"HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS"

Transcription

1 PRESENTER'S GUIDE "HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS" For OSHA's 29 CFR Hazard Communication Training Requirements Quality Safety and Health Products, for Today...and Tomorrow

2 THE "REGULATORY COMPLIANCE KIT" VIDEO SERIES This education program is part of a comprehensive series of programs on important regulatory topics. Many of these programs have been created to meet employee training requirements of specific OSHA, EPA and DOT regulations. The series includes programs on the following regulations and topics: $ The Asbestos Standard. $ The Bloodborne Pathogens Standard. $ The Confined Space Entry Standard. $ DOT Hazardous Materials Regulations (HMR). $ Emergency Planning. $ Forklifts/Powered Industrial Trucks Standard. $ The "HAZWOPER" Standard (Hazardous Waste Operations and Emergency Response). $ Hearing Conservation and Safety $ Indoor Air Quality. $ Introduction to GHS (The Globally Harmonized System). $ GHS Safety Data Sheets. $ GHS Container Labeling. $ The Laboratory Standard. $ The OSHA Lead Standard. $ Lock-Out/Tag-Out. $ The OSHA Recordkeeping Standard. $ The Personal Protective Equipment Standards. $ The Respiratory Protection Standard. $ The Hazard Communication Standard. $ Supported Scaffold Safety. $ Suspended Scaffold Safety. $ The CDC Tuberculosis Prevention Guidelines. A number of these programs are available in multiple versions that have been created for specific types of companies and operations, including General Industry, Construction, Healthcare, Cleaning/Maintenance and more. i

3 The series also includes a number of programs that have been created to provide employees with condensed, "refresher" training on important OSHA regulatory topics, as well as meet employee retraining requirements of specific OSHA regulations: Bloodborne Pathogens Refresher Training. Confined Space Refresher Training. Forklift/Powered Industrial Truck Refresher Training. Hazard Communication Refresher Training. Hearing Conservation Refresher Training. OSHA Laboratory Refresher Training. OSHA Lead Standard Refresher Training. Lock-Out/Tag-Out Refresher Training. Personal Protective Equipment Refresher Training. Respiratory Protection Refresher Training. Supported Scaffolding Safety Refresher Training. Suspended Scaffolding Safety Refresher Training. Other products in the "Regulatory Compliance Kit" line include compliance manuals, employee booklets and posters which have been designed specifically to be used with the programs. These products can be used to satisfy OSHA, EPA and DOT compliance requirements for creating written compliance programs, as well as employee training. ii

4 WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding exposure to, or contact with, chemicals that could be potentially hazardous. In addition to common information about chemical hazards themselves, the program presents information concerning protective equipment, clean-up procedures and the like. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment." Copyright 2013, The MARCOM Group, Ltd. iii

5 TABLE OF CONTENTS Section $ INTRODUCTION TO THE PROGRAM 1 Structure and organization Background Objectives Reviewing the program $ PREPARING FOR THE PRESENTATION 2 Structuring the presentation Setting up the class and classroom $ CONDUCTING THE SESSION 3 The initial steps Showing the program Conducting the discussion Concluding the presentation "Wrapping up" the paperwork $ OUTLINE OF MAJOR POINTS IN THE PROGRAM 4 $ ACCOMPANYING MATERIALS 5 Scheduling and Attendance Form Quiz Training Certificate Employee Training Log Sample SDS Booklet iv

6 INTRODUCTION TO THE PROGRAM

7 INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections included in the program are: Safety Data Sheets, container labels and PPE. Toxins, corrosives and irritants. Flammables, combustibles and gases. Carcinogens and radiation. Exposure situations. Personal protective equipment and storage. Spills and clean-up. Background Early in 1984, OSHA put in place the Federal Hazard Communication Standard that has come to be known in many places as the "Right-To-Know" (about the hazardous chemicals you work with) law. The law originally affected predominately chemical manufacturing facilities, as well as most manufacturers that used potentially hazardous chemicals. However, in October of 1985, the courts decided that these regulations should apply to all facilities. Also, almost 40 states have passed their own "Right-To-Know" laws. State legislation has built on the federal OSHA regulation, and in most cases, the state laws are much more rigorous and require much quicker action than OSHA's regulation. The definition of "potentially hazardous chemicals" varies in all these laws. Some provide a specific chemical list. Others furnish only a definition of what may be hazardous, leaving it up to the manufacturers and users to determine 1

