chemical use within a laboratory. For instance:.
• Chemicals used in building maintenance of a laboratory are not
covered under the Laboratory standard.
• The production of a chemical for commercial sale, even in small
quantities, is not covered by the Laboratory standard.
• Quality control testing of a product is not covered under the
Laboratory standard
Employee Training Employees must be trained on the hazards of the chemicals in the
workplace, and how they can protect themselves:
• At the time of an employee’s initial assignment to a work area
where hazardous chemicals are present.
• Prior to assignments involving new exposure situations.
Refresher training is required as determined by the employer.
Training Tips Review work practices, guidelines, and company rules regarding
laboratory behavior, personal apparel, and use of PPE.
The company’s written chemical hygiene plan.
LABORATORIES—AN OVERVIEW-1
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Laboratories—An Overview
Overview
As an employee working in a laboratory, you must be trained on the proper methods of working
with different categories of chemicals.
If your company falls under 29 CFR 1910.1450 - Laboratory standard, then your employer has
certain obligations toward you.
Laboratory use of chemicals refers to:
• Chemical operations in containers that are easily handled by one person.
• The use of multiple chemical procedures or chemicals.
• Non-production procedures.
• Chemical operations that use protective laboratory practices and equipment.
What must I do?
In order to keep yourself safe, you have a responsibility to:
• Follow all work rules.
• Keep work area clean.
• Clean up spills immediately.
• Dispose of wastes appropriately.
• Wear all appropriate PPE.
• Do not leave operations unattended without
appropriate warnings.
• Be aware of unsafe conditions and see that
they are corrected.
Your company has a responsibility to train you on:
• The methods and observations that may be
used to detect the presence or release of a haz-
ardous chemical.
• The physical and health hazards of chemicals in the work area.
• How you can protect yourself from these hazards, including specific procedures the employer
has implemented to protect workers from exposure to hazardous chemicals, such as appro-
priate work practices, emergency procedures, and personal protective equipment to be
used.
• The applicable details of the written Chemical Hygiene Plan.
LABORATORIES—AN OVERVIEW HANDOUT-1

Laboratories—Chemical Hygiene Plan
Overview of Topic OSHA’s Laboratory Standard requires the employer to develop a

Chemical Hygiene Plan that addresses:
• What to do for accidents and spills.
• How to avoid routine exposures.
• Proper use of glassware and equipment.
• Acceptable behavior in the laboratory.
• Laboratory housekeeping requirements.
• Appropriate PPE use.
• Precautions required when operations must be left unat-
tended.
• When and how to use hoods.
• How to report and correct unsafe conditions.
• How to dispose of wastes appropriately.
• Which hazardous procedures require that more than one worker
be in attendance.
Employee Training At 1910.1450 OSHA requires that training must be provided:
Employees must be informed of:
• Permissible exposure limits for hazardous chemicals used in the
workplace.
• Location and availability of the company chemical hygiene
plan.
• Signs and symptoms associated with exposures to hazardous
chemicals used in the workplace.
Training Tips Review 1910.1450, and the company written chemical hygiene plan.
Identify the person responsible for the Chemical Hygiene Plan.
LABORATORIES—CHEMICAL HYGIENE PLAN-1

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Laboratories—Chemical Hygiene Plan

Overview
Your company must have a written Chemical Hygiene Plan, which must include procedures to be
followed for all chemicals used in laboratory work in your facility. The written plan should
include the following information on all chemicals used:
• What to do for accidents and spills;
• How to avoid routine exposures;
• How to choose chemicals for various tasks;
• Safe areas for you to eat, drink, smoke, or apply cosmetics;
• How to use laboratory glassware and equip-
ment properly;
• Proper conduct in the laboratory;
• Best and most appropriate personal clothing
for wear in the laboratory;
• Housekeeping, and keeping the laboratory
clean;
• How and when to use PPE;
• Precautions to take when operations must be
left unattended;
• How and when to use fume hoods, and how to
maintain hoods;
• How to report unsafe conditions, and who to
report them to;
• Procedures for disposing of chemical wastes
appropriately; and
• What hazardous procedures require that more than one worker be in attendance.
Your company has a responsibility to:
• Train you on the hazardous chemicals in the workplace.
• Train you, prior to assignment to position where hazardous chemicals are used, and prior to
assignment involving new exposure situations.
• Identify the persons responsible for the implementation of the Chemical Hygiene Plan, such
as the Chemical Hygiene Officer or Chemical Hygiene Committee.
• Discuss the location and availability of the Chemical Hygiene Plan at your facility and review
the facility-specific information contained in the plan.
LABORATORIES—CHEMICAL HYGIENE PLAN HANDOUT-1

Laboratories—Fume Hood
Overview of Topic A Laboratory-type hood means a device located in a laboratory,

enclosed on five sides with a moveable sash or fixed partial enclo-
sure on the remaining side; constructed and maintained to draw air
from the laboratory and to prevent or minimize the escape of air
contaminants into the laboratory; and allows chemical manipula-
tions to be conducted in the enclosure without insertion of any
portion of the employee’s body other than hands and arms. Walk-in
hoods with adjustable sashes meet the above definition provided
that the sashes are adjusted during use so that the airflow and the
exhaust of air contaminants are not compromised and employees do
not work inside the enclosure during the release of airborne haz-
ardous chemicals.
OSHA requires that employers take specific measures to ensure
that fume hoods are performing properly and adequately.
Employee Training At 1910.1450 OSHA requires that training must be provided:
Employees must be informed of:
• Permissible exposure limits for hazardous chemicals used in the
workplace.
• Location and availability of the company chemical hygiene
plan.
• Signs and symptoms associated with exposures to hazardous
chemicals used in the workplace.
• Proper use of fume hoods and other protective measures.
Training Tips Review 1910.1450, and the company written chemical hygiene plan.
Identify the person responsible for implementation of the Chemical
Hygiene Plan at your workplace.
LABORATORIES—FUME HOOD-1
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Laboratories—Fume Hood
Overview
The fume hood is often the primary control device for protecting laboratory workers when
working with flammable and/or toxic chemicals. OSHA’s Laboratory standard (29 CFR
1910.1450) requires that fume hoods be maintained and function properly when used.
Before using a fume hood:
• Make sure that you understand how the hood
works.
• You should be trained to use it properly.
• Know the hazards of the chemical you are
working with; refer to the chemical’s Safety
Data Sheet if you are unsure.
• Ensure that the hood is on.
• Make sure that the sash is open to the proper
operating level, which is usually indicated by
arrows on the frame.
• Make sure that the air gauge indicates that
the air flow is within the required range.
When using a fume hood:
• Never allow your head to enter the plane of
the hood opening. For example, for vertical rising sashes, keep the sash below your face; for
horizontal sliding sashes, keep the sash positioned in front of you and work around the side
of the sash.
• Use appropriate eye protection.
• Be sure that nothing blocks the airflow through the baffles or through the baffle exhaust
slots.
• Elevate large equipment (e.g., a centrifuge) at least two inches off the base of the hood
interior.
• Keep all materials inside the hood at least six inches from the sash opening.
Your company has a responsibility to:
• Train you on the hazardous chemicals in the workplace.
• Train you on the proper workings of the fume hood.
• Train you, prior to assignment to position where hazardous chemicals are used, and prior to
assignment involving new exposure situations.
• Discuss the location and availability of the Chemical Hygiene Plan at your facility and review
the facility-specific information contained in the plan.
LABORATORIES—FUME HOOD HANDOUT-1

Laboratories—Real Life Stories
Overview of Topic Your company must have a written Chemical Hygiene Plan which
includes procedures to be followed for all chemicals used in labora-
tory work at your facility. Your company has a responsibility to:
• Provide information and training on hazardous chemicals in the
workplace.
• Train employees, prior to assignment to a position where haz-
ardous chemicals are used, and prior to assignment involving
new exposure situations.
It was Hector’s first day cleaning the lab. Luke was showing him the
ropes.
“Then we come in here and empty all of the trash, then sweep and
mop,” Luke said.
“What is that smell?” Hector asked.
“I don’t know, it’s just one of the chemicals they use here. Don’t
worry about it,” Luke told him.
“Are any of these chemicals hazardous? I think we’re supposed to
know if there is anything harmful,” Hector told him.
“Look, don’t worry about it. It’s a lab, okay? The rules are different
for labs,” Luke said. “Let’s get to work so we can get out of here.”
“What about safety data sheets? Where are they? We have to be able
to see those,” Hector said.
“I told you, the rules are different for labs. I don’t know where they
keep the SDSs,” Luke informed him. “Empty those trash cans over
there, will you?”
• Chemicals in the workplace.
• Possible exposure to hazardous chemicals.
• Untrained cleaning staff.
What did Luke do wrong?
• Didn’t know what chemicals were being used in the lab.
• Did not understand the lab standard training requirements.
LABORATORIES—REAL LIFE STORIES-1

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• Did not know where to find the SDSs.

• Did not call a supervisor with questions.
• Continued to work in a potentially hazardous environment.
• Luke and Hector should be trained on the requirements of the
lab standard.
• Luke and Hector must locate the SDSs for the lab.
• Employer must provide training on the chemical hygiene plan.
Training Tips Your company must have a written chemical hygiene plan which
includes procedures to be followed for all chemicals used in labora-
tory work at your facility. The written plan should include the
following information on all chemicals used:
• What to do for accidents and spills;
• How to avoid routine exposures;
• How to choose chemicals for various tasks;
• Safe areas for you to eat, drink, smoke, or apply cosmetics;
• How to use laboratory glassware and equipment properly;
• Proper conduct in the laboratory;
• Best and most appropriate personal clothing for wear in the
laboratory;
• Housekeeping, and keeping the laboratory clean;
• How and when to use PPE;
• Precautions to take when operations must be left unattended;
• How and when to use fume hoods, and how to maintain hoods;
• How to report unsafe conditions, and who to report them to;
• Procedures for disposing of chemical wastes appropriately;
and
• What hazardous procedures require that more than one worker
be in attendance.
LABORATORIES—REAL LIFE STORIES-2

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Laboratory Standard—Real Life Stories

Overview
Your company must have a written Chemical Hygiene Plan which includes procedures to be
followed for all chemicals used in laboratory work at your facility. Your company must provide
information and training on hazardous chemicals in the workplace
It was Hector’s first day cleaning the lab. Luke was showing him the ropes.
“Then we come in here and empty all of the trash, then sweep and mop,” Luke said.
“What is that smell?” Hector asked.
“I don’t know, it’s just one of the chemicals they use here. Don’t worry about it,” Luke told him.
“Are any of these chemicals hazardous? I think we’re supposed to know if there is anything
harmful,” Hector told him.
“Look, don’t worry about it. It’s a lab, okay? The rules are different for labs,” Luke said. “Let’s get
to work so we can get out of here.”
“What about safety data sheets? Where are they? We have to be able to see those,” Hector said.
“I told you, the rules are different for labs. I don’t know where they keep the SDSs,” Luke
informed him. “Empty those trash cans over there, will you?”
What did Luke do wrong?
LABORATORIES—REAL LIFE STORIES HANDOUT-1

Laboratories—Real Life Stories Sign-Off
a training session on Laboratory Standard—Real Life Stories. At this training session, we cov-
ered:
• The company Chemical Hygiene Plan.
• Chemical exposures in the workplace.
• The location of SDSs for the laboratory.
• Who employees can go to with questions regarding chemical safety.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LABORATORIES—REAL LIFE STORIES SIGN-OFF-1

Ladders—An Overview
Overview Working on and around ladders can be hazardous and each year,
ladders are identified as a major sources of injuries and fatalities.
When selecting a ladder, the user must consider the work environ-
ment, the type of work to be done, and the condition of the ladder.
Employee Training OSHA standards do not have specific training requirements, but the
general industry standards do include requirements for the safe use
of ladders. One way to ensure that ladders are being used properly
and safely in your facility is to provide training for employees.
Training should cover the hazards associated with ladder use, the
types of ladders used in the workplace, the proper placement and
use of all ladders, maximum load-carrying capacities of ladders, and
correct procedures for inspection of ladders prior to use.
The first issue to cover is whether or not a ladder is the best choice
for the work being done. A ladder or stepladder may not always be
the best option. Depending upon the circumstances, other equip-
ment, such as a scissor lift, may be more appropriate.
Training Tips Review 1910, Subpart D—Walking-working surfaces.
In an areas with adequate room, set up the types of ladders used in
the workplace and review safe use.
Demonstrate the process for doing a visual inspection of the ladder.
The facility’s written safety program.
29 CFR 1910, Subpart D—Walking-working surfaces.
The ladder manufacturer’s written literature.
ANSI A14.1 Portable Wood Ladders.
ANSI A14.2 Portable Metal Ladders.
ANSI A14.5 Portable Reinforced Plastic Ladders.
LADDERS—AN OVERVIEW-1
10/14
Ladders—An Overview
Overview
Ladders are important tools which are used in a wide variety of industries. Ladders help workers
to work at height, and to efficiently move materials. Ladders come in many sizes, styles, and
lengths.
Ladders are also the cause of many serious injuries and deaths.
Causes of injuries
The main hazard involved with ladder use is falls. A fall can be the result when a ladder fails due
to overloading, misuse, or damage.
You can loose your grip, slip, or loose your balance when trying to reach too far.
Some causes of falls and injuries includes overreaching by the user, setting up the ladder improp-
erly, loss of balance, falls when getting on and off the ladder, slips and falls when climbing or
descending, or the ladder gets hit or bumped while in use.
Selecting the proper ladder
Choose a ladder with adequate length and with the appropriate
duty rating. Make sure the ladder is long enough, keeping in
mind that you may not use the top step of a step ladder or the
top three rungs of an extension ladder.
Also, if the ladder extends more than three feet beyond the
uppermost support, it is too long.
When considering the duty rating, add the total amount of
weight the ladder will be supporting, including your weight, the
weight of your clothing and PPE, and the weight of tools and
supplies you will be carrying or hanging from the ladder.
The duty rating must be greater than this combined weight, and
will be found on a label attached to the ladder.
Ladders should be inspected before each use, using the manu-
facturer’s inspection guidelines.
Ladders showing any damage must be taken out of service until repaired, and marked or tagged
as being unusable. Ladders that cannot be repaired must be rendered unusable before discard-
ing.
LADDERS—AN OVERVIEW HANDOUT-1

Ladders—Real Life Stories
Overview Of Topic Ladders are useful for many jobs. The main hazard involved with
ladder use is a fall due to overloading, misuse, or damage. Employ-
ees can slip or loose their balance while on the ladder or if they try
to reach too far while working.
Larry and Steve were to do some painting work on a low-ceilinged

story between the two main stories of the warehouse (the mezza-
nine). This would require that they find and use a ladder.
In the maintenance department they found a 24-foot, two-section

fiberglass ladder. The next step was to inspect it.
They checked the hardware and fittings, and they extended the
ladder to its full length. Steve lubricated the locking bar and pul-
ley. He wiped lubrication off the rungs where it had dripped, but
didn’t get it off completely. Larry noticed that the rope was a little
frayed and the rubber safety feet were missing but he figured the
ladder should be OK. Steve agreed because he was in a hurry to
get the job done.
At the mezzanine Larry set the ladder up using the 4-to-1 ratio.
The height of the work area was 14 feet, so he set the base of the
ladder 3 1/2 feet from the wall. Steve noticed that the way the lad-
der was set up, it was partially blocking the aisle.
They needed to carry paint cans, brushes, and spray painting

equipment up the ladder. Larry was concerned that spray painting
equipment was heavy and awkward to get up the ladder. Neither
mentioned their concerns to the other.
Steve started carrying equipment up the ladder and Larry tried to

help, but once Steve advanced up the ladder Larry couldn’t help
anymore. He would have had to get on the bottom rungs of the lad-
der, and the ladder wasn’t designed for two people.
Steve managed to get the equipment up the ladder, although he

was leaning past the right side of the ladder’s centerline and hang-
ing onto the ladder with his left hand. Steve left the equipment at
the very edge of the mezzanine and climbed back down.
LADDERS—REAL LIFE STORIES–1

4/07

Larry started up the ladder holding the paint cans in his right
hand and the brushes in his left. When he was almost to the top of
the ladder, a brush slipped from his hand, just missing Steve who
was standing at the base of the ladder.
What did Steve and Larry do right?
• Found the proper ladder for the job.
• Understood that it was necessary to inspect it.
• Set up the ladder correctly using the 4-to-1 ratio.

• Larry didn’t get on the ladder to help Steve with the spray
painting equipment.
• Didn’t wipe off all of the lubricant from the ladder rung and
ignored the frayed rope and missing safety feet.
• Didn’t say anything about partially blocking the aisle
• While climbing, leaned too far from the center line.
• Left equipment too close to the edge of the mezzanine.

• Ignored the frayed rope and missing safety feet.

• Didn’t say anything about his concerns about getting the
equipment up the ladder.
• Carried material in his hand while climbing, causing him to
drop one of the brushes.
• Repair ladder - replace feet and rope.

• Train or retrain on proper ladder use.
• Use alternative means of moving equipment for the job.
• Train or retrain on correct way to move tools on a ladder.
Training Tips Review the precautions of safe ladder use. Explain how to select
the right ladder for the job. Demonstrate a proper visual inspec-
tion of a ladder.
LADDERS—REAL LIFE STORIES–2

4/07

Ladders—Real Life Stories

Overview
Ladders are useful for many jobs. The main hazard involved with ladder use is a fall due to
overloading, misuse, or damage. Employees can slip or loose their balance while on the ladder or
if they try to reach too far while working.
Let’s talk about this, ok?
What did Steve and Larry do right?
What happens next?


Safe ladder use should include:
Inspecting the ladder
• prior to use.
• Selecting a ladder of the correct length and load limits.
• Not using metal ladders near electrical lines.
• Setting up the ladder on a firm, solid surface.
• Working within the side rails of the ladder.
• Hoisting materials and tools up after reaching working height.
LADDERS—REAL LIFE STORIES HANDOUT-1

Ladders—Real Life Stories Sign-Off

who have taken part in a training session on Ladders—Real Life Stories. At this training session,
we covered:
• Hazards involved in using ladders.
• Precautions for safe ladder use.
• Ladder inspection prior to use.
• Who to report unsafe ladders to.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LADDERS—REAL LIFE STORIES SIGN-OFF-1

Ladders—Ladder Safety
Overview Most people think more about the task to be done than the ladder
that will get them there. Working on and around ladders can be
hazardous and each year, ladders are identified as a major sources
of injuries and fatalities.
When selecting a ladder, the user must consider the work environ-
ment, the type of work to be done, and the condition of the ladder.
Employee Training One way to ensure that ladders are being used properly and safely
in your facility is to provide training for employees. While OSHA
standards do not have specific training requirements, the general
industry standards do include requirements for the safe use of lad-
ders.
correct procedures for inspection of ladders prior to use.
The first issue to cover is whether or not a ladder is the best choice.
While a ladder or stepladder is commonly used, it may not always be
the best option. Depending upon the circumstances, other equip-
ment, such as a scissor lift, may be more appropriate.
Review with the employees the precautions of safe ladder use.
the workplace. Demonstrate proper use and the process for doing a
visual inspection of the ladder.
The facility’s written safety plan.
LADDERS—LADDER SAFETY-1
10/13
Ladders—Safety
Overview
Use the right ladder for the job. For example, ensure the ladder is high enough for you to reach
your work area without having to stand on the top rung. When using ladders to access another
level, secure and extend the ladder at least 3 feet above the landing point to provide a safe
handhold.
You risk falling if portable ladders are not safely positioned each time they are used. While you
are on a ladder, it may move and slip from its supports. You can also lose your balance while
getting on or off an unsteady ladder. Falls from ladders can cause injuries ranging from sprains
to death.
Some causes of falls and injuries includes overreaching by the user, setting up the ladder improp-
erly, loss of balance, falls when getting on and off the ladder, slips and falls when climbing or
descending, or the ladder getting hit or bumped while in use.
Safe Ladder Procedures
Follow safe procedures to keep from getting hurt.
• Read and follow all labels/markings on the ladder.
• Avoid electrical hazards! – Look for overhead power lines before handling a ladder. Avoid
using a metal ladder near power lines or exposed energized electrical equipment.
• Always inspect the ladder prior to using it. If the ladder is damaged, it must be removed from
service and tagged until repaired or discarded.
• Only use ladders and appropriate accessories (ladder levelers, jacks or hooks) for their
designed purposes.
• Ladders must be free of any slippery material on the rungs, steps or feet.
• Do not use a self-supporting ladder (e.g., step ladder) as a single ladder or in a partially closed
position.
• Do not use the top step/rung of a ladder as a step/rung unless it was designed for that
purpose.
• Do not move or shift a ladder while a person or equipment is on the ladder.
• Be sure that all locks on an extension ladder are properly engaged.
• Do not exceed the maximum load rating of a ladder. Be aware of the ladder’s load rating and
of the weight it is supporting, including the weight of any tools or equipment.
• Only use the ladder for its intended purpose. Don’t use a ladder as a brace, skid, lever,
gangway, platform, scaffold, or plank.
• When working in doorways, passageways, or driveways secure the ladder. If you need to use
a ladder near a doorway, make sure that the door is locked. Use barriers (e.g., cones) or assign
a coworker to act as a lookout.
• Keep the area around the top and bottom of the ladder clear.
• Always open stepladders fully with spreaders locked to keep the ladder stable.
• Set up ladders using the 4 to 1 rule. That is, one foot from the wall for every four feet of the
ladder’s working length.
LADDERS—LADDER SAFETY HANDOUT-1

Ladders—Storage and Use
Overview Ladders are indispensable for many jobs, and most people think
more about the task to be done that the ladder that will get them
there. Employees who are aware of ladders hazards and safe ladder
use are less likely to get hurt.
Factors contributing to falls from ladders include haste, sudden
movement, lack of attention, the condition of the ladder (worn or
damaged), the user’s age or physical condition, or both, and the
user’s footwear.
And while a ladder or stepladder is commonly used, it may not
always be the best option. Depending upon the circumstances, other
equipment, such as a scissor lift, may be more appropriate.
Employee Training OSHA standards do not have specific ladder training requirements,
but the general industry standards do include requirements for the
safe use of ladders. One way to ensure safe ladders use is to provide
training for employees.
correct procedures for inspection of ladders prior to use .
Review with the employees the precautions of safe ladder use.
the workplace. Demonstrate the process for doing a visual inspec-
tion of the ladder.
The facility’s written safety plan.
ANSI A14.1 Portable Wood Ladders.
ANSI A14.2 Portable Metal Ladders.
ANSI A14.5 Portable Reinforced Plastic Ladders.
LADDERS—STORAGE AND USE-1

10/13
Ladders—Storage and Use

Overview of topic
Falls from ladders occur due to overloading, misuse, or damage. You can slip, lose your balance,
or try to reach too far while working on the ladder.
Ladders are commonly used to reach a higher work area, but a ladder may not always be the best
option. Ask yourself these questions before deciding on a ladder:
• Will I have to hold heavy items while on the ladder?
• Is the elevated area high enough that it would require a long ladder that can be unstable?
• Will I be working from this height for a long time?
• Do I have to stand on the ladder sideways in order to do this work?
If your answer is yes to one of the above questions, consider using other equipment like a scissor
lift.
Safe ladder use
The following rules apply to all ladders:
• Inspect the ladder for defects before you use it.
• Select a ladder with adequate length and load limits.
• Use ladders only for their intended use.
• Place ladders on a stable, firm, and level surface.
• Set up the ladder so that at least three feet extend above the
support point and both rails are supported equally.
• Place an extension ladder so the upper section overlaps the
lower section, and the overlap is on the climbing side with
the rungs locked in place.
• Face ladders when moving up or down.
• Do not carry anything in your hands while ascending or
descending a ladder.
• Climb slowly and avoid sudden movements.
• Use at least three points of contact at all times; two feet and
a hand, or two hands and a foot.
• Unless designed for more, only one person at a time may be
allowed on a ladder.
• Don’t use the top 2 rungs of a stepladder or top 4 rungs of a straight ladder.
• Work within the side rails. If your belt buckle goes outside of the side rails, you are reaching
too far.
• Hoist tools and materials up after you have reached the working height. Wear tool belts to
help manage hand tools.
Transport and storage
When transporting ladders on vehicles the ladders must be properly supported - overhang of the
ladders beyond the support points of the rack should be minimized.
Storage racks for ladders not in use should have sufficient supporting points to avoid sagging
which can result in warping the ladder. Other materials must not be placed on the ladder while
it is in storage.
LADDERS—STORAGE AND USE HANDOUT-1

Latex Allergy—An Overview
Overview of Topic Latex is made from a milky fluid derived from the rubber tree. Latex
allergy can result from repeated exposures to proteins in natural
rubber latex through skin contact or inhalation.
Workers with ongoing latex exposure from wearing latex gloves or
using latex-containing medical supplies are at risk for developing
latex allergy. Such workers include healthcare workers, as well as
laboratory technicians, food service workers, housekeeping person-
nel, gardeners, and anyone else routinely using latex gloves.
Health Hazards The amount of latex exposure needed to produce an allergic reaction
is unknown, but increasing the exposure to latex increases the risk.
In sensitized persons, symptoms usually begin within minutes of
exposure; but they can occur hours later and can be quite varied.
Three types of reactions can occur in persons using natural latex
products:
• Irritant contact dermatitis.
• Allergic contact dermatitis (delayed hypersensitivity).
• Latex allergy.
Irritant contact dermatitis
The most common reaction to latex products is irritant contact
dermatitis — the development of dry, itchy, irritated areas. This
reaction is caused by skin irritation from using gloves and can also
result from repeated hand washing and drying, incomplete hand
drying, use of cleaners and sanitizers, and exposure to powders
added to the gloves. Irritant contact dermatitis is not a true allergy.
Chemical sensitivity dermatitis

Allergic contact dermatitis (sometimes called chemical sensitivity
dermatitis) results from exposure to chemicals added to natural
latex during harvesting, processing, or manufacturing. These
chemicals can cause skin reactions similar to those caused by poison
ivy in the area of skin touched by the latex.
LATEX ALLERGY—AN OVERVIEW-1

10/08
Latex allergy
Latex allergy can be a more serious reaction to latex, usually be-
ginning within minutes of exposure to latex, but they can occur
hours later and can produce various symptoms.
Mild reactions to latex involve skin redness, rash, hives, or itching.
More severe reactions may involve respiratory symptoms such as
runny nose, sneezing, itchy eyes, scratchy throat, and difficult
breathing, coughing spells, and wheezing. Rarely, shock may occur;
however, a life-threatening reaction is seldom the first sign of latex
allergy.
Training Tips Review the employee handout. List work areas or tasks that require
the use of latex products. Review the symptoms of latex allergy.
While OSHA does not have training requirements specifically for
latex gloves, OSHA does require training on all PPE provided by the
employer.
To help reduce latex exposure:
• use non-latex gloves for activities that are not likely to involve
contact with infectious materials.
• use reduced-protein gloves or powder-free gloves to prevent the
development of allergies in employees.
• tell employees not use oil-based hand creams or lotions in con-
junction with latex gloves, as these may cause latex to deterio-
rate.
• train employees to wash hands with mild soaps and to dry hands
thoroughly after removing gloves.
Review with employees the reporting procedures they should follow
if they think they are developing latex allergy.
OSHA Technical Information Bulletin, April 12, 1999.
NIOSH Publication No. 97-135, June 1997.
29 CFR 1910.1030(d)(3)(iii)—Bloodborne pathogens.
LATEX ALLERGY—AN OVERVIEW-2

10/08
Latex Allergy—An Overview

Overview
The use of natural rubber latex gloves has increased dramatically in all industries.
Latex allergies can result from repeated exposures to proteins in natural rubber latex through
skin contact or inhalation. The amount of exposure needed to sensitize individuals to natural
rubber is not known.
Latex allergy is a reaction to certain proteins in the rubber or the processing compounds found
in the rubber. In some people the allergic reaction begins immediately while in others it may take
hours to develop.
How Can It Hurt Me?

Latex can cause both irritant and allergic reactions. Irritant contact dermatitis is not an allergic
reaction, but the dried, cracked skin it causes can lead to allergic reactions.
Mild reactions can include skin redness, rash, hives, or itching.
More severe reactions may involve runny nose, sneezing, itchy
eyes, scratchy throat, and asthma. In rare cases shock may occur;
however, life-threatening reaction is seldom the first sign of latex
allergy.
What Must I Do?

Most allergy sufferers experience a progression from skin irrita-
tion to respiratory symptoms over a period of months or years. Once an allergy to latex develops,
individuals continue to have symptoms even from incidental exposures.
To protect yourself from developing latex allergy, learn to recognize the symptoms. If you think
you are developing allergic reactions to latex, inform your supervisor, and consult a healthcare
professional.
You may also:
• use non-latex gloves, reduced-protein gloves, or powder-free gloves to help prevent the de-
velopment of allergies.
• avoid using oil-based hand creams or lotions, which may cause gloves to deteriorate.
• wash hands with a mild soap and dry hands thoroughly after removing gloves.

Employers should also have procedures in place for reporting suspected instances of latex aller-
gies, and provide training for all affected employees.
LATEX ALLERGY—AN OVERVIEW HANDOUT-1

Latex Allergy—An Overview Sign-off Sheet
part in a training session on Latex Allergy. The session covered:
• Operations at this facility which expose employees to latex gloves.
• Symptoms of latex allergy.
• The procedures for reporting latex allergies or other health concerns to your employer.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LATEX ALLERGY—AN OVERVIEW SIGN-OFF-1

Lead—An Overview
Overview of Topic Lead (Pb) is a heavy metal which can threaten the health of workers
in many occupations. OSHA’s regulation 29 CFR 1910.1025—Lead
was developed to prevent employees’ toxic exposures to lead. This
regulation applies to all occupational exposure to lead, except for
the construction industry and agricultural occupation.
Lead exposure
OSHA limits the concentration of lead in work area air to 50 micro-
grams per cubic meter (50 µg/m3) for an 8 hour workday. This is the
permissible exposure limit (PEL). OSHA has also specified an action
level of 30 µg/m3 for an 8 hour workday, without regard to respira-
tors.
Any lead in the workplace requires that the employer conduct initial
monitoring per the requirements of §1910.1025(d).
If the lead in the workplace exceeds the PEL, the employer is
required to control the levels of lead in the workplace by using
engineering controls, work practices, and administrative controls.
Written safety program
Employers should have a written safety program for lead. The writ-
ten program should be updated and revised every six months.
Employee Training Employers who have a workplace in which there is a potential for
airborne lead exposure shall inform employees of the content of
Appendices A and B of 1910.1025. The employer shall provide initial
training prior to the time of initial job assignment. The training
must be repeated at least annually.
Training Tips Thoroughly review 1910.1025, especially the appendices. Also
review the company written safety program for lead.
Using the employee handout, review with the employees the
requirements of 1910.1025.
Review appropriate housekeeping measures for reducing lead expo-
sure.
29 CFR 1910.1025—Lead.
Your company’s written safety program for lead.
LEAD—AN OVERVIEW-1
10/13
Lead—An Overview
Overview
Lead (Pb) is a heavy metal which can threaten the health of workers in many occupations. Lead
can be inhaled or swallowed, and once in the body, tends to remain in tissues and organs.
Eventually, after repeated exposures, lead build-up becomes toxic.
How can it hurt me?
Lead exposure can damage the nervous sys-
tem, kidneys, immune system, reproductive
system, and possibly cause cancer.
If any lead is present or is used in the work-
place, your employer is required to test air
samples to determine if the amount of lead
exceeds the limits set by OSHA. You have the
right to know what operations and processes
in the workplace could cause lead exposure.
If air sampling in the workplace discloses that
lead levels exceed permissible exposure limits
(PELs), your employer is required to:
• Provide you with An Overview of the
OSHA rule on lead and the company’s
written safety plan, if you request them.
• Post warning signs in all areas where exposure may exceed PEL.
• Provide initial training prior to the time of initial job assignment, and at least annually
thereafter.
• Inform you about sources of lead exposure in the workplace, and operations which could lead
to exposure.
• Provide appropriate PPE. Proper use of work clothing and industrial hygiene can reduce
exposure to lead.
• Offer a medical monitoring program if employees are exposed. You have a right to view the
results of any medical examination.
What must I do?
You have the responsibility to follow company policy, work practices, and other recommendations
to prevent your exposure to lead.
You must use any PPE your employer provides.
LEAD—AN OVERVIEW HANDOUT-1

Lead—The Hazards
Overview of Topic Lead is an ingredient in thousands of products widely used through-

out industry. Although many uses of lead have been banned,
leadbased paints continue to be used.
Written safety program
Employers should have a written safety program for lead. The writ-
ten program should be updated and revised every six months. The
written program should include:
• Each operation which emits lead;
• Description of the specific means of reducing exposure;
• Air monitoring data documenting the source of lead;
• Detailed description of program implementation;
• Detailed description of program implementation;
• Work practice program, including PPE, housekeeping, and
hygiene facilities;
• Administration control schedule;
• Other relevant information.
Employee Training In workplaces with a potential for airborne lead exposure, employ-
ees must be informed of the content of Appendices A and B of
1910.1025. The employer shall provide initial training prior to the
time of initial job assignment. The training must be repeated at
least annually.
Training Tips Using the employee handout, review with the employees the
requirements of 1910.1025.
Discuss appropriate PPE, and demonstrate its use. Allow employees
to try donning and doffing the PPE.
Review appropriate housekeeping measures for reducing lead expo-
sure.
29 CFR 1910.1025—Lead.
Your company’s written safety program for lead.
LEAD—THE HAZARDS-1
10/13
Lead—The Hazards
Overview
Lead (Pb) is a heavy metal which can threaten the health of workers in many occupations. Lead
can be inhaled or swallowed, and once in the body, tends to remain in tissues and organs.
Eventually, after repeated exposures, lead build-up becomes toxic.
Handling food, cigarettes, or make-up with lead contaminated hands can contribute to ingestion.
Lead exposure
OSHA sets a permissible exposure limit (PEL) limits of lead in work area air to 50 micrograms
per cubic meter (50 µg/m3) for an 8 hour workday. OSHA has also specified an action level of 30
µg/m3 for an 8 hour workday, without regard to respirators.
How can it hurt me?
Lead exposure can damage the nervous system, kidneys, immune system, reproductive system,
and possibly cause cancer.
Once lead is absorbed, most of it remains stored in the body in tissue and organs. As exposure
continues, the level of lead stored in the body increases, until eventually it becomes toxic.
If any lead is present or is used in the workplace, your employer is required to test air samples
to determine if lead exposures exceed the limits set by OSHA. You have the right to know what
operations and processes in the workplace could cause lead exposure.
If workplace lead levels exceed permissible exposure limits (PELs), your employer is required to:
• Provide you with the company’s written safety plan, if you request it.
• Post warning signs in all areas where exposure may exceed PEL.
• Provide initial training prior to the time of initial job assignment, and at least annually
thereafter.
• Inform you about sources of lead exposure in the workplace, and operations which could lead
to exposure.
• Provide appropriate PPE. Proper use of work clothing and industrial hygiene can reduce
exposure to lead.
• Offer a medical monitoring program if employees are exposed. You have a right to view the
results of any medical examination.
What must I do?
You have the responsibility to follow company policy, work practices, and other recommendations
to prevent your exposure to lead.
You must use any PPE your employer provides.
LEAD—THE HAZARDS HANDOUT-1

Lead—Citations
The Citations OSHA cited a bridge painter in the Midwest with alleged willful,
egregious and serious violations of federal workplace safety and
health standards for exposing workers to lead. Proposed fines total
$321,000.
Hazards identified as willful allege a variety of violations including
a lack of appropriate respirators and protective clothing, failing to
maintain eating areas free of lead contamination and failing to re-
move lead dust from equipment before workers entered designated
eating areas. OSHA defines a willful violation as one committed
with plain indifference to or intentional disregard for employee
safety and health.
OSHA defines a willful violation as one committed with plain indif-
ference to or intentional disregard for employee safety and health.
The two serious violations address an inadequate lead compliance
program and failing to provide adequate hand washing facilities for
employees. A serious citation is issued when there is substantial
probability that death or serious physical harm could result from a
hazard about which the employer knew or should have known

Step one
general hazards of lead in the workplace. Explain that lead (Pb) is
a heavy metal which can threaten the health of workers. Lead can
be absorbed by the body through inhalation or ingestion, by workers
who inhale lead dust or handle lead, or smoke, drink, or eat around
lead dusts. Once lead is absorbed, most of it remains stored in the
body in tissue and organs. As exposure continues, the level of lead
stored in the body increases, until eventually it becomes toxic.
Step two
Review the requirements of OSHA’s lead standard, found in
§1910.1025.
OSHA limits the concentration of lead in work area air to 50 micro-
grams per cubic meter (50 µg/m3) for an 8 hour workday. This is the
permissible exposure limit (PEL). OSHA has also specified an action
level of 30 µg/m3 for an 8 hour workday, without regard to respira-
tors.
LEAD—CITATIONS-1
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Any lead in the workplace requires that the employer conduct initial
monitoring per the requirements of §1910.1025(d).
If the lead in the workplace exceeds the PEL, the employer is re-
quired to control the levels of lead in the workplace by using engi-
neering controls, work practices, and administrative controls.
Step three
Thoroughly review with employees the company written safety pro-
gram for lead. Inform workers they can examine or copy your writ-
ten safety program for lead. In addition, explain that the written
program is revised and updated every six months. Included in the
written program is:
• each operation from which lead is emitted,
• description of the specific means of reducing exposures,
• air monitoring data documenting the source of lead emissions,
• detailed schedule of program implementation,
• work practice program including items such as PPE, housekeep-
ing, and hygiene facilities, administrative control schedule, and
• other relevant information.
Step four
Review required PPE use.
• Discuss respiratory protection, if applicable, with the employ-
ees.
• Show appropriate PPE, and demonstrate its use.
• Discuss appropriate work clothing to keep exposure to a mini-
mum.
• Review appropriate housekeeping measures for reducing lead
exposure.
Step five
Allow employees to practice putting on and taking off necessary
PPE. Also explain how PPE is to properly cared for and maintained.
Explain who employees are to go to with any questions about the
lead program.
LEAD—CITATIONS-2
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Lead—Real Life Stories
Overview Of Topic Lead can be absorbed into the body by inhaling or ingesting it. As
exposure to lead continues, the lead stored in your tissues can
slowly cause irreversible damage. The exposure can damage the
nervous system, kidneys, immune system, reproductive system, and
possibly cause cancer.

Paul and Jose worked at a facility with lead exposures. After their
shift one day, they headed toward the locker room to get cleaned up.
As Jose drank a soda, Paul was telling him that he needed to leave
right away.
“My kid is playing soccer today and I promised her I’d be at the
game,” Paul said as they entered the locker room. “So, I have to get
going.”
“You’re going to clean up first, aren’t you?” Jose asked.
“No time, amigo,” Paul replied, “I’m late already. I’ll clean up when
I get home after the game.”
Paul gathered up his street clothes and shoes, and got ready to head
out the door.
“Catch you mañana,” Jose said, as he was getting undressed. “Good
luck.”
“Yeah, I’ll see you,” Paul said.
• Lead exposures in the workplace.
• Employees not following the company lead policy.
• Reminded Paul about cleaning up.
• Removed protective clothing.
What did Paul do wrong?
• Left without cleaning up.
• Violated the company lead policy.
What did Jose do wrong?
• Consumed a soda before cleaning up.
LEAD—REAL LIFE STORIES-1

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• Didn’t report Paul for violating company policy.

• Paul should be disciplined for violating company policy.
• Employees must receive refresher training on lead hazards, de-
contamination procedures, and work practices.
Training Tips Lead exposure can be maintained at acceptable levels if the follow-
ing practices are followed:
• Use an exhaust ventilation system, where provided.
• Use a respirator that will properly protect you.
• Keep the worksite clean. Use only a vacuum with a HEPA filter
or wet cleaning methods when removing lead dust. Never use
compressed air for cleaning.
• Eat, drink, or smoke in areas outside the worksite. Keep all
lunch boxes and coffee cups away from the work area.
• Use protective clothing. Store street clothes separately from
work clothes. Never wear contaminated clothes home.
• Shower and change into clean clothes, including shoes, before
leaving the worksite so that no lead contamination is carried
home.
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Lead—Real Life Stories

Paul and Jose worked at a facility with lead exposures. After their shift one day, they headed
toward the locker room to get cleaned up. As Jose drank a soda, Paul was telling him that he
needed to leave right away.
“My kid is playing soccer today and I promised her I’d be at the game,” Paul said as they entered
the locker room. “So, I have to get going.”
“You’re going to clean up first, aren’t you?” Jose asked.
“No time, amigo,” Paul replied, “I’m late already. I’ll clean up when I get home after the game.”
Paul gathered up his street clothes and shoes, and got ready to head out the door.
“Catch you mañana,” Jose said, as he was getting undressed. “Good luck.”
“Yeah, I’ll see you,” Paul said.

What did Paul do wrong?
What did Jose do wrong?
What Happens Next?

LEAD—REAL LIFE STORIES HANDOUT-1

Lead—Real Life Stories Sign-off Sheet
part in a training session on Lead—Real Life Stories. At this training session, we covered:
• Hazards involved in working with lead.
• Operations in the workplace which expose employees to lead.
• How employees can protect themselves from the hazards of lead.
• Company policies for controlling lead exposures.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LEAD—REAL LIFE STORIES SIGN-OFF-1

Lifting Techniques—An Overview
Overview of Topic Back problems are among the most common types of injuries suf-
fered both on the job and off. There are a wide variety of back
injuries which can occur, some serious enough to require surgery
and lengthy recovery periods. Other back injuries can lead to per-
manent disabilities and work restrictions.
Many of these problems can be prevented through the use of proper
lifting techniques.
Rules of good lifting
The basic rules of good lifting are:
• size up the load before lifting. Test the weight by moving one
corner or by pushing the object. If it is heavy or feels too clumsy,
get a mechanical aid or help from another person. When in
doubt, don’t lift alone.
• bend the knees. This single item may be the most important
aspect of keeping employees safe from back injuries.
• place your feet close to the object and center yourself over the
load.
• get a good grip on the object.
• lift smoothly, straight up. Let your legs do the work, not your
back.
• do not twist or turn while making the lift or after making the lift.
• make sure there is a clear path to carry the load once you have
lifted it.
• set the load down properly, keeping the back straight and bend-
ing the knees.
• always push a load when it is on a cart or dolly. Don’t pull it.
• if it is a long object, get help lifting it.
• if possible, split the load up into smaller, more manageable ones.
LIFTING TECHNIQUES—AN OVERVIEW-1

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Other factors
Other factors which affect back health include:
• aging. Muscles, discs, and tendons wear as we age.
• physical condition. Being overweight puts more strain on the
back. Stress can be a factor in muscle fatigue and spasms.
• repetitive motions. Doing the same motions time after time can
contribute to back problems.
• postures used for standing, sitting, and sleeping can affect the
back. Be conscious of your posture.
• our choice of leisure activities can affect our backs.
Employee Training There are no specific training requirements for lifting techniques.
Training Tips Using the employee handout, describe and demonstrate proper lift-
ing postures.
Emphasis that they should not twist when lifting.
Explain what they should do if back pain occurs.
Company employee handbook or other written material on proper
lifting posture.
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Lifting Techniques—An Overview

Overview
Sprains and strains to the muscles, tendons, ligaments, and disks of the back may be the most
commonly reported workplace injury. Most of these back problems are preventable through the
use of proper lifting technique.
Back Problems
Back problems can include:
• strains and sprains.
• torn ligaments.
• ruptured or slipped disks.
• muscle spasms.
Rules of Good Lifting

• Size up the load before lifting—test by moving a corner
or pushing the load.
• Bend the knees when lifting—let your legs do the
work.
• Place feet close to the object and center yourself over
the load.
• Lift straight up in a smooth motion.
• Do not twist or turn your body during the lift.
• Make sure there is a clear path—don’t fall over some-
thing you can’t see.
• Set the load down properly.
• If it is a long object, get some help.
• Split the load into smaller loads if possible.
Other Factors
Back injuries can also occur off the job. Hobbies and leisure activities can prove to be a source of
back problems. Keep yourself in good physical shape and monitor your activities off the job as
well.
LIFTING TECHNIQUES—AN OVERVIEW HANDOUT-1

Lifting Techniques—An Overview Sign-off

Sheet
This sign-off sheet documents the employees at this company , who have taken
part in a training session on Lifting Techniques. The session covered:
• Back injuries and the role of proper lifting techniques.
• The correct lifting posture.
• What steps to take if back pain is experienced.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LIFTING TECHNIQUES—AN OVERVIEW SIGN-OFF-1

Effective Back Safety

Overview
Odds are that all of us at some point will experience pulled or strained back muscles, strained
ligaments, injured tendons, or spinal disc problems. Many of these injuries will result from minor
injuries that accumulate over time.
Proper Lifting
Many low back strains and injuries can be avoided by this basic procedure for good lifting:
1. Size up the load before trying to lift it.
2. Make sure the path to your destination is clear before picking up the load.
3. Bend the knees, keep the back straight, and lift with the legs.
4. Do not twist or turn the body during the lift or once a lift is made.
5. Set the load down properly. Bend the knees, keeping the back upright, and let the legs do
most of the work.
Watch Your Physical Condition

A proper diet and generally good physical condition can also help prevent injury:
• Drink 6 to 8 glasses or water a day to reduce tearing
injuries and prevent stiffness.
• Eat a well-balanced diet to provide the body with ap-
propriated nutrients.
• Get appropriate rest—injuries are more likely when
you are run-down or tired.
Proper Posture to Prevent Injury

Follow these recommendations to put the least amount of
stress and strain on your back:
• Seated—Keep head directly over the shoulders. Relax
shoulders. The chair back should support the lower
back. Keep knees at the same level as hips or slightly
lower. Sit as close to work as you can.
•
Standing—Tuck chin in and relax shoulders. Keep feet
slightly spread, or stand with one foot on a small stool
and switch feet occasionally. Move about whenever possible.
Use Caution When Using Back Belts

Some studies show that workers using back belts may actually use less care or improper body
mechanics because they are wearing the belt, thus creating more serious injuries. A back belt can
never take the place of good body mechanics and proper lifting techniques.
LIFTING TECHNIQUES—AN OVERVIEW HANDOUT-2

Effective Back Safety Sign-Off Sheet
part in a training session on Effective Back Safety. The session covered:
• Common back hazards.
• How to prevent back injuries.
• The company policy on the use of back belts.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LIFTING TECHNIQUES—AN OVERVIEW SIGN-OFF-2

Lifting Techniques—Real Life Stories
Overview of Topic Sprains and strains to the muscles, tendons, ligaments, and disks of
the back may be the most commonly reported workplace injury.
Most of these back problems are preventable through the use of
proper lifting technique.
Chris was assigned to move several pallet loads of small, heavy
boxes onto a conveyor belt. He was in a hurry to get done because of
a softball game scheduled for after work, so he didn’t stretch or
warm up first. He picked up a box and, without moving his feet,
turned around and placed it on the conveyor belt.
He noticed that he wasn’t getting the job done as quickly as he
wanted to, so he started picking up two boxes at a time.
As Chris unloaded the skids, he had to bend lower to pick up the
boxes. There was a lifting table he could get that would allow him to
adjust the height of the skid, but it would take time to get and then
find the forklift operator to move the skids around.
Leaving work, Chris went right to the ball diamond for the softball
game. In the morning, Chris could not get out of bed because of the
pain in his back.
• Occurrence of repetitive motion injury.
• Using improper lifting technique.
• Having poor workplace lifting policy.
• Aggravating after-work activity.
What did the employer do right?
• Provided mechanical aids such as lifting table to adjust the
height of the skid making it easier and safer to perform the task.
• Provided a conveyor to reduce a worker’s physical effort in mov-
ing the heavy boxes.
What did Chris do wrong?
• Didn’t size up the load before lifting the boxes.
• Used awkward positions like lifting and twisting, rather than
lifting and turning his whole body.
LIFTING TECHNIQUES—REAL LIFE STORIES-1

10/08
• Didn’t use the lifting table to adjust the height

• Company should review its lifting procedures and policies.
LIFTING TECHNIQUES—REAL LIFE STORIES-2

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Lifting Technique—Real Life Stories

Overview
Sprains and strains to the muscles, tendons, ligaments, and disks of the back may be the most
commonly reported workplace injury.

Chris was assigned to move several pallet loads of small, heavy boxes onto a conveyor belt. He
was in a hurry to get done because of a softball game scheduled for after work, so he didn’t stretch
or warm up first. He picked up a box and, without moving his feet, turned around and placed it
on the conveyor belt.
He noticed that he wasn’t getting the job done as quickly as he wanted to, so he started picking
up two boxes at a time.
As Chris unloaded the skids, he had to bend lower to pick up the boxes. There was a lifting table
he could get that would allow him to adjust the height of the skid, but it would take time to get
and then find the forklift operator to move the skids around.
Leaving work, Chris went right to the ball diamond for the softball game. In the morning, Chris
could not get out of bed because of the pain in his back.

What did Chris do wrong?
LIFTING TECHNIQUES—REAL LIFE STORIES HANDOUT-1

Lifting Technique—Real Life Stories Sign-off

Sheet
part in a training session on Lifting Technique—Real Life Stories. At this training session, we
covered:
• Common back problems.
• Conditions that can affect the fact.
• Proper lifting techniques.
• Mechanical lifting aids used in the workplace.
• How to report lifting injuries.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LIFTING TECHNIQUES—REAL LIFE STORIES SIGN-OFF-1

Lightning Safety—An Overview
Overview of Topic Lightning strikes can pose a danger, even when the storm is several
miles away. If you can hear the thunder, you are close enough to the
storm to be struck by lightning.
Lightning is the #2 weather-related killer in the U.S., responsible
for more deaths each year than hurricanes or tornadoes. Only floods
kill more people every year.
Many more people are injured by lightning than are killed. Of those
struck by lightning, only about 10% die; 90% survive, but suffer
severe injury and disabilities. Long-term effects can be painful and
physically and mentally disabling.
Statistically, the lightning strike victim is most likely to be:
• struck during June, July, or August.
• male.
• struck between 2 p.m. and 6 p.m.
Health Hazards There are four common ways that lightning can physically effect
people or animals:
• Direct strikes, where lightning strikes the body and travels
through the body or along the skin.
• Side-Flash or Flashover, where the lightning first hits a tree or
other object, but instead of going to ground “flashes over” to a
nearby object or person.
• Step currents, where lightning is dissipating through the
ground and contacts a person. Since the person will have a dif-
ferent electrical potential than the ground, the lighting will
travel through the person, usually up one leg and down the
other.
• Touch currents, where someone is touching a conductive surface
which is struck by lightning. The current also may travel
through power or telephone lines, or plumbing pipes to a person
who is in contact with an electric appliance, telephone, or plumb-
ing fixture.
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When to take shelter

Monitor the weather for developing storms. Lightning can strike as
far as 10 miles away from the rain area in a thunderstorm. If you
can hear thunder, you are within range of lightning strikes.
The threat of lightning continues for much longer period than most
people realize. Wait at least 30 minutes after the last lightning flash
before leaving shelter.
If caught outside
• Go to a low-lying, open place away from trees, poles, metal ob-
jects, or other people.
• Squat down on the balls of your feet, with your hands over your
ears.
• Avoid puddles or water; they are good conductors.
If someone is struck by lightning

Workers who have been struck by lightning may be handled safely;
there is no residual electrical charge. Summon medical help imme-
diately. Provide first aid. Common injuries include:
• Burns and scorch marks both where the charge entered and left
the body;
• Nervous system damage, loss of hearing and/or eyesight, and
broken bones; and
• loss of heart beat and breathing.
Training Tips Prior to training review the employee handout and the company
policy on procedures to follow for threatening weather. List work
areas or tasks that might expose employees to the risk of lightning
strikes.
During training, review with the trainees the points in the employee
handout. Review the company’s recommended threatening weather
procedures. Explain who is responsible for monitoring the weather
conditions, and who has the authority to stop work and order em-
ployees to seek shelter.
Discuss sheltering requirements and how to summon first aid if
needed.

National Weather Service. (www.nws.noaa.gov)
Local Red Cross office.
LIGHTNING SAFETY—AN OVERVIEW-2

10/08
Lightning Safety—An Overview

Overview
Lightning is the #2 weather-related killer in the U.S., responsible for more deaths than hurri-
canes or tornadoes. Only floods kill more people every year. Of those struck by lightning only
about 10% are killed; 90% survive but with life-long severe injury and disability.
How Can It Hurt Me?

People who survive lightning strikes often suffer permanent disabilities such as memory loss,
attention deficits, sleep disorders, numbness, dizziness, stiffness of joints,
muscle weakness, and depression.

The best shelter is a substantial building that has plumbing and wiring. A
vehicle with a metal roof provides good shelter, and is much better than
being in the open or in an ungrounded building, but is not as good as being
in a building that is grounded by wires and pipes.
If you can’t get to proper lightning shelter, at least avoid the most dan-
gerous locations and activities.
• Avoid higher elevations and open areas.
• Avoid tall isolated objects like trees, poles, and light posts.
• Avoid all water-related activities during lightning threats.
• Avoid open construction vehicles, tractors, and riding lawnmowers.
• Avoid unprotected open buildings like pavilions and rain shelters.
• Avoid metal fences.
If lightning is imminent, it will sometimes give a very few seconds of warning. Sometimes your
hair will stand-up on end, or your skin will tingle, or light metal objects will vibrate, or you’ll
hear a crackling sound. If this happens and you’re in a group, spread out so there are several
body lengths between each person. If one person is struck, the others may not be and can give
first aid.
Once you’ve spread out, use the lightning crouch; put your feet together, squat down, tuck your
head, and cover your ears. When the immediate threat of lightning has passed, continue heading
to the safest spot possible.

