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October 2005

Casualty Risk Control Manual


ContentsPreface..............................................................................................................1-1

1. Introduction.................................................................................................2-1

Risk Management Administration Program2. Risk Management/Safety Committee........................................................3-1 Purpose..........................................................................................................4-1 Policy.............................................................................................................5-1 Risk Management Steering Committee.........................................................6-2 Advisory Committees....................................................................................7-3 Department Safety Committees.....................................................................8-5 Risk Management/Safety Committee Best Practices.....................................9-6Appendix 2-A Campus Risk Management Activities Model............10-9Appendix 2-B Sample Safety Policy Statement..............................11-11Appendix 2-C Risk Management Options and Analysis................12-13 Pareto Analysis..........................................................................................13-14Appendix 2-D Continuous Improvement Process Steps and Tools14-15 Overview of the Continuous Improvement Process...................................15-16 Continuous Risk Improvement Process.....................................................16-17 Cause and Effect Diagram.........................................................................17-17 Brainstorming............................................................................................18-18 Nominal Group Technique........................................................................19-18 Process Mapping.......................................................................................20-19 Force Field Analysis..................................................................................21-20 Work Plan..................................................................................................22-20 Additional Resources.................................................................................23-21 Continuous Improvement Work Plan Form...............................................24-23

3. Accident Reporting and Investigation....................................................25-1 Introduction.................................................................................................26-1 Policy...........................................................................................................27-1 Accident Reporting and Investigation..........................................................28-1Appendix 3-A Non Vehicle Accident Investigation Report Form....29-5Appendix 3-B Vehicle Accident Investigation Report Form............30-7

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Appendix 3-C EIIA Sample Property and Casualty Claims Reporting Information 31-9Appendix 3-D EIIA Cause Codes—Workers Compensation..........32-13Appendix 3-E EIIA Cause of Loss Codes—Automobile Liability. .33-15Appendix 3-F EIIA Cause Codes—General Liability......................34-17

4. Benchmarking Forms...............................................................................35-1 Introduction.................................................................................................36-1Appendix 4-A EIIA Best Practices Self-Evaluations for Four-Year Institutions 37-3 Risk Management/Safety Committee..........................................................38-5 Fall Prevention.............................................................................................39-9 Manual Material Handling.........................................................................40-11 Office Ergonomics.....................................................................................41-13 Vehicle Safety...........................................................................................42-15 Property Risk Control................................................................................43-17Appendix 4-B EIIA Best Practices Self-Evaluations for Two-Year Institutions, Seminaries and Preparatory Schools....................................44-21 Risk Management/Safety Organization (For Smaller Institutions).............45-23 Fall Prevention (For Smaller Institutions)..................................................46-25 Manual Material Handling (For Smaller Institutions)................................47-27 Office Ergonomics (For Smaller Institutions)............................................48-29 Vehicle Safety (For Smaller Institutions)...................................................49-31 Property Risk Control (For Smaller Institutions).......................................50-33Appendix 4-C EIIA Best Practices Departmental Self-Evaluation.51-37 Departmental.............................................................................................52-39

5. Departmental Safety Inspections and Control Procedures...................53-1 Introduction.................................................................................................54-1 Policy...........................................................................................................55-1 Follow-up on Non-Conformities..................................................................56-3 Recordkeeping.............................................................................................57-3Appendix 5-A Sample Dining Services Department Safety Checklist58-5Appendix 5-B Sample Housekeeping Department Safety Checklist59-7Appendix 5-C Sample Athletic Department Checklist......................60-9Appendix 5-D Sample Physical Plant Safety Checklist..................61-11Appendix 5-E Sample Office Safety Checklist................................62-13

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6. New Employee Orientation.......................................................................63-1 Introduction.................................................................................................64-1 General Orientation.....................................................................................65-1 Departmental Orientation............................................................................66-2Appendix 6-A Sample New Employee Orientation Checklist..........67-5

Strategic Risk Control Programs7. Fall Prevention..........................................................................................68-1 Purpose........................................................................................................69-1 Policy...........................................................................................................70-1 Organization and Leadership.......................................................................71-1 Administrative Considerations.....................................................................72-2 Design Considerations.................................................................................73-3 Interior Design Considerations....................................................................74-3 Exterior Design Considerations...................................................................75-3 Interior and Exterior Design Considerations................................................76-4 Care and Maintenance of Walking Surfaces................................................77-4 Housekeeping..............................................................................................78-4 Groundskeeping...........................................................................................79-5 Training and Assessment Form Development.............................................80-6Appendix 7-A Sample Fall Prevention Training Outline and Handout Materials 81-7 Target Audience..........................................................................................82-7 Objectives....................................................................................................83-7 Introduction.................................................................................................84-7 Tripping.......................................................................................................85-8 Slipping.......................................................................................................86-9 Falls...........................................................................................................87-10 Summary...................................................................................................88-11 Slip/Trip/Fall Hazard Assessment..............................................................89-11 Slip/Trip Hazards and Controls..................................................................90-11 Table 7-A-1 Some Acceptable Combinations of Stair Riser and Tread Dimensions 91-13Appendix 7-B Sample Slip/Fall Hazard Assessment Form............92-15

8. Working From Heights.............................................................................93-1 Introduction.................................................................................................94-1

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Scope and Application.................................................................................95-1 Program Description....................................................................................96-1 Roles and Responsibilities...........................................................................97-3Appendix 8-A Ladder Safety...............................................................98-5 Introduction.................................................................................................99-5 Portable Ladders........................................................................................100-5 Fixed ladders.............................................................................................101-7Appendix 8-B Sample Scaffold Use Program.................................102-9 Introduction...............................................................................................103-9 Scope and Application...............................................................................104-9 Primary Hazards......................................................................................105-10 Preventing Scaffold Collapses.................................................................106-10 Preventing Falls and Injury/Damage from Falling Items.........................107-11 Preventing Injury from Contact with Other Hazards................................108-11Appendix 8-C Sample Manlift Safety Program..............................109-13 Introduction.............................................................................................110-13 Scope and Application.............................................................................111-13 General Safety Guidelines.......................................................................112-13 Management Guidelines..........................................................................113-14Appendix 8-D Sample Scaffold Inspection Form..........................114-15Appendix 8-E Sample Manlift Inspection Form............................115-17Appendix 8-F Sample Ladder Inspection Form............................116-19

9. Manual Material Handling.......................................................................117-1 Introduction...............................................................................................118-1 Policy.........................................................................................................119-1 Organization and Leadership.....................................................................120-1 Training.....................................................................................................121-2 Lifting Best Practices.................................................................................122-2 Job/Task Evaluation..................................................................................123-3 Eliminating and Reducing Exposures........................................................124-4 Manual Material Handling Equipment.......................................................125-5 Back Belts..................................................................................................126-5 Training and Information Web sites..........................................................127-5Appendix 9-A Sample Manual Material Handling Risk Factor Checklist 128-7

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10...................................................................Office Ergonomics..................................................................................................................129-1

Introduction...............................................................................................130-1 Policy.........................................................................................................131-1 Organization and Leadership.....................................................................132-1 Training.....................................................................................................133-2 Workstation Adjustment............................................................................134-2 References.................................................................................................135-7Appendix 10-A Office Ergonomic Workstation Checklist................136-9

11.........................................................Tool and Equipment Safety..................................................................................................................137-1

Introduction...............................................................................................138-1 Policy.........................................................................................................139-1Appendix 11-A Sample Power Tool Safety Program........................140-3 Introduction...............................................................................................141-3 Scope and Application...............................................................................142-3 General Guidelines on Power Tools..........................................................143-3 Electrical Safety for Power Tools..............................................................144-5 Handheld Drills and Drill Presses..............................................................145-5 Band Saws.................................................................................................146-6 Table Saws................................................................................................147-7 Chain Saws................................................................................................148-7 Fueling Safety for Power Engines..............................................................149-8 Golf Carts..................................................................................................150-9 Lawnmowers.............................................................................................151-9 Weedeaters..............................................................................................152-11 Hedge Trimmers......................................................................................153-12 Snow Blowers..........................................................................................154-13 Snow Plows.............................................................................................155-14 Trailers....................................................................................................156-15 Air Conditioners......................................................................................157-15

12.........................................................................Vehicle Safety..................................................................................................................158-1

Introduction...............................................................................................159-1 Policy.........................................................................................................160-1 Vehicle Program Organization and Leadership.........................................161-1 Training.....................................................................................................162-2

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Vehicle Safety Policies and Procedures.....................................................163-3Appendix 12-A Seat Belt Usage.........................................................164-9Appendix 12-B Sample Fleet Administration Policy......................165-11 Introduction.............................................................................................166-11 Driver Selection.......................................................................................167-11 Driver Evaluation and Training...............................................................168-12 Vehicle Control and Operations...............................................................169-13 Vehicle Maintenance...............................................................................170-14 Accident Reporting and Investigation......................................................171-15 Summary.................................................................................................172-18Appendix 12-C Sample Insurance Automobile Loss Notice..........173-19Appendix 12-D Sample Driving History Form.................................174-21Appendix 12-E Sample Driving History/Motor Vehicle Records Point Valuation Guideline 175-23Appendix 12-F Motor Vehicle Record (MVR) Retrieval Vendors...176-25Appendix 12-G Sample Vehicle Pre/Post Trip Inspection Form....177-27Appendix 12-H Sample Insurance Card...........................................178-29Appendix 12-I Cellular Phone Usage and Policy...........................179-31 Introduction.............................................................................................180-31 Institutions Could Be Held Liable............................................................181-31 Consider Implementing a Policy..............................................................182-32 Resources.................................................................................................183-33Appendix 12-J The Rollover Propensity of Fifteen-Passenger Vans184-35 Introduction.............................................................................................185-35 USDOT Consumer Advisory...................................................................186-35 Analysis of the Research Note.................................................................187-35 Consortium Member Response................................................................188-37Appendix 12-K Automobile Coverage—General Rules of July 1, 1999189-41Appendix 12-L Safety Tips for Driving with a Trailer.....................190-43 General Handling.....................................................................................191-43 Braking....................................................................................................192-43 Acceleration and Passing.........................................................................193-44 Downgrades and Upgrades......................................................................194-44 Backing Up..............................................................................................195-44 Parking....................................................................................................196-44Appendix 12-M Transportation of K through 12 Children..............197-47

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Advanced Risk Control Programs13.............................................................Hazard Communication

..................................................................................................................198-1 Introduction...............................................................................................199-1 Policy.........................................................................................................200-1 Program Elements.....................................................................................201-2Appendix 13-A Sample Hazard Communication Program...............202-3 Introduction...............................................................................................203-3 Documentation..........................................................................................204-4 Container Labeling....................................................................................205-5 Training.....................................................................................................206-7Appendix 13-B Sample Hazard Communication Training Manual. .207-9 Introduction...............................................................................................208-9 Chemical Hazards and Material Safety Data Sheets (MSDS)....................209-9 Working With and Around Hazardous Materials.....................................210-14 Promoting Safety.....................................................................................211-14 Labeling...................................................................................................212-15 Toxicology...............................................................................................213-15 Types of Toxic Hazards...........................................................................214-16 Routes of Exposure..................................................................................215-19 Measurement of Toxicity.........................................................................216-19 Corrosive Hazards...................................................................................217-20 Chemical Reactivity Hazards...................................................................218-21 MSDS Quiz.............................................................................................219-24Appendix 13-C Sample Acknowledgement for Receipt of Hazard Communication Training Form..................................................................220-25 Written Hazard Communication Program................................................221-25Appendix 13-D Hazardous Waste Guidelines.................................222-27

14.................................................................Laboratory Standard..................................................................................................................223-1

Introduction...............................................................................................224-1 Policy.........................................................................................................225-1 Scope.........................................................................................................226-2 Chemical Hygiene Plan Requirements.......................................................227-2Appendix 14-A Sample Chemical Hygiene Plan...............................228-7 Introduction...............................................................................................229-7

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Scope and Application...............................................................................230-7 Responsibilities..........................................................................................231-7 Institutional Activities................................................................................232-8 Laboratory Chemicals................................................................................233-9 Personal Protective Equipment................................................................234-13 Housekeeping..........................................................................................235-14 Chemical Spills, Releases and Accidents.................................................236-15 Medical Surveillance...............................................................................237-15 Employee/Student Training.....................................................................238-16Appendix 14-B Sample Laboratory Safety Inspection Form.........239-19 Instructions for Sample Laboratory Safety Inspection Form....................240-24Appendix 14-C Sample Laboratory Chemical Hygiene Program. .241-33Appendix 14-D Self-Assessment Guide..........................................242-33

15........................................................Compressed Gas Cylinders..................................................................................................................243-1

Introduction...............................................................................................244-1 Basic Guidelines for Handlers...................................................................245-1 Cylinder Storage........................................................................................246-2 Cylinder Handling and Use........................................................................247-2 Poisonous Gases........................................................................................248-4

16..............................................................Bloodborne Pathogens..................................................................................................................249-1

Introduction...............................................................................................250-1 Policy.........................................................................................................251-1 Program Requirements..............................................................................252-1 Training and Information Web Sites..........................................................253-2Appendix 16-A Sample Exposure Control Plan................................254-3 Introduction...............................................................................................255-3 General Provisions.....................................................................................256-3 Exposure Determination............................................................................257-3 Methods of Compliance.............................................................................258-4 Personal Protective Equipment..................................................................259-6 Housekeeping............................................................................................260-8 Hepatitis B Vaccination and Post-Exposure Evaluation.............................261-9Appendix 16-B Sample Personal Protection Investigation Form..262-15Appendix 16-C Sample Hepatitis B Vaccine Declination Form.....263-17

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Appendix 16-D Sample Post-Exposure Evaluation Form..............264-19Appendix 16-E Sample Authorization for the Release of Employee/Student Medical Record Information......................................265-21Appendix 16-F Sample Acknowledgement of Receipt of Training Form266-23

17.................Personal Protective Equipment (PPE) and Hazard Analysis..................................................................................................................267-1

Introduction...............................................................................................268-1 Policy.........................................................................................................269-1 Hazard Assessment....................................................................................270-2Appendix 17-A Sample Certification of Hazard Assessment..........271-7Appendix 17-B Sample Work Area Personal Protective Equipment Requirements Form 272-11Appendix 17-C Sample Eye, Face and Head Protection Policy.....273-13 Introduction.............................................................................................274-13 Eye and Face Protection (OSHA 29 CFR 1910.133)...............................275-13 Head Protection (OSHA 29 CFR 1910.135)............................................276-14Appendix 17-D Personal Protective Equipment—Eye, Face and Head Acknowledgement of Training Form.........................................................277-17Appendix 17-E Sample Foot and Hand Protection Policy.............278-19 Introduction.............................................................................................279-19 Foot Protection (OSHA 29 CFR 1910.136).............................................280-19 Hand Protection (OSHA 29 CFR 1910.138)............................................281-20Appendix 17-F Sample Personal Protective Equipment—Foot and Hand Acknowledgement of Training Form...............................................282-23Appendix 17-G Sample Respiratory Protection Program..............283-25 Introduction.............................................................................................284-25 Policy.......................................................................................................285-25Appendix 17-H Ceramics Dust Hazards..........................................286-27 Clay.........................................................................................................287-27 Glazes......................................................................................................288-27Appendix 17-I Sample Authorization for the Release of Employee/Student Medical Record Information......................................289-29Appendix 17-J Sample Authorization for the Release of Employee/ Student Medical Record Information to Authorized Representative.........290-31

18................................Control of Hazardous Energy (Lockout/Tagout)..................................................................................................................291-1

Introduction...............................................................................................292-1

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Policy.........................................................................................................293-1 Program Requirements..............................................................................294-1Appendix 18-A Sample Lockout/Tagout Program............................295-3 Introduction...............................................................................................296-3 Policy.........................................................................................................297-4 General Safety Guidelines.........................................................................298-4Appendix 18-B Sample Survey for Applying Lockout/Tagout Devices299-9Appendix 18-C Sample Receipt of Training Acknowledgment.....300-11Appendix 18-D Authorized Employee Lockout/Tagout Time Schedule301-13Appendix 18-E Sample Periodic Inspection Certification Form....302-15

19......................................................................Electrical Safety..................................................................................................................303-1

Introduction...............................................................................................304-1 Scope and Application...............................................................................305-1Appendix 19-A Sample Electrical Safety Program...........................306-3 Purpose......................................................................................................307-3 Application................................................................................................308-3 Scope.........................................................................................................309-4 Responsibilities..........................................................................................310-5 Safety Department.....................................................................................311-5 Departmental Responsibilities...................................................................312-5 Contractors................................................................................................313-5 Training.....................................................................................................314-6 Installation Requirements..........................................................................315-7 Free from Recognized Hazards..................................................................316-7 Labeling of Disconnects............................................................................317-7 Guarding of Live Parts...............................................................................318-8 General Wiring Design and Protection......................................................319-8 Requirements for Temporary Wiring.........................................................320-9 Open Conductors, Clearance from Ground..............................................321-10 Entrances and Access to Workspace........................................................322-10 Working Space Around Electric Equipment.............................................323-11 Selection and Use of Work Practices.......................................................324-11 Working on Electrical Systems................................................................325-12 Energized Parts........................................................................................326-12 Working On Or Near Exposed De-energized Parts..................................327-12 De-energizing Equipment........................................................................328-13

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Re-energizing Equipment........................................................................329-14 Overhead Power Lines.............................................................................330-14 Vehicles and Mechanical Equipment.......................................................331-15 Illumination.............................................................................................332-16 Confined or Enclosed Work Spaces.........................................................333-16 Conductive Materials and Equipment......................................................334-16 Housekeeping..........................................................................................335-17 Interlocks.................................................................................................336-17 Portable Electrical Equipment and Extension Cords................................337-17 Electric Power and Lighting Circuits.......................................................338-19 Test Equipment and Instruments..............................................................339-19 Flammable or Ignitable Materials............................................................340-20 Safeguards for Personnel Protection........................................................341-20 Protective Equipment...............................................................................342-20 General Protective Equipment and Tools.................................................343-23 Alerting Techniques.................................................................................344-24 First Aid and Cardiopulmonary Resuscitation (CPR) Requirements........345-24 Other Safety Hazards...............................................................................346-24

20...............................................................Confined Space Entry..................................................................................................................347-1

Introduction...............................................................................................348-1 Policy.........................................................................................................349-1 Program.....................................................................................................350-1Appendix 20-A Sample Permit Required Confined Space Entry Program 351-3 Introduction...............................................................................................352-3 Identification of Confined Spaces..............................................................353-3 Training Requirements..............................................................................354-6 Annual Review..........................................................................................355-9Appendix 20-B Sample Confined Space Air Monitoring Program 356-11 Introduction.............................................................................................357-11 Requirements...........................................................................................358-11Appendix 20-C Acknowledgment of Receipt of Training for Confined Space Air-Monitoring Program..................................................................359-13Appendix 20-D Sample Confined Space Entry Permit...................360-15Appendix 20-E Confined Space Characterization Form................361-17

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21.................................Automatic Emergency Defibrillator Guidelines..................................................................................................................362-1

Introduction...............................................................................................363-1 Locations...................................................................................................364-1 Who Can Use an AED?.............................................................................365-1 Under What Conditions May an AED be Used?........................................366-2 What if the Patient Does Not Regain Consciousness?...............................367-2 Legal Aspects of Using an AED................................................................368-2 Maintenance of AEDs................................................................................369-3 Summary...................................................................................................370-3

22....................................Service and Construction Contractor Safety..................................................................................................................371-1

Introduction...............................................................................................372-1 Policy.........................................................................................................373-1Appendix 22-A Sample Contractor Safety Program.........................374-3 Service Contractors....................................................................................375-3 Construction Contractors...........................................................................376-5Appendix 22-B Contractor Selection Guidelines..............................377-9 Introduction...............................................................................................378-9 Evaluating a Contractor.............................................................................379-9Appendix 22-C Working with Contractors.......................................380-13 Introduction.............................................................................................381-13 Contractor Guidelines..............................................................................382-13 Working with Contractors—Insurance Guidelines..................................383-14Appendix 22-D Asbestos Awareness..............................................384-17 Potential Health Effects Related to Asbestos...........................................385-17 Areas Where Asbestos May be Present....................................................386-19 Activities Involving Potential Exposure...................................................387-19 Minimizing Potential Exposure...............................................................388-20

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Preface

Since this manual is dedicated to preserving and protecting the health and safety of the staff, students, employees and visitors of your institution, it is fitting to include a policy statement on safety at its beginning. Therefore, we are presenting our sample Safety Policy Statement first, to demonstrate our commitment to continued safe operations on your campus.

“It is the policy of Educational Institution Insurance Administrators(EIIA) that risk management shall be of primary importance in all phases of its operation and administration. It is the intention of EIIA to assist member institutions in providing safe and healthy living and working conditions and to establish safe practices for all visitors, faculty, staff, students and administrators of our member institutions.

The prevention of accidents is a goal and objective at all levels EIIA and its operations. It is the basic requirement that each employee make the safety of all visitors, faculty, staff, students and administrators an integral part of their regular management function. It is equally the duty of each employee to accept and follow established safety procedures and regulations.

To meet the safety goals and objectives of EIIA, safety committees have been established to address occupational safety concerns. All EIIA employees of the institution are encouraged to become actively involved in safety, providing assistance and recommendations to the safety committee where needs are recognized.

When an accident occurs, everyone is affected in some manner. Please work responsibly. Safety is everyone’s responsibility.

__________________________President, EIIA

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Section 1

Introduction We are all aware of the impact that workers compensation, general liability and auto liability incidents can have on the campus community. From the time of an individual’s first step on campus, be it the president, faculty member, staff person, hourly employee, student, parent, alumni or a visitor, the campus experience should be safe and accident free.

EIIA, in cooperation with Marsh, has developed this casualty risk control manual to provide a source of basic information to assist in establishing, improving and maintaining an effective campus casualty risk control program. The manual is based upon the policies and practices of organizations such as the National Safety Council, OSHA, Underwriters Laboratories (UL), insurance and insurance brokerage companies and the shared experiences of consortium institutions as noted by the EIIA staff.

This manual provides a general overview of those areas that should be included in a casualty risk control program. The implementation of this information will aid in the development of an ongoing campus program that will prevent, avoid, reduce, transfer or separate (PARTS) loss exposures that may be present on campus. These risk management options are further explained in Appendix 2-C.

While accidents have many causes, human error often contributes to the chain of events leading to an accident. The establishment of campus programs to address the human element aspects of casualty risk control is recommended.

The manual is organized to provide a background on the various elements of a casualty risk control program. It is through an active casualty risk control program that steps can be taken to manage loss exposures on campus. By completing the EIIA Best Practice Self-Evaluation Forms included within this manual, each consortium member can identify the areas where it will need to focus its efforts during the next twelve-month period. Annually thereafter, a re-evaluation should be completed, scores reviewed and new goals established for the next twelve-month period.

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This manual may not address all situations that may arise concerning casualty risk control on your campus. When confronted with matters that are beyond the scope of this manual, EIIA, insurance company and brokerage engineering groups are available for assistance. The collaborative effort of these organizations can provide valuable assistance in solving unique loss prevention problems.

EIIA is committed to assisting your ongoing loss prevention efforts, to protect students, employees and assets. While each individual is responsible for working in a safe manner and maintaining his or her aspect of the institution’s operations, the administration is ultimately responsible for the operations under their direction.