8 which chemicals fit into the category. However, in all cases the definitions often extend to the things such as the "toner" used in copiers, cleaning fluids, lubricants and many other common chemicals. The requirements in all laws and regulations include three major areas: Locating, Inventorying and Tracking Potentially Hazardous Chemicals - Information about what chemicals are used, where they are stored and how much is used all fall into this category (an ideal use for a computer system.) Identifying, Labeling and Providing Information About Potentially Hazardous Chemicals - All chemicals and areas where chemicals are used within a facility must be labeled. Labels must show what health, fire, and reactive hazards are associated with each chemical, as well as what protective equipment must be used to handle the chemical. In addition, definitive information about the chemical must be provided to employees, based on the Safety Data Sheets (SDS's) provided by manufacturers (these sheets provide detailed information about the specific chemical). Training/Educating Employees - Employees must be educated about a number of things including: Employees' rights under the regulations. What hazardous chemicals are used by the facility (especially those they may come in contact with). How the chemicals will be labeled and the meanings incorporated into the labeling system. The information available, via SDS and other documents, about each chemical. The general uses, characteristics, protective clothing, accident procedures, etc. associated with the major groups or types of chemicals. These training/education programs must be given periodically to all employees who may be exposed to potentially hazardous chemicals. Also, all new employees or employees who are transferred from one department or area to another must go through these programs before they start work. 2

9 Objectives This education and training program is designed to present the fundamentals of chemical safety to all employees. Upon completion of the program, employees should: Have an overall understanding of the basis for "Hazard Communication" laws and regulations. Understand the general concepts behind potential hazards presented by chemicals in the workplace. Have a good understanding of the terms and language used in discussing chemical hazards. Recognize the various types of hazardous chemicals. Have a good knowledge of the characteristics of each type of chemical. Understand the effects and potential hazards created by each type of chemical. Know how to obtain and use chemical safety data, including GHS Safety Data Sheets. Be familiar with various hazardous chemical container labeling systems, including the GHS label format. Understand what personal protective equipment to use and other protective steps to take when using chemicals. Know how to respond to chemical spill/leak/accident situations. Know basic first aid that can be used if anyone is injured using hazardous chemicals. 3

10 Reviewing the Program As with any educational program, the "presenter" should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. Additionally, because this program addresses federal and state laws and regulations, the presenter should check to make sure that the program's contents do not conflict with any of the regulations that the facility is subject to in this area. An "Outline of Major Program Points" section is included in this Presenter's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials, such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation. 4

11 PREPARING FOR THE PRESENTATION

12 PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the "trainees" are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should: Keep the session related to the topic of Hazard Communication. Relate discussions to your company's operations, procedures, and responsibilities. Prevent any one person or small group of the employees in the session from doing all the talking. Get everyone involved. Ask questions of those who don't participate. Clarify comments by relating them to the key points in the program. Use the "Outline of Major Program Points" section in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on working with chemicals safely. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to work safely with chemicals they may encounter in their jobs. 1

13 Setting Up the Class and Classroom Remember, there are a number of things that must be done to "set up" the class as well as the classroom. These fall into several groups of activities, and include: Scheduling and Notification Use the enclosed form to schedule employees into the session. Make sure that the session is scheduled so that it fits into your attendees' work day. Send out notification of the session well in advance, to give people enough time to incorporate it into their schedule for that day. If possible, post a notification on bulletin boards in the affected employees' areas. The Classroom Schedule the room well in advance. Make sure the room can accommodate the expected number of attendees. Check it again on the day of the program to make sure there is no conflict. Make sure the room can be darkened, and won't create a glare on the television screen. Locate the light controls and test them. Make sure the power for the DVD/videotape player you are using operates separately from the room light. See if you can control the room temperature. Know where the closest restrooms are located. Assure that the room is free from distracting noises. Make sure emergency exits are marked and known to the attendees. Seating Make sure everyone can see the screen from their seat. Make sure everyone can hear the DVD/videotape and you (when you speak). 2