Management should designate a responsible person(s) to monitor the weather to initiate the
evacuation process when appropriate. A protocol needs to be in place to notify all persons at risk
from the lightning threat. Depending on the number of individuals involved, a team of people
may be needed to coordinate the evacuation plan. Safer sites must be identified beforehand,
along with a means to route the people to those locations.
LIGHTNING SAFETY—AN OVERVIEW HANDOUT-1

Lightning Safety—An Overview Sign-off

Sheet
part in a training session on Lightning Safety. The session covered:
• The hazards of lightning.
• How to protect against lightning strikes.
• Applicable company policies for protecting employees in the event of sever weather.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LIGHTNING SAFETY—AN OVERVIEW SIGN-OFF-1

Lockout/Tagout—An Overview
Overview of Topic OSHA’s Lockout/Tagout regulation, 29 CFR 1910.147, requires

employers to develop procedures for isolating energy sources when
servicing or maintaining equipment and machinery. The purpose of
the standard is to prevent injuries from unexpected start-up or the
release of energy.
Lockout/tagout is a warning and prevention system for unexpected
start-up and release of stored energy. Two terms which directly
relate to this system are:
• Lockout — The placement of a device that blocks the flow of
energy from a power source to a piece of equipment.
• Tagout — The process of attaching a tag to a disconnect switch
or other energy isolating device to warn others not to restore
energy to the tagged equipment.
Who is affected?
Lockout/tagout involves three types of employees with different lev-
els of responsibility.
• Authorized — Employees who perform the servicing, mainte-
nance, and set-up of equipment or machinery and apply the
locks and tags to this equipment.
• Affected — Employees who operate or use the equipment or
machines which are locked/tagged out when serviced, main-
tained, or set-up.
• Other — Employees who are neither affected nor authorized
employees.
Employee Training Affected employees should be instructed “in the purpose and use of
the energy control procedure.”
Training Tips Review 29 CFR 1910.147—The control of hazardous energy. Using
the employee handout, review the requirements for the company’s
lockout/tagout program.
Show examples of isolating devices, locks, and tags that are used in
your facility.
29 CFR 1910.147—The control of hazardous energy.
LOCKOUT/TAGOUT—AN OVERVIEW-1
10/14
Lockout/Tagout—An Overview
Overview
OSHA statistics show that six percent of all deaths in the workplace result from the unexpected
activation of a machine or other piece of equipment during maintenance or other servicing.
OSHA developed Lockout/Tagout regulations which require employers to develop procedures for
isolating energy sources when servicing or maintaining equipment and machinery.
Two terms which relate directly to this system are:
• Lockout — the placement of a device that blocks the
flow of energy from a power source to a piece of
equipment.
• Tagout — the process of attaching a tag to a discon-
nect switch or other energy isolating device to warn
others not to restore energy to the tagged equip-
ment.
Lockout devices must:
• Be durable and substantial.
• Identify the person who applied it.
• Should only be removed by the person who applied
it.
Who is involved?
Lockout/tagout involves three types of employees with different levels of responsibility:
• Authorized — employees who perform the servicing, maintenance, and set-up of equipment
or machinery and apply the locks and tags to this equipment.
• Affected — employees who operate or use the equipment or machines which are locked/
tagged out when servicing, maintained, or set-up.
• Other — employees who are neither affected nor authorized employees.
Your employer will detail the company lockout/tagout program.
LOCKOUT/TAGOUT—AN OVERVIEW HANDOUT-1

Lockout/Tagout—Citations
The Citations OSHA cited a Northeast company with two serious violations for
inadequate lockout/tagout safeguards. OSHA issued two serious
citations against management for employees who were doing main-
tenance on electrical equipment that was not de-energized and was
not properly locked or tagged out, and lack of lockout/tagout train-
ing for employees.
In general, the Control of Hazardous Energy standard, found at 29
CFR §1910.147, requires that all power sources that can be locked
out, must be locked out for servicing or maintenance. The standard
requires that employers develop a written energy control program
that clearly explains all procedures for lockout/tagout. The
employer must also provide training to those workers affected by
these procedures.
For these serious citations, OSHA is proposing $3,200 in penalties.
Training Here is a brief talk geared toward giving you a fresh approach to
Guidelines training on this topic.
Step one
Explain the purpose of lockout and tagout.
Lockout is the process of blocking the flow of energy from a power
source to a piece of equipment, and keeping it blocked out. Lockout
is accomplished by installing a lockout device at the power source so
that equipment powered by that source cannot be operated. A lock-
out device is a lock, block, or chain that keeps a valve or lever in the
off position. Locks are provided by the employer and can be used
only for lockout purposes. They should never be used to lock tool
boxes, storage sheds, or other devices.
Tagout is accomplished by placing a tag on the power source. The
tag acts as a warning not to restore energy — it is not a physical
restraint. Tags must clearly state: Do not operate or the like, and
must be applied by hand using a non-reusable nylon cable tie (or an
equivalent attachment device).
Both locks and tags must be strong enough to prevent unauthorized
removal and to withstand various environmental conditions.
LOCKOUT/TAGOUT—CITATIONS-1
10/14
Step two
Review the required lockout/tagout procedure, covering the follow-
ing:
• How to prepare for and perform the shutdown;
• How to isolate the equipment;
• How to apply and remove lockout devices;
• How to safely release stored energy to assure that a zero energy
state exists; and
• How to verify that the machine or equipment is isolated from its
energy supplies.
Review the lockout/tagout procedures for the facility. Explain what
locks or tags to look for, how to tell if equipment has been locked or
tagged out, and who to go to with any questions.
Step three
Review OSHA training requirements for lockout/tagout. OSHA
requires that all authorized employees be trained in the recognition
of hazardous energy sources, the type and amount of hazardous
energy sources available in the facility, and how to perform the
lockout/tagout procedures.
OSHA also requires that all affected employees must be trained in
the purpose and use of lockout/tagout.
OSHA requires that all other employees whose work operations are
or may be in an area where lockout/tagout procedures may be used
must be instructed on the purpose of the plan and that no one can
attempt to restart or reenergize equipment that’s locked or tagged
out.
Step four
Explain employees’ responsibilities regarding locks and tags in their
work areas.
Show the types of locks and tags that are used in the facility, so the
employees become familiar with them.
Step five
Explain who employees can go to with questions about lockout/
tagout.
LOCKOUT/TAGOUT—CITATIONS-2
10/14
Lockout/Tagout—Deenergizing Equipment
Overview of Topic All employees working in an area where energy control procedures
may be utilized need to understand that lockout/tagout procedures
protect them and other workers from the hazards posed by unex-
pected start-up or the release of stored energy.
Locks and tags
Lockout devices:
• Must be durable and substantial.
• Standardized for ease of recognition.
• Must identify the person who applied it, as with a tag.
• Cannot be used by anyone other than the person they are
assigned to.
Tags:
• Must be durable and substantial.
• Are standardized for ease of recognition.
• Must have a non-reusable, self-locking attachment with an
unlocking strength of 50 pounds or better.
Employee Training Affected employees should be trained in the requirements of
lockout/tagout and instructed “in the purpose and use of the energy
control procedure.”
your facility.
The company written energy control program.
LOCKOUT/TAGOUT—DEENERGIZING EQUIPMENT-1
10/14
Lockout/Tagout—Deenergizing
Overview
If you operate or use machinery or equipment to which lockout/tagout is applied or work in an
area where lockout/tagout is performed, you need to understand the:
• Procedures involved in lockout/tagout.
• Reasons for lockout/tagout.
• Dangers involved with interfering with lockout/tagout.
What is involved in the procedure?
The procedure contains steps for shutting down, isolating, blocking, and
securing machines or equipment to control hazardous energy. An orderly
shutdown must be used to avoid any additional or increased hazards
when the equipment is stopped.
Each piece of equipment or machine needs its own lockout/tagout proce-
dure, which contains the steps for shutting down, isolating, blocking, and
securing machines or equipment to control hazardous energy.
The procedure also includes steps testing and verifying the effectiveness
of the lockout/tagout devices and other energy control measures.
The deenergizing procedure
Every power source has its own procedure for lockout. Lockout may be accomplished by pulling
a plug, opening a disconnect switch, removing a fuse, closing a valve, bleeding the line, or placing
a block in the equipment.
Generally, follow this deenergizing procedure.
• Inform all affected employees of the impending shut down.
• Shut down the machine by following the normal method for shutdown.
• Turn off the energy at the main power source.
• Using unique locks, lock out all the energy sources involved.
• Release and/or relieve all sources of stored energy.
• Turn the machine back on to confirm that the power source has been deactivated.
• Attempt to restart the machine to guarantee that the power is shut off, then return the
switch to the off position.
If several people need to work on one piece of equipment, each one must apply his or her own
lock. Use a multiple lockout device that can accommodate several locks at once.
LOCKOUT/TAGOUT—DEENERGIZING EQUIPMENT HANDOUT-1

Lockout/Tagout—Reenergizing Equipment
Overview of Topic All employees working in an area where energy control procedures
may be utilized need to understand that lockout/tagout procedures
protect them and other workers from the hazards posed by stored
energy.
When servicing and maintaining equipment, and unexpected
energization or start-up could harm employees, then lockout/ tagout
must be used.
Shift and personnel changes
In general, if a piece of equipment is locked out at shift change, the
person on the next shift must apply his lock before the employee
who is leaving can remove his.
Power sources that cannot be locked out
In very rare cases, a power source cannot be physically locked out.
Discuss these situations with the supervisor to find out if tagout
alone may be safely used.
Employee Training OSHA regulations say that employees should be trained in the
requirements of lockout/tagout if they will be affected. They should
be instructed “in the purpose and use of the energy control proce-
dure.”
your facility.
The company written energy control program.
LOCKOUT/TAGOUT—REENERGIZING EQUIPMENT-1
10/14
Lockout/Tagout—Reenergizing Equipment
Overview
If you operate or use machinery or equipment to which lockout/tagout is applied or work is an
area where lockout/tagout is performed, you need to understand:
• the procedures involved in lockout/tagout.
• the reasons for lockout/tagout.
• the dangers involved when interfering with lockout/tagout.
What is involved in the procedure?
The procedure contains steps for shutting down, iso-
lating, blocking, and securing machines or
equipment to control hazardous energy.
The procedure also includes steps for putting the
equipment back into service.
The reenergizing procedure
When putting equipment back into service, it is
important that proper reenergizing procedures
occur, to ensure the health and safety of all workers.
These include:
• Only the person who applies a lock or tag may
remove it and reenergize the equipment.
• All tools are to be removed and safety guards
replaced before the equipment is reenergized.
All employees must be safely positioned
• or removed from the area before lockout/tagout
devices are removed and the machine is reenergized.
• Affected employees must be notified by the employer or authorized employee of the applica-
tion and removal of lockout and tagout devices.
• Notification must be given after the controls are removed and before the machine or equip-
ment is started.
LOCKOUT/TAGOUT—REENERGIZING EQUIPMENT HANDOUT-1

LP-Gas—An Overview
Overview LP-Gas (Liquefied Petrolem Gas) also known as LPG and propane,
is used to fuel powered industrial trucks, manlifts, heaters, some
types of lighting, and other industrial equipment.
Exposure limits
Butane has threshold limit values from the American Conference of
Governmental Industrial Hygienists (ACGIH) of 800 parts per mil-
lion (ppm), and the threshold limit value of propane is 1000 ppm.
Container markings
LP-Gas containers must have the OSHA required markings. Mark-
ings include the identity of the container’s contents, and:
• Markings to identify compliance with rules of the reference
under which it was constructed or the markings required by the
National Board of Boiler and Pressure Vessel Inspectors.
• Name and address of the container’s supplier.
• Water capacity of the container in pounds or gallons.
• Designed pressure in pounds per square inch gage (psig).
• The following wording: This container shall not contain a prod-
uct having a vapor pressure in excess of psig at 100
degrees Fahrenheit.
• Tare weight with a water capacity of 300 pounds or less.
• Markings indicating the maximum fill level with a liquid at
temperatures between 20 degrees and 130 degrees Fahrenheit.
Markings must be in increments of not more than 20 degrees
Fahrenheit. Exceptions are containers that have maximum level
fill indicators or that are filled by weight.
Employee Training Review with the trainees where in the facility LP-Gas is being used
and how it is used.
Training Tips Review with the trainees where in the facility LP-Gas is being used
and how it is used.
Using the SDS for LP-Gas, review health and safety information.
LP-GAS—AN OVERVIEW-1
10/14
Liquefied Petroleum Gas—An Overview

Overview
LP-Gas (Liquefied Petrolem Gas) also known as LPG and propane, is a mixture of butane,
propane, isobutane, propene, or butene. It is easily turned into a liquid under pressure.
At room temperature, LP-Gas is colorless and odorless. An odorizing agent is added so that the
gas can be detected at only one-fifth of its lower flammable limit.
Exposure limits
The American Conference of Governmental Industrial Hygienists (ACGIH) lists the following
exposure limits:
• Butane - 800 parts per million (ppm)
• Propane - 1000 parts per million (ppm)
Health hazards
• LP-Gas is an asphyxiant.
• Inhalation is the main way for LP-Gas to enter your system.
Symptoms of overexposure can include:
• Difficulty breathing
• Dizziness
• Unconsciousness
• Eventual death.
Physical hazards
• The gas is flammable.
• The gas evaporates rapidly, making it a frostbite hazard.
• The gas is heavier than air, so it can build up in low areas.
• Cylinders of LP-Gas present all of the hazards associated
with compressed gases in cylinders. Cylinders should be
inspected prior to use to ensure that they are properly
marked and labeled, and for any signs of damage or corro-
sion.
Identifying LP-Gas
The best way to identify LP-Gas is through container markings. LP-Gas containers is typically
marked with a variety of required markings, one of which must be the name of the contents.
The gas is odorized so that you can more easily detect leaks.
LP-GAS—AN OVERVIEW HANDOUT-1

LP-Gas—Handling and Storage
Overview of Topic 29 CFR 1910.110 applies to facilities that store, use, or have on the
premises any material that is composed predominantly of any of the
following hydrocarbons, or mixtures: propane, propylene, butanes,
and butylenes.
Storage
At 1910.101 OSHA refers us to the Compressed Gas Association
pamphlet P-1 Safe Handling of Compressed Gases for cylinder stor-
age:
• Temperatures in the storage area shall not exceed 125 degrees
F.
• There must be adequate separation from combustibles as speci-
fied by federal, state, and local regulations.
• Containers may not be exposed to corrosive chemicals or fumes,
nor stored near readily ignitable substances.
• Containers shall be protected from cuts, punctures, or other
abrasions of the metal.
• Containers shall not be stored near walkways, elevators, stairs,
unprotected platform edges, or where heavy objects may strike
or fall on them.
• The method of storage shall not expose the cylinders to tamper-
ing by unauthorized persons.
Employee Training OSHA regulations contain specific training requirements, includ-
ing:
• 1910.110(b)(16) Personnel performing installation, removal,
operation, and maintenance work.
• 1910.110(h)(11)(vii) Attendants dispensing of LP–Gas into the
fuel container of a vehicle.
Training Tips Demonstrate how to inspect an LPG cylinder for proper marking
and labeling and for damage. Explain what they are to do if they
discover an unmarked or damaged cylinder.
Review with the employees any applicable emergency procedures.
29 CFR 1910.110—Storage and handling of liquefied petroleum
gases.
LP-GAS—HANDLING AND STORAGE-1

10/14
Liquefied Petroleum Gas—Handling and Storage

Overview
Liquefied petroleum gas, also known as LP-Gas, LPG, and is used to fuel towmotors, barbecue
grills, and to heat homes.
How can it hurt me?
LP-Gas is nontoxic, but is considered an asphyxiant, in that it can displace oxygen in the air
causing suffocation.
In liquid form, LP-Gas can cause freezing of tissues upon skin
contact.
Handling cylinders
Cylinders must be stored in well-ventilated spaces, away from
excess heat and sources of ignition, and away from oxygen.
Cylinders should be in good condition and free from corrosion.
When handling or changing out cylinders, visually inspect the
cylinder and valve for damage or corrosion. Don’t use cylinders
which are not in good condition.
Containers must be shipped and stored valve end up (unless the
container is designed to be used in a horizontal position) with the
vapor space in contact with the pressure relief valve.
When handling LP-Gas containers:
• Handle cylinders carefully - do not drop, dent or damage.
• Protect the valve from any damage.
• Avoid contact with liquid propane, as it can cause frostbite.
• Wear protective gloves while making or breaking connections Contents.
Storage
• Containers must be located to minimize exposure to excessive temperature rise, physical
damage, and tampering by unauthorized persons.
• Containers stored inside are not to be located near exits, stairways, or other exit areas.
Leaking containers
LP-Gas is odorized for ease of detection. It’s normal to have some gas escape when changing
cylinders. However, if excessive gas is escaping or If you notice a leak you must act immediately.
Follow the emergency procedures as you have been trained.
Your employer:
• Must provide training if you are involved in the installation, removal, operation, or mainte-
nance work involving LP-Gas.
• Will explain all emergency procedures to be followed in regard to LP-Gas hazards and
emergencies.
LP-GAS—HANDLING AND STORAGE HANDOUT-1

LP-Gas—Real Life Stories
Overview Of Topic Liquefied petroleum gas (LPG) is comprised of several different fuel
gases. These gases are butane, propane, isobutane, propane,
butane, and any mixture of these. LPGs are flammable gases with-
out any natural odor. LPG is nontoxic, but may cause asphyxiation.
Since LPG is flammable, your employees need to understand the
hazards of working with it and the proper procedures for handling,
transferring, and storing it.
Carl’s boss instructed him to unload the LPG tanker car. Carl’s shift
was ending soon and he was in a hurry.
He had the train car moved to a siding and placed the “Tank Car
Connected” sign at the active end of the car. Next, Carl chocked the
wheels of the car that were furthest from the aboveground storage
tank.
Carl inspected the shutoff valve to see if it was working. While the
LPG was being unloaded from the train car he decided to take a
break. He went into the nearest building to warm up and use the
restroom.
• Improper procedures were used for unloading a tanker car filled
with LPG.
What did Carl do right?
• Installed the proper signage.
• Chocked some of the wheels on the train car.
• Checked the shutoff valve to see if it was working.
• Didn’t chock the wheels at both ends of the train car.
• Left the immediate area during the unloading process.
• Carl should be disciplined.
• Carl should be give additional training on work procedures.
LP-GAS—REAL LIFE STORIES-1

10/14
Training Tips As an employer who uses liquiried petroleum gases, you must:
• must provide training if you are involved in the installation,
removal, operation, or maintenance work involving LPG.
• explain all emergency procedures to be followed in regard to
LPG hazards and emergencies.
LP-GAS—REAL LIFE STORIES-2

10/14
Liquified Petroleum Gas—Real Life Stories

Introduction
Liquefied petroleum gases (LPGs) are comprised of several different fuel gases. These gases are
butane, propane, isobutane, propane, butane, and any mixture of these. LPGs are flammable
gases without any natural odor. LPG is nontoxic, but may cause asphyxiation.
Since LPG is flammable, your employees need to understand the hazards of working with it and
the proper procedures for handling, transferring, and storing it.
Carl’s boss instructed him to unload the LPG tanker car. Carl’s shift was ending soon and he was
in a hurry.
He had the train car moved to a siding and placed the “Tank Car Connected” sign at the active
end of the car. Next, Carl chocked the wheels of the car that were
furthest from the aboveground storage tank.
Carl inspected the shutoff valve to see if it was working. While
the LPG was being unloaded from the train car he decided to take
a break. He went into the nearest building to warm up and use
the restroom.
LP-GAS—REAL LIFE STORIES HANDOUT-1

LP-Gas—Real Life Stories Sign-Off
This sign–off sheet documents the employees at this company, , who have taken part in
a training session on Liquified Petroleum Gas—Real Life Stories. At this training session, we
covered:
• The hazards of liquified petroleum gas.
• Operations in the workplace which use liquified petroleum gases.
• Work rules for using liquified petroleum gases in the workplace.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LP-GAS—REAL LIFE STORIES SIGN-OFF-1

Lyme Disease—An Overview
Overview of Topic Lyme Disease is a multisystem, multistage, inflammatory disease

caused by a bacterium called Borrelia burgdorferi, which is trans-
ferred to humans by blood-feeding ticks.
Although infection rates vary by region, there have been more than
128,000 cases reported in the United States since 1984. Incidents of
Lyme disease are thought to be vastly under reported.
Many of those who develop the disease do not remember seeing ticks
or noticing a tick bite. Tick bites often go unnoticed, especially those
from small or immature ticks.
More than 25% of Lyme disease victims became infected at their
workplace.
Signs and Within days or weeks of receiving a bite from an infected tick, about
Symptoms 80% of victims report a red “bull’s-eye” rash accompanied by general
tiredness, fever, headache, muscle aches, and joint pain. A milder,
general rash may also appear anywhere on the body which fades
after several weeks. Some victims never develop a rash, but expe-
rience the other symptoms.
If untreated, patients may develop arthritis, including intermittent
episodes of swelling and pain in the joints, motor and sensory nerve
inflammation, and inflammation of the brain.
Occasionally, more serious problems develop, such as enlarged heart
or acute inflammation of the tissues surrounding the heart.
If left untreated, victims can experience serious changes in the ner-
vous system, including loss of feeling in the extremities, and ex-
treme tiredness. Lyme disease is rarely, if ever, fatal.
Prevention Avoid moist, shaded environments, low-lying vegetation, wooded, or

overgrown grassy habitat, especially in spring and summer. Em-
ployers can investigate the use of tick-toxic chemicals (Dam-minix,
Dursban, Sevin, etc.) to suppress the ticks around the work area.
LYME DISEASE—AN OVERVIEW-1

10/08
Pesticides must only be used in accordance with EPA, state, and

local regulations, and may be inappropriate in some community
settings.
Personal protective measures include:
• Wearing light-colored clothes so ticks can be easily seen.
• Wearing long-sleeved shirts and tucking pant legs into socks or
boots.
• Wearing high boots or closed shoes which cover the entire foot.
• Wearing a hat.
• Using insect repellents (with DEET) except on the face.
• Using permethin on clothing to kill ticks.
• Showering and washing clothes after being in tick habitat.
• Checking frequently for ticks and removing them promptly.
Vaccination A vaccination for Lyme disease is available, but is not recommended

for everyone. Employees should consult their healthcare profes-
sional regarding the need for and appropriateness of this vaccina-
tion.

Review steps students can take to protect themselves from Lyme
disease. Review any company policies or procedures designed to
reduce exposure, such as the application of pesticides.
Explain how employees can report symptoms, and whom they can
report them to.
Refer employees to their healthcare professional for more informa-
tion on vaccinations. Explain what company health coverages may
apply to vaccinations.

OSHA Lyme Disease Fact Sheet.
U. S. DOL Lyme Disease Hazard Information Bulletin 00-4-20.
LYME DISEASE—AN OVERVIEW-2

10/08
Lyme Disease—An Overview

Overview
Lyme disease is prevalent in certain parts of the country. Lyme disease is carried by very small
ticks, usually young ticks, which are most active in the late spring and early summer. When
infected ticks attach to the human body, often in armpits, groin, scalp, or other hairy, hidden body
parts, they feed slowly and transmit the disease in the 36-48 hours it takes them to finish
feeding.
Many victims do not remember getting bitten or remember seeing any ticks. Tick bites often go
unnoticed, especially since the ticks are so small.
Signs and Symptoms

Victims may exhibit symptoms of:
• A red “bull’s-eye” rash at the bite site.
• General tiredness.
• Fever.
• Headache, muscle aches, and/or joint pain.
If left untreated, Lyme disease can cause serious changes in the nervous
system, including loss of feeling in the extremities, heart disease, brain and
nerve disorders, and chronic inflammatory arthritis.

Avoid tick habitat when possible. Stay out of moist, shaded environments with low-lying veg-
etation, bushy undergrowth, or overgrown grassy areas, especially in spring and summer. Other
protective measures include:
• Wearing light cloths so that ticks can be easily seen.
• Wearing long-sleeved shirts and tucking pant legs into socks or boots.
• Wearing high-topped boots or closed shoes which cover the entire foot.
• Wearing a hat.
• Using insect repellents (with DEET) on bare skin, except for the face.
• Using permethin on clothing to kill ticks that might get on you.
• Showering and washing clothes soon after working in tick habitat.
• Checking frequently for ticks and promptly removing any that are found by grasping them
near the skin as possible and gently pulling them off.
Your employer may also have a medical program which would monitor for Lyme disease or help
pay for vaccinations. Check with your healthcare professional to determine if you are a candidate
for vaccinations.
LYME DISEASE—AN OVERVIEW HANDOUT-1

Lyme Disease—An Overview Sign-off Sheet
part in a training session on Lyme disease. The session covered:
• Signs and symptoms of Lyme disease.
• Prevention measures.
• Work processes or policies for controlling Lyme disease.
• How to get information on Lyme disease vaccinations.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
LYME DISEASE—AN OVERVIEW SIGN-OFF-1

Table of Contents for M

Machine Guarding
An Overview
Mechanical Hazards
Preventing Amputations
Real Life Stories
Safeguards
Medical Services & First Aid

First Aid
First Aid Kits
Be Prepared–know First Aid
Reporting an Injured Coworker
Real Life Stories
Mercury
An Overview
Fluorescent Bulbs
Metalworking Fluids
An Overview
Working Safely
4,4'-Methylenedianiline
An Overview
Working Safely
Real Life Stories
Methylene Chloride
An Overview
Real Life Stories
Mold
An Overview
Health Hazards
M TOC-1
10/13
Reserved
M TOC-2
10/13
Machine Guarding—An Overview
Overview of Topic Machinery-related injuries include crushed hands and arms, sev-
ered fingers, amputations, and blindness. Understanding a
machine’s hazards and how to control them reduces the risk of
injury. Proper operation of the machine, including the machine
guards, improve productivity as well as safety.
Types of safeguarding
Several of the types of safeguarding would include:
• Guards — these can be fixed, interlocking, adjustable, or self-
adjusting. They are a physical barrier to contact.
• Devices — these can be presence sensing, pullback, restraint,
operational controls, or gates. They limit or prevent access to the
hazardous area.
• Location or distance — hazards are reduced by locating the
machine so that its hazardous areas are not normally acces-
sible.
• Automated feeding and ejection methods — these eliminate
some of the operator’s exposure to the hazards.
• Miscellaneous aids — shields, feeding-tools, holding devices, or
awareness barriers also protect operators and people in the
area.
Employee Training OSHA does not specify employee training under the machine guard-
ing regulations, however, employees who are knowledgeable about
machine hazards are safer workers.
Training Tips Review 29 CFR 1910 Subpart O—Machinery and machine guard-
ing.
Demonstrate a guard on a specific piece of equipment.
Explain who in the facility should be contacted with reports of miss-
ing or damaged guards.
29 CFR 1910 Subpart O—Machinery and machine guarding.
MACHINE GUARDING—AN OVERVIEW-1

10/14
Machine Guarding—An Overview

Overview
Any machine part that is moving can cause injury. Machine guards are your first line of defense
against injuries caused by machine operation. Each machine must have adequate safeguards to
protect operators from the machine’s hazards.
Machine guards protect you from needless
injury. All guards must:
• prevent contact;
• be secured in place or otherwise be tam-
per proof;
• create no new hazard;
• allow for lubrication with the guard still
in place;
• not interfere with the machine opera-
tion.
Types of safeguarding
Several types of safeguarding include:
• guards — fixed, interlocking, adjustable,
or self-adjusting.
• devices — sensing, pullback, restraint, operational controls, or gates.
• location or distance — locating the machine so that hazardous areas are not normally
accessible.
• automated feeding and ejection methods — eliminate operator exposure to the hazards.
• miscellaneous aids — shields, feeding-tools, holding devices, or awareness barriers.
What must I do?
You should always report missing, damaged, or inoperative guards. It is not safe to operate
machinery without properly working guards.
If the guard is damaged or becomes inoperative while you are working, shut the machine down,
and have the guard inspected by a qualified person. The guard may need to be repaired or
replaced before work can safely proceed.
MACHINE GUARDING—AN OVERVIEW HANDOUT-1

Machine Guarding—Mechanical Hazards
Overview of Topic Machines can cause severe injuries such as amputations and frac-
tures, but also minor injuries such as bruises, abrasions, or cuts.
All moving machinery can cause mechanical hazards, and each
piece of machinery has its own unique mechanical hazards.
Mechanical hazards
Examples of mechanical hazards that can hit, grab, or trap an
operator are:
• Hazardous motions — including rotating machine parts, recip-
rocating motions (sliding parts or up/down motions), and
transverse motions (materials moving in a continuous line).
• Points of operation — the areas where the machine cuts, shapes,
bores, or forms the stock being fed through it.
• Pinch points, nip points, and shear points — areas where a part
of the body can be caught between a moving part and a station-
ary object.
Always follow the machine manufacturer’s operation and mainte-
nance instructions, and company policies, to ensure safe machine
operation, including the use of all machine guards and safety fea-
tures.
ing. Using the employee handout, review the types of mechanical
hazards.
Demonstrate the operaation of a guard on a specific piece of equip-
ment.
Discuss any injuries or close calls that have occurred.
Explain the importance of doing a machine inspection to check for
properly working safety devices prior to starting the machine, or
when changing shifts.
MACHINE GUARDING—MECHANICAL HAZARDS-1

10/13
Machine Guarding—Mechanical Hazards

Overview
All parts of the machine which move can cause mechanical hazards. These can include recipro-
cating, rotating, and transverse moving parts, as well as feed mechanisms and auxiliary parts of
the machine.
Machine accidents can be caused by:
• Missing or loose machine guards.
• Reaching in to remove debris or loosen a jam.
• Unauthorized persons using the machine.
• Improper maintenance.
Mechanical hazards
Any mechanical motions and actions may present hazards, including:
• Hazardous Motions
❍ rotating
❍ reciprocating
❍ traversing
• Hazardous Actions
❍ cutting
❍ punching
❍ shearing
❍ bending
What you must do
Use the machine manufacturer’s safety fea-
tures, including the use of guards.
Follow your employer’s safety guidelines in
regards to machine guarding.
Your employer will explain:
• The hazards from the machines you use.
• How you can protect yourself from those hazards.
• Safe machine operations, including maintenance.
MACHINE GUARDING—MECHANICAL HAZARDS HANDOUT-1

Machine Guarding—Preventing Amputations
Overview of Topic The operation of saws, shears, slicers, slitters, and power presses
can result in injuries or permanent disability.
The top five industries for amputations (with their standard indus-
trial code) are:
• Plastic Products, Not elsewhere Classified (3089).
• Sheet Metal Work (3444).
• Fabricated Structural Metal (3441).
• Motor Vehicle Parts and Accessories (3714).
• Industrial and Commercial Machinery and Equipment, Not
Elsewhere Classified (3599).
According to the Bureau of Labor Statistics (BLS) about one-half of
the occupational amputations that occur every year occur in the
manufacturing sector.
Safeguarding employees
Guarding stationary machinery can be accomplished by utilizing:
• Guards are physical barriers that prevent access to hazardous
areas. Workers should not be able to bypass, remove, or tamper
with them, nor obstruct the operator’s view.
• Devices prevent contact with points of operation by interrupting
the normal cycle of the machine when the operator’s hands are
in the point of operation, prevent the operator from reaching
into the point of operation, or withdraw the operator’s hands if
they approach the point of operation when the machine cycles.
Training tips
Explain work processes that present amputation hazards. List or
demonstrate the machine safeguards that are in place.

29 CFR 1910—Subpart O.
29 CFR 1910—Subpart P.
MACHINE GUARDING—PREVENTING AMPUTATIONS-1

10/13
Machine Guarding—Preventing Amputations

Overview
The operation of saws, shears, slicers, slitters, and power presses can be extremely dangerous,
often resulting in injuries that result in death or permanent disability. Employees should be able
to recognize and avoid amputation hazards.
How can it hurt me?
The following types of mechanical components present amputation hazards:
• Point of operation-the area of a machine where it performs work on material.
• Power-transmission apparatuses-flywheels, pulleys, belts, chains, couplings, spindles, cams,
and gears in addition to connecting rods and other machine components that transmit
energy.
• Other moving parts-machine components that move during machine operation such as recip-
rocating, rotating, and transverse moving parts as well as auxiliary machine parts.
All mechanical motion is potentially hazardous. The following are the most common types of
hazardous mechanical motion:
• Rotating
• Reciprocating
• Transversing
• Cutting
• Pinching
• Shearing
• Bending
Safeguard yourself
Your employer will train you to recognize,
identify, manage, and control amputation
hazards commonly found in the workplace.
You can prevent and control hazards through
work practices, such as lockout/tagout, and
administrative controls. Guarding station-
ary machinery can be accomplished by utilizing:
• Guards-they provide physical barriers that prevent access to hazardous areas. They should
be secure and strong, and workers should not be able to bypass, remove, or tamper with
them. Guards should not obstruct the operator’s view.
• Devices-help prevent contact with points of operation and may replace or supplement guards.
Devices can interrupt the normal cycle of the machine when the operator’s hands are in the
point of operation, prevent the operator from reaching into the point of operation, or with-
draw the operator’s hands if they approach the point of operation when the machine
cycles.
MACHINE GUARDING—PREVENTING AMPUTATIONS HANDOUT-1

Machine Guarding—Real Life Stories
Overview Of Topic Having an understanding of how a machine works, how the guards
can protect you, will result in a reduced risk of injury. All guards
must
• Prevent contact;
• Be secured in place or otherwise be tamper proof;
• Create no new hazard;
• Allow for lubrication with the guard still in place; and
• Not interfere with the machine operation.

Xavier and Thomas were putting in a lot of overtime at the printing
plant. There were some large orders waiting, and management
wanted those orders to get out the door as soon as possible. As they
were working one day, Thomas noticed that the guard had come off
the trimmer. He pointed it out to Xavier.
“Let’s get this order done,” Xavier said. “If we report it now, they’ll
shut us down. We need to finish this one up.”
Thomas wasn’t so sure.
“This isn’t safe, is it?” Thomas asked.
“We’ll just be careful,” Xavier said. “Just as soon as this order is
done, you can contact maintenance, okay?”
Thomas agreed and the two continued to work. A short time later,
Thomas heard Xavier cry out. He hurried over to where Thomas was
standing.
“What happened?” Thomas asked Xavier.
“I cut my hand on the trimmer blade,” Xavier said. “Quick, get me
some paper towels.”
“I’ll call for help,” Thomas said after he brought Xavier the paper
towels.
“No, don’t call anyone,” Xavier said. “They’ll find out about the miss-
ing guard.”
“Alright, if you say so,” Thomas said.
MACHINE GUARDING—REAL LIFE STORIES-1

4/08

• Tight production deadlines.
• Missing machine guard.
• Unreported injury.
What did Thomas do right?
• Noticed that the guard had come off the trimmer.
• Told Xavier about the missing guard.
What did Xavier and Thomas do wrong?
• Did not report the missing guard.
• Did not shut the machine down, but continued to work even with
the missing guard.
• Did not report Xavier’s injury.

• Get medical care for Xavier.
• Xavier and Thomas should be disciplined for violating company
policies.
• The machine must not be used until the machine guard is fixed.
• Provide additional training on operating procedures, reporting
of damaged or missing guards, work practices, and emergency
procedures.
Training Tips Missing, damaged, or inoperative guards should always be reported.

It is not safe to operate machinery without properly working
guards. If the guard is damaged or becomes inoperative while you
are working, shut the machine down, and have the guard inspected
by a qualified person. The guard may need to be repaired or replaced
before work can safely proceed.
Explain who they can go to with questions or problems with mahine
guards.
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Machine Guarding—Real Life Stories

Overview
Having an understanding of how a machine works, and how the guards can protect you, will
result in a reduced risk of injury. All guards must:
• Prevent contact;
• Be secured in place or otherwise be tamper proof;
• Create no new hazard;
• Allow for lubrication with the guard still in place; and
• Not interfere with the machine operation.
What did Thomas do right?
What did Xavier and Thomas do wrong?
What happens next?

MACHINE GUARDING—REAL LIFE STORIES HANDOUT-1

Machine Guarding—Real Life Stories Sign-Off

who have taken part in a training session on Machine Guarding—Real Life Stories. At this
• The purpose of machine guards.
• How guard protect the user.
• Who they can go to with questions about machine guards.
• Company policies on operating machines without guards in place.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
MACHINE GUARDING—REAL LIFE STORIES SIGN-OFF-1

Machine Guarding—Safeguards
Overview of Topic Machine guards are the first line of defense against injuries caused
by machine operation. Each machine must have adequate safe-
guards to protect operators from the machine’s hazards.
Requirements for Prevent Contact - Eliminate the possibility of the operator or other
Safeguards workers placing parts of their bodies near hazardous moving parts.
Secure - Guards and safety devices should be durable to withstand
the conditions of normal use and be firmly secured to the machine.
Protect from falling objects - Tools dropped into a machine can
become dangerous projectiles.
Create no new hazards - A safeguard should not create a hazard.
Edges should be rolled or bolted in such a way that they eliminate
sharp edges.
Create no interference - Safeguards should not impede a worker
from performing a job. Proper safeguarding can actually enhance
efficiency since it can relieve the worker’s apprehensions about
injury.
Allow safe lubrication - Proper location of oil reservoirs outside the
guard will reduce the need for the worker to enter the hazardous
area.
ing. Using the employee handout, review the purpose of machine
guards.
Describe the types of guards in place at your facility, in a particular
department, or on a specific piece of equipment.
Explain who in the facility should be contacted with reports of miss-
ing or damaged guards.
MACHINE GUARDING—SAFEGUARDS-1
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Machine Guarding—Safeguards
Overview
Machine guards are your fist line of defense against injuries caused by machine operation. Each
machine must have adequate safeguards to protect operators from the machine’s hazards.
Requirements for safeguards guard becomes damaged while you are operat-
ing the machine, stop the machine and have
A good safeguarding system must:
the guard inspected. It may need to be replaced
• Prevent contact with moving parts. or repaired before you can continue to work
• Be secured to the machine and withstand safely.
conditions of normal use.
Maintenance allowed during normal
• Protect from falling objects to prevent them
operation
from becoming projectiles.
• Create no new hazards with sharp or jag- Routine adjustments or lubrication that can be
ged edges or shear points. done without removing or bypassing a guard
may be done without taking any extra precau-
• Create no interference or impede a worker
tions.
from performing a job quickly and com-
fortably. Ask your supervisor about extra precautions
• Allow safe lubrication reducing the need for that need to be taken if routine or repeated
the worker to enter the hazardous area. adjustments, tool changes, or other minor work
requires that a guard be removed or bypassed.
Missing or damaged guards
Report a machine that is missing a guard. It is
unsafe to operate the machine until the guard
is replaced. If your inspection shows a dam-
aged guard, also report it. The damaged guard
may not be providing adequate protection. If a
What must I do?
You should always report missing, damaged, or inoperative guards. It is not safe to operate
machinery without properly working guards.
If the guard is damaged or becomes inoperative while you are working, shut the machine down,
and have the guard inspected by a qualified person. The guard may need to be repaired or
replaced before work can safely proceed.
MACHINE GUARDING—SAFEGUARDS HANDOUT-1

Medical Services & First Aid—First Aid
Overview of Topic Prompt, properly administered first aid can mean the difference
between life and death, rapid versus prolonged recovery, or tempo-
rary versus permanent disability. OSHA requires that employers
make first aid supplies readily available.
What does OSHA require?
The minimum contents of a generic first aid kit are described in
American National Standard ISEA/ANSI Z308.1-2009 “Minimum
Requirements for Industrial Unit-Type First-Aid Kits.”
Employers should assess the specific needs of their worksite peri-
odically and augment the first aid kit appropriately. By assessing
the specific needs of their workplace, employers can ensure that
reasonably anticipated supplies will be available.
Employers can use consultations from local fire/rescue department,
emergency room, or appropriate medical professional to help assess
initial or changing needs for first aid supplies.
Employee Training OSHA requires any employees who will provide first aid to be
adequately trained, and further, that if these employees will be
exposed to blood other potentially infectious materials while using
first aid supplies, that those employees have training in how to
avoid exposure.
Training Tips Review the company emergency action plan, and using the
employee handout, review the requirements for first aid in your
workplace.
Review the location of first aid supplies, how to contact a company
“first responder,” and the location of emergency numbers.
Review the company policy on medical transportation.
ISEA/ANSI Z308.1-2009, Minimum Requirements for Industrial
Unit-Type First-Aid Kits.
OSHA Standards Interpretation and Compliance Letters, Nov. 19,
1992-Response time and “in near proximity” requirements.
The company Emergency Action Plan.
MEDICAL SERVICES & FIRST AID—FIRST AID-1

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Medical Services & First Aid—First Aid

Overview
Workplace injuries can be costly for companies. According to the Bureau of Labor Statistics, in
a typical year, there are:
• More than 10,000 work-related fatalities.
• Approximately 1.8 million work-related disabling injuries.
• Approximately 35 million lost workdays from non-fatal injuries.
Prompt, properly administered first aid can mean the difference between life and death, rapid
versus prolonged recovery, or temporary versus permanent disability. Your company emphasizes
a safe environment, but when accidents happen it is important to have someone who knows how
to handle the situation effectively.
Your employer must provide:
• Medical personnel to be available for advice and consul-
tation on occupational health matters.
• A person or persons adequately trained to render first aid,
in the absence of an infirmary, clinic, or hospital in near
proximity to the workplace which is used for the treat-
ment of all injured employees.
• Adequate first aid supplies available.
• Suitable facilities for quick drenching or flushing of the
eyes and body, where the eyes or body of any person may
be exposed to injurious corrosive materials.
Emergency response time
Your employer must provide an emergency response time of:
• 15 minutes in non-life-threatening situations.
• Three to four minutes in life threatening situations.
First responder training
Employees who are expected to provide first aid should have an understanding of:
• The types of injuries likely to happen in the workplace.
• Universal precautions for first aid procedures.
• The location and use of first aid supplies and equipment.
• The procedures to follow when approaching an accident scene and the victim(s).
MEDICAL SERVICES & FIRST AID—FIRST AID HANDOUT-1

Medical Services & First Aid—First Aid Kits
Overview of Topic First aid supplies are required to be easily accessible at your work-
place. By assessing the specific needs of your workplace, you can
ensure that reasonably anticipated supplies are available.
What should be included in the worksite first aid kit?
An example of the minimal contents of a generic first aid kit is
described in American National Standard (ANSI) Z308.1-1978
Minimum Requirements for Industrial Unit-Type First-aid Kits. The
contents of the kit listed in the ANSI standard should be adequate
for small work sites.
When larger operations or multiple operations are being conducted
at the same location, employers should determine the need for addi-
tional:
• First aid kits,
• Types of first aid equipment and supplies, and
• Quantities and types of supplies and equipment in the first aid
kits.
Keeping the first aid kit up-to-date
Employers who have unique or changing first aid needs in their
workplace, may need to enhance their first aid kits. Examine your
kits on a regular basis and refill as needed.
Employee Training There are no requirements for training employees on using first aid
kits.
Training Tips Explain where the first aid kits are located.
OSHA CPL 2-2.53—Guidelines for First Aid Programs.
ANSI/ISEA Z308.1-2009 “Minimum Requirements for Workplace
First-aid Kits and Supplies”.
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Medical Services & First Aid—First Aid Kits

No one can predict when and where an accident will occur. Because of this, you should be familiar
with where the first aid kits are located in your worksite. The OSHA regulations require your
employer to have readily available first aid supplies. The first aid kits and supplies provided by
your employer must be appropriate for the type of hazards you and your co-workers are most
likely to face.
What should be included in the first aid kit?
Your employer is responsible for determining the types and amounts of first aid supplies to
provide.
When larger operations or multiple operations are being conducted at the same location, your
employer should determine the need for:
• Additional first aid kits at the worksite,
• Additional types of first aid equipment and supplies, and
• Varying quantities of equipment and supplies placed in each
first aid kit.
Keeping the first aid kit up-to-date
If you realize that there are certain items that are not included in
your jobsite first aid kit, let your employer know about it. That way,
your employer can get it added to the kit.
Also, if it is reasonably anticipated you will be exposed to blood or
other potentially infectious materials while using first-aid supplies,
your employer should provide personal protective equipment (PPE). Appropriate PPE includes
gloves, gowns, face shields, masks and eye protection.
What about over-the-counter medicines (OTCs) in the kits?
If your employer decides to include OTCs in your jobsite first aid kits, you must be aware of the
potential problems you may encounter when using these types of medicines. Drowsiness, over-
dosing, and allergic reactions could affect your reaction time, judgement, and reasoning.
Remember, the first aid kits supplied by your employer are there for your benefit. Removing the
supplies for non-work related uses can have serious consequences should a real emergency occur.
MEDICAL SERVICES & FIRST AID—FIRST AID KITS HANDOUT-1

Medical Services & First Aid—Be Prepared–know

First Aid
Overview of Topic As an employer, you must ensure the ready availability of medical
personnel for advice and consultation of matters of your employees’
health.
• Where suffocation, severe bleeding or other life threatening
injury or illness can be expected, a 3 to 4 minute response time
is required. Where a life-threatening injury is an unlikely out-
come of an accident, a 15-minute response time is acceptable.
• If employees work in areas where emergency transportation is
not available, you must make provisions for acceptable emer-
gency transportation.
Evaluation
You should evaluate your workplace for medical and first aid
requirements. Among the factors that should be considered are:
• Types of accidents that could reasonably occur at the work-
place.
• Response time for external emergency services.
• Number of employees at the plant and the locations of employ-
ees within the plant.
• What first aid supplies should be available.
Employee Training OSHA does not require first-aid training, nor does it mandate train-
ing records. However, whenever you train employees, it’s a good idea
to keep records.
Training Tips Your company should have an Emergency Action Plan in place for
first aid and medical services.
29 CFR 1910.151—Medical services and first aid, and Appendix A to
§1910.151—First aid kits.
OSHA’s CPL 2-2.53 outlines what OSHA considers a basic first aid
program.
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Medical Services & First Aid—Be Prepared–know First Aid

Overview
Workplace injuries can be costly for all involved. According to the Bureau of Labor Statistics, in
a typical year, there are,
• More than 10,000 work-related fatalities.
• Approximately 1.8 million work-related disabling injuries.
• Approximately 35 million lost workdays from non-fatal injuries.
Prompt, properly administered first aid can mean the difference between life and death, rapid
versus prolonged recovery, or temporary versus permanent disability. Your company emphasizes
a safe environment, but when accidents happen it is important to have someone who knows how
to handle the situation effectively.
Your employer must provide:
• Medical personnel to be available for advice and consultation on
occupational health matters.
• A person or persons adequately trained to provide first aid, in the
absence of an infirmary, clinic, or hospital in near proximity to the
workplace which is used for the treatment of all injured
employees.
• Adequate first aid supplies.
• Suitable facilities for quick drenching or flushing of the eyes and
body, where the eyes or the body of any person may be exposed to
injurious corrosive materials.
Training can be conducted in-house or from an outside agency, like
the Red Cross. Wherever training is conducted, the following topics should be covered:
• Health emergencies.
• Procedures to follow when approaching an accident scene and the victim(s).
• CPR.
• Review of possible injuries that may occur at your facility.
• Universal precautions for first-aid procedures.
• First-aid supplies.
Emergency response time
Your employer must provide an emergency response time of:
• 15 minutes in non-life threatening situations.
• three to four minutes in life threatening situations.
MEDICAL SERVICES & FIRST AID—BE PREPARED–KNOW FIRST AID HANDOUT-1

Medical Services & First Aid—Reporting an

Injured Coworker
Overview of Topic Do your employees know what they should do if they see a coworker
who has become injured on the job?
Almost any accident or injury scene can be made more safe, regard-
less of the level of training of those rendering aid.
Check - call - care
In any emergency, remind your employees that they will do alright
if they remember the phrase “Check - Call - Care.”
Employee Training If there isn’t an infirmary, clinic, hospital, or physician that is rea-
sonably accessible in terms of time and distance to the workplace,
the employer must make sure that trained first responders are
available in the workplace, along with adequate first aid supplies to
handle foreseeable emergencies in the workplace.
OSHA state-plan-states: Certain states have more stringent regu-
lations than Federal OSHA. If you operate in a state-plan-state,
check with your local OSHA office to determine if there are regula-
tions that go above and beyond Federal OSHA.
Training Tips Review the workplace first aid plan with the participants. Remind
participants of:
• accidents and injuries most likely to occur in the workplace;
• how to summon emergency help in the workplace; and
• the importance of making sure the scene is safe before checking
victims.
29 CFR 1910.151—First Aid.
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Medical Services & First Aid—Reporting an Injured Coworker

Overview
There is nothing new about workplace accidents and injuries. They happen all of the time.
Thankfully they are usually minor, but occasionally a coworker may be seriously injured or even
killed on the job.
Do you know what to do in an emergency?
Remain calm
If you witness an injury or come upon an accident scene, the first thing to remember is to remain
calm, and don’t panic. Try to think clearly about what should be
done to make the scene safe and to help an injured coworker.
To help remember what to do, use this memory jogger: “Check-
Call-Care.”
Check
First, check the scene:
• to find out what has happened;
• to determine if it is safe for you or others to enter or stay. If it
is not safe, do not enter!
for bystanders who saw what
• happened, or who can assist;
• for the number of victims.
Next, check the victim to determine if:
• he or she is breathing;
• there is a pulse; or
• there are any life threatening conditions.
Call
Call, or have someone else call, the workplace emergency number to report the accident or injury.
Be ready to explain where the event occurred, the number and condition of the victims, and what
care is being given.
Care
Finally, provide care. If the victim is conscious, ask permission first. Deal with any life-
threatening conditions immediately, and then move on to less threatening conditions.
Remember, that providing care may mean just staying on the scene and waiting for the arrival
of emergency responders. Reassure the victim that help is coming.
Emergencies in your workplace
Your employer will explain how to contact emergency services at your workplace, as well as the
location of first aid supplies, along with any other emergency information you should know.
MEDICAL SERVICES & FIRST AID—REPORTING AN INJURED COWORKER HANDOUT-1

Medical Services & First Aid—Real Life Stories
Overview Of Topic In emergency situations, prompt, properly-administered first aid

can mean the difference between life and death, rapid versus pro-
longed recovery, or temporary versus permanent disability. Safety
comes first, but when accidents do happen, it is important to have
someone who knows how to handle the situation effectively. You may
be that person. In that case, knowing what to do and what not to do
is important. If you aren’t qualified, quickly get someone who is.

Carl was walking past a room at the plant which contained filtering
equipment and chemicals he wasn’t familiar with. The door was
open, and he heard someone weakly calling for help and coughing
repeatedly.
The door to the room had a sign which said “Authorized Personnel
Only.” Carl could smell the strong odor of chlorine. He debated what
he should do next. Call for help? Go into the room?
Finally, covering his face with his arm, Carl decided to go into the
room. He quickly entered and looked around. He saw someone lying
in a corner, coughing and gasping for air. Carl rushed to his side,
took his arm, and began pulling the person from the room.
As he was pulling the injured person out, Carl was forced to breath
in the chlorine fumes. He, too, began to cough, and he felt himself
growing light-headed. Eventually Carl was able to drag the person
from the room and away from the chemical smell, but he thought he
would sit down and clear his head before contacting emergency
responders.
• Distressed employee.
• Exposure to chemicals.
• Ignored company emergency procedures.
• Wanted to help save the life of a coworker.
• Assessed the situation.
• Entered an unsafe situation, putting himself in danger.
MEDICAL SERVICES & FIRST AID—REAL LIFE STORIES-1

4/08
• Did not contact emergency response personnel before entering

the space.
• Disregarded the placard that read “Authorized Personnel Only.”
• Contact emergency responders.
• Get medical attention for the injured employee immediately.
• The chlorine leak should be fixed.
• Carl should be re-trained on workplace emergency procedures.
• Carl should be re-trained on the company’s policy for adminis-
tering first aid procedures, as well as the basics of first aid.
Training Tips Reveiw any restricted areas in your workplace and be prepared to
discuss them. Review workplace emergency procedures.
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Medical Services & First Aid—Real Life Stories

Overview
In emergency situations, prompt, properly-administered first aid can mean the difference be-
tween life and death, rapid versus prolonged recovery, or temporary versus permanent disability.
Safety comes first, but when accidents do happen, it is important to have someone who knows
how to handle the situation effectively. You may be that person. In that case, knowing what to do
and what not to is important. If you aren’t qualified, quickly get someone who is.

Carl was walking past a room at the plant which contained filtering equipment and chemicals he
wasn’t familiar with. The door was open, and he heard someone weakly calling for help and
coughing repeatedly.
The door to the room had a sign which said “Authorized Personnel Only.” Carl could smell the
strong odor of chlorine. He debated what he should do next. Call for help? Go into the room?
Finally, covering his face with his arm, Carl decided to go into the room. He quickly entered and
looked around. He saw someone lying in a corner, coughing and gasping for air. Carl rushed to
his side, took his arm, and began pulling the person from the room.
As he was pulling the injured person out, Carl was forced to breath in the chlorine fumes. He, too,
began to cough, and he felt himself growing light-headed. Eventually Carl was able to drag the
person from the room and away from the chemical smell, but he thought he would sit down and
clear his head before contacting emergency responders.

What Happens Next?

MEDICAL SERVICES & FIRST AID—REAL LIFE STORIES HANDOUT-1

Medical Services & First Aid—Real Life

Stories Sign-off Sheet
part in a training session on Medical Services & First Aid—Real Life Stories. At this training
• How to summon help in an emergency.
• Workplace emergency response procedures.
• Company policies for lay response to medical emergencies.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
MEDICAL SERVICES & FIRST AID—REAL LIFE STORIES SIGN-OFF-1

Mercury—An Overview
Overview of Topic Mercury is naturally occurring liquid metal and exists in three gen-
eral forms:
• Elemental (or metallic).
• Inorganic. Mercury can combine with other elements (mainly
chlorine, sulfur, and oxygen) to form inorganic mercury com-
pounds.
• Organic. Mercury may combine with carbon or carbon-
containing substances to make organic mercury compounds.
These organic compounds are further divided between alkyl
(carbon-chain) and aryl (aromatic ring) groups.
Mercury compounds vary in toxicity, so OSHA addressed the haz-
ards in specific standards for the general industry, shipyard
employment, and the construction industry. It is important to
clarify which category a compound belongs to before comparing it
with a standard or determining its relative toxicity.
What Are the When mercury is exposed to the air, as in the case of a spill, it slowly
Hazards? vaporizes.
Health effects of mercury depend upon exposure route, duration,
and level of exposure.
• Signs of mercury poisoning include mild tremors, subtle effects
on mood, impaired memory and coordination, and skin irritation
or allergy.
• Signs of exposure to higher levels of metallic mercury can
include coughing, chest discomfort, difficulty breathing, nausea,
vomiting, diarrhea, sore gums, eye irritation, severe tremors,
and changes in behavior or vision.
Training Tips Prior to the talk, review the employee handout. Explain to employ-
ees:
• The hazards associated with mercury.
• Adverse health effects associated with mercury exposure.
• Where mercury is found in your facility.
• What PPE is required, if any.
• The role of personal hygiene in protecting them from mercury
exposure.
• The appropriate response to a mercury spill for your work-
place.
MERCURY—AN OVERVIEW-1
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Mercury—An Overview
Overview
Mercury is a liquid metal that is commonly found in thermometers, manometers, barometers,
gauges, valves, switches, batteries, and high-intensity discharge (HID) lamps. It is also used in
amalgams for dentistry, preservatives, heat transfer technology, pigments, catalysts, and lubri-
cating oils.
When mercury is exposed to the air, as in the case of a spill, it slowly vaporizes.
If spills are not promptly cleaned up, mercury may accumulate on surfaces and then vaporize
and be inhaled by unaware workers. Mercury can also be absorbed through the skin.
How can it hurt me?
All forms of mercury are toxic. Mercury poisoning can result from inhalation, ingestion, and
injection or absorption through the skin depending upon the form of the mercury.
Mercury can also harm unborn children.
Acute exposure: Acute inhalation of mercury vapor may result in toxicity including chills,
nausea, general malaise, tightness in the chest, chest pains, dyspnea, cough, stomatitis, gingi-
vitis, salivation, and diarrhea. Short exposure to high levels of mercury can cause severe
respiratory irritation, digestive disturbances, and marked renal damage.
Chronic exposure: Chronic exposure to mercury may result in weakness, fatigue, anorexia,
weight loss, and disturbance of gastrointestinal function.
High mercury exposure results in permanent nervous system and kidney damage.
The best way to prevent contact with mercury is to follow the work rules set up at your work-
place. Make sure that you understand where mercury hazards exist at your facility, what your
employer wants you to do to stay safe, and use any recommended personal protective equipment,
including respirators, gloves, boots, and aprons as necessary.
Keep food, drinks, cosmetics, and tobacco products away from areas where mercury may be
present.
MERCURY—AN OVERVIEW HANDOUT-1

Mercury—Fluorescent Bulbs
Overview of Topic Fluorescent bulbs contain metal mercury. Metallic mercury is liquid
at room temperature, but can easily evaporate from liquid to a
vapor.
Signs of Exposure Health effects of mercury depend upon exposure route, and the
duration and level of exposure.
Signs of mercury poisoning include mild tremors, subtle effects on
mood, impaired memory and coordination, and skin irritation or
allergy.
Signs of exposure to higher levels of metallic mercury can include
coughing, chest discomfort, difficulty breathing, nausea, vomiting,
diarrhea, sore gums, eye irritation, severe tremors and changes in
behavior.
Controlling exposures
When a fluorescent bulb breaks, mercury and mercury vapor in the
bulb is released. A small amount of liquid mercury falls to the
ground, where it continues to evaporate to form a vapor. Exposures
are primarily through breathing the vapors or by skin contact.
Work processes that involve breaking or crushing fluorescent bulbs
can expose workers to mercury. Operating bulb crushers or recy-
cling machines can cause exposures when:
• Bulbs are accidentally broken outside of the machine.
• The machine’s air filtration system is not working properly.
• The seals on the machine are broken or missing.
• The machine is opened for servicing.
• A crusher unit is removed from the top of a full drum.
Workplace where fluorescent bulbs are deliberately broken or
crushed should have a cleanup plan to inform workers how to safely
clean up accidental mercury releases.
ees:
• Adverse health effects associated with mercury exposure.
• Safe practices for working with fluorescent bulbs.
• How to ensure that air filtration and seals are functioning
properly.
MERCURY—FLUORESCENT BULBS-1
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Mercury—Fluorescent Bulbs
Overview
Metallic mercury poses health risks from inhalation and skin exposure. Fluorescent light bulbs
contain small amounts of metal mercury which are released into the environment if the bulb is
broken.
Mercury vapor is colorless and odorless. Fluorescent bulbs contain mostly mercury vapor, but
can also contain small amounts of liquid mercury.
How can it hurt me?
Signs of mercury poisoning include:
• Tremors
• Mood, memory, or coordination changes
• Skin irritation or allergy
The nervous system and kidneys are sensitive to mercury exposures. Mercury can also harm
unborn children.
The best way to prevent contact with the mercury in fluorescent bulbs is to prevent breaking
them or to ensure that recycling equipment is working properly. Store bulbs properly where they
cannot be accidentally broken. Follow work rules for the use and maintenance of bulb recycling
equipment.
Follow work rules for dealing with broken bulbs. Use the PPE your employer tells you to use to
clean up. Follow procedures for disposing of broken bulbs.
Change clothing after cleaning up so that you don’t contaminate your car or home with mercury.
MERCURY—FLUORESCENT BULBS HANDOUT-1

Metalworking Fluids—An Overview
Overview of Topic Metalworking fluids (MWFs) are widely used to reduce friction
between cutting tools and the part, resulting in improved tool life
and better finishes on the metal cut. The four types of metalworking
fluids are: straight oil, soluable oil, semisynthetic, and synthetic.
They are complex mixtures of oils, detergents, surfactants, biocides,
lubricants, anti-oxidants, and other potentially toxic ingredients.
What Are the Exposure to MWFs can cause irritation of the skin, lungs, eyes,
Hazards? nose, and throat through direct contact or through inhalation from
breathing MWF mist or aerosol. All exposed workers should be
included in an occupational medical monitoring program, with pri-
ority given to those at highest risk.
Control employee exposure to metalworking fluids by:
• Use of engineering controls to minimize splashing and mist.
• Proper maintenance of fluids to prevent microbial contamina-
tion.
• Proper use of and maintenance of ventilation.
Cleaning/maintenance crews should be supplied with proper PPE
and be trained in safe procedures. MWF pills should be cleaned up
immediately. All machines should be cleaned and have the MWF
changed periodically.
Training Tips Prior to the talk, review the employee handout.
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Metalworking Fluids—An Overview

Overview
Metalworking fluids (MWFs) are commonly used to reduce heat and friction during machining,
cutting, drilling, and grinding operations.
Types of Metalworking Fluids
There are four commonly used metalworking fluids:
• Straight oil
• Soluable oil
• Semisynthetic
• Synthetic
Many metalworking fluids, except the straight oils, are mixed with water for use. Each has
additives such as surfactants, biocides, extreme pressure agents, anti-oxidants, and corrosion
inhibitors to improve performance and increase fluid life.
How can it hurt me?
You can be exposed to MWFs from inhaling mists or by skin contact from splashes, by handling
fluids, or by handling pieces which are coated with the fluids.
Some MWFs allow bacteria and fungi to breed. These are then transferred to the employee
through inhalation or skin contact.
The best way to prevent contact with metalworking fluids is to follow the work rules set up at
your workplace. Make sure that machine guards are kept in place, and use the recommended
personal protective equipment, including respirators, gloves, boots, and aprons as necessary.
Keep food, drinks, cosmetics, and tobacco away from work areas which use MWFs to avoid
unnecessary exposure to MWFs.
Incase of contact with MWFs, you should:
• Promptly clean skin with soap and water.
• Clean up before breaks and meals.
• Remove contaminated clothing. Also do not wear work clothes home. Shower and change
clothes at work, if possible.
• Wear clean clothes every day - don’t wear WMF contaminated clothing for two or more days
in a row.
• Keep floors, equipment, and the work area clean of splashes and spills of MWFs.
METALWORKING FLUIDS—AN OVERVIEW HANDOUT-1

Metalworking Fluids—Working Safely
Overview of Topic Metalworking fluids (MWFs) are used to reduce heat and friction
and to improve product quality in machining and grinding opera-
tions. They include a wide range of petroleum oils and synthetic
materials, sometimes combined with additives or diluted with
water.
Health Hazards Workers can be exposed to MWF by inhaling mists and by skin
contact with the fluid from splashes, by handling fluids, or by han-
dling work pieces which are coated with the fluids.
Currently two OSHA air contaminant permissible exposure limits
apply to MWFs. They are 5 mg/m3 for an 8-hour time weighted
average (TWA) for mineral oil mist, and 15 mg/m3 (8-hour TWA) for
Particulates Not Otherwise Classified (PNOC).
NIOSH has a recommended exposure limit (REL) for MWF aerosols
of 0.4 mg/m3 for thoracic particulate mass as a time-weighted aver-
age (TWA) concentration for up to 10 hours per day during a 40-hour
work week. The 0.4 mg/m3 concentration of thoracic particulate
mass approximately corresponds to 0.5 mg/m3 for total particulate
mass.
The American Conference of Governmental Hygienists (ACGIH)
threshold limit value (TLV) for mineral oils is 5 mg/m3 for an 8-hour
TWA, and 10 mg/m3 for a 15-minute short-term exposure limit
(STEL).
All exposed workers should be included in an occupational medical
monitoring program, with priority given to those at highest risk.
ees where MWFs are used in your facility.
Discuss what PPE is required, and provisions for personal hygiene
in the workplace.
Employee handbook.
The company medical monitoring coordinator.
METALWORKING FLUIDS—WORKING SAFELY-1

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Metalworking Fluids—Working Safely

Overview
Metalworking fluids (MWFs) are used to reduce heat and friction during machining, cutting,
drilling, and grinding operations. MWFs include a wide range of petroleum oils, lubricants,
detergents, anti-corrosive and other agents.
How can it hurt me?
Exposure to MWFs can result in:
• Respiratory diseases, such as bronchitis,
asthma, and impaired lung function.
• Allergic reactions or irritation of the
skin.
• Increased risk of cancer.
In general, exposure to MWFs will be higher
if:
• You are in close proximity to the
machine.
• The operation involves high tool speeds
and deep cuts.
• The machine is not enclosed or if guards
have been removed.
• Ventilation equipment is not functioning
or has been poorly maintained.
If you can detect unusual odors, smoke, or see mist in the air, your exposure is likely too high.
The best way to prevent contact with metalworking fluids is to follow the work rules set up at
your workplace. Keep machine guards in place, and use the recommended PPE.
There are many ways of controlling exposure to metalworking fluids, including:
• Use of engineering controls to minimize splashing and mist.
• Proper maintenance of fluids to prevent microbial contamination.
• Proper use of and maintenance of ventilation.
Keep food, drinks, cosmetics, and tobacco away from work areas which use MWFs.
In case of contact with MWFs, you should:
• Promptly clean skin with soap and water.
• Remove contaminated clothing. Also do not wear work clothes home. Shower and change
clothes at work, if possible.
• Keep floors, equipment, and the work area clean of splashes and spills of MWFs.
All exposed workers should be included in an occupational medical monitoring program, with
priority given to those at highest risk.
METALWORKING FLUIDS—WORKING SAFELY HANDOUT-1

4,4'-Methylenedianiline—An Overview
Overview of Topic 4,4'-Methylenedianiline (MDA) is a commonly used and versatile

commercial chemical. MDA is used to make methylene diisocyanate,
curing agents for epoxy resin, wire coating, and filament winding.
MDA is a light brown or tan crystalline solid with a faint amino-like
odor.
Short-term (acute) overexposure to MDA may produce fever,
chills, loss of appetite, vomiting, and/or jaundice; direct contact may
irritate skin, eyes, and mucous membranes.
Long-term (chronic) overexposure may cause cancer, even at rela-
tively low concentrations, and/or damage to the liver, kidneys, blood,
and spleen.
Training and Employers are required to post warning signs and to label regulated
Information areas and MDA containers. Employers must provide safety data
sheets (SDSs) and training and written information on MDA. Train-
ing must be provided at the time of initial assignment and at least
Training Tips Prior to training, review 29 CFR 1910.1050 and the employee hand-
out. Read 1910.1050(m) Medical surveillance.
Make copies of SDSs for the MDA used in your work place, and
review them with employees. Inform employees of:
• The MDA standard, and where they can obtain a copy.
• The hazards of MDA exposure.
• Workplace hygiene practices, including laundry, shower, and
lunch room cleanliness facilities.
29 CFR 1910.1050—Methylenedianiline (MDA).
4,4'-METHYLENEDIANILINE—AN OVERVIEW-1
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4,4'-Methylenedianiline—An Overview
Overview
We use many chemicals everyday. Some of them may be dangerous, such as 4,4'-
Methylenedianiline, or MDA. Since your company uses MDA, or products containing MDA, your
employer wants you to be aware of the dangers and how to avoid them.
Detecting MDA
MDA may be a light brown or yellowish crystalline solid at room temperature, or it be a liquid
or a hard wax-like substance, with a faint amino-like odor. However, but by the time you smell
it, it is already at levels above the permissible exposure limits, that is, at levels that are con-
sidered hazardous.
How can it hurt me?
MDA can be inhaled, swallowed, or spilled or splashed onto the skin or in the eyes. Symptoms
of exposure include:
• fever.
• chills.
• loss of appetite.
• vomiting.
• jaundice.
Long-term exposure can cause damage to liver, kidneys,
blood, and spleen, along with the possibility of cancer.
Protective clothing, respirators, and goggles or face shields
are excellent ways to protect yourself against contact with
MDA. If MDA soaks through and contaminates any clothing,
those articles of clothing must be discarded or laundered to
remove the chemical.
Your employer is required to provide changing rooms and laundry and cleaning services for
clothing and gear that is contaminated with MDA. Your employer must provide clean protective
clothing and equipment, and replace it as necessary. Also, your employer must provide you with
shower facilities.
Your employer must have a medical surveillance program in place. Make use of it.
Warning labels
MDA must be labeled with appropriate warnings, such as:
DANGER — MDA
MAY CAUSE CANCER
CAUSES DAMAGE TO THE LIVER
RESPIRATION PROTECTION AND PROTECTIVE CLOTHING MAY BE REQUIRED
4,4'-METHYLENEDIANILINE—AN OVERVIEW HANDOUT-1

4,4'-Methylenedianiline—Working Safely
Overview of Topic 4,4'-Methylenedianiline (MDA) is a commonly used and versatile

commercial chemical. Despite its usefulness, the fact that MDA
exposure limits are measured in parts per billion tells you some-
thing about its toxicity.
The action level for a concentration of airborne MDA is 5 ppb as an
8-hour TWA. Employers must begin compliance activities as soon as
the action level is reached or exceeded.
Long-Term Prolonged or repeated exposure to MDA may result in liver, kidney,
(Chronic) Effects blood, or spleen problems. MDA exposure has been associated with
cancers of the liver and bladder.
Medical examination and removal
There are also requirements for medical removal of employees from
work environments where exposure to MDA is at or above the action
level or where dermal exposure to MDA may occur.
Training Tips Prior to training, review 29 CFR 1910.1050 and the employee hand-
out. Read 1910.1050(m) Medical surveillance.
Make copies of MSDSs for the MDA used in your work place, and
review them with employees. Inform employees of:
• the MDA standard, and where they can obtain a copy.
• the hazards of MDA exposure.
• what they must do to protect themselves, especially during
emergency situations.
• limitations and the proper use of respirators and protective
equipment.
• necessary work practices and engineering controls.
• workplace hygiene practices, including laundry, shower, and
lunch room cleanliness facilities.
• how to make use of company sponsored medical surveillance
program.
• the medical removal provision.
Describe the medical surveillance program and how employees can
obtain medical assistance.
29 CFR 1910.1050—Methylenedianiline (MDA).
4,4'-METHYLENEDIANILINE—WORKING SAFELY-1
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4,4'-Methylenedianiline—Working Safely
Overview
There are many chemicals in use in industry, and some of them may be dangerous. One of the
dangerous ones is 4,4'-Methylenedianiline, or MDA. Since your company uses MDA, or products
containing MDA, your employer wants you to be aware of the dangers and how to avoid them.
Detecting MDA
MDA is usually a white to tan colored solid at room temperature, but can also be a gas or liquid.
MDA does have a detectable odor, but by the time you smell it, it is already at levels above the
permissible exposure limits.
No employee may be exposed to MDA above the permissible exposure limit (PEL) of 10 parts per
billion (ppb) as an 8-hour time-weighted average (TWA) or a short-term exposure limit (STEL)
of 100 ppb averaged over a 15-minute sampling period.
How can it hurt me?
MDA can be inhaled, swallowed, or spilled or splashed onto the skin or in the eyes. Symptoms
of exposure include:
• fever.
• chills.
• loss of appetite.
• vomiting.
• jaundice.
Long-term exposure can cause damage to liver, kidneys,
blood, and spleen, along with the possibility of cancer.
Protective clothing, respirators, and goggles or face shields
are excellent ways to protect yourself against contact with
MDA.
If MDA soaks through and contaminates any clothing, those articles of clothing must be dis-
carded or laundered to remove the chemical. Your employer is required to provide changing
rooms and laundry and cleaning services for clothing and gear that is contaminated with MDA.
Your employer must provide clean protective clothing and equipment, and replace it as neces-
sary.
Your employer must also have a medical surveillance program in place. Make use of it.
Regulated areas
Your employer must establish regulated areas where airborne concentrations of MDA exceed or
may reasonably be expected to exceed the PEL and where employees handle or use non-airborne
MDA liquids or mixtures. Only authorized personnel may enter regulated areas. All persons who
enter must be supplied with, and required to use, personal protective equipment and clothing.
No eating, drinking, smoking, chewing of tobacco or gum, or applying of cosmetics is permitted
in regulated areas. Warning signs must be posted in each regulated area and at all entrances or
accessways to the areas.
4,4'-METHYLENEDIANILINE—WORKING SAFELY HANDOUT-1

4,4'-Methylenedianiline—Real Life Stories
Overview Of Topic 4,4’-Methylenedianiline is a commonly used and versatile commer-

cial chemical. 4,4’-Methylenedianiline is used to make methylene
diisocyanate, curing agents for epoxy resin, wire coating, and fila-
ment winding.
Despite its usefulness, the fact that 4,4’-Methylenedianiline expo-
sure limits are measured in parts per billion tells you something
about its toxicity.
Tim and Frank had been working for most of their shift when Tim
started to complain about not feeling well.
“Guess it’s a touch of the flu,” Tim said to Frank. Neither one
thought more about it. Later, Tim said he was feeling worse.
“What’s the matter? How do you feel?” Frank asked.
“Oh, sick to my stomach, a little bit of a headache,” Tim said. “And
I feel cold.”
Frank thought he smelled something odd. “What’s that smell?”
Frank asked Tim.
“I don’t know,” said Tim, sitting down. “My nose is running like
crazy. And my eyes are burning.”
Frank was getting concerned, so he called the supervisor.
• Overexposure to 4,4’-Methylenedianiline.
• Hazard communication training.
• First-aid measures.
What did Tim do right?
• Told his coworker about the symptoms he was experiencing.
What did Frank do right?
• Recognized odd smell.
• Contacted the supervisor.
What did Frank and Tim do wrong?
• Didn’t recognize the signs of overexposure to 4,4’-
Methylenedianiline.
4,4'-METHYLENEDIANILINE—REAL LIFE STORIES-1

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• Didn’t move to fresh air.