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Casualty Risk Control ManualRisk Management Administration Programs

Risk Management Administration Program

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Section 2

Risk Management/Safety Committee

PurposeEstablishing a Risk Management/Safety Committee is one of the first steps an institution must take to reach and maintain its commitment to address safety, health and regulatory compliance issues. Vice presidents, deans and directors all need assistance in their constant efforts to prevent accidents. A Risk Management/Safety Committee establishes a highly visible foundation from which to address institution related safety, health and regulatory compliance issues.

Unfortunately, it is not uncommon for institutions to establish Risk Management/Safety Committees only to see them lose focus and become inactive after one or two years. There are a number of possible reasons this occurs. After organizational matters are resolved, committees typically focus their efforts on one or two specific topics (OSHA compliance, for example). When this happens, representatives with no interest in the topic stop attending meetings and the downward spiral begins. Continuity is often a problem when the Campus Safety Officer changes jobs or leaves the institution. The Risk Management/Safety Committee organization discussed in this chapter supports the longevity and effectiveness of risk management and safety activities on campus.

PolicyA Risk Management/Safety Committee should be established for each campus. The committee should include representation from numerous institutional departments, meet regularly and have clearly defined functions and responsibilities.

EIIA has developed a suggested organizational chart (found in Appendix 2-A) for the Campus Risk Management/Safety Committee entitled the Campus Risk Management Activities Model. Using this model will help your institution focus attention in the areas where the consortium has experienced the greatest financial losses over the past

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several years. Loss prevention activities within these areas will improve the probability of reducing your institution’s financial loss from claims.

The campus risk management activities model is a three-tiered approach to safety. It includes:

– Risk Management Steering Committee

– Advisory Committees

– Department Safety Committees

The following outlines the advantages, membership and functions and responsibilities of each tier.

Risk Management Steering CommitteeThe Campus Risk Management Steering Committee oversees risk management/safety activities on campus.

AdvantagesThe advantages of having a Steering Committee include the following:

Allows for continuity when there is a change in personnel

Involves individuals with authority to participate in the risk management process and to correct unsafe conditions without further approval

Conveys the idea that risk management/safety is not just one person’s job

MembershipThe Steering Committee does not need a large membership. It is suggested that selected members of the President’s Council and others with key safety-related responsibilities be the primary participants of the committee. An example of Steering Committee membership may include:

President

Provost

Academic Dean

Business Officer

Campus Chemical Hygiene Officer

Director of Physical Plant

Director of Student Affairs

Campus Safety Officer

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Functions and ResponsibilitiesThe Steering Committee should meet at least quarterly. The activities of the Steering Committee should include the following:

Formulating and revising general safety policies

Directing and reviewing the activities of the Advisory Committees to assure the effectiveness of efforts

Setting budgets for risk management/safety committees

Reviewing and acting on loss prevention consultant’s reports

Distributing quarterly claim reports

Reviewing loss reports and lag time for claims

Overseeing the development of programs that promote safety on campus

Recognizing and rewarding the efforts of advisory and department committees

Minutes from the meetings should be distributed to all members of the President’s Council, Deans and Department Heads.

Best Practice Self Evaluation forms, included with this manual (see Chapter 4), can be used to measure the scope of the institution’s progress and identify areas that need additional attention.

Advisory CommitteesVarious Advisory Committees should be formed to assess the efforts of the Risk Management Steering Committee. Each Advisory Committee focuses on resolving safety issues related to one risk management/safety topic that affects multiple departments such as fall prevention or vehicle safety. The institution may have any number of Advisory Committees. Based on the consortium’s historical loss experience, it is suggested at minimum, that the attention of these committees be focused in the following areas:

– Fall Prevention

– Manual Material Handling

– Office Ergonomics

– Driver/Vehicle Safety

– Property Conservation (See EIIA Property Conservation Manual. 2004 edition)

Best Practice Self Evaluation forms have been developed and are included within this manual (see Chapter 4) for each of these subject areas. These will provide basic guidelines for controlling the associated exposures within each of these areas.

In addition, there are a number of regulatory compliance issues that may require the formation of Advisory Committees such as:

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– Laboratory Safety/Chemical Hygiene

– Bloodborne Pathogens

– Hazard Communications

– Control of Hazardous Energy (Lockout/Tagout)

– Personal Protective Equipment (PPE)

– Confined Space Entry

Information to assist the Advisory Committees regarding these issues has also been included within this manual.

Other areas outside the scope of this document that may benefit from the formation of Advisory Committees are:

– Employment Practices

– Sexual Misconduct

– Sexual Harassment

– Substance Abuse

AdvantagesThe advantages of having Advisory Committees are:

Broader participation on campus in the risk management process

Allows the Advisory Committee members to focus on a single topic in which they have an interest

Multiple committees can simultaneously address a variety of issues

Correcting safety issues within the committee’s scope of authority gives credence to the committee’s purpose/mission

MembershipMembership should be selected from campus departments with an interest in the topic. Positions should be rotating with one fourth to one third of the members rotating each year. Advisory Committees should report their activities to the Steering Committee. Each campus department should participate on at least one Advisory Committee. When a department has a representative on more than one committee, different individuals should participate. This will expose more individuals to the loss prevention effort.

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Functions and ResponsibilitiesInitially, each of these committees may need to meet semi-monthly until the appropriate loss prevention efforts are under control. The activities of an Advisory Committee should include the following:

Implementing and maintaining of best practices as outlined within this manual

Implementing and maintaining of regulatory compliance programs as outlined in this manual

Formulating and recommending revisions of safety policies to the Steering Committee

Reviewing loss reports and injury records as they relate to the committee’s area of accountability

Developing training programs required under the committee’s area of accountability

Distributing to the Steering Committee minutes from the committee’s meetings

Department Safety CommitteesEach Department Safety Committee focuses on resolving safety issues that are directly related to that department and supports the activities of the Advisory Committees. Suggested focus should be on areas that will reduce the probability of claims resulting in financial loss and areas of regulatory compliance.

AdvantagesThe advantages of having Department Safety Committees are:

Greater participation on campus in the risk management process

Allows a department to address topics unique to the department that may not be fully covered by an Advisory Committee

MembershipMembership should be selected from within the department. Positions should be rotating with one-fourth to one-third of the members changing each year. Department Safety Committees should report their activities to the Steering and Advisory Committees.

Functions and ResponsibilitiesDepartment Safety Committees should meet monthly. The activities of the Department Safety Committees should include the following:

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Formulating and recommending revisions of safety policies to the Steering and Advisory Committees

Reviewing loss reports and injury records related to their department

Reviewing and responding to safety issues as they arise

Overseeing and developing programs that promote safety within their department

Inspecting selected areas for hazards that need correction

Investigating accidents and recommending the means of preventing recurrence

Implementing training programs required under the department’s area of accountability

Recommending changes or additions to protective equipment or devices for the elimination or control of hazards within their department

Distributing to all members of the Steering and Advisory Committees minutes from the meeting of the Department Safety Committees

Risk Management/Safety Committee Best Practices

Safety Policy StatementA Safety Policy Statement, signed by the institution’s President, should be issued to all departments establishing support for the campus risk management/safety effort and for the activities of the Campus Risk Management/Safety Committees.

The Safety Policy Statement helps to establish safety as a value at the institution. A sample Safety Policy Statement has been provided in Appendix 2-B.

Campus-wide RepresentationAt many institutions, the Risk Management/Safety Committee has traditionally been housed within the Physical Plant Department where most labor-intensive activities take place. However, safety related issues/exposures are found within all campus departments (i.e., lifting, computer use, slip/fall exposures, driving, etc.) For this reason, it is important that each department is involved in the safety process through representation and participation at the Advisory Committee level.

Functions and ResponsibilitiesThe functions and responsibilities of the Campus Risk Management Safety Steering Committee, Advisory Committees and Departmental Safety Committees should be established in writing. Doing so will help to establish the scope of the committees’ activities and responsibilities and will minimize overlapping responsibilities.

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The functions and responsibilities listed in the previous section should be utilized as a guide in establishing specific functions and responsibilities relevant to the individual institutions.

Written GoalsIn addition to functions and responsibilities, committees should establish written goals. In doing so, the committees not only establish a clear focus, but an objective measure of success. The goals should be established based on priority risk management/safety issues at the institution.

The goals established should BE SMART

Specific—who, what, why, where, when, how much

Measurable—in quality and/or quantity

Achievable—challenging but reachable/achievable

Relevant—aligned with risk management/safety issues of concern to the institution

Time Limited—timeframe established for completion

It is suggested that the Continuous Improvement Process be utilized by the committees to identify and address priority safety issues on campus. This process includes the following steps:

1. Define the Improvement Opportunity

2. Analyze the Problem

3. Set the Performance Goal

4. Formulate the Plan

5. Implementation

6. Follow-up and Continuous Improvement

Each step of this Continuous Improvement Process, including the tools to be used, can be found in Appendix 2-D.

Regularly Scheduled MeetingsIn order to maintain focus and the continuity of effort, it is essential that committee meetings be held on a regular basis. Meetings should be held, at minimum, quarterly for the Risk Management/Safety Steering Committee, semi-monthly for the Advisory Committees and monthly for Departmental Safety Committees.

Budgeted—budgeted monies for safety/loss control projects

Equitable—no one department gets all the benefits

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Appendix 2-A

Campus Risk Management Activities Model

Risk Management/Safety Steering Committee

Advisory Committees

Office Ergonomics Property

Driver Safety Manual MaterialHandling Fall Prevention

Departmental Committees

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Appendix 2-B

Sample Safety Policy Statement

It is the policy of (institution name) that risk management shall be of primary importance in all phases of the campus life and administration. It is the intention of the college/university’s administration to provide safe and healthy living and working conditions and to establish safe practices for all visitors, faculty, staff, students and administrators of this college/university.

The prevention of accidents is a goal and objective at all levels of the institution and its operations. It is a basic requirement that each employee make the safety of all visitors, faculty, staff, students and administrators an integral part of their regular job function. It is equally the duty of each employee to accept and follow established safety procedures and regulations.

To meet the safety goals and objectives of this institution, a Safety Committee has been established to address campus safety concerns. All employees of the institution are encouraged to become actively involved in safety, providing assistance and recommendations to the Safety Committee when and where needs are recognized.

When an accident occurs, everyone on campus is affected in some manner. Please work responsibly. Safety is everyone’s responsibility.

__________________________(Institution President)

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Appendix 2-C

Risk Management Options and Analysis

The following are explanations of the five risk management options. These options are not mutually exclusive; more than one option may be used to address a loss exposure. You may also use different options for the same exposure under different circumstances. The examples are provided to give a better understanding of the option and may not be related to an attached case study.

Prevent the risk—Consortium College tries to identify risks and take measures to prevent losses from occurring.Example: Before allowing new drivers to use its vans, Consortium College checks to make sure the potential driver has a valid driver’s license, has a good driving record and has completed a van driver training program. By taking these preventive measures, Consortium College is making sure its drivers are aware of the basics of safe driving.

Avoid the risk—Consortium College realizes the risks of some activities simply outweigh their benefits and that sometimes there is an alternative method of doing something. In both situations, Consortium College simply avoids the risk.

Reduce the risk—Consortium College must try to minimize any loss that does occur.Example: Sprinkler systems do not prevent a fire, but they do reduce the damage caused by a fire by controlling the flame spread.

Transfer the risk—If Consortium College does not have control of an activity, then the college should hold the controlling party responsible for the risk. Consortium College should use written contracts to document the transfer.Example: Consortium College owns several pianos that need to be moved since functions requiring pianos are held in various locations on campus. Consortium College recognized that pianos are very heavy and several of its employees have severely injured their back moving pianos. To avoid further injury to its employees, Consortium College now contracts with a moving company to move the pianos.

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Separate the risk—(usually with property exposures) Exposures should be separated so the entire lot is not destroyed by one occurrence.Example: If computer backup files are stored off campus, a fire in the main Computer Services area will not destroy the backup copy.

Pareto AnalysisThe Pareto Analysis is used to display the relative importance of problems/issues.

It can be used– As a starting point for problem solving– To monitor success– To help identify the basic cause(s) of a problem

The name of the analysis derives from the Pareto Principle (“80 percent of the trouble comes from 20 percent of the problems”). Teams will find that most trouble comes from the “vital few” problems.

Steps7. Select the unit of measure (e.g., frequency, severity/cost, etc.).

8. Select time period to be studied (if necessary).

9. Gather necessary information (e.g., loss runs, survey results, etc.).

10. List the categories from left to right on the horizontal axis in order of decreasing frequency or severity/cost.

11. Draw a rectangle above each category whose height represents the frequency/severity in that classification

0

5

10

15

20

25

Slips/Falls Struck by VehicleAccident

Accident Type

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Appendix 2-D

Continuous Improvement Process Steps and Tools

This Appendix will briefly describe some of the tools that can be used in the continuous improvement process. The analysis tools are useful in identifying priority issues, problems and possible solutions. The planning tools are useful in organizing and executing the formulated plans.

Step Purpose Process/Tools OutcomeDefine the improvement opportunity

To identify the priority issue(s) “The Big Rocks”

Collect information Loss Runs Best Practices Benchmarking Sort Information Pareto Analysis

Analyze the problem

To gain a full understanding of the problem

Analyze contributing factors Cause & Effect Identify barriers to progress Force Field Analysis

Identification of problem source(s)

Set the performance goal

To focus effort Review information collected above with those impacted Obtain input, create ownership Write the goal

A goal that is: Specific Measurable Achievable Relevant Time limited

Formulate “The Plan”

To identify solutions and create a work plan that incorporates the risk management options (PARTS)

Generate ideas Brainstorming Form Consensus Nominal Group Technique

(NGT) Identify necessary steps Process map Work plan

“The Plan”

Implement “The To achieve Communicate the plan Implementation

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Step Purpose Process/Tools OutcomePlan” desired results Obtain buy-in

Kick-off

Continuous Improvement

To determine if there is room for improvement

Monitor Measure Modify

Continuity of the process

Overview of the Continuous Improvement ProcessThe continuous improvement process is a methodology that can be used to identify and resolve problems in an efficient and effective manner. Continuous Risk Improvement (CRI) provides a comprehensive and systematic approach to identify and analyze risk-related problems. The CRI methodology builds acceptance for change, develops viable solutions and promotes long-term implementation success.

Continuous Risk Improvement uses a team approach. The individuals working as part of the process:

– Identify the opportunity,

– Analyze the problem,

– Design the best solution,

– Execute and implement the solution, and

– Measure the results.

The process creates an environment of continuous improvement. The CRI methodology achieves success by focusing your loss prevention efforts, enhancing internal capabilities and increasing commitment to change.

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Continuous Risk Improvement Process

CommitmentCRI

ProcessMeasurement

IDENTIFYOPPORTUNITY

Mutually explore the situationand form initial hypothesis of cause(s) of the problems::

Identify nature & impact of theopportunity/problem

Quantify costs & operational performanceimpact

Discuss improvement expectations and initialperformance measures

Obtain expertise, resources and commitment to change

ANALYZESearch for the most likely cause(s),

refine and test the hypothesis: Collect quantitative & qualitative data Develop performance measures Interpret data & analyze gap

between “what is” and “whatcould be”

Use analytical tools to determine and verify most likely cause

Assess support for solution development

DESIGN/SELECTBEST SOLUTION

Identify the “best” solution, the risksinvolved and the commitment to change:

Refine/integrate measures of success with solution criteria

Generate alternative solutions and determine impact on stakeholders

Identify risks (up & down) for each solution Determine “best” solution vs.. criteria Assess commitment to solution

EXECUTE/IMPLEMENT SOLUTIONSCreate and manage change: Ensure stakeholder participation Develop action plans Anticipate & plan for potential

problems Implement the change

MEASURE RESULTSMeasure & monitor performance and

continuously improve: Implement performance measurements Track performance short & long-term Evaluate outcomes Enhance measures & improvement

solutions as needed

Cause and Effect DiagramThe cause and effect diagram is a helpful tool for analyzing possible contributing factors (causes) to a problem (the effect). Keep in mind that for every problem there may be multiple contributing factors.

The diagram is used to sort the potential causes into major categories such as people, equipment, policy and procedures and environment. Alternative headings may be used depending on the nature of the operation.

Steps:12. Select the problem to be analyzed and place it in the “effect” box in the right

side of the diagram.

13. Select the appropriate cause categories (e.g., people, equipment, policy/procedures and environment) and list them on the diagram.

14. Brainstorm possible contributing factors under each heading.

15. For each contributing factor, continue to ask, “How could this factor have caused the effect?” until the root cause is identified.

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Diagram:

Equipment Environment

People Policy and Procedures

Effect

BrainstormingBrainstorming is used to generate as many ideas as possible from all members of a committee/team in a short period of time.

It can be used in two basic ways:

– Structured: Every person must offer an idea as his or her turn arises or pass. This helps generate participation from everyone in the group.

– Unstructured: Group members give ideas as they come to mind. This may create a more relaxed atmosphere, but risks domination by more vocal members of the group.

Rules Never criticize

Write down every idea

Do not discuss other than for clarification

Do it quickly

Nominal Group TechniqueNominal Group Technique is a tool that can be used to narrow the issues down to a manageable number. It also provides all members of the team/committee an equal voice in the decision-making process (problem selection/corrective action).

Steps:16. Have issues written on a board or flipchart (from brainstorming exercise).

17. Confirm that all members understand the issues.

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18. Combine similar issues.

19. Number each issue.

20. Narrow down to 50 percent of the items listed by allowing each member that many votes (e.g., if there are 10 items listed, each member gets five votes).

21. Continue process until the list is narrowed down to the desired number of items.

Process MappingA process map is a pictorial representation of the steps in a process. It can be used to help team members better understand what is wrong with an existing process or agree on a new and improved process. It is also a very useful tool in planning projects.

Steps:22. Define the boundaries of the process to be analyzed or developed. The level of

detail of the analysis needs to be clearly defined to help team members understand the process and identify problem areas. Otherwise, this can become an unmanageable exercise.

23. Involve individuals with knowledge of the current, or expertise in the needed, process.

24. Draw the process as it actually exists and/or draw the process as it should flow.

25. If comparing the existing to the desired, look for the differences. This is usually where the problems can be found.

Process Step

Start

Decision

Stop

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Force Field AnalysisForce Field analysis identifies the potential driving forces (that support change) and the restraining forces (that impede change). It puts the issues on the table so that discussion and analysis can take place.

Steps:26. Draw a “T” on a flipchart or board and label the left column “Driving Forces”

and the right column “Restraining Forces.”

27. Brainstorm and list issues in each column.

Stressing the positive often results in reinforcement of the negative. For example, when someone is told repeatedly that something is bad for him or her, their resistance is often strengthened and they do even more of what is bad for them. It is most effective to address the restraining forces. In other words, eliminate the barriers to progress.

Driving Forces Restraining Forces

Work PlanThe Work Plan is a useful tool for short-term planning of single events or simple projects. It helps the team organize the tasks required to reach a predetermined goal.

Steps:28. Identify what needs to be accomplished.

29. Identify the final step that indicates the end of the project or activity.

30. Identify the starting point or first step.

31. Brainstorm the individual activities that must take place between the starting and ending points.

32. Prepare the grid listing:

- All steps required in sequence

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- The individual(s) responsible

- Target completion dates

- Special instructions

(See Work Plan Form on next page.)

Additional ResourcesResources for additional reading on the topics discussed in this appendix.

– The Memory Jogger, Goal/QPC

– The Memory Jogger Plus+, Goal/QPC

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Continuous Improvement Work Plan Form

Issue/Goal:

Steps/Actions Needed Individual(s) Responsible Target DateDate Completed Comments/Special Instructions

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Section 3

Accident Reporting and Investigation

IntroductionWhen an accident occurs, it often appears that its cause was someone failing to follow prescribed procedures. The injured person is perceived as either being “careless” or not paying attention to the task at hand. Corrective measures include admonitions to “be more careful” or “get help.”

In truth, there are many reasons why accidents occur. The purpose of investigating accidents is to identify the root cause(s) of the accident, to identify exactly why it happened, so that we can develop effective measures to reduce or eliminate the possibility of recurrence.

In this manual section, you will find guidelines and procedures for investigating accidents, as well as a report form for reporting the results of your investigation. The most important thing to remember is that you are looking for facts, not fault.

PolicyAn individual should be assigned the responsibility for coordinating accident investigations at the institution. This includes incidents and accidents that injure individuals on campus, those that result in property damage and “near misses.”

Accident Reporting and Investigation

IntroductionWhen an accident occurs, people may be injured and property may be damaged. In order to treat the injuries promptly and prevent further damage, it is essential for the occurrence to be reported as soon as possible. This manual section describes the procedures for reporting and investigating an accident.

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Management Responsibilities33. Department heads have designated first level responders, who have current

first aid certification and know when to call for higher-level emergency medical treatment.

34. Department heads have communicated to all their employees a reporting chain, from the first level of management up through to the department head and Administration.

35. Department heads will review all emergency response procedures with their staffs at least annually. These procedures cover both natural disasters (tornado, hurricane, earthquake) and man-made events (hostages, civil strife, bomb threat).

36. The institution’s designated representative will notify the injured person’s next of kin as appropriate.

37. If the injury requires hospitalization, the institution will make arrangements to have the spouse or other family member transported to the hospital, to reduce the possibility of an excited family member being involved in an accident while driving to the hospital.

Accident Reporting38. Any witness to an incident in which there is a personal injury or property

damage should notify his/her immediate supervisor as soon as possible by the best available means.

39. If the injury appears to be life-threatening or there is a possibility of significant additional damage, notify Campus Security or 911.

40. Offer assistance and comfort to the best of your ability and take such actions as you can to prevent additional injuries.

41. Note details of the event for later reporting.

42. The department head should notify Administration, including the Risk Manager and Campus Safety Director, of all injuries involving a student, staff, faculty member or a member of the public.

43. The risk manager will notify the affected insurance companies within 24 hours, even if all the information on the incident is not available. (See current mandatory reporting requirements on the claim reporting card (Sample in manual))

44. The campus safety manager will notify a regulatory body (such as OSHA) if appropriate, after conferring with Administration.

45. If a statement is to be made to the press, the designated institutional representative should first confer with Administration.

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Accident InvestigationIt is essential that all significant accidents be investigated. There are several reasons for this:

46. Identify the cause(s) so that appropriate changes can be made to prevent future occurrences.

47. Prepare a legal defense as necessary.

48. Demonstrate administration’s commitment to maintaining a safe campus environment.

Procedures49. The supervisor of the person injured (or the driver of the institution vehicle

involved in the accident) will complete the accident investigation report.

50. Begin the investigation as soon as possible. Ensure that the injured person has gotten any necessary medical treatment.

51. When notified of the accident, “freeze” the site as much as possible. “Freezing a site” means that nothing is disturbed; everything is left just as it was at the time of the accident

52. When you get to the site, get the “big picture” first. Take pictures or make diagrams as appropriate.

53. Separate the injured person and any witnesses to keep their stories from contaminating each other. Talk with the injured person at the scene if possible.

54. Interview each witness separately and privately. Try to put each one at ease. The purpose of the investigation is to find facts, not assign blame.

55. Ask open-ended “W” questions: Who, what, when, where, why and how. Try to develop facts, not opinions.

56. Ask for suggestions on how to prevent future accidents of this type. Develop your conclusions and then start your report (refer to the sample report form at Appendix 3-A).

57. Enter the personal data of the injured person as applicable. Describe the extent of injuries or property damage as you understand it to be at this time.

58. List the hospital/clinic and treating doctor so that they can be contacted for further information. If the injured employee has been cleared to return to work (RTW), indicate this fact in the space provided.

