LEADER'S GUIDE 1378-LDG-E HANDLING HAZARDOUS MATERIALS Training for THE OSHA HAZARDOUS WASTE OPERATIONS and EMERGENCY RESPONSE (HAZWOPER) REGULATION Quality Safety and Health Products, for Today...and Tomorrow
THE "HAZWOPER" VIDEO SERIES This program is part of a comprehensive series of programs on working safely with hazardous materials and hazardous waste, as well as how to deal with emergencies involving hazardous substances. These programs have also been designed to meet employee training requirements of OSHA's Hazardous Waste Operations and Emergency Response (HAZWOPER) regulations. The series includes programs on the following topics: - Accidental Release Measures and Spill Cleanup - The ANSI Material Safety Data Sheet - Confined Space Entry - Dealing with the Media in Emergency Situations - Decontamination Procedures - Electrical Safety in HAZMAT Environments - Emergency Response Plan - Exposure Monitoring and Medical Surveillance - Fire Prevention - Handling Hazardous Materials - HAZMAT Labeling - Heat Stress - Introduction to HAZWOPER Retaining - Medical Surveillance Programs - Monitoring Procedures and Equipment - Personal Protective Equipment and Decontamination Procedures - Personal Protective Equipment - Respiratory Protection - Safety Orientation - The Site Safety and Health Plan - Understanding HAZWOPER - Understanding Chemical Hazards - Work Practices and Engineering Controls
WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety practices. 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 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. In order to comply with OSHA's Hazardous Waste Operations and Emergency Response (HAZWOPER) regulation, employees may need to be provided with site-specific information as well as hands-on training in addition to the material presented in this program" Copyright 2001 The MARCOM Group, Ltd.
TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM - Structure and organization - Background - Objectives - Reviewing the program 2 PREPARING FOR THE PRESENTATION - Structuring the presentation - Setting up the class and classroom 3 CONDUCTING THE SESSION - The initial steps - Showing the program - Conducting the discussion - Concluding the presentation - Wrapping up the paperwork 4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS - Scheduling and Attendance Form - Quiz - Training Certificate - Employee Training Log
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: - Physical hazards. - Flammables and combustibles. - Explosives and oxidizers. - Corrosives and irritants. - Toxic substances. - Carcinogens. - Acute and chronic health effects. - Container labels and MSDS s. - Basic first aid for injuries caused by chemicals. - Emergency response. - Spillage/leakage/accident procedures. Background Hazardous materials and wastes are a part of many work situations, and can be found in many types of facilities and on many job sites. It is very important for employees to know how to recognize these potentially dangerous substances, and how to use and dispose of them properly.
In 1976, The U.S. Environmental Protection Agency (EPA) issued the Resource Conservation and Recovery Act (RCRA) to regulate the handling of hazardous waste from cradle to grave. Since then, other regulations have followed including the Occupational Safety and Health Administration's (OSHA) Interim Final Rule for Hazardous Waste Operations and Emergency Response ("HAZWOPER"), issued in 1986 which gave OSHA the task of protecting HAZMAT workers. As part of these HAZWOPER regulations, there are varying requirements for employee training, depending on the employee's specific level of involvement with hazardous materials. This program will help employees to understand nature and behavior of hazardous chemicals. But more importantly, the information provided in this training program will help employees to work safely around hazardous materials. Objectives This education and training program is designed to present information on the nature of hazardous materials and help employees reduce or eliminate potential exposure to hazardous materials in their work environment. Upon completion of the program, employees should: - Understand the general concepts regarding potential hazards presented by chemicals in the workplace. - Know the terms and language used in discussing chemical hazards. - Be able to recognize the major types of hazardous chemicals. - Have a good knowledge of the characteristics of each type of chemical. - Understand the potential hazards associated with each type of chemical, and the effects they can have. - Know how to obtain and use chemical safety data. - 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. 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. 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.
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 handling hazardous materials and chemical safety. - Relate discussions to your company's/site 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 the major points included in the program, 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 hazardous materials 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.