14 Check to see that seating is such that writing can be done easily. Make sure the seating arrangement allows eye contact between attendees, and between you and attendees. Equipment and Materials Make sure the DVD or videotape player, monitor, and all appropriate cables and extension cords are available. Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor. If you plan on using a chartpad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements. Make sure you have 6" x 8" index cards or other materials to be used as "name tents" for attendees. Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using. "Final Check" Make sure equipment is in the room prior to the scheduled session. Make sure you have the right program (look inside the three-ring binder!) Check to see that the room is set up properly. Check equipment prior to the presentation to assure that it works. Make sure extension cords, etc. are "taped down", if need be, to avoid tripping. If you are using the videotape version of the program, run the "leader" up to the point where the program begins. 3

15 CONDUCTING THE SESSION

16 The Initial Steps CONDUCTING THE SESSION In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to do things safely. Initially, you need to: Introduce yourself as the session leader. State the title of the program, "Hazard Communication in Cleaning and Maintenance Operations" and the purpose of the session (to learn more about "Hazard Communication" laws and how to work safely with the chemicals the attendees may encounter in their jobs). Inform the attendees when there will be breaks (if you plan them), the location of exits and restrooms and if water, coffee, or other refreshments will be available. Make sure all of the attendees have "signed in" on your scheduling and attendance sheet. Remember, it is very important to document peoples' attendance at the session. Once this housekeeping is done, it is time to move to the "meat" of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should follow along the lines of the following: "Today we are going to talk about 'Hazard Communication' and chemical safety. It would be hard to imagine life without chemicals. We come into contact with products that are produced using chemicals continuously throughout our day: $ The switch we use to turn on the lights. $ Our health and grooming aids. $ The clothes we put on. 1

17 $ The dishes we eat and drink from. $ The transportation we use, and the fuels we use to run it as well." "Life is constantly made easier and better through the use of chemicals. But chemicals can also be potentially hazardous. Some hazards are severe, and in most cases we don't want to be exposed to them at all. Other hazards are easily controlled with only normal personal hygiene and workplace precautions. Many hazards fall in between these two extremes." "We recognize that some chemicals that we use here can be potentially hazardous. And we have tried to limit their use and use the safest chemicals available where ever possible. But some potentially hazardous chemicals must be used to do the things that our activities call for and provide jobs for all of us." "We feel that to make sure we know how to use these chemicals safely, we must understand the laws that affect their use, as well as how to control the chemicals themselves." "To help us learn how to use chemicals more safely, we need as much information as possible about their hazards and how to deal with them. That is the focus of this session. In order to do that, these are the things that we would like to accomplish here today." (Verbally reference the "Objectives" list from the first section, or point to the board or chart where you have written them down). Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being "graded", but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember. Showing the Program At this point, you need to introduce the title of the program once again, "Hazard Communication in Cleaning and Maintenance Operations", darken the lights if necessary, and begin the showing of the program. 2

18 If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see. The DVD menu has three "selection bars": $ "Play". $ "Scene Index". $ "Contact Info". To just play the program from beginning to end, select "Play". To view (or review) a specific section of the program, select "Scene Index". You will be presented with a group of buttons, each of which corresponds to a section of the program. You can then select the specific section that you want to view. If you would like information on other programs and products that are available from MARCOM you can select "Contact Info" for information about how to contact us. All of our DVDs, both English and Spanish, are subtitled (similar to closed captioning). If there are hearing impaired employees participating in your training session, or you want people to be able to read the program narration as well as hear it, push the "subtitle" button on your DVD player's remote control or the player's control panel. A print version of the narration will then appear on the bottom of the screen as the video plays. Conducting the Discussion After the program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of "Hazard Communication" and the safe use of chemicals. There are several ways to conduct these discussions. These include: Calling for questions from the attendees and using these questions as the basis for the discussion. 3

19 "Leading" the discussion through the points covered in the program using statements such as: "One of the sections that we saw in the program was about typical chemicals in the corrosive and irritant family. What chemicals do we use that might fall into this family?" "We saw some interesting things about the 'clean-up and disposal' of a chemical spill. Who can review for us what should be considered in working with a spill situation?" You should use the discussion format that you are most comfortable with. The "Outline of Major Program Points" section in this guide, and the questions and answers in the master copies of the quiz can also be very helpful as a basis for discussion. Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and areas of obvious interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session. Concluding the Presentation Once discussion has concluded (whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed), it is time to give the quiz (if you are using it). Again, remind the attendees that these tests are only meant to help determine how effective the presentation of the information is, and that they will not be graded on them. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. (An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.) 4