59. Describe what happened. (Example— “Employee struck by truck in driveway.” Based on your investigation, in a logical sequence of events describe how the accident occurred.) Describe what the employee was doing just prior to the accident. Identify specific corrective measures that should be implemented to prevent recurrence.

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60. Keep a copy of the completed accident investigation form for review by interested third parties (EIIA, insurance carriers, governmental agencies, et al).

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Appendix 3-A

Non Vehicle Accident Investigation Report FormName: Department:

Job Title: ID Number/SSAN

M F Age: Date of Hire: Home Phone No.:

Address:

Extent of Injuries:

Describe any Property Damage:

Treatment Facility: Treating Doctor:

RTW Status:

Where is the damaged property now?

Time of Incident: Time Supervisor Notified:

What Happened?

How did it happen?

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What was the employee doing just prior to the incident?

What management controls were deficient?

Equipment: Selection Arrangement Use Maintenance

Materials: Selection Placement/Storage Handling Use

People: Selection Placement Training Leading

What specific measures should be taken?

How will this improve operations?

What have you already done?

Investigated by: Date:

Reviewed by: Date:

Add any additional details necessary to describe the incident, how it occurred and what should be done to prevent recurrence:

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Appendix 3-B

Vehicle Accident Investigation Report FormName: Department:Job Title: ID Number/SSAN M F Age: Date of Hire: Home Phone No.:Address:Extent of Injuries:Describe Property Damage:

Treatment Facility: Treating Doctor:RTW Status:Where is the damaged property now?Time of Incident: Time Supervisor Notified:What Happened?

How did it happen?

What was the employee doing just prior to the incident?

What management controls were deficient?Equipment: Selection Arrangement Use MaintenanceMaterials: Selection Placement/Storage Handling Use

People: Selection Placement Training LeadingWhat specific measures should be taken?

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How will this improve operations?

What have you already done?

Vehicle Involved: License No.: Unit No.:Driver: Student Faculty Staff OtherPassenger(s):

Purpose of Trip:Destination: Departure Time:Road Conditions:Weather Conditions:Traffic Conditions:Other People Involved:Extent of Injuries:Other Vehicle(s)/Property Involved:Extent of Damage:Investigated by: Date:Reviewed by: Date:Add any additional details necessary to describe the incident, how it occurred and what should be done to prevent recurrence:

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Appendix 3-C

EIIA Sample Property and Casualty Claims Reporting Information

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As of September 1, 2005 EIIA Property and Casualty Claims Reporting

Workers’ Compensation General Liability Sexual Misconduct Liability Auto Liability & Auto Physical Damage

The Travelers Insurance Company 24hour 800 number Hotline:

1-800-832-7839 Your location Code is: XXXX000X Refer to department codes listed on the reverse

Property Boiler & Machinery

Report Claims to GAB/Robins North America Inc.: 1-800-825-2043 Mr. David Reger, GAB, Chicago, IL FAX: 1-312-454-1930 email: [email protected] Refer to Policy Number: 00000000 and Policy Period: March 1, 2005 through March 1, 2006

Please also email the claim information to EIIA and to Marsh USA, Inc.: Larry Deger [email protected] Dennis Reardon [email protected] Michael C. Marcum [email protected]

Incident Emergency Response: AIG Environmental Pier II Program - 24hour

Hotline / Message Center: 1-877-743-7669

Emergency Response Assistance

To File a Claim: Claim forms are available In the Risk Management /

Claims section at www.eiia.org

Environmental / Pollution

(Please also notify one of the EIIA Contacts in the box below.)

Employee Dishonesty / Crime Cyber Liability Non-Owned Aircraft Liability Special Events Liability Director’s & Officers / Educators Legal Liability Underground Storage Tanks Foreign Liability

Refer to Policy Instructions - AND - Report Claims to EIIA: 1-800-537-8410 Larry Deger (ext. 204) FAX: 1-312-648-5511 email: [email protected] -or-

Anthony Waller (ext. 206) email: [email protected]

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Appendix 3-D

EIIA Cause Codes—Workers Compensation

Miscellaneous

1 Mental Anguish/Stress

3 Elevator, escalator, dumb waiter

4 Horseplay

6 Alcohol, Drugs

Slips and Falls

9 Stage/Platform/Dock

10 Ladder/Scaffolding/High Lift/Step Stool

11 Furniture

12 Inside—Stairs/Ramps

13 Washroom/Restroom

14 Inside—Liquid, Grease, Food

15 Walk in Cooler/Freezer

16 Tripped over object

17 Inside—Different Level

18 Inside—Same level

21 Outside—Stairs/Ramps—Weather

22 Outside—Stairs/Ramps—Not Weather

23 Outside—Paved Surface—Weather

24 Outside—Paved Surface—Not Weather

25 Outside—Unpaved Surface

26 Outside—Not on Ground

Chemical/Illness/Heat or Cold

27 Cleaning Chemicals

28 Lab Chemicals

29 Pesticides, Insecticides

30 Paint

31 Other Chemicals

32 Air Temperature Extreme

34 Food Poisoning

35 Airborne Particles in General Air

36 Lightning

38 Contact w/Animal/Insect

39 Bodily Fluids/Needle

40 Contact w/Plants

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Sport Event/Performing Arts

43 Playing Sports/Performing Arts

44 Instructing Sports/Arts

45 Watching Sports/Arts

Inattention

50 Window Accident

51 Door Accident

52 Drawer Accident

53 Struck by Item Falling from Shelf, Counter

54 Step on/Kick Object

55 Striking a Fixed object

56 Collision with Another Person

Using Equipment

58 Trimming Trees, Shrubs

59 Working with Electrical Systems

60 Working on a Boiler

61 Working Overhead

62 Maintaining/Installing an Object

63 Using Office Equipment

64 Using a Knife

65 Using a Riding Mower

66 Using a Power Lawn Mower, Weedeater

67 Welding

68 Using a Manual Hand Tool/Utensil

69 Using Powered Hand Tool, Appliance

70 Using Cleaning Equipment

Manual Material Handling

72 Lifting, Carrying a Ladder

73 Loading/Unloading a Vehicle

74 Hitching a Trailer

75 Moving Furniture/Mattress

76 Removing Trash

77 Handling Hot Object

78 Injured by Part of Object being Moved

79 Other Employee at Fault

80 Slip, Trip, Fall while Carrying

81 Lifting, Carrying, Pushing, Pulling, Reaching

82 Throwing, Tossing, Passing

83 Shoveling, Digging

84 Using a Cart

Security

88 Assault/Robbery of Employee

89 Enforcing Security

Noise

90 Noise

Transportation

93 Golf Cart/Unlicensed Vehicle

94 Bicycle

95 Entering/Exiting Vehicle

96 Vehicle Accident

Coding

98 Liberty Mutual—Not translated

99 Liberty Mutual—Not coded

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Appendix 3-E

EIIA Cause of Loss Codes—Automobile Liability

Impaired Insured Vehicle (IV) Driver

1 Unauthorized Use

2 Accident involved Alleged use of Drugs/Alcohol

3 Vehicle Accidentally Set in Motion

Insured Vehicle (IV) Driver Error—Parking

10 Unsafe Parking

11 Unsafe Backing

12 Unsafe Starting

Insured Vehicle (IV) Driver Error—On Road

13 Unsafe Turning

14 Unsafe U-Turn

15 Unsafe Passing

16 Driving in Wrong Lane

17 Misjudging Clearance (height)

18 Driving off the Road

19 Loss of Control—not Ice

20 Unsafe Ramp Merging

21 Assuming Right of Way

22 Disregard of Traffic Sign/Signals

23 Failure to signal Intentions

24 Unsafe Following Distance

25 Unsafe Lane Change

26 Diverted Attention

27 Unsafe Condition of Vehicle

28 Overloading

29 Unsafe Speed—for Ice/Rain/Snow

30 Unsafe Speed—for Road Type/Gravel, etc.

31 Unsafe Speed—Clear Weather

34 Snow Plow

35 Tire Blowout

36 Struck by Train—Not Stalled

Other Vehicle Error

48 Insured Vehicle Hit While Parked

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49 Insured Vehicle Hit On Road Not In Rear

50 Insured Vehicle Hit in Rear On Road

Struck By

53 Struck by Road Debris

55 Struck by Falling Objects—All Other

Vandalism, Theft

57 Vandalism

58 Theft—Vehicle Unlocked/Key not in Ignition

59 Theft—Vehicle Unlocked/Key in Ignition

60 Theft—Vehicle Locked

Environment

54 Struck by Falling Tree Limb

61 Wind, Hail, Water

62 Fire, Explosion, Electrical

63 Riot, Civil Commotion

64 Acid Spill

65 Animal/Bird

66 Solar Heat

Trailer

76 Drop trailer, jackknife

Coverages

83 Third party vendor Employee, Volunteer

Entering/Exiting Vehicle

95 Entering/Exiting Vehicle

Unknown Cause of Damage

96 Unknown Cause of Damage

Coding

98 Liberty Mutual—Not translated

99 Liberty Mutual—Not coded

Appendix 3-F

EIIA Cause Codes—General Liability

Miscellaneous Codes

1 Unauthorized Use

2 Pollution

3 Day care (not sexual misconduct)

4 Elevator, escalator, dumb waiter

5 Fatality

Falls/Slips

7 Bleachers

8 Banister, Fence, Railing

9 Stage, Podium

10 Ladder, Scaffolding, High Lift

11 Furniture

12 Inside – Steps, Stairs, Ramps – all

13 Inside – Restroom/Washroom – all

14 Inside – Liquid, grease, etc. on surface

16 Inside – Tripped over object

17 Inside – Different level

18 Inside – Same level

21 Outside – Steps, Stairs, Ramps,

Weather Related

22 Outside – Steps, Stairs – Not Weather Related

23 Outside – Paved Surfaces – Weather Related

24 Outside – Paved Surfaces – Not Weather Related

25 Outside – Unpaved Surfaces

26 Jumping, leaping, bounding

Improper Activity

27 Alleged ADA violation

28 Failure to Warn/Secure

29 Alleged Hazing

30 Quarreling, arguing, fighting, assault

31 Horseplay

32 Incident involving alleged use of alcohol, drugs

33 Robbery

34 Wrongful entry, theft

35 Corporal punishment

36 Unreasonable Force, False Arrest

37 Alleged age discrimination

38 Alleged improper security provided

39 Alleged wrongful, unjust employee termination

40 Alleged libel, slander, defamation

41 Alleged sexual harassment

42 Alleged sexual misconduct

43 Alleged sexual assault / rape

44 Alleged sexual discrimination

45 Alleged race discrimination

46 Alleged medical malpractice – Institution’s Health Services, Athletic Trainer

47 Professional Health Care – Student Practicum

48 Professional Liability – Counseling

49 Professional Liability – Alleged failure to educate

Struck by / Injured By / Collision With / Contact

50 Window

51 Door – not in restroom

52 Glass – not a window

53 Restroom/Washroom Facilities including Doors

54 Furniture

55 Using equipment – for personal benefit

56 Using equipment – for institution benefit

57 Mobile equip, Golf Car, Cushman,

Bike, Snowplow

58 Entering/exiting a motor vehicle

59 Struck or Injured by object carried by others

60 Injured by/against fixed object

61 Struck by injured by falling/flying object

62 Struck by or collision with another person

63 Contact with electricity

64 Struck by security gate

65 Falling tree branch, ice, snow

66 Mowing/edging debris

67 Dumpster

Exposure to / Burn

75 Fire / explosion

76 Chemical exposure

77 Hot liquid (including hot water and steam)

78 Hot object

79 Poor ventilation/Sick building syndrome

80 Water

81 Paint

Coverages

82 Field Trip participant

83 Third party/Vendor Employee, Volunteer

84 Other Contractual liability

85 Employee Benefits liability

86 Pesticide Application

87 Watercraft / Snowmobile

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Noise

90 Noise

Sport Event /Performing Arts

93 Struck by ball, hammer, or other athletic equipment

94 Swimming Accident

95 Injured with playing sports

96 Weight room / exercise equipment

Coding

98 Liberty Mutual – Not translated

99 Liberty Mutual – Not coded

Section 4

Benchmarking Forms

IntroductionBased on loss experience from consortium members over a period of a number of years, several areas emerged as key accident or loss drivers at consortium campuses. In order to attempt to address these issues at the base causes, EIIA and Marsh Risk Consulting developed benchmarking materials for several key exposures on campuses to allow each institution to measure its policies and procedures against best practices developed for these risk areas. The benchmarking will assist each institution in identifying those areas where they are meeting the best practices and also identify those areas where improvement is needed.

The following appendices contain the benchmarking forms developed by EIIA and Marsh Risk Consulting that address best practices in the following areas:

– Risk Management/Safety Committees

– Fall Prevention

– Manual Material Handling

– Office Ergonomics

– Driver/Vehicle Safety

– Property Risk Control

Appendix 4-A contains the forms for four-year institutions.

Appendix 4-B contains the forms for two-year institutions, seminaries and preparatory schools.

Appendix 4-C contains the departmental benchmarking form.

Appendix 4-A

EIIA Best Practices Self-Evaluations for Four-Year Institutions Risk Management/Safety Committee

Fall Prevention


Office Ergonomics

Vehicle Safety

Property Risk Control

EIIA Best Practices Self-Evaluations for Four-Year InstitutionsRisk Management/Safety Committee

Institution:

Evaluated by: Date Completed:

Circle Points EarnedHas a safety policy statement, establishing support for the Risk Management/Safety Committee, been issued to all departments?4 The Safety Policy Statement has been completed and signed by the president or

other top administrator and has been distributed to all departments on campus.3 The Safety Policy Statement has been completed and signed by the president or

other top administrator and will be distributed to all departments.2 The Safety Policy Statement is in draft form.1 In planning stage—documented in meeting minutes or otherwise.0 No progress has been made other than discussion of a Safety Policy Statement.Are all departments on campus represented on the Risk Management/Safety Committee (or have some liaison with the committee)?4 100 percent of those applicable. (all departments not contracted out).3 75 percent of those applicable.2 50 percent of those applicable.1 25 percent of those applicable or Physical Plant only.0 No organized safety committee at any level.Have the committee’s functions and responsibilities been established in writing?4 The functions and responsibilities are documented in writing.3 The functions and responsibilities are in final draft form.2 The functions and responsibilities are in the developmental stage as documented

in meeting minutes or otherwise.1 Meeting minutes document the discussion of functions and responsibilities.0 No evidence to suggest that thought has been given to establishing committee

functions and responsibilities.

Are Risk Management/Safety Committee meetings being held on a minimum quarterly basis?4 Quarterly3 Three times per year2 Two times per year1 Annually0 None in past yearHave Risk Management/Safety Committee Goals been established in writing?4 Goals that are measurable and within the control of the committee have been

documented in writing and are reviewed to determine if they have been met. (Note: A 25 percent reduction in falls or a 50 percent reduction in strain injuries are not controllable goals. Likewise, increasing safety awareness is not measurable. On the other hand, training 80 percent of all authorized drivers in defensive driving is both measurable and controllable. (See additional examples of measurable and controllable goals listed below.)

3 Measurable, controllable goals have been established but not reviewed to determine if they have been met.

2 Measurable, controllable goals have been established in draft form by the committee.

1 Meeting minutes indicate that possible measurable, controllable goals have been discussed.

0 Goals have either not been established or are not measurable and controllable.

Total Points Earned

Best Practices Average (B.P.A.)(Divide Total Points Earned by Number of Sections)

Examples of measurable, controllable goals:

– Train at least one individual within a specified number of departments in fall prevention.

– Develop customized fall hazard assessment forms for each department or a specified percentage of departments.

– Complete fall hazard assessments in a specified number of departments on a specified basis.

– Complete manual material handling training within specified number of departments.

Page 4-6

Revised 10/05

– Evaluate a specified number of jobs that have resulted in previous back injuries or strains utilizing the Risk Factor Checklist.

– Train a specified number of computer users in the proper adjustment of computer workstations.

– Conduct computer workstation surveys within a specified number of departments.

– Train a specified number of drivers in defensive driving utilizing the CD-ROM training program.

Please feel free to provide comments on the reverse side.

Check if comments. _________

Comments:

Page 4-8

Revised 10/05

EIIA Best Practices Self-EvaluationFall Prevention

Institution:


Circle Points EarnedHas an individual or group/subcommittee been assigned to oversee the fall prevention effort on campus?4 An individual or group has been assigned and is actively involved in implementing

suggested best practices as documented in meeting minutes.3 An individual or group has been assigned and is actively involved in implementing

suggested best practices; however, the activities are in the scheduling stage as documented in meeting minutes.

2 An individual or group has been assigned and is actively involved in implementing suggested best practices; however, the activities are in the planning stage as documented in meeting minutes.

1 Evidence within Risk Management/Safety Committee minutes that the assignment of an individual or group to address this effort is being considered.

0 No one has been assigned and there is no evidence that such an assignment is being considered.

Does at least one individual within each department receive fall prevention training annually?4 100 percent3 75 percent with the remaining scheduled. Or one individual from each department

receives this training every two years.2 50 percent with the remaining scheduled. Or one individual from each department

receives the training every three years.1 25 percent or Physical Plant only.0 No training.Have customized fall hazard assessment forms been developed for each department on campus?4 A separate, customized form has been developed for each department on campus. (Note:

Most buildings have unique exposures.)3 A separate, customized form has been developed for 75 percent of the departments on

campus and documented efforts are underway to complete the remainder.2 A single form has been developed and is used by all departments on campus.1 Informal observations are used with evidence that hazards are documented.0 No guidelines are used and there is no documentation that fall-hazard assessments are

being done.

Are fall hazard assessment forms being completed on a quarterly basis? 4 Quarterly with documentation3 Three times per year with documentation2 Two times per year with documentation1 Once per year with documentation0 No formal assessment being completedAre unsafe conditions corrected when identified as a result of assessments and/or investigations?4 Unsafe conditions identified as a result of assessments have been corrected.3 Most unsafe conditions identified have been corrected. Those that have not been

corrected have been budgeted and are scheduled for correction.2 Most unsafe conditions identified have been corrected. Those that have not been

corrected have been budgeted but are not scheduled for correction.1 Some corrective action has been taken; however, many items remain unbudgeted and

unscheduled. 0 No action has been taken. No action is budgeted. No action is scheduled.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from falls.

Please feel free to provide comments below.

Page 4-10

Revised 10/05

http://www.eiia.org/

EIIA Best Practices Self-EvaluationManual Material Handling

Institution:


Circle Points EarnedHas an individual or group/subcommittee been assigned to oversee the manual material handling effort on campus?4 An individual or group has been assigned and is actively involved in implementing






Is manual material handling training being conducted in all departments?4 Manual material handling training is being conducted annually within all applicable

departments (all departments except those contracted out).3 In at least one department outside of the Physical Plant, with the remaining applicable

departments scheduled or all applicable departments receive this training every two years.

2 Only in the Physical Plant with the remaining departments scheduled; or, all applicable departments receive this training every three years.

1 Only in Physical Plant.0 No training provided within any departments.

Are jobs/activities that have resulted in strains/back injuries evaluated to identify the contributing risk factors? (See Risk Factor Checklist.)4 Formal evaluations are completed using the Risk Factor Checklist or other quantitative

analysis form.2 Informal evaluations are conducted with a listing of potential risk factors.0 No evaluations are conducted.

Are contributing factors or potential problems, identified as a result of evaluations, eliminated, reduced or controlled through engineering or administrative intervention?4 All documented risk factors identified have been eliminated, reduced or controlled

through feasible engineering or administrative intervention.3 Some engineering or administrative measures have been taken; remaining needs have

been budgeted and scheduled.2 No progress, but needs have been budgeted but not scheduled.1 Documentation in meeting minutes or otherwise that planning/budgeting/scheduling of

needs is being considered.0 No evidence of action being taken.

Is necessary material handling equipment provided where needed on campus (dollies for handling boxes, carts for books, fork trucks for handling large deliveries, etc.)?4 A formal evaluation of material handling equipment needs has been completed with

findings indicating that appropriate equipment is available where needed.3 A formal evaluation has been completed with findings that most departments have

necessary equipment. Such equipment has been budgeted and ordered where needed.2 Needed equipment has been budgeted but not ordered.1 Meeting notes indicate that the need for material handling equipment is being evaluated.0 No effort has been made to determine equipment needs on campus.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from manual material handling.


Page 4-12

Revised 10/05


EIIA Best Practices Self-EvaluationOffice Ergonomics

Institution:


Circle Points EarnedHas an individual or group/subcommittee been assigned to oversee the office ergonomics effort on campus?4 An individual or group has been assigned and is actively involved in implementing






Have computer users received information and training on the proper adjustment of their workstations?4 All computer users on campus have received and signed off on information on the proper

adjustment of computer workstations.3 75 percent have received same with the remaining scheduled for training.2 50 percent have received same with the remaining scheduled for training.1 Only when new workstations are set up or when users experience discomfort.0 None conducted or scheduled.

Is an annual survey conducted to identify potential workstation problems on campus?4 A full campus survey is conducted with documented summary of results.2 Only when requested.0 None conducted.

Have workstation problems identified as a result of the survey(s) been corrected?4 All documented workstation problems have been corrected as recorded in minutes.3 50 percent have been corrected with the remaining scheduled for correction; or, all have

been corrected with no documentation.2 Minimal corrective action; however, plans are being developed.1 No corrective actions; however, plans are being developed.0 No progress or plans.

Have improvements requiring significant capital expenditure (such as the replacement of office furniture) been included in long range budget planning?4 Such items have been budgeted.3 Included in long-range budget planning but unbudgeted.2 Being formally discussed as documented in minutes or otherwise.1 Informal discussion and planning.0 No discussion or planning.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from office ergonomics.


Page 4-14

Revised 10/05


EIIA Best Practices Self-EvaluationVehicle Safety

Institution:


Circle Points EarnedHas an individual or group/subcommittee been assigned to oversee the vehicle safety effort on campus?4 An individual or group has been assigned and is actively involved in implementing





0 No one has been assigned and there is no evidence that such an assignment is being considered.Are driving history forms being completed annually for all drivers along with spot MVR checks?4 A driving history form is being completed annually for all drivers and spot MVR checks

are being conducted on at least 20 percent of all drivers.3 Driving history forms are completed on at least 75 percent of all drivers and efforts are

underway to complete forms for the remaining drivers; and, MVR spot checks are being conducted on at least 20 percent of all drivers. Or MVRs are being obtained on all drivers every two years.

2 Driving history forms are completed on at least 50 percent of all drivers and efforts are underway to complete forms for the remaining drivers; in addition, MVR spot checks are being conducted on at least 20 percent of all drivers. Or MVRs are being obtained on all drivers of institution owned or leased vehicles only on an annual basis.

1 Driving history forms are completed for all van drivers only with no MVR checks.0 No driving history forms completed. No MVRs obtained.Do all authorized drivers receive defensive driver training at least every two years with documentation?4 All drivers on a two-year basis.3 75-percent with the remaining scheduled.2 50-percent with the remaining scheduled. 1 25-percent with the remaining scheduled or such training is conducted every three years.0 None conducted or scheduled.