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 videotape/dvd 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 both the videotape/dvd and you (when you speak).
- 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 videotape/dvd 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 Pre and Post Tests, as well as any other handouts you are using. - Final Check - Make sure equipment is in the room prior to the scheduled session. - 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.
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, Handling Hazardous Materials and the purpose of the session (to learn more about 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 Form. 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 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. - 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. 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 of the chemicals that we encounter in our operations can be potentially hazardous. And we have tried to limit our exposure to them wherever possible. But to deal with hazardous 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 work with hazardous materials, 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 indicate 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, Handling Hazardous Materials, darken the lights if necessary, and begin the showing of the program.
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 two selection bars: - Play. - Contact Us. To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. 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 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. - 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 could we encounter in our work that might fall into this family?" - "We saw some interesting things about cleanup and disposal. 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 the major points addressed in the program 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 interests with the objective of trying to touch on each major area that is discussed within the program. 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.)
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 chemical safety.
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. - Hazardous materials are all around us, every day. - Even simple activities, like cleaning your home, can expose you to dangerous chemicals. - Areas that appear safe, such as your kitchen or garage, often contain a number of hazardous materials... ranging from tile cleaners to charcoal briquettes. - At home, these hazards usually exist on a small scale. But at work, hazardous chemicals can frequently be found in large quantities as well. - They can also exist in more concentrated forms which makes them even more dangerous. - This is why you need to be especially cautious when you are working with chemicals on the job. - You must know how to properly handle the chemicals you work with, because accidents involving hazardous substances can result in serious injuries... even death. - To know how to handle a hazardous chemical, you need to know what its characteristics are and what makes it hazardous. - In this program, we will describe the major types of hazardous materials and take a close look at how to work with them safely. - According to OSHA's Hazard Communication Standard, a hazardous chemical is defined as any material which poses either a physical or a health hazard.
- Physical hazards get their name from their hazardous physical characteristics, such as: - Flammability. - Oxidization. - Combustibility. - Explosiveness. - These are all attributes which are measurable under laboratory conditions. - Health hazards, however, are difficult to measure in a laboratory. - More often, they are identified by how they affect the body. - If a material causes illness or death, then it is labeled a health hazard. - Health hazards can cause a broad range of problems, including: - Shortness of breath. - Neurological conditions. - Organ failure. - Physical hazards can be broken down into a number of categories. Two of the most common are: - Flammables. - Combustibles. - Chemicals that belong to this category can readily catch fire. They include: - The gasoline that runs your car. - The kerosene used in space heaters. - Many flammables and combustibles exist in liquid form. - But it is not the liquid itself that can ignite. It's really the vapors that the liquid gives off which can burn.
- Because flammables and combustibles are similar, sometimes it's hard to know which is which. - The key to telling whether a chemical is flammable or combustible is its flashpoint. - This is the temperature at which a chemical releases the vapors that can burn. - Materials that have a flashpoint less than 100ΕF (38Ε C) are considered flammable. - Gasoline, for example, has a flashpoint of -45Ε F (7Ε C), which means it is almost always giving off vapors that can burn. - Combustible liquids have a flashpoint between 100ΕF (38ΕC) and 200ΕF (93ΕC). - Combustibles, such as kerosene, are much easier to control than flammables. - This is because they usually have to be heated before they will produce ignitable vapors. - But fuels aren't the only type of flammables and combustibles that you have to worry about. - You also need to be cautious around materials such as paints and fertilizers. - A cigarette accidentally tossed into a container of these materials could cause a devastating fire. - To help prevent these types of accidents, always keep flammables and combustibles in an approved storage area, far away from possible sources of ignition. - Next, let's look at an even more dangerous class of materials... explosives. - TNT and nitroglycerin are examples of substances that can release devastating amounts of energy very quickly. - These discharges are called explosions or detonations.