20 "Wrapping Up" the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of "paperwork" must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Also, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendee's training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course. Remember, it is always a good idea to document information about an employee's attendance at these sessions, as well as the fact that the employee has come away from the session with some knowledge regarding "Hazard Communication" and chemical safety. 5

21 OUTLINE OF MAJOR PROGRAM POINTS

22 OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program. You've probably heard of OSHA s Hazard Communication Standard. But you may not have thought about how it affects you. Did you know that an ordinary cleanser can actually be toxic... flammable... even explosive? OSHA's HAZCOM Standard and similar State laws exist so that you have the "right to know" about potentially hazardous materials that you may encounter in your workplace which is why they are sometimes referred to as the "Right-To-Know" regulations. Their goal is to make sure that you have the information, training and equipment you need to work safely around hazardous materials. Under the HAZCOM Standard chemical hazard information is communicated to you in three ways. Safety Data Sheets. Container Labels. Your facility's written Hazard Communication Program. A Safety Data Sheet, (formerly known as a Material Safety Data Sheet) is essentially a guide for how to safely use a specific chemical. Chemical manufacturers and distributors provide Safety Data Sheets for each of the products that they sell. Your facility keeps copies of SDS s on file so that you can refer to them whenever necessary. 1

23 Safety Data Sheets are a wealth of information about a chemical product, starting with all of the names a chemical goes by and the company that manufactures it. If the product contains hazardous ingredients or may present a hazard itself, this information can also be found on its SDS. While working with a chemical the SDS will guide you on how to handle and store a chemical, and what exposure controls and personal protective equipment to use to protect yourself. If there is an emergency the SDS will tell you the first aid procedures to follow as well as how to clean up a spill involving the chemical. Safety Data Sheets all use a format that was created under the "Globally Harmonized System for Classification and Handling of Chemicals" (GHS for short). So it s easy to remember where to look on an SDS for the information that you need. OSHA has also incorporated the GHS labeling specifications into the HAZCOM Standard. As a result, all manufacturers labels will use the same format and provide the same type of information about the chemical they represent. At a glance the label will provide the material's name and its potential health, fire and reactivity hazards. It will also list specific precautions to take, situations to avoid, and if necessary, what personal protective equipment to wear when working with the chemical. Before the adoption of the GHS labeling format, all chemical container labels did not present information in the same way. Some labels were written. Some used shapes, numbers or letters to convey their warnings. Others used "symbols" or "pictures" to represent hazards or indicate required personal protective equipment which could sometimes make it difficult to find the information you needed. 2

24 You may see some of these types of labels on older containers, and even under the GHS rules "in-house" labels don t have to follow the GHS format, as long as they contain the information that the GHS requires. But regardless of the types of container labels that you encounter, you need to read them carefully before working with any chemical. And any time you transfer a chemical to another container, you should make sure that the "secondary" container is labeled properly. Another place you can find information about hazardous chemicals is in your facility's Hazard Communication Program. This is basically a roadmap showing how your facility is complying with the Hazard Communication Standard and discusses: What types of potentially hazardous materials are in your workplace. Where they are. How they are labeled. Where SDSs are kept. How employees will receive their training. And anything else you will need to know in order to work with the materials safely. Hazardous chemicals have been divided into groups, or "Classes", based on the hazards they present and the safety precautions you need to take when you work with them. Unlike many other chemicals, "toxic substances" have the potential to disrupt physical processes, such as breathing, coordination and other bodily functions. Many products, such as pesticides, cleaners, solvents, gases, fumes and polymers are toxic. "Poisons" are considered to be toxic substances, although not all toxic substances are poisonous. A poison can cause serious illness or death, even in a very small amount. Fortunately, there are very few true poisons, and their use in the workplace is limited. 3