Have written rules, policies and procedures been established for use of institution owned or leased vehicles or for the use of personal vehicles on school business?4 Established and distributed to all drivers.3 In final draft stage.2 Documented plans to include all issues listed above.1 In planning stage.0 No plans to develop rules, policies and procedures.Are all institution owned or leased vehicles subject to pre-and post-trip inspections and are manufacturer’s suggested maintenance guidelines being followed?4 Pre-and post-trip inspections are being conducted and the manufacturer’s suggested

maintenance guidelines are being followed.3 Pre-and post-trip inspections are being conducted with documented plans to follow the

manufacturer’s suggested maintenance guidelines.2 Pre-and post-trip inspections are being conducted and plans are being made to follow the

manufacturer’s suggested maintenance guidelines.1 Documented plans have been made to conduct pre-and post-trip inspections and to follow

the manufacturer’s suggested maintenance guidelines.0 No documented plans to conduct pre-and post-trip inspections or to follow the

manufacturer’s suggested maintenance guidelines.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from transportation.


Page 4-16

Revised 10/05


EIIA Best Practices Self-Evaluation Property Risk Control

Institution:


Circle Points EarnedHas an individual or group/subcommittee been assigned to oversee the property effort on campus?4 An individual or group has been assigned and is actively involved in implementing






Has an Emergency Response Plan been developed for the campus?4 An Emergency Response Plan has been developed and implemented on campus. Full-

scale tests and annual reviews of the plan are performed.3 An Emergency Response Plan has been developed and implemented on campus.

Tabletop type tests and annual reviews of the plan are performed.2 An Emergency Response Plan has been developed and implemented on campus and

reviewed annually.1 An Emergency Response Plan has been developed and implemented on campus. Annual

reviews of the plan are not performed.0 No Emergency Response Plan has been developed.Has a Disaster Recovery Plan been established, tested and reviewed for the following areas on your campus (business offices, computer operations, food services, libraries and residence halls)?4 Disaster Recovery Plans are written, implemented, tested and reviewed for the entire campus.3 Disaster Recovery Plans written, implemented, tested and reviewed for four of the five

areas listed above in parenthesis.2 Disaster Recovery Plans written and in place for at least three areas listed above in

parenthesis, but have not been tested or reviewed.1 Disaster Recovery Plans written and in place for at least one of the five areas listed above

in parenthesis.0 No disaster Recovery Plans in place.

Have the following administrative programs been put in place on your campus (boiler & machinery preventive maintenance programs, cold weather precautions, electrical safety program, fire protection impairment procedures, housekeeping self-inspections and hot work programs)?4 All applicable programs are in place.3 Four of the six programs are in place.2 Three of the six programs are in place.1 At least one of the programs is in place.0 No programs are in place.Have programs been put in place for the inspection, testing and maintenance of fire protection systems and equipment installed on campus? (These activities can be performed by either campus employees or outside contractors)4 Sprinkler and fire alarm systems are checked before every semester.

andFire extinguishers are visually inspected monthly and serviced annually.

andOther systems and equipment are checked annually.

2 Sprinkler and fire alarm systems are checked annually. and

Fire extinguishers are visually inspected monthly and serviced annually. and

Other systems and equipment are checked annually.0 Programs are not in place for the inspection, testing and maintenance of fire protection

systems or equipment.

Total Points Earned



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During the past five years, significant losses have occurred at Consortium locations not having specific protocols in place to address the following exposures:

B. A Disaster Recovery Program that includes at least one full-scale and periodic tabletop drills with local, state and federal participation and review as necessary.

C. Annual recorded fire drills in all buildings.

D. A recorded inspection and evaluation of all resident hall room doors to be sure that they are equipped with operable self-closing devices.

E. A recorded inspection and evaluation of hallway and stairwell doors to be sure that they are equipped with operable self-closing devices.

F. Annual recorded maintenance and testing of automatic sprinkler and fire alarms.

G. Recorded inspection and evaluation of computer hubs for the adequacy of electrical connections, housekeeping and equipment maintenance including checking for and correction of overheated equipment.

H. Off-campus storage of backup computer records.

I. Adequate surge protection provided for computer and telephone equipment.

J. Timely review of boiler-maintenance records and The Traveler’s inspection reports so that corrective action can be initiated when and where necessary.

K. Periodically complete infrared scanning of all electrical distribution panels.

The items mentioned above have been listed as recommendations on past Consortium property inspection reports. Your institution should be able to answer in the affirmative to these items. If not, then please initiate corrective action as necessary.

Appendix 4-B

EIIA Best Practices Self-Evaluations for Two-Year Institutions, Seminaries and Preparatory Schools Risk Management/Safety Organization (For Smaller Institutions)

Fall Prevention (For Smaller Institutions)

Manual Material Handling (For Smaller Institutions)

Office Ergonomics (For Smaller Institutions)

Vehicle Safety (For Smaller Institutions)

Property Risk Control (For Smaller Institutions)

EIIA Best Practices Self-Evaluations for Two-Year Institutions, Seminaries and Preparatory SchoolsRisk Management/Safety Organization (For Smaller Institutions)

Institution:


Circle Points EarnedHas a safety policy statement been issued to all departments?4 Safety Policy Statement has been completed and signed by the president or other top

administrator and has been distributed to all departments.3 The Safety Policy Statement has been completed and signed by the president or other top

administrator and will be distributed to all departments.2 The Safety Policy Statement is in draft form.1 In planning stage—documented in meeting minutes or otherwise.0 No progress has been made other than discussion of a Safety Policy Statement.Have risk control responsibilities been delegated and documented in writing?4 Responsibilities have been delegated and documented.3 Many responsibilities have been formally delegated. Currently in the process of

delegating remaining responsibilities.2 Currently in the process of delegating risk control responsibilities.1 The delegation of risk control responsibilities is an issue that is being given

consideration.0 No evidence that the delegation of risk control responsibilities is being considered.Is “Risk Control” included as a staff meeting agenda item on a minimum quarterly basis?4 Quarterly3 Three times per year2 Two times per year1 Once a year0 Never included on the agenda.

Have risk control goals been established in writing?4 Goals that are measurable and controllable have been documented in writing and are

reviewed to determine if they have been met. (Note: A 25 percent reduction in falls or a 50 percent reduction in strain injuries are not controllable goals. Likewise, increasing safety awareness is not measurable. On the other hand, training 80 percent of all authorized drivers in defensive driving is both measurable and controllable. See examples on the next page.)

3 Measurable, controllable goals have been established but not reviewed to determine if they have been met.

2 Measurable, controllable goals have been established in draft form.1 Meeting minutes indicate that possible measurable, controllable goals have been

discussed.0 Possible risk control goals are not being considered.

Total Points Earned



Train all Physical Plant Department employees in fall prevention.

Develop a customized fall hazard assessment form.

Complete fall hazard assessments in a specified number of departments on a specified basis.

Train all Physical Plant Department employees in manual material handling.

Conduct formal evaluations within a specified number of departments to determine if necessary material handling equipment is provided.

Train a specified number of computer users in the proper adjustment of computer workstations.

Conduct computer workstation surveys within a specified number of departments.

Train a specified number of drivers in defensive driving utilizing the CD-ROM training program.


Page 4-24

Revised 10/05

EIIA Best Practices Self-EvaluationFall Prevention (For Smaller Institutions)

Institution:


Circle Points EarnedHas an individual been delegated the responsibility of overseeing the fall prevention effort?4 This is the primary risk control responsibility delegated to this individual.3 This is one of two or three risk-related responsibilities delegated to this

individual.2 This is one of several responsibilities delegated to this individual.1 This individual is responsible for all risk control issues.0 This responsibility has not been delegated.Do all Physical Plant Department employees (Trades, Custodial, Maintenance, Grounds) receive fall prevention training annually?4 All Physical Plant Department employees receive this training annually.3 Most have with the remaining scheduled; or, all Physical Plant Department

employees receive this training every two years.2 Such training has been scheduled; or, all Physical Plant Department employees

receive this training every three years.1 Such training is being planned.0 No plans for such training.Has a customized fall hazard assessment form been developed?4 A customized form has been developed for this campus.2 A generic fall hazard-assessment form is being used.0 No form is being used.

The fall hazard assessment is being completed on a quarterly basis?4 Quarterly with documentation.3 Three times per year with documentation.2 Two times per year with documentation.1 Once per year with documentation.0 No formal assessment being completed.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from falls.


Page 4-26

Revised 10/05


EIIA Best Practices Self-EvaluationManual Material Handling (For Smaller Institutions)

Institution:


Circle Points EarnedHas an individual been delegated the responsibility of overseeing the manual material handling effort?4 This is the primary risk control responsibility delegated to this individual.3 This is one of two or three risk-related responsibilities delegated to this

individual.2 This is one of several responsibilities delegated to this individual.1 This individual is responsible for all risk control issues.0 This responsibility has not been delegated.Do all Physical Plant Department employees (Trades, Custodial, Maintenance, Grounds) receive manual material handling training annually?4 All Physical Plant Department employees receive this training annually.3 Most have with the remaining scheduled; or, all Physical Plant Department

employees receive this training every two years.2 Such training has been scheduled; or, all Physical Plant Department employees

receive this training every three years.1 Such training is being planned.0 No plans for such training.Has it been determined if necessary material handling equipment is provided where needed on campus (dollies for handling boxes, carts for books, fork trucks for handling large deliveries, etc.)?4 A formal evaluation of material handling equipment needs has been completed

with findings indicating that appropriate equipment is available where needed.3 A formal evaluation has been completed with findings that most departments

have necessary equipment. Such equipment has been budgeted and ordered where needed.

2 A formal evaluation is scheduled.1 A formal evaluation is being planned.0 There are no plans to determine material handling equipment needs.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from manual material handling.


Page 4-28

Revised 10/05


EIIA Best Practices Self-EvaluationOffice Ergonomics (For Smaller Institutions)

Institution:


Circle Points EarnedHas an individual been delegated the responsibility of overseeing the office ergonomics effort?4 This is the primary risk control responsibility delegated to this individual.3 This is one of two or three risk-related responsibilities delegated to this

individual.2 This is one of several responsibilities delegated to this individual.1 This individual is responsible for all risk control issues.0 This responsibility has not been delegated.Have computer users received information and training on the proper adjustment of their workstations?4 All computer users on campus have received training and information on the

proper adjustment of computer workstations.3 At least 75 percent with the remaining scheduled.2 At least 50 percent with the remaining scheduled.1 Only when new workstations are set up or when users experience discomfort.0 None conducted or scheduled.Is an annual survey conducted to identify potential workstation problems?4 A full campus survey is conducted with documented summary of results.3 Some surveys have been conducted with documented results; the remaining

areas/departments have scheduled surveys.2 Only when requested.1 Only when a user complains of discomfort.0 None conducted.

Have workstation problems identified as a result of the survey(s) been corrected?4 All documented workstation problems have been corrected.3 At least 50 percent have been corrected with the remaining documented problems

scheduled for correction.2 Minimal corrective action; however, plans are being developed.1 No corrective actions; however, plans are being developed.0 No progress or plans.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from office ergonomics.


Page 4-30

Revised 10/05


EIIA Best Practices Self-EvaluationVehicle Safety (For Smaller Institutions)

Institution:


Circle Points EarnedHas an individual been delegated the responsibility of overseeing the vehicle safety effort?4 This is the primary risk control responsibility delegated to this individual.3 This is one of two or three risk-related responsibilities delegated to this individual.2 This is one of several responsibilities delegated to this individual.1 This individual is responsible for all risk control issues.0 This responsibility has not been delegated.Are driving history forms being completed annually for all drivers along with spot MVR checks?4 A driving history form is being completed annually for all drivers and spot MVR

checks are being conducted on at least 20 percent of all drivers.3 Driving history forms are completed on at least 75 percent of all drivers and

efforts are underway to complete forms for the remaining drivers; and, MVR spot checks are being conducted on at least 20percent of all drivers. Or MVRs are being obtained on all drivers every two years.

2 Driving history forms are completed on at least 50 percent of all drivers and efforts are underway to complete forms for the remaining drivers; in addition, MVR spot checks are being conducted on at least 20 percent of all drivers. Or MVRs are being obtained on all drivers of institution owned or leased vehicles only on an annual basis.

1 Driving history forms are completed for all van drivers only with no MVR checks.0 No driving history forms completed. No MVRs obtained.Do all authorized drivers receive defensive driver training at least every two years with documentation?4 All drivers on a two-year basis.3 75 percent with the remaining scheduled.2 50 percent with the remaining scheduled.1 25 percent with the remaining scheduled or such training is conducted every three

years.0 None conducted or scheduled.

Have written rules, policies and procedures been established for use of institution owned or leased vehicles or for the use of personal vehicles on school business?4 Established and distributed to all drivers.3 In final draft stage.2 Documented plans to include all issues listed above.1 In planning stage.0 No plans to develop rules, policies and procedures.Are all institution owned or leased vehicles subject to pre and post trip inspections and are manufacturer’s suggested maintenance guidelines being followed?4 Pre-and post-trip inspections are being conducted and the manufacturer’s

suggested maintenance guidelines are being followed.3 Pre-and post-trip inspections are being conducted with documented plans to

follow the manufacturer’s suggested maintenance guidelines.2 Pre-and post-trip inspections are being conducted and plans made to follow the

manufacturer’s suggested maintenance guidelines.1 Documented plans have been made to conduct pre-and post-trip inspections and

to follow the manufacturer’s suggested maintenance guidelines.0 No documented plans to conduct pre-and post-trip inspections or to follow the

manufacturer’s suggested maintenance guidelines.

Total Points Earned


Please visit www.eiia.org – Risk Management for a summary of consortium claims experience arising from transportation.


Page 4-32

Revised 10/05


EIIA Best Practices Self-EvaluationProperty Risk Control (For Smaller Institutions)

Institution:


Circle Points EarnedHas an individual or department on campus been given the responsibility for property risk control issues and programs?4 Responsibilities have been assigned and documented.3 The responsibilities are assigned but not documented.2 The responsibilities are not assigned but an effective, informal program is in place.1 Responsibilities are assigned, but not followed.0 No individual or department given responsibility.Has an Emergency Response Plan been developed for the campus?4 An Emergency Response Plan has been developed and implemented on campus. Full-

scale tests and annual reviews of the plan are performed.3 An Emergency Response Plan has been developed and implemented on campus.

Tabletop type tests and annual reviews of the plan are performed.2 An Emergency Response Plan has been developed and implemented on campus and

reviewed annually.1 An Emergency Response Plan has been developed and implemented on campus. Annual

reviews of the plan are not performed.0 No Emergency Response Plan has been developed.Has a Disaster Recovery Plan been established, tested and reviewed for the following areas on your campus (business offices, computer operations, food services, libraries and residence halls)?4 Disaster Recovery Plans are written, implemented, tested and reviewed for the entire

campus.3 Disaster Recovery Plans written, implemented, tested and reviewed for four of the five

areas listed above in parenthesis.2 Disaster Recovery Plans written and in place for at least three areas listed above in

parenthesis, but have not been tested or reviewed.1 Disaster Recovery Plans written and in place for at least one of the five areas listed above

in parenthesis.0 No Disaster Recovery plans in place.

Have the following administrative programs been put in place on your campus (boiler & machinery preventive maintenance programs, cold weather precautions, electrical safety program, fire protection impairment procedures, housekeeping self-inspections and hot work programs)?4 All applicable programs are in place.3 Four of the six programs are in place.2 Three of the six programs are in place.1 At least one of the programs is in place.0 No programs are in place.Have programs been put in place for the inspection, testing and maintenance of fire protection systems and equipment installed on campus? (These activities can be performed by either campus employees or outside contractors.)4 Sprinkler and fire alarm systems are checked before every semester.

andFire extinguishers are visually inspected monthly and serviced annually.

andOther systems and equipment are checked annually.

2 Sprinkler and fire alarm systems are checked annually.and

Fire extinguishers are visually inspected monthly and serviced annually.and

Other systems and equipment are checked annually.0 Programs are not in place for the inspection, testing and maintenance of fire protection

systems or equipment.

Total Points Earned



Page 4-34

Revised 10/05

During the past five years, significant losses have occurred at Consortium locations not having specific protocols in place to address the following exposures:

L. A Disaster Recovery Program that includes at least one full-scale and periodic tabletop drills with local, state and federal participation and review as necessary.

M. Annual recorded fire drills in all buildings.

N. A recorded inspection and evaluation of all resident hall room doors to be sure that they are equipped with operable self-closing devices.

O. A recorded inspection and evaluation of hallway and stairwell doors to be sure that they are equipped with operable self-closing devices.

P. Annual recorded maintenance and testing of automatic sprinkler and fire alarms.

Q. Recorded inspection and evaluation of computer hubs for the adequacy of electrical connections, housekeeping and equipment maintenance. Including checking for and correction of overheated equipment.

R. Off-campus storage of backup computer records.

S. Adequate surge protection provided for computer and telephone equipment.

T. Timely review of boiler-maintenance records and The Traveler’s inspection reports so that corrective action can be initiated when and where necessary.

U. Periodically complete infrared scanning of all electrical distribution panels.

The items mentioned above have been listed as recommendations on past Consortium property inspection reports. Your institution should be able to answer in the affirmative to these items. If not, then please initiate corrective action as necessary.

Appendix 4-C

EIIA Best Practices Departmental Self-Evaluation

Page 4-37

Revised 10/05

EIIA Best Practices Departmental Self-EvaluationDepartmental

Institution:


Circle Points EarnedIs the department represented on the campus Risk Management/Safety Committee or a campus-wide committee for Fall Prevention, Driver Safety, Office Ergonomics or Manual Material Handling?4 The department is represented on one of the committees listed above.3 The department is not currently represented on any of the committees listed above;

however, a department representative has been identified for one of the committees.2 Not currently represented; however, departmental meeting minutes or other

documentation indicates that efforts are underway to identify a representative to join a committee.

1 Not currently represented; however, departmental meeting minutes or other documentation indicates that this is being considered.

0 Not represented and not being considered.Do all department employees receive manual material handling training on an annual basis with documentation?4 All department employees receive manual material handling training on an annual basis

with documentation.3 75 percent of department employees receive manual material handling training on an

annual basis and the remainder have been scheduled to receive the training. Or all department employees receive this training every two years.

2 50 percent have received the training and there is evidence that plans are being made to schedule the remaining employees for training. Or all department employees receive this training every three years.

1 25 percent have received the training and there is evidence that plans are being made to schedule the remaining employees for training.

0 No manual material handling training has been conducted.Have jobs/activities that have resulted in strain/back injuries been evaluated to determine if engineering or administrative measures can be taken to reduce the associated risk factors?4 Formal evaluations are completed using the Risk Factor Checklist or other quantitative

analysis. (See attached Risk Factor Checklist.)2 Informal evaluations are conducted with a documented listing of potential risk factors.0 No evaluations are conducted.

Page 4-39

Revised 10/05

Is adequate material handling equipment such as dollies or carts available within the department?4 A formal evaluation of material handling equipment needs has been completed.

Appropriate equipment is available within the department.3 A formal evaluation has been completed. Most necessary equipment is available and

needed equipment has been budgeted and ordered.2 Evaluation has been completed. Needed equipment has been budgeted but not ordered.1 Meeting notes or other documentation indicates that the need for material handling

equipment is being evaluated.0 No effort has been made to determine if there are equipment needs in the department.Does at least one individual within the department receive fall prevention training on an annual basis with documentation?4 At least one individual within the department receives fall prevention training on an

annual basis.2 At least one individual within the department receives fall prevention training every two

years.0 No such training is provided.Are slip/fall exposure assessments being completed on a quarterly basis within and around buildings and grounds occupied by the department?4 Quarterly with documentation.3 Three times per year with documentation.2 Twice a year with documentation.1 Once a year with documentation.0 Not being done.Are driving history forms being completed annually for all drivers within the department along with spot MVR checks?4 A driving history form is being completed annually for all drivers within the department

and spot MVR checks are being conducted on at least 20 percent of all drivers within the department.

3 Driving history forms are completed on at least 75 percent of all drivers within the department and efforts are underway to complete forms for the remaining drivers,

andMVR spot checks are being conducted on at least 20 percent of all drivers within the department; or, MVRs are being obtained on all drivers every two years.

2 Driving history forms are completed on at least 50 percent of all drivers within the department and efforts are underway to complete forms for the remaining drivers.

andMVR spot checks are being conducted on at least 20 percent of all drivers within the department; or, MVRs are being obtained on all drivers of institution owned or leased vehicles only on an annual basis.

1 Driving history forms are completed for all van drivers only with no MVR checks.0 No driving history forms completed. No MVRs obtained.

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Do all authorized drivers receive defensive driver training at least every two years with documentation?4 All drivers on a two-year basis.3 75 percent with the remaining scheduled.2 50 percent with the remaining scheduled.1 25 percent with the remaining scheduled or such training is conducted every three years.0 None conducted or scheduled.Are surveys being completed an annual basis to determine if computer workstations are properly arranged to reduce employee exposure to repetitive motion and vision disorders?4 A full department survey is conducted with documented summary of results.2 Surveys are only conducted when requested at individual workstations.0 No such surveys are conducted.Are safety-related objectives established and achieved on an annual basis?4 Objectives that are measurable and are within the control of the department have been

documented in writing and are reviewed to determine if they have been met. (Note: A 25 percent reduction in falls or a 50 percent reduction in strain injuries are not controllable objectives. Likewise, increasing safety awareness is not measurable. On the other hand, training all authorized drivers within the department in defensive driving is both measurable and controllable. (See additional examples of measurable and controllable goals below.)

3 Measurable, controllable objectives have been established but not reviewed to determine if they have been met.

2 Measurable, controllable objectives have been established in draft form by the department.

1 Meeting minutes indicate that possible measurable, controllable objectives have been discussed.

0 Objectives have either not been established or are not measurable and controllable.

Total Points Earned



Train at least one individual within the department in fall prevention.

Develop a customized fall hazard assessment form for the department.

Complete the fall hazard assessment within the department on a specified basis.

Complete manual material handling training within the department.

Train a specified number of computer users in the proper adjustment of computer workstations.

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Conduct computer workstation surveys within the department.

Train drivers within the department in defensive driving utilizing the CD-ROM training program.


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Section 5

Departmental Safety Inspections and Control Procedures

IntroductionIt has been estimated that more than 85% of all injuries are caused by unsafe actions, with the remaining 15% caused by unsafe conditions. In an effort to address these underlying causes of injuries, the following checklists have been developed for specific institution departments to help identify both unsafe actions and unsafe conditions that may lead to injuries in the individual departments.

The purpose of the departmental safety inspections and control procedures are to provide the institution and individual departments with information and resources that will help identify and eliminate actual and potential hazards, as well as monitor accepted safety standards, procedures, and equipment. This program provides a basic framework for a workplace inspection program, including sample checklists and an inspection tracking report.

The checklists should be used as a means of identifying situations requiring improvement, rather than as reasons to discipline employees.

Policy

Regular effective inspections are necessary to identify, evaluate, report, and control workplace hazards and to maintain faculty, staff and student awareness of any hazards. The goals of inspections are to review procedures in action and identify:

Actual and potential hazards

Equipment deficiencies

Unsafe behaviors

Corrective measures

There are two categories of inspections:

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Informal inspections – occur every time faculty, staff and students walk through an area, notice a problem and take corrective action.

Planned inspections – are done on a regular schedule. Frequency will be determined based on the particular work setting. For example, an office may be inspected annually and a laboratory monthly. Equipment inspections should be done in accordance with the vendor-specified requirements.

An individual who is knowledgeable about safe work practices, proper use of the equipment and safety program requirements should conduct planned inspections.

The following guidelines will assist you in preparing to conduct a workplace inspection:

Establish an inspection team of two or three people from the department or from other departments.

Review the floor plans and decide the specific area to be inspected.

Review the previous inspection reports for outstanding items.

Review any incident/injury reports and the preventative action taken.

Review the inventory of equipment and hazardous materials.