- Fortunately, the use of explosives is highly regulated. - As a result, they are not found in most workplaces. - If you are going to be working around explosive materials, you will receive the training you need to handle them properly. - Ask your supervisor if you have any questions about explosives in your facility. - Another type of chemical that you need to be aware of is called an oxidizer. - Unlike explosives, this kind of chemical doesn't blow things up. - Even so, they can be just as dangerous. - An oxidizer such as sodium nitrate can quickly enrich the atmospheric oxygen content, which normally doesn't exceed 25%. - Above this level, the air itself becomes combustible... making it more likely that a spark or other ignition source will cause a fire or an explosion. - So you must be especially cautious using oxidizers when there are flammables, combustibles or explosives nearby. - While substances that present physical hazards can certainly be dangerous, they aren't the only threats that you face in the workplace. - It is also important to be careful when you are handling chemicals that are health hazards. - They can have a devastating effect on your well-being too. - Adverse health effects are classified as either acute or chronic. - Acute effects, like burns or skin rashes, occur rapidly. - Chronic effects, like liver disease or many types of cancer, take a long time to develop.
- Acute and chronic health effects differ in how long they take to damage the body, but both follow the duration of exposure rule. - The duration of exposure is the period of time that you are exposed to a substance such as the interval between getting a chemical on your arm and washing it off. - This rule states that the longer that you are exposed to any chemical, the greater the potential hazard will be. - Short periods of exposure to a health hazard often have an acute effect on the body, but one that causes no long-term health problems. - Chronic health effects are most often caused by repeated long-term exposure to a chemical. - For example, smoking for many years might lead to emphysema or lung cancer. - In addition to being defined by whether they cause acute or chronic health effects, chemicals that present health hazards are also divided into groups or classes. - These groupings are based on the ways that the chemicals can damage the body. - They are also based on the safety precautions that you need to take when using the chemicals. - Corrosives are chemicals that can dissolve other substances. - They include both acids and bases. - For example, sulfuric acid is a corrosive that is used in thousands of facilities. - But if it is not handled carefully, it could cause serious, even permanent, injury. - Even though it is a base, caustic soda is also a corrosive that is commonly used in: - Soaps. - Detergents. - Water treatment processes.
- Another class of chemicals, irritants, are somewhat similar to corrosives. - But an irritant generally won't produce the severe effects that most corrosives cause. - In fact, irritants such as ammonia and antifreeze are often diluted forms of corrosives. - But don't let this fool you into thinking that irritants are danger-free. - They can still blind or burn you. - If an irritant is swallowed, it could even kill you. - However, normally irritants aren't quite as potent as corrosives. - Another class of health hazards, toxic substances, can pose a very serious threat to your well-being. - And unlike corrosives and irritants, toxic substances have the potential to disrupt physical processes such as breathing and coordination. - Many janitorial products, including ammonia-based cleaning fluids, are potentially toxic. - If they are mixed with other incompatible cleansers, the results can be deadly. - While toxic substances usually produce acute symptoms, exposure to carcinogens can have chronic effects which may not be seen for years. - Carcinogens are linked to cancer, which can lead to debilitating health problems; even death. - Some carcinogens, like vinyl chloride, even target specific organs, such as the: - Liver. - Kidneys. - Lungs.
- In a healthy organ, the cells follow a pattern in order to reproduce and grow. - Carcinogens cause cells to grow abnormally by disrupting this pattern. - This creates cancer cells, which may eventually prove to be fatal. - Knowing the types of chemicals you may encounter is just the first step in protecting yourself from their hazards. - To prevent exposure you also need to know what chemicals are being used where you work. - You should pay especially close attention to the substances in your work area. - Examining the labels on chemical containers is a good place to start. - A container label not only lists the name of the material inside the container, it also provides information about the material's characteristics and hazards. - In addition, a container label will indicate any special storage instructions, such as for shock-sensitive materials like explosives. - The manufacturer may include other safe-handling instructions on the label as well. - The label will also be dated, so that your facility can keep track of time-sensitive materials (this is especially important for substances that could change into a dangerous form if they are not used in a specified period of time). - While a container label can provide a lot of important information about a chemical, only a Material Safety Data Sheet (MSDS) will give you detailed information about the chemical's: - Ingredients. - Properties. - Hazards.