• Frank and Tim should seek medical care
• Determine the source of the 4,4’-Methylenedianiline and control
it
• Provide additional training on SDS, physical and health haz-
ards, work practices, emergency procedures, and first aid
measures.
Training Tips Make copies of MSDSs for the 4,4’-Methylenedianiline used in your
work place, and review them with employees. Inform employees of:
• The 4,4’-Methylenedianiline standard, and where they can
obtain a copy;
• The hazards of 4,4’-Methylenedianiline exposure;
• What they must do to protect themselves, especially during
emergency situations;
• Limitations and the proper use of respirators and protective
equipment;
• Necessary work practices and engineering controls;
• Workplace hygiene practices, including laundry, shower, and
lunch room cleanliness facilities;
• How to make use of company sponsored medical surveillance
program; and
• The medical removal provision.
Describe the medical surveillance program and how employees can
obtain medical assistance.
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4,4'-Methylenedianiline—Real Life Stories

Tim and Frank had been working for most of their shift when Tim started to complain about not
feeling well.
“Guess it’s a touch of the flu,” Tim said to Frank. Neither one thought more about it. Later, Tim
said he was feeling worse.
“What’s the matter? How do you feel?” Frank asked.
“Oh, sick to my stomach, a little bit of a headache,” Tim said. “And I feel cold.”
Frank thought he smelled something odd. “What’s that smell?” Frank asked Tim.
“I don’t know,” said Tim, sitting down. “My nose is running like crazy. And my eyes are burning.”
Frank was getting concerned, so he called the supervisor.
What did Tim do right?
What did Frank do right?
What did Frank and Tim do wrong?
What happens next?

4,4'-METHYLENEDIANILINE—REAL LIFE STORIES HANDOUT-1

4,4'-Methylenedianiline—Real Life Stories Sign-

Off

who have taken part in a training session on 4,4'-Methylenedianiline—Real Life Stories. At this
• The hazards of 4,4'-Methylenedianiline.
• Operations in the workplace that use 4,4'-Methylenedianiline.
• The workplace medical surveillance program.
• How employees can protect themselves from the hazards of 4,4'-Methylenedianiline.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
4,4'-METHYLENEDIANILINE—REAL LIFE STORIES SIGN-OFF-1

Methylene Chloride—An Overview
Overview of Topic Methylene Chloride (MC) is a widely used industrial solvent. MC is

also commonly used in paint stripper, furniture refinishing, metal
cleaning, and polyurethane foam manufacturing.
MC is a clear, colorless liquid with a chloroform-like odor. It can be
mixed with other ingredients in the product. MC evaporates readily,
so the primary concern is with airborne exposure or direct contact
with skin.
How can it harm you?
MC enters the body through inhalation, direct skin contact, or
through ingestion. MC will severely irritate the eyes and skin. The
health effects from MC exposure can be short-term (acute) or long-
term (chronic).
Short-term exposure to MC creates symptoms such as headaches,
light-headedness, mental confusion, nausea, and vomiting. Contin-
ued exposure can lead to unconsciousness or even death.
Long-term exposure to MC can have adverse effects upon the heart,
central nervous system, and liver. There is suggestive evidence that
MC is a human carcinogen.
OSHA has set exposure limits for MC of:
• 25 parts per million (ppm) as an 8-hour Time Weighted Average
Permissible Exposure Limit (TWA PEL).
• 125 ppm as a 15-minute Short Term Exposure Limit (STEL).
Air monitoring
Air monitoring must be done, and the results must be made avail-
able to employees within 15 days. The air monitoring tests must be
made at the highest probable employee exposure.
If the MC exposure limits are exceeded, that work area must be
marked off to show that it is a regulated area. Only authorized
persons are allowed inside of the regulated area. If the job could
create exposures above the limits, workers in the regulated must be
provided with atmosphere-supplying respirators.
Employers are required to supply other personal protective equip-
ment (PPE) as necessary, and a clean hygiene facility for workers to
dress and wash up.
Employers must make medical surveillance available for employees
who are or may be exposed to MC.
METHYLENE CHLORIDE—AN OVERVIEW-1

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Employee Training OSHA requires that all employees that are exposed to MC must
receive information and training on MC as required by the Hazard
Communication standard.
When exposures exceed the action level (12.5ppm TWA), training
must be provided which provides MC hazard information, informa-
tion on the medical surveillance program, where and how employees
could be exposed to MC, along with the safety precautions the com-
pany has taken to protect workers.
Training Tips Review §1910.1052 and §1910.1200.
Using the employee handout, review with employees the require-
ments of §1910.1052 and §1910.1200 as they relate to MC.
Tell employees where the company’s written compliance program
can be found. Point out the location of SDSs.
Describe operations which could result in exposure, and discuss the
quantity, location, manner of use, release, and storage of MC.
Provide information on engineering controls, work practices, emer-
gency procedures, and PPE which the company uses to control
worker exposure to MC.
Describe the purpose and use of the medical screening and surveil-
lance program.
29 CFR 1910.1052—Methylene Chloride.
The company’s written compliance program.
METHYLENE CHLORIDE—AN OVERVIEW-2

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Methylene Chloride—An Overview

Overview
Methylene Chloride (MC) is a widely used solvent, and can be found in paint strippers, furniture
refinishing materials, and metal cleaning products.
MC is a colorless liquid with a chloroform-like odor and mixes easily with other chemicals. Not
all people are able to detect MC through smell.
MC can enter the body through breathing, by direct skin contact, or through ingestion. MC will
irritate the eyes and skin.
How can it hurt me?
Health effects from MC exposure can be short-term (acute) or long-term (chronic). Short-term
overexposure to MC can create:
• Headaches
• Light-headedness
• Mental confusion
• Nausea
• Vomiting
Long-term overexposure to MC can cause adverse effects upon the:
• Heart
• Central nervous system
• Liver
There is evidence which suggests that MC is a human carcinogen.
Your employer is responsible to test the air in the workplace for each employee who could be
exposed to MC. Test results must be made available to employees within 15 days.
• The requirements of §1910.1052 and §1910.1200 as it relates to MC.
• The location of any regulated areas in the workplace.
• Operations which cause exposure to MC, and the quantity, location, manner of use, release,
and storage of MC.
• Engineering controls and work practices the company uses to control MC.
• The location of SDSs and the written company compliance program.
• The purpose of the medical screening and surveillance program.
METHYLENE CHLORIDE—AN OVERVIEW HANDOUT-1

Methylene Chloride—An Overview Sign-Off
a training session on Methylene Chloride. The session covered:
• Dangers of exposure to methylene chloride.
• Locations of any regulated areas in the worksite.
• Operations in the workplace which could result in exposure.
• Purpose of the medical screening and surveillance program.
• Location of SDS sheets in the workplace.
• Location of the company’s written compliance program.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
METHYLENE CHLORIDE—AN OVERVIEW SIGN-OFF-1

Methylene Chloride—Real Life Stories
Overview Of Topic Methylene chloride is a widely used solvent in industry. Some of the
most common uses for it include paint stripping, furniture refinish-
ing, metal cleaning, and polyurethane foam manufacturing. It is a
clear, colorless liquid with a chloroform-like odor, but it may be
mixed with other ingredients in a product. Methylene chloride
enters the body through inhalation, by direct contact, or through
ingestion. The SDS will tell you that product’s health hazards.
Mike was an experienced welder who had worked in the metal shop
for many years. One day he noticed that the welders were using a
new product to clean and prep the metal prior to welding. Mike
asked the supervisor about it, and was told that the new product
was much the same as the old, it was just a different supplier.
Later Mike noticed a fellow welder, Nick, was acting strangely. Mike
walked over to talk with Nick.
“Nick,” Mike said, “How you doin’?”
“Not so good,” Nick said, “I think I mighta’ ate something that didn’t
agree with me. I’ve got a headache — kinda feel sick to my stomach.”
“You going home?” Mike asked.
“Naw, I’ll be okay,” Nick said.
It was nearly lunch time when Mike noticed that Nick was sitting
next to his welder with his head in his hands. He decided to check
on him.
“Nick, you alright?” Mike asked him.
Nick didn’t look up. Mike tapped him on the shoulder.
“Nick!” Mike said, more loudly this time. “Are you okay?”
“What? What’s going on?” Nick asked. His speech was slurred.
Mike was concerned, so he found the SDS for the new metal cleaner.
He saw that the metal cleaner contained methylene chloride, and
could cause headaches, nausea, and mental confusion. Then he
went to find the supervisor.
• A new chemical was introduced into the workplace.
METHYLENE CHLORIDE—REAL LIFE STORIES-1

4/12
• Lack of training on chemical hazards.

• Overexposure to methylene chloride.
• First aid procedures for the workplace.
What did Mike do right?
• Asked supervisor about the new chemical.
• Recognized Nick’s strange behavior and checked on him.
• Found the MDS for the chemical.
• Went to find supervisor when he thought Nick was in trouble.
• Did not read SDS because it was like the old product, only a
different supplier.
• Did not train employees prior to introducing chemical into the
workplace.
• Did not provide proper PPE.
• Did not immediately move Nick to fresh air.
• Did not notify the supervisor or workplace emergency respond-
ers sooner.
• The company must review its hazard communication procedures
and training.
• Get medical care for Nick.
• Determine each employee’s exposure to methylene chloride.
• Review hazard communication procedures and training.
• Provide additional training on the SDS for the new chemical,
PPE requirements, and first aid procedures.
Training Tips Explain where methylene chloride is used in the facility.
Using the SDS and the container label, review the hazards and the
signs and symptoms of exposure. Also review required PPE.
There is evidence which suggests that methylene chloride is a
human carcinogen.
METHYLENE CHLORIDE—REAL LIFE STORIES-2

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Methylene Chloride—Real Life Stories

Mike noticed a fellow welder, Nick, was acting strangely. Mike walked over to talk with Nick.
“Nick,” Mike said, “How you doin’?”
“Not so good,” Nick said, “I think I mighta’ ate something that
didn’t agree with me. I’ve got a headache — kinda feel sick to my
stomach.”
“You going home?” Mike asked.
“Naw, I’ll be okay,” Nick said.
It was nearly lunch time when Mike noticed that Nick was sit-
ting next to his welder with his head in his hands. He decided to
check on him.
“Nick, you alright?” Mike asked him.
Nick didn’t look up. Mike tapped him on the shoulder.
“Nick!” Mike said, more loudly this time. “Are you okay?”
“What? What’s going on?” Nick asked. His speech was slurred.
Mike was concerned, so he found the SDS for the new metal cleaner. He saw that the metal
cleaner contained methylene chloride, and could cause headaches, nausea, and mental confu-
sion. Then he went to find the supervisor.
What did Mike do right?
What did the Supervisor do wrong?
What happens next?

METHYLENE CHLORIDE—REAL LIFE STORIES HANDOUT-1

Methylene Chloride—Real Life Stories Sign-Off
This sign–off sheet documents the employees at this company, , who have taken part in
a training session on Methylene chloride—Real Life Stories. At this training session, we covered:
• The hazards of methylene chloride.
• Operations in the workplace that use methylene chloride.
• Location of SDSs.
• How employees can protect themselves from the hazards of methylene chloride.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
METHYLENE CHLORIDE—REAL LIFE STORIES SIGN-OFF-1

Mold—An Overview
Overview of Topic There are about 1,000 species of mold found in the United States.
And while the smell of mold is familiar to all of us, many people do
not understand how or why a mold problem occurs, nor the potential
problems mold growth can create.
Molds are a part of the natural environment, and can be found
anywhere - indoors or out - throughout the year. Outdoors, molds
play an important role in nature by breaking down organic matter
such as toppled trees, fallen leaves, and dead animals. Indoors,
mold growth should be avoided. Problems may arise when mold
starts eating away at materials, affecting the look, smell, and pos-
sibly, with the respect to wood-framed buildings, affecting the
structural integrity of the buildings.
Mold 101
Molds reproduce by spreading tiny spores, just as plants produce
seeds. These mold spores waft through the indoor and outdoor air
continually. When mold spores land on a damp spot, they begin
growing and digesting whatever they have settled on. Molds can
grow on wood, paper, carpeting, food, plaster - almost any material.
Wherever excessive moisture or water accumulates indoors, mold
growth will often occur, particularly if the moisture problem
remains undiscovered or unaddressed.
When mold spores land on a damp spot, they may begin growing and
digesting whatever they have settled on. Molds can grow on wood,
paper, carpeting, food, plaster - almost any material. Wherever
excessive moisture or water accumulates indoors, mold growth will
often occur, particularly if the moisture problem remains undiscov-
ered or unaddressed. The way to control indoor mold is to control
moisture.
Mold growth
Buildings provide ideal sites for mold growth. Building materials
that repeatedly get dampened, such as fiberglass insulation, wall
board, ceiling tiles, and carpeting are excellent media for mold
spores to land and start to grow.
Mold on furnishing or in buildings can result in the proliferation of
microorganisms that can release acutely irritating substances into
the air. Usually, where microorganisms are allowed to grow, a moldy
smell develops. This moldy smell is often associated with microbial
contamination and is a result of VOCs released during growth on
environmental substrates.
MOLD—AN OVERVIEW-1
10/11
How to recognize mold

Mold can be recognized by:
• Sight - it usually appears as blackish, fuzzy growth.
• Smell - mold often produces a musty, earthy, foul odor.
What can you do?
Three conditions must exist in buildings before microbial contami-
nation can occur:
• High humidity (over 60 percent);
• Appropriate temperatures (some molds like colder tempera-
tures, some like warm or hot temperatures, and other molds
don’t care what the temperature is); and
• Appropriate growth media.
Employee Training While there are no specific training requirements for training
employees on how to handle mold growth, an effective training pro-
gram might include:
• Different types of materials and surfaces that could foster mold
growth.
• Measures to take to control mold growth.
• How to inspect work areas for suspected mold growth.
• What procedures to take if mold growth or damage is discovered.
OSHA regulations require that employees that may be exposed to
harmful situations be instructed regarding the potential hazards,
and how to avoid injury from these hazards.
Training Tips Review the employee handout. Discuss types of mold damage that
your company has had in the past. If you are going to have employ-
ees clean up mold damage, discuss safety precautions they need to
take, and appropriate clean up procedures to follow.
1910.134—Respiratory protection.
1910.1000—Air Contaminants.
MOLD—AN OVERVIEW-2
10/11
Mold—An Overview
Overview
The smell of mold is familiar to all of us, but many people don’t understand how or why a mold
problem occurs. And fewer still realize that mold can cause health hazards.
Mold 101
Molds can be found almost anywhere; they can grow on virtually any substance when moisture
is present. Molds reproduce using tiny spores, just as plants produce seeds. These mold spores
are present in the air, indoors or outdoors, constantly.
When mold spores land on a damp spot indoors, they begin to grow and digest whatever they
have landed on. When excessive moisture or water accumulates, particularly if the moisture
problem remains undiscovered or unaddressed.
The way to control indoor mold growth is to control moisture.
Mold Damage
Building materials that have been soaked with water, such as fiberglass insulation, wall board,
ceiling tiles, and carpeting are excellent media for mold growth.
Water leakage on furnishings or within building com-
ponents can result in mold growth which can release
acutely irritating substances into the air.
How Can You Recognize Mold?

Mold can be recognized by:
• Sight - it usually appears as blackish, fuzzy
growth.
• Smell - mold often produces a musty, earthy, foul
odor.
Your employer will discuss with you the appropriate
steps to take if you discover mold.
What Can You Do?

Three conditions must exist before microbial contami-
nation can occur:
• High humidity (over 60 percent);
• Appropriate temperatures (some molds like colder temperatures, some like warm or hot
temperatures, and other molds don’t care what the temperature is); and
• Appropriate growth media.
Your employer will discuss with you the appropriate steps to take if you discover mold.
MOLD—AN OVERVIEW HANDOUT-1

Mold—An Overview Sign-Off
a training session on Mold—An Overview. The session covered:
• an introduction to mold.
• where mold can be found.
• how to recognize mold.
• what employees should do if they discover mold.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
MOLD—AN OVERVIEW SIGN-OFF-1

Mold—Health Hazards
Overview of Topic The smell of mold is familiar to all of us, but many people do not
understand how or why a mold problem occurs, nor the health prob-
lems mold growth can create. Molds can grow on almost any
material, as long as moisture and oxygen are available. Potential
health concerns are important reasons to prevent mold growth and
to remediate existing problem areas.
Exposure limits
Currently, there are no federal standards or recommendations, (e.g.,
OSHA, NIOSH, EPA) for airborne concentrations of mold or mold
spores. Scientific research on the relationship between mold expo-
sures and health effects is ongoing. There are many types of mold.
Most typical indoor air exposures to mold do not present a risk of
adverse health effects.
Health effects
Molds can cause mild to severe health problems in some individuals,
depending upon the number of mold spores that are inhaled. Some
individuals are more sensitive than others. Molds can cause adverse
effects by producing allergens. The onset of allergic reactions to
mold can be either immediate or delayed. The most symptoms may
include:
• Sneezing
• Runny nose
• Eye irritation
• Cough
• Congestion
• Aggravation of asthma
• Skin rash (dermatitis)
In general, mold does not cause systemic infections in humans,
except for persons with impaired immunity, AIDS, uncontrolled dia-
betes, or those taking immune suppressive drugs. Molds can also
cause asthma attacks in some individuals who are allergic to mold.
Symptoms other than allergic and irritant types are not commonly
reported as a result of inhaling mold in the indoor environment.
Some specific species of mold produce mycotoxins under certain
environmental conditions. Potential health effects from mycotoxins
are the subject of ongoing scientific research.
While we don’t full understand why mold affects some people more
than others, we do know that some people are severely affected. Any
exposures should be avoided.
MOLD—HEALTH HAZARDS-1
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Avoid exposures
Eating, drinking, and using tobacco products and cosmetics where
mold remediation is taking place should be avoided. This will pre-
vent unnecessary contamination of food, beverage, cosmetics, and
tobacco products by mold and other harmful substances within the
work area.
While we don’t full understand why mold affects some people more
than others, we do know that some people are severely affected. Any
exposures should be avoided.
Employee Training While there are no specific training requirements for training
employees on how to handle mold growth, an effective training pro-
gram might include:
• Measures to take to control mold growth.
• How to control exposure to mold.
OSHA regulations require that employees that may be exposed to
harmful situations be instructed regarding the potential hazards,
and how to avoid injury from these hazards.
Training Tips Review the employee handout. Discuss types of mold damage that
your company has had in the past. If you are going to have employ-
ees clean up mold damage, discuss safety precautions they need to
take, and appropriate clean up procedures to follow.
1910.134—Respiratory protection.
1910.1000—Air Contaminants.
MOLD—HEALTH HAZARDS-2
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Mold—Health Hazards
Overview
The smell of mold is familiar to all of us, but many people don’t understand how or why a mold
problem occurs. And fewer still realize that mold can cause health hazards.
Molds can cause mild to severe health problems in sensitive individuals when exposed to enough
mold spores. Some individuals are far more sensitive than others.
Exposure limits
There are no current limits on mold spore exposures.
Health effects
The most common health effects associated with mold exposure are allergic reactions. Symptoms
of mold spore exposure may include:
• Sneezing
• Runny nose
• Eye irritation
• Cough
• Congestion
• Aggravation of asthma
• Skin rash (dermatitis)
People at greatest risk
Those at greatest risk of health effects include:
• Individuals with allergies, asthma, sinusitis, or other lung dis-
ease.
• Individuals with a weakened immune system (e.g., HIV
patients).
What can you do?
Avoid mold exposures whenever possible.
Your employer will discuss with you the appropriate steps to take
if you discover mold.
MOLD—HEALTH HAZARDS HANDOUT-1

Mold—Health Hazards Sign-Off
a training session on Mold—Health Hazards. The session covered:
• potential health effects of mold exposure.
• persons who are at greatest risk from exposure to mold.
• symptoms of mold exposure.
• what employees should do if they discover mold.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
MOLD—HEALTH HAZARDS SIGN-OFF-1

Table of Contents for N

Nanotechnology
An Overview
The Hazards
Near Miss
An Overview
Common Causes
N TOC-1
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Reserved
N TOC-2
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Nanotechnology—An Overview
Overview Of Topic Nanotechnology involves the manipulation of matter at nanometer

scales to produce new materials, structures, and devices at dimen-
sions of roughly 1 to 100 nanometers, which is near-atomic scale.
One nanometer is one-billionth of a meter. As a comparison, a single
human hair is about 80,000 nanometers in width and a red blood
cell is about 7,000 nanometers in diameter.
Engineered nanoscale materials or nanomaterials are materials
that have been purposefully manufactured, synthesized, or manipu-
lated to have a size with at least one dimension in the range of
approximately 1 to 100 nanometers and that exhibit unique prop-
erties determined by their size.
Changing the surface of a nanoparticle during product formulation
to achieve the desired dispersability, stability or activity may impact
the properties to such an extent that the particle is, for all purposes,
an entirely different substance. So a material which is created as a
sphere, shell, a tube, or a particle can produce materials with very
different characteristics at the nano-level.
Hazards
Although the potential health effects of nanomaterial exposure are
not fully understood at this time, scientific studies indicate that at
least some of these materials are biologically active, may readily
penetrate intact human skin, and have produced toxicologic reac-
tions in the lungs of exposed experimental animals.
Training Tips Review the trainee handout, and become familiar with its contents.
Explain where nanotechnology is being used in your facility. Dem-
onstrate any control measures used to reduce exposures.
Record training using the generic Training Session Log, found in
The workplace Hazard Communication written plan.
NANOTECHNOLOGY—AN OVERVIEW-1
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Nanotechnology—An Overview
Overview
One nanometer is one-billionth of a meter. As a comparison, a single human hair is about 80,000
nanometers in width and a red blood cell is about 7,000 nanometers in diameter.
There are a growing number of products and materials containing nanomaterials are being used
in a wide range of products. These include nanoscale powders, solutions and suspensions of
nanoscale materials as well as composite materials and devices having a nanostructure.
Examples of materials developed with nanotechnology
include:
• Carbon buckyballs or fullerenes;
• Carbon nanotubes;
• Metal oxide nanoparticles (e.g., titanium dioxide);
• Nanofibers; and
• Quantum dots, which are nanoscale semiconductor
materials (e.g., cadmium selenide).
Engineered nanomaterials allow the development of high
performance filter media, respirators, coatings in non-
soiling or self-cleaning clothes, fillers for noise absorption materials, fire retardants, protective
screens for prevention of roof falls and curtains for ventilation control in mines, catalysts for
emissions reduction, and clean-up of pollutants and hazardous substances.
Small particles - big hazards
When working with material on a nano-scale, the very characteristics of the material can change.
Employees who use nanomaterials in research or production processes may be exposed to
nanoparticles through inhalation, dermal contact, or ingestion, depending upon how employees
use and handle them.
Nanomaterials can be inhaled, ingested or can penetrate the skin.
There are also potential physical hazards. There is insufficient information on the fire and
explosion risk associated with nanomaterials, but nanoscale combustible material could present
a higher risk than coarser material with a similar mass concentration given its increased particle
surface area and potentially unique properties due to the nanoscale.
NANOTECHNOLOGY—AN OVERVIEW HANDOUT-1

Nanotechnology—The Hazards
Overview Of Topic Nanoscale materials or nanomaterials are materials in the range of

approximately 1 to 100 nanometers.
The toxicity of nanoparticles depends on the physical and chemical
properties of the particle. Nanomaterials may have chemical and
physical properties that differ substantially from those of the same
material in bulk or macro-scale form.
Health Affects
It is reasonable to assume that a nanoparticle containing a hazard-
ous element would have the same hazards as the material itself.
NIOSH published information on animal studies that seems to indi-
cate early pulmonary responses of inflammation and fibrosis occur
in short-term exposures.
Established exposure measurement procedures and equipment are
not designed to take measurements at the nano-scale. For
nanomaterials, research suggests that mass and bulk chemistry
may be less important than particle size, surface area and surface
chemistry (or activity) as the most relevant parameters for mea-
surements.
Exposure Limits
Certain nanoparticles may be more hazardous than larger particles
of the same substance, so existing exposure limits may not provide
adequate protection. However, OSHA recommends that worker
exposure to respirable carbon nanotubes and carbon nanofibers not
exceed 1.0 micrograms per cubic meter (µg/m3) as an 8-hour time-
weighted average.
OSHA recommends that worker exposure to nanoscale particles of
TiO2 not exceed NIOSH’s 0.3 milligrams per cubic meter (mg/m3)
REL. By contrast, NIOSH’s REL for fine-sized TiO2 (particle size
greater than 100 nm) is 2.4 mg/m3.
Training Tips Review operations that use nanotechnology. Explain all exposure
control measures.
Safety data sheet for the materials.
NANOTECHNOLOGY—THE HAZARDS-1
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Nanotechnology—The Hazards
Overview
Nanoscale materials or nanomaterials are materials in the range of approximately 1 to 100
nanometers.
When discussing exposures to nanoscale materials, we have to consider the material, the pro-
cess, and exposure pathways.
Nano Hazards
Workers who handle or work around nanaparticles may be exposed through inhalation, dermal
contact, or ingestion, depending upon how the products are uses and handled.
Processes that lead to airborne nanometer-diameter par-
ticles, respirable nanostructured particles and respirable
droplets of nanomaterial suspensions, solutions and slur-
ries are of particular concern for potential inhalation
exposures.
Studies have shown that oxides, metals, quantum dots
and carbonaceous nanoparticles have all demonstrated
the ability to damage skin cells through a variety of
mechanisms.
Unintentional ingestion of nanoparticles may result from
inhalation when mucus moves up out of the respiratory
tract and is swallowed. And eating or smoking in the work area, can also result in unintentional
ingestion.
For nanomaterials, the hazards may have more to do with particle size, surface area, and how
the material moves about the body than with the inherent hazards of the substance’s bulk
chemistry.
Employees who use nanomaterials in research or production processes may be exposed to
nanoparticles through inhalation, dermal contact, or ingestion, depending upon how employees
use and handle them. Scientific studies indicate that at least some of these materials are bio-
logically active, may readily penetrate intact human skin, and have produced toxicologic
reactions in the lungs due to their small size and regardless of their actual chemical hazards.
Control Exposures
To protect you from nano hazards, your employer may use ventilated enclosures (e.g., glove box,
laboratory hood, process chamber) equipped with high-efficiency particulate air (HEPA) filters,
local exhaust/capture hoods, or ″wet″ processes where the nanomaterial is capture in a liquid.
There may be various air monitoring systems used. Your employer will explain how they work.
Your employer may also use medical screening and surveillance for workers exposed to
nanomaterials if appropriate.
NANOTECHNOLOGY—THE HAZARDS HANDOUT-1

Near Miss—An Overview
Overview of Topic A Near Miss is an undesired event that, under different circum-
stances, could have resulted in harm to people or damage to
property or the environment. By reporting Near Misses companies
can investigate for the purpose of training, educating and prevent-
ing future incidents or injury.
Although human error is commonly an initiating event, a faulty
process or system invariably permits or compounds the harm, and
should be the focus of improvement. Other familiar terms for these
events is a ″close call″, or in the case of moving objects, ″near colli-
sion″. The often misunderstood phrase is so-called to stress that not
only had things gone remotely off course towards danger, but they
had actually only ″barely missed″ catastrophe.
Leading indicators
Near-miss incidents are leading indicators of safety performance. A
“leading indicator” is a measurable factor or statistic that may indi-
cate future value or direction of another variable, such as workplace
accidents. For every recorded incident there are many unrecorded
near misses. By capturing information on near misses and acting on
the causes can reduce or prevent more serious incidents from occur-
ring.
Reporting near misses should be a part of a company’s overall
health and safety efforts.
Employee training
There are no regulated training requirements for reporting near
misses. However, you should train employees on the process for
reporting near misses in your workplace.
Training Tips Make trainees aware of when and how to report near misses.
Explain who they can go to with questions.
The company’s written health and safety program.
NEAR MISS—AN OVERVIEW-1

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Near Miss—An Overview

Overview of topic
What is a near miss? When we talk about workplace safety, a near miss is an accident which
almost happened. Someone almost tripped and fell, someone was almost struck by a forklift,
someone almost dropped a casting on his or her foot, someone was almost caught in machinery.
Under different conditions, an almost could incident could turn into did, and someone would
have been injured, or worse.
By reporting Near Misses to your employer, you are making them aware of potential issues in the
workplace that can be corrected before a more serious outcome happens.
Near misses are a warning
Some experts say that for every serious injury that occurs in the
workplace, at least 10 less serious injuries have occurred. For
every serious accident that takes place, there have been hun-
dreds of near misses. That means there were hundreds of
opportunities to identify and fix the problem before it became
serious.
Report near misses as soon as they occur. Correct the unsafe
condition if you can do so safely.
If not, do not continue to work under the unsafe condition until
it has been corrected.
If the near miss is the result of an unsafe act, workers need to be
informed of the actions that created the hazard. Your employer
has a process for reporting near misses.
Your employer will explain how you are to report near misses,
and who you can go to with questions. Don’t worry that you will
be reprimanded or belittled for reporting.
NEAR MISS—AN OVERVIEW HANDOUT-1

Near Miss—Common Causes
Overview of Topic A Near Miss is an undesired event that, under slightly different
circumstances, could have resulted in harm to people or damage to
property, materials or the environment. Near Miss Reporting is
identifying and preventing an unsafe act or unsafe condition before
it causes an injury or illness. Reporting near misses can help em-
ployers understand where to focus health and safety efforts. Cap-
ture this information, and future incidents may be prevented.
Roadblocks to reporting
It can be difficult to get employees to report Near Misses, because:
Reporting is identifying and preventing an unsafe act or unsafe
condition before it causes an injury or illness.Then why is it so
difficult to get your people to report near misses? Maybe they are
discouraged by one of these common barriers:
• They don’t know they are supposed to report or don’t know how.
• They are afraid of being reprimanded or disciplined.
• Pressure from co-workers to keep quiet.
• Workplace safety program provides a prize if no one reports.
• Last time they tried to talk to the supervisor about something,
they were belittled or disregarded.
• It’s just too much trouble.
Employee training
There are no regulated training requirements for reporting near
misses. However, you should train employees on the process for
reporting near misses in your workplace.
Training Tips Make trainees aware of when and how to report near misses. Ex-
plain who they can go to with questions.
Getting The Most From Your Safety Training, page 6A.

The company’s written health and safety program.
NEAR MISS—COMMON CAUSES-1

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Near miss—Common causes

Overview of Topic
Whether you call it a near miss, a close call, or the one that almost got you, it all means the same
thing – an accident or incident that almost occurred. And experts tell us that near misses
indicate that an injury or accident may soon occur.
Near Misses Are a Warning

Near misses are a warning about a condition or actions that need to be addressed. Reporting near
misses provides your employer with information that can be used to address health and safety
issues BEFORE someone gets hurt.
You may not want to report near misses that happen in the workplace because:
• You didn’t know you were supposed to
• You don’t know how to report them
• You’re afraid of being disciplined or reprimanded
• Co-workers want you to keep quiet so they don’t get into trouble
• It’s just too much of a hassle
Your employer has a process for reporting near misses and will explain how you are to report
them, and who you can go to with questions. Don’t worry that you will be reprimanded or
belittled for reporting.
Causes of Near Misses

By reducing near misses, we can help to address conditions that might lead to more serious
injuries. Some common causes of near misses include:
• Being in a hurry
• Not paying attention to the job
• Not being aware of surroundings
• Not wanting to use the proper safety steps
• Having a bad attitude toward safety
If we stay alert for hazards, and follow the safety rules, we can cut down on near misses, which
will also help reduce the number of serious accidents
NEAR MISS—COMMON CAUSES HANDOUT-1

Table of Contents for O

Office Safety
An Overview
Office Ergonomics
Slips, Trips, and Falls
OSHA
An Overview
Inspection Priorities
Safety Awareness
Whistleblower Protection
O TOC-1
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Reserved
O TOC-2
4/13
Office Safety—An Overview
Overview of Topic Offices are less hazardous than most production work environments
due to the nature of the work that takes place and the relative
number of health and safety hazard in the office environment. How-
ever, just because there is a lack of obvious threats does not mean
offices do not have any hazards.
Chemicals in the Office chemicals such as cleaning supplies, copier and printer toners
Workplace and inks, and other chemicals may be covered under the hazard
communication standard. Office workers need to be protected from
the hazards of chemicals just like any other employee.
SDS - A safety data sheet (SDS) must be available and accessible for
every hazardous chemical used.
Labels and Labeling Requirements - Containers of hazardous
chemicals must be labeled in English.
Most consumer products are exempt for coverage under the
HazCom standard.
Emergency Action It is important for employees to understand what they are to do in
Plans emergency situations. The written Emergency Action Plans (EAP)
provide employees with the knowledge needed to protect them from
fires, severe weather, or other emergencies. It is important for
employees to understand what they are to do in emergency situa-
tions. This would include knowing evacuation routes, head count
locations, locations of tornado or severe weather shelters, and what
to do in case of fire, earthquake, or bomb threat.
Training Tips Review with employees any workplace policies that apply to office
settings. Review appropriate hazcom information with the trainees,
including where SDSs are kept.
29 CFR 1910.1200 Hazard Communication standard
29 CFR 1910.38 Emergency Action Plans
29 CFR 1910.39 Fire Prevention Plans
The company Emergency Action Plan.
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Office Safety—An Overview

An Overview
Offices are less hazardous than most production work environments. However, just because
there is a lack of obvious threats does not mean offices can be considered “safe.” A safe office
workplace requires hazard control, good housekeeping, and safe work practices.
Here are some of the more common office hazards:
Office chemicals
There are many common, yet potentially hazardous, office
chemicals, including:
• cleaning products and maintenance supplies.
• copier/printer toners and inks.
• special inks and paints.
• adhesives.
• paper correction fluids.
• white board cleaner.
• markers used on white boards and flip-charts.
Slips, trips, and falls
Avoid slip, trip, and fall hazards by:
• Clean up or report spills right away. Even minor spills can be dangerous.
• Wear the right shoes for the surfaces being walked upon.
• Make sure to watch where you are going. Never carry loads that you cannot see over.
• Keep work areas clean and free of clutter. Store materials properly. Move, cover, or tape down
electrical cords so they are not a hazard.
• Report loose or damaged stair treads, handrails, or carpeting.
Emergency action plans
The written Emergency Action Plan (EAP) tells you what to do in case of emergencies such as
fires, severe weather, bomb threats, and other emergency events. The EAP will tell you about
evacuation routes, head count locations, locations of tornado shelters, what to do in case of fire,
earthquake, or bomb threat.
OFFICE SAFETY—AN OVERVIEW HANDOUT-1

Office Safety—Office Ergonomics
Overview Of Topic Following ergonomic principles helps reduce stress and eliminate
many potential injuries and disorders associated with the overuse of
muscles, bad posture, and repeated tasks. These disorders involve
all parts of the body and include disorders of the back, neck, upper
and lower extremities, or the shoulders.
CTDs The most common ergonomic stressor is cumulative trauma disor-
der (CTD) such as carpal tunnel syndrome, tendon disorders, and
degenerative changes to the spine.
Keyboard placement – location and height – are the two primary
considerations to help avoid CTDs. An ergonomic assessment will
determine the proper positioning for your keyboard. Also specially
designed keyboards are available that allow the user to hold the
hands in a more natural position. You can adjust keyboard location
and height by:
• Installing an adjustable tray that moves and tilts;
• Adjusting desk or chair height so that your wrists do not bend;
and
• Positioning yourself at a comfortable distance – not too far and
not too close.
Place the mouse as close as possible to the side of the keyboard. Get
a mouse that fits the hand. Use keyboard strokes instead of the
mouse to help reduce strain on wrist and elbow. Take frequent
breaks and use approved stretches and hand/wrist exercises.
Back Disorders Back injuries are frequently caused by:
• excessive or repetitive twisting, bending, and reaching;
• staying in one position for too long a time;
• poor physical condition; and
• poor posture.
Training Tips Demonstrate how to adjust chairs, workstations, keyboard trays,
and footrests. Demonstrate any other ergonomic equipment avail-
able to employees.
Demonstrate appropriate stretches and excercises employees can do
during their mini-breaks.
Company ergonomic program or safety professional.
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Office Safety—Office Ergonomics

Overview
A variety of disorders and illnesses related to muscles and bones are caused by ergonomic
stressors. Following ergonomic principles helps reduce stress and eliminate many potential
injuries and disorders associated with the overuse of muscles, bad posture, and repeated tasks.
The computer set-up and chair are the primary ergonomic considerations in the office.
What must I do?
Arrange your desk or work station so that arms,
wrists, legs, back and neck can be maintained in a
comfortable ″neutral″ position, with proper back sup-
port. Some general tips to follow when setting up your
work area include:
• Your back should be fully supported and your feet
either flat on the floor or on a footrest.
• Knees should be at approximately 90 degrees to the
floor when seated.
• Adjust the computer monitor so that the top of the
screen is at or just below eye level and approxi-
mately 16–22 inches away.
• Place the phone on the same side as your dominant hand and within easy reach.
• The keyboard should be at a height so that wrists are straight and elbows approximately 90
degrees. If necessary, a wrist rest may be used to provide additional wrist support. Maintain
a light touch on the keyboard.
• Have your computer monitor placed at right angles to windows and other bright light
sources.
• Place the document holder and screen at the same height and distance.
• Use lighting appropriate for the task being done. If there is inadequate lighting, obtain
additional light sources to prevent eye strain.
• Keep items that are most frequently used easily accessible.
• Frequently change positions to release tension on the body.
• Take mini-breaks throughout the day to relieve muscle tension and to reenergize the body.
• Use such things as wrist rests, desk lamps, document holders, monitor stands, telephone
headsets, or any other tools which may you more comfortable.
What must my employer do:
Your employer will discuss what ergonomic programs are available to you. Your employer will
explain how to adjust your workstation to help prevent ergonomic illness.
Your employer will also tell you who to go to with questions on ergonomics, and who you are to
report ergonomic injuries to.
OFFICE SAFETY—OFFICE ERGONOMICS HANDOUT-1

Office Safety—Slips, Trips, and Falls
Overview of Topic Regardless of the fact that offices are less hazardous than other
work environments, injuries still occur.
Accident Causes There are a variety of slip, trip, and fall hazards to be found in the
office environment. Damaged floors, wet floor surfaces, polished
floors, and improperly installed or maintained carpet can all cause
injuries. There are also obstructions like chair pads, various cords
and cables, as well as steps and stairs.
Obstructions that can cause slips, trips, and falls can include desks
and file cabinets that protrude into aisleways, or drawers that when
left open can create a hazard. Improperly stored materials, electri-
cal cords, rugs and carpet, or changes in floor elevation can also
create problems.
If the products are consumer products, and they are used in the
office in the manner the manufacturer recommends, and their use
results in a frequency and duration of exposure similar to that of a
normal consumer, then the use of those cleaning chemicals would
fall under the HCS exemption for consumer products.
Slips, Trips, and There are a variety of slip, trip, and fall hazards to be found in the
Falls office environment. There are linoleum floors, carpets, chair pads,
various cords and cables, as well as steps and stairs.
Watch where you are walking, and don’t run. Clean up spills on tile
or linoleum floors promptly. Replace cracked or damaged chair pads
to eliminate the tripping hazard. Don’t allow electrical or phone
cords where they can create a hazard. Keep file cabinet and desk
drawers closed when not in use and keep aisles clear of boxes and
other items. Use a stool or step ladder when placing or removing
items from high shelves.
Training Tips Review with employees any workplace policies that apply to office
settings. Review appropriate slip, trip, and fall hazard information,
including:
• How to report slip, trip, and fall hazards.
• Who employees can go to with questions, problems, or issues
regarding slip, trip, and fall hazards.
Company policies and procedures manual.
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Office Safety—Slips, Trips, and Falls

An Overview
Offices are less hazardous than most production work environments. However, just because
there is a lack of obvious threats does not mean offices can be considered “safe.” Slips, trips, and
falls in offices are the most common accident which cause injuries. To prevent slip, trip, and fall
hazards an office workplace requires hazard control, good housekeeping, and safe work practices.
Slips, trips, and falls
To avoid slip, trip, and fall hazards:
• Keep floors clean and dry. Report water, snow, mud, or other
slip hazards.
• Use care when using stairs. Use the handrail.
• Keep work areas free of clutter. Store materials properly.
• Walk in designated areas - do not use shortcuts.
• Keep chairs, desks, filing cabinets, plants, and other furni-
ture out of walkways, aisles, and work areas.
• Replace cracked or damaged chair pads to eliminate the trip-
ping hazard.
• Close drawers in desks and filing cabinets that could create
obstructions or fall hazards.
• Move, cover, or tape down electrical or telephone cords so
they are not a hazard.
• Clean up or report spills right away. Even minor spills can be
dangerous.
• Wear the right shoes for the surfaces being walked upon. If
you must go into production areas, have appropriate shoes to
wear in those areas.
• Make sure to watch where you are going. Never carry loads that you cannot see over.
• Report burned out lighting. Poor lighting can make it difficult to see where you are walk-
ing.
• Report loose or damaged stair treads, handrails, or carpeting.
Reporting unsafe conditions
Promptly report any conditions which can contribute to slip, trip, or fall hazards. Worn, dam-
aged, or ill-fitting carpet can create trip hazards - report these types of conditions and mark them
so your fellow workers are not at risk.
OFFICE SAFETY—SLIPS, TRIPS, AND FALLS HANDOUT-1

OSHA—An Overview
Overview of Topic Employers have the responsibility to provide a safe workplace.

Employers MUST provide their employees with a workplace that
does not have serious hazards and follow all relevant OSHA safety
and health standards.
Employers MUST also:
• Inform employees about chemical hazards through training,
labels, alarms, color-coded systems, chemical information sheets
and other methods;
• Keep accurate records of work-related injuries and illnesses;
• Perform tests in the workplace, such as air sampling, required
by some OSHA standards;
• Provide hearing exams or other medical tests required by OSHA
standards;
• Post OSHA citations, injury and illness data, and the OSHA
poster in the workplace where workers will see them;
• Notify OSHA within 8 hours of a workplace incident in which
there is a death or when three or more workers go to a hospital;
and
• Not discriminate or retaliate against workers for using their
rights under the law.
General Duty Employers must also comply with the General Duty Clause of the
Clause OSH Act. This clause requires employers to keep their workplaces
free of serious recognized hazards and is generally cited when no
specific OSHA standard applies to the hazard.
Training Tips Review with employees any written safety policies that apply.
Review how employees are to report safety issues.
The company written safety program.
OSHA—AN OVERVIEW-1
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OSHA—An Overview
An Overview
You have the right to a safe workplace. The Occupational Safety and Health Act of 1970 (OSH
Act) was passed to prevent workers from being killed or otherwise harmed at work. The law
requires employers to provide their employees with working conditions that are free of known
dangers.
OSHA standards are rules that describe the methods that employers must use to protect their
employees from hazards. There are OSHA standards for Construction work, Agriculture, Mari-
time operations, and General Industry.
OSHA covers private sector employers and employees in all 50 states, the District of Columbia,
and other U.S. jurisdictions either directly through Federal OSHA or through an OSHA-
approved state program.
Your rights
OSHA provides workers with the right to:
• Ask OSHA to inspect their workplace;
• Use their rights under the law without retaliation and discrimination;
• Receive information and training about hazards, methods to prevent harm, and the OSHA
standards that apply to their workplace. The training must be in a language you can
understand;
• Get copies of test results done to find hazards in the workplace;
• Review records of work-related injuries and
illnesses; and
• Get copies of their medical records.
You cannot be transferred, denied a raise, have
your hours reduced, be fired, or punished in any
other way because you used any right given to
you under the OSH Act.
During an OSHA inspection of the workplace,
workers and their representatives have the right
to:
• Go along on the inspection;
• Talk privately with the OSHA inspector; and
• Take part in meetings with the inspector and the employer before and after the inspection is
conducted.
What your employer must do
Employers MUST provide their employees with a workplace that does not have serious hazards
and follow all relevant OSHA safety and health standards.
OSHA—AN OVERVIEW HANDOUT-1

OSHA—Inspection Priorities
Overview Of Topic OSHA has established a system of inspection priorities so that the
most serious situations get attention first.
Imminent danger
Imminent danger situations are given top priority, and is any con-
dition where death or serious physical harm can occur before the
danger can be eliminated through normal enforcement procedures.
Catastrophes and fatal accidents
Next priority is given to investigation of fatalities and accidents
resulting in hospitalization of three or more employees. OSHA
investigates to determine the cause of such accidents, whether
existing OSHA standards were violated, and whether additional
standards are necessary to help avoid a recurrence of similar acci-
dents.
Employee complaints
Third priority is given to employee complaints of violations of stan-
dards or of unsafe or unhealthful working conditions, or threats of
imminent danger. OSHA will maintain confidentiality if requested,
will inform the employee of any action it takes regarding the com-
plaint.
Programmed inspections
Programmed inspections are aimed at specific high hazard indus-
tries, occupations or health substances, or other industries
identified in OSHA’s current inspection procedures. Industries are
selected for inspection on the basis of such factors as the injury and
illness incidence rates, previous citation history, employee exposure
to toxic substances, or random selection.
Follow-up inspections
A follow-up inspection determines if previously cited violations have
been corrected. Failure to abate can result in daily penalties for
each violation.
Training Tips Discuss the procedure for reporting imminent danger situations or
other unsafe conditions in the workplace.
OSHA—INSPECTION PRIORITIES-1
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Introduction to OSHA—Inspection Priorities

Overview
OSHA is responsible for establishing rules, regulations, and practices that help keep us all safe
at work. Under these rules, employees have certain rights and responsibilities.
OSHA uses a system of inspection priorities so that the most serious situations get addressed
first. Inspections can be triggered by a complaint from a worker if they believe there is a serious
hazard or that their employer is not following OSHA standards or rules. Often the best and
fastest way to get a hazard corrected is to notify your supervisor or employer.
When an inspector finds violations of OSHA standards or serious hazards, OSHA may issue
citations and fines. A citation includes methods an employer may use to fix a problem and the
date by when the corrective actions must be completed.
Responsibilities
You have a responsibility to assist your employer to create a safe workplace. You should:
• Read the OSHA poster at the jobsite.
• Follow all employer safety and health rules and regulations, and wear or use prescribed
protective equipment while engaged in work.
• Report hazardous conditions to your supervisor.
• Report any job-related injury or illness to your employer, and seek treatment promptly.
Rights
OSHA also provides employees with certain rights.
• You have a right to seek safety and health on the job without fear of punishment.
• You may not be discriminated against in any way, such as through threats, firing, demotion,
or harassment for exercising your rights.
• To review copies of appropriate OSHA standards, rules, regulations, and requirements.
• Request information from your employer on safety and health haz-
ards in your work area, on precautions that may be taken, and on
procedures to be followed.
• Receive adequate training and information on workplace safety and
health hazards.
• Request the OSHA area director to conduct an inspection if you
believe hazardous conditions or violations of standards exist in your
workplace.
• Have your name withheld from your employer, upon request to
OSHA, if you file a written and signed complaint.
• Have your authorized employee representative accompany the OSHA compliance office dur-
ing the inspection tour.
OSHA—INSPECTION PRIORITIES HANDOUT-1

OSHA—Safety Awareness
Overview of Topic OSHA requires that employer provide a workplace free from recog-
nized hazards.
Stress the importance of safety
Established safety rules take the guesswork out of finding a safe
way to do a task. Workers need to learn and follow safety rules just
as they respect all the other types of rules and policies. There is one
difference though—safety rules can prevent an injury.
Inspections help
Safety rules may include inspecting equipment prior to use. Work-
ers, however, get complacent about inspections especially on
equipment that is used every day. To really motivate employees to
perform inspections, they must understand what can happen if the
equipment fails during use.
Responding to a hazard
The proper response to a hazard helps prevent injuries. Employees
should be trained to report all hazards, major and minor. Minor
hazards can become more dangerous.
Responding to an emergency
Employees should be taught to not respond to an emergency unless
they have been trained to do so. Rushing in to help an injured
worker without calling for medical assistance or knowing how to
administer first aid can do more harm than good.
Training Tips Remind employees of how they can get access to the facility’s safety
policies and rules.
The facility’s written safety and health policies and rules.
OSHA—SAFETY AWARENESS-1
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OSHA—Safety Awareness
Overview
OSHA requires that your employer provide a workplace free from recognized hazards. But not all
hazards can be controlled or eliminated. There is always a chance for hazards to develop regard-
less of how safe the workplace is made. So you must do your part.
Follow the rules, take precautions
Since not every hazard can be eliminated, workers need to remain alert to safety. Make sure you:
• learn and follow workplace safety rules. Safety rules exist to help employees stay safe.
Violation of safety rules may cause someone to become ill or injured.
• inspect equipment before use. Tools and equipment wear out, so pay attention during each
inspection.
• watching out for hazards that could develop. You have to be aware of your surroundings to
notice hazards. If you find a hazard, report it
• taking safe actions when hazards do arise.
What causes injuries
If you know what causes workplace injuries, you can be on the alert. Workplace injuries are often
caused by:
• Being struck by an object.
• Being struck against an object.
• Being caught, compressed, or crushed by
objects.
• Falling to a lower level.
• Falling on the same level.
• Slipping or tripping without falling.
• Overexertion in lifting.
• Repetitive motion.
• Overexposures to chemicals, noise, heat, elec-
tricity, etc.
• Transportation accidents.
• Fires and explosions.
• Violent acts.
OSHA—SAFETY AWARENESS HANDOUT-1

OSHA—Whistleblower Protection
Overview of Topic The OSH Act and other laws protect workers who complain to their
employer, union, OSHA or other government agencies about unsafe
or unhealthful conditions in the workplace or environmental prob-
lems.
Workers cannot be transferred, denied a raise, have their hours
reduced, be fired, or punished in any other way because they have
exercised any right afforded to them under the OSH Act.
Section 11(c) of the Occupational Safety and Health Act of 1970
authorizes OSHA to investigate employee complaints of employer
discrimination against employees who are involved in safety and
health activities protected under the Act. State and local govern-
ment workers in the 23 State Plan states may file complaints of
employer discrimination with the state plan as well.
When can a worker refuse to do a job?
A worker has a right to refuse to do a task if all of the following
conditions are met:
• They have asked the employer to eliminate the danger, and the
employer failed to do so;
• They refused to work in “good faith” believing that an imminent
danger exists;
• A reasonable person would agree that there is a real danger of
death or serious injury; and
• There isn’t enough time, due to the urgency of the hazard, to get
it corrected through regular enforcement channels, such as
requesting an OSHA inspection.
Training Tips Explain how employees should report dangerous or hazardous con-
ditions in the workplace.
Occupational Safety and Health Act of 1970, Section 11(c)
OSHA—WHISTLEBLOWER PROTECTION-1
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OSHA—Whistleblower Protection
Overview
Workers cannot be transferred, denied a raise, be fired, or punished in any other way because
they report unsafe or unhealthful conditions in the workplace.
What must I do?
If you believe working conditions are unsafe or unhealthful, call your employer’s attention to the
problem. If your employer does not correct the hazard or disagrees with you about the extent of
the hazard, you may file a complaint with OSHA.
Employees have the right to refuse to do a job if they believe in good faith that they are exposed
to an imminent danger. “Good faith” means that even if an imminent danger is not found to exist,
the worker had reasonable grounds to believe that it did exist. Your right to refuse to do a task
is protected if:
• You have asked the employer to eliminate the danger, and the employer failed to do so;
• You refused to work in “good faith” because you
believe an imminent danger exists, and not in an
attempt to harass the employer or disrupt busi-
ness;
• A reasonable person would agree that there is a dan-
ger of death or serious injury; and
• There isn’t enough time to get it corrected through
regular enforcement channels, such as requesting an
OSHA inspection.
As a general rule, you do not have the right to walk off
the job because of unsafe conditions. If you do and your
employer fires or disciplines you, OSHA may not be able
to protect you.
How am I protected?
When all of the above conditions are met, you should
take the following steps:
• Ask your employer to correct the hazard;
• Ask your employer for other work;
• Tell your employer that you won’t perform the work
unless and until the hazard is corrected; and
• Remain at the worksite until ordered to leave by
your employer.
If your employer discriminates against you for refusing to perform the dangerous work, contact
OSHA immediately.
You usually a period of 30 days from the date of the alleged violation to file a discrimination
complaint, but some laws and states have different time frames.
OSHA—WHISTLEBLOWER PROTECTION HANDOUT-1

Table of Contents for P
Pallet Jack
An Overview
Safe Use

Chemical PPE—Real Life Stories
Eye Protection
Eye Protection—Real Life Stories
Face Protection
Foot Protection
Foot Protection—Real Life Stories
Hand Protection
Hand Protection—Real Life Stories
Head Protection
Head Protection—Real Life Stories
Pesticides
An Overview
Real Life Stories
Powered Industrial Trucks

An Overview
Battery Charging
Citations
Forklift Operation—Real Life Stories
Handling Loads
Loading & Unloading Trucks and Trailers
Performing an Inspection
Truck Operations
Working Safely Around Forklifts
Lifting Personnel
Powered Platforms
An Overview
Real Life Stories
P TOC-1
4/11
Process Safety Management of Highly Hazardous Chemicals

An Overview
Citations
Real Life Stories
P TOC-2
4/11

Pallet Jack—An Overview
Overview of Topic Pallet jacks are materials-handling aides which makes moving ma-
terials easier, and more efficient. Pallet jacks can be powered or
manually operated.
Like any tool, pallet jacks require proper use and safe handling to
avoid causing damage or injury.
Employee Training Powered pallet jacks are considered to be powered industrial trucks
under 1910.178(a)(1). Non-powered pallet jacks are not covered by
1910.178, however, OSHA would expect employers to train employ-
ees on the equipment’s safe operation.
Issues needing to be addressed in terms of hazards and safety pro-
cedures include:
• Operation of all controls for the pallet jack.
• Capabilities and weight limits.
• Battery recharging procedures.
• Visibility barriers and back-up alarms.
• Operations in tight aisles, loading ramps, and on inclines.
• Driving procedures, corners, carrying loads, material place-
ment.
Training Tips Demonstrate how the pallet jack works, and how to perform a pre-
use check of the jack. Explain any special features of your equip-
ment. For powered pallet jacks, review safe charging procedures.
Review general safe materials handling at your facility, including
information on pedestrian traffic, loading dock security, and so on as
appropriate.
29 CFR 1910.178
Pallet jack manufacturer’s operater’s literature
PALLET JACK—AN OVERVIEW-1

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Pallet jack—An Overview

Overview
Pallet jacks make moving materials considerably easier, but like any tool, they require proper
use and safe handling to avoid causing damage or injury. Whether referred to as pallet jacks,
hand jacks, or by some other name, the safety precautions are the same.
Training
Operators of powered pallet jacks must receive the
same training as forklift operators. Manually powered
jack operators do not. But whether manually or me-
chanically powered, when using a pallet jack, you
must follow the same “rules of the road” that a forklift
must. You have to stop at all of the doorways, corners,
crosswalks, and intersections in your facility that fork-
lifts are required to stop for.
Using a pallet jack properly helps you to do your job
more quickly and easily, while reducing the chances
that you’ll strain a muscle or be injured.
General Safety Rules

• Be sure the materials can be safely transported using a pallet jack
• Use the appropriate pallet truck for the job
• Read and understand the manufacturer’s printed operator’s guide before using the pallet
jack
• Before use, inspect the pallet jack for proper function and for any damage
• Wear footwear that provide good balance and traction
• Plan your route ahead of time, and make sure the walking surfaces are clean, dry, and
uncluttered
• Avoid sudden motions – try to anticipate and be prepared for any changes of speed or
direction
• Always park the pallet jack in designated areas – do not allow the pallet jack to become a trip
hazard
PALLET JACK—AN OVERVIEW HANDOUT-1

Underhung crane
Bridge Trolley
Hoist
Pallet Jack—Safe Use

Controls
Overview of Topic Manually operated pallet jacks make moving materials easier. But
pallet jacks must follow the same rules of the road that powered
industrial trucks must follow. In addition, users must be aware of
the physical requirements of loading and moving the pallet jack.
Moving loads safely
There are many variables that come into play when determining the
safe weight that can generally be pushed or pulled using a pallet
jack. Because of the differences in the population, and the variables
in terms of male/female population, there isn’t a set weight limit or
guideline on performing specific pallet jack tasks, such as pushing
or pulling.
There are also variables in terms of the type and condition of equip-
ment, type of floor surface, and so on. A worker might be able to
comfortably push a certain weight across a smooth surface, but
might have trouble if the surface is rough or has inclines. Similarly,
if the equipment is in poor condition it may require more force to
push. So there is no set weight limit unless the employer or equip-
ment manufacturer sets one.
Employee Training Powered pallet jacks are considered to be powered industrial trucks
under 1910.178(a)(1). Non-powered pallet jacks are not covered by
the 1910.178 regulation, however, employers must still ensure that
manual pallet jacks are operated safely.
Training Tips Review the pallet jack manufacturer’s printed literature with the
trainees. Demonstrate the particular features of your equipment.
Explain any work or safety rules which are applicable to your work-
place.
Ask if anyone has ever had or seen an accident involving a pallet
jack, or been injured by one. Discuss what caused the event.
29 CFR 1910.178
Pallet jack manufacturer’s operater’s literature
The company’s written safety plan
PALLET JACK—SAFE USE-1

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Pallet jack—Safe Use

Overview
Lifting and moving materials can be made easier through the use of pallet jacks. However,
proper and safe use of pallet jacks is essential to prevent injuries and damage. Moving safely
means considering both the load and yourself.
When using a pallet jack, you must follow the same “rules of the road” that a forklift must. You
have to stop at doorways, corners, crosswalks, and intersections as required for forklifts.
Move It Safely
Common causes of accidents involving pallet jacks are those you would expect – collisions with
people or running into objects, losing control of the pallet jack, and injuries to the operator’s
hands or feet. Other injuries occur from the actual loading or unloading or moving of the pallet
jack load.
Keep your back straight and your knees bent when moving loads.
General Safety Rules

• Read and understand the manufacturer’s printed literature before using the pallet jack
• Check the jack for any defects that could affect its operation prior to loading
• Do not load the pallet jack beyond its rated capacity
• Load with heavy items on the bottom – balance the load
• Don’t allow materials to hang over the edges of the pallet
• Lift using both forks under the load – never lift with only one fork
• Make sure that you can see over the load
• If possible, avoid moving loads up and down ramps
• Pull rather than push loads
• Enter or exit a truck or trailer squarely
• Maintain control of the pallet jack at all times
• Allow plenty of room to stop
• Do not place hands or feet under the pallet jack at any time
• Keep clothing away from all moving parts of the pallet jack
• Do not leave a loaded pallet jack unattended in the raised position
• Follow the rules of the road – watch for pedestrians and other traffic
• In tight spaces, don’t trap yourself between the pallet jack and walls, racks, or other obstruc-
tions
• Park the pallet jack out of traffic areas, in a level spot, with the forks lowered and the handle
up
PALLET JACK—SAFE USE HANDOUT-1

Personal Protective Equipment—Chemical PPE—

Real Life Stories
Overview of Topic Personal protective equipment is generally an easy and inexpensive

way to protect employees from the hazards of chemicals. Yet each
year employees are injured not because they don’t have access to the
appropriate PPE, but because they either don’t understand how to
use it properly or they chose not to use it at all.

Like most printing establishments, in Tom’s workplace there were a
number of chemicals used for several different reasons. The em-
ployer provided the PPE and also provided training for the employ-
ees on how to use the PPE.
Tom was setting his press up for a job one day, while Diane was
cleaning up another press. He could see that although she was
wearing an apron and gloves, she wasn’t wearing the correct respi-
rator for the job. He knew she could get into trouble for not using the
right PPE, but he figured it wasn’t his job to make sure she did
things the way the company said to.
Some time later, Diane called Tom over. She said she had gotten
some chemical on her arm above the cuff of the glove. The chemical
had soaked into her shirt and it had been touching her arm for a
while.
Diane’s arm was red where the chemical touched it, and she told
Tom that it was burning and it hurt her. She wanted to know what
to do.
Tom told her to go to the bathroom and wash her arm with soap and
water for while, and not to wear the shirt anymore that day.
Diane asked if she should say anything to their supervisor. Tom said
that she shouldn’t, because he had heard that the company was
considering some layoffs and this type of thing might put her at the
top of the list.
Diane changed her shirt, and washed her arm off well, but the
redness did not go away.
Later, Diane started to complain about a headache and shortness of
breath.