Review any safety-related complaints.

Notify relevant faculty, staff, and students of the inspection.

The following guidelines will assist you in conducting a workplace inspection:

A successful inspection is a fact-finding exercise, not a fault-finding exercise.

Use the provided checklists or customized checklists as a guide to provide the structure for the inspection. Add additional items as necessary.

Look for what is right, as well as for what is wrong and comment on good practices, as well as bad practices.

Talk to people, ask about their concerns, but avoid long discussions.

Look outside the usual eye level – look up, look down, look into closed rooms, look into cabinets, look behind, look around.

Point out immediate dangers for correction on the spot; note other items in the report.

Record all questionable items. The forms found in Appendices 5-A, 5-B, 5-C, 5-D and 5-E should be utilized to record and track the results of the inspections, as well as corrective actions taken.

Results of an inspection should be shared with other staff members to make them aware of the hazards identified and to solicit immediate feedback.

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Follow-up on Non-Conformities

In order for the inspection to contribute to risk reduction, the information obtained is reviewed and corrective action taken as soon as possible. In some cases, immediate action should be taken such as halting operations (i.e., in situations where physical harm is likely), in other cases action will be recommended to the next level of supervision and in other situations a review may be required prior to any action being taken. In all cases, it is important to correct the underlying cause of the hazard.

Review of inspection reports over a period of time will assist the institution and department in identifying needs and establishing priorities, improving safe work practices, identifying areas that require more in-depth analysis and highlighting the need for training.

A timely response to the person(s) doing the inspection is important to validate the activity. If no action on recommendations is planned, reasons should be given and documented.

Recordkeeping

The institution should maintain the following records on file:

A copy of all inspections, results, and corrective actions (Suggested retention period of 3 years);

A copy of all purchased materials/services related to the inspection corrections;

Written training records for each employee detailing the extent of training received and the date it was received.

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Appendix 5-A

Sample Dining Services Department Safety ChecklistDining Services Yes No1. Has the cooking line fire suppression system been inspected in the last six months?

1. Does it cover all cooking equipment?

2. Is the hood and duct system cleaned of grease on a quarterly basis?

3. Are the filters cleaned on the monthly basis?

4. Is there an automatic fuel shutoff hooked to the fire suppression system?

5. Are portable extinguishers available?

6. Do employees understand their responsibilities in case of a fire?

7. Are floors cleaned of grease/food particles frequently throughout the day?

8. Are floor mats provided in walking areas adjacent to ice, water and soda machines? Is the area around ice and soda machines clear of ice and water?

9. Do employees have sturdy non-slip soles on their shoes?

10. Are floor surfaces made of high traction/non-slip materials?

11. Is a small stepladder available to provide safe access to upper shelves?

12. Are employees encouraged to use the stepladder when necessary?

13. Are the most-frequently-used items stored on middle shelves?

14. Is there adequate space in storerooms to push a cart through the aisles?

15. Are employees required to use carts to move any load over 30 pounds?

16. Are washrooms cleaned frequently? Is the cleaning documented?

17. Is antiseptic soap available from a dispensing machine (vs. bar soap)?

18. Is a sign posted requiring employees to wash their hands before returning to work? Is it in English, Spanish and other languages that may be spoken by departmental personnel?

19. Is the key to the compactor removed when the operator is not present?

20. Are employees who use the compactor initially and periodically trained?

21. Does the compactor have an emergency stop in case a hand gets caught?

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Dining Services Yes No22. Is mechanical grinding and chopping equipment guarded properly?

23. Are cut-resistant gloves used when operating and cleaning the slicer?

24. Are sharp knives separated from tableware throughout dishwashing?

25. Are employees authorized to use knives well trained in their use?

26. Are sharp knives stored properly when not in use?

27. Are inside latches for walk-ins checked periodically for function?

28. Are protective covers maintained on lights in prep areas at all times?

29. Are food items covered and dated when in coolers/freezers?

30. Are food items stored on shelves, rather than floors?

31. Are employees aware of their responsibilities to clean up spills as soon as they happen, even if they did not cause the spills?

32. Do the employees know the location of Material Safety Data Sheets (MSDS) for all hazardous materials?

33. Are employees aware of their HazComm responsibilities?

34. Are secondary containers of hazardous chemicals properly labeled?

35. In sprinkler protected facilities, are materials maintained a minimum of 18 inches below sprinklers?

36. Are food service line positions cross trained so that one individual does not perform the same repetitive task daily?

37. Are serving utensils ergonomically designed?

38. Are metal/plastic scoops consistently used to scoop ice?

39. Are outlets provided at island serving stations to eliminate the need for extension cords?

40. Are employees that use dish washing machines initially and periodically trained?

41. Do employees receive initial and periodic food safety training?

42. Do employees wear safety glasses or goggles when cleaning cooking equipment?

43. Are employees trained initially and periodically in first aid for burns?

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Appendix 5-B

Sample Housekeeping Department Safety ChecklistHousekeeping Yes No1. Have employees received initial and periodic refresher training in the following

subjects:

A. Fire prevention? B. Fire response procedures? C. Emergency escape procedures? D. Hazard Communications? E. Personal Protective Equipment? F. Confined Space Entry? G. Body mechanics applicable to their specific jobs? H. Safe job methods applicable to their specific jobs? I. What to do in the event of an injury? J. Electrical safety? K. Hazardous Materials?L. Slip/fall hazards?M. Bloodborne pathogens?

44. Are hazardous materials containers marked with the contents? 45. Are hazardous material locked/controlled?46. Do employees know locations of the MSDSs for the hazardous materials? 47. Do the employees know where the nearest fire escape pathway is? 48. Is there a designated outside assembly point? Do the employees know its location? 49. Are escape drills conducted and documented at least twice per year? 50. Are primary exits ever blocked during drills to force staff to use secondary exits? 51. Is electrical equipment inspected periodically for hazards? 52. Are electrical cords intact, with no taped repairs? 53. Are lifting techniques reviewed and documented? 54. Is ladder safety reviewed?55. Are employees instructed not to use furniture as ladders? 56. Are housekeepers trained to request help when necessary to lift, carry or clean

any item that presents a potential safety exposure?

57. Are washrooms equipped with medical sharps disposal containers? 58. Are towel dispensers located within an arms length of the sink and faucet? 59. Are washroom checks performed every two hours when the building is open?

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Housekeeping Yes No60. Are job safety analyses developed for jobs with a high frequency/severity of

accidents?

Specific jobs of concern for 1.H and job methods are:

Task MethodsVacuuming Weight technique for moving furnitureCleaning stairs Work from bottom landing upwardsMopping and polishing floors Use wet floor signsMopping and polishing stairways Stairways should not be used as staging areasCleaning toilets Wear gloves, eye protection and clothing

appropriate for chemicals used.Cleaning showers Wear gloves, eye protection and clothing

appropriate for chemicals used.Trash removal Weight technique

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Appendix 5-C

Sample Athletic Department ChecklistYes No

1. Have Job Safety Analyses been performed for laundry task? 61. Do the Job safety Analyses include Personal Protective Equipment (PPE)? 62. Is appropriate PPE available for employees as needed? 63. Are hazardous materials properly controlled when not in use? 64. Are all employees current in their Hazard Communications training? 65. Does every employee understand his/her HazComm responsibilities? 66. Are all secondary containers properly labeled? 67. Are the dryer lint traps cleaned at least once per day? 68. Are safety switches tested weekly and defective switches replaced prior to

returning the machine to service?

69. Do employees use good body mechanics when handling heavy laundry? 70. Do the employees receive initial and periodic bloodborne pathogens training?

Pool Yes No71. Are pool rules and other signs for the pool area in place? 72. Do rules prohibit anyone from using the pool alone?73. Is the pool area locked after hours? 74. Is the key to the pool area controlled by an authorized person? 75. Does the pool meet applicable requirements of the American Pool and Spa

Institute, the American Red Cross, NCAA or similar organization?

76. Do the tiles immediately around the pool have a non-slip surface, even when wet?

77. Is proper safety equipment (life ring, straight board, shepherds hook) provided? 78. Are electrical outlets provided with ground fault interrupting (GFI) receptacles? 79. Is there an emergency telephone available and is it operable? 80. Is there a certified lifeguard on duty (on deck) whenever the pool is open or in

use?

81. Is all maintenance staff trained to handle the pool chemicals? 82. Does maintenance staff know what to do in case of a chlorine/bromine leak or

other emergency?

Exercise/Weight Room Yes No

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Yes No

83. Are exercise/weight room rules posted? 84. Is equipment maintained in good operating condition? 85. Are records of maintenance to equipment maintained? 86. Is hydrotherapy equipment properly grounded and GFI’s used? 87. Is equipment to be used only when a certified trainer is present? 88. Are rooms monitored while open or in use? 89. Is the room locked after hours? 90. Do the rules prohibit anyone from working out alone in the room? 91. Do the rules prohibit horseplay? 92. Is the equipment cleaned/wiped down daily?

Vehicle Safety Yes No93. Do all authorized drivers have training appropriate for the vehicle they drive? 94. Are MVR’s run and reviewed with all authorized drivers at least annually? 95. Are vehicles/mobile equipment covered by a PM program? 96. Do the operators of off road vehicles (golf carts and Gators) receive training in

the operation of these vehicles?

97. Are off road vehicles equipped with governors or other speed restriction devices? 98. Is seat belt usage required while operating all vehicles?

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Appendix 5-D

Sample Physical Plant Safety ChecklistMaintenance Yes NoGeneral1. Are key control logs used to monitor use of keys by maintenance staff? 99. Do the key control logs cover nights and weekends as well as weekdays? 100. Is the key cabinet closed and locked when not in use? 101. Are employees required to leave keys to institutional equipment on campus

when they are not working?

102. Is the key to the cabinet secured by an authorized person? Work Shops103. Does the institution ban the lending of institution-owned tools? 104. Is Personal Protective Equipment required when working overhead? 105. Is Personal Protective Equipment required when using machinery? 106. Are flammable liquids stored in UL-listed containers? 107. Are applicable guards maintained on powered equipment? 108. Has there been any disciplinary action for failure to use guards? 109. Are push sticks required when using table saws? 110. Are hoists, cranes or other lifting equipment used for moving heavy loads? 111. Have employees been trained in proper lifting techniques? 112. Are containers of hazardous materials properly labeled? 113. Do all employees understand their HazComm responsibilities? 114. Is there adequate ventilation for all welding/soldering operations? 115. Is sawdust, trash and combustible waste removed at least daily? 116. Are fire extinguishers available?117. Do all employees understand how to operate master shutoff valves/switches?

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Maintenance Yes NoVehicle Safety118. Have all employees been trained in fire response procedures? 119. Do all authorized drivers have training appropriate for the vehicles they drive? 120. Are MVRs run and reviewed with all authorized drivers at least annually? 121. Are vehicles/mobile equipment covered by a PM program? 122. Do the operators of off road vehicles (golf carts and Gators) receive training

in the operation of these vehicles?

123. Are off road vehicles equipped with governors or other speed restriction devices?

124. Is seat belt use required while operating all vehicles? Buildings and Grounds125. Is there a program in place to inspect for burned-out EXIT sign bulbs? 126. Are emergency lights inspected and tested at least monthly? 127. Is there a system for reporting and repairing building defects, such as stairs? 128. Is there a program to regularly inspect parking lot lights for function? 129. Are parking lots, sidewalks and other walking surfaces free of slip/trip

hazards?

130. Is there an effective program for clearing snow and ice from parking lots, sidewalks and other walking surfaces on a regular basis?

131. Is there a snow and ice removal plan arranged by zone or area? 132. Are snow and ice removal activities documented, including time, date and

personnel?

133. Are breaks taken by snow and ice removal personnel to rest muscles and warm up from the cold?

134. Are storage and mechanical room doors locked when unoccupied? 135. Are electrical rooms and panels locked? 136. Are elevators regularly inspected for code compliance? 137. Are carpets and stair coverings regularly inspected for defects?

Documented?

138. Are signs posted: “Stairs, not elevators, should be used in emergencies”? 139. Are lawn-mowing patterns established to prevent equipment tip-overs on

hills?

140. Are “Wet-Floor” signs used to mark hallways during cleaning operations? 141. Are equipment electrical cords kept to one side of the hallway during

cleaning?

142. Are emergency escape maps posted in all classrooms, residence hall rooms and meeting areas?

143. Are doors locked, but operable from the interior in the event of an emergency?

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Appendix 5-E

Sample Office Safety ChecklistOffice Safety Checklist Yes NoGeneral1. Are work areas generally neat to ensure good access to workstations? 144. Are areas designated as “No Smoking” in accordance with local regulations? 145. Are unattended file or desk drawers closed? 146. Are file cabinets secured to prevent tripping? 147. Does only one drawer in a file cabinet open at one time? 148. Are cords and wires close to desks and walls to prevent tripping? 149. Is furniture in good condition, free of sharp corners? 150. Are chairs, step stools and ladders designed to support at least 200 pounds? 151. Do employees receive initial and periodic trip/fall training? 152. Do employees receive initial and periodic manual materials handling training? 153. Are candles, hot plates, etc., prohibited in the office?

Housekeeping2. Are floors free of trash or storage that could cause tripping? 154. Are carpets and tiles free of cracks, holes or similar defects? 155. Are there an adequate number of trash containers and are they emptied

regularly?

156. Are hallways clear of storage that could cause tripping? 157. Are hallways and stairs well lighted at all times? 158. Are spills and melted snow cleaned up promptly? 159. Are stair railings securely fastened, both inside and outside the building? 160. Are storage cabinets well organized to prevent falls of heavy items? 161. Are space heaters under desks or close to combustible materials prohibited

from use?

162. Is the storage of combustible materials on top of heating fixtures prohibited? 163. Are coffee pots and machines located on a noncombustible surface and

away from combustible materials?

164. Is there a procedure to ensure that coffee machines are turned off at night or are they provided with automatic shutoff switches, timers or tip switches?

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Office Safety Checklist Yes NoOffice Ergonomics3. Have computer workstations been adjusted to reduce risk factors for carpal

tunnel?

165. Are monitor screens placed parallel to windows, as much as possible? 166. Are overhead light sources considered when placing monitors? 167. Are employees trained in adjusting their chairs for optimum

comfort/efficiency?

168. To the extent possible, do the employee, keyboard and monitor line up straight?

169. Are monitor heights adjusted for individual user comfort? 170. Are keyboard locations adjustable for individual user comfort? 171. Are items used most often (i.e. telephone, calculator, etc.) placed near the user? 172. Are telephone headsets available to employees on request? 173. Are carts used to move materials (paper, furniture, etc.) weighing more than 30

pounds?

174. Do employees know who to contact for assistance on workstation adjustments?

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Section 6

New Employee Orientation

IntroductionMany organizations and companies boast that “Our employees are our greatest asset.” Institutions can foster this belief by ensuring that new employees are welcomed and trained well right from their first day on the job.

The purpose of this section is to provide guidelines that you can use to properly prepare a new employee to perform his/her daily tasks in a positive, effective manner.

General OrientationV. New employee orientations are conducted in two steps. The first step is a general

orientation to the institution, conducted by the Human Resources Department. The second step is an orientation to the department and specific job.

W. The general orientation includes information that applies to all new hires, regardless of their specific job or department. This information includes normal work hours, vacation schedules and benefits such as the health insurance program.

X. The institution provides written backup materials for important topics. Being a new employee can be a confusing experience and having booklets to refer to later can help reduce the uneasy feeling.

Y. Determine beforehand what information is most critical to the new employee’s success at the institution. Provide basic level information first, then less critical information later on. For example, fire escape procedures will be covered very early in the orientation, while FMLA and vacation policies are addressed later.

Z. Each orientation leader will let the new employee know what the institution looks like and how he/she fits into the chain of command. A written organization chart will help facilitate understanding. These charts are available from Human Resources for the institution as a whole, as well as for individual departments.

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AA. Encourage friendships between new employees, even if they will be working in different departments. This will help provide a friendly familiar face when they first venture out of their departments.

BB. The orientation will include a review of the institution’s mission statement and goals for the year. This helps the new employees understand how they can contribute to the success of the institution.

CC. If time permits, several members of Administration will be on hand to help welcome the new employees. This demonstrates that Administration considers the new people valuable enough to spend a few minutes getting to know them.

DD. Remind them that acclimating to a new institution can be difficult at times and that everyone working at the institution now was once a new employee too. Let them know that you will be following up with them in a few weeks to see how they are getting along and that they can come to you any time with questions about their new job.

EE.Encourage them to ask questions, not only during the initial orientation session, but also during any meetings or chance encounters you may have with them.

Departmental OrientationFF. First, introduce yourself and put the new employee at ease. Explain how the

department’s tasks are organized and how he/she will fit into the work schedule.

GG. At some point early in the orientation, introduce the new person to his/her co-workers. If appropriate, celebrate the arrival with a group lunch or snack time. New workers tend to bond faster with their co-workers if they can see them not just as fellow employees but also as human beings. A meal is a good way to start developing good working relationships.

HH. Ask if the new employee has any questions regarding the general orientation. Was anything unclear? If you are confident of the correct answers to the new employee’s question(s), feel free to respond. Otherwise, refer or accompany the new employee to Human Resources, where the question(s) can be answered.

II. A written description of the new employee’s job should be provided and discuss the specific tasks involved in performing the job. Encourage the person to ask questions. At the end of the discussion, ensure that he/she understands the responsibilities of the job. Provide and discuss any Job Safety Analyses that have been performed for any jobs he/she will be performing.

JJ. Show the person what equipment or tools are used in performing the job and his/her responsibilities for care of that equipment.

KK. Provide the individual with training in the institution’s programs for Manual Material Handling, Fall Prevention, Vehicle Safety, Office Ergonomics and Sexual Harassment.

LL.Review any personal protective equipment (PPE) requirements and make sure that the person understands his/her responsibilities in that regard.

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MM. Provide or arrange for training in other OSHA-required subjects, such as HazComm, Lockout/Tagout (if applicable), and Machine Guarding. Make sure that the training is documented. Make sure that the training is documented.

NN. To help the new person get acclimated faster, assign an experienced employee to act as a “buddy” for a week or two. The buddy can answer questions and demonstrate how to perform the job safely and can also report back to you any concerns that he/she cannot answer.

OO. Meet with the new person periodically to help increase his/her comfort level with the organization. For the first week, the meetings might be at the end of each day. After that, decrease them to one or two days a week, then as necessary.

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Appendix 6-A

Sample New Employee Orientation Checklist

Name _____________________________Employment Date _____________

Job Title ___________________________________________________________________

The supervisor should discuss the following on the first day of employment or transfer to a new job. Check each item as completed.

ٱ Management's commitment to safetyThe employee's safety responsibilities ٱDisciplinary action for failure to follow safety procedures ٱ Report of any unsafe conditions or unsafe action ٱAccident reporting procedures ٱSafety rules, policies and procedures ٱEquipment training and/or Special job training (as needed) ٱ Use of personal protective equipment ٱChemical hazard communication training ٱ Fire Prevention ٱEmergency Procedures ٱ :Other ٱ________________________________________________________________

Supervisor Providing General Training:

Name ___________________________________ Date of training _______________

Supervisor Providing Job-Specific Training:

Name ___________________________________ Date of training _______________

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NOTE: To be completed with orientation and filed according to procedures.

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Casualty Risk Control ManualStrategic Risk Control Programs

Strategic Risk Control Programs

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Section 7

Fall Prevention

PurposeHistorically, slips, trips and falls have accounted for a significant percentage of the workers’ compensation and general liability claims and loss costs sustained by EIIA member institutions. An illustration of the Consortium’s loss history for these incidents is provided in the Risk Management section of the EIIA website (www.eiia.org).

There are opportunities to reduce this exposure whether the incident occurs indoors or outdoors, on a level surface, on ladders, stairways or a ramp. The selected design and texture of walking surfaces are critical factors. However, even a slip-resistant design can become an unfavorable walking surface if lighting, maintenance and the control of foul weather elements are not appropriate. This section offers insight into the best practices available to better manage these controllable risks.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus fall prevention effort. This individual should be given the authority to organize an Advisory Committee to oversee and implement best practices aimed at reducing fall exposures on campus as covered in this section. These exposures include slips, trips and falls from ladders, stairs, curbs, sidewalks, bleachers and elevated surfaces such as roofs.

Organization and LeadershipMembership for the Fall Prevention Advisory Committee should be comprised of representatives from departments with a special interest in the topic such as Grounds & Maintenance, Custodial, Theater, Athletics, Planning, etc. Committee positions should be rotating with one-fourth to one-third of the members rotating each year. The activities of the Advisory Committee should be reported to the Campus Risk Management/Safety Steering Committee.

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Administrative ConsiderationsFall prevention activities need to be implemented by the institution’s administration. There are several areas where administrative support can greatly influence a reduction in slips, trips and falls on campus. The following list of administrative “best practices” has been compiled for your consideration as to how they may apply to your campus:

– The campus engineering staff prepares new construction specifications which require walking surfaces to conform to ASIM, OSHA, ADA and building (BOCA or other) standards for the coefficient of friction.

– The campus engineering or occupational safety staff reviews architectural plans and specifications related to walking surface designs and floor coverings to assure compliance with institutional specifications, including the provision of handrails.

– The Facilities or Physical Plant Department refers to manufacturer instructions, including materials specifications for guidance on maintenance and care for floor finishes. The instructions are maintained in a file for the applicable building.

– The Risk Management office maintains an awareness of slip, trip and fall incident trends.

– The Security office responds to all incidents and distributes a copy of all initial reports to the Risk Management, Safety and Physical Plant departments.

– The Physical Plant Department inspects the location of all reported slip and fall exposures, and initiates corrective actions as necessary.

– Training on fall prevention programs, including same level, higher-to-lower level and ladder safety, is provided to all campus departments that may work at elevation, including Physical Plant, Housekeeping, Theater and Art Departments.

– The Facilities or Physical Plant Department oversees floor care and maintenance performed by contractors and employees, assuring manufacturer instructions for care are followed.

– Campus foot traffic patterns are periodically reviewed to assure that pedestrian traffic is on designated walkways. If patterns indicate that pedestrians are not using walkways, consideration is given to constructing walkways along the paths of travel used.

– An annual budget is allocated for repairs to walking surfaces, sidewalks, parking lots and stairways (including stair tread nosing) and the replacement and destruction of ladders.

Design ConsiderationsThe reduction of slips, trips and falls on campus is often the result of taking design factors into consideration during the planning or renovating of campus facilities. The following list of design considerations has been compiled for possible application on your campus:


Interior Design Considerations– Carpeting with a foam cushion is the preferred floor covering for low traffic

occupancies.

– Bulletin boards, display cases and signs are not to be located in stairways, including landings between floors.

– Entrances of new buildings are designed to include the installation of recessed entrances to accommodate foul weather mats and for the collection of water.

– The floor surfaces selected for laboratories, cooking areas, locker rooms, restrooms and other wet areas are chosen for their ability to retain slip resistance when wet.

– Hand dryers and towel dispensers are located within reach of the sink to avoid dripping water on floor surfaces.

– Foul weather mats are installed inside all building entrances.

– Rubber mats are installed in locker rooms.

– Locker room showers have abrasive floor coatings.

Exterior Design Considerations– Sidewalks are at least 48 inches wide, based on ADA guidelines.

– The protection of permanent and temporary walkways adjacent to construction operations is contemplated in the construction specifications. Barrier fences are required. Overhead walkway protection is required when building construction or debris poses the risk of falling onto the walkway.

– Barriers are provided for sidewalks undergoing repair. Temporary lighting is provided at night where necessary.