- The MSDS also lists the personal protective equipment (PPE) that you are required to wear while handling the chemical. - Information on what you should do in the event of a spill, leak or other accident is included on the MSDS as well. - Once you have looked at a chemical's label, and read its MSDS, you should have all the information you need to work with the chemical safely. - If you still have questions, consult your supervisor. - While most people encounter hazardous chemicals in the facilities where they work, others have to deal with transporting hazardous materials from one place to another. - Fortunately, there are special regulations and guidelines to aid workers who move hazardous materials from place to place. - The Department of Transportation (DOT) has created these Hazardous Materials Regulations (HMRs) to also cover anyone who: - Prepares hazardous chemicals for transport. - Ensures that safe handling procedures are being followed. - The HMRs help workers by establishing guidelines for: - Packaging. - Labeling. - Shipping. - Emergency response procedures. - Despite having all the information the label and MSDS can give you about the chemicals you are working with, accidents can still happen. - That's why it's important to learn first aid procedures for treating chemical-related injuries.
- You should always know the location of the nearest source of running water. - It's your first line of defense against chemical injuries. - In most cases you will need to quickly drench the victim with water. - For small chemical splashes, immerse the affected area in running water for at least 15 minutes. - For larger exposures, get the victim to a safety shower as quickly as possible. - Remove their contaminated clothing. - Keep them under the shower stream for at least 15 minutes. - If a coworker has chemicals in their eyes, get them to an eye wash station immediately. - Again, they must keep their eyes open and in the stream of water for at least 15 minutes or until professional medical help arrives. - Inhaling hazardous materials can also be dangerous... even deadly. - If someone is overcome by fumes, get them out of the area and into fresh air. - Check the chemical's container label or MSDS to see what immediate medical attention the person may need. - Swallowing a hazardous substance is uncommon in the workplace, but it is extremely hazardous. - If this occurs, immediately call 911 or the Poison Control Center (their number should be listed by your telephone). - Depending on the substance that has been swallowed, you may need to give the victim large quantities of water or milk to dilute the ingested material or to induce vomiting.
- Seek prompt medical attention for any victim of a chemical exposure no matter how minor the incident may seem. - Some chemicals have delayed or long-term effects, so be sure to supply medical personnel with the MSDS for the material that the victim was exposed to. - Whether or not anyone is injured during a chemical incident, a number of people may need to be contacted to deal with the situation. - So notify your supervisor as quickly as possible about any spills or other chemical accidents. - But if you encounter an emergency situation, it is up to you to contact first responders immediately. - Telephone numbers for in-house as well as local emergency service organizations... such as the fire department and the police... should be posted in all work areas. - Once the first responders arrive, they will begin evacuating the area. - This gets everyone out of harms way, and prevents unauthorized workers from entering the contaminated site. - Usually, loud warning alarms will be sounding throughout the facility, so that everyone knows an incident is occurring. - As soon as the area is secure, the first responders will identify the spilled chemicals, and determine what hazards they present. - This is called site characterization. - This is generally done by monitoring the area, using devices such as combustible gas monitors and oxygen meters. - These tools let the responders know instantly if the site is hazardous. - If the first-response team suspects radiation, they will use a field survey meter to detect it.