Should Diane have sought medical help?
Should someone have called the supervisor?
PERSONAL PROTECTIVE EQUIPMENT—CHEMICAL PPE—REAL LIFE STORIES-1

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• Suggested that Diane wash her arm off.
• Told Diane to change her shirt.
• Did not say anything about Diane using the wrong respirator.
• Did not find out about the hazard signs and symptoms of the
chemicals Diane was using.
• Told Diane not to report the incident to their supervisor.
• Both should be trained on the hazards of the chemicals they are
working with.
• Both should be retrained on the required PPE for handling those
chemicals.
• Both should be trained on the proper way to report chemical
hazards.
Training Tips Review the applicable company policies on the use of PPE and the
disciplinary action for failure to use the required PPE.
Discuss the types of PPE available and the hazards each guards
against.
Explain what protective equipment employees can select, how they
are to care for it, how to obtain it, and who they can go to with
questions or problems with the PPE.
Explain what PPE is to be paid for by the Employer, and what PPE
is to be paid for by the employee.
PERSONAL PROTECTIVE EQUIPMENT—CHEMICAL PPE—REAL LIFE STORIES-2

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Personal Protective Equipment—Chemical PPE—Real Life Stories

Overview
Personal protective equipment is generally an easy and inexpensive way to protect employees
from the hazards of chemicals. Yet each year employees are injured not because they don’t have
access to the appropriate PPE, but because they either don’t understand how to use it properly
or they chose not to use it at all.
What Happens Next?

Additional Information and Review

Your employer must train you on the need for and use of PPE. Training should include:
• Information on when PPE is needed.
• An explanation on what PPE is required and when.
• How to obtain the PPE required.
• How to put on, take off, adjust, and wear the PPE properly.
• The limitations of the PPE.
PERSONAL PROTECTIVE EQUIPMENT—CHEMICAL PPE—REAL LIFE STORIES HANDOUT-1

Personal Protective Equipment—Chemical

PPE—Real Life Stories Sign-off Sheet
part in a training session on Personal Protective Equipment—Chemical PPE—Real Life Sto-
ries. At this training session, we covered:
• Company policies on the use of PPE.
• Disciplinary action for failure to use the required PPE.
• How to don, doff, adjust, and wear the PPE.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—CHEMICAL PPE—REAL LIFE STORIES SIGN-OFF-1

Personal Protective Equipment—Eye Protection
Overview of Topic Eye protection is one of the easiest and least expensive OSHA safety
requirements to implement, yet each year thousands of workers
injure their eyes or lose their sight, not because they didn’t have the
proper eye protection, but because they chose not to wear it.
For this reason, and because the opportunities for being injured in
the workplace are great, training in this area is crucial.
Eye hazards
The main hazards to the eyes in the workplace include the follow-
ing:
• Injurious gases, vapors, and liquids.
• Dusts or powders, fumes, and mists.
• Flying particles or objects.
• Splashing metals.
• Heat, glare, and ultraviolet and infrared rays.
• Lasers.
• Electrical hazards.
Anytime machines or operations present potential eye injury from
physical, chemical, or radiation elements, your company must se-
lect, provide, maintain, and require affected employees to use ap-
propriate eye protection.
Eye protection must be:
• Adequate for the environment.
• Reasonably comfortable.
• Snug without interfering with the movements of the wearer.
• Durable.
• Capable of being disinfected and cleaned.
Employees who wear prescription lenses must wear:
• Spectacles whose protective lenses provide optical correction;
• Goggles that can be worn over corrective spectacles without dis-
turbing the adjustment of the spectacles; or
• Goggles that incorporate corrective lenses mounted behind the
protective lenses.
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION-1

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For protection against radiant energy you must select the appropri-
ate shade number for the filter lenses or plates used in welding.
Employee Training Under 29 CFR 1910.132 General requirements, OSHA require that
employers provide training to each employee who must use PPE.
That training should include details of:
• when PPE is necessary.
• what PPE is necessary.
• how to properly don, doff, adjust, and wear PPE.
• the limitations of the PPE.
• the proper care, maintenance, useful life, and disposal of PPE.
Training Tips Using the employee handout, review the requirements for eye pro-
tection.
Show the types of eye protection and how to wear and care for them.
Review the location of eyewash stations and explain their use.
Explain what PPE OSHA requires the employer to pay for.
29 CFR 1910.133—Eye and face protection.
ANSI Z87.1-1989—Occupational and Educational Eye and Face
Protection.
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION-2

4/09
Personal Protective Equipment—Eye Protection

Overview
It can only take a moment for you to lose your sight. Because of workplace hazards, OSHA
requires that employers supply appropriate eye protection. However, the employee must take
responsibility and use the personal protective equipment (PPE) that is provided.
OSHA reported that in 1994 there were 83,500 disabling eye injuries. However, eye injuries can
be prevented if you use proper eye protection and maintain that eye protection.

Your employer must ensure that:
• All workers required to wear eye protection understand how to use it so that it offers the most
protection.
• These workers must demonstrate understanding of the training and the ability to use it
properly before being allowed to perform work requiring its use.
What Must I Do?

As an employee who is required to wear eye protection, you
must:
• Understand how to use the required PPE.
• Know how to properly clean and maintain the PPE.
• Know the locations of and how to use the eyewash
stations.
What Must Eye Protection Do?

At a minimum, eye protection must:
• Adequately protect against the particular hazards for
which they are designed.
• Be reasonably comfortable when worn under the designated conditions.
• Fit snugly without interfering with the movements or vision of the wearer.
• Be durable.
• Be capable of being disinfected.
• Be easily cleanable.
• Be kept clean and in good repair.
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION HANDOUT-1

Personal Protective Equipment—Eye

Protection Sign-off Sheet
part in a training session on Personal Protective Equipment—Eye Protection. The session
covered:
• When eye protection is necessary and potential eye injuries.
• What eye protection is necessary.
• The limitations of the eye protection.
• What PPE is paid for by the employer.
• Location and use of eyewash stations.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION SIGN-OFF-1

Personal Protective Equipment—Eye Protection—

Real Life Stories
Overview of Topic Eye protection is one of the easiest and least expensive OSHA re-
quirements, yet each year thousands of workers injure their eyes or
lose their sight, not because they didn’t have the proper eye protec-
tion, but because they chose not to wear it.
An employee, Miguel, is operating a wood saw/planer. He’s wearing
safety glasses; however, they don’t fit properly. As the day wears on
and gets warmer, the glasses start to slip down on Miguel’s face.
Near the end of the shift he decides to take the glasses off. Does he
really need them anyway? He hasn’t been hit in the face by any
pieces of wood all day long. What are the chances something will hit
him in the eye during the last 15 minutes of the day?
Miguel starts the machine again and begins feeding wood through
it. All of a sudden a tiny piece of wood flies up and strikes him in the
left eye.
Afraid he’ll get in trouble if he says anything, Miguel continues to
work, even though he can’t see very well out of his injured eye. After
his shift, he goes home. He decides to see how his eye is in the
morning
• Improperly fitted eye protection
• Violation of safety policies (Took the glasses off and continued to
work).
• Never reported the accident.
• Didn’t seek medical attention
What did Miguel do right?
• Understood PPE requirements.
• Used safety glasses for most of the day.
What did Miguel do wrong?
• Didn’t wear safety glasses that fit properly.
• Took the glasses off and continued to work.
• Never reported the accident.
• Didn’t seek medical attention
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION—REAL LIFE STORIES-1

4/09
What happens next?

• Miguel should immediately seek medical attention.
• Miguel should be retrained on PPE requirements.
• Miguel should be provided with properly fitting safety glasses.
Eye protection basics
Wrap the session up by covering these eye protection topics:
• Be sure your eye protectors fit comfortably snug.
• Do not use ordinary prescription glasses as a substitute for eye
protection devices.
• If employees wear prescription glasses, they must wear safety
glasses with protective lenses that provide optical correction.
• If employees wear prescription glasses, they can wear goggles
over the corrective spectacles if the goggles do not disturb the
adjustment of the spectacles.
• If employees wear prescription glasses, they can wear goggles
that incorporate corrective lenses mounted behind the protec-
tive lenses.
• Inspect and clean eye protectors frequently.
• For cuts and objects in the eye, cover the eye and seek medical
attention.
• Know where emergency eyewash stations are located and how
they work.
• For chemical injuries, flush the eyes with water for at least 15
minutes and seek medical attention.
Training Tips Review with the attendees where PPE is required in the facility, and
why the PPE is needed.
Discuss who they can talk to if they are having problems with PPE,
or if they have questions on the use of, or cleaning and care of their
PPE.
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION—REAL LIFE STORIES-2

4/09
Personal Protective Equipment—Eye Protection—Real Life Stories

Overview
Eye protection is one of the easiest and least expensive OSHA requirements, yet each year
thousands of workers injure their eyes or lose their sight, not because they didn’t have the proper
eye protection, but because they chose not to wear it.
It Happened LIke This

An employee, Miguel, is operating a wood saw/planer. He’s wearing safety glasses; however, they
don’t fit properly. As the day wears on and gets warmer, the glasses start to slip down on Miguel’s
face.
Near the end of the shift he decides to take the glasses off. Does he
really need them anyway? He hasn’t been hit in the face by any
pieces of wood all day long. What are the chances something will hit
him in the eye during the last 15 minutes of the day?
Miguel starts the machine again and begins feeding wood through it.
All of a sudden a tiny piece of wood flies up and strikes him in the left
eye.
Afraid he’ll get in trouble if he says anything, Miguel continues to
work, even though he can’t see very well out of his injured eye. After
his shift, he goes home. He decides to see how his eye is in the
morning

What did Miguel do right?
What did Miguel do wrong?
What Do You Think Should Happen Next?
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION—REAL LIFE STORIES HANDOUT-1

Personal Protective Equipment—Eye

Protection—Real Life Stories Sign-off Sheet
part in a training session on PPE—Eye Protection—Real Life Stories. At this training session,
we covered:
• Where in the facility eye protection is required.
• How to care for and clean PPE.
• Who to go to with questions on PPE.
• What PPE OSHA requires your employer to pay for.
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—EYE PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Personal Protective Equipment—Face Protection
Overview of Topic Many of the hazards which are faced on the job require the em-
ployee to protect his or her face from flying particles or metal or
chemical splashes. Objects striking or chemical splashes to the face
account for many injuries each year.
Face hazards
Injuries to the face can include burns from welding arcs or chemi-
cals, broken bones or teeth from impacts, and cuts and scrapes from
flying particles. Typical hazards which we must protect against in-
clude:
• splashes from injurious liquids.
• flying particles or objects.
• burns from splashing metals.
• heat, glare, and ultraviolet and infrared rays.
• lasers.
• electrical hazards.
Face protection must meet the following minimum requirements:
• adequately protect against the particular hazards for which they
are designed.
• be reasonably comfortable when worn under the designated con-
ditions.
• fit snugly without interfering with the movements or vision of
the wearer.
• be durable.
• be capable of being disinfected.
• be easily cleanable.
• be kept in good repair.
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4/08
Anytime machines or operations present potential injuries to the

face from physical, chemical, or radiation elements, your company
must select, provide, maintain, and require affected employees to
use appropriate eye protection.
Operations such as welding, metal grinding, working with molten
metals, and working with hazardous chemicals all require the use of
face protection.
Many hard hats and non-rigid helmets are designed with face pro-
tection built in.
Employee Training Under §1910.132 General requirements, OSHA requires that em-
ployers provide training to each employee who must use personal
protective equipment (PPE). That training should include details of:
• the proper care, maintenance, useful life, and disposal of PPE.
• What PPE OSHA requires the employer to pay for.
Training Tips Using the employee handout, review the requirements for face pro-
tection.
List the operations which require the use of face protections, and
why it is needed.
Show the types of face protection and how to wear and care for them.
29 CFR 1910.133—Eye and face protection.
ANSI Z87.1-1989—Occupational and Educational Eye and Face
Protection.
PERSONAL PROTECTIVE EQUIPMENT—FACE PROTECTION-2

4/08
Personal Protective Equipment—Face Protection

Overview
Face protection is required by OSHA where there is a reasonable probability of preventing injury
when such equipment is used. Employers must provide a type of protection that is suitable for
the work being done.
Employees must use the protection provided. A Bureau of Labor Statistics study found that about
half of the injuries which occurred to workers faces resulted from not wearing the protective
equipment supplied.

Your employer must ensure that:
• all workers required to wear face protection understand how to
use it so that it offers the most protection.
• these workers must demonstrate understanding of the train-
ing, and the ability to use it properly before being allowed to
perform work requiring its use.
• Your employer must pay for certain PPE.
What Must I Do?

As an employee who is required to use face protection, you must:
• understand how to use the required personal protection equip-
ment (PPE).
• know how to properly clean and maintain the PPE.
What Must Face Protection Do?

At a minimum, face protection must:
• adequately protect against the particular hazards for which it was designed.
• be reasonably comfortable when worn under the designated conditions.
• fit snugly without interfering with the movements or vision of the wearer.
• be durable.
• be capable of being disinfected.
• be easily cleanable.
• be kept clean and in good repair.
PERSONAL PROTECTIVE EQUIPMENT—FACE PROTECTION HANDOUT-1

Personal Protective Equipment—Face

part in a training session on Personal Protective Equipment—Face Protection. The session
covered:
• When face protection is necessary and potential face injuries.
• What face protection is necessary.
• What PPE OSHA requires your employer to pay for.
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—FACE PROTECTION SIGN-OFF-1

Personal Protective Equipment—Foot Protection
Overview of Topic Feet are subject to many types of skin diseases, cuts, punctures,
sprains, fractures, and other maladies. In the workplace, our feet
are also subject to workplace hazards, including falling objects and
punctures.
Foot protection is guarding your toes, ankles, and feet from injury.
One industry study of workers who suffered foot injuries showed
that less than 25 percent were wearing safety shoes or boots at the
time of the accident.
Types of safety shoes
Manufacturers offer a wide variety of protective devices. Manufac-
turers also continually update materials and engineering of their
products to ensure protection from new hazards. Safety shoes come
in many varieties to suit very specific industrial applications. Some
of them include:
• safety shoes — have toe guards that meet requirements of
American National Standards Institute (ANSI) Z41-1991, Pro-
tective Footwear. Steel, reinforced plastic, and hard rubber are
used to protect toes, depending upon their intended use.
• metatarsal guards — instep guards to protect the top of the foot
from impacts. Metal guards extend over the top of the shoe,
rather than just over the toes.
• conductive shoes — prevent the accumulation of static electric-
ity that builds up in the body of the wearer.
• electrical hazard shoes — offer protection against shock hazards
from contact with exposed circuits.
• puncture resistant shoes — protect against the hazards of step-
ping on sharp objects that can penetrate the soles.
• slip resistant shoes — have soles which provide improved trac-
tion in situations where slipping hazards exist.
• When the employer must pay for safety shoes.
These are just a few examples of the many types of safety shoes
available.
When selecting safety footwear, it is important to look for shoes that
meet the ANSI requirements. OSHA regulations state that safety
shoes must meet the requirements of ANSI Z41-1991. These stan-
dards set the requirements for safety shoes.
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION-1

4/08
Employee Training OSHA’s general industry standard on personal protective equip-

ment at 29 CFR 1910.132 requires employee training that applies
training on the use of protective footwear. Training should include:
• the proper care, maintenance, useful life, and disposal of the
PPE.
Training Tips Discuss with the employees what hazards they may potentially be
exposed to, and what kind of footwear is needed to protect them
against those hazards.
Demonstrate the proper way to put on safety footwear, and how to
wear and adjust it.
If your company offers free safety shoes, or a subsidized safety shoe
program, explain the program to the employees.

29 CFR 1910.136—Occupational Foot protection.
ANSI Z41-1991—Personal Protection-Protective Footwear.
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION-2

4/08
Personal Protective Equipment—Foot Protection

Overview
What features make safety shoes different from regular “street” shoes? Basically, they are de-
signed to protect the foot and toes in areas most likely to be injured. There are many different
types and designs of protective footwear.
Types of Protective Footwear

A few of the different types of protective footwear include:
• Safety shoes — have toe guards that meet requirements of Ameri-
can National Standards Institute (ANSI) Z41-1991, Protective
Footwear. Steel, reinforced plastic, and hard rubber are used to
protect toes, depending upon their intended use.
• Metatarsal guards — instep guards to protect the top of the foot
from impacts. Metal guards extend over the top of the shoe, rather
than just over the toes.
• Conductive shoes — prevent the accumulation of static electricity
that builds up in the body of the wearer.
• Electrical hazard shoes — offer protection against shock hazards
from contact with exposed circuits.
• Puncture resistant shoes — protect against the hazards of stepping on sharp objects that can
penetrate the soles.
• Slip resistant shoes — have soles which provide improved traction in situations where slip-
ping hazards exist.
When choosing safety footwear, look for shoes that meet ANSI Z41-1991 Protective Footwear.

Your employer must train you on the need for and use of protective footwear. Training should
include:
• An explanation on what protective footwear is required, and where to obtain it.
• How to put on, take off, adjust, and wear protective footwear.
What Must I Do?

For your safety, it is crucial that you understand and follow your company’s procedures for foot
protection. If you have any questions regarding how to protect your feet from injury on the job,
ask your supervisor.
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION HANDOUT-1

Personal Protective Equipment—Foot

part in a training session on Personal Protective Equipment—Foot Protection. The session
covered:
• What safety footwear is needed or recommended, and where to obtain it.
• How to don, doff, adjust, and wear protective footwear.
• Limitations of the PPE.
• When the employer must pay for PPE.
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_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION SIGN-OFF-1

Personal Protective Equipment—Foot Protection—

Real Life Stories
Overview It’s often difficult to get around on the construction jobsite. Imagine
how hard it would be if you couldn’t walk properly because you
dropped something on your foot? That’s why adequate foot protec-
tion is so important. If there’s a foot hazard, employees need pro-
tection.

Gordon was laying brick and would run out of it shortly. He got on
the phone and called Justin and told him he needed another skid of
bricks. Justin said a truckload of bricks had just arrived and he’d
send the driver over.
A few minutes later the truck pulled up and Brad got out. “Hey,
where do you want this skid of bricks?”
“Right here,” Gordon said while pointing.
Brad operated the small crane on the truck and set the bricks down.
The skid banding broke and several bricks bounced over and landed
on Gordon’s foot.
“Are you Okay?” Brad asked.
“I guess so. This is one time I don’t regret wearing these steel-toed
boots.”
“I never wear steel-toed boots. I hate them, they’re so heavy,” Brad
said.
“Well, maybe you should. You get out of the truck enough to be
exposed to foot hazards,” says Gordon.
“Naw, I never get hurt. Although, the company does require me to
wear them.”

• Foot hazards.
• Violation of company safety policies
What did Gordon do right?
• Wore steel-toed boots.
• Recognized foot hazards.
• Encouraged Brad wear foot protection
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION—REAL LIFE STORIES-1

4/09

• Didn’t check to make sure the banding was secure on the bricks.
• Didn’t wear steel-toed boots
What happens next?
• Gordon should make sure his foot is okay and report the inci-
dent.
• Brad should be told to check that the banding is secure on any
material that his is unloading.
• Brad should be instructed to wear appropriate PPE as neces-
sary.
• Provide additional training on foot protection and company
safety policies.
Training Tips Have employees ask themselves these questions when selecting
safety shoes:
• Will the shoe adequately protect your feet from the hazards of
your job?
• Does the shoe meet the ANZI Z41.1-1991 standards for foot pro-
tection?
• Do the shoes fit both feet comfortably?
• Is there room between the tip of your longest toe and the shoe?
• Can you wiggle your toes freely?
• Does the shoe have flexible upper surfaces and smooth areas
inside?
• Does the shoe have built-in cushioning?
• Does the shoe come in leather allowing it to “breathe?”
Explain what PPE is to be paid for by the Employer, and what PPE
is to be paid for by the employee.
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION—REAL LIFE STORIES-2

4/09
Personal Protective Equipment—Foot Protection—Real Life Stories

Gordon was laying brick and would run out of it shortly. He got on the phone and called Justin
and told him he needed another skid of bricks. Justin said a truckload of bricks had just arrived
and he’d send the driver over.
A few minutes later the truck pulled up and Brad got out. “Hey, where do you want this skid of
bricks?”
“Right here,” Gordon said while pointing.
Brad operated the small crane on the truck and set the bricks down. The skid banding broke and
several bricks bounced over and landed on Gordon’s foot.
“Are you Okay?” Brad asked.
“I guess so. This is one time I don’t regret wearing these steel-toed boots.”
“I never wear steel-toed boots. I hate them, they’re so heavy,” Brad said.
“Well, maybe you should. You get out of the truck enough to be exposed to foot hazards,” says
Gordon.
“Naw, I never get hurt. Although, the company does require me to wear them.”
What did Gordon do right?
What Happens Next?

PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION—REAL LIFE STORIES HANDOUT-1

Personal Protective Equipment—Foot

part in a training session on Personal Protective Equipment—Foot Protection—Real Life Sto-
• What PPE the employer must pay for.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—FOOT PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Personal Protective Equipment—Hand Protection
Overview Of Topic Each year about 12 percent of work-related injuries are to employ-
ee’s hands and fingers. At work, your employees’ hands are exposed
to three types of hazards;
• Mechanical hazards — present whenever tools and machinery
are used. Injuries resulting from tool and machinery use might
include cuts, punctures, abrasions, or crushing.
• Environmental hazards — factors like extreme heat or cold can
cause hand and finger injury.
• Irritating substances — skin conditions such as dermatitis can
be caused by contact with chemicals and biological agents (bac-
teria, fungi, and viruses). Chemicals and toxic substances can
also enter the bloodstream through abrasions and cuts.

Personal protective equipment (PPE) for the hands and arms in-
clude gloves, mitts, finger cots, thimbles, hand pads, sleeves, and
hand lotions or barrier creams.
Gloves are the most commonly used type of PPE. Gloves provide
protection to fingers, hands, and sometimes wrists and forearms.
Ideally, gloves should be designed to protect against specific hazards
of a job being performed. Types range from common canvas work
gloves to highly specialized gloves used in specific industries.
The employer is responsible for providing PPE when employees are
exposed to hazards such as:
• Skin absorption of harmful substances;
• Severe cuts or lacerations;
• Severe abrasions or punctures;
• Chemical or thermal burns; or
• Harmful temperature extremes.
When selecting appropriate hand protection, keep in mind:
• Breakthrough — how fast gloves will break down and allow
chemicals to seep through.
• Dexterity — extent they limit dexterity and offer support.
• Length — the amount of arm that is exposed.
• Size — gloves that are too large or too small can cause clumsi-
ness, or can tire your hands prematurely.
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION-1

4/09
Employee Training OSHA’s general industry standard on personal protective equip-

ment at 29 CFR 1910.132 requires employee training that applies to
the use of hand protection. Employees must be trained to know:
• When PPE is necessary.
• What PPE is necessary.
• How to properly don, doff, adjust, and wear PPE.
• The proper care, maintenance, useful life, and disposal of the
PPE.
Training Tips Using the employee handout, review the company policy on the use
of hand protection and disciplinary action for failure to use required
PPE.
Discuss the types of hand protection available, and the hazards each
guards against.
Explain what protective equipment employees can select for specific
workplace hazards, and how to obtain it.
29 CFR 1910.138—Hand protection.
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION-2

4/09
Personal Protective Equipment—Hand Protection

Overview
We all use our hands a great deal without really thinking about it. Because we use our hands so
much at work, for a variety of tasks, they can become injured.
To demonstrate the need for effective hand protection, look at the following statistics.
• There are about 500,000 work-related injuries occuring to hands, fingers, and arms each
year.
• About one-quarter of all work-related injuries is to the fingers and hands.
• Injuries to fingers and thumbs are second on the list of most injured part of the body.
Types of Hazards
A few of the types of injuries our hands are prone to suffer include:
• Mechanical hazards which cause cuts, punctures, scrapes, or
crushing.
• Extreme heat or cold.
• Electrical shock or burns.
• Skin irritation from chemicals or germs.

Your employer must assess the workplace to determine what haz-
ards can be eliminated through engineering controls such as ma-
chine guards and improved workstation design. If hazards remain
after attempting to eliminate hand hazards, then your employer will provide hand protection.
Your employer must train you on the need for and use of PPE for your hands. Training should
include:
• An explanation on what protective hand wear is required, and where to obtain it.
• How to put on, take off, adjust, and wear PPE.
What Must I Do?

For your safety, it is crucial that you understand and follow your company’s procedures for hand
protection. If you have any questions regarding how to protect your hands from injury on the job,
ask your supervisor.
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION HANDOUT-1

Personal Protective Equipment—Hand

part in a training session on Personal Protective Equipment—Hand Protection. The session
covered:
• The types of hazards and the appropriate PPE for each.
• The company’s policies on the use of hand protection.
• Disciplinary action for failure to use required PPE.
• What PPE OSHA requires the employer to pay for.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION SIGN-OFF-1


Protection—Real Life Stories
Overview Employers must select, and require employees to use, appropriate

hand protection when employees’ hands are exposed to hazards such
as those from skin absorption of harmful substances; severe cuts or
lacerations; severe abrasions; punctures; chemical burns; thermal
burns; and harmful temperature extremes.

Nathan’s task was to coat the automotive parts with rust protection
solution. Since it was a small batch of parts, he decided he was going
to dip them by hand into the tank.
Nathan had a pair of rubber gloves that he wore to protect his hands
from the solution. As he was dipping the parts, he became compla-
cent. Near the end of the batch he accidentally put his hand too far
into the rust protection solution. This caused the rust protection
solution to spill into the glove.
Nathan was surprised by the feeling of the liquid contacting his
hand. This caused him to drop the part into the tank.
Nathan knew getting that part out of the dip tank was going to be
difficult. However, the first thing he had to do was take the glove off
and wash the rust protection solution off his hand. He had to do it
quickly. Because of repeated exposure, he developed a severe aller-
gic reaction.

• Exposure to rust protection solution.
• Severe allergic reaction.
What did Nathan do right?
• Wore the protective gloves.
• Knew he had to wash the solution off his hand immediately.
What did Nathan do wrong?
• Should have taken the time to set up the dipping procedure to
operate automatically
• Wasn’t wearing the proper length gloves
What happens next?

PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION—REAL LIFE STORIES-1

4/09
• Get medical care for Nathan.

• Establish a work rule that requires all parts to be run through
the dip tank via the automatic conveyor system and no parts are
dipped by hand.
• Provide additional training on the types of hand protection,
proper glove selection and use, and work practices
Training Tips Select the right type of glove.

• Palm grip type (rough, smooth);
• Sewn or molded;
• Curved or straight finger design;
• Insulated (for protection against heat or cold);
• Wrist, elbow, or shoulder length;
• Cuff or no cuff;
• Coating (for chemical resistance);
• Cut resistant (usually made of Kevlar fabric).
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION—REAL LIFE STORIES-2

4/09
Personal Protective Equipment—Hand Protection—Real Life Stories

Overview
Employers must select, and require employees to use, appropriate hand protection when em-
ployees’ hands are exposed to hazards such as those from skin absorption of harmful substances;
severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and
harmful temperature extremes.

Nathan’s task was to coat the automotive parts with rust protection solution. Since it was a small
batch of parts, he decided he was going to dip them by hand into the tank.
Nathan had a pair of rubber gloves that he wore to protect his hands from the solution. As he was
dipping the parts, he became complacent. Near the end of the batch he accidentally put his hand
too far into the rust protection solution. This caused the rust protection solution to spill into the
glove.
Nathan was surprised by the feeling of the liquid contacting his hand. This caused him to drop
the part into the tank.
Nathan knew getting that part out of the dip tank was going to be difficult. However, the first
thing he had to do was take the glove off and wash the rust protection solution off his hand. He
had to do it quickly. Because of repeated exposure, he developed a severe allergic reaction.
What did Nathan do right?
What did Nathan do wrong?
What Happens Next?

PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION—REAL LIFE STORIES HANDOUT-1


part in a training session on Personal Protective Equipment—Hand Protection—Real Life
Stories. At this training session, we covered:
• What PPE the employer must pay for.
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
PERSONAL PROTECTIVE EQUIPMENT—HAND PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Personal Protective Equipment—Head Protection
Overview Of Topic Head injuries are caused by falling or flying objects or by bumping
the head against a fixed object. Other head injuries can come from
electrical shock.
OSHA requires that employers shall ensure that any affected
employees wear protective helmets when working in areas with
potential head injuries or falling objects.
Hard hats lessen injury because they are designed to do several
things:
• Resist penetration,
• Absorb shocks from blows,

• Insulate the head from electricity (when designed to).
Types and classes of hard hats

Hard hats fall into two types and three classes, and are intended
to provide protection against a specific hazardous condition. The
types of hard hats are:
• Type 1 — has a full brim that is at least 1.25 inches wide.
• Type 2 — has no brim and has a peak extending forward from

the crown.
There are three classes of hard hats:
• Class A — provide general service and limited voltage

protection. These hats are used for protection against impact
hazards.
• Class B — provide utility service and high voltage protection.
This class of hat protects the head from impact and penetra-
tion from falling and flying objects and high-voltage shock and
burn. Class B hats are used mainly during electrical work.
• Class C — provide special service and no voltage protection.
These hats provide lightweight comfort and impact protection,
and are used where there is no danger from electrical hazards.
PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION–1

To prolong hard hat life and usefulness, proper care and periodic
inspection of hard hats should be required. Instruct affected
employees to:
• Check daily for signs of dents, cracks, or penetration. Check

the shell, suspension, headband, and sweatband. Do not use if
any of these parts are damaged.
• Store hats away from heat sources and out of direct sunlight.
Sunlight and heat can affect the degree of protection the hat
provides.
• Avoid getting paint or solvent on the hat, as this may damage
or weaken the hat.
Employee Training At 29 CFR 1910.132 OSHA requires employee training that

applies training on the use of protective headgear. Training should
include:
• When PPE is necessary.
• What PPE is necessary.
• How to properly don, doff, adjust, and wear PPE.
• The proper care, maintenance, useful life, and disposal of the

PPE.
Training Tips Discuss with the employees what hazards they may potentially be
exposed to, and what kind of head wear is needed to protect them
against those hazards.
Demonstrate the proper way to put on a safety hat, and how to

wear and adjust it.

29 CFR 1910.135—Head protection.
ANSI Z89.1-1986—Protective Headgear for Industrial Workers.
PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION–2


Overview
You may be exposed to the hazards of falling objects at work and need to protect yourself from
the risk of head injuries. Construction workers, loggers, tree trimmers, shipbuilders, miners,
and electrical utility workers all are required to wear protective headgear.
Types and classes of protective headgear

There are two types of headgear:
• Type 1 — full brim at least 1.25 inches wide.

• Type 2 — no brim but may include a peak extending forward from the crown.
There are three classes of headgear:
• Class A — general service with limited voltage protection.

• Class B — utility service with high voltage protection.
• Class C — special service with no voltage protection.
When choosing hard hats, look for ones that meet ANSI Z89.1-
Safety Requirements for Industrial Workers.
Your employer must train you on the need for and use of protective
head gear. Training should include:

• An explanation on what protective headwear is required, and where to obtain it.
• How to put on, take off, adjust, and wear protective headwear.
What must I do?
Keep your hard hat in good condition.
Inspect your hard hat every day for:
• Cracks, dents, and wear — discard hats that are damaged or chalky looking.
• The condition of the suspension system — look for torn straps, broken sewing lines, loose
rivets, defective lugs, and other defects.
• Cleanliness — wash your hard hat monthly in warm, soapy water, and rinse thoroughly.
• The presence of paint or solvents — these can weaken the shell of the hat.
PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION HANDOUT


Sign-Off Sheet

who have taken part in a training session on Personal Protective Equipment—Head Protec-
tion. The session covered:
• What head protection is needed or recommended, and where to obtain it.

• How to don, doff, adjust, and wear protective head gear.
• Limitations of the PPE.
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PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION SIGN-OFF

Personal Protective Equipment—Head

Protection—Real Life Stories
Overview Of Topic Thousands of head injuries occur each year. Injuries range from
minor abrasions to concussions to electrocutions. Many of these in-
juries occur when employees were not wearing head protection.
Hard hats lessen these kinds of injuries because they are designed
with a hard shell and a suspension system. You should purchase a
hard hat only if it has the manufacturer’s name and the ANSI des-
ignation Z89.1.

Jake and Ed were taking a break in the shade.
“Ed, your hard hat has seen better days. You ever think of replacing
it?”
“It’s a little beat up, I’ll admit that.”
“Ed, I’m serious. Look at the lining in that thing. It’s worn out. The
shell is covered with stickers and the parts that aren’t covered are
so faded you can’t tell what the original color was. Plus, are you sure
you should be wearing it backwards?″
“Jake, I’m not getting rid of this hard hat - it’s my lucky hat.”
“Okay, but will you at least inspect the lining and see if it needs to
be replaced? You know what the company says about the right PPE.”
“I’ll think about it.”
• Damaged hard hat.
• Noticed that the hard hat was worn out.
• Questioned Ed on whether he should wear his hat backwards.
• Encouraged Ed to inspect the lining.
What did Ed do wrong?
• Put stickers on it that weren’t designed for hard hats.
• Failed to keep the hat in good condition which includes not re-
placing the worn lining.
• Wore the hard hat backwards.
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What did Jake do wrong? He did not inform his supervisor of com-
pany safety violations.
What happens next?
• Ed should replace his hard hat with a new one.
• The company should institute a policy about hard hat inspec-
tion: how often, what to look for, and when to replace.
• Provide additional training on jobsite hazards, and hard hat use
and care.
Training Tips Explain to employees when a hard hat is necessary. Teach employ-
ees to be aware of “HARD HATS REQUIRED” signs and rules.
Explain what type of hard hat is needed for your work areas.
Demonstrate how employees are to put on, wear, and take off the
hard hat, and how to adjust the headbands and liner.
Explain and demonstrate how employees are to inspect, care for,
maintain, and also when to replace the hard hat.
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Personal Protective Equipment—Head Protection—Real Life Stories

Overview
Thousands of head injuries occur each year. Injuries range from minor abrasions to concussions
to electrocutions. Many of these injuries occur when employees were not wearing head protec-
tion. Proper head protection can lessen these kinds of injuries.

Jake and Ed were taking a break in the shade.
“Ed, your hard hat has seen better days. You ever think of replacing it?”
“It’s a little beat up, I’ll admit that.”
“Ed, I’m serious. Look at the lining in that thing. It’s worn out. The shell is covered with stickers
and the parts that aren’t covered are so faded you can’t tell what the original color was. Plus, are
you sure you should be wearing it backwards?″
“Jake, I’m not getting rid of this hard hat - it’s my lucky hat.”
“Okay, but will you at least inspect the lining and see if it needs to be replaced? You know what
the company says about the right PPE.”
“I’ll think about it.”
What happens next?

PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION—REAL LIFE STORIES HANDOUT-1

Personal Protective Equipment—Head

part in a training session on Personal Protective Equipment—Head protection—Real Life Sto-
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PERSONAL PROTECTIVE EQUIPMENT—HEAD PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Pesticides—An Overview
Overview Of Topic EPA’s Worker Protection Standard (WPS) for pesticides covers em-
ployees working in or on farms, forests, nurseries, and greenhouses.
The WPS covers two types of employees:
Agricultural Workers—those who perform tasks related to the
cultivation and harvesting of plants on farms or in greenhouses,
nurseries, or forests. This includes carrying nursery stock, repotting
plants, or watering, related to the production of agricultural plants
on an agricultural establishment.
Pesticide Handlers—those who mix, load, or apply agricultural
pesticides; clean or repair pesticide application equipment; or assist
with the application of pesticides in any way.
The WPS contains requirements for pesticide safety training, noti-
fication of pesticide applications, use of personal protective equip-
ment (PPE), restricted-entry intervals following pesticide
application, decontamination supplies, and emergency medical as-
sistance. Effective implementation of the WPS will substantially
lower the risk of pesticide poisonings among agricultural workers
and pesticide handlers.
Employee training
After training, employees should be able to demonstrate an under-
standing of:
• Pesticide hazards.
• Routes through which pesticides can enter the body.
• Signs and symptoms of common types of pesticide poisoning.
• Emergency first aid for pesticide injuries or poisoning.
• How to obtain emergency medical care.
• Warnings about taking pesticides or pesticide containers home.
• Information contained on pesticide labels.
• Using appropriate PPE.
Training Tips Review 40 CFR Part 170, and the employee handout. Note the types
of pesticides used in the workplace, and review the company policy
on pesticide use.
Make sure employees know:
• How to read a pesticide container label.
PESTICIDES—AN OVERVIEW-1
4/09
• How pesticides enter the body.

• Symptoms that may indicate pesticide poisoning.
• How employees can protect themselves from the effects of pes-
ticides.
• How to obtain medical care, and emergency first aid for pesticide
injuries or poisonings.
• Decontamination procedures.
• How to use, clean, and care for necessary PPE.

40 CFR Part 170
The container label
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Pesticides—An Overview
Overview
The Worker Protection Standard (WPS), 40 CFR Part 170, protects workers from the risks
associated with agricultural pesticides. If pesticides are used where you work, you must be
familiar with basic pesticide safety information.

Pesticides may be present on or in plants, soil, irrigation water, or drifting from nearby
applications.
Prevent pesticides from entering your body by:
• Following directions and/or signs about keeping out of treated or restricted areas.
• Washing before eating, drinking, using chewing
gum or tobacco, or using the toilet.
• Wearing work clothing that protects the body from
pesticide residues.
• Washing/showering with soap and water, washing
hair, and putting on clean clothes after work.
• Washing work clothes separately from other clothes
before wearing them again.
• Washing immediately if pesticides are spilled or ap-
plied to the body, and, as soon as possible, showing
and changing into clean clothes.

Employers must:
• Make sure that workers comply with the WPS.
• Explain who workers are to report problems to.
• Make sure that all duties mandated by WPS are performed.
PESTICIDES—AN OVERVIEW HANDOUT-1

Pesticides—An Overview Sign-off Sheet
part in a training session on Pesticides—An Overview. The session covered:
• Operations at this facility which expose employees to pesticides.
• Symptoms of pesticide exposure.
• Use of necessary PPE.
• Hygiene requirements.
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PESTICIDES—AN OVERVIEW SIGN-OFF-1

Pesticides—Real Life Stories
Overview EPA’s Worker Protection Standard (WPS) for pesticides covers em-
ployees working in or on farms, forests, nurseries, and greenhouses.
The WPS covers two types of employees:
Agricultural workers — those who perform tasks related to the
cultivation and harvesting of plants on farms or in greenhouses,
nurseries, or forests. This includes carrying nursery stock, repotting
plants, or watering related to the production of agricultural plants
on an agricultural establishment.
Pesticide handlers — those who mix, load, or apply agricultural
pesticides; clean or repair pesticide application equipment; or assist
with the application of pesticides in any way.
It happend like this
George and Enrique were taking a break one day.
“George, what did you think of the safety training we had
yesterday?”
“Enrique, I know that pesticides are dangerous, but some of the
stuff they told us didn’t make sense.”
“Like what?”
“Well, what they said about how pesticides enter your body. I don’t
believe you have to put on clean clothes after work if you didn’t get
any chemicals on your clothes.”
“Don’t you realize that the overspray from the equipment is getting
on your clothes? You want that stuff to get tracked into your car and
house? I always change out of my work clothes before leaving work.”
“Enrique, I just don’t think it’s that big of a deal, that’s all.”

• Pesticide training was not taken seriously by one employee or
was ineffective.
• An employee who violated company policy.
What did the employer do right? The employer provided training on
the pesticides workers were exposed to.
What did Enrique do right?
• Understood the hazards associated with pesticides.
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• Always changed out of his work clothes at the end of his shift.
• Tried to explain to George that the overspray can get on clothes.
What did George do wrong?
• Didn’t take his safety training seriously.
• Didn’t change out of his work clothes every day at the end of his
shift.
What happens next?

• George’s supervisor should require George to change his clothing
before leaving work each day.
• Disciplinary action should be taken if George refuses to do so.
Training Tips Employees should do the following to prevent pesticides from en-
tering their body:
• Follow directions and/or signs about keeping out of treated or
restricted areas.
• Wash before eating, drinking, using chewing gum or tobacco, or
using the toilet.
• Wear work clothing that protects the body from pesticide resi-
dues.
• Wash/shower with soap and water, shampoo hair, and put on
clean clothes after work.
• Wash work clothes separately from other clothes before wearing
them again.
• Wash immediately in the nearest clean water if pesticides are
spilled or sprayed on the body and, as soon as possible, shower,
shampoo, and change into clean clothes.
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Pesticides—Real Life Stories

George and Enrique were taking a break one day.
“George, what did you think of the safety training we had yesterday?”
“Enrique, I know that pesticides are dangerous, but some of the stuff they told us didn’t make
sense.”
“Like what?”
“Well, what they said about how pesticides enter your body. I don’t believe you have to put on
clean clothes after work if you didn’t get any chemicals on your clothes.”
“Don’t you realize that the overspray from the equipment is getting on your clothes? You want
that stuff to get tracked into your car and house? I always change out of my work clothes before
leaving work.”
“Enrique, I just don’t think it’s that big of a deal, that’s all.”

What did Enrique do right?
What did George do wrong?
What Happens Next?

PESTICIDES—REAL LIFE STORIES HANDOUT-1

Pesticides—Real Life Stories Sign-Off
a training session on Pesticides-Real life stories. The session covered:
• EPA’s Worker Protection Standard (WPS).
• who is covered under the WPS.
• where pesticides are used at this company.
• what employees should do to protect themselves from pesticide exposure.
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PESTICIDES—REAL LIFE STORIES SIGN-OFF-1

Powered Industrial Trucks—An Overview
Overview of Topic In 1998, OSHA revised §1910.178(l)—Operator training, to include

specific operator training requirements. Vehicles covered may be
referred to as: high light trucks, counterbalanced trucks, cantilever
trucks, rider trucks, high lift platform trucks, low lift trucks, motor-
ized hand trucks, pallet trucks, high lift order picker rider trucks,
motorized hand/rider trucks, as well as forklifts.
Although very useful vehicles, forklifts are involved in many work-
place injuries and accidents, most often due to improper use.
Training and evaluation
The employer must ensure that each powered industrial truck
operator is competent to operate a powered industrial truck safely,
as demonstrated by the successful completion of the required train-
ing and evaluation.
Operators must have both formal instruction and practical training.
Drivers must successfully complete the training and an evaluation
before they are allowed to operate a truck without direct supervi-
sion.
Refresher training and reevaluations can be triggered by: accidents,
near-misses, assignments to a different type of truck, changes in the
work environment that have an effect on forklift safety, observations
of unsafe operation, or evaluations that reveal a need for training.
Each operator must have an evaluation at least every three years.
When the evaluation finds that the operator is competent in any of
the required topics, he or she does not need additional training in
those topics.
Employee Training Specific OSHA training requirements are found at §1910.178(l). You
must ensure that each operator is competent to operate a powered
industrial truck safely, as demonstrated by the successful comple-
tion of the training and evaluation specified in the above reference.
Training Tips Review the new standard with your employees. Discuss the require-
ments for the forklift training based on the type of forklift the driver
will be operating and the need to be evaluated in the environment
the driver will be operating in.
29 CFR 1910.178(l)—Powered industrial truck.
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10/13
Powered Industrial Trucks—An Overview

Overview
Forklifts are one type of powered industrial truck used in industry. Other types of powered
industrial trucks include platform lift trucks, motorized hand trucks, tractors, and other trucks
that are powered by an electric motor or internal combustion engine.
Although an essential tool, the forklift is involved in many workplace injuries and accidents that
cause property damage and machine downtime. These accidents are most often due to improper
use. Therefore, OSHA mandates the training and evaluation of all operators on the safe and
proper use of forklifts.
Forklift related injuries
OSHA estimates that there are nearly 1 million forklifts and nearly 1.5 million forklift operators
working nation-wide. There are, on average, 101 fatalities and 94,570 injuries annually due to
unsafe forklift operations. The most common forklift accidents involve:
• Tipovers.
• Being crushed between the vehicle and a surface.
• Being struck by the vehicle or by part of the load.
• Falling from a platform held aloft by the forklift.
• Running the forklift off of a loading dock or other raised
surface.
The employer must ensure that each industrial truck opera-
tor:
• Is competent to operate powered industrial truck
safely.
• Have successfully completed the required training and evaluation.
• Has had both formal instruction and practical training.
Refresher training and reevaluations can be triggered by:
• Accidents,
• Near-misses,
• Assignments to a different type of truck,
• Changes in the work environment that have an effect on forklift safety,
• Observation of unsafe operations, or
• Evaluations which reveal a need for more training.
POWERED INDUSTRIAL TRUCKS—AN OVERVIEW HANDOUT-1

Powered Industrial Trucks—Battery Charging
Overview of Topic Charging batteries, and replacing battery electrolyte, can create a
variety of hazards. Explosive hydrogen, acidic liquids and vapors,
electrical burns, and strains, sprains, and other physical injuries
can all arise from servicing batteries.
What is electrolyte
Electrolyte is created by adding sulfuric acid to water, never the
other way around. OSHA covers this at 29 CFR 1910.178(g)(7).
Charging the battery
When the battery needs charging:
• Make sure that your employees are performing the battery
charging in an area that is designated for that purpose.
• Keep the vent caps in place to avoid electrolyte spray.
• Maintain the vent caps in functioning condition.
Employee Training The OSHA rules require the following training for employees:
• Only employees qualified by training or experience can operate
equipment and machinery.
• Employees must be trained to recognize and avoid unsafe con-
ditions and the regulations applicable to their work
environment to control or eliminate the hazards.
Training Tips Identify the area(s) in the facility that have been designated as
battery changing and charging areas.
Review the employee handout. Review the battery manufacturer’s
literature for proper maintenance procedures.
Demonstrate the correct battery charging procedures. Demonstrate
how the battery handling equipment is to be used. Also demonstrate
how to add fluid to a battery, if that procedure is done by employees.
Make sure employees know the location of the emergency eyewash/
shower station in case of acid splash or spill.
29 CFR 1910.178(g)—Changing and charging storage batteries.
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Powered Industrial Trucks—Battery Charging

Overview
Do you pour acid into water, or is it water into acid? According to OSHA’s forklift regulation,
when adding fluid to a battery, acid is to be poured into water, never water into acid.
What is electrolyte?
Electrolyte is a substance that conducts electricity when it is dissolved in water. Pure water by
itself will not carry an electric current, but by adding sulfuric acid to the water, an electrolyte
solution is created that allows the electric current to pass. Concentrated sulfuric acid is mixed
with distilled water to make the electrolyte solution that surrounds the electrodes in battery
cells. This process is necessary for the battery to produce energy to drive the engine.
The chemical reaction of mixing sulfuric acid with water can
create a violent reaction, resulting in the generation of heat.
Because of this reaction, when mixing an electrolyte solution
for forklift batteries, always add acid to the water to avoid
the hazard of smoking and splattering.
Transferring acid
Use a siphon or tilter when transferring acid from a container because it is much easier to
control, making less chance for spilling or splashing. Also, during this procedure, it’s essential to
wear PPE such as gloves, long sleeves, and goggles or face shield because splashed acid will eat
holes in clothing and skin.
Low electrolyte levels
When the electrolyte level is low:
• Clean off the top of the battery.
• Remove the battery filter caps and add distilled water to the cells.
• Tighten the caps securely after the cells are filled.
If the fluid level in the cells is low, add distilled water before charging. Never add water imme-
diately after a charge. Tools and other metallic objects shall be kept away from the top of
uncovered batteries.
Charging the battery
• Perform the battery charging in an area that is designated for that purpose.
• Keep the vent caps in place to avoid electrolyte spray.
• Maintain the vent caps in functioning condition.
• Smoking is prohibited in the charging area.
The job of checking and charging batteries that contain sulfuric acid is a serious task. If you have
any questions, make sure you talk to your supervisor.
POWERED INDUSTRIAL TRUCKS—BATTERY CHARGING HANDOUT-1

Powered Industrial Trucks—Citations
The Citations OSHA cited a Midwestern company for two alleged serious safety
and health violations and proposed penalties totaling $6,500. An
employee died after a forklift overturned and pinned the employee
under the overhead protective cage.
The serious violations relate to a lack of proper training of powered
industrial truck operators, as well as a lack of truck seat belt use.
OSHA issues a serious citation when death or serious physical harm
is likely to result from a hazard about which an employer knew or
should have known.
One of the most common sights in an industrial setting is the pow-
ered industrial truck. Whether it is a tow motor, order picker, mo-
torized pallet jack, or forklift, it is the most versatile material
handling equipment. Forklifts are wonderful tools for moving and
stocking material. These trucks can be powered by propane gas,
electric power, or diesel fuel.
Because these trucks most often operate in areas where other
people are working, there is a potential for accidents involving both
the forklift operator and pedestrians.
Training Here is a brief talk geared to give you a fresh approach to training
Step one
Review the general requirements for forklift training and operation,
especially as they apply to your workplace.
Step two
Explain the specific requirements for forklift training. Training pro-
vides a person with the necessary specialized instruction and prac-
tice to become proficient at a particular task. It is the means by
which an employer ensures that employees have the knowledge and
skills they need to do their jobs correctly and safely.
The alternative to formal training is learning by trial and error, an
approach that results in an inadequate knowledge base and relies
on mistakes (which often involve accidents, injuries, and near-miss
incidents) for learning to occur. Reliance on this approach creates a
greater chance of injuries and fatalities.
After employees have received initial training, acquired the basic
knowledge, and perfected their operating skills, the employer may
rely on refresher training to:
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• Reinforce or improve the employee’s knowledge of the basic

training material;
• Impart new information;
• Teach material in a new manner; or
• Maintain an acceptable level of awareness of workplace condi-
tions, operating hazards, and truck- related characteristics.
Step three
Discuss proper safety operation measures to use while operating a
powered industrial truck, such as:
• Use of seatbelts;
• Travel speed;
• Use of horn at corners;
• Policy on riders; and
• Traveling with a load.
Step four
Review any forklift driving rules for the facility.
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Powered Industrial Trucks—Forklift Operation—

Real Life Stories
Overview Of Topic One of the most common sights in the workplace is a powered
industrial truck - a forklift. Forklifts are one of the most versatile
pieces of material handling equipment we use. Although very use-
ful vehicles, forklifts are involved in many workplace injuries and
accidents, most often due to improper use.

Ed was assigned to drive a new forklift one day. Even though he
had never operated this type of truck, he was an experienced fork-
lift operator, so he wasn’t concerned.
“Ed, can you drive this forklift?” asked the supervisor.
“Oh, sure. It isn’t all that different from the old one,” Ed told him.
“By the way, they moved some storage racks around in that area
next to the production line. Watch it when you drive over that
way,” the supervisor told him.
Ed started the truck up and went on his way. Later, a co-worker

stopped Ed.
“I need to get up to that top rack,” his coworker said, “give a lift
up, will you?”
“Can’t ride on the forks,” Ed told him.
“Here,” the co-worker said, “let me put this pallet on the forks. It’ll
work just fine.”
Ed lifted the co-worker up to the top rack so that he could com-

plete his task. After he was done, Ed lowered the co-worker back
down.
“You aren’t wearing your seatbelt,” the co-worker said.
“Yeah, but it’s okay,” Ed told him, “since I get on and off the truck
all the time, I don’t have to wear it.”
“Hey, give me a lift over to the shipping dock, would you?” the co-
worker asked.
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“Hop on,” Ed told him, as the co-worker squeezed onto the forklift
next to Ed.
• Assigned Ed to drive a forklift he wasn’t familiar with.
• Didn’t provide enough information on potential changes in the

workplace that could affect safe forklift operation.
• Asked Ed to lift him up using a pallet instead of a cage.

• Asked for a ride to the shipping dock.
• Agreed to drive a forklift he wasn’t familiar with, and may not

have been trained on.
• Elevated the co-worker without a proper cage.
• Did not wear his seatbelt.
• Allowed a co-worker to ride on the truck.
• Ed must be retrained on proper forklift operation
• Ed must be retrained on safe forklift work processes, such as

wearing a seatbelt and not allowing riders.
• The supervisor should be trained on OSHA’s requirements for
powered industrial truck operators.
Training Tips Review the training requirement found in 1910.178(l) - Operator

training.
Review with the trainees common causes of forklift accidents. Ask

the attendees if they have had or have witnessed accidents or
near-accidents and what the causes may have been.
Review with the trainees what things trigger re-training, based

upon the information in 1910.178(l).
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Powered Industrial Trucks—Forklift Operation—Real Life Stories

Overview
One of the most common sights in the workplace is a powered industrial truck - a forklift. Fork-
lifts are one of the most versatile pieces of material handling. Although very useful vehicles,
forklifts are involved in many workplace injuries and accidents, most often due to improper
use.

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What happens next?
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The employer must ensure that each industrial truck operator:
• is competent to operate powered industrial truck safely.
• have successfully completed the required training and evaluation.
• has had both formal instruction and practical training.
POWERED INDUSTRIAL TRUCKS—FORKLIFT OPER.—REAL LIFE STORIES HANDOUT

Powered Industrial Trucks—Forklift Operation—


who have taken part in a training session on Powered Industrial Trucks—Forklift Operation—
• The causes of common forklift accidents.

• Forklift safety rules.
• OSHA’s forklift operator training requirements.

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POWERED INDUSTRIAL TRUCKS—FORKLIFT OPER.—REAL LIFE STORIES SIGN-OFF

4/07
Powered Industrial Trucks—Handling Loads
Overview Of Topic One of the most common sights in modern industry is the powered
industrial truck (PIT). Whether it is a forklift, a tow motor, a man
lift, or a powered pallet jack, PITs are the most versatile material
handling equipment available.
PITs can be powered by propane gas, electric battery power, or die-

sel fuel.
General operating requirements
• When traveling behind another PIT, maintain a safe distance

of about three truck lengths from the truck ahead.
• Slow down and sound the horn at cross aisles and other loca-
tions where vision is obstructed.
• Look in the direction of travel and keep a clear view of the path
of travel at all times.
• Operate the truck at a speed that will permit it to be brought
to a stop in a safe manner.
• Slow down for wet and slippery floors.
• Make sure dockboards or bridgeplates are properly secured;

drive over them carefully and slowly and make sure their
rated capacity is never exceeded.
• When not handling a load, operate trucks equipped with
attachments as partially loaded trucks.
Moving a load
• If the load being carried obstructs the forward view, the driver
must travel with the load trailing.
• Ascend and descend grades slowly. When ascending or
descending grades in excess of 10 percent, drive the loaded
truck with the load upgrade.
• On all grades the load and load engaging means must be tilted
back and raised only as far as necessary to clear the road sur-
face.
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• Only handle loads that are within the rated capacity of the
truck.
• Adjust long or high (including multiple-tiered) loads which
could affect capacity.
• Place the load engaging means under the load as far as possi-
ble and tilt the mast backward to stabilize the load.
• Use extreme caution when tilting the load forward or back
ward, particularly when high tiering.
• An elevated load must not be tilted forward except when the
load is in a deposit position over a rack or stack.
• Do not attempt to move loads with broken pallets.
Employee Training There are specific training requirements for truck operators found
in 29 CFR 1910.178(l). In addition to the OSHA requirements,
your company may have additional training procedures that you
will want to discuss.
Training Tips Demonstrate how to properly position the forklift to pick-up a

load. Discuss operating hazards specific to your job site. Ask
employees to describe truck operator behavior they may have seen
that they felt was dangerous.

29 CFR 1910.178(l)—Powered industrial trucks, Operator train-
ing.
29 CFR 1910.178(n)—Traveling.
29 CFR 1910.178(o)—Loading.
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10/03

Powered Industrial Trucks—Handling Loads

Overview
One of the most common sights in any manufacturing environment is the forklift; a powered
industrial truck (PIT). Whether a tow motor, man lift, or powered pallet jack, a PIT is one of
the most useful and versatile of material handling equipment.
General operating requirements
• When traveling behind another truck, maintain a safe distance of about three truck lengths
from the truck ahead.
• Slow down and sound the horn at cross aisles and other locations where vision is
obstructed.
• Look in the direction of travel and keep a clear view of the path of travel.
• Operate the forklift as a speed that will per-
mit it to be brought to a stop in a safe manner.
• Slow down for wet and slippery floors.
• Make sure dockboards or bridgeplates are
properly secured; drive over them carefully
and slowly and make sure their rated capac-
ity is never exceeded.
• Operate forklifts equipped with attachments
as partially loaded trucks when not handling
a load.
Moving a load
• If the load being carried obstructs forward view, you must travel with the load trailing.
• Ascend and descend grades slowly. When ascending or descending grades in excess of 10
percent, drive the loaded forklift with the load upgrade.
• On all grades the load and load engaging means must be tilted back and raised only as far
as necessary to clear the road surface.
• Only stable or safely arranged loads should be handled.
• Use caution when handling off-center loads which cannot be centered.
• Only handle loads that are within the rated capacity of the truck.
• Adjust long or high (including multiple-tiered) loads which could affect capacity.
• Place the load engaging means under the load as far as possible and tilt the mast backward
to stabilize the load.
• Take extreme when tilting the load forward or backward, particularly when high tiering.
POWERED INDUSTRIAL TRUCKS—HANDLING LOADS HANDOUT

10/03
Powered Industrial Trucks—Handling

Loads—Sign-Off Sheet

who have taken part in a training session on Powered Industrial Trucks—Handling Loads. The
session covered:
• General PIT operating requirements.

• Guidelines for moving loads.
• An overview of 29 CFR 1910.178 Powered Industrial Trucks, operation and traveling.
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POWERED INDUSTRIAL TRUCKS—HANDLING LOADS SIGN-OFF

10/03
Powered Industrial Trucks—Loading & Unloading

Trucks and Trailers
Overview Of Topic One of the most dangerous operations involving forklifts is the
loading or unloading of trucks, trailers, and railroad cars. The rea-
son is the change from the stable floor of the warehouse to the
unstable floor or decking of the truck or trailer. Not only may the
vehicle being entered be unstable, but the means of going from the
warehouse to the vehicle by way of a dockplate can also be danger-
ous.
Set the brakes
The first rule is to be sure that the brakes are set on the vehicle to
be unloaded. This could range from air brakes or spring-loaded
brakes on larger semi-trailers to hand brakes on other vehicles.
It may also be a good idea to chock the wheels of the vehicle,

although this is no longer an OSHA requirement.
Secure the vehicle to the dock
Secure the vehicle to the dock by using a mechanical dock locking

system, if available. The combination of the trailer or vehicle
brakes, the mechanical dock lock, and the wheel chocks, if used,
are to keep the trailer or truck from moving whenever the forklift
enters and leaves or slams on the brakes when picking up a load.
This rocking motion may cause the trailer or vehicle to move away
from the dock.
Install the dockboard or plate
After the vehicle restraint system is in place, the next item to

install and check is the dockboard. This metal plate makes a ramp
between the warehouse floor and the trailer floor. After installa-
tion of the dockboard, the operator should check it to make sure it
is square with the trailer and overlaps both the trailer and the
loading dock sufficiently to support the forklift.
Check the condition of the trailer floor
Next, the operator should check the condition of the bed of the
vehicle to be driven onto. If the bed of the trailer has weak, rotten,
or otherwise unsafe areas on it, the operator should not drive on it.
POW’D INDUSTRIAL TRKS—LOADING & UNLOADING TRUCKS & TRAILERS–1

4/06

Many accidents involving forklifts, including injuries and fatali-

ties, have occurred because the forklift operator did not check the
floor condition prior to driving onto it.
A lighter weight pallet jack may have to be used to load or unload

trailers if floor conditions warrant that the heavier lift truck stay
out of the trailer.
Make sure the trailer is supported
Check to make sure that the trailer is attached to the tractor, or

that supports or jackstands have been placed under the nose of the
trailer for support. Upending can occur if sufficient support is not
in place.
Ensure sufficient lighting
Check the lighting in the trailer or truck before driving into it. If
there is poor lighting, turn on the trailer’s own lights or position
additional loading dock lights.
Employee Training 29 CFR 1910.178(l) requires employers to train forklift operators.
Training Tips Cover any company specific forklift operator training issues. Dis-
cuss the types of loads operators will be handling. Discuss any
forklift accidents related to loading and unloading trucks or trail-
ers that have occurred in your facility. Ask your operators about
any close calls they may have witnessed or experienced.
29 CFR 1910.178(l)—Powered industrial truck operator training.

ANSI/ASME B56.1-2000 Safety Standard for Low Lift and High
Lift Trucks.
POW’D INDUSTRIAL TRKS—LOADING & UNLOADING TRUCKS & TRAILERS–2

4/06

Powered Industrial Trucks—Loading & Unloading Trucks and Trailers

Overview
One of the most dangerous operations involving forklifts is the loading and unloading of trucks,
trailers, and railroad cars. The reason is the change from the stable floor of the loading dock to
the unstable deck of the truck, trailer, or railcar. Not only may the vehicle being driven into be
unstable, but the dockplate itself can be a hazard.
Before unloading . . .
Set the brakes

Make sure that the brakes are set on the vehicle to be unloaded. This could range from air
brakes or spring-loaded brakes on semi-trailers to hand brakes on other vehicles.
Secure the vehicle

Secure the vehicle to the loading dock by suing a
mechanical dock locking system, if available. It
may also be a good idea to use wheel chocks, even
though OSHA no longer requires them. By secur-
ing the trailer, it is prevented from moving away
from the loading dock when the forklift enters
and leaves it.
Install the dockboard or plate
Install the dockboard or plate, and check it to make sure that it overlaps the truck or trailer
floor and loading dock sufficiently to be secure, and that it is square with the loading area.
Check the condition of the trailer floor
The operator should inspect the floor of the truck or trailer to make sure that it is safe. Check
for any weak, rotten, or otherwise unsafe areas. If any are found, the forklift should not be
driven onto it. Instead, a pallet jack may have to be used to load or unload these vehicles.
Make sure the nose of the trailer is supported
If the tractor has been removed from the trailer, the nose of the trailer must be supported by
placing nose cones or jackstands to prevent the trailer from upending.
Check the lighting
Check the lighting in the trailer to see if there is adequate lighting for the job. If lighting is
poor, turn on the trailer lights or use supplemental lighting.
Talk to your supervisor if you have any questions about the company policy on how to safely
load and unload trucks and trailers.
POW’D INDUSTRIAL TRKS—LOADING & UNLOADING TRUCKS & TRAILERS HANDOUT

Powered Industrial Trucks—Loading & Unloading

Trucks and Trailers—Sign-Off Sheet

who have taken part in a training session on Loading & Unloading Trucks and Trailers. The
session covered:
• The hazards of loading and unloading trucks and trailers.