– Aesthetic barriers (posts, boulders, etc.) are erected to prevent vehicle traffic on walkways not designed to bear the weight, but do not create a barrier for emergency response.

– Where vehicles are expected to traverse the grounds, the walking surface design contemplates the added weight.

– The selection of base material installed below exterior walking surfaces is based on factors such as the potential dramatic changes in winter climate, excess water and the expansion/contraction properties of the adjacent soil or clay, shrubbery and trees.

– Roof and porch drains and gutters discharge away from walking and driving surfaces.

– Roadways and pathways used by bicyclists are not chained off without adequate and visible signage posed on the chain. Additionally, lighting may be needed to illuminate the signage.

– Bicycle ramps are constructed over or around steps where practical.

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– Bicycle-friendly storm sewer grates are installed in all new and existing road and walkway construction.

– Walking surface slopes in excess of 15 degrees are replaced with steps and accommodations are made for alternative handicapped access.

– New concrete sidewalks have a broomed finish.

– Parking lots are paved.

Interior and Exterior Design Considerations– The Americans with Disabilities Act guidelines for slip resistance and coefficient

of friction are considered the most appropriate guidelines for walking surfaces.

– Adequate lighting is provided for interior and exterior walkways, passages and stairways. It is suggested that lighting fixtures use long-life bulbs and are located such that the fixtures are easily accessible. If ladders are necessary to reach the fixture, the design should incorporate proper footing for ladders. Additionally, if lighting is on timers, standard procedures are in place to verify that the timers correspond to seasonal lighting needs and lighting is provided at all times necessary, including whenever a time change occurs.

– Warning signs are posted near stairs and walkways that are prone to slips and falls until the condition is amended.

– Handrails are provided for steps and stairways with four (4) or more risers.

– Where bleacher and special event seating is utilized, the seating plan should include provisions for adequate access by the physically challenged.

Care and Maintenance of Walking SurfacesA significant number of slip, trip and fall incidents occur on walking surfaces (floors and sidewalks) on campuses. There are several items related to the care and maintenance of these surfaces that can help reduce the likelihood of these occurrences. The following list of walking surface care and maintenance “best practices” has been compiled for your consideration and indicates how they may apply to your campus:

Housekeeping– The maintenance and care instructions supplied by the floor surface designer or

manufacturer are retained on file for the applicable building.

– The assigned supervisor for building maintenance and custodial services is familiar with manufacturer recommended floor care procedures and educates those persons performing the service.

– The manufacturers’ instructions for floor care products such as waxes, cleaners, strippers and degreasers are retained on file and discussed quarterly with the service personnel.


– Floor care contracts specify the frequency and materials to be used for floor care.

– Wet floor warning signs are available in all buildings and are placed at all access points of the floor area being washed or cleaned. They are also placed over spills or wet areas that cannot be cleaned immediately.

– Spills and leaks are cleaned immediately upon being reported.

– All laboratories are equipped with spill control kits near the front entrance and the occupants know where to find them.

– Foul weather mats are vacuumed weekly.

– Showers are disinfected and cleaned monthly to remove soap scum.

– Shower floors are coated with an abrasive finish.

– Perforated mats are provided in locker rooms.

– Coefficient of friction measurements are taken and documented for all walking surfaces.

Groundskeeping– A capital budget and five-year plan has been established to improve walking

surfaces.

– An adequate winter weather budget is established annually.

– Freezing weather patterns are tracked through Internet weather sites.

– In years with favorable winter weather, a portion of unspent snow and ice removal funds are applied toward the improvement of exterior walking surfaces.

– Exterior walkways should be maintained clear of nuts, fruits, berries, needles and leaves that may drop from trees.

– Use safety cones in areas where puddles accumulate and freeze, or where there are holes in walkways, parking lots, only as a temporary measure until the problem is corrected.

– Long, steep slope walking surfaces are blocked from use for the winter season.

– Environmental and concrete friendly ice-melting material is applied near trees and shrubs and on steps, stairs and landings.

– Sand and ice melt is mixed to provide traction and reduce ice and snow.

– Large containers filled with sand are strategically located throughout the campus, eliminating the need to retrieve it from distant storage facilities.

– A “hot list” of wet/icy areas is maintained. Added attention is afforded.

– Snow removal priorities are: residential and food service building entrances, handicap access, steps, elevations, then parking lots and other walking surfaces. It is recommended that the snow removal priorities are shared with students and staff.

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Training and Assessment Form Development Training should be provided to at least one individual within each department for the recognition and control of potential fall hazards in and around campus buildings and common areas.

The training materials provided in Appendix 7-A serve a dual purpose. They are designed to educate participants on potential trip/slip/fall exposures and preventive measures. These materials also provide a process for developing and customizing building or area specific inspection or assessment forms.

The department designees should be instructed to develop customized assessment forms for use within their own buildings or departments by following the process covered in the training materials provided in Appendix 7-A. In many cases, the development of the forms will reveal potential hazards such as torn carpet, cracks, loose handrails, etc., that require immediate attention. During subsequent periodic inspections by the building/department designees, the condition of carpet, steps, sidewalks, parking lots, etc., will be monitored so that items such as carpet snags and hairline cracks in steps, parking lots and sidewalks are identified early. Taking a proactive approach will enable Maintenance to correct such problems before they deteriorate into more serious and costly conditions such as torn carpet and large cracks that pose tripping hazards.

The use of customized forms will help to ensure that potential hazards are not overlooked and will help streamline the inspection process, as non-applicable items will be deleted.


Appendix 7-A

Sample Fall Prevention Training Outline and Handout Materials

Target AudienceBuilding/area designees assigned to oversee the slip/trip/fall prevention effort on campus.

ObjectivesThe target audience of this training material is members of the Fall Prevention Advisory Committee. This material should be broken down to the departmental level by the Advisory Committee. For example, the Administration Department does not directly need to be concerned with the selection or care of walking surfaces, while this information is important to the Physical Plant Department.

To help the team recognize slip/trip/fall hazards and to develop building, area or campus specific slip/trip/fall assessment forms or checklists.

IntroductionFrom available loss information, discuss the impact slips, trips and falls have had from a workers’ compensation and general liability standpoint at the institution.

Note that slips, trips and falls cannot always be prevented; however, by eliminating exposures and heightening awareness, the problem can be managed.

In this session we will Review slip/trip/fall hazards and controls

Develop a slip/trip/fall hazard assessment form or checklist (You will want to determine if such a form or checklist has already been developed. If so, indicate that as a group you will be looking for possible enhancements to the existing form/checklist.)

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Conduct a group slip/trip/fall hazard assessment of one building or area on campus

TrippingWe have all had the experience of walking along and suddenly tripping over a small crack in the sidewalk or a slight change in the floor height. This happens because we do not always monitor the condition of the floor or walking surface. Our normal line of sight is approximately 15 degrees below horizontal relative to our eyes. As a result, small changes in surface elevation or irregularities are not always seen or perceived. For this reason, it is critical that all potential hazards, even those that may not seem serious, be identified.

Some of these hazards are: (read from the handout or overhead)

Tripping Hazards

Interior Missing or broken floor tiles

Warped floor boards

Exterior Uneven brick or pavement

Chipped or cracked concrete

Both Interior and Exterior Cords and cabling

One or two step change in elevation

Distractions (posters in stairwells, signs on trees)

Holes

Objects protruding from the walking surface

(Although this is common knowledge, this list is provided so potential hazards are not overlooked.)

Tripping Controls Good housekeeping and groundskeeping

Regular documented inspections of walking surfaces

Preventive maintenance


Warning signs (where the problem can not be fixed immediately)

Good lighting

SlippingWhy do we slip? We expect there to be a certain resistance between our feet and the walking surface. If that resistance is not there, or if it changes suddenly, our center of gravity is not where it should be.

Keep in mind that not all slips result in falls. Muscle strains often occur when we attempt to catch ourselves from falling.

Again, these hazards are common knowledge, but must be identified in order to prevent slipping on campus. (Read from handout or overhead)

Slip Hazards

Interior Water (on the floor; particularly inside building entries during rain or snow)

Exterior Ice

Fruit/Nuts/Berries

Wet Leaves/Needles

Loose Gravel or Soil

Both Interior and Exterior Sand—on dry surfaces

Mud

Oil

Sloped Surfaces/Steep Inclines

Sudden Changes in Walking Surface/Floor Condition

Slipping Controls Good Housekeeping/Grounds Maintenance—will take care of most of the slip

hazards on campus.

Mats—discuss the condition and placement of mats inside doors to provide a transition area during wet weather conditions. Stress the importance of continuous mopping and signage (“wet floor,” “slippery when wet,” etc.). Also, stress the importance of checking the condition of the mats to ensure they are not creating a tripping hazard.

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Selection, Application and Maintenance of Floor Surface Treatment and Finishes—suppliers can provide useful information on the application and maintenance of floor surface treatments and finishes. Problem areas should be discussed with the supplier who may be able to offer solutions.

Abrasive Strips and Finishes—abrasive strips can be placed in strategic areas such as on stairs or in areas that are often wet. Sand can also be mixed with floor paint.

Warning Signs—placed in strategic locations can warn individuals of conditions such as wet floors.

Awareness of Conditions—falls can be prevented if individuals are aware of conditions when walking or exiting vehicles.

FallsFalls can result from slipping or tripping usually at the same level; however, they can also involve falling from one level to another.

We have already discussed the control of slipping and tripping hazards, but there are other measures we can take to prevent falls on campus.

Fall Controls Warnings/Barriers—due to the number and varying ages of sidewalks and

stairs on campus, there will always be areas that will be in need of repair. There are also constant maintenance and landscaping projects taking place. In such cases, warning signs or barriers to route traffic around these areas are needed until necessary repairs are completed. Fences should be provided as protection around major construction projects. Discuss the “attractive nuisance” presented for students and children in the area.

Guardrails—should be provided for elevated areas. Briefly discuss the elements, i.e., top rail, mid rail and toe boards—installed where necessary.

Preventing Falls on Steps—Design Considerations Minimum three steps—the number of steps can cause a hazard. A one- or

two-step change is often not seen and can cause people to fall. For this reason, ramps are better than steps for small elevation changes.

Stair Riser and Tread Dimensions—the slope of stairs is the ratio of riser height to tread depth. The preferred slope for stairs is about 30 to 35 degrees from horizontal. Slopes between 20 and 50 degrees are acceptable. (Refer to Table 7-A-1 that shows acceptable combinations of stair riser and tread dimensions.)

Handrails—handrails should have a 1½ inch grip cross section and should be located on both sides of the stairs. Intermediate handrails, installed in the center of the stairway, should be provided for stairs 88 inches or wider.


The ends of the handrails either should be in contact with the wall or curved appropriately towards the wall to eliminate a “catching” hazard (i.e., purse straps).

Visibility—visibility on stairs is very important. This includes having enough light to see steps easily and avoid glare that obscures the ability to see steps. For example, a window or door placed at the base of a stairs can create glare that makes it difficult to see the steps. When entering a building from bright outdoor conditions, the eyes do not have time to adjust to low light levels. For this reason, light levels between 50 and 100 foot-candles are recommended. There should be a clear definition of tread nosing. Surface finishes and textures that make one step blend in with another should be avoided.

Tread—tread should be slip resistant (discuss).

Uniformity—stairs should have uniform dimensions for all steps in a flight. A person walking up or down stairs intuitively establishes a measure of what the stair dimensions are and expects the dimensions found in the first step to occur for the others. A sudden change in dimensions can cause stumbling.

Eliminate distractions—posters should not be placed in stairwells. Reading or carrying large objects while walking up or down stairs is not a good combination!

SummaryBriefly summarize and answer any questions. Indicate that the information discussed should be considered while conducting the slip/trip/fall hazard assessment. Also emphasize the importance of follow-up on the hazards that are identified. There needs to be a line of communication established with individuals responsible for approving expenditures for improvements and with those who will be making the improvements.

Slip/Trip/Fall Hazard AssessmentConduct a slip/trip/fall hazard assessment of a building or an area on campus (perhaps the building the training is being held in). If there is already an assessment checklist or form, use it for this exercise. List any potential hazards identified. Also, make a list of items that may be included in a building or area specific checklist or make note of items that are to be added to the existing form. Again, keep in mind the information reviewed in the training session.

As a group, review the hazards identified and possible checklist items. Have attendees repeat this exercise inside additional buildings on campus, when possible.

Slip/Trip Hazards and ControlsTripping Hazards Objects Protruding from the Walking Surface

Missing or Broken Floor Tiles

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Warped Floor Boards

Uneven Brick or Pavement

Chipped or Cracked Concrete

Cords

One or Two Step Change in Elevation

Distractions

Holes

Tripping Controls Good Housekeeping

Regular Documented Inspections

Preventive Maintenance

Warning Signs

Good Lighting

Slip Hazards Water

Ice

Sand

Mud

Fruit/Nuts/Berries

Wet Leaves/Needles

Oil

Sloped Surfaces/Steep Inclines

Sudden Changes in Walking Surface/Floor Condition

Loose Gravel or Soil

Slipping Controls Good Housekeeping/Grounds Maintenance

Mats

Selection, Application and Maintenance of Floor Surface Treatments and Finishes

Abrasive Strips, Finishes

Warning Signs


Table 7-A-1 Some Acceptable Combinations of Stair Riser and Tread Dimensions

Angle to Horizontal Riser (inches)

Tread Depth (inches)

30°35’ 6 ½ 1132°08’ 6 ¾ 10 ¾33°41’ 7 10 ½35°16’ 7 ¼ 10 ¼36°52’ 7 ½ 1038°29’ 7 ¾ 9 ¾40°08’ 8 9 ½41°44’ 8 ¼ 9 ¼43°22’ 8 ½ 945°00’ 8 ¾ 8 ¾46°38’ 9 8 ½48°16’ 9 ¼ 8 ¼49°54’ 9 ½ 8

Reference 29 CRF 1910.24 (e)

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Appendix 7-B

Sample Slip/Fall Hazard Assessment Form

Building: Auditor: Date:

Condition Follow-up

Item/Location Good Watch PoorRepair Needed (Specify location)

Date Completed

Sidewalks around building

North

South

East

West

Other

Exterior Steps

North

South

East

West

Other

Entry Mats

North

South

East

West

Other

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Condition Follow-up


Date Completed

Interior Stairs

Stairwell 1

Handrail

Non-slip Tread

Lighting

Physical Integrity

Stairwell 2

Handrail

Non-slip Tread

Lighting

Physical Integrity

Stairwell 3

Handrail

Non-slip Tread

Lighting

Physical Integrity

Tile Floor

1st Floor

2nd Floor

3rd Floor

Basement Floor

Other

Wood Floor

1st Floor

2nd Floor

3rd Floor

Basement Floor

Other

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Condition Follow-up


Date Completed

Restrooms

1st Floor Men’s

1st Floor Women’s

2nd Floor Men’s

2nd Floor Women’s

3rd Floor Men’s

3rd Floor Women’s

Basement Men’s

Basement Women’s

Other Men’s

Other Women’s

Parking Lots

Front

Rear

Other

Note: Add sections appropriate for building as indicated below for a gymnasium

BleachersNorth

StepsNon-slip TreadMarkingsEnd Rails

SouthStepsNon-slip TreadMarkingsEnd Rails

EastStepsNon-slip TreadMarkingsEnd Rails

WestStepsNon-slip TreadMarkingsEnd Rails

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Section 8

Working From Heights

Introduction When work is performed on elevated surfaces such as roofs, or during construction activities, protection against falls frequently must be considered. Fall arresting systems, which include lifelines, body harnesses and other associated equipment, are often used when fall hazards cannot be controlled by railings, floors, nets and other means. These systems are designed to stop a free fall of up to six feet while limiting the forces imposed on the wearer.

Scope and Application Fall protection is required for most construction activities by the Occupational Safety and Health Administration (OSHA) whenever the work is performed in an area that is six feet higher than its surroundings. Exceptions to this rule include work done from scaffolds, ladders and stairways, derricks and cranes and work involving electrical transmission and distribution. Also excluded is the performance of inspections, investigations or assessments of existing conditions prior to the beginning or after the completion of construction.

Program Description Fall protection is required whenever work is performed in an area six feet above its surroundings and can generally be provided through the use of guardrail systems, safety net systems, or personal fall arrest systems. Where it can be clearly demonstrated that the use of these systems is infeasible or creates a greater hazard, a Fall Protection Program that provides for alternative fall protection measures may be implemented.

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Fall Protection SystemsA variety of systems may be chosen from when providing fall protection. These systems include:

Guardrails—Standard guardrails consist of a top rail, located 42 inches above the floor and a mid-rail. Screens and mesh may be used to replace the mid-rail, so long as they extend from the top rail to the floor.

Personal Fall Arresting Systems—Components of a personal fall arresting system include a body harness, lanyard, lifeline, connector and an anchorage point capable of supporting at least 5,000 pounds.

Positioning Device Systems—Positioning device systems consist of a body belt or harness rigged to allow work on a vertical surface, such as a wall, with both hands free.

Safety Monitoring by a Competent Person—This system allows a trained person to monitor others as they work on elevated surfaces and warn them of any fall hazards.

Safety Net Systems—These systems consist of nets installed as close as possible under the work area.

Warning Line Systems—Warning line systems are made up of lines or ropes installed around a work area on a roof. These act as a barrier to prevent those working on the roof from approaching the edges.

Covers—Covers are fastened over holes in the working surface to prevent falls.

Additional Precautions Protection should also be provided from falling objects. Work surfaces should be kept clear of material and debris by removal at regular intervals. Toe boards should be used to prevent objects from being inadvertently kicked to a lower level. When necessary, canopies should be provided.

General equipment maintenance must follow the manufacturer’s guidelines.

Training Training must include the following:

How to recognize and minimize fall hazards

The nature of the fall hazards in the work area

Procedures for erecting, maintaining, disassembling and inspecting the specific fall protection systems used

Use, operation and limitations of fall protection systems

The user’s role in fall protection systems

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Roles and Responsibilities

Department Identify areas where fall protection is needed

Obtain or develop fall protection systems

Ensure workers are trained

Supervisors Know when fall protection is necessary

Provide workers with fall protection devices

Ensure workers use fall protection devices

Individual Attend training

Know when fall protection is necessary

Use fall protection systems

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Appendix 8-A

Ladder Safety

IntroductionA significant number of ladder-related injuries occur within the Consortium each year. This section is intended to provide a general overview of safe ladder practices for those who may use ladders as part of their day-to-day job assignments or for infrequent tasks. All employees who use ladders on campus should be required to follow safe ladder practices as described in this section.

Volunteers should never be allowed to work off ladders or scaffolding.

Portable Ladders

Suggested ProceduresThe proper use of portable ladders is dependent on choosing the correct ladder for the job. In addition to choosing a ladder of sufficient height and construction, the following procedures are best practices for the use of portable ladders:

General 1. Always check the condition of the ladder prior to use.

2. Use ladders only in a vertical position.

3. Position ladders away from doors and windows that may be opened or secure the door or window in the shut position.

4. Place the ladder so that both side rails have secure footing. If ground is soft, provide solid non-slip footing to prevent sinking.

5. Secure the bottom and top of the ladder to prevent slipping or displacement when working at high levels.

6. Allow only one person on the ladder at a time.

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7. Always be sure to secure the ladder while working on roofs.

8. Never use ladders during high wind or other adverse weather conditions.

9. Keep ladder treads clean and free of grease or other foreign materials.

10. Do not leave placed ladders unattended.

11. Keep ladder away from all wiring.

12. Avoid using metal ladders around electrical circuits or equipment.

Extension Ladders13. Place the ladder base at a 1:4 ratio from the vertical (horizontal/vertical). For

every four feet of height, the base of the ladder should be one foot out from the top support.

14. Extend the ladder a minimum of three feet above the top support point.

15. Only lean the ladder against a secured backing.

Step LaddersMake sure that the stepladder is fully opened and that the metal spreader is securely locked in place before climbing.

InspectionsConduct inspections for ladder integrity on a minimum quarterly basis. Such inspections should be documented and maintained on file.

Ladders found to be defective during inspection should be taken out of use immediately and tagged with a “DANGEROUS—DO NOT USE” sign until it can be repaired. Any ladders that cannot be repaired should be destroyed.

Ascending and Descending Ladders Climb carefully using both hands and maintaining a three-point contact at all

times (both feet and one hand or both hands and one foot).

Maintain your center of gravity and never reach outside your natural arm span. Move the ladder instead.

Always remain facing the ladder.

Never slide down a ladder.

Make sure shoe bottoms are free of mud or grease before you climb.

Do not climb higher than the third rung from the top of extension or straight ladders or the second tread from the top of stepladders.

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Fixed laddersFixed ladders are permanently secured to structures and provide access to specific elevated locations.

Design Characteristics Pitch of 75 to 90 degrees

Normally designed to bear a load of 200 pounds

¾-inch rung diameter

Rungs 16-inches wide

Rungs spaced no more than 12 inches apart

Hand or side railings extending 3½ feet above the landing

Minimum clearance of 2½ feet on the climbing side of ladders with 90-degree pitch and 3 feet for a 75-degree pitch.

Clear width of 15 inches on each side of the centerline of the ladder.

Seven (7) inch clearance in back of the ladder to assure adequate footing.

Painted, if metal, or appropriately treated to prevent deterioration.

Cages or ladder enclosures should be provided when required by OSHA.

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Appendix 8-B

Sample Scaffold Use Program

IntroductionAccording to The Center to Protect Workers’ Rights, more than 60 construction workers die every year in falls from scaffolds. In addition to scaffolds at campus construction sites, scaffolding is frequently used in theaters and athletic facilities at higher education institutions. Therefore, scaffolds can become a source for injuries to faculty, staff and students. The information contained in this Appendix is intended to help you develop effective guidelines for minimizing the chances of scaffold injuries on your campus.

In some cases, higher education institutions will not be responsible for erecting or maintaining the scaffolding. However, the institution could be held responsible for any injury or damage that might result from improper erection or use of the scaffolding. It is therefore important to ensure that the contractor has properly installed the equipment and that contractor employees are working safely on it.

The specific actions listed below should be a part of every institution’s regular activities when contractor-erected scaffolding is in place on campus:

– Periodically observe operations on the scaffolding and bring any unsafe operations or conditions to the attention of the contractor’s safety representative.

– Ensure that the work site is secured against unauthorized entry, especially after hours and on weekends.

Scope and ApplicationScaffolds are work platforms that are either supported on legs or suspended from above. The Occupational Safety and Health Administration (OSHA) has very specific guidelines for the erection and use of scaffolds. The most important guideline is that the scaffold must be designed and erected under the supervision of a “competent person.” OSHA defines a competent person as one “…who by virtue of extensive knowledge, training and experience is capable of identifying existing and

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predictable hazards and has authority to take prompt measures to eliminate those hazards.”

This competent person will usually be a supervisor or safety director of the contractor who will be doing the work on our campus. During the planning process for any work involving scaffolds, the institution’s administration should identify this competent person, to ensure that the scaffold will be erected properly.

In cases where the scaffolding is erected by and used by the institution’s personnel, the competent person will be the departmental supervisor of the group that erected and is using the scaffolding. This could be the Physical Plant Department if the scaffolding is for maintenance operations, the Theater Department if the scaffolding is part of a stage rigging, or another department on campus if the scaffolding is erected for their use.

Primary HazardsThe primary hazards related to scaffold use are as follows:

PP. They can collapse, either due to improper design, unsafe usage, overloading or natural effects, such as wind or ground tremors.