- After the team has characterized the site, they will then have to clean up the area, based upon what they have learned about the spilled chemical. - Usually this means diking and then absorbing the material, using materials such as spill blankets or vermiculite. - Next, the team will collect the spilled chemical and place it in appropriate waste containers, for later disposal. - After the cleanup is over, everyone involved will have to undergo decontamination... removing or making harmless any chemicals that have contaminated workers' PPE or other equipment. - This usually takes place in what is called a Contamination Reduction Corridor (CRC). - The CRC restricts decontamination activities to a limited area, and keeps workers who are still contaminated from leaving the cleanup site. - Once the cleanup is completed, and workers may re-enter the site, it may seem that the crisis is over. - A problem still remains, however, if the spilled hazardous materials have not been disposed of. - Hazardous chemicals can't be treated like everyday rubbish. - In fact, if these materials are thrown out with the trash, they can pollute the local soil and water and even threaten the health of the general public. - If you are responsible for the disposal of spilled waste, see your supervisor about the guidelines that you should follow. - If the waste can't be removed immediately, it can be temporarily held at your facility. - However, the storage time in most states is limited to 90 days.
- Once you know how to handle hazardous materials safely, you are ready for anything you may encounter. - But always remember, you can never be too prepared for accidents or emergencies. - Make sure you know all the hazards of the materials you work with. * * *SUMMARY* * * - Before you handle a hazardous substance: - Read its container label. - Consult its MSDS. - Follow your company's safe work practices, and wear the appropriate PPE for the job that you are doing. - Know who to call and what to do in a spill or leak situation. - Remember, water is always the best defense against chemical exposure, so know where the nearest eyewash and safety shower are located. - In the event of a spill or leak, make sure that hazardous materials are disposed of correctly. - Working with hazardous materials can be dangerous. But by learning about the chemicals in your facility, and following your company's safety rules, you can stay safe on the job today and every day for the rest of your life!
ACCOMPANYING MATERIALS In order to assist you in complying with as many facets of your training requirements as possible, 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 with hazardous materials safely, 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. 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.
SCHEDULING AND ATTENDANCE FORM HANDLING HAZARDOUS MATERIALS TRAINING SESSION SCHEDULE ATTENDEE DATE TIME SIGNATURE
QUIZ HANDLING HAZARDOUS MATERIALS Name: Date: 1. True of False According to OSHA's Hazard Communications Standard, a hazardous chemical is defined as any material that poses a physical hazard? True False 2. When liquid flammable and combustible liquids burn, what is it that ignites? The liquids themselves. The vapors that the liquids give off. The solid crystals contained in the liquids. 3. Which of the following are classes of adverse health effects that can be experienced from exposure to chemicals? Acute. Moderate. Chronic. 4. True or False...The duration of exposure rule states that the longer you are exposed to any chemical, the greater the potential hazard will be? True False 5. True or False A chemical's container label contains the most detailed information available about that substance? True False 6. True or False... Workers who have been on a HAZMAT worksite less than four hours are permitted to leave without decontaminating? True False 7. The process that first responders use to identify spilled chemicals and determine what hazards they present is called? Site evaluation. Hazard determination. Site characterization.
QUIZ HANDLING HAZARDOUS MATERIALS PRESENTER'S COPY WITH ANSWERS 1. True of False According to OSHA's Hazard Communications Standard, a hazardous chemical is defined as any material that poses a physical hazard? True X False 2. When liquid flammable and combustible liquids burn, what is it that ignites? The liquids themselves. X The vapors that the liquids give off. The solid crystals contained in the liquids. 3. Which of the following are classes of adverse health effects that can be experienced from exposure to chemicals? X Acute. Moderate. X Chronic. 4. True or False...The duration of exposure rule states that the longer you are exposed to any chemical, the greater the potential hazard will be? X True False 5. True or False A chemical's container label contains the most detailed information available about that substance? True X False 6. True or False... Workers who have been on a HAZMAT worksite less than four hours are permitted to leave without decontaminating? True X False 7. The process that first responders use to identify spilled chemicals and determine what hazards they present is called? Site evaluation. Hazard determination. X Site characterization.
EMPLOYEE TRAINING LOG HANDLING HAZARDOUS MATERIALS 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)
TRAINING CERTIFICATE This is to certify that has completed the course Handling Hazardous Materials 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. (date) (employee name) (course instructor) (course instructor) (date)