25 "Corrosives and irritants" are a group of chemicals that are found in many facilities. "Corrosives" can cause serious, even permanent, damage to the parts of the body they come into contact with, such as the skin and eyes. Contact can cause redness, swelling, blisters, eye damage and even severe burns. Most acids and bases are corrosive. Sulfuric Acid, for instance, is one of the most widely used corrosive chemicals. It can be found in dyes, paints, petroleum processing, even automobile batteries. "Irritants" are often diluted forms of corrosive substances. But unlike corrosives, irritants generally cause only minor, temporary inflammation or swelling at the point of contact. Irritants can include ammonia, antifreeze, degreasers and thinners as well as by-products generated during combustion. Toxins, corrosives and irritants can all pose a serious risk. So be sure to take the necessary precautions to protect yourself from these hazards. "Flammables and combustibles" are another common group of hazardous materials. From the gasoline that runs your car, to the stearic acid used in common lubricants, many of the materials that we come into contact with can burn. But which substances are flammable and which are combustible? And what s the difference? The key to telling whether a material is flammable or combustible is its "flashpoint". This is the temperature at which it releases vapors that can ignite and burn. 4

26 Materials that have a flashpoint of less than 100 F are considered "flammable." Gasoline, for example, has a flashpoint of -45 F, which means it's almost always giving off vapors that can burn. To be considered "combustible," a material must have a flashpoint between 100 F and 200 F. Combustibles, such as kerosene, are much easier to control because they usually have to be heated up before they'll produce burnable vapors. Liquid fuels aren't the only flammables and combustibles we have to watch out for. Did you know that paint or rubbing alcohol could cause a fire? These and many other materials even solids can ignite easily under the right conditions. Small quantities of flammable or combustible liquids should be stored in containers that hold in vapors and prevent spills. Larger quantities of paints, solvents or similar flammable materials need to be stored in an approved "flammable materials cabinet". "Flammable gases", such as Hydrogen, Propane, and Acetylene come with their own unique sets of hazards. They are easily ignited under normal conditions and can cause explosions and even if they don t catch fire, like many gases they can drive oxygen out of confined spaces. Another group of hazardous chemicals we need to be aware of are "carcinogens and suspected carcinogens". As you may know, these chemicals are often linked to cancer. Normally, the cells in the human body follow a "pattern" to reproduce and grow. Carcinogens can disrupt this pattern, causing cells to grow abnormally, which is why cancer can be fatal. 5

27 Although carcinogens can affect nearly all areas of the body, they most frequently involve specific organs, such as the lungs, liver, kidneys and reproductive system. Unfortunately there often aren't any immediate symptoms of exposure to carcinogenic substances. So it s especially important to know about any carcinogens you may encounter in your job. One carcinogen that used to be found in a number of products is asbestos. For years it was used in pipe insulation, floor tiles and fire-proofing. Many automobile brake and clutch linings also used to contain asbestos. And these materials can still be found in older buildings and vehicles. If they are inhaled, microscopic asbestos fibers can damage the delicate tissue inside the lungs... and eventually cause cancer. "Suspected carcinogens" are substances that are believed to increase your chances of getting cancer. But unlike confirmed carcinogens, no direct link between these materials and developing cancer has yet been established. Another potential workplace hazard you may encounter is "radiation." While you don t normally think of radiation when you discuss hazardous materials, it can cause serious damage to your body's cells and tissues, much like a carcinogen. This group of hazards includes: Infrared radiation. Ultraviolet (UV) radiation. X-rays, gamma rays and similar forms of radiation. If you work around radiation hazards, you will need to take steps to protect yourself. Talk to your supervisor to find out more about any radiation hazards that may exist in your workplace. 6

28 In spite of all the precautions we may take, accidents do happen and we may be exposed to a hazardous chemical. The ways a substance can get into your body are called the "routes of entry". They include skin contact, inhalation and ingestion. And you need to know what to do in case of any exposures. Solids, liquids and gases can all be absorbed through the skin. But liquids pose the biggest threat, because they are the most easily absorbed. For small splashes, you should immerse the affected area in running water for at least fifteen minutes. For larger exposures, get to a "safety shower" as quickly as possible. Remove any contaminated clothing and stay in the shower stream for at least fifteen minutes. Getting chemicals in your eyes can cause severe damage, so you need to go to an "eye wash station" immediately. Keep your eyes open, and flush them for at least fifteen minutes. "Inhalation" is when you breathe in, or inhale, a hazardous substance. Dusts, mists, fumes, vapors and gases can all be inhaled. If someone is overcome, get them out of the area and into fresh air. Check the container label or the chemical s SDS to see if the victim should get immediate medical attention. 7