QQ. People or items can fall from them, injuring people walking or working below or injuring the worker who fell off.

RR. They can come into contact with hazardous operations, such as a metal scaffold touching a high voltage electrical line.

Preventing Scaffold CollapsesSS. The primary way to prevent a scaffold collapse is to ensure that it is erected

properly, with consideration for the height and width of the scaffold and its intended use.

TT.Check to see that a competent person is in charge of erecting the scaffold and that he/she has taken into consideration the condition and terrain of the soil, potential windy conditions and overhead facilities (such as electrical wires).

UU. All scaffolding equipment will be checked by the supervisor or contractor prior to beginning erection to ensure that it is the proper type and condition of scaffolding for the job.

VV. Before use, wood planking will be inspected to ensure that it is of sufficient thickness and strength for scaffold use and that it is in good condition.

WW. The scaffold assembly will be designed to comply with applicable local, state and federal safety requirements. Some affirmative confirmation should be received from the supervisor or contractor that the scaffold is in compliance.

XX. If the scaffold is four times (three times in California) higher than its base width, it must be tied to supports.

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YY. The maximum length of scaffold planks is 10 feet. Planks must extend at least 6" past the end supports, but no more than 18".

ZZ.Observe operations on the scaffold to ensure that the planks are not bending and that there are no visible signs of overloading.

Preventing Falls and Injury/Damage from Falling Items AAA. All scaffolds above 10 feet must have side rails and end rails to protect the

workers from falling. This includes both top and middle height rails. The top rail must be from 38’ to 45" above the platform and must be able to support 200 pounds.

BBB. If the working side of the scaffold is less than 14" away from the work, a railing is not required on that side. However, rails must be used whenever working at heights above 10 feet.

CCC. All scaffolds over work areas must have toeboards, to keep materials and tools from falling. Toeboards should be at least 3 ½" high.

DDD. Where scaffolds are erected above walks or work areas, the space between the toeboards and railings should be screened.

EEE. If a scaffold is suspended, the workers are required to use fall protection. This must be in the form of full harnesses, not single body belts.

FFF. Workers should remove all materials and tools that are not needed immediately from the work platform. This will minimize the possibility not only of dropping items, but also of a worker tripping on them while working.

GGG. To the extent possible, keep other workers from walking under the scaffold while it is in use.

HHH. Non-workers should be kept away from the periphery of the scaffolds in case items blow, fall or are thrown off the scaffold to the ground.

Preventing Injury from Contact with Other HazardsIII. Set the scaffolding where it cannot come into contact with high voltage electrical

lines.

JJJ.As an alternative, ensure that the power has been disconnected from the lines and locked out.

KKK. If the electrical power must be maintained and the possibility of contact cannot be eliminated, use non-conductive materials to form a barrier between the hazard and the exposed workers.

LLL. All workers should be brought down off the scaffolding at the approach of thunderstorms, high winds or other adverse conditions.

MMM.Working overhead while standing on a scaffold can be a dangerous activity. Your balance may be affected by even minor swaying of the framework, as well as by the awkward posture of your arms and trunk. There is a temptation to stand

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on the railing to more easily reach the work. It may be necessary to come down from the next highest level, rather than reach that far up. Consider using a ladder on the scaffold, but only if you are using approved fall protection equipment that is securely fastened to the scaffold itself.

NNN. If you must work overhead while on a scaffold, take a break every few minutes to relieve some of the stress on your neck and shoulders.

OOO. Outside scaffold boards should be secured to avoid being lifted or thrown during a wind storm.

PPP. Scaffolds should not be moved to a new location. The scaffold should be dismantled and the scaffold erected at the new work location.

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Appendix 8-C

Sample Manlift Safety Program

IntroductionManlifts are small, motorized platforms that can raise workers to elevated heights to perform tasks such as changing light bulbs, cleaning, or doing electrical wiring. They can be useful when used properly. Improper use can lead to tip-over or fall accidents, which can be fatal in some cases. Manlifts may also be used in maintenance and theater departments or for other types of operations at an institution. This section provides guidelines for safe operation of manlift devices.

Scope and ApplicationSafe operation of manlift devices is addressed by OSHA Standard 1910.29(e). This standard addresses design and construction of mobile work platforms.

General Safety GuidelinesQQQ. Only trained and authorized people will be allowed to operate manlifts.

RRR. Follow all operating and maintenance instructions provided by the manufacturer.

SSS. The minimum base width of the manlift must be at least 20", to ensure good stability.

TTT. Rigid diagonal bracing must be provided to vertical members of the platform.

UUU. All operating systems must be checked before operating the manlift. Daily inspections must be documented. The equipment should be warmed up before inspection and operation. If any system is not operating properly, the platform should be shut down until the defect has been repaired.

VVV. Operational controls should be provided both on the platform and at ground level. The ground level controls should be operated only with the operator’s

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permission or in the case of an emergency. The ground controls shall override the platform-level controls.

WWW. The maximum working level height of the platform may not exceed four times the minimum base dimensions. If the platform does not meet this requirement, appropriate outriggers shall be used or the platform should be guyed against tipping.

XXX. The manlift may not be moved while the platform is in the elevated position.

YYY. The area around the base of the platform should be kept clear of all personnel, except those working directly with the person on the elevated platform. These people should be in continuous contact with the platform operator and should be constantly on the watch for dropped parts and that the operator is properly belted to the platform.

ZZZ. If the platform will be used at 10 feet or more above the ground, it should be provided on all sides with a toeboard at least 3 ½" high.

AAAA. If the platform will be used 10 feet or more above the ground, it must be equipped with guardrails on all sides, including the ends. Each rail must be made of at least 2x4 lumber or equivalent and be mounted on the platform at least 42 inches in height. There should also be a mid-rail of 1x4 lumber or equivalent.

BBBB.Before elevating the platform, the operator must check the area in which the platform will be used. This will ensure that the platform does not contact energized electrical equipment or crush the worker against an elevated structure, such as a suspended heater or chiller unit.

CCCC.The operator’s feet must always stay on the floor of the platform. He/she should never stand on any of the railings to reach the work. Never stand on a ladder placed onto the work platform, even a stepladder.

DDDD. Operators should be belted to the work platform during elevated operations. The belt should be a full body harness, not a single belt. Do not belt off to anything but the platform.

EEEE. If the individual is using the lift in conjunction with a welding operation, the firewatch required by the institution’s hot work program should be stationed at the ground level at all times.

Management GuidelinesFFFF. Always ensure that the operator is qualified and in good mental and physical

condition to operate the manlift.

GGGG. Ensure that the manlift is in good operating condition before allowing it to be used. Insist on a formal preventive maintenance program and periodically check to be sure that the program is working effectively.

HHHH. Never allow a contractor or unauthorized person to operate your equipment. If an unauthorized person is injured while using your manlift, you might be held responsible.

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IIII. Periodically observe the operator at work to ensure that he/she is properly belted to the platform.

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Appendix 8-D

Sample Scaffold Inspection FormSet Up Yes No

Is the scaffold being erected under the direction of a competent person?

Are all faculty, staff and students involved with (or near) the scaffold wearing hard hats?

Are footings sound and rigid - not set on soft or slippery surfaces, or resting on blocks?

Is the scaffold level?

Are wheels / castors locked?

Is the scaffold able to hold four times its maximum intended load?

Is the platform complete front to back and side to side (fully planked or decked, with no gaps greater than 1 inch)?

Are guardrails and toeboards in place on all open sides?

Are all sections pinned or appropriately secured?

Is there a safe way to get on and off the scaffold, such as a ladder?

Is the front face within 14 inches of the work (or within 3 feet for outrigger scaffolds)?

Does the scaffold meet electrical safety clearance distances?

UseIs the scaffold inspected by a competent person before being put in use?

If the scaffold is over 10 feet high, is personal fall protection or adequate guardrails provided?

Are hardhats worn by faculty, staff and students on and around the scaffold?

Are scaffold loads (including tools/equipment) kept to a minimum and removed when the scaffold is not in use (like at the end of a day)?

Are scaffolds evacuated during high winds, rain, snow, or bad weather?

Are materials secured before moving a scaffold?

Are scaffolds evacuated before they are moved?

Are heavy tools, equipment, and supplies hoisted up (rather than carried up by hand)?

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Appendix 8-E

Sample Manlift Inspection Form

Pre-Start Yes NoThe aerial lift shall be inspected for defects prior to each day’s operation. The prestart inspection shall be performed and documented by the operator (a faculty member, staff member or student) on each day and will include items in accordance with manufacturer’s recommendations for each specific aerial lift. The aerial lift shall not be operated if the prestart inspection indicates that repair is necessary.

Are all operating/emergency controls, and safety devices functional?

Are personal protective devices, such as fall protection, available?

Are hydraulic, air, pneumatic, fuel and electrical systems are free of wear, leakage, excessive dirt, moisture or any other condition which may impair the use of these systems?

Are all fiberglass and other insulating components free of visible damage or contamination?

Are all placards, warnings, operational, instructional, and control markings in place and legible?

Are all mechanical fastenings and lift parts in place and free of damage?

Are cables and wiring harnesses in place and free of damage?

Are wheels and tires inflated to the required pressure and in good condition (tread, etc.)?

Are Operating Manual(s) available in weatherproof containers on the lift, or in the cab of the truck?

Are outriggers, stabilizers, and other structures in place and operational?

Are guardrail systems in place and functional?

Other items specified by the manufacturer: ___________________________________

UseAre only trained and certified operators (faculty member, staff member or students) using the lift?

Are operators leveling the aerial platform using the manufacturers’ outriggers and leveling devices and the brakes set?

Are platform occupants using fall protection (e.g., full body harness, shock-absorbing lanyard) connected to the anchorage point(s) provided at the platform position?

Are operators entering or exiting the elevated platform per the manufacturer’s instructions, using 3 point contact? If manlift is used to access another area, is the operator using proper fall

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Pre-Start Yes Noprotection connected to a suitable anchorage point (in the new area) before leaving the lift?

Are operators in control of the equipment operation from the elevated position (except in an emergency)?

Is the platform being operated within slope and grade for which the platform is rated?

Are stability-enhancing means, such as outriggers, outrigger pads, stabilizers or extendible axles, being utilized?

Are entry gates/chains closed before operating the lift? Are operators maintaining a firm footing on the platform floor at all times.

Are occupants and equipment within the maximum platform capacity?

Are safe distances being maintained between the operator, the machine and other objects, and electrical power lines, conductors or bus bars?

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Appendix 8-F

Sample Ladder Inspection FormSelection Yes No

Is ladder strong enough for intended use?

Does the ladder have non-slip safety feet? Are the safety feet in good condition?

Is the ladder long enough for the job?

Is the ladder placed as to prevent slipping, or lashed or held in position Is ladder inspected at regular, frequent intervals? Is ladder maintained free from oil, grease, or slippery materials? Are defective ladders withdrawn from service? Are ladders used only for intended purpose? Step ladders do not exceed 20 feet in length, single-section ladders do not exceed 30 feet in length, two-section ladders do not exceed 60 feet (wooden) or 48 feet (metal) in length?

Are non-conductive ladders used around electrical hazards?

Do fixed ladders have safety cages as required by OSHA?

UseAre faculty, staff and students trained in ladder-related hazards and safe use?

Are ladders inspected at regular intervals and prior to each use?

Are ladders set up at the proper angle during use (4 to 1) and placed only on stable bases?

Are doors locked or guarded prior to placing ladders in front of them?

Are metal ladders used for work on exposed electrical conductors prohibited?

Are ladders used to access a walking surface or roof extended at least 3 feet beyond and lashed?

Do faculty, staff and students avoid stepping on the top two (2) step ladder rungs, or top four (4) extension ladder rungs?

Step ladders are securely spread open for use and not used in a folded position?

Loads are not carried on a ladder?

Do faculty, staff and students maintain balance on the ladders by keeping their belt buckle between the side rails?

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Section 9


IntroductionBack pain and injuries related to lifting and manual material handling are some of the most frequent types of injuries, both on and off the job. While some factors that contribute to the potential for injury cannot be controlled, others can be reduced or minimized. Poor physical fitness, obesity, smoking, poor posture and medical/physical deficiencies are personal factors that may contribute to back pain.

Workplace factors may include inadequate workplace design, improper or defective material handling equipment, improper manual or mechanical handling methods and inadequate training or manpower.

An illustration of the Consortium’s loss experience with respect to manual material handling can be found in the Risk Management section of the EIIA website (www.eiia.org).

Investing in an effective manual material handling or strain/back injury reduction program yields improved morale, comfort and the reduced potential for lost work time due to injury.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus manual material handling or strain/back injury prevention effort. This individual should be given the authority to organize an Advisory Committee to oversee and implement best practices aimed at the reduction of strain and back injury exposures on campus as provided in this section.

Organization and LeadershipMembership for the Manual Material Handling Advisory Committee should be comprised of representatives from departments or buildings with significant material handling/lifting activities such as Physical Plant, Library, Book Store, Business

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Office, Athletics, etc. Committee positions should be rotating with one-fourth to one-third of the members rotating each year. The activities of the Advisory Committee should be reported to the Campus Risk Management/Safety Steering Committee.

TrainingTop priority should be given to the elimination or the reduction of lifting activities on campus that present strain/back injury exposures. Training of campus personnel in several key aspects of proper lifting and material handling techniques, as well as improved job and task planning, will assist in reducing the frequency of these occurrences on your campus.

Provided below are a number of training best practices that should be considered.

A minimum of one individual within each department should receive training in the following areas:

– How to identify potential exposures

– How to evaluate a job or task

– How to reduce or eliminate the exposure

Individuals who engage in lifting and material handling as part of their work should receive training in the following:

– Performing stretching and warm-up exercises prior to engaging in lifting activities

– Using the proper personal protective equipment such as gloves and protective shoes

– Taking time to size up the load and getting help for heavier lifts

– Using proper lifting techniques (e.g. object close to the body, back straight, avoid twisting, lift with the legs, etc.)

– Using mechanical lifting aids for oversized or bulky loads

Lifting Best PracticesSafe lifting is a function of the amount of weight being lifted and the technique being used. Always test the weight before lifting. If it is too heavy, have someone help or use mechanical lifting aids. The following are helpful hints on the use of proper lifting techniques:

– Know where you are going before lifting the load. Pre-plan the lift.

– Keep your feet shoulder width apart for good balance.

– Take a deep breath and tighten your stomach muscles just prior to the lift. Conditioned stomach muscles provide excellent support for the lower back.

– Bend at your knees not your hips.

– Lift using your leg muscles to reduce the load on your back.

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– Lift smoothly and avoid jerking the load. Sudden movement and weight shifts can injure your back.

– Hold the load close to your body. The further the load is from your body, the greater the stress to your lower back.

– Turn with your feet and avoid twisting.

Job/Task EvaluationWhen jobs or tasks are identified that have resulted in or have the potential to result in strain or back injury, it is recommended that they be evaluated in order to quantify the seriousness of the exposure. Doing so will help to identify the specific contributing factors and can be a basis for prioritizing jobs or tasks for redesign or elimination. The following factors should be considered:

– Weight—The weight being lifted or carried will be the primary risk factor to be considered. The greater the weight, the more stress placed on the lower back.

– Location of the Object/Item—The further the object to be lifted or carried is away from the body, the greater the stress placed on the lower back. The lower back works very much like a lever. The further the weight is located from the fulcrum of a lever the harder it is to lift. Ideally, loads should be as close to the body as possible.

– Size and Shape of the Object—If the object is bulky or difficult to get your arms around, even a relatively light load can pose a back injury hazard.

– Frequency/Duration/Pace—Fatigue can occur when working at a high frequency task over a long period of time or at a high pace. This may be a factor when handling large shipments of books, furniture, equipment, etc. Susceptibility to injury increases with the onset of fatigue.

– Stability of the Load—If liquid or another unstable product is being lifted or carried, the center of gravity can easily shift, resulting in a loss of balance. An attempt to “catch” the shifting center of gravity can result in muscle strain.

– Couplings—This includes having stable footing and the ability to have a good grip on the object during the lift. Attempts to catch oneself when slipping or attempting to catch the object slipping from the hands can result in strains or other fall or struck by related injuries.

Note that all of these risk factors are included in the Manual Material Handling Risk Factor Checklist. (See Appendix 9-A) This checklist can be utilized to evaluate the potential risk factors associated with lifting tasks on campus.

It is suggested that emphasis be placed on the evaluation of the following jobs/tasks on campus:

– Loading and unloading of vehicles and trailers

– Hitching and unhitching of trailers

– Using carts for the transport of books, materials, etc.

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– Handling and disposal of trash bags and containers

– Moving furniture and mattresses

– Connecting and disconnecting attachments from equipment

Such manual material handling activities have resulted in a significant number of back and general strain type injuries Consortium-wide.

Eliminating and Reducing ExposuresOnce “problem jobs or tasks” are identified and have been evaluated, as described in the preceding section, consideration should be given to redesigning the tasks. The following concepts should be applied where possible:

– Eliminate the Task—Determine if the task can be eliminated all together. For example, can the material currently delivered in bags be delivered in bulk and dispensed in controlled amounts or can mechanical means be used to eliminate the manual handling altogether. Another option may be to contract out infrequent, high hazard tasks such as piano moving, moving furniture and mattress change out.

– Reduce the Weight—Use lighter materials where possible such as plastic in place of metal or use smaller containers such as 25-pound bags instead of 50- or 100-pound bags.

– Reduce Horizontal Reaches—The further the load is positioned away from the body the greater the stress on the lower back. Where possible, items should be positioned so that they can be lifted close to the body. For example, store heavier materials near the front of racks and shelves to reduce reaching and pulling.

– Reduce Bending—Where possible, heavier boxes and materials should be stored at or near waist level. Bending significantly increases the amount of stress on the lower back.

– Inspect the Object to be Moved—Before moving an object, inspect the object for protruding sharp points that may cause injury to the worker during the transport. Pad or remove any sharp points before moving the objects.

– Use Material Handling Aids—Dollies and carts should be provided where materials are commonly handled. Specialized material handling equipment is also available for moving loads up and down stairs. (See listing of material handling equipment Web sites on page 9-5.)

– Reduce Duration of the Task—Assignment of a greater number of employees to perform problem tasks will reduce both the amount of time to complete the task and the amount of lifting and bending performed by individual employees.

– Reduce Work Above Your Head—Use a ladder that is tall enough so that you can work at elbow or eye height. Don’t try to stand on a shorter ladder and increase your overhead reach. This will place great stress on your neck, shoulders and arms. Take a break every few minutes to relieve some of that stress and use lightweight tools if possible.

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Manual Material Handling EquipmentA formal evaluation should be conducted to determine if adequate material handling aids such as dollies for handling boxes, carts for books, fork trucks for handling large deliveries, etc., are provided where needed on campus. Where deficiencies are found, such equipment should be provided or budgeted.

The following Web sites contain information on material handling equipment:

– www.wescomfg.com

– www.escalera.com

– www.industromart.com

– www.dutro.com

Back BeltsBack belts are a controversial addition to the techniques used in the prevention of back injuries. The goal of the back belt is to impose a fixed posture on the wearer, making it difficult or impossible to bend or twist while lifting. It should be noted that back belts are not considered personal protective equipment by OSHA and are not specifically covered by existing regulations.

Departments that choose to allow their workers to use back belts should develop a policy on back belt use that covers the following:

– Information on the pros and cons of back belts

– Participation in any back belt program should be voluntary

– Back belts should be permitted only after the employee has received and understands training in back belt use, proper lifting techniques and back care.

Training and Information Web sitesOn-line training modules covering the information outlined above can be found on the following Web sites:

– www.free-training.com

– www.ergonext.com

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http://www.ergonext.com/

http://www.free-training.com/

http://www.dutro.com/

http://www.industromart.com/

http://www.escalera.com/

http://www.wescomfg.com/


Appendix 9-A

Sample Manual Material Handling Risk Factor ChecklistDepartment: Task/Job:

Date:

Manual Handling Risk Factors Yes NoDoes the task involve

Holding the load away from the body?

Excessive body movement or extreme posture such as twisting or stooping?

Carrying more than 10 feet?

Excessive pushing or pulling?

Prolonged physical effort? (Task performed for more than 2 hours without break)

Is the load

Heavy? (Over 40 pounds)

Bulky? (Hard to get arms around)

Difficult to grasp? (No hand holds)

Unstable? (Contents likely to shift)

Potentially damaging to the hands? (Sharp edges)

Are there

Space constraints that prevent good posture?

Uneven or slippery floors?

Variations in floor or work surface levels?

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Extremes of temperature or humidity?

Does the job

Require unusual strength, height, etc.?

Create a hazard for those who are pregnant or have health problems?

Require special knowledge or training for its safe performance?

Where risk factors have been identified above, determine if they can be reduced or eliminated. (See the “Eliminating and Reducing Exposures” section on page 9-4 of this manual for possible considerations.)

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Section 10

Office Ergonomics

IntroductionErgonomics is the study of the relationship between people and their environment. In the workplace, ergonomics is the science of designing or redesigning the workplace to fit the worker and improve worker safety, comfort and productivity. Computers have changed our lives tremendously, allowing instant communication and display of data. One issue that is commonly overlooked is how people fit into the office environment. Workers represent a critical part of a work system and continually interact with workstation components to perform a task or accomplish a goal. Each part of the system must be properly designed and adjusted to optimize a worker’s comfort, safety and health, while ensuring quality and productivity.

With computer use a part of the modern campus and as the workforce ages, the number of musculoskeletal disorders such as carpal tunnel syndrome and tendonitis can be expected to increase unless proactive measures continue to be taken. This section contains information on some basic steps necessary to properly adjust workstations in order to improve working postures and comfort within office settings.

An illustration of the consortium’s loss experience with respect to office ergonomics can be found in the Risk Management section of the EIIA website (www.eiia.org).

PolicyAn individual should be assigned the responsibility for the overall administration of the campus office ergonomics effort. This individual should be given the authority to organize an Advisory Committee to oversee and implement best practices aimed at reducing office workstation exposures on campus as provided in this section.

Organization and LeadershipMembership for the Office Ergonomics Advisory Committee should be comprised of representatives from departments or buildings with significant computer usage such as

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Information Technology, Administration and Library. Committee positions should be rotating with one-fourth to one-third of the members rotating each year. The activities of the Advisory Committee should be reported to the Campus Risk Management/Safety Steering Committee.

TrainingPeriodic employee training as well as new employee orientation is critical to proper workstation adjustment. New employees and existing employees who are transferred or receive new computer equipment or furniture must be aware of the proper setup and arrangement of workstation components in order to reduce exposure to musculoskeletal disorders (MSDs) and to maximize productivity. Some basic training elements may include:

– Potential health concerns

– Early detection of symptoms

– Proper setup and adjustment

– Glare control

– Stretching exercises for the upper extremities, shoulders and neck

– Proper use of breaks and rest periods

Orientation and training, when conducted properly, not only provides operators with an understanding of how to properly adjust the computer workstation, but also reassures them about potential health effects and controls in place. Allowing employee input into discussions that affect the work environment also helps to reduce mental stress.

Workstation Adjustment

ChairsProperly adjusting the chair is a key factor in making workstations more comfortable. If individuals do not know how to adjust their chairs, the supervisor should be asked for help. It is important to adjust the height of the seat and the backrest so that:

Forearms are parallel to the floor while using the keyboard.

Upper arms are relaxed and close to the body.

Thighs are horizontal and feet are flat on the floor (a footrest may be needed).

Excessive pressure is not on the worker’s legs from the edge of the seat.