• The steps operators can take to protect themselves from those hazards.
• How to inspect the truck and trailer for hazards.
• Who to go to for more information or to have questions answered.
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POW’D INDUSTRIAL TRKS—LOADING & UNLOADING TRUCKS & TRAILERS SIGN-OFF

4/05
Powered Industrial Trucks—

Performing An Inspection
Overview Of Topic Proper maintenance helps keep forklifts operating safely. A safety
inspection is to be performed before operating the forklift each
day, or at the beginning of a new shift if it is used around the
clock.
Forklift inspection items
Inspect the forklift for damage, defects, and unusual conditions.

Consider these items:
• The fork pins and stops must be in place.
• Cowling and body parts must not be broken, loose, or missing.
• Check the fuel level, crankcase oil level, radiator fluid level,
hydraulic fluid level, and the battery electrolyte level. Check
for any leaks. Look underneath the truck. Never use an open
flame to help you see fluid levels.
• Check all belts, hoses, and tires for excessive wear or damage.
• Check the operation of the brakes, steering, lift and tilt con-
trols, hour meter, lights, and horn.
• Water mufflers are to be checked daily or often enough to keep
them adequately filled.
Removal from service
A forklift should be removed from service and repaired by an

authorized person whenever:
• the forklift is in need of repair, is defective, or in any way

unsafe.
• the forklift emits hazardous sparks or flames from the exhaust
system.
• there are any leaks in the fuel system.
• a part of the forklift is found to be in excess of its normal oper-

ating temperature, creating a hazardous condition.
POWERED INDUSTRIAL TRUCKS—PERFORMING AN INSPECTION–1

Forklift repair
When repairing a forklift:
• remember that only an authorized person may make repairs.
• disconnect the battery before repairing the electrical system.

Flames, sparks, or electrical arcs are to be prevented in battery
charging areas. Smoking is not allowed. Tools and other metallic
objects are to be kept away from the top of uncovered batteries.
Follow instructions for handling gasoline, diesel fuel, and LP gas

and for charging and changing batteries.
Employee Training Specific OSHA training requirements are found at §1910.178(l).

You must ensure that each operator is competent to operate a pow-
ered industrial truck safely, as demonstrated by the successful
completion of the training and evaluation specified in the above
reference.
Training Tips Review the new standard with your employees. Discuss the
requirements for the forklift training based on the type of forklift
the driver will be operating and the need to be evaluated in the
environment the driver will be operating in.

POWERED INDUSTRIAL TRUCKS—PERFORMING AN INSPECTION–2


Performing An Inspection
Overview
Proper maintenance is required to keep forklifts operating safely. A safety inspection must be
performed before operating the forklift for the day, or at the beginning of a new shift.
Forklift inspection items
Inspect the forklift for damage, defects, and unusual conditions. Consider these items during
your inspection:
• The fork pins and stops must be in place.

• Cowling and body parts must not be broken, loose, or missing.
• Check the fuel level, crankcase oil level, radiator

fluid level, hydraulic fluid level, and the battery
electrolyte level. Check for any leaks. Look under-
neath the truck. Never use an open flame to help
you see fluid levels.
• Check all belts, hoses, and tires for excessive wear
or damage.
• Check the operation of the brakes, steering, lift and
tilt controls, hour meter, lights, and horn.
• Water mufflers are to be checked daily or often
enough to keep them adequately filled.
Removal from service
A forklift should be removed from service and repaired by an authorized person whenever:
• the forklift is in need of repair, is defective, or in any way unsafe.
• the forklift emits hazardous sparks or flames from the exhaust system.
• there are any leaks in the fuel system.
• a part of the forklift is found to be in excess of its normal operating temperature, creating a
hazardous condition.
POWERED INDUSTRIAL TRUCKS—PERFORMING AN INSPECTION HANDOUT


Performing An Inspection—Sign-Off Sheet

who have taken part in a training session on Powered Industrial Trucks—Performing An
Inspection. The session covered:
• how to perform an inspection.

• who may repair a forklift.
• who may operate a forklift.
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POWERED INDUSTRIAL TRUCKS—PERFORMING AN INSPECTION SIGN-OFF

Powered Industrial Trucks—Truck Operations
Overview Of Topic Although very useful vehicles, forklifts are involved in many
workplace injuries and accidents, most often due to improper use.
Basic forklift operating rules

Some basic safety rules include the following.
• Do not allow anyone to stand or pass under the raised forks,

whether loaded or empty.
• Only stable or safely arranged loads can be handled.
• Only loads that are within the truck’s rated capacity can be
handled. When using an attachment to handle a load, keep the
load within the attachment’s rated capacity.
• When lifting a load, place the forks under the load as far as
possible. Then, carefully tilt the mast backwards slightly to
stabilize the load.
• Never tilt the load forward unless depositing it.
• There must be an overhead guard to protect the operator from

the impact of falling loads. A backrest extension is needed
when the load could fall rearward.
• Only safety platforms may be used to lift people.
• If the forklift needs to be in a hazardous location, it must be

approved for the hazard.
Travel safety rules
Most accidents happen while the truck is traveling. Safety rules

when traveling include the following.
• Watch where the forklift is going. Keep a clear view of the path
of travel. Drive in reverse with the load trailing if the load
obstructs your view.
• Never drive up to anyone standing in front of a bench or other
fixed object.
POWERED INDUSTRIAL TRUCKS—TRUCK OPERATIONS–1

• Allow no riders, unless there is a safe place for them to ride.
• Always keep arms and legs within the truck. Placing them
between the uprights of the mast or outside the running lines
of the truck is not allowed.
• Keep the load close to the ground while driving. Raise the
forks only as much as needed to clear the road surface. Tilt the
load back slightly to stabilize it against the backrest.
• Keep to the right where there is two-way traffic.
• Obey the speed limits. Slow down for wet and slippery floors.
Slow down for turns. Keep the forklift under control so that it
can be stopped safely.
• Slow down and sound the horn at cross aisles and other loca-
tions where vision is obstructed.
• Maintain a safe distance of about three truck lengths from a
truck traveling ahead.
• Do not pass a truck that is traveling in your same direction at
intersections, blind spots, or other dangerous locations.
• Do not allow stunt driving or horseplay. Do not run over loose
objects.
• Allow sufficient clearance under overhead installations like
lights, pipes, sprinklers, and doorways.
• Stay within the rated capacity of dockboards and bridgeplates.
Make sure they are secure before driving on them. Keep a safe
distance from the edge of docks, ramps, and platforms.
Employee Training Specific OSHA training requirements are found at §1910.178(l).

You must ensure that each operator is competent to operate a pow-
ered industrial truck safely, as demonstrated by the successful
completion of the training and evaluation specified in the above
reference.
Training Tips Review the new standard with your employees. Discuss the
requirements for the forklift training based on the type of forklift
the driver will be operating and the need to be evaluated in the
environment the driver will be operating in.

POWERED INDUSTRIAL TRUCKS—TRUCK OPERATIONS–2

Powered Industrial Trucks—Truck Operations

Overview
Although an essential tool, the forklift is involved in many workplace injuries and accidents that
cause property damage and machine downtime. These accidents are most often due to improper
use.
Basic Forklift Operating Rules

• Do not allow anyone to stand or pass under the raised forks, whether loaded or empty.
• Only stable or safely arranged loads can be handled.
• Only loads that are within the truck’s rated capacity can be
handled. When using an attachment to handle a load, keep the load
within the attachment’s rated capacity.
• When lifting a load, place the forks under the load as far as possible.
Then, carefully tilt the mast backwards slightly to stabilize the load.
• Never tilt the load forward unless depositing it.
• There must be an overhead guard to protect the operator from the
impact of falling loads. A backrest extension is needed when the load
could fall rearward.
• Only safety platforms may be used to lift people.
• If the forklift needs to be in a hazardous location, it must be approved for the hazard.
Travel Safety Rules

• Watch where the forklift is going. Keep a clear view of the path of travel. Drive in reverse
with the load trailing if the load obstructs your view.
• Never drive up to anyone standing in front of a bench or other fixed object.
• Allow no riders, unless there is a safe place for them to ride.
• Always keep arms and legs within the truck. Placing them between the uprights of the mast
or outside the running lines of the truck is not allowed.
• Keep the load close to the ground while driving. Raise the forks only as much as needed to
clear the road surface. Tilt the load back slightly to stabilize it against the backrest.
• Keep to the right where there is two-way traffic.
• Obey the speed limits. Slow down for wet and slippery floors. Slow down for turns.
• Slow down and sound the horn at cross aisles and other locations where vision is restricted.
• Maintain a safe distance from other forklifts which are ahead.
• Do not pass a forklift that is traveling in your same direction at intersections, blind spots or
other dangerous locations.
POWERED INDUSTRIAL TRUCKS—TRUCK OPERATIONS HANDOUT-1

Powered Industrial Trucks—Truck

Operations Sign-off Sheet
part in a training session on Powered Industrial Trucks—Truck Operations. The session cov-
ered:
• common forklift safety rules.
• safety rules when the forklift is moving.
• OSHA’s forklift operator training requirements.
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POWERED INDUSTRIAL TRUCKS—TRUCK OPERATIONS SIGN-OFF-1

Powered Industrial Trucks—Working Safely

Around Forklifts
Overview of Topic Forklifts are such a common sight in most industrial settings that
we may not pay them much attention. But OSHA estimates that
there are about 85 fatalities and nearly 35,000 serious accidents
every year involving forklifts.
Accidents and types
More than half of all forklift accidents involving co-workers involve
being crushed between a forklift and a wall or other surface, being
crushed between two forklifts, being struck or run over by a forklift,
or being struck by materials falling from a forklift.
Employee Training Forklift operators must be trained before they can operate a forklift
in your facility. However, statistically, 60% of the injuries/fatalities
involving forklifts occur to co-workers. 90% of all forklifts will be
involved in some type of accident during their useful life.
So training the employees who work around forklifts can help them
stay safe.
Training Tips Review with trainees work practices that help keep them safe
around forklifts, such as using pedestrian aisles.
29 CFR 1910.178—Powered industrial truck.
ANSI B56.1-69 Safety Standard for Powered Industrial Trucks.
ASME/ANSI B56/1-1993 Safety Standard for Low Lift and High Lift
Trucks.
The forklift’s operators manual.
The employer’s written safety plan.
POWERED INDUSTRIAL TRUCKS—WORKING SAFELY AROUND FORKLIFTS-1

10/13
Powered Industrial Trucks—Working Safely Around Forklifts

Overview of topic
Forklifts are one of the most common sights in the industrial workplace – so common, in fact,
that we may not even notice them anymore, let alone the hazards they may present. However,
data shows that more than 11% - more than 1 forklift in 10 – will be involved in some type of
accident each year.
And while forklift operators must be properly trained, those working around forklifts must be
aware of the hazards as well. Inattention can be dangerous, so focus on your surroundings.
In some noisy environments, it can be difficult to hear forklift horns or backup alarms, so you
must always be aware of your surroundings.
Remember that forklifts steer from the rear wheels, rather than the front wheels. This can cause
the rear end of the forklift to swing in a greater arc, so be aware.
Follow these tips to stay safe around forklifts:
• Pay attention when you are in forklift operating areas.
• Keep a safe distance from working forklifts.
• Stay in marked pedestrian walkways at all times.
• Always yield forklifts the right-of-way or make sure that the operator has yielded to you.
• When a forklift approaches, make eye contact with the forklift driver. Never assume that the
operator has seen you or knows that you are there.
• Stop when you get to doorways and corners and check for forklift traffic. Listen for horns and
look for lights. Use mirrors if installed.
• Don’t distract the forklift operator – wait until the operator has lowered the forks and turned
the forklift off to approach and talk to the operator.
• Never walk under raised forks.
• Stay out of the “fall zone” which is an imaginary circle around the truck where the load might
fall where it to shift.
• Report unsafe and improper operation to your supervisor.
POWERED INDUSTRIAL TRUCKS—WORKING SAFELY AROUND FORKLIFTS HANDOUT-1

Powered Industrial Trucks—Lifting Personnel
Overview of Topic Forklifts were not intended to be a means to lift personnel, however,
over the years industry found that by using the appropriate lifting
device, forklifts were an easy and efficient way to lift personnel to
perform tasks at height.
Written procedures
The employer should have a written procedure for forklift lifting
operations, detailing how and when such procedures can be used,
who may make the lifts, and explaining what safeguards must be in
place.
Lifting platform
The platform is attached to the forks or the lifting mechanism of the
PIT, and must at a minimum meet the requirements of having a
standard railing. Access to the platform must be as secure as the
railing, and must be designed so that it cannot accidentally open.
The platform must securely fasten to the forklift in such a way that
it cannot accidentally come off the forks.
Employee Training In addition to the normal forklift training that all operators must
have, the forklift operator who is lifting the personnel must be
trained on the use of the lifting platform.
Training Tips Have copies of all of the appropriate written materials available for
your trainees.
Have a lifting platform along with all appropriate fall protection/
positioning equipment. Demonstrate entry and exit, PPE use, and
so on.
29 CFR 1910.178—Powered industrial truck.
ANSI B56.1-69 Safety Standard for Powered Industrial Trucks.
ASME/ANSI B56/1-1993 Safety Standard for Low Lift and High Lift
Trucks.
The forklift’s operators manual.
The employer’s written safety plan.
POWERED INDUSTRIAL TRUCKS—LIFTING PERSONNEL-1

10/13
Powered Industrial Trucks—Lifting Personnel

Overview of topic
Forklifts are sometimes used to lift personnel to perform tasks at heights. Using a forklift to lift
personnel can be a quick and effective method of getting employees to heights in order to reach
light fixtures, storage racks, elevated equipment, and other items which are too high to reach
using a ladder.
Your company has procedures in place on how and when lifting of personnel can be done safely.
In order to lift personnel safely, certain procedures must be followed.

The operator must be in the operating position whenever raising or
lowering the platform. The platform must surround the working
area with a standard railing, and it must attach to the forklift so that
it cannot accidentally slip off.
Lifting requirements
You should only lift personnel using a forklift if the following apply:
• You understand the company’s established written procedures for the practice.
• A work platform equipped with standard guardrails or equivalent means, and firmly secured
to the lifting carriage or forks, must be used.
• The operator may not be distracted by other duties during the lift.
• The mast must kept vertical during a lift – do not lift if the forklift is not level.
• Before the lift, the area must be marked with cones or other devices to warn employees on the
ground.
• The platform must be kept horizontal and centered on the forks, and not tilt forward or
rearward when elevated.
• The operator must be in the normal operating position while raising or lowering the plat-
form.
• Avoid overhead obstructions and electric wires.
• The vehicle must not travel from point to point with the work platform elevated at a height
greater than 4 feet while workers are on the platform. When necessary, at heights greater
than 4 feet, inching is permitted provided it is done at a very slow speed.
• The area between workers on the platform and the mast must be guarded to prevent contact
with chains or other shear points.
• Lower platform to the floor to allow personnel to enter or exit.
POWERED INDUSTRIAL TRUCKS—LIFTING PERSONNEL HANDOUT-1

Powered Platforms—An Overview
Overview of Topic Powered platforms allow access for necessary repair and mainte-
nance work, but their operation must be understood in order for
them to be used safely. Workers must:
• know how to inspect the equipment to ensure that it is function-
ing properly.
• be prepared to handle an emergency situation when the equip-
ment malfunctions or is damaged during use.
• respond appropriately when the weather conditions change for
the worse during a job.
• understand the platform’s load rating and the risks involved
with overloads.
• have a thorough understanding of the hazards associated with
any materials or equipment they are using so that these items
are handled safely.
Inspections
Inform workers of the following points related to periodic inspec-
tions:
• building supporting structures must be inspected every 12
months.
• all parts of the equipment are inspected according to the manu-
facturer’s suggested time interval but not to exceed 12 months.
This inspection includes wire ropes, bearings, gears, and gover-
nors.
• the governors and secondary brakes should be inspected and
tested as specified by the manufacturer or at least every 12
months. A competent person must perform the inspection. The
results of the inspection and tests must confirm that the second-
ary brake functions properly.
• A thorough inspection of suspension wire ropes must be per-
formed every 30 days. Ropes which have not been in service for
30 days or longer need a thorough inspection. As with all inspec-
tions, a competent person must perform them.
The following inspections should be performed every day or every
time the equipment is used.
• Inspect the platform and its components for visual defects. Also,
after an accident, inspect for visual defects which could affect
the platform’s structural integrity.
POWERED PLATFORMS—AN OVERVIEW-1

10/10
• When any hoisting machine or initiating device for the second-

ary brake system is removed and reinstalled for testing pur-
poses, related components must be inspected.
• Testing of the secondary brake governor and actuation device. If
testing is not possible, visually inspect them to determine if they
are free to operate.
• Inspect all suspension wire ropes visually before use and after
each occurrence that might affect the rope’s integrity.
Employee Training OSHA regulations contain specific training requirements for pow-
ered platforms. At 29 CFR 1910.66(i), the rule says that working
platforms must be operated only by persons who are proficient in
the operation, safe use, and inspection of the particular platform to
be operated.
Training must be done by a competent person.
Written work procedures for the operation, safe use, and inspection
of working platforms must be provided for employee training.
Training Tips Using the employee handout, review the requirements for powered
platform use and service.
Review the emergency action plan, including procedures for a power
or equipment failure.

29 CFR 1910.66—Powered platforms for building maintenance.
POWERED PLATFORMS—AN OVERVIEW-2

10/10
Powered Platforms—An Overview

Overview
Maintaining a safe work atmosphere on a powered platform involves proper inspection and
maintenance of the powered platform, as well as a thorough understanding of emergency
procedures.
Operation and Use

Follow the manufacturer’s guidelines when operating and using a powered platform. Some basic
rules to follow for any type of powered platform include the following.
• Do not exceed the load rating for the powered platform, as found on the load rating plate.
• Clear platforms of ice, snow, and other slippery materials.
• Protect the platform, its components, wire ropes, and life lines
from damage.
• Do not use the platform in winds exceeding 25 miles per hour.
• Keep the platform free of debris, unused tools, and materials.
Inspection
To ensure the proper operation of a powered platform, it must be
inspected at regular intervals by competent persons. Inspections
of a powered platform consist of the following.
• Checking the platform and its components for visual defects in
a daily inspection before use.
• Inspecting and testing the governors and secondary brakes
according to manufacturer’s guidelines at least yearly.
• Inspecting all suspension wire ropes visually after each use and after each incident that
might affect the rope’s integrity.
• Examining all ropes that have not been in service for more than 30 days.
Inspecting all parts of the powered platform according to manufacturer’s guidelines at least
yearly.
Personal Fall Arrest System

Another factor in safe powered platform work is the use of personal fall arrest systems. A
personal fall arrest system limits the fall of a worker from the platform. The personal fall arrest
system consists of a full body harness, lanyard, rope grabs, lifeline, lifeline anchorage points, and
riggings.
POWERED PLATFORMS—AN OVERVIEW HANDOUT-1

Powered Platforms—An Overview Sign-off

Sheet
part in a training session on Powered Platforms - An Overview. The session covered:
• Inspection prior to use.
• How to handle emergency situations.
• The need for a personal fall arrest system.
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POWERED PLATFORMS—AN OVERVIEW SIGN-OFF-1

Powered Platforms—Real Life Stories
Overview of Topic Powered platforms allow access for necessary maintenance work,
but their operation must be understood in order for them to be used
safely.

Barry and Saul were almost finished cleaning the windows on the
south side of the building.
“Hey, Barry, if we hurry, we can finish those windows on the west
side. We have to get going, though.”
“Saul, it’s getting pretty windy. I don’t think we should try to work
anymore today.”
“Nonsense! We have to finish this job today!”
“The wind is really gusting – it must be over 25 miles per hour. That
makes it dangerous. Besides, the only way we could finish would be
to carry extra cleaning supplies. The platform isn’t designed to
handle that much weight.”
“Barry, don’t worry about that. I had new suspension wire ropes put
on two months ago. They’re strong enough to handle the extra load
and the wind.”
“Saul, the platform itself isn’t designed to hold that weight, espe-
cially in this wind.”
“We’ll finish the job today!”
“Saul, I’m not getting on that platform!”
• Weather conditions.
• Powered platform load rating.
• An employee determined to finish a job despite the hazards.
What did the Barry do right?
• Knew that the platform must not be used when the wind is 25
mph.
• Knew that the platform load rating was not to be exceeded.
• Refused to violate company policies and safe working practices.
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What did Saul do wrong?

• Determined to finish job no matter what.
• Tried to convince Barry to overlook the safety rules.
• Saul’s supervisor should be alerted to what is going on. At the
very least, the safety person should be made aware of what’s
going on.
• Disciplinary action should be taken if Saul refuses to do so.
• Saul should be retrained in powered platform operation and use,
as well as safe work practices.
Training Tips Using the employee handout, review the requirements for powered
platform use and service.
Review the emergency action plan, including procedures for a power
or equipment failure.

29 CFR 1910.66—Powered platforms for building maintenance.
POWERED PLATFORMS—REAL LIFE STORIES-2

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Barry and Saul were almost finished cleaning the windows on the south side of the building.
“Hey, Barry, if we hurry, we can finish those windows on the west side. We have to get going,
though.”
“Saul, it’s getting pretty windy. I don’t think we should try to work anymore today.”
“Nonsense! We have to finish this job today!”
“The wind is really gusting – it must be over 25 miles per hour.
That makes it dangerous. Besides, the only way we could finish
would be to carry extra cleaning supplies. The platform isn’t
designed to handle that much weight.”
“Barry, don’t worry about that. I had new suspension wire ropes
put on two months ago. They’re strong enough to handle the
extra load and the wind.”
“Saul, the platform itself isn’t designed to hold that weight, es-
pecially in this wind.”
“We’ll finish the job today!”
“Saul, I’m not getting on that platform!”

What did Barry do right?
What did Saul do wrong?
POWERED PLATFORMS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Powered Platforms - Real Life Stories. The session covered:
• Where and when powered platforms are used.
• Guidelines for safe use.
• Powered platform operating requirements.
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POWERED PLATFORMS—REAL LIFE STORIES SIGN-OFF-1

Process Safety Management of

Highly Hazardous Chemicals
Overview Of Topic The objective of process safety management (PSM) is to prevent

unwanted releases of hazardous chemicals, especially into loca-
tions that could expose employees and others to serious hazards.
Highly hazardous chemicals
A highly hazardous chemical (HHC) is any substance that is toxic,

reactive, flammable, or explosive. Some examples of HHCs include
anhydrous ammonia, hydrogen sulfide, and chlorine.
Highly hazardous chemicals are dangerous because, if they are

accidentally released, they have the potential to cause a cata-
strophic incident that could cause injury or death at your facility
and even in the surrounding community.
Employee training
Under the PSM standard, OSHA wants to eliminate having
untrained workers in the workplace and wants to ensure that
everyone who needs training receives it.
• First, all current employees who are involved in operating a

process must receive training.
• Second, each new employee must be trained before operating a
newly-assigned process.
Employees must be trained who are involved in operating a pro-
cess that involves:
• a chemical at or above the specified threshold quantities.
• pressure vessels and storage tanks.
• piping systems, including components such as valves.
• relief and vent systems and their associated devices.

• emergency shutdown systems.
• controls.
• pumps.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS–1

The safety and health considerations of a process include anything

that is likely to cause health problems or result in process-related
injuries or death.
Safe operating procedures
Written operating procedures should be developed and imple-

mented to provide clear instructions for safely conducting activi-
ties that are involved in the process.
Employee Training OSHA regulations contain specific training requirements for pro-
cess safety management. At 29 CFR 1910.119(g), the rule says
that each presently involved in operating a process, and each
employee before being involved in operating a newly assigned pro-
cess, must be trained in an overview of the process and in the
operating procedures. The training must include emphasis on:
• the specific safety and health hazards.
• emergency operations including shutdown.
• safe work practices applicable to the employee’s job tasks.

Refresher training must be provided at least every three years,
and more often if necessary, to each employee involved in operat-
ing a process to assure that the employee understands and
adheres to the current operating procedures of the process.
Training Tips Describe the hazards of the highly hazardous chemicals used in
processes at your facility.
Inform employees who work in or maintain a process of the avail-

ability, content, and location of the safe operating procedures.
Discuss the properties of, and hazards presented by, the chemicals
used in the process.
Review precautions necessary to prevent exposure.
Review of any special or unique hazards associated with the pro-

cesses in your workplace.

29 CFR 1910.119—Process safety management of highly hazard-
ous chemicals.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS–2

Process Safety Management of Highly Hazardous Chemicals—An

Overview
Overview
The main objective of process safety management (PSM) is to prevent unwanted releases of
hazardous chemicals, especially into locations that could expose employees and others to serious
hazards.
Under the PSM standard, OSHA wants to eliminate having untrained workers in the work-place
and wants to ensure that everyone who needs training receives it.
Who Must Be Trained?

All employees must be trained:
• who are involved in operating a process; and
• before operating a newly-assigned process.
Employees must be trained if they are involved in operating a

process that involves:
• a chemical at or above the specified threshold quantities.
• pressure vessels and storage tanks.
• piping systems, including such components as valves.
• relief and vent systems and their associated devices.
• emergency shutdown systems.
• controls.
• pumps.

Your employer must provide training that emphasizes:
• Specific safety and health hazards;
• Procedures;
• Emergency operations that include shutdowns;
• Safe practices applicable to your job;
• Any significant changes in the process you are involved in.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—AN OVERVIEW HANDOUT-1

Process Safety Management of Highly

Hazardous Chemicals—An Overview
Sign-off Sheet
part in a training session on Process Safety Management of Highly Hazardous Chemicals—An
Overview. The session covered:
• the definition of highly hazardous chemicals.
• training requirements for employees who work in or maintain a process.
• the need for safe operating procedures.
• the availability, content, and location of the safe operating procedures.
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PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—AN OVERVIEW SIGN-OFF-1

Process Safety Management of Highly Hazardous

Chemicals—Citations
The Citations OSHA cited a western company for serious workplace hazards in-
volving process safety management, or PSM, program that are en-
dangering its employees at a Burley, Idaho facility. Another Idaho
facility was cited for similar violations several months prior.
OSHA conducted an inspection under its Chemical Industry Na-
tional Emphasis Program at the Burley facility and found 11 alleged
serious and five alleged repeat violations carrying a total of
$189,000 in proposed penalties.
OSHA issues a serious citation when death or serious physical harm
is likely to result from a hazard about which an employer knew or
should have known.
The serious violations related to PSM involve worker exposure to
hazards due to inadequate system design information, a failure to
correct equipment deficiencies, inadequate inspections of process
equipment, inadequate process hazard analysis, and lack of me-
chanical integrity inspection documentation and written procedures
for such inspections.
The repeat violations include lack of piping and instrument dia-
grams for equipment in safety information, lacke of proper training
for employees, and lack of written procedures to maintain equip-
ment.
A repeat violation is issued when an employer previously was cited
for the same or a similar violation of any standard, regulation, rule
or order at any other facility within the last three years.
Training Here is a brief talk geared to give you a fresh approach to training
Step one
Review the general requirements for process safety management
(PSM) and employer requirements under PSM, especially as they
apply to your workplace.
Step two
Explain the specific training requirements under the PSM stan-
dard. Training provides a person with the necessary specialized
instruction and practice to become proficient at a particular task. It
is the means by which an employer ensures that employees have the
knowledge and skills they need to do their jobs correctly and safely.
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OSHA requires that every employee involved in operating a process,

and each employee before being involved in operating a newly as-
signed process, must be trained in an overview of the process and in
the operating procedures for that process. The training must in-
clude information on the specific safety and health hazards, emer-
gency operations including shutdown, and safe work practices
applicable to the employee’s job tasks.
Following initial training, OSHA makes provisions for refresher
training:
• Which must be provided at least every three years, and more
often if necessary, to each employee involved in operating a pro-
cess;
• To assure that the employee understands and adheres to the
current operating procedures of the process.
The employer, in consultation with the employees involved in oper-
ating the process, shall determine the appropriate frequency of re-
fresher training.
Step three
Discuss the hazards associated with mixing, separating, or storing
process materials at your facility, including:
• Which chemicals are reactive or able to cause a runway reaction.
• Toxic, fire, or explosive hazards associated with the facility’s
process chemicals.
• What to do during an incident or unusual process condition.
Step four
Discuss proper safety operation measures, including awareness of
equipment operation and maintenance requirements, including:
• Signs of corrosion, leakage, or other signs of equipment prob-
lems.
• Who to alert when trainees see a problem.
• How to sound any necessary alarms or alerts in the facility.
Step five
Review any applicable emergency procedures, emergency plans,
alerts and alarms, and other related safety information.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—CITATIONS-2

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Process Safety Management of Highly Hazardous

Chemicals—Real Life Stories
Overview of Topic All contractors must be knowledgeable of the hazards related to

their job. This applies to contractors who perform maintenance or
repair, major renovation, or specialty work on or around a process
that is covered under the process safety management (PSM) stan-
dard. It does not apply to contractors who provide incidental ser-
vices that do not affect process safety, such as janitorial work, food
and drink services, laundry, or delivery services.

ABC Company produced solvent-based commercial printing inks.
One of the processes used was to mix powdered resin and flammable
solvents in a mixing tank.
Alfonzo was a contract employee doing welding on some equipment
near the mixing tank. He had worked in this facility several times
before and had received the necessary training on the various haz-
ards he could face. Alfonzo didn’t speak or read English well.
He did remember this was a particularly hazardous area of the
facility. The signs on the tanks and equipment were all in English.
In order to finish the welding job he had to have access to the inside
of the machinery. There was a yellow and black sign on the door of
the machine, but he couldn’t read it. The sign said, “Caution: This
machine must be locked out prior to servicing.”
Alfonzo opened the door and was looking into the machine when it
started up.

• Insufficient training of contract employees.
• Language barrier combined with insufficient training/signage.
What did Alfonso do right?
• Received previous training on the hazards he could face at the
facility and worked there several times.
• Realized that he was in a hazardous part of the facility.
• It made sure to instruct Alfonzo on the hazards he could face
while working at the facility.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—REAL LIFE STORIES-1

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What did Alfonso do wrong?

• Did not ask about the yellow and black sign on the door.
• Opened the door and looked into the machine when he didn’t
know what the sign said.
What did ABC Company do wrong?
• It did not train Alfonzo on the work practices necessary to safety
perform his job, especially in the area of hazard controls during
operations.

• Alfonzo should be given additional training on the hazards of
working in covered process areas.
• If there are many non-English speaking employees in the facil-
ity, the signage should be in a language they can understand.
Training Tips OSHA regulations contain specific training requirements that are
the responsibility of the contract employer. At 29 CFR
1910.119(h)(3), the rule says the contract employer must assure
that each contract employee is:
• Trained in the work practices necessary to safely perform his/
her job.
• Instructed in the known potential fire, explosion, or toxic release
hazards related to his/her job and the process, and the appli-
cable provisions of the emergency action plan.
The contract employer must document that each contract employee
has received and understood the required training. A record must
also be prepared that contains the identity of the contract employee,
the date of training, and the means used to verify that the employee
understood the training.
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—REAL LIFE STORIES-2

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Process Safety Management of Highly Hazardous Chemicals—Real Life

Stories
ABC Company produced solvent-based commercial printing inks. One of the processes used was
to mix powdered resin and flammable solvents in a mixing tank.
Alfonzo was a contract employee doing welding on some equipment near the mixing tank. He had
worked in this facility several times before and had received the necessary training on the
various hazards he could face. Alfonzo didn’t speak or read English well.
He did remember this was a particularly hazardous area of the facility. The signs on the tanks
and equipment were all in English. In order to finish the welding job he had to have access to the
inside of the machinery. There was a yellow and black sign on the door of the machine, but he
couldn’t read it. The sign said, “Caution: This machine must be locked out prior to servicing.”
Alfonzo opened the door and was looking into the machine
when it started up.

What did Alfonso do right?
What did Alfonso do wrong?
What did ABC Company do wrong?
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—REAL LIFE STORIES HANDOUT-1

Process Safety Management of Highly

Hazardous Chemicals—Real Life Stories
Sign-off Sheet
part in a training session on Process safety management of highly hazardous chemicals—Real
Life Stories. At this training session, we covered:
• How OSHA’s PSM rule applies to contract workers.
• The need for all employees to understand and follow process operating procedures.
• Who attendess can go to if they have questions about the PSM program in the workplace.
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_________________________________________
PROCESS SAFETY MANAGEMENT OF HIGHLY HAZARDOUS CHEMICALS—REAL LIFE STORIES SIGN-OFF-1

Q INDEX
Q
Q INDEX–1
4/06

Q INDEX–2
4/06

Table of Contents for R

Recordkeeping
An Overview
What Is Recordable?
Real Life Stories
Respiratory Protection
An Overview
Real Life Stories
R TOC-1
4/13
Reserved
R TOC-2
4/13
Recordkeeping—An Overview
Overview of Topic Injury and illness records must be kept for each establishment cov-
ered by the Occupational Safety and Health Act. The recordkeeping
requirements apply to most private sector employers.
Employers with 10 or fewer employees are exempt from most
requirements of the regulation, as are a number of industries clas-
sified as low-hazard retail, service, finance, insurance, and real
estate sectors.
As required by Section 1904.39, all employers covered by the OSH
Act must report to OSHA any workplace incident that results in a
fatality or the in-patient hospitalization of three or more employees.
For those States with OSHA-approved State plans, the state is gen-
erally required to adopt Federal OSHA rules, or a State rule that is
at least as effective as the Federal OSHA rule.
Recordkeeping There are three OSHA recordkeeping forms:
Forms • OSHA’s Form 300, the Log of Work-Related Injuries and Ill-
nesses
• The 301 form is the individual record of each work-related injury
or illness recorded on the 300 form
• Form 300A is the summary of work-related injuries and ill-
nesses
Retention of records
Employers must keep and maintain the OSHA 300 Log for five years
following the end of the calendar year that these records cover.
Training Tips Review 29 CFR 1904, Recording and reporting occupational injuries
and illnesses.
Tell employees how to report injuries and illnesses. Explain that
employees, or their representatives, have a right to access injury
and illness records. Employees must also be informed annually that
they have a right to access their exposure and medical records
(under 29 CFR 1910.1020).
29 CFR 1904—Recording and reporting occupational injuries and
illnesses.
RECORDKEEPING—AN OVERVIEW-1
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Recordkeeping—An Overview
Overview
Employers must keep a record of work-related injury and illnesses, as directed by OSHA.
OSHA uses these records during inspections to focus in on any problem areas in the working
environment. Employers use these records to assist them in developing and implementing safety
and health programs.
Recording an injury or illness under the OSHA system does not
necessarily imply that management is at fault, that the worker
is at fault, that a violation of an OSHA standard has occurred, or
that the injury or illness will be covered by worker’s compensa-
tion insurance.
Some cases will be compensable but not OSHA recordable, and
some cases will be OSHA recordable but not compensable under
workers’ compensation.
Who is covered?
Recordkeeping requirements apply to most private sector employers, but employers with 10 or
fewer employees are exempt from most requirements of the regulation, as are low-hazard retail,
service, finance, insurance, and real estate sectors.
What is recordable?
An injury or illness is considered work-related if an event or exposure in the work environment
caused or contributed to the condition or significantly aggravated a preexisting condition. The
work environment includes the establishment and other locations where one or more employees
are working or are present as a condition of their employment.
What are my rights?
Workers, or their representatives, have a right to access employee’s exposure and medical
records, as well as the OSHA 300 Log and the 300A Summary for the location you work in.
You cannot be disciplined or discriminated against for reporting an injury.
Your employer is expected to tell employees how to report injuries and illnesses.
Your employer must post an annual summary of injuries and illnesses. The summary for the
previous year must be posted from February 1 until April 30.
RECORDKEEPING—AN OVERVIEW HANDOUT-1

Recordkeeping—What Is Recordable?
Overview of Topic Injury and illness records must be kept for each establishment cov-
ered by the Occupational Safety and Health Act. Covered employers
must record any work-related injury or illness resulting in one of
the following:
• Death;
• Days away from work;
• Restricted work or transfer to another job;
• Medical treatment beyond first aid;
• Loss of consciousness; or
• Diagnosis of a significant injury/illness by a physician or other
licensed health care professional.
The decision-making process consists of four steps:
1. Did the employee experience an injury or illness?
2. Is the injury or illness work-related?
3. Is the injury or illness a new case?
4. Does the injury or illness meet the general recording criteria or
the application to specific cases?
If the answers to these four questions are “yes” the employer must
record the injury or illness.
Recording an injury or illness under the OSHA system does not
necessarily imply that management was at fault, that the worker
was at fault, that a violation of an OSHA standard has occurred, or
that the injury or illness is compensable under worker’s compensa-
tion or other systems.
Training Tips Tell employees how to report injuries and illnesses. Explain that
employees, or their representatives, have a right to access injury
and illness records.
Discuss the procedures that employees are to follow to:
• Report illness and injury.
• Access their exposure and medical records.
Indicate the specific location where your OSHA 300-A Summary is
posted each year.
29 CFR 1904—Recording and reporting occupational injuries and
illnesses.
RECORDKEEPING—WHAT IS RECORDABLE?-1
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Recordkeeping—What Is Recordable?
Overview
Employers must keep a record of work-related injury and illnesses. An injury or illness is
considered work-related if an event or exposure in the work environment caused or contributed
to the condition or significantly aggravated a preexisting condition.
Covered employers must record any work-related injury or illness resulting in one of the follow-
ing:
• Death;
• Diagnosis of a significant injury/illness by a physician or other licensed health care profes-
sional.
What is considered first aid?
For the purposes of OSHA injury and illness recordkeeping, first aid is defined as:
• Using a non-prescription medication at nonprescription
strength;
• Administering tetanus immunizations;
• Cleaning, flushing or soaking wounds on the surface of the
skin;
• Using wound coverings such as bandages, Band-AidsTM,
gauze pads, etc.; or using butterfly bandages or Steri-
Strips™;
• Using hot or cold therapy;
• Using any non-rigid means of support, such as elastic bandages, wraps, non-rigid back belts,
etc.;
• Using temporary immobilization devices while transporting an accident victim (e.g., splints,
slings, neck collars, back boards, etc.);
• Drilling of a fingernail or toenail to relieve pressure, or draining fluid from a blister;
• Using eye patches;
• Removing foreign bodies from the eye using only irrigation or a cotton swab;
• Removing splinters or foreign material from areas other than the eye by irrigation, tweezers,
cotton swabs or other simple means;
• Using finger guards;
• Using massages; or
• Drinking fluids for relief of heat stress.
Any treatment not on the list of first aid treatments is, by definition, medical treatment.
RECORDKEEPING—WHAT IS RECORDABLE? HANDOUT-1

Recordkeeping—Real Life Stories
Overview Of Topic Employers must tell employees how to report injuries and illnesses,
and employees have limited access to injury and illness records.
Employees must also have a right to access their exposure and
medical records.
Mary was sent to the emergency room because of a workplace injury.
She soon returned to work. Her supervisor, Ed, needed some paper-
work from her.
“The doctor said I can go back to work, no restrictions,” she told her
supervisor.
“That’s good,” Ed said.
“The doc gave me this prescription,” Mary said. “It’s for ibuprofen at
prescription strength, but I don’t need it. Here, you can have it.”
“Uh-oh,” the supervisor said. “That makes it a recordable injury.”
“Why is that?” Mary asked. “I didn’t take any of the prescription. I
didn’t even have it filled.”
“I know, but it doesn’t matter,” Ed told her. “The fact that you
received the prescription is what matters.”
• A workplace injury.
• A prescription which the worker did not want or need.
• An OSHA recordable injury.
• Reported the injury.
• Provided the medical paperwork from the emergency room to
her supervisor.
• Told her supervisor about the prescription
What went wrong?
• In this case, procedures were followed correctly. The worker was
just unaware of how OSHA views prescriptions.
What happens next?
• Employees should be reminded about what constitutes a record-
able illness or injury.
RECORDKEEPING—REAL LIFE STORIES-1

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• Employees should be trained on a patient’s rights, and that they

do not need to accept prescriptions which they do not want or
need.
Training Tips An injury or illness is considered work related if an event or expo-
sure in the work environment caused or contributed to the condition
or significantly aggravated a preexisting condition. Work-
relatedness is presumed for injuries and illnesses resulting from
events or exposures occurring in the workplace, unless an exception
specifically applies. The work environment includes the establish-
ment and other locations where one or more employees are working
or are present as a condition of their employment.
Covered employers must record any work-related injury or illness
resulting in one of the following:
• Death;
• Diagnosis of a significant injury/illness by a physician or other
licensed health care professional.
29 CFR 1904
OSHA Recordkeeping Handbook
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Recordkeeping—Real Life Stories

Overview
Employers must tell employees how to report injuries and illnesses, and employees have limited
access to injury and illness records. Employees must also have a right to access their exposure
and medical records.
Mary was sent to the emergency room because of a workplace injury. She soon returned to work.
Her supervisor, Ed, needed some paperwork from her.
“The doctor said I can go back to work, no restrictions,” she told her supervisor.
“That’s good,” Ed said.
“The doc gave me this prescription,” Mary said. “It’s for ibuprofen at prescription strength, but
I don’t need it. Here, you can have it.”
“Uh-oh,” the supervisor said. “That makes it a recordable injury.”
“Why is that?” Mary asked. “I didn’t take any of the prescription. I didn’t even have it filled.”
“I know, but it doesn’t matter,” Ed told her. “The fact that you received the prescription is what
matters.”

What went wrong?
RECORDKEEPING—REAL LIFE STORIES HANDOUT-1

Recordkeeping—Real Life Stories Sign-Off

who have taken part in a training session on Recordkeeping—Real Life Stories. At this training
• OSHA’s Recordkeeping rule.
• The importance of reporting injuries and illnesses.
• How to report injuries and illnesses.
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RECORDKEEPING—REAL LIFE STORIES SIGN-OFF-1

Respiratory Protection—An Overview
Overview of Topic OSHA’s primary objective for respiratory protection is the preven-
tion of atmospheric contamination. Accepted engineering control
measures are used to accomplish this. When effective engineering
controls are not feasible or sufficient, or while they are being insti-
tuted, OSHA requires that employees use appropriate respirators.
The respiratory protection regulation (29 CFR 1910.134) estab-
lishes uniform guidelines for protecting employees when they must
work in hazardous atmospheres.
Respiratory protection program
When respirators are used to meet OSHA requirements, or to meet
a company requirement, an appropriate written respirator protec-
tion program must be in place. The program must include worksite-
specific procedures that address the requirements of 29 CFR
1910.134(c).
What types of respirators are available?
Respirators are devices that prevent the entry of harmful sub-
stances into the lungs. The two basic types of respirators are: (1) air
purifying-removing hazardous substances from the breathing air,
and (2) atmosphere supplying-these deliver safe breathing air from
an outside source.
Selecting a respirator
Respirator selection must be based on the respiratory hazards, and
must also consider applicable workplace and user factors that may
affect performance and reliability. Respirators must be NIOSH-
certified. Your workplace evaluation needs to include a reasonable
estimate of employee exposures, and an identification of the con-
taminants chemical state and physical form. Where employee expo-
sure cannot be identified or a reasonable estimate made, the
atmosphere must be considered as Immediately Dangerous to Life
or Health (IDLH).
Medical evaluation
An initial medical evaluation is to be conducted prior to the employ-
ee’s fit test. See Appendix C of the regulation.
RESPIRATORY PROTECTION—AN OVERVIEW-1

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Fit testing
Fit testing is required for any respirator with a tight-fitting face
piece. The test must be conducted prior to initial use, upon changes
to the type of facepiece used, upon changes in the employee that
could affect fit, and at least annually.
Employee Training At 29 CFR 1910.134(k) OSHA requires employers to provide effec-

tive training to employees required to use respirators. The training
must be comprehensive, understandable, and recur at least annu-
ally.
Training must be conducted prior to respirator use. Retraining is
required annually, whenever changes in the workplace or type of
respirator would make previous training obsolete, when there are
indicators that the employee’s knowledge is inadequate, and under
any other circumstances where retraining would be necessary to
ensure safe respirator use.
Training Tips Select which handout you will use and review it prior to training.
Review respirator requirements for your workplace.
Demonstrate how to inspect, wear, seal check, operate, clean, and
store the respirators used by your employees.
Allow each trainee to try these procedures.
29 CFR 1910.134—Respirator protection.
RESPIRATORY PROTECTION—AN OVERVIEW-2

4/08
Overview
Working around dusts, mists, fumes, aerosols, gases, and vapors can be hazardous to your
health. Depending on the contaminant, overexposure can cause lung disease; problems with the
liver, kidneys, heart, or nervous system; or cancer.
To control contaminants, operations can be enclosed or confined, general and local ventilation
can be installed, or less toxic materials can be substituted. If these controls do not eliminate the
risk, wearing an appropriate respirator can protect you. Your company is responsible for deter-
mining when respirators are needed in the workplace.
Selecting a Respirator
Selecting the right respirator is essential. In making the selection, several factors must be
considered:
• Chemical identity and physical nature of the contami-
nants.
• Toxicity of the contaminants.
• Your exposure level - the concentration of the contami-
nants in the air, and the amount of time you will be ex-
posed.
• Amount of oxygen present.
Types of Respirators
There are two basic types of respirators:
• Atmosphere-supplying.
• Air purifying.
Atmosphere-supplying respirators provide clean breath-
ing air from a source that is separate from the contaminated area. They should be used when:
• There is not enough oxygen in the area.
• Contaminant concentrations are unknown.
• Contaminant concentrations are Immediately Dangerous to Life or Health (IDLH).
Air purifying respirators pass contaminated air through filters, cartridges, or cannisters to
clean the air as it is breathed. These only protect against certain contaminants, and should not
be used in an oxygen deficient or IDLH situation.
RESPIRATORY PROTECTION—AN OVERVIEW HANDOUT-1


Sign-off Sheet
part in a training session on Respiratory Protection—An Overview. The session covered:
• The requirements of 29 CFR 1910.134.
• The types of respirators.
• Selecting a respirator.
• How to care for a respirator.
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RESPIRATORY PROTECTION—AN OVERVIEW SIGN-OFF-1

Understand How Your Respirator Protects You

Overview The type of fit test depends on the type of res-
pirator and the types of contaminants that you
Working around dusts, mists, fumes, aerosols, are exposed to. A seal check must be done each
gases, and vapors can be hazardous to your time that a tight-fitting facepiece is put on. It is
health. Depending on the contaminant, overex- a quick way to test that the facepiece is ad-
posure can cause lung diseases; problems with justed properly.
the liver, kidneys, heart, or nervous system; or
cancer.
Using Your Respirator
Your company is responsible for determining
when respirators are needed in the work-place. Use the respirator as it was designed to be
used. Follow the operating instructions from
Stress the manufacturer or your employer.
Using a respirator puts additional stress on Leave the area if you can smell or taste the
your body. A physician or health care profes- contaminant; if you need to change cartridges,
sional must evaluate your health before you filters, canisters, or cylinders; if you need to
can wear a respirator. Follow any recommen- wash your face or the facepiece; or if you have
dations from the evaluation. any problems with the respirator.
Report any When someone is wearing a respirator in an
signs or IDLH atmosphere, at least one person who is
symptoms ready to provide rescue must remain outside
that may in- and monitor the person in the IDLH area. (For
fluence your firefighting, at least two employees must go
ability to into the IDLH area, and at least two people
use a respi- must remain outside.)
rator, in-
cluding:
shortness of Maintaining Respirators
breath, diz- If you are issued your own respirator, clean
ziness, and disinfect it as often as necessary to keep it
coughing, in a sanitary condition.
wheezing,
chest pain, If a respirator is shared, it must be cleaned
chest inju- before being worn by different people.
ries, lung
Respirators used for emergencies must be
diseases, cardiovascular conditions, or heart
cleaned after each use.
conditions. All respirators must be approved
for the contaminants and conditions. Respirators used for fit testing and training
must be cleaned after each use.
Fit Tests Inspect your respirator each time that you
wear it, and when you clean it. If it is damaged,
Fit testing is required for any respirator with a have it repaired before it is used again.
tight-fitting facepiece (even those used in a
positive-pressure mode). The test must be con- Store the respirator where it will stay clean
ducted before initial use, and at least annually. and will not be damaged.
RESPIRATORY PROTECTION—AN OVERVIEW HANDOUT-2

Understand How Your Respirator Protects

You Sign-Off Sheet
part in a training session on Understand How Your Respirator Protects You. The session cov-
ered:
• How to select the proper respirator.
• How to properly use the respirator.
• Proper mainenance of the respirator.
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RESPIRATORY PROTECTION—AN OVERVIEW SIGN-OFF-2

Respiratory Protection—Real Life Stories
Overview Of Topic The respiratory protection regulation (29 CFR 1910.134) estab-
lishes uniform guidelines for protecting workers when they must
work in hazardous atmospheres. At 29 CFR 1910.134, OSHA defines
disposable paper respirators, or dust masks, as “filtering
facepieces.”

Rudy and Gerald were talking about the dust masks they were
required to wear.
“I heard that we have to be trained to use these,” Rudy said. ’Just
like for regular respirators.”
“No, I don’t think so,” Gerald replied. “These are just dust masks.
They aren’t considered respirators.”
Rudy asked the supervisor. The supervisor said that since they were
just paper respirators, the OSHA respirator standard did not apply.
“Just use them,” Rudy was told by the supervisor. “Don’t worry
about it.”
Rudy used the dust masks, and thought about going to the safety
manager or the union steward with the question.
• Dust masks were required to be worn.
• The respirator training was inadequate.
• Supervisor did not understand the respirator program.
What did Rudy do right?
• Was aware of the respirator requirements.
• Asked the supervisor about dust masks.
• Used the dust mask.
What did Rudy do wrong? Didn’t go to the safety manager or union
steward with the problem.
• Did not contact the safety person to learn more about respira-
tory protection requirements.
• Did not properly train employees on respiratory protection.
RESPIRATORY PROTECTION—REAL LIFE STORIES-1

4/08

• Company should review their work practices.
• Employees should be retrained on the company respiratory pro-
gram.
• Supervisor should be retrained on when the respiratory program
applies.
Training Tips Reveiw OSHA requirements for the use of “filtering facepieces.” Dis-
cuss any jobs or tasks in the workplace which require thier use.
Train your employees to:
• Read and follow manufacturer instructions on use, mainte-
nance, cleaning, and care.
• Use the respirator for what the manufacturer designed it for,
and look for proper certification on the respirator or package.
• Don’t wear respirators into atmospheres containing contami-
nants for which the respirator is not designed to protect the
wearer against.
• Keep track of their respirator so as not to mistakenly use some-
one else’s.
RESPIRATORY PROTECTION—REAL LIFE STORIES-2

4/08
Overview
The respiratory protection regulation (29 CFR 1910.134) establishes guidelines for protecting
workers when they must work in hazardous atmospheres. At 29 CFR 1910.134, OSHA defines
disposable paper respirators, or dust masks, as “filtering facepieces.”

Rudy and Gerald were talking about the dust masks they were required to wear.
“I heard that we have to be trained to use these,” Rudy said. “Just like for regular respirators.”
“No, I don’t think so,” Gerald replied. “These are just dust masks. They aren’t considered
respirators.”
Rudy asked the supervisor. The supervisor said that since they were just paper respirators, the
OSHA respirator standard did not apply.
“Just use them,” Rudy was told by the supervisor. “Don’t worry about it.”
Rudy used the dust masks, and thought about going to the safety
manager or union steward with the question.

What did Rudy do right?
What did Rudy do wrong?
What Happens Next?

RESPIRATORY PROTECTION—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Respiratory Protection—Real Life Stories. At this training session,
we covered:
• OSHA’s requirements for the use of “filtering facepieces.”
• Jobs or tasks that require the use of “filtering facepieces.”
• How to use, maintain, and replace the dust masks.
• Cautions to follow when using dust masks.
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
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RESPIRATORY PROTECTION—REAL LIFE STORIES SIGN-OFF-1

Table of Contents for S

Scaffolding
An Overview
Scaffold Safety
Using Scaffolds
Scissor Lift
Inspection Checklist
Signs and Tags

An Overview
Real Life Stories
Silica
An Overview
Hydraulic Fracturing
Citations
Site Security
Entering the Building
Explosives Theft
Real Life Stories
Sling Safety
An Overview
Safe Use

An Overview
Real Life Stories
Solvents
An Overview
Real Life Stories
Use Solvents Safely
Spray Booths
An Overview
Operation
S TOC-1
4/14
Real Life Stories
Substance Abuse
Alcohol and Other Drug Abuse
An Overview
S TOC-2
4/14
Scaffolding—An Overview
Overview of Topic Scaffolds are a source of accidents when not used properly. Fatal
falls occur as a result of defective scaffold equipment, improper
installation of equipment, improper training of workers, or failure
to use appropriate personal fall protection equipment.
Employers must protect employees from scaffold-related hazards
such as falls, falling objects, structural instability, electrocution,
and overloading. Workers must be able to recognize the hazards
associated with the scaffold they are using, and to understand the
procedures needed to control or minimize those hazards.
Training requirements
OSHA requires that employers have a qualified person train each
employee who performs work while on a scaffold. The training must
enable employees to recognize the hazards associated with the type
of scaffold being used and to understand the procedures to control or
minimize those hazards.
Training Tips Have your competent person go over their inspection checklist as
your employees who use scaffolds observe.
29 CFR 1910.28—Safety requirements for all scoffolding
29 CFR 1910.29 — Manually propelled mobile ladder stands and
scaffolds
SCAFFOLDING—AN OVERVIEW-1
10/14
Scaffolding—An Overview
Types of scaffolds
A scaffold is defined as an elevated, temporary work platform. There are three basic types of
scaffolds:
• Supported scaffolds, which consist of one or more platforms supported by rigid, load- bearing
members, such as poles, legs, frames, outriggers, etc.
• Suspended scaffolds, which are one or more platforms sus-
pended by ropes or other non-rigid, overhead support.
• Other scaffolds, principally manlifts, personnel hoists, etc.,
which are sometimes thought of as vehicles or machinery,
but can be regarded as another type of supported scaffold.
Hazards associated with scaffolds
• Falls from elevation, due to lack of fall protection;
• Collapse of the scaffold, caused by instability or overload-
ing;
• Being struck by falling tools, work materials, or debris;
and
• Electrocution, principally due to proximity of the scaffold to overhead power lines.
General requirements
• Scaffolds shall not be erected, moved, dismantled, or altered except under the supervision of
a competent person.
• The footing or anchorage for scaffolds must be sound, rigid, and capable of carrying the
maximum intended load without settling or moving.
• Unstable objects such as barrels, boxes, loose brick, or concrete blocks must not be used to
support scaffolds or planks.
• An access ladder or equivalent safe access must be provided.
• Scaffolding more than 10 feet above the ground or floor must have guardrails and toeboards
installed at all open sides and ends.
• Guardrails must be made of not less than 2 x 4 lumber or other material providing equal
protection. Guardrails must be approximately 42 inches high.
• Guardrails must have a midrail of at least 1 x 6 lumber or other material giving equal
protection.
• Toeboards must be a minimum of four inches in height.
• Where persons are required to work or pass under a scaffold, a wire mesh screen must be
installed between the toeboard and the guardrail.
• Scaffolds four to ten feet high, having a minimum horizontal dimension in either direction of
less than 45 inches, must have standard guardrails installed on all open sides and ends of the
platform.
• Extend scaffold planks over their end supports six to twelve inches.
SCAFFOLDING—AN OVERVIEW HANDOUT-1

Scaffolding—Scaffold Safety
Overview of Topic Employers must protect employees from scaffold-related hazards

such as falls, falling objects, structural instability, electrocution,
and overloading. Workers must be able to recognize the hazards
associated with the scaffold they are using, and to understand the
procedures needed to control or minimize those hazards.
Inspection
Scaffolds and components must be inspected as required for the type
of scaffold for visible defects by a competent person or an employee
with the correct level or knowledge.
OSHA does not specify how often a scaffold must be inspected. The
frequency will depend upon the type of scaffold, the site, weather
conditions, intensity of use, age of the equipment, and how often
sections are added, removed, or changed.
Any part of a scaffold damaged or weakened for any cause shall be
immediately repaired and shall not be used until repairs have been
completed.
Training requirements
OSHA requires that employers have a qualified person train each
employee who performs work while on a scaffold. The training must
enable employees to recognize the hazards associated with the type
of scaffold being used and to understand the procedures to control or
minimize those hazards.
your employees who use scaffolds observe.
scaffolds
SCAFFOLDING—SCAFFOLD SAFETY-1
10/13
Scaffolding—Scaffold Safety
Overview
Your supervisor and coworkers can do everything right in setting up a scaffold according to the
safety rules, but if you don’t use it properly your scaffold can be a death trap. Here are some tips
to help you remember how to stay safe on scaffolds.
Working on a scaffold platform involves understanding:
• Loading and rated capacity,
• Working near power lines,
• Weather conditions, and
• Fall protection requirements.
Scaffolds that are designed to do so can be moved horizontally while employees are on them.
OSHA believes that making employees climb up and down a scaffold every time it is moved could
be a greater risk than remaining on a scaffold being moved under the direction of a competent
person.
Loads and rated capacities
Scaffolds and scaffold components must never be loaded in excess of their:
• Maximum intended loads—the total load of all persons, equipment, tools, materials, trans-
mitted loads, and other loads reasonably anticipated to be applied to a scaffold or scaffold
component at any one time, or
• Rated capacities—the maximum load that a hoist is allowed to lift, whichever is less.
Electrical safety
Adhere to the safe clearance distances when working near exposed power lines. Use the proper
insulation and grounding protection while welding.
Fall protection
When you are on a scaffold more than four feet above a lower level, you must be protected from
falling to that lower level. Follow the fall protection provisions for the type of scaffold you are
using. The two types of fall protection are personal fall arrest systems or guardrail systems.
Ladders may be used on large area scaffolds to increase working height providing certain OSHA
criteria is met.
Falling object protection
In addition to wearing a hardhat, you must be provided with additional protection from falling
hand tools, debris, and other small objects. Falling object protection is provided through the
installation of toeboards, screens, guardrail systems, debris nets, catch platforms, or canopy
structures that contain or deflect the falling objects. Below the scaffold, your employer may set
up barricades to prevent workers from entering the area where objects may fall.
Employees are prohibited from working on scaffolds covered with snow, ice, and accumulated
debris except to remove the hazards.
SCAFFOLDING—SCAFFOLD SAFETY HANDOUT-1

Scaffolding—Using Scaffolds
Overview of Topic Working from a scaffold presents its own set of safety issues. Your
employees must be trained in proper techniques and provided with
the right equipment.
Maximum intended loads and rated capacities
Scaffolds and scaffold components must never be loaded in excess of
their maximum intended loads or rated capacities.
Inspection
Scaffolds and components must be inspected as required by a com-
petent person or an employee with the correct level or knowledge.
Periodic inspection
OSHA does not specify how often a scaffold must be inspected. Fre-
quency will depend upon the type of scaffold, the site, weather
conditions, intensity of use, age of the equipment, and how often
sections are added, removed, or changed.
Damaged scaffolds or scaffold components and capacity
Any part of a scaffold damaged or weakened for any cause shall be
immediately repaired and shall not be used until repairs have been
completed.
Employee Training There are no training requirements for scaffolds. You should make
employees aware of pertinent safety rules for the type of scaffolding
used in your facility.
your employees who use scaffolds observe. This will highlight the
need to constantly be alert for things that just don’t look right. This
“preventive maintenance” could discover a problem before it turns
into an accident.
scaffolds
SCAFFOLDING—USING SCAFFOLDS-1
10/13
Scaffolding—Using Scaffolds
Working on a scaffold platform is two jobs in one. You must concentrate on your work plus you
need to be ever aware of the dangers of working at heights. This is no time to become lax or take
shortcuts. It can be a long way to the ground.
After any incident which could affect a scaffold’s structural integrity, a competent person must
inspect all scaffolds and scaffold components for visible defects. According to OSHA this should
adequately protect employees working on scaffolds and ensure that defects are detected before an
accident happens.
Working safely
When you get to your working surface take time to look around and ensure everything is as it
should be. The following rules are just some of the things you should look for when working from
a scaffold:
• You must never load a scaffold more than its maximum
intended load or rated capacity, whichever is less. In order to
do this you must know what that figure is. You must also be
able to estimate the load (workers, tools, paint buckets, etc.)
on the scaffold.
• Scaffolds and components must be inspected for visible
defects by your competent person before each work shift, and
after any occurrence which could affect a scaffold’s structural
integrity.
• Your scaffold must never be moved while you are on it unless
it has been designed to do so.
• Swinging loads being hoisted onto or near your scaffold must
have tag lines or other measures to control the load.
• Working on scaffolds is prohibited during storms or high winds unless your competent person
says it is safe to do so and you are protected by a personal fall arrest system or wind
screen.
• Debris must not be allowed to accumulate on your scaffold.
• You cannot use makeshift devices such as boxes and barrels to increase your working
height.
• You can’t work on a scaffold covered with snow, ice, or other slippery material except to
remove the material.
• Ladders may only be used on scaffold platforms under very limited restrictions.
In addition, you must never use shore or lean-to scaffolds. Such scaffolds are not properly
designed nor properly constructed, and pose a serious threat to anyone working on them.
SCAFFOLDING—USING SCAFFOLDS HANDOUT-1

Scissor Lift—Inspection Checklist
Overview A common piece of equipment in many workplaces is the scissor

lift. A key step in protecting workers is to have them inspect the
scissor lift prior to using it.
Inspection
Since each manufacturer’s scissor lift is different, always have

employees use the manufacturer’s pre-operational inspection
checklist.
However, for training purposes, use the following generic checklist

that covers most of the major inspection areas:
• Safety signs: Check for missing or damaged signage.