29 The third route of entry is "ingestion", or swallowing, and can be extremely dangerous. This can happen if you eat food that has been contaminated with a hazardous material, or if you accidentally transfer a material to your mouth or face with your hands. If this occurs, consult the SDS immediately. It may be necessary to dilute the chemical with water or milk... or induce vomiting. However, in some cases vomiting may cause more damage, so read the SDS carefully. When a hazardous situation occurs you need to consider the "dose" and "duration" of the exposure. The "dose" is the amount of the substance you're exposed to, and is an important factor as far as possible health effects are concerned. The larger the dose, the more serious your reaction may be. The "duration of exposure" is the period of time that you re exposed to a substance and is often classified as "short term" or "long term" exposure. In most cases, a short-term exposure will cause no long-term health problems. However, exposure to some hazards can cause sudden reactions, or "acute effects", such as a rash or burn. On the other hand, "long-term exposure" to some hazardous chemicals can cause long-term, or "chronic", health effects. However if the dose and duration are low enough, a hazardous material may not cause any negative health effects at all. Various government agencies have set limits for how much of any substance you can be exposed to safely. This limit is called either the "Threshold Limit Value" (TLV) or the "Permissible Exposure Limit" (PEL). You can find the TLV or PEL of any particular hazardous substance listed on its SDS. 8

30 But no matter what the limits for a hazardous material are, you should get medical attention after any exposure, no matter how "minor" it may seem. And be sure to supply medical personnel with a copy of the chemical s SDS. One of the things that Safety Data Sheets and container labels tell you is how to protect yourself from any hazardous chemicals that you may work with. So you need to pay particular attention to sections on personal protective equipment. Which equipment you should use will depend on the type of chemical you re working with and the likely routes of entry it can take into your body. Substances that give off hazardous fumes or vapors call for some type of respiratory protection. There are a number of types of respirators and cartridges to choose from, and it s important to get the right ones for the substance you re working with. Chemical splashes can be common with liquids, so some type of "skin protection" is always necessary. Depending on the chemical, protection can range from gloves to an apron to a full body "chem-suit". As we ve discussed, our eyes are particularly vulnerable to chemical splashes and need their own protection. For substances whose hazards aren t particularly severe, safety glasses may do. But the best protection is provided by goggles, since they seal to your face. For especially hazardous chemicals you may need to use a face-shield as well. 9

31 How you store a chemical can also affect your potential for exposure. For chemicals that may emit hazardous vapors or fumes, ventilation is very important. Other chemicals may be sensitive to temperature or humidity. So, make sure the environment is appropriate for the materials you re storing. And it should never be difficult to identify the chemicals you are looking for (storage areas should be organized and well lit). Shelving and racking can make a difference as to whether you are exposed to a chemical as well. It should be strong, stable and easily accessible. Cramped quarters or awkward "reaches" can cause spills or damage to containers. In the event of a leak or spill of a hazardous chemical you must act quickly. The first concern is people's health and safety. Tend to injuries immediately. Evacuate the area if necessary. Notify the appropriate personnel. If the spill is of a flammable or combustible substance, you should remove sources of heat or ignition as quickly as possible. But don't unplug machinery or other electrically powered equipment. This can cause sparks, which could ignite the substance s vapors. If you're going to be involved in cleaning up a hazardous spill, make sure to use the proper PPE and clean-up equipment. Check the SDS or your company's Hazard Communication Program to determine what you need. 10

32 First, work to contain the spill and minimize contamination. Create a barrier around the spill with an absorbent material. If your facility has a "clean-up kit", use it! In most cases, once the spill is contained you'll need to absorb it with a neutral material. Some substances will require special procedures. For example, you should use non-sparking tools when cleaning up a flammable substance. It's important to remember that you can't just throw hazardous materials into the trash. Many chemicals are classified as "regulated waste", and must be removed by licensed disposal companies. Check with your supervisor or your facility's Safety Manager if you have any questions. There s a lot to learn about the chemicals that we work with. But OSHA has done things to help. * * * SUMMARY * * * Your facility s Hazard Communication Program provides a "roadmap" to handling the chemicals in your work area. Container labels give you a quick reference about a chemical and its hazards. Safety Data Sheets supply detailed information about a chemical. The effects of being exposed to a chemical depend on the "dose" and the "duration of exposure." Be sure to wear appropriate PPE when working with a hazardous chemical. And know what to do in a spill or other exposure situation. 11

33 OSHA's Hazard Communication Standard and other "Right- To-Know" laws are there to get us the information we need about the hazardous chemicals we work with. But it s up to you to use that information to work with chemicals safely! 12

34 ACCOMPANYING MATERIALS

35 ACCOMPANYING MATERIALS In order to assist you in conducting your session on "Hazard Communication", we have provided a number of specific materials that can be used with this program. Some of these materials have been furnished in "master" form. This will enable you to make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include: Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee "sign-in" on the appropriate form, thereby documenting their attendance at the session. Typically, a copy of this attendance/"sign-in" form is filed in the employee's personnel file. Quiz The quiz is normally given after viewing the program. However, if you want an indication of the "increase" in the attendees' knowledge of how to work safely with potentially hazardous chemicals, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their "before" and "after" answers as part of the session. The quiz is usually filed in the employee's personnel file. Training Certificate This form allows you to give each employee their own "certificate of completion" showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion. 1

36 Employee Training Log This log helps you to keep track of when each employee has taken this course, as well as associated courses or training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file. Sample SDS (Safety Data Sheet) A sample SDS, suitable for duplication, is enclosed with the program. This can be used to familiarize employees attending the session with a typical SDS. The sections contained within the SDS can also be reviewed with the employees as well, to increase their knowledge of where to look for various types of information. Booklet* A sample copy of the employee booklet that has been designed for use with this program has also been included. Using both text and illustrations to review important points, the booklet is designed to reinforce the message employees receive in the training session. The material is presented in the same order as seen in the program and is organized into concise sections, making it easy to understand and remember. *Additional booklets, as well as copies of the poster that has been created to get employees thinking about Hazard Communication, are available from your distributor. 2

37 EMPLOYEE TRAINING LOG "HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS" Employee: Employee #: Social Security #: Department: Date of Next Required Training: DATE TYPE OF TRAINING OR COURSE DESCRIPTION LOCATION OF COURSE MATERIALS INSTRUCTOR'S NAME AND ADDRESS/DEPARTMENT CERTIFICATION OF TRAINING AND TESTING (Instructor's Signature)

38 SCHEDULING AND ATTENDANCE FORM "HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS" TRAINING SESSION SCHEDULE ATTENDEE DATE TIME SIGNATURE

39 QUIZ "HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS" Name: Date: 1. Which of the following information can you find on a chemical's Safety Data Sheet? Chemical name Clean-up procedures Recommended PPE All of the above 2. Which type of chemical is generally considered to be the most hazardous? Corrosive Irritant 3. True or False?... Most chemicals do not burn in their liquid state. It really is their vapors that burn. True False 4. True or False?... All toxins are poisons. True False 5. What is the health hazard most associated with corrosive chemicals? Nausea Burns Shock 6. What is the term used for how chemicals enter the body? Methods of absorption Routes of entry Paths of infection 7. What is the term for a cancer-causing chemical? Hemoglobin Carcinogen Supertoxin RCK-168

40 QUIZ "HAZARD COMMUNICATION IN CLEANING AND MAINTENANCE OPERATIONS" PRESENTER'S COPY...WITH ANSWERS 1. Which of the following information can you find on a chemical's Safety Data Sheet? Chemical name Clean-up procedures Recommended PPE X All of the above 2. Which type of chemical is generally considered to be the most hazardous? X Corrosive Irritant 3. True or False?... Most chemicals do not burn in their liquid state. It really is their vapors that burn. X True False 4. True or False?... All toxins are poisons. True X False 5. What is the health hazard most associated with corrosive chemicals? Nausea X Burns Shock 6. What is the term used for how chemicals enter the body? Methods of absorption X Routes of entry Paths of infection 7. What is the term for a cancer-causing chemical? Hemoglobin X Carcinogen Supertoxin RCK-168

41 TRAINING CERTIFICATE This is to certify that (employee name) has completed the regulatory compliance course "Hazard Communication in Cleaning & Maintenance Operations" and has been tested on the contents of the course, as required. This training, as well as the associated testing was conducted by and was completed on. (course instructor) (date) (course instructor) (date)