• Gauges and lights: Verify they are working properly after
start-up.
• Pivot pins: Check for missing or damaged pins.
• Control functions: Verify that all the controls are working
properly.
• Tires: Check for bulging or cuts. Verify tire pressure is within
the manufacturer’s acceptable range.
• Steering: Verify steering is operating correctly.
• Frame: Check frame structure for damage.
• Hydraulic system: Look for leaks and damage to hoses and

connectors.
• Platform: Check that safety railings and toeboards are in place
and undamaged.
Remember, this is a generic checklist. Employees should always
follow the manufacturer’s recommendations for pre-operational
inspection if it is available.
SCISSOR LIFT—INSPECTION CHECKLIST–1

10/05

Take It Out Of Service
If the scissor lift is found to be defective or if it doesn’t function

properly, it must be taken out of service until a qualified person
inspects and repairs it. To prevent others from using the lift, it
should be locked out and tagged with a sign indicating it is not fit
for use.
Manufacturer’s Recommendations
Follow the manufacturer’s recommendations for maintenance and

service. Perform all maintenance and service at the intervals rec-
ommended by the manufacturer.
Employee Training Because OSHA considers scissor lifts to be mobile scaffolds,

§1910.29 applies. There are no specific training requirements in
§1910.29, although employers have a general responsibility to pro-
vide a safe workplace. This would include training employees on
the proper use of scissor lifts, including their capabilities, limits,
and operational safety.
Training Tips Discuss where in the facility scissor lifts are used.
Explain why it is important that employees do a pre-operational

inspection of the scissor lift.
Have a scissor lift available, and perform a pre-operational inspec-

tion.
If printed inspection forms are used, pass out samples. Explain

what record-keeping requirements the facility has, if any.

29 CFR 1910.29—Manually Propelled Mobile Ladder Stands And
Scaffolds
SCISSOR LIFT—INSPECTION CHECKLIST–2

10/05

Scissor Lift – Inspection Checklist

Overview
You may use scissor lifts to help you perform tasks at heights. However, scissor lifts must be
used properly and inspected before use in order to be used safely.
Inspection
Each manufacturer’s scissor lift is different, so use the manufacturer’s pre-operational inspec-
tion checklist, if one exists. If not, use the following generic checklist:
• Safety signs: Check for missing or damaged signage.

• Gauges and lights: Verify they are working properly after start-up.
• Pivot pins: Check for missing or damaged pins.
• Control functions: Verify that all the controls are working

properly.
• Tires: Check for bulging or cuts. Verify tire pressure is within
the manufacturer’s acceptable range.
• Steering: Verify steering is operating correctly.
• Frame: Check frame structure for damage.
• Hydraulic system: Look for leaks and damage to hoses and

connectors.
• Platform: Check that safety railings and toeboards are in
place and undamaged.
Take It Out Of Service
• If the scissor lift is defective or doesn’t function properly, do not use it until a qualified per-
son inspects and repairs it.
• Make sure to lock out and tag it with a sign indicating it is not fit for use.
SCISSOR LIFT—INSPECTION CHECKLIST HANDOUT

10/05
Scissor Lift—Inspection Checklsit

Sign-Off Sheet

who have taken part in a training session on Scissor Lift—Inspection Checklist. The session
covered:
• Where in the workplace scissor lifts are used.

• Some of the hazards of working with scissor lifts.
• The importance of doing a pre-operational check of the scissor lift.
• What to do if the inspection reveals defects.
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SCISSOR LIFT—INSPECTION CHECKLIST SIGN-OFF

10/05
Signs and Tags—An Overview
Overview of Topic Ideally, the workplace would be hazard-free and safe from potential
injuries and accidents. However, many operations involve a certain
amount of risk that cannot be reduced through engineering mea-
sures or a change in work practices.
Safety signs have been developed as one means of preventing work-
place accidents and subsequent injury.
Sign shapes
Certain sign shapes are used for specific information.
• Triangle or diamond-shaped signs are used for hazard alerts,
and are typically orange or yellow.
• Mandatory action symbols, such as those informing workers of
the necessity for PPE, are circular and are typically blue in
color.
• Square or rectangular indicate safety equipment location would
be found, and are usually green in color.
• Certain workplace prohibitions may be identified by posting a
sign containing a symbol in a circle with a slash going from the
upper left to lower right.
Employee Training OSHA regulations contain specific training requirements for signs
and tags. At 29 CFR 1910.145(c), the rule says that all employees
must be instructed that:
• Danger signs indicate immediate danger and that special pre-
cautions are necessary.
• Caution signs indicate a possible hazard against which proper
precaution should be taken.
Training Tips Using the employee handout, review the requirements of §1910.145.
Display sample warning signs as used in your facility, and explain
where they can typically expect to find these types of signs.
29 CFR 1910.145—Specifications for accident prevention signs and
tags.
SIGNS AND TAGS—AN OVERVIEW-1

10/14
Signs and Tags—An Overview

Overview
In an effort to decrease the number of accidents and injuries in the workplace, OSHA developed
two standards on safety color coding, and specifications for accident prevention signs and tags.
A sign refers to a surface on prepared for the warning of, or safety instructions of, industrial
workers or members of the public who may be exposed to hazards.
There are a few different means of designating signs and tags. Color and shape work well for the
purpose of communicating required information.
Warning sign colors
The American National Standards Institute (ANSI) has developed the following color scheme:
• Red — means fire, danger, or stop. It is most
commonly used in flammable liquid identifi-
cation, emergency stop switches, and fire
protection equipment. Danger indicates an
immediately hazardous situation that could
cause death or serious injury.
• Orange — means warning. Orange identifies
hazardous equipment or situations. Common
uses include marking machine hazards that
pose cut, crush, or pinch injuries, and for
making the insides of movable guards that
allow access to gears, chains, and the like.
Warning indicates a potentially hazardous
situation that could result in death or serious
injury.
• Yellow — means caution. Used with black lettering, yellow identifies hazards such as con-
ditions that might result in tripping or falling or flammable material storage. Caution
indicates a potentially hazardous situation that may result in moderate injury.
• Green — means safety. Green identifies the locations of safety equipment, material safety
data sheets, and first-aid equipment.
• Blue — means notice. It is the color that identifies safety information signs such as personal
protective equipment requirements. It also has some specific uses in the railroad industry.
Warning sign shapes
Sign shapes have meaning too:
• Triangle — means hazards alerts.
• Circle — signifies mandatory actions.
• Square/Rectangle — signifies information.
• Circle with slash — prohibited activity, based upon sign label or icon.
SIGNS AND TAGS—AN OVERVIEW HANDOUT-1

Signs and Tags—Real Life Stories
Overview Of Topic In an effort to decrease the number of accidents and injuries in the
workplace, OSHA developed two standards on safety color-coding
and specifications for accident prevention signs and tags. A sign
refers to a surface prepared for the warning of, or safety instructions
of, industrial workers or members of the public who may be exposed
to hazards.
Juan was the supervisor on the loading dock. There were signs
posted which warned employees of the dangers of carbon monoxide.
But how often did Juan or any of his coworkers notice the signs?
One day the loading dock was filled with trucks, and several fork-
lifts were in operation. Despite ventilation, there seemed to be lots
of exhaust in the loading dock area.
Fred was working near the dock doors checking loads in and out of
the trucks. He complained to Juan of a headache. Juan didn’t really
think anything of it, and he told Fred to let him know if it got any
worse.
Later, Juan checked on Fred and asked him how he was feeling.
Fred said his head really hurt and that he felt tired. Juan told Fred
to sit down for a little bit, and he got him some aspirin from one of
the clerks in the office. Juan told Fred to let him know if the aspirin
didn’t help.
Some time later, a coworker found Juan and told him that Fred was
in the bathroom throwing up. Juan went to check on Fred, and Fred
seemed confused.
• Build-up of carbon monoxide in Fred’s work area resulting in
overexposure.
• Health-related symptoms of carbon monoxide exposure.
What went right?
• Fred told the supervisor about his headache and other symp-
toms.
• Juan continued to check on Fred.
SIGNS AND TAGS—REAL LIFE STORIES-1

10/09
What did Juan do wrong?

• Did not recognize the symptoms of carbon monoxide despite all
the warning signs.
• Did not evacuate area.
• Did not move Fred into fresh air.
• Did not call the in-house emergency response team or medical
personnel.
• Did not report the incident to safety manager.
What happens next?
• Incident must be reported.
• Fred should seek medical attention immediately.
• Employees should be retrained on hazards in the workplace and
system for safety signs.
• Employees should be trained to recognize symptoms of exposure
to carbon monoxide, as well as first-aid and emergency
procedures.
Training Tips Review the company hazcom program. Point out where in the facil-
ity employees may be exposed to hazardous fumes or smoke, such as
the loading dock, welding areas, and so on. Explain how the com-
pany keeps exposures down, and what employees should do if they
think they are being exposed.
Show sample signs and tags used in the workplace.
Company Hazard Communication program.
29 CFR 1910.144
29 CFR 1910.145
29 CFR 1910.1200
SIGNS AND TAGS—REAL LIFE STORIES-2

10/09
Signs and Tags—Real Life Stories

Overview
In an effort to decrease the number of accidents and injuries in the workplace, OSHA developed
two standards on safety color-coding and specifications for accident prevention signs and tags. A
sign refers to a surface prepared for the warning of, or safety instructions of, industrial workers
or members of the public who may be exposed to hazards.

Juan was the supervisor on the loading dock. There were signs posted which warned employees
of the dangers of carbon monoxide. But how often did Juan or any of his coworkers notice the
signs?
One day the loading dock was filled with trucks, and several forklifts were in operation. Despite
ventilation, there seemed to be lots of exhaust in the loading dock area.
Fred was working near the dock doors checking loads in and out of the trucks. He complained to
Juan of a headache. Juan didn’t really think anything of it, and he told Fred to let him know if
it got any worse.
Later, Juan checked on Fred and asked him how he was feeling. Fred said his head really hurt
and that he felt tired. Juan told Fred to sit down for a little bit, and he got him some aspirin from
one of the clerks in the office. Juan told Fred to let him know if the aspirin didn’t help.
Some time later, a coworker found Juan and told him that Fred was in the bathroom throwing
up. Juan went to check on Fred, and Fred seemed confused.

What went right?
What did Juan do wrong?
What Happens Next?

SIGNS AND TAGS—REAL LIFE STORIES HANDOUT-1

Signs and Tags—Real Life Stories Sign-off

Sheet
part in a training session on Signs and Tags—Real Life Stories. At this training session, we
covered:
• Where in the facility warning signs and tags can be found.
• Why it is important to read and follow the instructions on warning signs and tags.
• Who employees can go to with questions about safety and health.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SIGNS AND TAGS—REAL LIFE STORIES SIGN-OFF-1

Silica—An Overview
Overview of Topic The term ″silica″ refers to the mineral compound silicon dioxide
(SiO2). Silica can be crystalline or amorphous. Crystalline silica is
significantly more hazardous than amorphous silica, and can cause
an irreversible lung disease known as silicosis. Crystalline silica
has been classified as a human carcinogen.
Millions of workers are exposed to silica dust, and hundreds die
each year from silicosis or related conditions. Workers can be at risk
even when exposures are within regulatory limits. Although silico-
sis has no cure, the disease is preventable.
Sources of Silica Silica is a naturally-occurring element found in soils and rocks,
although the quartz content varies greatly from one rock type to
another.
Crystalline silica exposure occurs across a broad range of industries.
Processes associated with high rates of silicosis include sandblast-
ing, sand-casting foundry operations, and granite cutting. When
used as an abrasive blastinc agent to remove surface coatings prior
to repainting or treating, high levels of airborne respirable crystal-
line silica are created. Foundry employees may be exposed to
crystalline silica throughout the production of sand-based molds
and cores, shakeout and knockout, and finishing and grinding
operations.
Crystalline silica is a major component of the sand, clay, and stone
raw materials used to manufacture concrete, brick, tile, porcelain,
pottery, glass, and abrasives. The powdered form of quartz, also
called silica flour, is used in the manufacture of fine china and
porcelain. Finely ground crystalline silica is also used as a func-
tional filler in the manufacture of paints, plastics, and other
materials. The rock crystal form of quartz is of great value to the
electronics industry.
Training Tips Explain what operations or areas of the company create exposures
to silica.
Review silica control measures.
The company silica control plan.
SILICA—AN OVERVIEW-1
10/13
Silica—An Overview
Overview
Silica is a term which refers broadly to the mineral compound silicon dioxide (SiO2). Crystalline
silica is a natural, basic component of sand and granite.
Crystalline silica exposures have long been known to cause incurable lung diseases such as
silicosis. Inhaling crystalline silica dust can scar lung tissue and cause bronchitis, tuberculosis,
and lung cancer. Smoking adds to the damage.
Manufacturing processes associated historically with high rates of silicosis include sandblasting,
sand-casting foundry operations, and the manufacture of concrete, brick, tile, porcelain, pottery,
glass, and abrasives. Other forms of finely ground silica are used in the manufacture of fine china
and porcelain, and as a functional filler in the manufacture of paints, plastics, and other mate-
rials.
To protect workers from crystalline silica, your employer
may:
• Substitute less hazardous abrasive blasting materials
for silica sand.
• Conduct air monitoring to measure worker exposures.
• Use containment methods to control the hazard and pro-
tect nearby workers.
• Provide periodic medical examinations.
• Post signs to warn and inform workers.
• Provide workers with training on health effects, work
practices, and protective equipment
What must I do?
To protect yourself from crystalline silica:
• Learn about the health effects of crystalline silica
exposure.
• Know the work operations where exposures may occur.
• Participate in any air monitoring and training programs.
• Follow all safe work procedures for your job.
• Do not eat, drink, use tobacco products, or apply cosmetics in exposure areas.
• Wash your hands and face before you eat, drink, smoke, or apply cosmetics.
SILICA—AN OVERVIEW HANDOUT-1

Silica—Hydraulic Fracturing
INHALATION HAZARD
DO NOT BREATHE
DUST
Overview of Topic Hydraulic fracturing or ″fracking″ is a process used to ″stimulate″

well production in the oil and gas industry. It involves pumping
large volumes of water and sand into a well at high pressure to
fracture shale and other tight formations, allowing oil and gas to
flow into the well.
Fracking operations have increased significantly in the last 10 years
because of new horizontal drilling and multi-stage fracking (or
″completions″) technologies that improve access to natural gas and
oil deposits.
Fracking hazards
Hydraulic fracturing sand contains up to 99% silica. Respirable
crystalline silica is the portion of crystalline silica that is small
enough to enter the gas-exchange regions of the lungs if inhaled;
this includes particles with aerodynamic diameters less than
approximately 10 micrometers (µm).
Breathing silica can cause silicosis. Silicosis is a lung disease where
lung tissue around trapped silica particles reacts, causing inflam-
mation and scarring and reducing the lungs’ ability to take in
oxygen.
Training Tips Review work areas which have silica hazards, and review employee
protection requirements.
Documents that may be helpful include Preventing Silicosis and
Deaths in Construction Workers (Pub. No. 96-112) by NIOSH and
Special Emphasis Program (SEP) on Silicosis by OSHA. A free
package of materials on how to prevent silicosis is available by
calling NIOSH toll-free at (1-800-35-NIOSH).
SILICA—HYDRAULIC FRACTURING-1
10/13
Silica—Hydraulic Fracturing
Hydraulic fracturing or ″fracking″ is a process used to ″stimulate″ well production in the oil and
gas industry. It is not a new process, but its use has increased significantly in the last 10
years.
Fracturing fluid is made up of a base fluid, proppant, and chemical additives. Water accounts for
about 90 percent of the fracturing mixture and sand accounts for about 9.5 percent. Chemicals
account for the remaining one half of one percent of the mixture. The base fluid applies pressure
to the formation and delivers the proppant to the fractures.
Hydraulic fracturing sand contains up to 99% silica. Breathing silica can
cause silicosis. Silicosis is a lung disease where lung tissue around trapped
silica particles reacts, causing inflammation and scarring and reducing the
lungs’ ability to take in oxygen.
NIOSH identified seven primary sources of silica dust exposure during
hydraulic fracturing operations:
• Dust ejected from thief hatches (access ports) on top of the sand movers
INHALATION HAZARD during refilling operations while the machines are running (hot load-
DO NOT BREATHE
DUST ing).
• Dust ejected and pulsed through open side fill ports on the sand movers
during refilling operations.
• Dust generated by on-site vehicle traffic.
• Dust released from the transfer belt under the sand movers.
• Dust created as sand drops into, or is agitated in, the blender hopper and on transfer
belts.
• Dust released from operations of transfer belts between the sand mover and the blender;
and
• Dust released from the top of the end of the sand transfer belt (dragon’s tail) on sand movers.
Workers who breathe silica day after day are at greater risk of developing silicosis. Silica can also
cause lung cancer and has been linked to other diseases, such as tuberculosis, chronic obstructive
pulmonary disease, and kidney and autoimmune disease.
SILICA—HYDRAULIC FRACTURING HANDOUT-1

Silicosis—Citations
INHALATION HAZARD
DO NOT BREATHE
DUST
The Citations OSHA proposed more than $135,000 in penalties against a stone
products manufacturer for failing to correct previous violations. The
Agency cited the company for continuing to expose its employees to
health hazards more than a year after OSHA had previously cited
the company for five serious violations for similar hazards.
OSHA is proposing the penalties against the company for exposing
workers to excess amounts of silica by not fully implementing a
respiratory protection program.
Crystalline silica is the basic component of sand, quartz, and gran-
ite rock. In addition to causing the disabling and irreversible lung
disease known as silicosis, crystalline silica has been classified as a
human carcinogen by the International Agency for Research on
Cancer (IARC).
Exposure to silica can lead to silicosis, a disabling, nonreversible
and sometimes fatal lung disease. The National Institute for Occu-
pational Safety and Health reports that each year more than 250
people die from and hundreds more are disabled by silicosis.

Step one
Review the facts of the citation story with the group. Explain that
silicosis is caused by exposure to respirable crystalline silica dust.
Crystalline silica is a basic component of soil, sand, granite, and
most other types of rock, and it is used as an abrasive blasting
agent.
Crystalline silica exposures can result from abrasive blasting to
clean and smooth irregularities from molds, jewelry, and foundry
castings, finish tombstones, etch or frost glass, or remove paint, oils,
rust, or dirt from objects needing to be repainted or treated. Other
exposures to silica dust occur in cement and brick manufacturing,
asphalt paving manufacturing, china and ceramic manufacturing,
and the tool and die, steel and foundry industries. Additionally,
crystalline silica exposures occur in the maintenance, repair and
replacement of refractory brick furnace linings.
Step two
Review the silica hazards present in your workplace. Explain that
there is a risk even if the employees don’t notice dust. Cigarette
smoking adds to the lung damage caused by silica.
SILICOSIS—CITATIONS-1
4/10
Explain that symptoms of silicosis can include:

• shortness of breath;
• fever;
• fatigue;
• loss of appetite;
• chest pain;
• dry, nonproductive cough; and
• potential respiratory failure, leading eventually to death.
Step three
Review the requirements of OSHA’s toxic and hazardous substance
standard, §1910.1000, Table Z-3. The Permissible Exposure Limit
for respirable dusts containing the quartz form of silica is 10 mg/M3
divided by (% SiO2 +2) as a time-weighted average (TWA).
Step four
Thoroughly review with employees the company written safety pro-
gram for silica. Inform workers they can examine or copy your writ-
ten safety program for silica. Included in the written program is:
• each operation which created a silica hazard,
• air monitoring data documenting the silica levels and exposure,
• description of the specific means of reducing exposures,
• work practice program including items such as PPE, housekeep-
ing, and hygiene facilities, administrative control schedule, and
• other relevant information.
Step five
OSHA requires employers to label products and machines that con-
tain or create silica. Show a sample label and explain what the
presence of such labels require employees to do.
Step six
Allow employees to practice putting on and taking off necessary
PPE. Also explain how PPE is to properly cared for and maintained.
SILICOSIS—CITATIONS-2
4/10
Site Security —
One security area that is often overlooked is proper identification

of employees. Some companies require employees to wear identifi-
cation badges or carry identification cards. The most effective IDs
have the employee’s picture, along with their name and depart-
ment, on the badge. This is the most effective way to determine if
the person belongs in the building. It also is good deterrent to the
theft of the ID.
Never allow just anyone into the workplace. It is good company

policy to require each employee to use their own ID to enter the
building. If an employee is passing their ID card through a scan-
ning device to open the entrance door and there is another person
waiting to enter, the employee should insist that they use their
own employee ID to scan and enter the building. This ensures bet-
ter security.
Visitor identification
Visitors to your company should be required to register at an

entrance location before they move about your company. They
should be met at this secure location by the employee they have
come to visit.
After verification that they are to be allowed into your workplace,

require that they wear some form of identification. These visitors
should be restricted to traveling with the employee they have
come to see and should not be allowed to wander off alone.
Outside maintenance or construction personnel working at your

company should also be screened, registered, and required to wear
an identification badge.
After the meeting has taken place or the work completed, make
sure these visitors return the ID badges and indicate on the record
that they have left the building.
If the public has access to your workplace, limit the areas they can
enter. Provide employees with ID cards or keys that will allow
them to enter secured areas that are locked to the public.
SITE SECURITY—EMPLOYEE AND VISITOR IDENTIFICATION–1

4/02

Keep alert for suspicious activities
Have trainees watch for people or other employees:
• Attempting to access something that is normally denied them,

such as: classified materials, chemicals, hazardous materials,
or admission to prohibited or secure areas.
• Carrying a weapon (unless they are authorized to do so).
• Making unusual requests or demands.
Tell them to report suspicious activities to the company’s security
office.
Employee training There are no specific OSHA employee training requirements for
site security.
Training tips Cover your company policies for:
• Use of employee ID cards.

• Requirements for visitors.
• Reporting suspicious activities

plans.
SITE SECURITY—EMPLOYEE AND VISITOR IDENTIFICATION–2

4/02

Site Security — Employee and Visitor Identification

One security area that is often overlooked is proper identification of employees. Some compa-
nies require employees to wear identification badges or carry identification cards. The most
effective IDs have the employee’s picture, along with his or her name and department, on the
badge. This is the most effective way to determine if the person belongs in the building. It also
is good deterrent to the theft of the ID.
Never allow just anyone into your workplace. It is good company policy to require each
employee to use his or her own ID to enter the building. If you are using a scanning device to
open the entry door and there are other people behind you who want to enter, make sure you
know that they actually are current employees if you hold the door open. To ensure better secu-
rity, insist that they use their own employee IDs to scan and enter the building.
Visitor identification
Visitors to your company should be required to register at

an entrance location before they move about your company.
They should be met at this secure location by the employee
they have come to visit.
After verification that they are to be allowed into your

workplace, require that they wear some form of identifica-
tion. These visitors should be restricted to traveling with
the employee they have come to see and should not be
allowed to wander off alone.
Outside maintenance or construction personnel working at
your company should also be screened, registered, and
required to wear an identification badge.
After the meeting has taken place or the work completed,

make sure these visitors return the ID badges and indicate
on the record that they have left the building.
If the public has access to your workplace, limit the areas they can enter. Provide employees
with ID cards or keys that will allow them to enter secured areas that are locked to the public.
Watch for people or other employees:
• Attempting to access something that is normally denied them, such as: classified materials,
chemicals, hazardous materials, or admission to prohibited or secure areas.
• Making unusual requests or demands.

Report suspicious activities to the company’s security office.
SITE SECURITY—EMPLOYEE AND VISITOR IDENTIFICATION HANDOUT

Site Security —
Sign-Off Sheet

who have taken part in a training session on Site Security—Employee and Visitor Identifica-
tion. The session covered:
• The company policy for employee and visitor identification.

• How employees can be identified.
• How visitors can be identified.
• How to report suspicious activities.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SITE SECURITY—EMPLOYEE AND VISITOR IDENTIFICATION SIGN-OFF

Site Security—Entering the Building
Overview Of Topic In the past, company security personnel were concerned with
things like the theft of company equipment or computer hackers
breaking through the company’s firewall and planting computer
viruses. While these types of crimes are still a concern, employers
have new safety risks to deal with: assault and kidnapping, chem-
ical and biological terrorism, theft of hazardous materials, pene-
tration of secure areas, and misuse of classified materials.
Providing a secure workplace can reduce these types of risks.
Workplace security can be broken down into two areas: Security

outside the building (the parking lot, grounds, and areas near the
entrances to the building) and security inside the building. This
training topic deals with security inside the building.
Entering the building
Many workplaces now operate controlled access entrances. These

are usually security checkpoints that are manned or unmanned.
That means that there may be a:
• Security person or receptionist at the door or gate, screening

the people entering the building or parking lot.
• Device that automatically scans employee identification (ID)
cards or badges. Without a valid ID the door will not open.
An ID badge allows the user to enter the building. The scanning
device cannot tell if the person with the badge is the actual person
the badge was issued to. In other words, a stolen employee secu-
rity badge will allow anyone to enter the building. Emphasize that
employees should make sure that they know where their security
badge or card is at all times. If it is stolen or lost, they should
immediately report this to your company’s security office.
Security cameras are often used to provide surveillance around

building entrances. Often the mere sight of a security camera will
deter criminals. Of course, these cameras have to be monitored by
a receptionist or security person.
SITE SECURITY—ENTERING THE BUILDING–1

10/02

Security inside the building
Just because your trainees have made it safely inside your work-
place, they shouldn’t let their guard down. If your company has
relatively few employees, everyone may know everyone else who
works there. However, the workplace may be just too large and
spread out for everyone to know who is authorized to be inside. Or,
your workplace may be open to the public or other clients who
come and go throughout the day.
Instruct your trainees to watch for people or other employees:
• Attempting to access something that is normally denied them,

such as: classified materials, chemicals, hazardous materials,
or admission to prohibited or secure areas.
• Who are behaving in a strange manner.
• Who are making unusual requests or demands.

Tell trainees to report suspicious activities to the company’s secu-
rity office, and how they should report it.
Training Tips There are no specific OSHA employee training requirements for
site security.
Review the handout prior to training. Review entrance procedures

with the trainees, and any security checkpoint requirements they
will have to follow.
Also review the company policy on challenging strangers, who

they can report suspicious and/or unauthorized individuals, and
how to summon help.

plans.
SITE SECURITY—ENTERING THE BUILDING–2

10/02

Site Security—Entering the building

Overview
Many workplaces now operate controlled access entrances. These are usually security check-
points that can be manned or unmanned. That means that there may be a:
• Security person or receptionist at the door or gate.
• Device that automatically scans employee identification (ID) cards or badges, opening the
door only for a valid ID.
An ID badge allows the user to enter the building. The scanning device cannot tell if the person
with the badge is the actual person the badge was issued to. In other words, a stolen employee
security card will allow anyone to enter the building. Make sure that you know where your
security card is at all times. If your card is stolen or lost, immediately report this to your com-
pany’s security office.
Security inside the building
Your workplace may be accessible to the public or to suppliers

and customers who come and go throughout the day. If your
company has relatively few employees, you may know every-
one who works there. But, your workplace may be too large
and spread out for you to know everyone who is authorized to
be inside.
You should always watch for strangers or fellow employees

who:
• attempt to access secure areas which contain sensitive

materials, such as: classified materials, chemicals, or haz-
ardous materials.
• are carrying a weapon, unless they are authorized to do so.
• behave in a strange or suspicious manner.
• make unusual requests or demands.

Your employer will explain how to report potential security violations, how to summon help,
and what you are to do in the event of building intrusions, workplace violence, or criminal
activity.
SITE SECURITY—ENTERING THE BUILDING HANDOUT

10/02
Site Security—Entering the Building—

Sign-Off Sheet

who have taken part in a training session on Site Security—Entering the building. The session
covered:
• How the employer controls access to the building and company grounds.
• What steps employees must take to enter the building and company grounds.
• What employees should when an intruder is noticed.
• How employees can report security threats or summon emergency help.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SITE SECURITY—ENTERING THE BUILDING SIGN-OFF

10/02
Site Security—Explosives Theft
Overview Of Topic Using any internet search engine, search for “explosives” and
“theft” and get ready for a shock. All too often explosives go miss-
ing or stolen; from mines, manufacturers, transportation compa-
nies, army depots, and even police magazines. Many companies
store, transport, and use explosives, and these companies are
often the target of theft.
OSHA regulations tell you how to store and use explosives, and
how to report thefts to the authorities.
OSHA regulations
Anyone who imports, manufacturers, deals in, purchases, uses, or

stores explosive materials is subject to the Bureau of Alcohol,
Tobacco, and Firearms (BATF) regulations at 27 CFR, Part 55.
There are also state requirements.
When storing and safeguarding explosives, the OSHA regulations

at 29 CFR 1926.900(d) say that: All explosives must be accounted
for at all times. Explosives not being used need to be kept in a
locked magazine, unavailable to persons not authorized to handle
them. The employer must maintain an inventory and use record of
all explosives.
The regulations at 29 CFR 1926.904 give the requirements for

storage of explosives and say that explosives and related materials
must be stored in facilities approved by the BATF regulations con-
tained in 27 CFR, Part 55.
BATF regulations
BATF is mentioned in the OSHA standards as the agency that

lays down the rules for storage of explosives. Their publication,
The Orange Book-ATF: Explosives Law and Regulations can be
found at: http://www.info-central.org/regulatory/orangebook/. This
publication describes in detail the requirements for storage of
explosives.
What must you do?
Employers must ensure that explosive storage magazines are up

to the requirements mandated by OSHA and BATF.
SITE SECURITY—EXPLOSIVES THEFT–1

10/02

The regulations also call for inspection of those storage facilities at

intervals not greater than seven days to “determine whether the
contents are intact or if theft or unauthorized entry has occurred”
(27 CFR 55.204). You may wish to inspect more often.
27 CFR, Part 55, Section K—Storage, discusses everything from

the proper structure to housekeeping to lighting required in your
storage area. These regulatory requirements were not written
with terrorism in mind. It is up to the employer to ensure that the
storage facility is in compliance, and that there is adequate secu-
rity to prevent unauthorized entry.
Training Tips There are no specific training requirements for storing explosives.

27 CFR, Part 55—Commerce in explosives
29 CFR 1926.900—Blasting and use of explosives
27 CFR 1926.904—Storage of explosives and blasting agents
The Orange Book—ATF: Explosives Law and Regulations
SITE SECURITY—EXPLOSIVES THEFT–2

10/02

Site Security—Explosive Theft

Overview
Companies that manufacture, store, transport, or use explosives may be the target of thieves
attempting to steal those explosives.
OSHA regulations require your employer to report thefts to the authorities if they notice explo-
sives are missing. Any employers who imports, manufactures, deals in, purchases, uses, or
stores explosive materials is also subject to the Bureau of Alcohol, Tobacco, and Firearms
(BATF) regulations at 27 CFR, Part 55. There are also state requirements.
OSHA regulations
OSHA regulations require that:
• All explosives must be accounted for at all times.
• Explosives not being used must be kept in a locked maga-

zine, unavailable to persons not authorized to handle them.
• The employer needs to maintain an inventory and use
record of all explosives.
Any employer who imports, manufactures, deals in, pur-
chases, uses, or stores explosive materials is also subject to the
Bureau of Alcohol, Tobacco, and Firearms (BATF) regulations
at 27 CFR, Part 55. 29 CFR 1926.904 states that explosives
and related materials have to be stored in facilities approved
by the BATF regulations contained in 27 CFR, Part 55.
BATF regulations
OSHA states that BATF is the agency that lays down the rules for storage of explosives. 27 CFR,
Part 55, Section F-Storage, discusses the proper structure, housekeeping, lighting, and so on.
The BATF publication, The Orange Book-ATF: Explosives Law and Regulations describes in
detail the requirements for storage of explosives.
What must I do?
You can help by following the rules and regulations which your employer has in place for han-
dling and storing explosives. Follow your company’s policies for site security and employee
identification.
SITE SECURITY—EXPLOSIVES THEFT HANDOUT

10/02
Site Security—Explosives Theft—

Sign-Off Sheet

who have taken part in a training session on Site Security—Explosive Theft. The session covered:
• Operations at this facility which involve explosives.
• Company policies and procedures for safeguarding explosives.

• A review of applicable OSHA and BATF regulations.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SITE SECURITY—EXPLOSIVES THEFT SIGN-OFF

10/02
Site Security—Real Life Stories
Overview Of Topic Building security is an important part of overall workplace secu-

rity. Companies restrict who can access the facility, and control the
movements of outsiders within the facility. Building security also
includes properly identifying employees.
Bill and Scott were working in their usual location toward the
back of the assembly area, when they noticed an unfamiliar man
walking around.
“Who’s that?” Bill asked.
“I dunno,” Scott replied. “Maybe one of the contractors is back to

check on that new exit door they installed.”
“Should we call someone? Maybe tell the foreman?” Bill wondered.

“I think we’re suppose to report this kind of thing.”
“Not our problem. Come on, we have to finish up,” Scott said.
Later, on their break, they went out to have a smoke. As usual,

they went to the back door of the assembly area which was kept
propped open with a rock so the smokers could easily get in and
out.
“You know, Scott,” Bill said, “I’ve been thinking about that guy we
saw walking around earlier. He didn’t look familiar and he didn’t
have an employee ID badge on. You remember when they trained
us on security? I’m pretty sure they said we should call that in.”
“Oh, come on,” Scott said. “If he was supposed to be here, then
you’d look stupid for calling about it. And if the guy wasn’t sup-
posed to be here, what if he turned violent? You wanna get hurt?
Besides, I don’t see you wearing your ID either.”
“I lost it somewhere,” Bill admitted, “but I think it will turn up.”
“Well, talk about the rules,” Scott said, “I know you are supposed
to report a missing employee ID.”
“You want me to get into trouble?” Bill asked.
SITE SECURITY—REAL LIFE STORIES–1

4/07

What did Bill and Scott do right?
• Noticed a stranger in the facility.

What did Bill and Scott do wrong?
• Did not report the stranger.
• Did not correct the propped open outside door.

What did Bill do wrong?
• Let Scott talk him out of notifying someone about the stranger.
• Did not report the missing employee ID badge.

What did Scott do wrong?
• Did not report the stranger.
• Bill and Scott need to report the stranger.
• Bill needs to report the missing ID badge.
• Bill and Scott need to report the door being propped open.
• Employees need to be retrained on how to respond to strangers

in the workplace.
• Employees need to be retrained on the need to keep the work-
place secure.
Training Tips Review the workplace security plans and procedures. Be prepared
to discuss the company policies on what employees are to do if
they notice a stranger, loss an employee ID, see an outside door
propped open, and so on.
SITE SECURITY—REAL LIFE STORIES–2

4/07

Site Security—Real Life Stories

Overview
Building security is an important part of overall workplace security. Companies restrict who
can access the facility, and control the movements of outsiders within the facility. Building
security also includes properly identifying employees
What did Bill and Scott do right?
________________________________________________________
________________________________________________________
What did Bill and Scott do wrong?
________________________________________________________
________________________________________________________
What did Scott do wrong?
________________________________________________________
________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Know what the workplace security rules are and follow them.
Watch for people who are where they shouldn’t be, or are trying to access areas that are nor-
mally denied to them.
Report all suspicious activity to the company’s security office.
SITE SECURITY—REAL LIFE STORIES HANDOUT

4/07
Site Security—Real Life Stories—

Sign-Off Sheet

who have taken part in a training session on Site Security—Real Life Stories. At this training
• Company security rules.

• Company policy on who may access the workplace.
• How employees are to report suspicious activity.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
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SITE SECURITY—REAL LIFE STORIES SIGN-OFF

4/07
Site Security —
Overview of topic There is extra focus on the safety of workplace mailrooms these
days, and for good reason. A number of government agencies have
developed procedures for safely handling the mail. The Federal
Bureau of Investigation has issued an advisory detailing what
workers should do if they receive a suspicious letter or package:
1. Handle with care. Don’t shake or bump the item.

2. Isolate and look for indicators:
• No return address
• Restrictive marking such as “PERSONAL”
• Excessive postage (could have been mailed from a foreign

country)
• Misspelled words
• Bad handwriting or typing

• Wrong title with name
• Addresses to a title only or an incorrect title
• Protruding wires
• Item is lopsided or uneven
• A strange odor
• Oily stains, discolorations, or crystallization on wrapper
• Excessive tape or string
3. If a parcel is open and/or a threat is identified:
For a bomb:
• Evacuate immediately
• Call Police (911)
• Contact the local FBI office
SITE SECURITY—SUSPICIOUS MAIL OR PACKAGES–1

4/02

For a radiological threat:
• Limit exposure to the item and don’t handle it
• Evacuate the area
• Shield yourself from the object

For a biological or chemical threat:
• Isolate the item and don’t handle it
• Wash your hands with soap and warm water

Other things to consider includes turning off the HVAC system to
the immediate and adjacent areas and bathrooms. Throughout all
the procedures, remain calm.
Employee training There are no specific OSHA employee training requirements for
site security.
Training tips Cover your company policy for workplace mailroom safety.

plans.
SITE SECURITY—SUSPICIOUS MAIL OR PACKAGES–2

4/02


There is extra focus on the safety of workplace mailrooms these days, and for good reason. A
number of government agencies have developed procedures for safely handling the mail. The
Federal Bureau of Investigation has issued an advisory detailing what you should do if you
receive a suspicious letter or package:
1. Handle with care. Don’t shake or bump the item.
2. Isolate and look for indicators:
• No return address
• Restrictive marking such as “PERSONAL”
• Excessive postage (could have been mailed from a foreign country)
• Misspelled words
• Bad handwriting or typing
• Wrong title with name
• Addresses to a title only or an incorrect title
• Protruding wires
• Item is lopsided or uneven
• A strange odor
• Oily stains, discolorations, or crystallization on wrapper
• Excessive tape or string
3. If a parcel is open and/or a threat is identified:
For a bomb:
• Evacuate immediately
For a radiological threat:
• Limit exposure to the item and don’t handle it
• Evacuate the area
• Shield yourself from the object
For a biological or chemical threat:
• Isolate the item and don’t handle it
• Wash your hands with soap and warm water
Other things to consider include turning off the heating, ventilation, and air conditioning
(HVAC) system to the immediate and adjacent areas and bathrooms. Throughout all the proce-
dures, remain calm.
SITE SECURITY—SUSPICIOUS MAIL OR PACKAGES HANDOUT

Site Security —
Sign-Off Sheet

who have taken part in a training session on Site Security—Suspicious Mail or Packages. The
session covered:
• The company policy for workplace mailroom safety.

• How to identify suspicious mail or packages.
• Procedures to follow if suspicious mail or package is discovered.
• How to contact emergency help.
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_________________________________________ _________________________________________
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SITE SECURITY—SUSPICIOUS MAIL OR PACKAGES SIGN-OFF

Sling Safety—An Overview
Overview of Topic Because cranes, derricks, and hoists rely upon slings to hold their
suspended loads, slings are the most commonly used materials han-
dling apparatus. Slings must be selected in accordance with their
intended use, based upon the size and type of load, and the envi-
ronmental conditions of the workplace. All slings must be visually
inspected before use to ensure their effectiveness.
Slings and sling types
Slings are generally one of six types:
• Chain.
• Wire Rope.
• Metal Mesh.
• Natural Fibre Rope.
• Synthetic Fiber Rope.
• Synthetic Web.
In general, use and inspection procedures tend to place these slings
into three groups:
• Chain.
• Wire rope and mesh.
• Fibre rope web.
Inspections
Each sling must be inspected by a competent person before, during,
and after use. Damaged or defective slings are to be removed from
service immediately. The employer identifies the competent per-
son(s) and what to do with damaged slings.
Rated capacity of the sling

The rated capacity of a sling varies depending upon the type of sling,
the size of the sling, and the type of hitch. This information is
generally available from the sling manufacturers
History of care and useage

Proper care and use are essential for maximum service and safety.
Slings must be protected with cover saddles, burlap padding, or
wood blocking as well as from unsafe lifting procedures such as
overloading to prevent sharp bends and cutting edges.
SLING SAFETY—AN OVERVIEW-1

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Once the lift has been completed, clean the sling, check it for dam-
age, and store it in a clean, dry airy place. It is best to hang it on a
rack or wall. Proper and safe use and storage of slings will increase
their service life.
Work practices
Employees should be trained to recognize unsafe lifting conditions,
such as:
• Improper sling or attachments for the type of load to be lifted
and the environment in which it is being lifted;
• Worn slings and attachments or those with damage such as
cracks, kinks, bends, cuts, gouges, and frayed fibers; and
• Improper storage of slings and misuses such as resting of loads
on the sling or dragging of slings across abrasive floors.
Training Tips Review 29 CFR 1910.184—Slings and the employee handout prior
to the talk.With the employees, review all operations which use
slings.
Review material moving processes at the facility.
Show examples of the slings used at the facility.
Explain who is responsible for inspecting slings prior to use.
29 CFR 1910.184–Slings.
SLING SAFETY—AN OVERVIEW-2

10/10
Sling Safety—An Overview

Overview
Many types of businesses use slings to lift and move materials. OSHA has rules in place for using
slings which are designed to protect employees who are working with or around slings. Your
employer will discuss the specifics of the company sling program with you.
There are six general types of slings:
• Chain
• Wire Rope
• Metal Mesh
• Natural Fiber Rope
• Synthetic Fiber Rope
• Synthetic Web
In general, use and inspection procedures tend to place these slings into three groups:
• Chain.
• Wire rope and mesh.
• Fibre rope web.
Inspections
Each sling must be inspected by a competent person before, during, and after use. Damaged or
defective slings are to be removed from service immediately. Your employer will identify the
competent person(s) and what to do with damaged slings.
Work Practices
If you work with or around slings, you should be able to recognize unsafe lifting
conditions, such as:
• Improper sling or attachments for the type of load to be lifted and the envi-
ronment in which it is being lifted;
• Worn slings and attachments or those with damage such as cracks, kinks,
bends, cuts, gouges, and frayed fibers; and
• Improper storage of slings and misuses such as resting of loads on the sling
or dragging of slings across abrasive floors.
SLING SAFETY—AN OVERVIEW HANDOUT-1

Sling Safety—An Overview Sign-off Sheet
part in a training session on Sling Safety—An Overview. The session covered:
• Types of slings used at this facility.
• Operations at this facility which use slings.
• Who is responsible for inspection of slings before, during, and after use.
• Safe sling operating practices.
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SLING SAFETY—AN OVERVIEW SIGN-OFF-1

Sling Safety—Safe Use
Overview of Topic The mishandling and misuse of slings are the leading causes of
accidents involving their use. The majority of injuries and accidents,
however, can be avoided by becoming familiar with the essentials of
proper sling care and usage.
Inspections
The employer must designate a competent person to conduct inspec-
tions of slings before and during use, especially when service con-
ditions warrant.
Each day before use, the sling and all fastenings and attachments
shall be inspected for damage by a competent person designated by
the employer. Damaged or defective slings are to be immediately
removed from service.
Slings must be cleaned before inspection, as dirt and oil may hide
defects.
Rated capacity of the sling

The rated capacity of a sling varies depending upon the type of sling,
the size of the sling, and the type of hitch. This information is
generally available from the sling manufacturers.
Many other factors come into play when choosing the best sling for
the task at hand. These include size, strength, flexibility, and
weight, as well as suitability for the work environment, shapes of
the load, and environmental conditions in which the sling will be
used.
Safe work practices

Make sure that:
• Loads are balanced to prevent slippage.
• Slings are securely attached to their loads.
• Slings are padded or protected from the sharp edges loads.
• Suspended loads are kept clear of all obstructions.
• Crane or hoist operators can see the load at all times while in
motion.
• The load is not lagged, clamped, or bolted to the floor.
Do not:
• Use damaged or defective slings.
SLING SAFETY—SAFE USE-1

10/10
• Shorten slings with knots or bolts.

• Kink sling legs during use.
• Shock load the sling.
• Load slings in excess of their rated capacity.
• Pull slings from under loads when the load is resting on it.
Here is a list of sling “nevers:”
• Never allow more than one person to control a lift or give signals
to a crane or hoist operator, except to warn of a hazardous situ-
ation.
• Never raise the load more than necessary, or leave the load
suspended in the air.
• Never stand or work under a suspended load or allow anyone
else to.
• Never put hands or fingers between the sling and the load while
the slack is being taken up.
Once the lift has been completed, clean the sling, check it for dam-
age, and store it in a clean, dry, airy place.
Storage Wire rope slings should be stored in a well-ventilated, dry building

or shed. Never store them on the ground or allow them to be con-
tinuously exposed to the elements because this will make them
vulnerable to corrosion and rust. And, if it is necessary to store wire
rope slings outside, make sure that they are set off the ground and
protected.
Records show that slings that are used frequently or continuously
give useful service far longer than those that are idle.
Training Tips Review 29 CFR 1910.184—Slings and the employee handout prior
to the talk. With the employees, review all operations which use
slings.
Explain the inspection process, and the procedure for removing a
sling from service.
Discuss proper storage of slings.
29 CFR 1910.184–Slings.
SLING SAFETY—SAFE USE-2

10/10
Sling Safety—Safe Use

Overview
The mishandling and misuse of slings are the leading causes of accidents involving their use. The
majority of injuries and accidents, however, can be avoided by becoming familiar with the es-
sentials of proper sling care and usage.
Inspections
Each sling must be inspected by a competent person before, during, and after use. Damaged or
defective slings are to be removed from service immediately. Your employer will identify the
competent person(s) and what to do with damaged slings.
Rated Capacity of the Sling

The rated capacity of a sling varies depending upon the type of sling, the size of the sling, and
the type of hitch. This information is generally available from the sling manufacturers.
Many other factors come into play when choosing the best sling for the task at
hand. These include size, strength, flexibility, and weight, as well as suitability
for the work environment, shapes of the load, and environmental conditions in
which the sling will be used.
Storage
Wire rope slings should be stored in a well-ventilated, dry building or shed. Never
store them on the ground or allow them to be continuously exposed to the ele-
ments because this will make them vulnerable to corrosion and rust.
Safe Operating Practices

Do not:
• Use damaged or defective slings.
• Shorten slings with knots or bolts.
• Kink sling legs during use.
• Shock load the sling.
• Load slings in excess of their rated capacity.
• Pull slings from under loads when the load is resting on it.
Here is a list of sling “nevers.” Never:
• Allow more than one person to control the lift or give signals to the operator.
• Raise the load more than necessary, or leave the load suspended.
• Stand or work under a suspended load.
• Put hands or fingers between the sling and the load when the slack is being taken up.
SLING SAFETY—SAFE USE HANDOUT-1

Sling Safety—Safe Use Sign-off Sheet
part in a training session on Sling Safety—Safe Use. The session covered:
• Operations at this facility which use slings.
• Who is responsible for inspection of slings before, during, and after use.
• What employees should do if they discover a damaged sling
• Safe sling operating practices.
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SLING SAFETY—SAFE USE SIGN-OFF-1

Overview Of Topic OSHA maintains general industry regulations on walking/work-

ing surfaces that guard against hazards including clutter, protrud-
ing objects, and wet conditions. These hazards can harm everyone
in a facility, regardless of title or job responsibilities.
In a recent year, slips, trips, and falls caused 10 percent of work-

place fatalities and 18 percent of workplace injuries, according to
the Bureau of Labor Statistics.
There are three physical factors involved in slips, trips, and falls:
friction, momentum, and gravity. Each one plays a role. Friction is
the resistance between objects, momentum is affected by the
speed and mass of an object, and gravity is the force exerted on an
object by the Earth.
Slips, trips, & falls
Slips-Slips are a loss of balance caused by too little friction

between your feet and the surface you walk or work on. Loss of
traction is the leading cause of workplace slips.
Slips can be caused by wet surfaces, spills, or weather hazards like

ice or snow. Slips are more likely to occur when you hurry or run,
wear the wrong kind of shoes, or don’t pay attention to where
you’re walking.
Trips-Trips occur whenever your foot hits an object and you are
moving with enough momentum to be thrown off balance. Trips
are more likely to happen when you are in a hurry and don’t pay
attention to where you’re going.
Falls-Falls occur whenever you move too far off your center of bal-
ance. Falls account for more workplace fatalities than any other
reason.
Employee Training
There are no formal training requirements for slips, trips, and

falls. However you must train your employees to recognize and
avoid unsafe conditions, which could include the hazards listed
here.
SLIPS, TRIPS, & FALLS–1

Training Tips Use the employee handout to explain the hazards of slips, trips,
and falls with the employees.
Review OSHA 1910.22 Walking/Working Surfaces, and explain to
your employees what is expected of them to prevent accidents.
Review ways that your employees can protect themselves from

slip, trip, and fall hazards.
Based upon your work place, discuss how the right choice of shoe
can help prevent slips, trips, and falls. Show new employees areas
that might create slip, trip, or fall hazards.
Discuss any company programs for shoe purchase or reimburse-

ment.
Show new employees areas that might create slip, trip, or fall haz-
ards.

29 CFR 1910.21-.30—Walking/working surfaces.
SLIPS, TRIPS, & FALLS–2

Slips, Trips, & Falls—An Overview

Slips
Slips can be caused by wet surfaces, spills, or weather hazards like ice or snow. Slips are more
likely to occur when you hurry or run, wear the wrong kind of shoes, or don’t pay attention to
where you’re walking.
You can help avoid slips by following these safety precautions:
• Practice safe walking skills. Take short steps on slippery surfaces to keep you center of
balance under you and point your feet slightly outward.
• Clean up or report spills right away. Even minor spills can be very dangerous.
• Don’t let grease accumulate at your work place.
• Be extra cautious on smooth surfaces such as newly waxed floors. Also be careful walking on
loose carpeting.
Trips
Trips occur whenever your foot hits an object and you are moving with enough momentum to be
thrown off balance. To prevent trip hazards:
• Make sure you can see where you are walking. Don’t carry loads
that you cannot see over.
• Keep walking and working areas well lit, especially at night.
• Keep the work place clean and tidy. Store materials and sup-
plies in the appropriate storage areas.
• Arrange furniture and office equipment so that it doesn’t inter-
fere with walkways or pedestrian traffic in your area.
• Properly maintain walking areas, and alert appropriate au-
thorities regarding potential maintenance related hazards.
Falls
To avoid falls consider the following measures:
• Don’t jump off landings or loading docks. Use the stairs.
• Repair or replace stairs or handrails that are loose or broken.
• Keep passageways and aisles clear of clutter and well lit.
• Wear shoes with appropriate non-slip soles.
SLIPS, TRIPS, & FALLS—AN OVERVIEW HANDOUT-1

Slips, Trips, & Falls—An Overview Sign-off

Sheet
part in a training session on Slips, Trips, & Falls—An Overview. The session covered:
• OSHA’s regulations for walking/working surfaces.
• slips, trips, and falls and what causes them.
• how to avoid slips, trips, and falls in the work place.
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SLIPS, TRIPS, & FALLS—AN OVERVIEW SIGN-OFF-1

Slips, Trips, & Falls—Real Life Stories
Overview Of Topic OSHA maintains general industry regulations on walking/working

surfaces that guard against hazards including clutter, protruding
objects, and wet conditions: the causes of slips, trips, and falls.
There are three physical factors involved in slips, trips, and falls:
friction, momentum, and gravity.
• Slips involve a loss of balance caused by too little friction be-
tween your feet and the sur¬face you walk or work on. Slips can
be caused by wet surfaces, spills, or weather hazards like ice or
snow.
• Trips occur whenever your foot hits an object and you are mov-
ing with enough momentum to be thrown off balance. Trips are
more likely to happen when you are in a hurry and don’t pay
attention to where you’re going.
• Falls occur whenever you move too far off your center of balance.
Falls account for more workplace fatalities than any other
reason.

Carl was walking from the smokehouse into the cooler, when he
noticed a large puddle of water on the floor. He got a mop and bucket
and mopped up the puddle as best he could.
A few hours afterward, he noticed another large puddle of water in
the same area. Again, he mopped it up. Looking around for the
source, Carl noticed water was condensing on the overhead pipes
and dripping onto the floor. He thought he should report it to his
supervisor or to maintenance, but just then a coworker called to him
and asked for help.
Later, Sol pushed a rack of hams from the smokehouse into the
cooler. When Sol reached the puddle he slipped and injured himself.
• Water condensation dripping onto the floor.
• Employee does not use safe walking skills
• Mopped up the puddle.
• Looked for the source of the water.
SLIPS, TRIPS, & FALLS—REAL LIFE STORIES-1

10/09

• Didn’t put out warning signs or cones.
• Didn’t report it to maintenance or his supervisor.
What did Sol do wrong?
• He didn’t pay attention to where he was going.
What happens next?

• Sol should report the incident.
• The water condensation problem must be addressed.
• Carl should be retrained on how to prevent injuries from slips.
Why Trips Occur A trip occurs when a worker’s foot hits an object, and his or her
balance is thrown off. This creates enough momentum for the
worker to fall. Trips happen when a work area is cluttered, when
lighting is poor, or when an area has loose footing. You can avoid
trips by:
• Making sure you can see over the load you are carrying,
• Ensuring lighting is adequate,
• Keeping work areas free of clutter and keeping furniture out of
walkways and other traffic areas, and
• Taping down extension cords or keeping them out of walkways.
Why Falls Occur Falls occur whenever a person moves too far away from his or her
center of balance. Slips and trips often push workers off their center
of balance far enough to cause a fall, but there are many other ways
to fall. Makeshift ladders, misuse of ladders, accidents while climb-
ing, and improper scaffolding use also cause falls. Most falls are
from slips or trips at ground level, but falls from greater heights
pose a much greater risk of serious injury. Avoid falls of any kind by
following these safety measures:
• Make sure hallways, stairs, and work areas are properly lit.
• Repair or report stairs or handrails that are loose or broken.
• Don’t use stairs or aisles as storage areas.
• Wear shoes appropriate for the job, perhaps flat shoes with non-
skid soles
SLIPS, TRIPS, & FALLS—REAL LIFE STORIES-2

10/09

Overview
OSHA maintains general industry regulations on walking/working surfaces that guard against
hazards including clutter, protruding objects, and wet conditions: the causes of slips, trips, and
falls. There are three physical factors involved in slips, trips, and falls: friction, momentum, and
gravity.

Carl was walking from the smokehouse into the cooler, when he noticed a large puddle of water
on the floor. He got a mop and bucket and mopped up the puddle as best he could.
A few hours afterward, he noticed another large puddle of water in the same area. Again, he
mopped it up. Looking around for the source, Carl noticed water was condensing on the overhead
pipes and dripping onto the floor. He thought he should report it to his supervisor or to main-
tenance, but just then a coworker called to him and asked for help.
Later, Sol pushed a rack of hams from the smokehouse into the cooler. When Sol reached the
puddle he slipped and injured himself.

What did Sol do wrong?
What Happens Next?

SLIPS, TRIPS, & FALLS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Slips, Trips, & Falls—Real Life Stories. At this training session,
we covered:
• The causes of slips, trips, and falls in the workplace.
• OSHA regulations covering slips, trips, and falls.
• How employees can prevent slip, trip, and fall injuries in the workplace.
• Who employees can go to with questions on health and safety.
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_________________________________________ _________________________________________
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SLIPS, TRIPS, & FALLS—REAL LIFE STORIES SIGN-OFF-1

Solvents—An Overview
Overview of Topic Solvents are commonly found in industry, and include acetone, alco-
hol, benzene, mineral spirits, carbon tetrachloride, and so on.
Solvents are commonly used for
• Cleaning.
• Degreasing.
• Removing paint, ink, and other coatings.
• Producing adhesives, coatings, varnishes, and other sealers.
Solvents are usually liquids. Many are colorless. Most have a
strong, irritating odor.
Health Hazards Most solvents are irritating to the eyes, skin, and/or lungs, and
many are central nervous system depressants. Breathing the sol-
vent’s vapors and direct skin contact with the solvent can:
• Cause dizziness, nausea, and depression of the central nervous
system.
• Cause chronic illness such as cancer, liver disease, or nervous
system disorders.
• Be toxic.
Employee Training Under 29 CFR 1910.1200 Hazard Communication standard,
employers are required to provide training to employees on the haz-
ards of the solvents in their work areas at the time of initial
assignment, and whenever a new physical or health hazard is intro-
duced into their work area.
Training Tips Review with employees the work areas in which solvents are used.
Have a sample container and an SDS for the solvent and explain
how to interpret warning labels and SDSs.
Explain all engineering and work practices which are designed to
protect employees.
Review appropriate personal protective equipment (PPE). Explain
how to use, maintain, clean, and store PPE as necessary. Explain
where employees go to obtain PPE.
Review all appropriate emergency procedures and how to report a
chemical spill or emergency.
Safety Data Sheets for the solvents.
SOLVENTS—AN OVERVIEW-1
4/14
Solvents—An Overview
Overview
Industrial solvents are commonly used, and may pose a hazard to those who use them. Whether
used daily or infrequently, employees must understand the health hazards involved and how to
protect themselves against those hazards.
What are solvents?
Industrial solvents are used for:
• Cleaning.
• Degreasing.
• Removing paint, ink, and other coatings.
• Producing adhesives, coatings, varnishes, and other sealers.
How Can They Hurt Me?
The hazards of the solvents used in your workplace are explained on the container label and on
the Safety Data Sheet (SDS). Many solvents are flammable or combustible, are irritants, and are
central nervous system depressants. Effects of contact with solvents can include:
• Dizziness and nausea if inhaled or swallowed.
• Nose and/or throat irritation, or stopped breathing, if inhaled.
• Skin irritation, dryness, itching, or contact dermatitis.
• Chronic diseases including cancer.
The best way to prevent contact with solvents is to follow
the engineering practices and work rules used at your
workplace. Use the recommended personal protective
equipment (PPE).
SOLVENTS—AN OVERVIEW HANDOUT-1

Solvents—Real Life Stories
Overview Of Topic Solvents are commonly used both in the workplace and at home. You
also use solvents on the job for:
• Cleaning.
• Degreasing.
• Removing paint, ink, or other coatings.
• Producing adhesives, paints, inks, coatings, varnishes, and
other sealers.
Solvents are usually liquids. Many are colorless. Most have a strong
odor that can be either irritating or pleasant. Some solvents evapo-
rate very quickly. It is always important to read a container’s label
to identify a substance. Some examples of common solvents include
acetone, alcohol, mineral spirits, and perchloroethylene.
Sarah was busy working in the production shop. This morning she
was to clean and de-grease stainless steel pieces, which would be
going into a larger assembly. All of the pieces had to be properly
cleaned for this job.
Sarah was trying to hurry through the job and didn’t look at the
label for the solvent, nor the SDS for it. She got what she thought
was the appropriate PPE for the job — a respirator and a pair of
gloves — and got to work.
After working for a while, she noticed that she was feeling a little
dizzy. She thought nothing more of it and continued to work. Then
her eyes began to feel dry and irritated.
It wasn’t until she was feeling sick to her stomach that she let a
coworker know that she wasn’t feeling well. Her coworker found the
supervisor. After talking to Sarah, the supervisor moved Sarah
away from work area and into fresh air. He then called the in-house
emergency responders, found the solvent container, and pulled the
SDS.
After looking at the container label and the SDS, the emergency
responders decided to transport Sarah to a local clinic for evalua-
tion.
• Exposure to a hazardous material.
SOLVENTS—REAL LIFE STORIES-1

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What did Sarah do right?
• Understood PPE was required.
• Reported symptoms to coworker.
What did the Supervisor do right?
• Moved Sarah away from the work area and into an area with
fresh air.
• Called the workplace emergency responders.
• Got the container and the SDS.
What did Sarah do wrong?
• Didn’t look at the container label.
• Didn’t look at the SDS.
• Didn’t check on the proper PPE for the material being used.
What happens next?
• Sarah must be retrained on solvent use and the hazard commu-
nication standard.
• Sarah must be retrained on proper PPE use.
Recognize the Before you use any product that contains a solvent, read its SDS
Hazards and the container’s label. The SDS will outline recommendations for
safe handling procedures, personal protective equipment, first aid
procedures, and other important information. The label will identify
the solvent in the container.
In addition to using the SDS and label information, always follow
your employer’s job procedures.
SOLVENTS—REAL LIFE STORIES-2

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Solvents—Real Life Stories

Overview
Solvents are safe to use when you understand their hazards and know how to protect yourself.
Sarah was busy working in the production shop. This morning she was to clean and de-grease
stainless steel pieces, which would be going into a larger assembly. All of the pieces had to be
properly cleaned for this job.
Sarah was trying to hurry through the job and didn’t look at the label for the solvent, nor the SDS
for it. She got what she thought was the appropriate PPE for the job — a respirator and a pair
of gloves — and got to work.
After working for a while, she noticed that she was feeling a little dizzy. She thought nothing
more of it and continued to work. Then her eyes began to feel dry and irritated.
It wasn’t until she was feeling sick to her stomach that she let a coworker know that she wasn’t
feeling well. Her coworker found the supervisor. After talking to Sarah, the supervisor moved
Sarah away from work area and into fresh air. He then called the in-house emergency respond-
ers, found the solvent container, and pulled the SDS.
After looking at the container label and the SDS, the emergency responders decided to transport
Sarah to a local clinic for evaluation.
What did Sarah do right?
What did Supervisor do right?
What did Sarah do wrong?
What happens next?

SOLVENTS—REAL LIFE STORIES HANDOUT-1

Solvents—Real Life Stories Sign-Off
a training session on Solvents—Real Life Stories. At this training session, we covered:
• Where solvents are used in the facility.
• Signs and symptoms of exposure.
• The importance of reading the SDS and container label.
• Who employees can go to with questions about solvent safety.
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_________________________________________
SOLVENTS—REAL LIFE STORIES SIGN-OFF-1

Solvents—Use Solvents Safely
Overview of Topic Solvents are safe to use when your employees understand their
hazards and know how to protect themselves. Solvents can:
• Cause dizziness, nausea, and depression of the central nervous
system.
• Cause chronic illness such as cancer, liver disease, or nervous
system disorders.
• Be toxic.
• Be flammable.
When engineering controls cannot completely eliminate the risk of
exposure to solvents, PPE is required. Select PPE appropriate for
the solvents being used.
Employee Training Under 29 CFR 1910.1200 Hazard Communication standard,
employers are required to provide training to employees on the haz-
ards of the solvents in their work areas at the time of initial
assignment, and whenever a new physical or health hazard is intro-
duced into their work area.
Training Tips Review with employees the work areas in which solvents are used.
Have a sample container and an SDS for the solvent and explain
how to interpret warning labels and SDSs.
Explain all engineering and work practices which are designed to
protect employees.
Review appropriate personal protective equipment (PPE). Explain
how to use, maintain, clean, and store PPE as necessary. Explain
where employees go to obtain PPE.
Review all appropriate emergency procedures and how to report a
chemical spill or emergency.
Safety Data Sheets for the solvents.
SOLVENTS—USE SOLVENTS SAFELY-1

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Solvents—Use Solvents Safely

Overview
Solvents are contained in many products that you use regularly, such as charcoal lighter fluid,
windshield washer fluid, paint, or household cleaners. Even water is considered to be a solvent.
Industrial solvents are powerful substances. No matter what kind of solvent you use, whether on
a daily or infrequent basis, be sure you know the chemical properties, understand the health
hazards, and follow the correct handling procedures before you use it.
What are solvents?
A solvent is any substance that dissolves something else. A very simple example of a solvent is
water. Many common household products contain solvents: charcoal lighter fluid, windshield
washer fluid, paint, or household cleaners.
Solvents are usually liquids. Many are colorless. Most have
a strong odor that can be either irritating or pleasant.
Some solvents evaporate very quickly.
Recognize the health hazards
There may be serious health hazards associated with over-
exposure to some solvents. Typical routes of entry for
solvent overexposures include breathing the solvent’s
vapors or direct contact with the solvent.
Most solvents are irritants and many are central nervous
system depressants. Short-term, acute, effects can include
dizziness and nausea. Skin contact can cause irritation,
dryness, itching, or dermatitis. Long-term overexposure to
some solvents can lead to chronic diseases, even cancer.
Use solvents safely
Before you use any product that contains a solvent, read its SDS and the container’s label. The
SDS will tell you what is in the product. It will also tell you the product’s health hazards and
physical hazards. The SDS will outline recommendations for safe handling procedures, personal
protective equipment, first aid procedures, and other important information. The label will
identify the solvent in the container.
Follow the engineering practices and work rules set up at your workplace.
Always use the recommended personal protective equipment (PPE) properly as recommended by
your employer.
SOLVENTS—USE SOLVENTS SAFELY HANDOUT-1

Spray Booths—An Overview
Overview of Topic OSHA, through §1910.107, addresses finishing materials applied as

a spray by compressed air, “airless” or “hydraulic atomization,”
steam, electrostatic methods, or by any other means in continuous
or intermittent processes. These typically are applied in a “spraying
area.”
Spray booths shall be so installed that all portions are readily acces-
sible for cleaning. A clear space of not less than 3 feet on all sides of
the exterior of the spray booth shall be kept free from storage or
combustible construction.
Prohibitions and signage
The regulation requires:
• Prohibiting of smoking and posting of “No Smoking” signs.
• Use of only non-sparking tools in any area where organic per-
oxides are used.
• Maintaining a safe distance between goods being painted and
electrodes or electrostatic atomizing heads or conductors of at
least twice the sparking distance. A suitable sign indicating safe
distance must be conspicuously posted near the assembly.
• That the drying apparatus must contain a prominently located,
permanently attached warning sign indicating that ventilation
should be maintained during the drying period and that spray-
ing should not be conducted in the vicinity that spray will
deposit on apparatus.
Employee Training There are no specific training requirements for spray booths.
Training Tips Using the employee handout, review the regulations regarding
spray booth operation and maintenance.
Explain the need for warning signs in spray booths.
Explain the need for all PPE provided, and how to maintain and
store it.
29 CFR 1926.50—Spray finishing using flammable and combustible
materials.
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Spray Booths—An Overview

Spray booths handout Handouts may be copied and distributed to workers for use during your
training session. Please refer to HOW TO USE THIS MANUAL for restrictions.
Overview
Many industries applied coatings using a spray process. Spray booths are spraying areas which
use a powered ventilation system in an enclosed structure to confine and limit the escape of
spray, vapor, and residue.
A spraying area is any area in which dangerous quantities of flammable vapors or mists, or
combustible residues, dusts, or deposits are present due to the operation of the spraying process.
A spray booth is a power ventilated structure provided to enclose or accommodate a spraying
operation to confine and limit the escape of spray, vapor, and residue. and to safely conduct or
direct them to an exhaust system.
Who is covered?
The regulation covers all employees working in or around such spray finishing areas, and any
employer with such a spray finishing function happening at their facility.
Warning signs
The regulation requires different warning signs in spray booths. You must understand these
warning signs and follow their directions for your safety, and that of your co-workers. These signs
include:
• “No Smoking” signs and a prohibition against smoking.
• A sign indicating that a safe distance must be maintained
between goods being sprayed and the electrodes or electro-
static atomizing heads or conductors.
• A sign which reminds the workers that a grounding wire is
needed on all electrically conducting objects in the spraying
area.
• A sign which indicates that the ventilation should be main-
tained during the drying period.
• A sign which indicates that spraying should not result in spray deposit on the apparatus.
What must I do?
Be familiar with the rules and warnings regarding spray booth operation and clean up, and
follow them.
SPRAY BOOTHS—AN OVERVIEW HANDOUT-1

Spray Booths—Operation
Overview of Topic OSHA, through §1910.107, addresses finishing materials applied as

a spray by compressed air, “airless” or “hydraulic atomization,”
steam, electrostatic methods, or by any other means in continuous
or intermittent processes. These typically are applied in a “spraying
area.”
Operations and maintenance
Spraying must not be conducted outside of predetermined spraying
areas.
All spraying areas must be kept as free from the accumulation of
deposits of combustible residues as practical, with cleaning con-
ducted daily if necessary. Scrapers, spuds, or other such tools used
for cleaning purposes must be of non-sparking material.
Residue scrapings and debris contaminated with residue must be
immediately removed from the premises and properly disposed of.
Approved metal waste cans must be provided wherever rags or
waste are impregnated with finishing material and all such rags or
waste deposited therein immediately after use. The contents of
waste cans must be properly disposed of at least once daily or at the
end of each shift.
Spray finishing employees’ clothing must not be left on the premises
overnight unless kept in metal lockers.
Spray booths must not be alternately used for different types of
coating materials, where the combustion of the materials may be
conducive to spontaneous ignition, unless all deposits of the first
used material are removed from the booth and exhaust ducts prior
to spraying with the second used material.
Employee Training There are no specific training requirements for spray booths.
Training Tips Using the employee handout, review the regulations regarding
spray booth operation and maintenance.
Explain the need for all PPE provided, and how to maintain and
store it.
29 CFR 1926.50—Spray finishing using flammable and combustible
materials.
SPRAY BOOTHS—OPERATION-1
4/14
Spray Booths—Operation
Overview
Many industries applied coatings using a spray process. Spray booths are spraying areas which
use a powered ventilation system in an enclosed structure to confine and limit the escape of
spray, vapor, and residue.
Who is covered?
The regulation covers all employees working in or around such spray finishing areas, and any
employer with such a spray finishing function happening at their facility.
Warning signs
The regulation requires different warning signs in spray booths. You must understand these
warning signs and follow their directions for your safety, and that of your co-workers. These signs
include:
• “No Smoking” signs and a prohibition against smoking.
• A sign indicating that a safe distance must be maintained
between goods being sprayed and the electrodes or electro-
static atomizing heads or conductors.
• A sign which reminds the workers that a grounding wire is
needed on all electrically conducting objects in the spraying
area.
• A sign which indicates that the ventilation should be main-
tained during the drying period.
• A sign which indicates that spraying should not result in spray deposit on the apparatus.
Operations and maintenance
The regulation also requires certain operations and maintenance be done on spray booths. These
include:
• not spraying outside of predetermined spraying areas.
• spraying booths must be kept clean from deposits of combustible residues.
• when scraping the walls of a spray booth, scrapings and debris containing residue must be
immediately removed and properly disposed of.
• spray finishing employees’ clothing may not be left on the premises overnight, unless kept in
a metal locker.
What must I do?
Be familiar with the rules and warnings regarding spray booth operation and clean up, and
follow them.
SPRAY BOOTHS—OPERATION HANDOUT-1

Spray Booths—Real Life Stories
Overview Of Topic Many industries use coatings that are applied using a spraying
process. Spray booths are spraying areas which use a powered ven-
tilation system in an enclosed structure to confine and limit the
escape of spray, vapor, and residue.
Randy and Pete had worked around the spray booth for years. They
both felt like they knew the safety rules.
After finishing their spraying operations for the day, Randy and
Pete started cleaning up. They were scraping the walls of the booth
and the floor and putting the residue into the plastic buckets with
the paint rags. Randy told Pete that they would move the debris the
next day, putting it out with the hazardous waste. After all, Randy
said, the safest place for the paint scrapings was in the paint booth.
They ran out of time and agreed they would finish the booth the next
day.
Both Pete and Randy hung up their coveralls in the paint booth
where they would be handy for the morning, and went to wash
themselves up.
• Spray booth hazards.
• Spray booth clean up procedures.
What did Randy and Pete do right?
• Cleaned spray booth.
• Used company-provided coveralls.
• Removed coveralls before exiting.
• Cleaned up before leaving the workplace.
What did Randy and Pete do wrong?
• Put paint rags into an uncovered, plastic bucket and did not
empty it at the end of their shift; instead of approved metal cans
which should be properly disposed of at least once each day or at
the end of each shift.
• Left paint booth scrapings in the paint booth.
• Coveralls were not placed in a metal locker for the night.
SPRAY BOOTH—REAL LIFE STORIES-1

10/09
What happens next?

• Company must review its spray booth work practices.
• Train employees on the hazards associated with spray booths.
• Pete and Randy should be trained on proper requirements for
storing of spray finishing clothing.
• Pete and Randy should be trained on proper spray booth clean-
ing procedures.
Training Tips Reveiw company work procedures for use in spray booths or spray
areas, including storing of spray finishing materials, spray booth
cleaning procedures, employee changing areas and their use, and so
on, as appropriate.
29 CFR 1910.107 requires certain operations and maintenance to be
done on spray booths. These include:
• Not spraying outside of predetermined spraying areas.
• Spraying booths must be kept clean from deposits of combustible
residues.
• When scraping the walls of a spray booth, scrapings and debris
containing residue must be immediately removed and properly
disposed of.
• Spray finishing employees’ clothing may not be left on the pre-
mises overnight, unless kept in a metal locker.
SPRAY BOOTH—REAL LIFE STORIES-2

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Spray Booth—Real Life Stories

Overview
Many industries use coatings applied using a spraying process. Spray booths are spraying areas
which use a powered ventilation system in an enclosed structure to confine and limit the escape
of spray, vapor, and residue.

Randy and Pete had worked around the spray booth for years. They both felt like they knew the
safety rules.
After finishing their spraying operations for the day, Randy and Pete started cleaning up. They
were scraping the walls of the booth and the floor and putting the residue into the plastic buckets
with the paint rags. Randy told Pete that they would move the debris the next day, putting it out
with the hazardous waste. After all, Randy said, the safest place for the paint scrapings was in
the paint booth.
They ran out of time and agreed they would finish the booth the next day.
Both Pete and Randy hung up their coveralls in the paint booth where they would be handy for
the morning, and went to wash themselves up.

What did Randy and Pete do right?
What did Randy and Pete do wrong?
What Happens Next?

SPRAY BOOTH—REAL LIFE STORIES HANDOUT-1

Spray Booths—Real Life Stories Sign-off

Sheet
part in a training session on Spray Booths—Real Life Stories. At this training session, we
covered:
• operations and maintenance of spray booths required by OSHA.
• company safety rules regarding spray booths.
• cleaning issues surrounding spray painting and spray booths.
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SPRAY BOOTH—REAL LIFE STORIES SIGN-OFF-1

Substance Abuse—Alcohol and Other Drug Abuse
Overview Of Topic No business, regardless of size or location, is immune to the count-

less problems that alcohol and drug abuse can cause. Most people
who abuse alcohol and other drugs are employed, and when they
arrive at work, they don't leave their problems outside the door.
Workers who abuse drugs and alcohol not only put themselves at
risk, they also are a danger to their coworkers and the general
public. Many firms across the country are proactively addressing
workplace substance abuse and diminishing its potentially disas-
trous consequences.
What is substance abuse?
Substance abuse is defined as:
• Use resulting in failure to fulfill obligations at work or home;
• Use in situations in which it was physically hazardous;

• Having substance-related legal problems; or
• Continued substance use despite having persistent or recur-

rent social or interpersonal problems caused or made worse by
the substance use.
Employers have concerns, because workplace substance abuse
can:
• Threaten all employees’ health and well being; and
• Decrease productivity and contribute to absenteeism, acci-

dents, injuries, violence, or death in the workplace.
Workplace abuse program
Having a drug-free workplace program in place is the best line of

defense against alcohol- or drug-related problems in the work-
place. Programs cannot be put into place overnight, as they
require careful consideration and planning.
Employers can offer an Employee Assistance Program (EAP) or a

list of treatment facilities that the employer can refer the
employee to for help.
SUBSTANCE ABUSE—ALCOHOL AND OTHER DRUG ABUSE–1

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Definition of terms
A current illicit drug user is someone who has used illicit drugs
at least once in the last month.
Binge drinking is having five or more drinks on one occasion.
Heavy drinking is having five or more drinks on five or more

occasions in the past month.
Employee Training The Drug-Free Workplace Act, effective since March 18, 1989,
requires grantees of federal agencies to certify that they will pro-
vide a drug-free workplace. Making employees aware of the haz-
ards of drug and alcohol abuse could be part of this policy
Training Tips Review the employee handout, and the company substance abuse
policy, if one exists, and make copies available for trainees.
Advise employees of any employee assistance programs or sources
of treatment and help that are available to them.

Although OSHA supports workplace drug and alcohol programs,
there is no OSHA standard at this time. The General Duty Clause,
Section 5(a)(1) of the OSH Act, may be applicable where a particu-
lar hazard is not addressed by any standard.
Employers can call 800-WORKPLACE for guidance and technical

assistance in setting up a substance abuse prevention program.
This service is free and available to all employers during regular
working hours in both English and Spanish languages.
SUBSTANCE ABUSE—ALCOHOL AND OTHER DRUG ABUSE–2

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Substance Abuse–Alcohol and Drug Abuse

No business, regardless of size or location, is immune to the serious problems that alcohol and
drug abuse can cause. Most people who abuse alcohol and other drugs are employed, and when
they arrive at work, they don't leave their problems outside the door.
Workers who abuse drugs and alcohol not only put themselves at risk, they also are a danger to
their coworkers and the general public. Because safety is so important, many firms across the
country are proactively addressing workplace substance abuse and diminishing its potentially
disastrous consequences.
What is substance abuse?
Substance abuse is defined as:
• Use resulting in failure to fulfill obligations at work or home;
• Use in situations in which it was physically hazardous;
• Having substance-related legal problems; or
• Continued substance use despite having persistent or recurrent social or interpersonal

problems caused or made worse by the substance use.
Employers have concerns, because workplace substance
abuse can:
• Threaten all employees’ health and well being; and
• Decrease productivity and contribute to absenteeism,

accidents, injuries, violence, or death in the workplace.
Definition of terms
A current illicit drug user is someone who has used illicit
drugs at least once in the last month.
Binge drinking is having five or more drinks on one occa-

sion.
Heavy drinking is having five or more drinks on five or more occasions in the past month
Workplace abuse programs
Many companies and unions have employee assistance programs (EAP) to help workers over-
come drug and alcohol problems. Your employer will tell you if you have access to such a pro-
gram, or what other help may be available to you.
You have a right to confidentiality in seeking to use these programs, and in the treatment of
any drug and alcohol problems. If you have questions about these issues, contact the person in
your company who is responsible for these programs.
SUBSTANCE ABUSE—ALCOHOL AND OTHER DRUG ABUSE HANDOUT

10/04
Substance Abuse—Alcohol and Other

Drug Abuse—Sign-Off Sheet

who have taken part in a training session on Alcohol and Other Drug Abuse. The session cov-
ered:
• The prevalence of alcohol and drug abuse.

• Why abuse is so apt to be dangerous.
• The definitions of binge and heavy drinkers.
• What employee assistance is available to those who have such problems.

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SUBSTANCE ABUSE—ALCOHOL AND OTHER DRUG ABUSE SIGN-OFF

10/04
Substance Abuse—An Overview
Overview Of Topic Employees who come to work under the influence of illicit drugs or
alcohol are always a concern for employers and those responsible
for safety in the workplace. Substance abuse costs your company
in absenteeism, sick leave, overtime pay, insurance claims, tardi-
ness, worker’s compensation, and morale.
While OSHA does not have a standard for substance abuse, in

some cases they may apply the General Duty Clause, Section
5(a)(1) of the OSH act. The General Duty Clause states, “Each
employer shall furnish to each of his employees employment and a
place of employment which is free from recognized hazards that
are causing or are likely to cause death or serious physical harm
to his employees.”
While OSHA may not have a standard for substance abuse, other
agencies do. If your company has contracts with the federal gov-
ernment, you may need to comply with certain federal regulations
that require substance abuse programs.
OSHA, and other agencies, strongly support measures that con-

tribute to a drug-free work environment and reasonable programs
of drug testing within a comprehensive workplace program. The
Agency is mainly concerned with safety-sensitive duties like secu-
rity officers, emergency responders, and vehicle or equipment
operators.
Substance abuse program
The are five standard components of a comprehensive work place

substance abuse program that should be considered: (1) a written
policy statement, (2) supervisor training, (3) employee education
and awareness, (4) employee assistance, and (5) drug and alcohol
testing.
SUBSTANCE ABUSE—AN OVERVIEW–1

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Employee Training Employees should be trained in:
• The company’s substance abuse policy and consequences;
• How to get help with substance abuse problems;
• How drugs/alcohol actually affect the company, the employee,

the community, and children;
• Testing procedures, if any;
• Health effects of alcohol and drugs (illegal and prescription);
• Illegal drugs—what they look like, how they are used, their
effects, the symptoms of overdose and withdrawal; and
• How to recognize the signs of substance abuse.
Supervisors should be trained to observe employee’s job perfor-
mance, noting physical signs (frequent illness and unusual clumsi-
ness), mood changes (extreme fluctuations in happiness and
depression), more than usual absenteeism, violent reactions when
things go wrong, an increased number of accidents, antisocial
behavior, and signs of frequent irritation.
Training Tips Education and drug awareness programs can vary in length and
effectiveness.
Check with other companies in your area, or contact your insur-
ance carrier for recommendations.

Drug-Free Workplace Act of 1988.
USDOL, An Employer’s Guide to Dealing with Substance Abuse.
SUBSTANCE ABUSE—AN OVERVIEW–2

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Substance Abuse—An Overview

Overview
Worker impairment caused by mood-altering substances is not new. For several decades, alcohol
has topped the list of drugs that can adversely impact an employee’s health; however, use of
over-the-counter medications, as well as abuse of prescription drugs, poses and increasingly
large problem in the workplace. In addition to alcohol, the common types of drugs that may be
encountered in today’s workplace include:
Marijuana: Use of marijuana may impair or reduce short-term memory and comprehension,
alter sense of time, and reduce a person’s ability to perform tasks requiring concentration and
coordination.
Amphetamines: Because of the stimulating effect these drugs have on the central nervous
system, they are frequently abused by people who must stay awake for long periods of time.
Barbiturates: Barbiturates comprise the largest class of drugs, and, as a result, are the most
widely abused. The effects of tranquilizers and barbiturates, when taken in large doses, are
similar to those evident from overindulgence in alcohol.
Cocaine: Cocaine is widely abused and very dangerous. A pow-
erful derivative of cocaine called crack (or rock), is also used,
and is know as one of the most powerfully addictive drugs on the
illegal market.
Inhalants: A variety of psychoactive substances have been in-
haled as gases or volatile liquids. Many popular commercial
preparations, such as paint thinners and cleaning fluids, are
mixtures of volatile substances making it difficult to be specific
about their various effects.
Narcotics: The term narcotics is given to drugs of the opiate
family. Heroin and other semi-synthetic drugs such as Darvon,
Dilaudid, and Percodan, are also derived from opium. Narcotics
initially produce a feeling of euphoria, followed by drowsiness,
nausea, and vomiting.
Hallucinogens: Phencyclidine (PCP) is one type of hallucinogen that produces behavioral al-
terations that can be multiple and dramatic. Because the drug blocks pain receptors, violent PCP
episodes may result in self-inflicted injuries.
Know Someone With a Drug Problem?

Tell the person that based on what you have seen, you believe something is happening and it
concerns you. Urge that person to get help.
Where to Get Help

Talk to someone in your company’s employee assistance program or call an information hotline:
National Institute on Drug Abuse, (800) 662-HELP; (800) COCAINE; Alcoholics Anonymous,
(212) 686-1100; or National Clearinghouse for Alcohol and Drug Information, (800) 729-6686.
SUBSTANCE ABUSE—AN OVERVIEW HANDOUT-1

Substance Abuse—An Overview Sign-off

Sheet
part in a training session on Substance Abuse—An Overview. The session covered:
• the company’s substance abuse policy and consequences.
• how to get help with substance abuse problems.
• how drugs and alcohol affect the company, the employee, and the community.
• how to recognize the signs of substance abuse.
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_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
SUBSTANCE ABUSE—AN OVERVIEW SIGN-OFF-1

Table of Contents for T

Telecommunications
An Overview
Real Life Stories
Toluene
An Overview
Limiting Exposures
Toxic and Hazardous Substances

An Overview
13 Carcinogens
Real Life Stories
Truck Driver Drug & Alcohol Use

An Overview
T TOC-1
4/14
Reserved
T TOC-2
4/14
Telecommunications—An Overview
Overview Of Topic Telecommunication workers can be working on the installation, op-

eration, maintenance, or removal of equipment, or can be trimming
trees and involved in line clearance. They must know and under-
stand:
• The hazards they are exposed to.
• How to avoid the hazards.
• What to do in an emergency.
• What personal protective equipment to wear.
There are several less obvious hazards that telecommunications
workers may encounter. In the field, workers need to avoid injury or
illness from encounters with hazardous substances, animals, in-
sects, or plant life.
Abandoned Any abandoned containers or spilled materials should be considered

Containers to be hazardous substances. Workers should avoid all contact. Ille-
gal dumping should be reported to the appropriate authorities.
Animals Encounters with animals can expose workers to the risk of injury
and illness. Diseased or wounded animals, or those who are defend-
ing their young, may be especially aggressive. Retreating to the
vehicle may be a better solution than trying to frighten the animal
away.
Insects Insects are another problem that could cause a retreat to a vehicle.
Know what bee, wasp, hornet, etc. nests look like. Disturbing a nest
could cause the insects to swarm. Ticks, mosquitoes, flies, spiders,
and ants can be equally annoying. In some situations, an insecticide
can help. If workers know that they are allergic to stings, they
should follow their doctor’s recommendations for working outdoors.
Plants Poison ivy, oak, or sumac is another problem. Learn to recognize

these plants. Even the slightest touch can cause some individuals to
have a serious reaction.
Employee Training OSHA regulations contain specific training requirements for tele-
communications employees. At 29 CFR 1910.268(c), the rule says
that you must:
• Provide training in the various precautions and safe practices
described in 29 CFR 1910.268.
TELECOMMUNICATIONS—AN OVERVIEW-1
4/09
• Insure that employees do not engage in the activities to which

the regulation applies until such employees have received
proper training in the various precautions and safe practices
required by the regulation.
The training must, where appropriate, include the following sub-
jects:
• Recognition and avoidance of dangers relating to encounters
with harmful substances and animal, insect, or plant life.
• Procedures to be followed in emergency situations.
• First aid training, including instruction in artificial respiration.
Training Tips Review company policies relating to reporting abandoned contain-

ers.
Inform workers of the availability of personal protective equipment
related to the hazards discussed during this training.
Review your procedures for emergency situations.
OSHA regulations at 29 CFR 1910.268, Telecommunications.
TELECOMMUNICATIONS—AN OVERVIEW-2
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Telecommunications—An Overview
Avoiding Hazards
Telecommunication workers perform many duties near energized electrical parts. These job
functions include installation, operation, maintenance, or removal of equipment, or trimming
trees and line clearance. In order to perform your duties safely, you must understand what the
electrical hazards are and how to avoid them.
Battery Handling
• Wear eye protection, protective clothing, and gloves when checking the specific gravity of the
battery.
• Follow emergency procedures.
• Add acid to water; never water to acid.
• Cover the open end of hydrometer with an acid-resistant material when you move it from cell
to cell.
• First-aid supplies should be readily available and inspected monthly.
Power Lines
Protection from traffic requires the use of:
• Warning signs.
• Flags.
• Other traffic control devices.
• Barriers.
• For night work, use warning lights and protective barricades.
Other Equipment
Safety requirements for other types of equipment used include:
• Avoiding flame-type heaters for tent heaters.
• Using torches in a tent only when the tent material is fire resistant.
• Following the appropriate grounding procedures for all equipment
used.
• Using wiping cloths or gloves, and eye protection when performing lead work.
• Using a drip pan to catch hot lead drippings.
TELECOMMUNICATIONS—AN OVERVIEW HANDOUT-1

Telecommunications—An Overview Sign-off

Sheet
part in a training session on Telecommunications—An Overview. At this training session, we
covered:
• Electrical hazards associated with telecommunications work.
• Ways employees can protect themselves from electrical and other hazards.
• Necessary PPE.
• Safety when working in public areas.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TELECOMMUNICATIONS—AN OVERVIEW SIGN-OFF-1

Telecommunications—Real Life Stories
Overveiw Of Topic Telecommunication workers perform many duties near energized

electrical parts. These job functions include installation, operation,
maintenance, or removal of equipment, or trimming trees and line
clearance.
Of course, the problem occurred late in the day on a Friday, just
when traffic was the heaviest. Both Ceasar and Romero had been
looking forward to getting home and starting the weekend, but
that’s just how it was sometimes.
The pole they needed to work from was near a busy road. As Romero
got ready to climb, Ceasar put out the traffic cones to warn oncom-
ing traffic of the hazard.
As the work continued, it got later in the evening, and there was less
light to work under making it harder to see.
“Are you about done, Romero?” Ceasar asked.
“It will be a little while yet. It’s getting pretty dark — why don’t you
put out the flashing lights and barriers,” Romero suggested.
“Just hurry up and finish,” Ceasar told him. “And then we can go
home.”
It was about that time when a driver, distracted by his cell phone,
failed to see the traffic cones.
• A repair job which started late in the afternoon.
• An employee that didn’t follow company policies on the use of
protective devices.
• General safety considerations were ignored.
What did Ceasar do right?
• Set up the traffic cones before they started work.
• Monitored area to ensure safety while Romero worked on the
line
What did Romero do right?
• Realized it was getting dark.
TELECOMMUNICATIONS—REAL LIFE STORIES-1

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• Asked Ceasar to put out the flashing warning lights

What went wrong?
• Area was not adequately illuminated for the work being done.
• Flashing warning lights were not used.
What happens next?

• Discipline Ceasar and Romero.
• Employees must be retrained on the protection methods when
working in public areas and the protective equipment and tools
to be used
Working in public areas

Protection from traffic requires the use of:
• Warning signs.
• Flags.
• Other traffic control devices.
• Barriers.
• For night work, warning lights and protective barricades.
Training Tips Review company policies relating to the use of protective equip-
ment.
Inform workers of the availability of personal protective equipment
related to the hazards discussed during this training.
Review your procedures for emergency situations.
OSHA regulations at 29 CFR 1910.268, Telecommunications.
TELECOMMUNICATIONS—REAL LIFE STORIES-2

4/09

Telecommunication workers perform many duties near energized electrical parts. These job
functions include installation, operation, maintenance, or removal of equipment, or trimming
trees and line clearance.

Of course, the problem occurred late in the day on a Friday, just when traffic was the heaviest.
Both Ceasar and Romero had been looking forward to getting home and starting the weekend,
but that’s just how it was sometimes.
The pole they needed to work from was near a busy road. As Romero got ready to climb, Ceasar
put out the traffic cones to warn oncoming traffic of the hazard.
As the work continued, it got later in the evening, and there was less light to work under making
it harder to see.
“Are you about done, Romero?” Ceasar asked.
“It will be a little while yet. It’s getting pretty dark — why don’t you put out the flashing lights
and barriers,” Romero suggested.
“Just hurry up and finish,” Ceasar told him. “And then we can go home.”
It was about that time when a driver, distracted by his cell phone, failed to see the traffic cones.

What did Ceasar do right?
What did Romero do right?
What went wrong?
What Happens Next?

TELECOMMUNICATIONS—REAL LIFE STORIES HANDOUT-1


Sign-off Sheet
part in a training session on Telecommunications—Real Life Stories. At this training session,
we covered:
• Hazards of telecommunications work.
• Company policies on the use of protective devices.
• Protection when working in public areas.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TELECOMMUNICATIONS—REAL LIFE STORIES SIGN-OFF-1

Toluene—An Overview
Overview Of Topic Toluene, also known as ″methylbenzene″, ″phenylmethane″ or

″toluol″ is a clear, colorless liquid with a sweet smell. It dissolves
other substances easily and evaporates quickly into the air. Toluene
is also highly flammable and may catch on fire if exposed to heat or
flames.
Toluene is used in many products and workplaces, from printing
operations, manufacturing facilities and construction sites to nail
salons.
Hazards of exposures
Toluene exposures can cause:
• Headaches and dizziness
• Dry or cracked skin
• Irritated eyes, nose and throat
• Changes to vision and hearing
Symptoms may get worse as toluene levels in the air or skin contact
increases. Over time, exposure to high concentrations, day after day,
may lead to tiredness and slow reaction, difficulty sleeping, numb-
ness in the hands or feet, or female reproductive system damage
and pregnancy loss.
If swallowed, toluene can cause liver and kidney damage.
Employee Training OSHA requires that employees be trained on the hazards of the
chemicals that they work with initially, prior to exposure.
If airborne exposures cannot be kept below permissible exposure
limits (PELs) and respiratory protection must be worn, the
employer must have a written respiratory protection program.
Explain where toluene exposures are possible in the work area, and
how employees can limit their exposures.
1910.1200—Hazard Communication Standard
Safety Data Sheet (SDS) for toluene
TOLUENE—AN OVERVIEW-1
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Toluene—An Overview
Overview
Toluene, also known as ″methylbenzene″, ″phenylmethane″ or ″toluol″ is a clear, colorless liquid
with a sweet smell. It dissolves other substances easily and evaporates quickly into the air.
Toluene is also highly flammable and may catch on fire if exposed to heat or flames.
Where is toluene found?
While not a complete list, you can find toluene in:
• Paints and paint thinners
• Varnishes, lacquers
• Metal cleaners
• Fingernail polish
• Adhesives and glues
• Dyes and inks
• Gasoline and fuels
How can it hurt me?
You can be affected by toluene in the workplace if you:
• Breathe it in (inhalation);
• Get it on your skin (skin contact);
• Get it splashed into your eyes (eye contact); or
• Swallow it after it gets onto your hands and is transferred to food (ingestion).
These types of exposures can make you sick right away, or can cause you health problems over
time.
How much is too much?
Your employers is required to keep worker exposures at or below the PEL of 200 parts per million
(ppm) of toluene for an 8-hour work shift.
However, OSHA recommends that employers use exposure limits based on more recent data,
such as the California (Cal/OSHA) PEL of 10 ppm for an 8-hour work shift.
TOLUENE—AN OVERVIEW HANDOUT-1

Toluene—Limiting Exposures
Overview Of Topic Toluene, also known as ″methylbenzene″, ″phenylmethane″ or

″toluol″ is a clear, colorless liquid with a sweet smell. It dissolves
other substances easily and evaporates quickly into the air. Toluene
is also highly flammable and may catch on fire if exposed to heat or
flames.
Toluene is used in many products and workplaces, from printing
operations, manufacturing facilities and construction sites to nail
salons.
Employee Training OSHA requires that employees be trained on the hazards of the
chemicals that they work with initially, prior to exposure.
If airborne exposures cannot be kept below permissible exposure
limits (PELs) and respiratory protection must be worn, the
employer must have a written respiratory protection program.
OSHA requires that employees be trained on the use of any required
PPE.
Explain where toluene exposures are possible in the work area, and
how employees can limit their exposures.
Provide copies of an SDS for toluene, or for a product that contains
toluene, and point out the safety information.
1910.1200—Hazard Communication Standard
Safety Data Sheet (SDS) for toluene
TOLUENE—LIMITING EXPOSURES-1
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Toluene—Limiting Exposures
Overview
Toluene is a clear, colorless liquid with a sweet smell that evaporates quickly into the air.
How can it hurt me?
You can be affected by toluene in the workplace if you:
• Breathe it in (inhalation);
• Get it on your skin (skin contact);
• Get it splashed into your eyes (eye contact); or
• Swallow it after it gets onto your hands and is transferred to food
(ingestion).
To control exposures to toluene, follow the work procedures and PPE
requirements your employer has established:
• Read the container label and the SDS for the product.
• Ensure that exhaust and vapor controls are working properly.
• Wear gloves, aprons, and coveralls as required by your employer.
• Use safety goggles and faceshield as required.
• Follow the requirements of your employer’s respiratory protection program.
Use the following precautions when working with toluene and products that contain toluene:
• Keep containers closed, except when removing or adding material to avoid spills or evapo-
ration into the air.
• Use only the amount of toluene or product needed for the task.
• Avoid touching toluene-soaked material, such as wiping rags, with your bare hands.
• Dispose of toluene-soaked materials into approved waste cans with a self-closing lid.
• Wash your hands after working with toluene and products, especially before eating, drinking,
smoking, handling contact lenses, or applying lip balm or other cosmetics.
How much is too much?
Your employers is required to keep worker exposures at or below the PEL of 200 parts per million
(ppm) of toluene for an 8-hour work shift.
However, OSHA recommends that employers use exposure limits based on more recent data,
such as the California (Cal/OSHA) PEL of 10 ppm for an 8-hour work shift.
If you can smell the toluene, you are being exposed.
TOLUENE—LIMITING EXPOSURES HANDOUT-1

Toxic and Hazardous Substances—An Overview
Overview Of Topic ″Toxic″ and ″hazardous″ are not the same. A chemical’s hazard
refers to the likelihood that it will cause harm to those exposed to it.
The toxicity of a substance is its potential to cause harm.
What is toxicity?
Almost all chemicals can cause harm - those that cause harm from
exposure to only a small amount are considered to be toxic. Toxicity
is the ability of a substance to cause harm to a cell, to a specific
organ, or to the entire body. The toxic effects may take the form of
visible damage to eyes or skin, or a decrease in the function of an
organ or body system.
Toxicity is determined by:
• the chemical structure of the substance;
• how easily it is absorbed; and
• the body’s ability to de-toxify and eliminate it.
What is hazardous?
A chemical is considered to be a hazard based upon:
• it’s toxicity;
• how it enters the body;
• how much enters the body;
• how the body reacts; and
• other factors such as what substances it interacts with and the
length of exposure.
Acute Vs. Chronic The effects of exposure to toxic substances may be immediately
Effects apparent, or they may only appear after several exposures or after
a period of time. Acute effects are those which appear immediately,
after a single exposure, while chronic effects may appear years later.
Some chronic effects, such as cancer, may develop decades after
exposure.
Acute effects occur immediately or very soon after exposure, or
involves a large dose over a short period. Effects are often reversible
after exposure is halted. Effects can be minor or severe, often based
upon the dose. Usually the effects can be attributed to the exposure.
Chronic effects occur over long periods or after repeated exposures
to low doses. Many of these effects are not reversible, and it may
bedifficult to establish a relationship between exposure to the sub-
stance and the illness because of the time period. We still don’t know
TOXIC AND HAZARDOUS SUBSTANCES—AN OVERVIEW-1

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the chronic effects for many chemicals because those chemicals

haven’t been studied or tested.
Forms Toxic and hazardous materials can take the form of solids, liquids,
gases, vapors, dusts, fumes, fibers, and mists. How a hazardous
material enters the body and what damage it causes depends, in
part, on the physical properties of the material.
Exposure Limits Exposure limits reflect the maximum exposure that workers are
allowed to have to a given chemical, established by health and
safety authorities. Permissible Exposure Limits, or PELs, represent
the maximum concentration of a chemical that may be present with-
out presenting a health hazard.
Training Tips Each employee who may be exposed to toxic or hazardous chemicals
must be trained in the hazards of the chemicals being worked with,
how to protect themselves, signs and symptoms of over-exposure.
Prior to training, review the Hand Out. Obtain MSDSs for one or
more of the toxic or hazardous chemicals your company uses.
Have examples of warning signs to show the trainees. Have
examples of PPE required; be ready to explain how to use and main-
tain the PPE.
The company Hazard Communication written plan.
29 CFR 1910.1200 Hazard Communication
29 CFR 1910 Subpart Z
29 CFR 1910.1000 Air contaminants (Tables Z-1, Z-2, and Z-3)
TOXIC AND HAZARDOUS SUBSTANCES—AN OVERVIEW-2

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Overview
″Toxic″ and ″hazardous″ are not the same. A chemical’s hazard refers to the likelihood that it will
cause harm to those exposed to it. The toxicity of a substance is its potential to cause harm.
What is toxicity?
Toxicity is the ability of a substance to cause harm to a cell, to a specific organ, or to the entire
body. The toxic effects may take the form of visible damage to eyes or skin, or a decrease in the
function of an organ or body system.
What is hazardous?
A chemical is considered to be hazardous based upon:
• it’s toxicity;
• how it enters the body;
• how much enters the body;
• how the body reacts; and
• other factors such as what substances it interacts with
and the length of exposure.
Acute versus chronic effects
Acute effects occur immediately or very soon after expo-
sure, or involves a large dose over a short period. Effects
are often reversible after exposure is halted. Effects can be
minor or severe, often based upon the dose. Usually the
effects can be attributed to the exposure.
Chronic effects occur over long periods or after repeated
exposures to low doses. Many of these effects are not reversible, and it may be difficult to
establish a relationship between exposure to the substance and the illness because of the time
period. We still don’t know the chronic effects for many chemicals because those chemicals
haven’t been studied or tested.
TOXIC AND HAZARDOUS SUBSTANCES—AN OVERVIEW HANDOUT-1


Sign-Off
a training session on Toxic and Hazardous Substances—An Overview. The session covered:
• Operations at this facility which expose employees to toxic or hazardous chemicals.
• Symptoms of injury and exposure to these chemicals.
• Who employees can go to with questions on chemical safety.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TOXIC AND HAZARDOUS SUBSTANCES—AN OVERVIEW SIGN-OFF-1

Toxic and Hazardous Substances—13

Carcinogens
Overview Of Topic A specific category of proven health hazards are cancer-causing sub-
stances; considered sufficiently dangerous to merit their own sepa-
rate regulation in the OSHA rules.
Employees are exposed to all kinds of chemicals, some of which are
carcinogenic. To protect workers, OSHA regulates thirteen carcino-
gens that employees work with on a regular basis. As an employer,
it is important to understand the hazards, how to control them, and
how to instruct your employees in the safe handling of these chemi-
cals.
The thirteen carcinogens include: 4-Nitrobiphenyl; alpha-
Napthylamine; Methyl chloromethyl ether; 3,3'-Dichlorobenzidine
(and its salts); bis-Chloromethyl ether; beta-Naphthylamine;
Benzidine; 4-Aminodiphenyl; Ethyleneimine; beta-Propiolactone;
2-Acetylaminofluorene; 4-Dimethylaminoazobenzene; and
N-Nitrosodimethylamine.
Restricted Access Areas where one or more of the 13 carcinogens are manufactured,
processed, used, repackaged, released, handled, or stored must have
restricted access. Posting signs, which have the following wordings
on them, restricts access:
CANCER-SUSPECT AGENT
In areas where employees have direct contact with one of the car-
cinogens, the following wording must be posted on signs:
CANCER-SUSPECT AGENTS EXPOSED IN THIS AREA
IMPERVIOUS SUIT INCLUDING GLOVES, BOOTS, AND
AIR-SUPPLIED HOOD REQUIREMENTS AT ALL TIMES
General The 13 carcinogens rule covers various requirements regarding per-

Requirements sonnel exposure.

• Wear required PPE that includes at least full body protective
clothing, shoe covers, and gloves.
• Put on PPE before entering the regulated area, and remove it
before exiting.
• Use respirators when required.
TOXIC AND HAZARDOUS SUBSTANCES—13 CARCINOGENS-1

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• Place used clothing into impervious containers at the end of the

day.
Personal hygiene
• Wash hands, forearms, face, and neck upon leaving the regu-
lated area.
• No eating, drinking, smoking, or applying cosmetics in regulated
areas.
Emergencies
• Evacuate the affected area.
• Eliminate the hazardous conditions created by the emergency
before resuming normal operations.
• Provide medical surveillance for employees present in the po-
tentially affected area.
• Shower as soon as possible after direct contact occurs in an
emergency.
• Each employee must be told what his or her individual role is
during an emergency. The emergency plan minimizes injury and
illness.
Training Tips Each employee, prior to being authorized to enter a regulated area,
must receive a training and indoctrination program including the
requirements of 1910.1003(e)(5).
Prior to training, review the Hand Out. Go over the MSDS for any
of the 13 carcinogens your company uses.
Have examples of warning signs to show the trainees. Have ex-
amples of PPE required; be ready to explain how to use and main-
tain the PPE.

29 CFR 1910.1003—13 Carcinogens
TOXIC AND HAZARDOUS SUBSTANCES—13 CARCINOGENS-2

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Toxic and Hazardous Substances—13 Carcinogens

Overview
To protect workers, OSHA regulates thirteen carcinogens including: 4-Nitrobiphenyl; alpha-
Napthylamine; Methyl chloromethyl ether; 3,3'-Dichlorobenzidine (and its salts); bis-
Chloromethyl ether; beta-Naphthylamine; Benzidine; 4-Aminodiphenyl; Ethyleneimine; beta-
Propiolactone; 2-Acetylaminofluorene; 4-Dimethylaminoazobenzene; and
N-Nitrosodimethylamine.

If any of these carcinogens are manufactured, processed, used, repackaged, released, handled or
stored at your workplace, then:
• Wear the recommended PPE.
• Don PPE before entering regulated area, and doff before exiting.
• Place used clothing into impervious containers at the
end of the day.
• Wash hands, forearms, face, and neck upon leaving the
regulated area.
• Don’t eat, drink, smoke, or apply cosmetics in regulated
areas.
Emergencies
• Evacuate the affected area.
• Eliminate the hazardous conditions created by the
emergency before resuming normal operations.
• Shower as soon as possible after direct contact occurs in
an emergency.
• Each employee must be told what his or her individual role is during an emergency. When
people respond as expected, the emergency plan works to minimize injury and illness.
Labels
Containers that have one of the 13 carcinogens must be labeled with the warning:
CANCER-SUSPECT AGENT
TOXIC AND HAZARDOUS SUBSTANCES—13 CARCINOGENS HANDOUT-1

Toxic and Hazardous Substances—13

Carcinogens Sign-off Sheet
part in a training session on Toxic and Hazardous Substances—13 Carcinogens. The session
covered:
• Operations at this facility which expose employees to any of the 13 carcinogens.
• Symptoms of injury and exposure to any of the 13 carcinogens.
• The PPE required to be worn when working with carcinogens.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TOXIC AND HAZARDOUS SUBSTANCES—13 CARCINOGENS SIGN-OFF-1

Toxic and Hazardous Substances—Real Life

Stories
Overview Of Topic Employees are exposed to all kinds of chemicals, some of which are
cancerous. To protect workers, OSHA regulates thirteen carcino-
gens that employees work with on a regular basis. As a worker who
has contact with these chemicals, it is important to understand the
hazards and how to control them.

Gail and Melissa worked where they could be exposed to carcino-
genic materials, as defined by OSHA. They understood the hazards
of working with such materials.
Melissa and Gail left the work area for their break. Taking off her
air supplied respirator hood and gloves, Gail started to apply lip
balm. She commented to Melissa that the supplied air always
seemed to dry her lips out. It was so nice out that they went straight
outside.
After their break, Gail and Melissa picked up their PPE. Gail was
putting hers on outside the door to the restricted area. As Gail put
on the hood and gloves, Melissa talked about how nice the weather
was getting. She said she just couldn’t put on her gloves and hood
yet — she just got too warm wearing all of that PPE. She would put
them on at her work station.
When the work day was over, Gail and Melissa headed to the locker
room. As Melissa got ready to clean up, Gail said she had to leave
right away to get her kids.

• Work procedures were not being followed.
What did Gail and Melissa do right?
• Understood the hazards of working with toxic substances.
• Used proper PPE.
What did Melissa do wrong?
• Didn’t clean up before going on break.
• Didn’t put on her PPE before entering the restricted area.
• Didn’t put clothing into impervious containers which is required
at the last exit of the day.
TOXIC AND HAZARDOUS SUBSTANCES—REAL LIFE STORIES-1

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What did Gail do wrong?

• Did not remove PPE prior to exiting regulated area.
• Put on lip balm and went on break before washing hand, fore-
arms, face, and neck.
• Didn’t clean up after work, either.
• Didn’t put clothing into impervious containers which is required
at the last exit of the day.
What happens next?

• Both must be retrained on the need to clean up when leaving the
restricted area.
• Both must be retrained on the requirement to put on PPE before
entering regulated areas and removing it before exiting.
• Gail must be retrained on the need to place used clothing in
impervious containers.
TOXIC AND HAZARDOUS SUBSTANCES—REAL LIFE STORIES-2

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Toxic and Hazardous Substances—Real Life Stories

Employees are exposed to all kinds of chemicals, some of which are cancerous. To protect work-
ers, OSHA regulates thirteen carcinogens that employees work with on a regular basis. As a
worker who has contact with these chemicals, it is important to understand the hazards and how
to control them.

Gail and Melissa worked where they could be exposed to carcinogenic materials, as defined by
OSHA. They understood the hazards of working with such materials.
Melissa and Gail left the work area for their break. Taking off her air supplied respirator hood
and gloves, Gail started to apply lip balm. She commented to Melissa that the supplied air
always seemed to dry her lips out. It was so nice out that they went straight outside.
After their break, Gail and Melissa picked up their PPE. Gail was putting hers on outside the
door to the restricted area. As Gail put on the hood and gloves, Melissa talked about how nice the
weather was getting. She said she just couldn’t put on her gloves and hood yet — she just got too
warm wearing all of that PPE. She would put them on at her work station.
When the work day was over, Gail and Melissa headed to the locker room. As Melissa got ready
to clean up, Gail said she had to leave right away to get her kids.

What did Gail and Melissa do right?
What did Melissa do wrong?
What did Gail do wrong?
TOXIC AND HAZARDOUS SUBSTANCES—REAL LIFE STORIES HANDOUT-1

Toxic and Hazardous Substances—Sign-off

Sheet
part in a training session on Toxic and Hazardous Substances—Real Life Stories. At this
• An explanation of hazardous chemicals.
• The thirteen OSHA-regulated carcinogens.
• Operations in the workplace that use any of those chemicals.
• What the employer does to control the hazards of those chemicals.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TOXIC AND HAZARDOUS SUBSTANCES—REAL LIFE STORIES SIGN-OFF-1

Truck Driver Drug & Alcohol Use—An Overview
Overview Of Topic To be a safe driver requires a person to drive defensively and look
out for others. Today’s driving standards demand more skill, knowl-
edge, and decision-making ability than ever before.
The use of drugs or alcohol can significantly impair a driver’s abili-
ties. Both the Department of Transportation (DOT) and this com-
pany prohibit the use of alcohol and drug use while working, and
DOT requires controlled substance testing of all drivers.
Alcohol
Drivers may not work:
• while under the influence (defined as having a blood alcohol
concentration of 0.04 percent or greater.) Employees may not
perform any safety-sensitive function if your blood alcohol con-
centration is 0.02 percent or greater.
• while in possession of alcohol for personal use.
• when using alcohol at any time while performing a safety-
sensitive function.
• if alcohol is used after an accident before testing can be done or
within eight hours, whichever comes first.
• if they refuse to submit to testing.
Drugs
Drivers may not report to work:
• while using any illegal controlled substance.
• if they have a verified positive test for an illegal controlled sub-
stance.
• if they have refused to submit to testing.
Training Tips DOT regulations contain specific training requirements for alcohol
and drug testing. At 49 CFR 382.601, employers must provide edu-
cational materials explaining the rule and the company policies
regarding the use of illicit substances.
Information must be distributed to each driver prior to the start of
alcohol and controlled substances testing and to each driver subse-
quently hired or transferred into a position requiring driving a com-
mercial motor vehicle.
TRUCK DRIVER DRUG & ALCOHOL USE—AN OVERVIEW-1

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Employers must provide written notice to representatives of em-

ployee organizations of the availability of this information.
The materials to be made available to drivers must include detailed
discussion of:
• the identity of the person designated by the employer to answer
questions about the materials.
• categories of drivers subject to the regulation.
• specific driver conduct that is prohibited.
• the circumstances under which a driver will be tested, including
post-accident testing.
• the procedures that will be used to test for the presence of alco-
hol and controlled substances, protect the driver and the integ-
rity of the testing processes, safeguard the validity of the test
results, and ensure that those results are attributed to the cor-
rect driver, including post-accident information, procedures, and
instructions.
• the requirement that a driver is required to submit to alcohol or
controlled substance testing administered according to the regu-
lation.
• an explanation of what constitutes a refusal to submit to testing
and the consequences of refusing.
• the consequences of failing the test.
• the consequences of having an alcohol concentration of 0.02 or
greater but less than 0.04.
• information concerning the effects of alcohol and controlled sub-
stances on an individual’s health, work, and personal life; signs
and symptoms of such use; and how they can get help for them-
selves or co-workers.

49 CFR 382—Controlled Substances and Alcohol Use and Testing.
49 CFR 383—Commercial Driver’s License Standards.
49 CFR 391—Qualifications of Drivers.
TRUCK DRIVER DRUG & ALCOHOL USE—AN OVERVIEW-2

4/09
Truck Driver Drug & Alcohol Use—An Overview

Overview
Worker impairment caused by mood-altering substances is not new. For several decades, alcohol
has topped the list of drugs that can adversely impact an employee’s health; however, use of
over-the-counter medications, as well as abuse of prescription drugs, poses and increasingly
large problem in the workplace.
In addition to alcohol, the common types of drugs that may be encountered in today’s work-place
include:
Marijuana: Use of marijuana may impair or reduce short-term memory and comprehension,
alter sense of time, and reduce a person’s ability to perform tasks requiring concentration and
coordination.
Amphetamines: Because of the stimulating effect these drugs
have on the central nervous system, they are frequently abused by
those who must stay awake for long periods.
Barbituates: They comprise the largest class of drugs. When
taken in large doses, symptoms are similar to those evident from
overindulgence in alcohol.
Cocaine: Cocaine is widely abused and very dangerous. A power-
ful derivative of cocaine called crack or rock is also used, and is
known as one of the most powerfully addictive drugs on the illegal
market.
Inhalants: A variety of psychoactive substances have been inhaled
as gases or volatile liquids. Many popular commercial prepara-
tions, such as paint thinners and cleaning fluids, are mixtures of volatile substances making it
difficult to be specific about their various effects.
Narcotics: The term narcotics is given to drugs of the opiate family. Heroin and other semi-
synthetic drugs such as Darvon, Dilaudid, and Percodan, are also derived from opium. Narcotics
initially produce a feeling of euphoria, followed by drowsiness, nausea, and vomiting.
Hallucinogens: Phencyclidine (PCP) is one type of hallucinogen that produces behavioral al-
terations that can be multiple and dramatic. Because the drug blocks pain receptors, violent PCP
episodes may result in self-inflicted injuries.
Where to Get Help

Your employer will explain how you can get help for a drug or alcohol problem or how you can
help a fellow employee you suspect may have a problem.
TRUCK DRIVER DRUG & ALCOHOL USE—AN OVERVIEW HANDOUT-1

Truck Driver Drug & Alcohol Use—An

Overview Sign-off Sheet
part in a training session on Truck Driver Drug & Alcohol Use—An Overview. The session
covered:
• The prohibitions on alcohol and drug use.
• The employer’s policy on substance use and abuse.
• How alcohol and drug testing is performed, and the consequences of failing those tests.
• How employees can receive help with problems related to alcohol and/or drugs.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
TRUCK DRIVER DRUG & ALCOHOL USE—AN OVERVIEW SIGN-OFF-1

U INDEX
U
U INDEX–1
4/06

U INDEX–2
4/06

Overview Of Topic Utility knives are a handy tool used in many different jobs
throughout industry. Usually a utility knife consists of a handle
with a retractable razor blade. Because of the frequent use, inju-
ries caused by utility knives are a common occurrence.
Hazardous to your health
The greatest hazard from using a utility knife is getting cut. This
happens because the following reasons:
• The blade is not retracted following use and the user forgets
that.
• The knife slips off the material being cut. This can occur
because of improper force (too little or too much) being applied
to the material being cut.
• The material shifts while being cut and the blade injures the
user.
• The razor blade breaks and strikes the worker. This sometimes
happens when the razor blade is dull and the user has to exert
excessive force to cut the material.
• The worker cuts toward his or her body and is injured when
the blade slips or breaks.
• The user is not watching the blade when performing the cut
and is injured when it strikes some part of his or her body.
• The worker is cut while changing out a dull or broken blade.
How to avoid being injured
What can you do to prevent being injured while using a utility

knife? Follow these basic rules when using a utility knife:
• Retract the razor blade into the handle when not using the
knife.
• Replace the razor blade when it becomes dull or broken.
UTILITY KNIFE SAFETY–1

10/04

• Make sure the material being cut is held securely so it can’t

shift or move.
• Concentrate on the material to be cut and watch the blade at
all times.
• Apply a consistent, firm (but not excessive) pressure while per-
forming the cut.
• Never cut toward your body. Cut cut across your body or away
from your body, rather than toward it.
• Be careful when changing dull or damaged blades.
• Dispose of blades in a safe manner. Put them in a metal con-
tainer if possible.
Employee Training While there are no specific requirements for training on the use of
utility knives, employers are required to train workers in how to
safety operate tools and equipment.
Training Tips Review the employee handout. During training demonstrate the
proper way to use the utility.
During training demonstrate the proper way to use the utility

knife and how to change the blades. Discuss the proper disposal of
used blades.
If any cut-resistant PPE is provided or recommended, show sam-

ples and demonstrate proper use.

Tool manufacturer’s information.
UTILITY KNIFE SAFETY–2

10/04


Utility knives are a handy tool commonly used in many areas of industry. Usually, a utility
knife consists of a handle with a retractable razor blade. Because of the frequent use, injuries
caused by utility knives are a common occurrence.
Hazardous to your health
The greatest hazard from using a utility knife is getting cut. This happens because the follow-
ing reasons:
• The blade is not retracted following use and the user forgets that.
• The knife slips off the material being cut. This can occur because of improper force (too lit-
tle or too much) being applied to the material being cut.
• The material shifts while being cut and the blade injures the
user.
• The razor blade breaks and strikes the worker. This some-
times happens when the razor blade is dull and the user has
to exert excessive force to cut the material.
• The worker cuts toward his or her body and is injured when
the blade slips or breaks.
• The user is not watching the blade when performing the cut and is injured when it strikes
some part of his or her body.
• The worker is cut while changing out a dull or broken blade.
How to avoid being injured

What can you do to prevent being injured while using a utility knife? Follow these basic rules
when using a utility knife:
• Retract the razor blade into the handle when not using the knife.
• Replace the razor blade when it becomes dull or broken.
• Make sure the material being cut is held securely so it can’t shift or move.
• Concentrate on the material to be cut and watch the blade at all times.
• Apply a consistent, firm (but not excessive) pressure while performing the cut.
• Never cut toward your body. Cut across your body or away from your body, rather than
toward it.
• Be careful when changing dull or damaged blades.
• Dispose of blades in a safe manner. Put them in a metal container if possible.
UTILITY KNIFE SAFETY HANDOUT

Utility Knife Safety—Sign-Off Sheet

who have taken part in a training session on Utility Knife Safety. The session covered:
• Hazards of working with a utility knife.
• How to properly use and cut with a utility knife.

• How to properly change a dull or broke blade on a utility knife.
• What the employer wants done with used razor blades.

_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
UTILITY KNIFE SAFETY SIGN-OFF

Table of Contents for V
Ventilation
Abrasive Blasting
Real Life Stories
Vinyl Chloride
An Overview
Real Life Stories
V TOC-1
10/09
Reserved
V TOC-2
10/09
Ventilation—Abrasive Blasting
Overview Of Topic Abrasives and the surface coatings on the materials being blasted
form dust containing particles of respirable size. The composition
and toxicity of the dust from these sources must be considered in
making an evaluation of the potential health hazards.
OSHA requires that the concentration of respirable dust or fume

in the breathing zone of the abrasive-blasting operator or any oth-
er worker must be kept below the levels specified in 29 CFR
1910.1000.
Organic abrasives which are combustible must be used only in

automatic systems.
Where flammable or explosive dust mixtures may be present, the

construction of the equipment, exhaust system and electrical wir-
ing, must conform to the requirements of ANSI Z33.1-1961. The
blast nozzle must be bonded and grounded to prevent the build up
of static charges.
Respirators
Use only respirators approved by NIOSH under 42 CFR 84 to pro-

tect yourself from dusts produced during abrasive-blasting opera-
tions.
Abrasive-blasting respirators must be worn by all abrasive-blast-

ing operators:
• When working inside of blast-cleaning rooms.
• When using silica sand in manual blasting operations where

the nozzle and blast are not physically separated from the
operator in an exhaust ventilated enclosure.
• Where concentrations of toxic dust dispersed by the abrasive
blasting may exceed the limits in 29 CFR 1910.1000 and the
nozzle and blast are not physically separated from the opera-
tor in an exhaust-ventilated enclosure.
Properly fitted particulate-filter respirators, commonly referred to
as dust-filter respirators, may be used for short, intermittent, or
occasional dust exposures such as cleanup, when it is not feasible
VENTILATION—ABRASIVE BLASTING–1
4/03

to control the dust by enclosure, exhaust ventilation, or other

means.
Dust-filter respirators may be used to protect the operator of out-
side abrasive-blasting operations where nonsilica abrasives are
used on materials having low toxicity. Dust-filter respirators must
not be used for continuous protection where silica sand is used as
the blasting abrasive, or toxic materials are blasted.
Employees wearing respirators must participate in a respiratory

protection program in accordance with 29 CFR 1910.134.
Other protective equipment
Operators must be equipped with heavy canvas or leather gloves

and aprons or equivalent protection to protect them from the
impact of abrasives. Safety shoes must be worn to protect against
foot injury where heavy pieces of work are handled.
Equipment for protection of the eyes and face must be supplied to

the operator when the respirator design does not provide such pro-
tection and to any other personnel working in the vicinity of abra-
sive blasting operations. This equipment must conform to the
requirements of 29 CFR 1910.133.
Employee training
There is no OSHA regulation requiring training on this topic, but

employees should be trained on the hazards in the workplace and
how they can protect themselves from those hazards.
Training Tips Review the composition and toxicity of dust formed during abra-
sive blasting operations at your facility. Inform workers of proce-
dures for inspection and maintenance of exhaust systems. Include
the names of personnel responsible for inspections and who work-
ers should notify if they notice a dust leak.
Inform workers of the availability and location of protective equip-

ment at your company.

29 CFR 1910.94—Ventilation.
VENTILATION—ABRASIVE BLASTING–2
4/03

Ventilation—Abrasive Blasting
Overview
During abrasive blasting operations, both the abrasives and the surface coatings on the mate-
rials blasted are shattered and pulverized. This creates particle dust which workers breathe in.
The composition and toxicity of the dust from these sources must be considered in making an
evaluation of the potential health hazards.
Respirators
Use only respirators approved by the National Institute for Occupational Safety and Health
(NIOSH) under 42 CFR 84 to protect yourself from dusts produced during abrasive-blasting
operations. Abrasive-blasting respirators must be worn when you are:
• Working inside of blast-cleaning rooms, or
• Using silica sand in manual blasting operations where the nozzle and blast are not physically
separated from you in an exhaust ventilated enclosure, or
• Working where concentrations of toxic dust dispersed by the abrasive blasting may exceed
the limits set in 29 CFR 1910.1000 and the nozzle and blast are not physically separated from
you in an exhaust-ventilated enclosure.
Dust Filter Respirators

You may use properly fitted particulate-filter respirators, com-
monly referred to as dust-filter respirators, for short, intermittent,
or occasional dust exposures such as cleanup, dumping of dust
collectors, and so on, when it is not feasible to control the dust by
enclosure, exhaust ventilation, or other means.
You may use dust-filter respirators to protect yourself outside of
abrasive blasting operations where nonsilica abrasives are used on
materials having low toxicities.
Dust-filter respirators must not be used for continuous protection
where:
• Silica sand is used as the blasting abrasive, or.
• Toxic materials are blasted.
Respiratory Protection Program

If respirators use is required by this section, your employer must implement a respiratory
protection program in accordance with 29 CFR 1910.134.
Other Protective Equipment

You must be equipped with heavy canvas or leather gloves and aprons or equivalent protection
to protect yourself from the impact of abrasives.
Safety shoes must be worn to protect against foot injury where heavy pieces of work are handled.
Safety shoes must conform to ANSI Z41.1-1967 Men’s Safety-Toe Footwear.
You must use equipment for protection of your eyes and face when the respirator design does not
provide such protection. This equipment must conform to the requirements of 29 CFR 1910.133.
VENTILATION—ABRASIVE BLASTING HANDOUT-1
Ventilation—Abrasive Blasting Sign-off

Sheet
part in a training session on Ventilation-Abrasive Blasting. The session covered:
• Operations at this facility which expose employees hazardous dusts.
• Respirators required in particle-blasting areas.
• Who to go to with PPE equipment problems.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
VENTILATION—ABRASIVE BLASTING SIGN-OFF-1

Ventilation—Real Life Stories
Overview During abrasive blasting operations, both the abrasives and the
surface coatings on the materials blasted are shattered and pulver-
ized. This creates particle “dust” which workers breathe in. The
composition and toxicity of the dust from these sources must be
considered in making an evaluation of the potential health hazards.

Greg and John were working in the media-blasting booth. Even
though the ventilator was on, it wasn’t drawing in air the way it was
supposed to.
As the day wore on, more and more of the blasting media and dust
built up on the floor in the booth and around the work area.
John wanted to stop blasting and have maintenance look at the
ventilator, but Greg said they should finish their shift and let main-
tenance worry about it when they left for the day. John suggested
they let the supervisor know about it, but Greg told him to just keep
working.
John started to complain that his respirator was hard to breathe
through. As the filter material loaded up, it got worse, so John
eventually took the respirator off.
• Ventilation was inadequate.
• Exposure to dust hazards.
What went right?
• Ventilator was turned on.
• Greg and John wore proper personal protective equipment
(PPE).
• Didn’t report the situation to the supervisor.
• Told John not to report the non-working ventilation.
• Allowed dust and blasting media to build up on the floor and
around the booth.
• Let Greg talk him out of reporting the non-working ventilation.
VENTILATION—REAL LIFE STORIES-1

4/09
• Allowed dust and blasting media to build up on the floor and

around the booth.
• Took off his respirator.
What happens next?
• The ventilation must be reported and repaired.
• Determine the cause of blocked airflow.
VENTILATION—REAL LIFE STORIES-2

4/09
Ventilation—Real Life Stories

Overview
During abrasive blasting operations, both the abrasives and the surface coatings on the mate-
rials blasted are shattered and pulverized. This creates particle “dust” which workers breathe in.
The composition and toxicity of the dust from these sources must be considered in making an
evaluation of the potential health hazards.

Greg and John were working in the media-blasting booth. Even though the ventilator was on, it
wasn’t drawing in air the way it was supposed to.
As the day wore on, more and more of the blasting media and dust built up on the floor in the
booth and around the work area.
John wanted to stop blasting and have maintenance look at the ventilator, but Greg said they
should finish their shift and let maintenance worry about it when they left for the day.
John suggested they let the supervisor know about it, but Greg told him to just keep working.
John started to complain that his respirator was hard to breathe through. As the filter material
loaded up, it got worse, so John eventually took the respirator off.

What went right?
What Happens Next?

VENTILATION—REAL LIFE STORIES HANDOUT-1

Ventilation—Real Life Stories Sign-off Sheet
part in a training session on Ventilation—Real Life Stories. The session covered:
• Hazards of dust exposure.
• Areas of the workplace where dust exposure is an issue.
• The steps the employer takes to protect employees from dust exposure.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
VENTILATION—REAL LIFE STORIES SIGN-OFF-1

Vinyl Chloride—An Overview
Overview Of Topic Vinyl Chloride (VC) is a colorless, volatile gas that is easily con-
densed and used as a liquid. It has a sweet, ether-like odor, and it is
flammable. Some synonyms for VC include: Vinyl Chloride Mono-
mer (VCM), Chlorethene, Chlorethylene, Chloroethene,
Chloroethylene, Ethylene Monochloride.
Protective measures
Employers are responsible for using engineering and work practice
controls to control employee exposure to VC. Engineering controls
include:
• the use of exhaust ventilation systems to remove airborne VC.
• equipment design that minimizes the risk of release of VC.
Work practice controls include:

• following proper operating procedures for VC equipment.
• wearing required personal protection equipment (PPE).
• keeping containers closed, protected from damage, and properly
stored.
• establishing “regulated areas” where VC concentrations are in
excess of the permissible exposure limit (PEL).
Regulated areas
Entrances to regulated areas must be posted with a warning sign
that states “Cancer-suspect agent area. Authorized personnel only.”
The employer must notify OSHA within one month of establishing a
regulated area.
Respiratory protection
Respirators are required whenever feasible engineering and work
practice controls are not sufficient to reduce exposures to at or below
the PEL. Before using respirators:
• engineering and work practice controls must be used to reduce
exposure to the lowest practicable level.
• a program must be implemented to initiate controls that will
reduce exposures to meet exposure limits without the need for
supplementary use of respirators.
VINYL CHLORIDE—AN OVERVIEW-1

4/09
Employee Training At §1910.1017(j) OSHA indicates that each employee engaged in VC

or polyvinyl chloride operations must be provided training on the
hazards of VC and precautions for its safe use. The program must
include:
• the nature of the health hazards from chronic exposure to VC,
and the carcinogenic hazard.
• operations and activities which could result in exposure and how
to protect oneself.
• the purpose for, proper use of, and limitations of respiratory
protection devices.
• the fire hazard and acute toxicity of VC, and protective steps.
• the purpose for and a description of the monitoring program.
• the purpose for and a description of the medical surveillance
program.
• how to recognize the release of VC, and emergency procedures.
• a review of §1910.1017 at the employees first training and an-
nually thereafter.
Training Tips Review §1910.1017. Using the employee handout, review the VC
hazards in the workplace, and operations where exposure to VC
could exceed PEL.

29 CFR 1910.1017—Vinyl chloride.
VINYL CHLORIDE—AN OVERVIEW-2

4/09
Vinyl Chloride—An Overview

Overview
Vinyl Chloride (VC) is a colorless gas that is usually kept under pressure and handled as a liquid.
VC is used to make a variety of plastic products.
VC exposure can cause many toxic effects, including cancer. OSHA’s VC rule, 29 CFR
1910.1017—Vinyl Chloride, applies to the manufacture, reaction, packaging, repackaging, stor-
age, handling, or use of VC. The regulation requires that employees be informed about the health
hazards of VC.
How Can It Hurt Me?

VC can enter your system through the following routes, with their associated acute health
effects:
• Inhalation — symptoms include dizziness, fatigue, mental confusion, and nausea. Overex-
posure can lead to unconsciousness and death.
• Direct contact — can cause severe irritation to skin, eyes, or mu-
cous membranes with symptoms of burning and inflammation.
Rapid evaporation from the skin causes burns.
• Ingestion — can cause irritation, nausea, vomiting, drowsiness,
and can lead to unconsciousness and shock.
VC overexposure can also have the following chronic (long-term)
health affects:
• Raynaud’s syndrome — a circulatory system condition that effects
bloodflow in the extremities.
• Liver damage.
• Central nervous system damage.

• Explain the nature of the hazards posed by VC.
• Tell you about jobs and operations which could result in VC exposure in excess of the
Permissable Exposre Limit (PEL).
• Provide training upon assignment to a job which has the potential for VC exposure, and at
least yearly there after.
• Provide employees exposed above the action level with an initial medical exam, and annual
follow-up exams, and provide you with a copy of the physician’s statement and
recommendations.
VINYL CHLORIDE—AN OVERVIEW HANDOUT-1

Vinyl Chloride—An Overview Sign-off Sheet
part in a training session on Vinyl Chloride—An Overview. The session covered:
• The characteristics of vinyl chloride.
• The hazards of vinyl chloride exposure.
• Training requirements for employees working with vinyl chloride.
• The company medical surveillance program.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
VINYL CHLORIDE—AN OVERVIEW SIGN-OFF-1

Vinyl Chloride—Real Life Stories
Overview of Topic Vinyl Chloride is a colorless, volatile gas that is easily condensed
and used as a liquid. It has a sweet, ether-like odor, and it is flam-
mable. Some synonyms for Vinyl Chloride include: Vinyl Chloride
Monomer, Chlorethene, Chlorethylene, Chloroethene,
Chloroethylene, Ethylene Monochloride.

Charlie’s supervisor assigned him to work in a different area of the
plant, an area where plastic parts were produced. Charlie hadn’t
been working long when he noticed that his eyes were burning. He
also felt tired and a little sick to his stomach. He thought it was
allergies or something.
When break time came, Charlie mentioned to the supervisor that he
didn’t feel well. The supervisor told Charlie to let him know if he
started feeling any worse. He went back to work.
Later, Randy noticed that Charlie was just sitting down, holding his
head in his hands, and not doing anything. Randy walked over to
check on his coworker, and he smelled something sweet and ether-
like. Randy immediately left the area and alerted his supervisor.
• Overexposure to vinyl chloride.
• Employee training.
• First-aid procedures
• Noticed Charlie and checked to see how he felt.
• Recognized the smell of vinyl chloride.
• Notified supervisor immediately.
What did Charlie do wrong?
• Didn’t report his symptoms to the supervisor immediately.
• Didn’t leave the area when he started to feel ill.
• Did not warn Charlie of the hazards of vinyl chloride or the work
practices for the area he was working in.
• Didn’t investigate further into Charlie’s reported of feeling ill.
VINYL CHLORIDE—REAL LIFE STORIES-1

4/09

• Left Charlie in the area and did not move him immediately to
fresh air.
• Did not seek medical attention for Charlie.
What happens next?

• Conduct exposure monitoring.
• Conduct medical surveillance.
• Additional training should be provided on the requirements of
the hazard communication program, work practices, PPE, as
well as methods and observations.
Training Tips Vinyl Chloride can enter your system through the following routes,
with their associated acute health effects:
• Inhalation — This can affect the central nervous system. VC
acts as an anesthetic. Symptoms include dizziness, fatigue, men-
tal confusion, and nausea. Overexposure can lead to uncon-
sciousness and death.
• Direct contact — This can cause severe irritation to skin, eyes, or
mucous membranes with symptoms of burning and inflamma-
tion. Rapid evaporation from the skin causes burns.
• Ingestion — This can cause irritation, nausea, vomiting, drowsi-
ness, and can lead to unconsciousness and shock.
VINYL CHLORIDE—REAL LIFE STORIES-2

4/09
Vinyl Chloride—Real Life Stories

Vinyl Chloride is a colorless, volatile gas that is easily condensed and used as a liquid.

Charlie’s supervisor assigned him to work in a different area of the plant, an area where plastic
parts were produced. Charlie hadn’t been working long when he noticed that his eyes were
burning. He also felt tired and a little sick to his stomach. He thought it was allergies or
something.
When break time came, Charlie mentioned to the supervisor that he didn’t feel well. The super-
visor told Charlie to let him know if he started feeling any worse. He went back to work.
Later, Randy noticed that Charlie was just sitting down, holding his head in his hands, and not
doing anything. Randy walked over to check on his coworker, and he smelled something sweet
and ether-like. Randy immediately left the area and alerted his supervisor.

What did Charlie do wrong?
What Happens Next?

VINYL CHLORIDE—REAL LIFE STORIES HANDOUT-1

Vinyl Chloride—Real Life Stories Sign-off

Sheet
part in a training session on Vinyl Chloride—Real Life Stories. The session covered:
• What vinyl chloride is.
• The hazards of vinyl chloride exposure.
• Operations in the workplace that use vinyl chloride.
• How employees can protect themselves from vinyl chloride hazards.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
VINYL CHLORIDE—REAL LIFE STORIES SIGN-OFF-1

Table of Contents for W/X/Y/Z

An Overview
Housekeeping
Real Life Stories
Weather Hazards
An Overview
Welding, Cutting, and Brazing

An Overview
Fire Prevention
Real Life Stories
Ventilation
Welding Hazards
West Nile Virus

An Overview
Workplace Violence
An Overview
Violence Prevention Program
Do’s and Don’ts
Real Life Stories
W/X/Y/Z TOC-1
4/14
Reserved
W/X/Y/Z TOC-2
4/14
Walking—Working Surfaces—An Overview
Overview of Topic The OSHA standards for walking and working surfaces apply to all
permanent places of employment, except where domestic, mining,
or agricultural work only is performed.
At 29 CFR 1910, Subpart D—Walking—Working Surfaces, OSHA
explains the rules and regulations surrounding walking-working
surfaces.
Covers and guardrails
Covers and/or guardrails shall be provided to protect personnel from
the hazards of open pits, tanks, vats, ditches, and other openings.
Stairway safety
Eliminate any slippery conditions on stairways. When stairs are
outside, keep them free of snow and ice.
Employee Training There are no specific training requirements for walking-working
surfaces.
Training Tips Review 29 CFR 1910, Subpart D—Walking—Working Surfaces, and
review those requirements with the trainees.
Explain the safety benefits of complying with 29 CFR 1910, Subpart
D, and how it is applied in your workplace.
Detail any areas of concern in the workplace.
Explain how and to whom employees can report unsafe walking-
working conditions.
found in Getting The Most From Your Safety Trainining, page 6.
29 CFR 1910, Subpart D—Walking-Working Surfaces.
WALKING—WORKING SURFACES—AN OVERVIEW-1

10/14
Walking—Working Surfaces—An Overview

Overview
Slips, trips, and falls account for many industry accidents. Slips, trips, and falls are responsible
for 10 percent of all accidental deaths. They are also the fourth leading cause, following motor
vehicles, homicides, and being struck by objects or equipment, as a cause of fatalities.
In an attempt to remove potential hazards from the workplace, OSHA developed 1910, Subpart
D—Walking—Working Surfaces. Subpart D.
Hazards involved with using walking-working surfaces
The main hazard involved with walking and working surfaces include slips, trips, and falls.
Stairways are also taken for granted, and so become a source for accidents in the workplace.
Stairways need to be kept free of any clutter and have proper lighting.
Your employer is responsible for providing a safe working environment. That includes reducing
or eliminating hazards in walking and working areas by:
• Keeping all employment, passageway, storerooms, and service rooms clean, orderly, and
sanitary.
• Maintaining floors in a clean and, so far as possible, dry condition. If wet processes are used,
drainage shall be maintained. Gratings, mats, or raised platforms must be provided.
• Keeping floors, working places, and passage-
ways free from protruding nails, splinters, or
loose boards.
• Keeping aisles and passageways clear and in
good repair with no obstruction across or in
aisles that could create hazards.
• Appropriately marking permanent aisles and
passageways.
• Maintaining proper aisle width so as to not
limit passage or egress.
• Providing covers and/or guardrails to protect
open pits, vats, tanks, ditches, and other
hazards.
• Following load rating limits for all floors or roofs.
• Maintaining adequate lighting in areas to illuminate walking surfaces.
• Providing handrails as required.
WALKING—WORKING SURFACES—AN OVERVIEW HANDOUT-1

Walking—Working Surfaces—Housekeeping
Overview of Topic A cluttered, unkempt workplace is a dangerous workplace. Accord-

ing to OSHA (at 29 CFR 1910.22), “All places of employment,
passageways, storerooms, and service rooms shall be kept clean and
orderly and in a sanitary condition.” This applies to maintaining
floors, as well as repairing such things as protruding nails, splin-
ters, holes, or loose boards.
Slippery floors, obstacles in aisles, and tools left laying about are
just a few dangerous housekeeping hazards.
• Poor employee attitudes toward safety in general.
• Slips, trips, or falls from slick, wet, or poorly maintained walk-
ing and working surfaces.
• Tripping hazards from improperly stored materials in walkways
and work areas.
• Accidents caused by overhanging or protruding objects, badly
stacked and spotted pallets, and use of walking and working
surfaces for storing materials and equipment.
Employee Training There are no specific training requirements for walking-working
surfaces.
Training Tips Review 29 CFR 1910, Subpart D—Walking—Working Surfaces, and
review those requirements with the trainees.
Explain the safety benefits of complying with 29 CFR 1910, Subpart
D, and how it is applied in your workplace.
Detail any areas of concern in the workplace.
Explain how and to whom employees can report unsafe walking-
working conditions.
Record training sessions using the generic Training Sessions Log,
WALKING—WORKING SURFACES—HOUSEKEEPING-1
10/13
Walking—Working Surfaces—Housekeeping
Overview
OSHA requires that the workplace be kept clean and orderly in order to reduce the chance of
accidents.
An uncluttered workplace is essential to worker safety. Industrial housekeeping must also
include proper arrangement and storage of materials and goods.
Workplaces where the aisles and exits are blocked or obstructed, where debris litters the floor,
or tools and equipment are not put away properly have hazards built into them.
• Poor employee attitudes toward safety in general.
• Slips, trips, or falls from slick, wet, or poorly maintained walking and working surfaces.
• Tripping hazards from improperly stored materials in walkways and work areas.
• Accidents caused by overhanging or protruding objects, badly stacked and spotted pallets,
and use of walking and working surfaces for storing materials and equipment.
Workplaces where the aisles and exits are blocked or obstructed, where debris litters the floor,
or tools and equipment are not put away properly have hazards built into them.
Benefits of good housekeeping
Part of everyone’s job should include common housekeeping tasks. Benefits of good housekeeping
include:
• Improved employee morale and improved safety culture.
• Elimination of causes of accidents and fires.
• The conservation of space, equipment, operating materials, time, and effort, making work
easier for everyone.
• The reduction in product or materials resulting in smaller inventories, fewer accidents, and
less damaged merchandise.
• Reduced likelihood of fire or other catastrophe.
Your employer has policies and procedures regarding industrial housekeeping. Your employer
will explain:
• The company housekeeping program.
• How the housekeeping program functions and is run.
• The daily clean-up policy.
• Inspection and supervision in regards to housekeeping.
WALKING—WORKING SURFACES—HOUSEKEEPING HANDOUT-1

Walking—Working Surfaces—Real Life Stories
Overview of Topic The employer is responsible for keeping a clean and orderly work-
place. condition. This applies to maintaining floors, as well as re-
pairing such things as protruding nails, splinters, holes, or loose
boards.
The workplace was busy, and the employees were working manda-
tory overtime, the company had not added any additional staff. Gary
was coming in for the second shift, to relieve Randy as the machine
operator. As Gary walked in, he noticed that there were pallets of
parts stacked around the machine that blocked the aisle.
Gary noticed boxes of finished parts piling up at the end of the
assembly line, and a pile of finished parts which caused one forklift
to swerve into the pedestrian walkway and near the machine’s con-
trols.
“Hey, Randy,” Gary said, “what happened to the railing here by the
control panel?’
“I took it down,” Randy told him. “We needed the room to stack
parts. One of the forklift drivers called in sick, so I made sure he got
enough to get you through your shift. We can’t afford any down time
this close to the bonus period.”
“With the railing gone, someone might get hurt,” Gary said.
“I told you, we’re short a driver,″ Randy said. “They’ll move the
finished product when they get a chance - it’s only until they get
caught up.”
“Randy, we’re supposed to put the railing back up right away. This
way, I have to work with my back to the forklift traffic,″ Gary said,
″and with the forklifts trying to keep up, I don’t feel safe. Does the
foreman know about this?” Gary wanted to know.
“Yeah, he was the one who suggested I leave the railing down,”
Randy explained.
“That doesn’t make it right,” Gary said, “I’m calling the safety office
about this.”
“Gary, don’t,” Randy said, “we’ll all get in trouble.”

• The railing had been removed.
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• Parts were blocking the aisles.

• Supervisor agreed to safety violations.
What did Gary do right?
• Noticed the hazards.
• Planned to call the safety office.
• Took down the railing.
• Didn’t practice good housekeeping.
• Didn’t report violations.
• Tried to keep Gary from reporting the situation to the Safety
Office.

• Pallets and boxes must be moved so that aisles are clear.
• The railing must be put back in place to protect the machine
operator.
• The supervisor must be reminded of the safety requirements of
the workplace.
• Randy must be retrained on the good housekeeping practices,
OSHA’s requirements for permanent aisles, and safety require-
ments of his job.
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The workplace was busy, and the employees were working mandatory overtime, the company
had not added any additional staff. Gary was coming in for the second shift, to relieve Randy as
the machine operator. As Gary walked in, he noticed that there were pallets of parts stacked
around the machine that blocked the aisle.
Gary noticed boxes of finished parts piling up at the end of the assembly line, and a pile of
finished parts which caused one forklift to swerve into the pedestrian walkway and near the
machine’s controls.
“Hey, Randy,” Gary said, “what happened to the railing here by the control panel?’
“I took it down,” Randy told him. “We needed the room to stack parts. One of the forklift drivers
called in sick, so I made sure he got enough to get you through your shift. We can’t afford any
down time this close to the bonus period.”
“With the railing gone, someone might get hurt,” Gary said.
“I told you, we’re short a driver,″ Randy said. “They’ll
move the finished product when they get a chance - it’s
only until they get caught up.”
“Randy, we’re supposed to put the railing back up right
away. This way, I have to work with my back to the fork-
lift traffic,″ Gary said, ″and with the forklifts trying to
keep up, I don’t feel safe. Does the foreman know about
this?” Gary wanted to know.
“Yeah, he was the one who suggested I leave the railing
down,” Randy explained.
“That doesn’t make it right,” Gary said, “I’m calling the
safety office about this.”
“Gary, don’t,” Randy said, “we’ll all get in trouble.”

What did Gary do right?
What so you think should happen next?
WALKING—WORKING SURFACES—REAL LIFE STORIES HANDOUT-1

Walking—Working Surfaces Sign-off Sheet
part in a training session on Walking—Working Surfaces—Real life stories. The session cov-
ered:
• The requirements of §1910, Subpart D.
• Housekeeping requirements for the facility.
• Who employees can report hazardous conditions to.
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WALKING—WORKING SURFACES—REAL LIFE STORIES SIGN-OFF-1

Weather Hazards—An Overview
Overview of Topic Winter storms can affect any workplace. Even in areas thought of as
“temperate,” weather conditions can become dangerous for those
exposed to the elements.
The perception of cold weather is a relative thing. Workers in in-
dustries where there is routine exposure to cold weather have to be
taught how to work safely.
This includes workers in construction and agriculture, but also
those working in transportation, maintenance, utilities, and emer-
gency responders. And, of course, everyone is exposed to weather
during the daily commute.
Discuss with your employees the ways they are exposed to cold
weather in your workplace.
Heed weather warnings
The National Weather Service issues advisories, watches, and
warnings to keep the public informed about hazardous weather
conditions.
Explain to your employees how the company will provide informa-
tion on pertinent weather warnings, and emergency weather plans
in the workplace.
Dress for the weather

When planning clothing for cold weather work think in terms of
layering and keeping dry. The inner layer will be for insulation, the
outer must keep out the wind and wet while allowing perspiration
to pass through, if necessary.
For the insulating layer, choose materials such as synthetics or wool
that either do not absorb perspiration or that will still provide in-
sulation even when damp. Shed or add layers as needed to regulate
body heat and to keep from perspiring too much.
Select hands, head, and foot coverings that keep these body parts
warm and dry. Most body heat is lost through the head and hands,
so you can also help regulate your body heat by covering or uncov-
ering them. Get too hot, take off your gloves or hat. Get too cold,
cover up again.
Feet are most susceptible to cold-related injuries, as perspiration
tends to get trapped in footwear. Bring changes of socks, and boots
if necessary, to help keep feet dry and warm.
In extreme cold and wind, plan to cover all exposed skin.
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10/09
Proper diet and staying hydrated

In order for your body to produce the heat needed to keep you warn,
you need to “stoke the furnace” by eating a well-balanced diet. You
must consume more calories in cold weather.
Your body uses more water in winter to create heat than it typically
does in summer to stay cool. Drink plenty of fluids including water,
sports drinks, and fruit juice - stay away from caffeine and alcohol,
as they tend to dehydrate the body.
Know what to look for

Frostbite and hypothermia can occur quickly in the right conditions.
Know what warning signs to look for in yourself and your coworkers
to recognize signs of cold weather illnesses. Uncontrolled shivering,
severe shaking, or rigid muscles are symptoms of cold-relate illness.
Cool skin, slurred speech, drowsiness, confusion, and exhaustion
are indications of a serious condition which requires immediate
medical attention.
Skin that is red and painful, or white and numb, is becoming frost-
bitten and must be protected and rewarmed.
in cold weather, however, the General Duty Clause would apply.
Training Tips Using the employee handout, review with employees the hazards of
working in cold weather, and discuss the ways that employees can
help prepare themselves for working in cold weather environments.
Discuss any specific workplace practices used to protect workers
from the cold.
Explain how the employer will notify employees of severe weather,
plant closing due to weather, and how weather emergencies are
handled.

OSHA 3156 Cold Stress Equation
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10/09
Weather Hazards—An Overview

Overview
Even if your region does not experience sub-zero temperatures, you still need to be prepared to
confront whatever is considered to be “extreme cold” for your area.
Heed Weather Warnings

The National Weather Services issues advisories, watches, and warnings to keep the public
informed about hazardous weather conditions. Pay attention to these notifications — especially
if you have to travel long distances to your work.
Pay particular attention to dangerous temperature and wind warnings and plan your travel and
work clothing appropriately.
Dress for the Weather

When planning clothing for cold weather work think in terms of layering and keeping dry. The
inner layer will be for insulation, the outer must keep out the wind and wet while allowing
perspiration to pass through, if necessary.
For the insulating layer, choose materials such as synthetics
or wool that either do not absorb perspiration or that will still
provide insulation even when damp. Shed or add layers as
needed to regulate body heat and to keep from perspiring too
much.
Select hands, head, and foot coverings that keep these body
parts warm and dry. Most body heat is lost through the head
and hands, so you can also help regulate your body heat by
covering or uncovering them. Get too hot, take off your gloves
or hat. Get too cold, cover up again.
Feet are most susceptible to cold-related injuries, as perspira-
tion tends to get trapped in footwear. Bring changes of socks, and boots if necessary, to help keep
feet dry and warm.
In extreme cold and wind, plan to cover all exposed skin.
Treat Yourself Properly

In order for your body to produce the heat needed to keep you warn, eat sufficient food, repre-
senting a well-balanced diet. You must consume more calories in cold weather. Your body needs
more water in winter than in summer. Drink plenty of fluids including water, sports drinks, and
fruit juice - stay away from caffeine and alcohol, as they tend to dehydrate the body.
Know What to Look for

Frostbite and hypothermia can occur quickly in the right conditions. Know what warning signs
to look for in yourself and your co-workers to recognize signs of cold weather illnesses. Uncon-
trolled shivering, severe shaking, or rigid muscles are symptoms of cold-relate illness. Cool skin,
slurred speech, drowsiness, confusion, and exhaustion are indications of a serious condition
which requires medical attention.
Skin that is red and painful, or white and numb, is becoming frostbitten and must be protected
and rewarmed.
WEATHER HAZARDS—AN OVERVIEW HANDOUT-1

Weather Hazards—An Overview Sign-off

Sheet
part in a training session on Weather Hazards—An Overview. The session covered:
• Heeding weather warnings.
• How to dress for the weather.
• The importance of keeping warm and dry.
• The need for a proper diet and adequate water to keep warm.
• Signs of cold weather-related illnesses.
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WEATHER HAZARDS—AN OVERVIEW SIGN-OFF-1

Weather Hazards—Winter Driving

Overview
Driving in winter weather presents unique challenges to travelers. There is much that we can do
to prepare for winter driving hazards.
Be Prepared
Winterize your vehicle before weather turns bad. Have your mechanic check the battery, anti-
freeze level and effectiveness, windshield washer fluid and fluid levels, tires and proper tire
inflation.
Before traveling, check the latest weather reports.
Keep the gas tank on your vehicle nearly full to prevent frozen
fuel lines. If recommended by the vehicle manufacturer, add
gas system anti-freeze products during really cold weather.
Always let someone know of your travel plans, and try not to
travel alone.
Make an Emergency Travel Kit

Make an emergency travel kit to keep in the vehicle that in-
cludes:
• Windshield brush and scraper.
• Shovel and a bag of sand or cat litter for traction.
• Bag of sand or cat litter for traction.
• Blankets or sleeping bags, winter boots, warm cap and gloves, and so on.
• Flashlights and batteries, candles and candle holder, and waterproof matches.
• First aid kit.
• High-calorie, non-perishable food and a water container.
You should also have booster cables, basic hand tools, and a tow strap. Paper towels and toilet
paper can also come in handy.
In an Emergency
If caught in a storm, stay with the vehicle. Run the motor about ten minutes each hour for heat,
while leaving the window open a little to avoid carbon monoxide buildup. Make sure the exhaust
pipe is clear of snow and ice.
Set up a signal for rescuers by tying a flag to door or antenna; turn on the emergency flashers and
lights while running the engine at night; raise the hood after the snow and wind have stopped.
To keep warm, more around from time to time or exercise. Eat and drink to keep up your energy
levels.
WEATHER HAZARDS—AN OVERVIEW HANDOUT-2

Weather Hazards—Winter Driving Sign-Off

Sheet
part in a training session on Weather Hazards—Winter Driving. The session covered:
• The need for vehicle maintenance and winterizing vehicles.
• Checking weather reports before travel.
• The contents of an emergency travel kit.
• What to do if caught driving in winter weather.
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WEATHER HAZARDS—AN OVERVIEW SIGN-OFF-2

Welding, Cutting, and Brazing—An Overview
Overview of Topic Welding is classified into two groups: fusion (heat alone) or pressure
(heat and pressure) welding.
There are three types of fusion welding: electric arc, gas and
thermit. Electric arc welding is the most widely used type of fusion
welding. It employs an electric arc to melt the base and filler metals.
Arc welding types in order of decreasing fume production include:
• Flux core arc welding (FCAW) filler metal electrode; flux
sheild
• Shielded metal art (SMAW) electrode provides both flux and
filler material
• Gas metal arc (GMAW or MIG) filler metal electrode and shield-
ing gas
• Tungsten inert gas (GTAW or TIG) non-consumable electrode,
consumable filler rod, and shielding gas
Gas or oxy-fuel welding uses an acetylene flame to melt metal at a
joint to be welded, and is a common method for welding iron, steel,
cast iron, and copper. Thermit welding uses a chemical reaction to
produce intense heat instead of using gas fuel or electric current.
Pressure welding uses heat along with impact-type pressure to join
the pieces. Oxy-fuel and plasma cutting, along with brazing, are
related to welding as they all involve the melting of metal and the
generation of airborne metal fume.
Brazing is a metal-joining process where only the filler metal is
melted.
Employee Training Specific OSHA training requirements for welders and welding are
incorporated throughout 29 CFR 1910, Subpart Q—Welding, Cuting
and Brazing.
Training Tips Using the employee handout, review the company’s welding best
practices.
Explain the company’s hot work permit system.
29 CFR 1910, Subpart Q—Welding, Cutting and Brazing.
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Welding, Cutting, and Brazing—An Overview

Overview
Welding, cutting, and brazing are common procedures in many industries. Whenever welding,
cutting, or brazing occurs, everyone involved in the operation must take precautions to prevent
fires, explosions, or personal injuries from welding hazards.
Welding safety program
Your employer will review the company welding safety program with you. Whenever working
welding or working around welding and other hot work, you should know:
• The name and job title of the person responsible for safety in hot work operations.
• The hazards associated with hot work: hazards from fumes and gases, radiation hazards, fire
hazards, noise hazards, and electrical hazards.
• Any special procedures for the equipment
being used, such as: care of compressed gas
cylinders, the use of ventilation, and fire pre-
vention methods.
• Required engineering controls, such as flash
screens and fire blankets.
• The necessary personal protective equipment
required for the work being done.
Welding hazards
Hot work hazards vary, depending upon facility,
equipment, number of workers present, and the
job at hand. Examples might be:
• Damage to skin and eyes from exposure to
ultraviolet and infrared rays produced by
welding.
• Toxic gases, fumes, and dust that may be released during welding and cutting operations.
• Fire hazards from welding or cutting near or on combustible or flammable materials, dust,
vapor, or the environment.
• Explosion hazards from lack of ventilation.
WELDING, CUTTING, AND BRAZING—AN OVERVIEW HANDOUT-1

Welding, Cutting, and Brazing—Fire Prevention
Overview of Topic Welding and metal cutting operations produce molten metal,
sparks, weld spatter, slag, and hot work surfaces. All of these can
create a situation which can cause fires. At 1910.252 General
requirements, OSHA addresses fire hazards.
The fire watch is to be maintained for at least 30 minutes following
completion of the work.
When the object to

be welded, cut, or
heated And Then
Can be moved A safe, fire-resistant work- The object should be moved to
place is available that space for working
Cannot be readily All fire hazards are moved The object can be worked in
moved at least 35 feet away or place
are protected
Cannot be moved All fire hazards cannot be Steps must be taken to confine
removed the heat, sparks, and slag to
protect the immobile fire
hazards
Cannot be moved Normal fire prevention Additional personnel shall be
precautions are not assigned to guard against fire
sufficient during the work and for a
sufficient amount of time
afterward
Employee Training Specific OSHA training requirements for welders and welding are
incorporated throughout 29 CFR 1910, Subpart Q—Welding, Cut-
ting and Brazing.
Training Tips Explain when a fire watcher is necessary and the responsibilities of
the fire watcher.
Explain the process of obtaining a “hot work” permit, and show a
properly filled out one.
Explain the need to check for fire hazards prior to welding or cut-
ting.
Note the location of fire fighting equipment and how to use it.
Explain how to report fires.
The company fire prevention plan.
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Welding, Cutting, and Brazing—Fire Prevention

Overview
Welding and metal cutting operations produce molten metal, sparks, weld spatter, slag, and hot
work surfaces. All of these can create a situation which can cause fires. At 1910.252 General
requirements, OSHA addresses fire hazards.
When are fire watchers required?
A fire watcher is required in situations where:
• Other than a minor fire might develop.
• Combustible material is located within 35 feet of the work.
• Combustible material is located more than 35 feet away but can be easily ignited by
sparks.
• Wall or floor openings within 35 feet expose
combustible material in adjacent areas or con-
cealed wall or floor spaces.
• Combustible materials are located on the
opposite side of surfaces being welded.
The fire watch is to be maintained for at least 30
minutes following completion of the work.
Fire watchers
Fire watchers are additional personnel who:
• Provide additional safeguards against fire
during and after the welding, cutting, or heat-
ing operations.
• Must be trained on the specific fire hazards
for that job and location.
• Know where fire prevention equipment is located and how to use it. Fire prevention equip-
ment must be on hand, and readily available for use.
Additional information
• The company’s welding “best practices.”
• The need to check for fire hazards prior to welding or cutting.
• How to obtain a “hot work” permit.
• How to report fires.
WELDING, CUTTING, AND BRAZING—FIRE PREVENTION HANDOUT-1

Welding, Cutting, and Brazing—Real Life Stories
Overview Of Topic Welding and metal cutting operations produce molten metal,
sparks, weld spatter, slag, and hot work surfaces. All of these can
create a situation which can cause a fire.
Welding, cutting, and heating are only permitted in a designated
safe area, or after all fire hazards have been removed or protected.
A hot work permit is also required.
An employee, Jason, needs to do some welding on a piece of pipe. He

got the required hot work permit, but no one inspected the area first.
Melissa, the designated fire watcher, was a little late. Jason

decides that he isn’t going to wait for her. He clears the area
around the pipe of combustible materials for about 10 feet.
What he doesn’t realize is that 20 feet away there is a barrel of flam-
mable material. On top of it is a stack of invoices that were left there
by accident. In addition, there are several wall openings nearby.
Jason starts welding the pipe, his back to the barrel of flammable
material. Sparks fly and several land on the invoices on top of the
barrel. It doesn’t take long before a fire starts. A short while later
Melissa arrives, sees the fire, and puts it out with her fire extin-
guisher. Also, sparks have been entering the wall openings, and
Jason has no idea whether flying through the nearest wall open-
ing. Jason doesn’t know what’s going on in that area.
What did Jason do wrong?
• Didn’t wait for Melissa to arrive.

• Didn’t move the barrel of flammable liquid at least 35 feet away.
• Didn’t wait for Melissa to station herself on the other side of

the wall where the sparks have been flying.
What else went wrong?
• No one inspected the area for the hot work permit.
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What happens next?
• Melissa should see if the sparks have ignited anything in the

other room.
• Melissa will have to file an incident report.
• Jason should be given specific training on fire prevention dur-

ing welding operations.
• The hot work permit process should be reviewed.
Fire prevention during welding and cutting operations
Wrap up the session by covering these precautions for handling

fire hazards:
• If an object can’t be moved, then all fire hazards must be

moved at least 35 feet away or the object must be protected in
place.
• If an object can’t be moved, and normal fire prevention precau-
tions are not sufficient, then additional personnel must be
assigned to guard against the fire, both during the time of the
work and for a time afterward.
• Protect flammable walls, floors, and ceilings, and the spaces in
between with fire-resistant covers.
• Keep combustible floors (other than wood or concrete) wet, cov-
ered with damp sand, or protected by fire-resistant shields.
• Do not weld, cut, or heat a container that has held combustible
materials or an unknown substance.
• Vent closed containers before welding, cutting, or heating to
avoid explosions due to pressure build up.
• Do not weld, cut, or heat a surface coated by an unknown sub-
stance or whose coatings can produce flammable, toxic, or reac-
tive vapors.
Training Tips Review who is responsible for issuing hot work permits in your
facility. Explain what is required to have a hot work permit issued.
WELDING, CUTTING, AND BRAZING—REAL LIFE STORIES–2

10/06


Overview
Fire prevention during welding, cutting, or heating operations is important. Many parts of a
building are flammable, as are many things typically found in a facility, such as insulation,
cardboard, paper, and other items.
What did Jason do wrong?

_____________________________________________________________________________________
_____________________________________________________________________________________
What else went wrong?

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_________________________________________________________
What happens next?

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Fire prevention during welding and cutting operations
Wrap up the session by covering these precautions for handling fire hazards:
• If an object can’t be moved, then all fire hazards must be moved at least 35 feet away or the
object must be protected in place.
• If an object can’t be moved, and normal fire prevention precautions are not sufficient, then
additional personnel must be assigned to guard against the fire, both during the time of the
work and for a time afterward.
• Protect flammable walls, floors, and ceilings, and the spaces in between with fire-resistant
covers.
• Keep combustible floors (other than wood or concrete) wet, covered with damp sand, or pro-
tected by fire-resistant shields.
• Do not weld, cut, or heat a container that has held combustible materials or an unknown
substance.
• Vent closed containers before welding, cutting, or heating to avoid explosions due to pres-
sure build up.
• Do not weld, cut, or heat a surface coated by an unknown substance or whose coatings can
produce flammable, toxic, or reactive vapors.
WELDING, CUTTING, AND BRAZING—REAL LIFE STORIES HANDOUT

10/06

Sign-Off Sheet

who have taken part in a training session on Welding, Cutting, and Brazing—Real Life Stories.
At this training session, we covered:
• The importance of fire prevention during welding and cutting.

• The need to follow proper procedures when welding and cutting.
• How to obtain a hot work permit, if needed.

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WELDING, CUTTING, AND BRAZING—REAL LIFE STORIES SIGN-OFF

10/06
Welding, Cutting, and Brazing—Ventilation
Overview of Topic Welders can be exposed to a number of fumes, gases, and dusts.
These contaminants can harm the health of your workers and/or
accumulate to the point of causing a fire. Ventilation can help to
reduce the concentration of these contaminants. Welding ventila-
tion techniques vary. Often, however, a relatively simple ventilation
method like the appropriate use of fans will be all that is required
to provide good ventilation during welding operations.
OSHA’s 29 CFR 1910.252(c) specifies that if mechanical ventilation
is used, it must consist of either:
• General mechanical ventilation, or
• Local exhaust system.
Employee Training You must provide hazard communication training for the materials
which produce air emissions and fumes, and areas of such exposure.
According to §1910.146(g), training is also required for those
employees who enter into confined or enclosed spaces. They must be
instructed as to the nature of the hazards involved, the necessary
precautions to be taken, and in the use of protective and emergency
equipment required.
Training Tips Present examples of personal protective equipment (PPE) used at
the site.
1910.252 — General Requirements
WELDING, CUTTING, AND BRAZING—VENTILATION-1

4/14
Welding, Cutting, and Brazing—Ventilation

According to OSHA, whenever and wherever welding, also known as “hot work,” is occurring,
everyone involved in the operation must be aware of welding fumes and gases and take neces-
sary, especially ventilation, precautions. Even in metal cutting jobs that are considered routine,
you should always follow established safety procedures.
Fumes may be released during welding and cutting opera-

tions. The type of fume produced depends on the metal, metal
preservatives, the electrode, or the filler rod used. Here are
some of the common welding fumes that can have negative
health effects:
• Barium • Fluoride
• Beryl- • Iron
lium • Lead
• Cad- • Magnesium
mium
• Manganese
• Chromium
• Zinc
• Copper
Gases are also released during welding operations. These gases can form in many ways. Carbon
monoxide, for example, can form if you use carbon dioxide shielding gas in gas metal arc welding.
Nitrogen dioxide, ozone, and phosgene are other gases that can be released. Fortunately, you can
protect yourself from welding fumes and gases with ventilation methods and respiratory pro-
tection:
• Ventilation—Ventilation can be a mechanical or local exhaust system. Mechanical ventilation
changes the air. Local exhaust systems, like hoods at the arc and fans, remove fumes and
smoke at the source. Both ventilation methods help to reduce the concentration of hazardous
fumes and gases. Ventilation also prevents the accumulation of flammable gases, vapors, and
dusts that could cause fire. Open spaces, too, can help reduce accumulations.
• Respirators—When ventilation doesn’t give enough protection or when welding creates an
oxygen-deficient area, wear a respirator. There are two major types used in welding: air line,
and filter-type respirators. Make sure you are trained in how to use your respirator. Also, get
fit tested.
As you work, don’t get too close to the fume or gas plume. Know the symptoms of overexposure
to fumes and gases and get out of the area if they develop. Perform atmospheric tests.
Confined spaces can pose additional fume and gas hazards. That’s because welding fumes and
gases can displace oxygen or fill a confined space. Flammable or combustible fumes and gases can
accumulate and cause fire, explosion, and asphyxiation. For these reasons, evaluate the atmo-
spheres of the confined space for hazards and use ventilation and respirators properly.
WELDING, CUTTING, AND BRAZING—VENTILATION HANDOUT-1

Welding, Cutting, and Brazing—Welding Hazards
Overview of Topic Welders should understand the hazards of the materials they are
working with. Whenever welding, cutting, or brazing operations are
going on, everyone involved must take precautions to prevent fires,
explosions, or personal injuries from exposure to toxic fumes, heat,
and bright flames/arcs.
Welding hazards
Welding hazards vary, depending upon facility, equipment, number
of workers present, and the job at hand. Discuss the dangers specific
to your welding operations. Examples might be:
• Damage to skin and eyes from exposure to ultraviolet and infra-
red rays produced by welding.
• Toxic gases, fumes, and dust that may be released during weld-
ing and cutting operations.
• Fire hazards from welding or cutting near or on combustible or
flammable materials, dust, vapor, or the environment.
Your hot work training and safety program should address:
• Cleaning work surfaces of any coating that could potentially
create toxic exposure, such as solvent residue and paint.
• Avoiding exposure to welding fume and gases. Local exhaust
ventilation systems can be used to remove fume and gases from
the welder’s breathing zone.
• Not welding in confined spaces without ventilation.
Employee Training Specific OSHA training requirements are incorporated throughout
29 CFR 1910, Subpart Q—Welding, Cuting and Brazing.
Training Tips Using the employee handout, review the company’s hot work prac-
tices.
Explain the company’s hot work permit system.
WELDING, CUTTING, AND BRAZING—WELDING HAZARDS-1

4/14
Welding, Cutting, and Brazing—Welding Hazards

Overview
Welding, cutting, and brazing are common procedures in many industries. Whenever welding,
cutting, or brazing occurs, everyone involved in the operation must take precautions to prevent
fires, explosions, or personal injuries from welding hazards.
The welding process produces visible smoke that contains harmful metal fume and gas
by-products.
Your employer will review the company welding safety program with you.
Whenever working around welding and other hot
work, you should be aware that:
• Acute exposure to welding fume and gases can
result in eye, nose and throat irritation, diz-
ziness and nausea. Workers in the area who
experience these symptoms should leave the
area immediately, seek fresh air and obtain
medical attention.
• Prolonged exposure to welding fume may
cause lung damage and various types of can-
cer, including lung, larynx and urinary tract.
• Health effects from certain fumes may include
metal fume fever, stomach ulcers, kidney
damage and nervous system damage. Pro-
longed exposure to manganese fume can
cause Parkinson’s–like symptoms.
• Gases such as helium, argon, and carbon dioxide displace oxygen in the air and can lead to
suffocation, particularly when welding in confined or enclosed spaces. Carbon monoxide gas
can form, posing a serious asphyxiation hazard
Welding hazards
Welding can cause a variety of hazards, including:
• Damage to skin and eyes from exposure to ultraviolet and infrared rays produced by weld-
ing.
• Harmful fume and by-products from welding and cutting operations.
• Fire hazards from welding or cutting near or on combustible or flammable materials, dust,
vapor, or the environment.
WELDING, CUTTING, AND BRAZING—WELDING HAZARDS HANDOUT-1

West Nile Virus
Overview Of Topic West Nile Virus (WNV) is a mosquito-borne virus that can cause
encephalitis or menigitis. WNV was only recently discovered to be
present in the U.S., and has spread rapidly across the country.
In 2003 the Centers for Disease Control (CDC) had reports of 772
cases of WNV, including 17 deaths, in 33 states.
Signs and symptoms
In most cases, persons infected with West Nile Virus either show
no symptoms or have very mild flu-like symptoms, called West
Nile fever, which last only a few days. Signs and symptoms of
infection, usually showing up in 3 to 14 days, include:
• headache
• fever
• body aches
• sometimes, swollen lymph nodes
• sometimes, a skin rash
Severe cases result in “West Nile encephalitis,” inflammation of
the brain, “West Nile meningitis,” inflammation of the membrane
around the brain, or “West Nile meningoencephalitis,” inflamma-
tion of the brain and the membrane around it. Signs and symp-
toms of more severe infection include:
• headache
• high fever
• stiffness in the neck
• disorientation or coma
• remors and convulsions
• muscle weakness
Mosquito control program
Employers can help protect outside workers from WNV by imple-
menting the following controls:
WEST NILE VIRUS–1

4/04

• Avoid having workers outdoors when mosquitoes are most

active and biting, at dawn and dusk.
• Make insect repellents available to workers, and train them on
how to apply and use it. Reapply as necessary.
• Recommend that outdoor workers wear long-sleeved shirts,
long pants, and socks when possible.
• If employee uniforms are provided, include long-sleeved shirts
and long pants among the options.
• Eliminate as many sources of standing water as possible to
decrease mosquito populations. Water that stands for more than
4 days provides a place for mosquito larva to develop and hatch.
• Prevent stagnant standing water by changing the water every
few days or by aerating it.
• Turn over, cover, or remove equipment such as tarps, buckets,
barrels, wheel barrows, and containers to prevent water accu-
mulation.
• Place drain holes in containers that collect water and cannot
be overturned or discarded.
• Clean out rain gutters, fill in ruts, and remove debris from
ditches frequently.
Insect repellent should be applied to exposed skin or to clothing,
following the label directions. Do not apply directly to the face;
spray into the hands and then carefully apply to the face, avoiding
the eyes. Use a repellent that contains DEET. Repellents with up
to 50%.Permethrin should be applied to clothing only.
Employee Training Discuss the presence of WNV in your are. Use CDC or local health
information if available. Explain the company WNV control pro-
gram. If insect repellent is supplied, explain the proper use. Rec-
ommend usage at the lowest effective concentration. Explain the
importance of hand washing after using insect repellent, espe-
cially prior to eating, drinking, smoking, or applying cosmetics or
lip balm.
Training Tips Review the employee handout. Review the label directions for
insect repellent use. Add the insect repellent information to your
hazcom training program.

WEST NILE VIRUS–2

4/04

West Nile Virus

Overview
West Nile Virus (WNV) is an illness transmitted to humans by a mosquito bite. WNV has
recently spread across the U.S. with cases being reported in nearly all 48 continental states.
WNV was responsible for at least 17 deaths in the U.S. in 2003.
How can it hurt me?
In most cases, people infected with WNV either show no symptoms or very mild flu-like symp-
toms called West Nile Fever, which last a few days. Signs and symptoms of West Nile Fever can
include:
• headache.
• fever.
• body aches.
• sometimes, swollen lymph nodes.
• sometimes, a skin rash.
In more severe cases, WNV can cause encephalitis, meningitis or meningoencephalitis. Signs
and symptoms of these more severe infections include:
• headache.
• high fever.
• stiffness in the neck.
• disorientation or coma.
• tremors and convulsions.
• muscle weakness.
Understand what your employer is doing to protect employees from exposure to WNV. Follow
the control plan. Also, when out of doors at dawn and dusk (when mosquitoes are most active),
you should:
• wear long sleeved shirts, long pants, and socks,
• use insect repellent, following the label directions for application and use,
• report standing, stagnant water to help prevent mosquito breeding areas.
Use insect repellent with DEET on bare skin. Repellents with higher concentrations of DEET,
up to 50%, may be useful in highly infested areas. Insect repellents with up to 50% Permethrin
should be applied to clothing only.
Your employer will explain what steps are being taken to help you from becoming infected with
WNV. If insect repellent is provided, your employer will discuss proper application and use
with you. Your employer should also explain how you can report mosquito breeding areas, such
as standing, stagnant water.
WEST NILE VIRUS HANDOUT

West Nile Virus—Sign-Off Sheet

who have taken part in a training session on West Nile Virus. The session covered:
• An explanation of what West Nile Virus is.

• How West Nile Virus is spread.
• The signs and symptoms of West Nile Virus.
• How employees can protect themselves from contracting West Nile Virus.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
WEST NILE VIRUS SIGN-OFF

Workplace Violence—An Overview
Overview of Topic Workplace violence has emerged as a critical safety and health haz-
ard affecting all employers. All workplaces are at risk from violence
of one type or another.
Recent studies have shown that workplace violence:
• affects one out of every four full-time American workers each
year.
• is the leading cause of occupational death for women and the
third leading cause of occupational death for all workers.
• claims more lives each year than AIDS and drunk driving
combined.
• costs industry over $4 billion a year.
• is the fastest growing crime being tracked by the FBI.
Who is at risk?
Workplace violence can strike anywhere, and no one is immune.
Some workers, however, are at increased risk. Among them are
workers who exchange money with the public; deliver passengers,
goods, or services; or work alone or in small groups, during late
night or early morning hours, in high-crime areas, or in community
settings and homes where they have extensive contact with the
public. This group includes health-care and social service workers
such as visiting nurses, psychiatric evaluators, and probation offi-
cers; community workers such as gas and water utility employees,
phone and cable TV installers, and letter carriers; retail workers;
and taxi drivers.
Employee Training There are no specific training requirements for workplace violence,
but training employees how to handle workplace violence would
create a safer workplace.
Training Tips Explain the types of violence the employees might experience, and
how workplace violence affects the victims, co-workers, and the com-
pany.
WORKPLACE VIOLENCE—AN OVERVIEW-1

4/13
Workplace Violence—An Overview

Overview
Workplace violence is violence or the threat of violence against workers. It can occur at or outside
the workplace and can range from threats and verbal abuse to physical assaults and homicide,
one of the leading causes of job-related deaths.
Recent studies have shown that workplace violence:
• affects one out of every four full-time American workers each year.
• is the leading cause of occupational death for women, and the third leading cause of occu-
pational death for all workers.
• claims more lives each year than AIDS and drunk driving combined.
• costs industry over $4 billion a year.
• is the fastest growing crime being tracked by the FBI.
What is workplace violence?
Common acts of workplace violence may include:
• insubordination
• verbal intimidation
• threats
• harassment
• sexual assaults and rape
• stalking
• theft
• fist fights and beatings
• stabbings and shootings
• suicides
• vandalism and arson
• hostage-taking
What must I do?
Workplace violence affects not only the victims, but
co-workers and the company as well. It is important
that employees work with the company to limit or eliminate workplace violence through work
practice controls.
Your employer will review the company’s workplace violence prevention plans and workplace
practice controls.
WORKPLACE VIOLENCE—AN OVERVIEW HANDOUT-1

Workplace Violence—Violence Prevention

Program
Overview of Topic Workplace violence has emerged as a critical safety and health haz-
ard affecting all employers.
Workplace violence program
Employers should attempt to limit or eliminate workplace violence
through work practice controls. Establish a workplace violence pre-
vention program and establish a zero-tolerance policy toward
workplace violence against or by employees, and incorporate the
policy into existing accident prevention programs and employee
handbooks. Train employees about the policy and that all claims of
workplace violence will be investigated.
Management Management provides the motivation and resources to deal with
Commitment workplace violence by:
• Taking all incidents seriously, investigating them, and taking
appropriate corrective action.
• Maintaining security in the workplace.
• Providing necessary resources and training to those responsible
for violence prevention.
• Instituting procedures for prompt reporting and tracking of vio-
lent incidents.
• Providing counseling and other resources for employees who
experience or witness violent incidents.
Evaluate the Violence programs can benefit from periodic evaluations, which can
Program include:
• Periodic safety audits.
• Review of post-incident reports.
Training Tips Using the company violence prevention plan, review with the
employees the specific violence prevention procedures for your facil-
ity.
Company violence prevention plans.
WORKPLACE VIOLENCE—VIOLENCE PREVENTION PROGRAM-1

4/13
Workplace Violence—Violence Prevention Program

Overview
According to the FBI, workplace violence can be defined as any action that may threaten the
safety of an employee, impact the employee’s physical or psychological well-being psychological
well-being.
What is workplace violence?
Common acts of workplace violence may include:
• insubordination
• verbal intimidation
• threats
• harassment
• sexual assaults and rape
• stalking
• theft
• fist fights and beatings
• stabbings and shootings
• suicides
• vandalism and arson
• hostage-taking
What must I do?
Workplace violence affects not only the victims, but co-workers and the company as well. It is
important that employees work with the company to limit or eliminate workplace violence
through work practice controls.
Your employer has put a program and work practices into place that will help you to recognize
potentially violent events, and what to do about them. It is important that you understand how
your employer wants you to act under those circumstances.
Your employer will review the company’s workplace violence prevention plans and workplace
practice controls.
WORKPLACE VIOLENCE—VIOLENCE PREVENTION PROGRAM HANDOUT-1

Workplace Violence—Do’s and Don’ts
Overview of Topic Work-related assaults and violent acts account for over 15 percent of
all work-related deaths each year. The workplace written violence
prevention plan should clearly indicate a zero tolerance of violence
at work, whether the violence originates inside or outside the work-
place.
Employee involvement
For a workplace violence program to be effective, employee involve-
ment is essential. Employee involvement may include:
• Helping develop violence prevention procedures.
• Assisting in the facility’s security analysis.
• Reporting incidents promptly and accurately.
• Performing routine security inspections.
• Helping to evaluate prevention and control measures.
• Helping to train current and new employees.
• Sharing on-the-job experiences to help other employees.
Hazard prevention and control
The employer may have to use a combination of engineering, admin-
istration, and work practice controls in order to control workplace
violence including:
• Improving visibility.
• Maintaining adequate lighting.
• Installing video surveillance equipment.
• Restricting access to non-employees.
• Using the “buddy system.”
• Adopting emergency procedures.
• Establishing liaisons with local authorities.
Training Tips Review the company violence prevention written program. Be pre-
pared to explain to employees how they can help maintain a safe
workplace. Explain what the company expects in the way of behav-
ior, and what employees are to do if they are threatened or witness
violence.
The company’s written violence prevention program.
WORKPLACE VIOLENCE—DO’S AND DON’TS-1

4/13
Workplace Violence—Do’s and Don’ts

Overview
Workplace violence is any violent act that occurs in the workplace and creates a hostile work
environment that affects employees’ physical and psychological well-being.
Recognize violence
Violence at work can take many forms, including harassment, intimidation, threats, stalking,
assault, arson, sabotage, bombing, hostage-taking, kidnapping, extortion, suicide, or homicide.
If you are the victim of threats or violence, or if you witness a violent act, notify your supervisor,
security, or authorities as your employer directs.
Do’s and don’ts of dealing with violence
Do:
• Remain calm. Move and speak slowly, quietly, and confidently.
• Try to delay or distract the person to give him or her a chance to calm down.
• Ask for small things, such as moving to an area where you feel safer. Arrange yourself so that
your exit is not blocked.
• Listen and encourage the person to talk.
• Acknowledge the person’s feelings and indi-
cate that you can see he or she is upset.
• Try to help the person break down big prob-
lems into smaller, more manageable ones.
Try to point out choices or reassure the per-
son that things can be worked out.
• Accept criticism. Use statements like “You
are probably right,” and ask questions to try
to clarify the issue.
• Try to keep distance or a barrier of some type
between you and the other person.
Don’t:
• Make any sudden or threatening moves.
• Make physical contact, point your finger at the person, or use long periods of eye contact.
• Speak loudly, rapidly, use an accusatory tone, or act impatiently.
• Challenge, threaten, or dare the individual. Never belittle or criticize the other person.
• Make promises you cannot keep or false statements.
Know how your employer wants you to summon help in an emergency.
WORKPLACE VIOLENCE—DO’S AND DON’TS HANDOUT-1

Workplace Violence—Real Life Stories
Overview of Topic Workplace violence has emerged as an important safety and health
issue in today’s workplace.
Jeff and Heather had worked together for several years and she told
him about her impeding divorce. Heather had told Jeff about her
problems with her marriage, the fights she and her husband had,
the fact that her husband could become violent at times, and that
sometimes he would threaten to hurt her.
As the divorce got closer, Heather finally had her husband removed
from the home to protect herself and her children. She got a
restraining order which didn’t allow her husband contact with her
or the kids, except as authorized by the courts.
″He was really mad about it - yelling and threatening me,” Heather
said. “The police were there when I moved the kids out. We’re stay-
ing with my sister for a while.”
“Have you told the company about the restraining order? I think you
are supposed to do that.” he said.
“I told Keith, the supervisor, but he said it wasn’t any of his busi-
ness,” she replied.
“But your husband knows where you work. What are you going to do
if he shows up here?” Jeff wanted to know.
“Do you think he could get in here?” Heather asked. “What would I
do? Call the police?”
“You should probably find out,” Jeff said, “maybe from HR. They
would know what to do.”
“I don’t need everyone knowing about my problems,” she said.
“Heather,” Jeff said, “you need to let them know. Listen, I’ll walk you
out to your car, okay?”
As they walked out to the parking lot, Heather stopped and pointed
out her husband’s vehicle in the parking lot.
“You wait right here,” Jeff said, “and I’ll go talk to him.” Jeff walked
over to her husband’s car and Heather left.
• Domestic violence.
WORKPLACE VIOLENCE—REAL LIFE STORIES-1

4/13
• Workplace violence prevention program.

• Lack of effective workplace violence prevention training.
What did Heather do right?
• She told her supervisor about the restraining order.
What did Heather do wrong?
• Didn’t let human resources know about the restraining order.
• Allowed Jeff to approach her husband’s car.
• Didn’t report the parking lot incident immediately.
What did Jeff do wrong?
• Didn’t understand his obligations to ensure safety in the
workplace.
• Approached husband to talk with him instead of going back into
the facility.
• Didn’t show commitment to employee safety because restraining
order was not taken seriously.
• Didn’t follow reporting procedures.
• Heather must contact HR about the restraining order.
• The company should assess the situation to see if Heather feels
unsafe at work and if other employees are at risk.
• The company should develop measures to protect Heather from
the identified risks of a violent act, such as training her on what
to do if her husband shows up at the workplace. An arrangement
should also be made to escort Heather to and from her
vehicle.
• Security measures should be taken to ensure that the husband
cannot access the workplace.
• The supervisor should be held accountable for his performance
and he should be trained on what his role is when an employee
reports a potentially violent situation or a restraining order
situation.
• The company should provide additional training on workplace
violence, workplace violence prevention program, and security
policies.
WORKPLACE VIOLENCE—REAL LIFE STORIES-2

4/13
Workplace Violence
Jeff and Heather had worked together for several years and she told him about her impeding
divorce. Heather had told Jeff about her problems with her marriage, the fights she and her
husband had, the fact that her husband could become violent at times, and that sometimes he
would threaten to hurt her.
As the divorce got closer, Heather finally had her husband removed from the home to protect
herself and her children. She got a restraining order which didn’t allow her husband contact with
her or the kids, except as authorized by the courts.
″He was really mad about it - yelling and threatening me,” Heather said. “The police were there
when I moved the kids out. We’re staying with my sister for a while.”
“Have you told the company about the restraining order? I think you are supposed to do that.”
he said.
“I told Keith, the supervisor, but he said it wasn’t any of his business,” she replied.
“But your husband knows where you work. What are you going to do if he shows up here?” Jeff
wanted to know.
“Do you think he could get in here?” Heather asked. “What would I do? Call the police?”
“You should probably find out,” Jeff said, “maybe from HR. They would know what to do.”
“I don’t need everyone knowing about my problems,” she said.
“Heather,” Jeff said, “you need to let them know. Listen, I’ll walk you out to your car, okay?”
As they walked out to the parking lot, Heather stopped and pointed out her husband’s vehicle in
the parking lot.
“You wait right here,” Jeff said, “and I’ll go talk to him.” Jeff walked over to her husband’s car and
Heather left.
What did Heather do right?
What did Heather do wrong?
What did Jeff do wrong?
What so you think should happen next?
WORKPLACE VIOLENCE—REAL LIFE STORIES HANDOUT-1

Workplace Violence—Real Life Stories Sign-Off

who have taken part in a training session on Workplace Violence—Real life stories. The session
covered:
• What workplace violence is.
• The company’s workplace violence program and policy.
• Who employees can report instances of workplace violence to.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________ _________________________________________
_________________________________________
WORKPLACE VIOLENCE—REAL LIFE STORIES SIGN-OFF-1


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Coke Oven Emissions

Confined Space, Permit-Required

Dipping and Coating

Seat Belt Use

Dust Mask (Voluntary-Use)

Emergency Action Plan

Employee Access to Medical Records

Employee Alarm Systems

Eyestrain and CVS

Eyewash and Showers

Floor and Wall Openings

Hand and Portable Powered Tools

Real Life Stories

Jacks and Jack Stands

Job Hazard Analysis

Knife Use and Safety

Medical Services & First Aid

Powered Industrial Trucks

Process Safety Management of Highly Hazardous Chemicals

Signs and Tags

Slips, Trips, & Falls

Toxic and Hazardous Substances

Truck Driver Drug & Alcohol Use

Utility Knife Safety

Welding, Cutting, and Brazing

Getting the Most From Your Safety Training

How Keller Can Help

What Are 5-Minute Safety Talks?

GETTING THE MOST FROM YOUR SAFETY TRAINING–1

As time passes, and employees go about their day-to-day

What Are Real Life Stories?

GETTING THE MOST FROM YOUR SAFETY TRAINING–2

What Are the Citation Stories?

Single Page Format

Preparing for the Safety Talk

Setting up Your Training Program

GETTING THE MOST FROM YOUR SAFETY TRAINING–2A

GETTING THE MOST FROM YOUR SAFETY TRAINING–2B

2. Select 5-Minute Training Sessions to Fit Your Needs

3. Schedule the Training

4. Invite the Trainees

GETTING THE MOST FROM YOUR SAFETY TRAINING–3

Training contract employees

5. Prepare for the Training

6. Present the Material

GETTING THE MOST FROM YOUR SAFETY TRAINING–4

Motivate employees to participate by:

7. Document the Training

GETTING THE MOST FROM YOUR SAFETY TRAINING–5

Training session log

GETTING THE MOST FROM YOUR SAFETY TRAINING–6

Individual training log

Training Topic Date Instructor Location

GETTING THE MOST FROM YOUR SAFETY TRAINING-6A