The worker can sit with their back against the backrest and it supports the lower back comfortably.

Computer tasks are generally performed best when chairs have adjustable armrests. Armrests that do not adjust often prevent the worker from positioning

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the chair close to the workstation. This may force some workers to sit on the edge of the chair without the benefit of back support.

It may be necessary for an individual to change the seating position frequently throughout the day. For example, the worker may need to sit higher when they are writing on the desktop and lower while typing on the keyboard. If workers use several workstations during the day, consider having them take their chair with them to the different workstations. If chairs are shared with several people, be sure each worker readjusts the chair for use at the beginning of their workday.

Non-adjustable armrests can restrict forearm movement, cause arm pressure points and poor shoulder posture. Armrests should have good padding and be height adjustable so forearms are parallel to the floor while using the keyboard.

Contact the supervisor or manager for more information on adjusting chairs.

Keyboards and MousePositioning the worker’s keyboard and mouse will help you to work with more comfort and control. Listed below are several key items to remember when positioning the keyboard and mouse:

Position the keyboard and mouse so that wrists are in a natural relaxed position.

Place the home row of keys at or slightly above elbow height.

Maintain a straight wrist to avoid soreness often caused by working long periods with the hands bent upward or downward.

Raise or lower the chair to the height that allows maintenance of a natural wrist position while using the keyboard and mouse. A footrest may be necessary for individuals who must raise the chair height to a position where their feet do not touch the floor.

Position the desktop to a height that allows the upper and lower arms to form a 90-degree angle.

Position the mouse next to the keyboard on the side of the dominant hand.

Be aware that most keyboards have legs along the back that can raise or lower the angle of the keyboard to allow for a neutral wrist posture. Palm rests may also help prevent the worker’s wrist from bending. Keep in mind that the palm rest should only be used while resting, not while typing. Misuse of palm rests can actually cause poor wrist postures and restricted blood flow. Ask the supervisor or manager about palm or mouse supports.

MonitorsMost monitors and monitor stands have adjustments for the tilt, swivel height, contrast and brightness. Surface glare and awkward positioning are common problems for monitor users. The monitor should be positioned and angled so that the worker can maintain a relaxed natural posture without having screen glare.

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The monitor’s position should not require the worker’s head to be tilted forward to view the text.

Adjust the monitor to make sure that: The top line of text is at or slightly below eye level. Individuals who wear

bifocals or trifocals can position the monitor lower so they can view the screen through the lower portion of their lenses.

The distance from the worker’s eyes to the screen is between 18 and 24 inches.

The monitor is placed at a right angle to windows to reduce glare. The contrast and brightness are set at comfortable levels. The screen is clean and anti-glare devices or filters are available. The screen is located in front of the worker to avoid side head twisting.

Report screen flicker to the supervisor.

It may be more comfortable for the worker’s eyes to change the screen background color from dark to light with contrasting text. A supervisor should be able to help do this if necessary.

LightingProper lighting levels are important in the office environment. Windows, overhead lighting and reflections from shiny surfaces can create glare and reflections on the monitor’s screen. To reduce eye fatigue and distracting reflections, make sure that: The drapes are drawn or adjust the blinds. Use adjustable task lighting or desk lamps for documents. Reduce overhead lighting where possible by turning off lights, switching to

lower wattage bulbs or dimmer switches. Have non-reflective surfaces to reduce glare.

Avoid bright or strong contrasting colors in the field of vision. A bright wall behind a dark monitor screen can cause eyestrain from eyes repeatedly adjusting from the bright surroundings to the darker near field of view.

Also, place task lighting or a desk lamp so that it does not create a glare on the monitor screen.

The American National Standards Institute, Human Factors and Ergonomics Society recommends light levels at the work surface between 30- to 50-foot candles (ANSI/HFES 100-1988). A standard photography light meter can be used to measure illumination.

The Document HolderIf the worker transfers information from a paper document to the computer, a document holder may be helpful. A document holder or copy stand that is properly positioned can make data entry less stressful, increase efficiency,

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improve posture and allow the worker to work more comfortably. A document holder that is placed close to the monitor changes the head twisting to less stressful eye movements. Maximum comfort and benefit is gained when the document holder is placed:

Close to the monitor.

The same distance from the eye as the monitor.

The same height and angle as the monitor.

There are a variety of document holders and stands available to accommodate different sizes of paper. Ask the supervisor for assistance in obtaining one that meets the worker’s needs.

Arranging the Work AreaProperly arranging the work area and keeping the work surface orderly improves worker effectiveness and comfort. Think about how workers use things in their workstation and which items are used most often. For example, if the worker is right-handed, place the phone to their left so that they can write or use the calculator while holding the phone. Desks should be clear of unnecessary items and often used documents placed within easy reach.

The best layout depends on the worker’s computer activities. If the worker performs repetitive tasks, arrange their furniture and equipment to allow an uninterrupted flow of materials. Equipment and frequently used files should be located next to the worker.

In all cases, wires and cabling associated with the workstation should be arranged and secured to prevent a tripping or fall hazard when the worker enters or leaves the workstation.

Some examples of computer workstations include:

Data Entry WorkstationData entry requires the worker to constantly enter data into the computer using the keyboard and source document. For this arrangement, the keyboard and source document should be placed directly in front of the worker with the display off to the side. Documents should be the same height as the display.

Dialogue WorkstationHigh-frequency dialogue requires the worker to continually retrieve and enter information in the computer. The screen and keyboard are the most important items and should be placed directly in front of the worker. Source documents are not as important as the screen and keyboard and should be off to the side.

Data Inquiry WorkstationData inquiry requires the worker to retrieve from the computer screen and verify or write down information on a document. The screen and document are

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the most important elements. The screen and writing areas should be the closest to the worker.

Screen Pointing DeviceThe computer mouse (or screen-pointing device) is an important part of the computer workstation. If the worker is right-handed, clear the right side of the computer work surface to move the screen-pointing device. Similarly, if the worker is left-handed, clear the left side of the computer work surface to move the screen-pointing device. It is important to support the worker’s forearm and elbow while using the device. The vertical height of the pointing device should be at the same level as the keyboard.

Take Care of YourselfEven with a properly adjusted workstation, sitting still for long periods of time can be tiring and stressful. Have the individual alternate sitting with standing while working, if the task and workstation allows. Also, have the individual try to alternate different tasks throughout the day and vary work activities; for example, getting up from the computer to photocopy or deliver completed work.

Stretch occasionally and look away from the monitor. Sit back in the chair and use the backrest, rather than leaning forward or setting in the middle of the seat.

Stretching and relaxation exercises can help to reduce stiffness and discomfort. The following exercises can help:

Periodically stretch arms and legs while either setting or standing.

Rotate head slowly from one side to the other, relaxing the neck muscles.

Roll shoulders forward and backward several times.

Stand up with arms down at your sides and breathe in slowly through the nose, exhaling slowly through the mouth.

Make a tight fist and hold for a second, then spread fingers apart as far as possible.

To reduce eye fatigue and irritation, several eye exercises listed below can be used to relax eye muscles:

Close eyes, cup hands and place them over eyes for one minute. Open eyes with hands still covering eyes. Slowly spread the fingers to allow the eyes to adjust gradually to the light and then take hands away.

Look at an object 20 feet away and focus on it for five to 10 seconds (do not choose a bright object). Blink eyes slowly several times while taking deep breaths.

Vision care is extremely important when working with a computer. Make sure workers have regular eye examinations and proper corrective lenses if needed. Make sure the worker describes their job duties to their vision care provider during these eye examinations.

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Workstation SurveysIt is suggested that annual workstation surveys be conducted in order to identify potential workstation exposures that may contribute to the onset of musculoskeletal disorders such as carpal tunnel syndrome and tendonitis. The Workstation Checklist in Appendix 10-A can be utilized for this purpose. Answering “no” to any of the questions listed is an indication that workstation adjustment or modification may be necessary.

Correcting Problems IdentifiedWith computer use becoming more prevalent, the number of musculoskeletal disorders such as carpal tunnel syndrome and tendonitis can be expected to increase unless proactive measures are taken. A critical step in this process is correcting those potential risk factors identified as a result of workstation assessments conducted. In many cases, the corrective measures are relatively simple and inexpensive to implement. Every effort should be made to see that such corrections are made soon after, if not during the workstation assessments.

In other cases, antiquated office chairs and desks will need to be replaced with furniture better suited for computer use. Such transitions can be costly and may, in some cases, exceed budget constraints. For this reason, the replacement of outdated office furniture should be considered in long-range budget planning.

References– “Office Ergonomics Handbook: Creating a Comfortable Work Environment”,

Marsh Risk Consulting, 2005.

– Human Factors and Ergonomics Society. “American National Standard for Human Factors Engineering of Visual Display Terminal Workstations.” ANSI/HFS 100-1988. Santa Monica, CA, 1988.

– “Information About Eye Care: Video Display Terminals (VDTs) and the Eye.” American Academy of Ophthalmology, 1982.

– Johnson, B. and J. M. Melius. “Review of NIOSH’s VDT Studies and Recommendations.” NIOSH Publications on Video Display Terminals. U.S. Dept. of Health and Human Services. Washington, D.C.: U.S. Government Printing Office, 1987.

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Appendix 10-A

Office Ergonomic Workstation Checklist

Item Yes NoIf no, what assistance is needed?

Is your chair adjusted with your feet resting firmly on the floor or on a footrest?

Do you have ample legroom? Are your arms comfortable while working at the keyboard? Is your wrist straight when using the keyboard? Do you have a wrist or palm rest device for the keyboard? Is your mouse the same height as the keyboard? Do you have a wrist or palm rest device for the mouse? Is the top of you monitor screen at a comfortable height (approximately eye level)? Note: Individuals who wear bifocals or trifocals may need to position the screen slightly lower than eye level.

Is your screen positioned to avoid reflections and glare? Can you reposition your monitor? If needed, do you have an anti-glare filter? Have you adjusted the screen contrast and brightness to a comfortable level?

Do you have ample back support? Are all task items within easy reach? Are you changing postures and positions throughout the day or doing other non-data entry tasks (e.g., filing, copying, etc.) with your computer tasks?

Do you take your authorized breaks? Can you do stretching exercises at your workstation? Is your screen and glare filter clean? Are there wires or cabling located below the workstation that may cause a tripping hazard?

Answering “No” to any of the questions is an indication that a workstation adjustment or modification may be necessary.

Contact your supervisor if you need assistance with any of the items noted above.

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Section 11

Tool and Equipment Safety

IntroductionEquipment and tools are the mechanical means by which much of the physical work on a campus is performed. Much of this equipment is sharp and is used to cut or move materials from place to place. In the hands of experienced operators, powered equipment can save many hours of physical labor. However, when the equipment is used improperly, serious injury or death may result. The Appendices that follow provide sample safety programs to help operators and their managers understand some of the hazards involved in using, handling or maintaining tools and equipment commonly found on the campus of an educational institution. Remember that these sample programs are only guidelines—they cannot foresee every possible situation of equipment usage. Use common sense at all times when operating powered equipment.

This section should be one of the focal points in the institution’s Risk Management Program. Why? One of the major causes of Workers’ Compensation loss is related to “using equipment” unsafely. Refer to an illustration of the Consortium’s loss experience with respect to “tools/equipment” in the Risk Management section of the EIIA website (www.eiia.org).

Note: as a suggestion, the various topics covered in this section can easily be used as a basis for some specific “Tool Box Talks” or “Five Minute Safety Talks” with Physical Plant employees.

PolicyAn individual should be assigned the responsibility for the overall control and monitoring of tool use and scaffold erection and use on campus.

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Appendix 11-A

Sample Power Tool Safety ProgramNote: Power tools belonging to the institution should never be loaned out.

IntroductionStaff, faculty and students at higher education institutions use power tools and machinery daily in performing their work. Unfortunately, they do not always use the tools properly and serious injuries have resulted. These include amputations, crushes and bruises from being struck by powered equipment, burns, cuts and other types of injuries. The purpose of this section is to provide basic guidelines to help you avoid these injuries.

Scope and ApplicationOSHA Standard 1910.242 addresses safe use of portable power tools. Since there is a wide variety of equipment types, one standard cannot provide guidelines for every separate type. Therefore, the general guidelines must be applied where they are applicable and common sense must also be used. Each worker should be familiar with the operations and hazards of the tool being operated and should use the tool properly to minimize the chance of injury.

General Guidelines on Power ToolsJJJJ. Only trained and authorized individuals may use power tools in their work.

KKKK. Individuals should be familiar with the operating procedures for each tool before starting to use it.

LLLL. Always use the appropriate personal protective equipment (PPE) recommended for the tool. This includes safety glasses or goggles, gloves, hard hat, steel-toed shoes or other personal protection equipment.

MMMM. Inspect the tool prior to use to ensure that it is in good operating condition.

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NNNN. When using tools with sharp cutting edges (such as drills or saws), ensure that the blade or bit has been sharpened. This will make the tool easier to use and may also prevent the tool from slipping while making the cut.

OOOO. If a power tool is equipped with a guard, never wedge the guard back, never remove it, or otherwise try to defeat it. The guard was placed there to protect the operator from serious injury. Defeating the guard has two possible negative results for the operator; they are: (a) be seriously injured by the sharp tool, and (b) be fired for violating a safety rule.

PPPP. Many power tools are equipped with constant pressure controls. If the pressure on the trigger is released, the motor will stop. These controls also have a tie-down button to keep the motor running after releasing the trigger. This tie-down button should be used only under well-controlled situations. If the tie-down button is used and the operator gets injured, the operator may not be able to shut the motor off and the tool may keep on cutting causing more injury to the operator until someone can shut it off.

QQQQ. Only use the tool to perform tasks it was designed for. Use for any other task could cause an injury. For example, using a chainsaw (which can catch on a small branch and jump in the operator’s hands) to trim a hedge could cause you to get cut by the blade or to be injured by flying branches and leaves. Use a hedge trimmer for this task.

RRRR.When done with the tool, disconnect the power cord, so that the tool cannot be operated accidentally or by an unauthorized person.

SSSS. When using a belt-operated piece of equipment, such as a bench grinder, make sure that all pinch points are guarded. Pinch points are the points where the drive belt contacts the pulley.

TTTT. Make sure that all rotating parts of the equipment that are not used for work on a piece of material are properly guarded. This includes spindles on grinders and any protruding rotating shafts on roller-type equipment.

UUUU. Abrasive wheel grinders (bench- and pedestal-mounted, as well as portable) should have guards on them to protect against accidental contact. The maximum opening of a circular guard is 180º. On portable grinders, always be sure to keep the guard between the wheel and the operator during use.

VVVV. All bench and pedestal-mounted grinders should have a tool rest installed. Adjust the tool rest so that it is no more than 1/8" away from the wheel at all times.

WWWW. Always make sure that you have adequate ventilation when using or refueling gasoline-powered tools.

XXXX. Store all containers of gasoline in safety cans. When not using the gasoline, store the can in a protected metal cabinet designed for the storage of flammable liquids.

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Electrical Safety for Power ToolsYYYY. Ensure that the plug is firmly attached to the cable and that the plug

provides strain relief. This will keep the wires from pulling away from the pins inside the plug.

ZZZZ. Always make sure that the ground pin (the round pin that is longer than the two flat pins) is firmly attached to the plug, not loose or cut off.

AAAAA. Check the power cable for any cracks, broken insulation, abrasions or other damage. Replace the cord if damage is found. OSHA does not allow the use of electrical tape to repair damaged power cables.

BBBBB. Check the controls to ensure that they are all well insulated.

CCCCC. If equipment uses water, check to make sure that the water is kept away from the electrical parts of the equipment or that there are effective seals in place to prevent moisture from getting to the motor.

DDDDD. During use, be observant for any problems, such as sparks, electrical shocks, uneven operation, or unusual noises from the equipment. These may be indications of equipment damage, which could possibly lead to electrical shock.

EEEEE. Keep the power cable away from any sources of water during operation. Keep the equipment away from water unless it is specifically designed for use in water.

FFFFF. When pulling the plug from the receptacle, pull the plug out, rather than the cord. This will reduce the chance of the wire pulling away from the plug’s pins, thereby causing a short circuit.

GGGGG. During operation, check equipment periodically for heat buildup. If the equipment becomes too hot to touch, put it down until it cools off.

HHHHH. If you need to provide maintenance or repair service to a piece of equipment, make sure to disconnect the plug before beginning work. If the equipment is “hard-wired” to the building’s electrical service, follow the Lockout/Tagout procedures posted on/near the machine.

IIIII. Electrical outlets should be provided with ground fault interrupter (GFI) receptacles in all areas required by Federal, State and local codes/regulations.

Handheld Drills and Drill PressesJJJJJ. Only trained and authorized personnel should operate a hand drill or drill

press.

KKKKK. Inspect the drill before using. Don’t use a dull or cracked drill.

LLLLL. Wear safety eye protection while drilling.

MMMMM. Always hold work in a vise or clamp to the drill table.

NNNNN. Always try to support part on parallels or a backing board when drilling through material.

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OOOOO. Use a correctly ground drill bit for the material being drilled. Shop personnel can help select the correct bit.

PPPPP. Use the proper cutting fluid for the material being drilled.

QQQQQ. Always clean drill shank and/or drill sleeve and spindle hole before mounting.

RRRRR. Never place taper shank tools such as large diameter drills or tapered shank reamers in a drill chuck. Only straight shank tools such as stand drills can be clamped in chucks.

SSSSS. Remove taper shank tools from spindle or sleeve with a drill drift and hammer.

TTTTT. Run drill at correct RPM for diameter of drill bit and material.

UUUUU. Don’t drill with too much pressure.

VVVVV. Ease up on drilling pressure as the drill starts to break through the bottom of the material.

WWWWW. If the drill binds in a hole, stop the machine and turn the spindle backwards by hand to release the bit.

XXXXX. When drilling a deep hole withdraw the drill bit frequently to clear chips.

YYYYY. Remove chips with a brush. Never by hand.

ZZZZZ. Never try to loosen the drill chuck while the power is on.

AAAAAA. Let the spindle stop of its own accord after turning the power off. Never try to stop the spindle with your hand.

BBBBBB. Lower the drill spindle close to the table when releasing the drill chuck or taper shank drill to reduce the chance of damage in the event they fall onto the table.

CCCCCC. Always remove the drill chuck key or the drill drift from the spindle immediately after using.

Band SawsDDDDDD. Only trained and authorized personnel should operate a band saw.

EEEEEE. Use the proper pitch blade for the thickness of the material to be cut. There should be at least 2 teeth in the material when cutting aluminum and three teeth when cutting steel.

FFFFFF. The upper guide and guard should be set as close to the work as possible, at least within ¼ inch.

GGGGGG. Do not run the band saw at a higher speed than recommended for the material being cut.

HHHHHH. If the saw stalls in a cut, turn the power off and reverse the blade by hand to free it.

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IIIIII. If the band breaks, immediately shut off the power and stand clear until the machine has stopped.

JJJJJJ. Examine blade before installing to see if it is cracked, do not install a cracked blade.

Table SawsKKKKKK. Only trained and authorized personnel should operate a table saw.

LLLLLL. Use the proper blade for the material and type of cut. Do not use a rip blade for cross cutting, or a crosscut blade for rip sawing. Do not use a plywood blade for anything but plywood.

MMMMMM. Inspect the blade before using it to make sure it is sharp and free from cracks.

NNNNNN. The circular blade of the table saw should be set to 1/8 inch above the work.

OOOOOO. Appropriate guards must be in place at all times. Never remove the guard.

PPPPPP. Stand to one side, never directly in line with work being fed through the saw.

QQQQQQ. Never allow your fingers to get near the blade when sawing. Use a pusher stick to rip narrow pieces of stock. Don’t use a pusher stick to remove scrap. For scrap removal, shut off machine and wait until blade stops, then remove scraps.

RRRRRR. If a piece of material you are cutting is large, get someone to assist in tailing-off for you. Never try to do it alone. Tailing-off refers to supporting a large workpiece by supporting it underneath with your hands.

SSSSSS. If you are tailing-off for someone else, let them guide the work through the saw. You should just support the work without influencing the cut.

TTTTTT. Never reach over the saw to obtain something from the other side.

UUUUUU. Never make any adjustments to the saw while it is running. Turn off the power and make sure the saw is completely stopped before attempting to adjust it.

VVVVVV. Do not allow material to collect on or around the saw table. Sweep up sawdust and material scraps regularly while working to minimize chances of slipping or stumping.

WWWWWW.When shutting off the power, never attempt to stop the saw quickly by shoving anything against the blade. Make sure the saw has stopped before leaving it.

XXXXXX. Make sure that you clean up thoroughly around the saw before leaving the area. If you don’t, you could be the cause of someone else having an accident.

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Chain SawsYYYYYY. Only trained and authorized personnel should operate a chain saw.

ZZZZZZ. Supervisors shall verify that operators are capable and qualified on each type of equipment before allowing the equipment to be operated unsupervised.

AAAAAAA. Operators shall perform a pre-operational check of equipment. Be familiar with operator’s manual. Report all needed repairs promptly and do not use any equipment that is unsafe.

BBBBBBB. Wear appropriate personal protective equipment consistent with the hazard. This should include eye goggles and hearing protection; gloves, chaps and hard hats when felling trees.

CCCCCCC. Do not wear loose jewelry and chains. Snug fitting clothing is recommended.

DDDDDDD. Never start the chain saw until you are at the location where you intend to use the saw.

EEEEEEE. Operate the chain saw only in well-ventilated areas.

FFFFFFF. Before you start the engine, make sure the chain or blade is not contacting any object.

GGGGGGG. Do not allow other persons to be near the chain saw when starting or cutting.

HHHHHHH. Never start cutting until you have a clear work area and secure footing.

IIIIIII. Always hold the chain saw firmly with both hands when the engine is running. Use a firm grip with thumb and fingers encircling the chain saw handles.

JJJJJJJ.Keep all parts of body away from the saw chain or blade when the engine is running.

KKKKKKK. Do not cut with the power saw above your head to guard against kickback and to prevent back injuries.

LLLLLLL. When operating a chain saw, be aware of the stress of the item being cut. Pinching may result on compression side and sudden break may result on tension side.

MMMMMMM. Always shut off the engine before putting down the saw.

NNNNNNN. During emergencies, look for downed utility lines before cutting with saw.

Fueling Safety for Power EnginesOOOOOOO. Always store gasoline in an approved container.

PPPPPPP. Do not smoke while handling fuel.

QQQQQQQ. Beware of static electricity and sparks between the power engine and fuel cans (metal and plastic).

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RRRRRRR. Always stop the engine to refuel the tank.

SSSSSSS. Avoid spilling fuel or oil. Spilled fuel should always be cleaned up.

TTTTTTT. Do not remove fuel tank cap when engine is running.

UUUUUUU. Move the engine at least 10 feet from the fueling point before starting the engine.

VVVVVVV. Keep handles dry, clean and free from oil or fuel mixtures.

WWWWWWW. Know if the motor is a two-stroke engine. Two-stroke engines require a mixture of gasoline and oil in a proper ratio.

XXXXXXX. Always use the correct type of oil and good quality gasoline and mix them according to the manufacturer’s specifications.

YYYYYYY. Mix the oil and gasoline outside and mix enough for one day’s work.

ZZZZZZZ. Keep the gasoline/oil mixture away from flames and other heat sources.

AAAAAAAA. Before fueling, shake the container vigorously, to ensure that the gasoline and oil are thoroughly mixed.

BBBBBBBB. Pressure can build up in the fuel tank. Loosen the cap slowly to bleed off that pressure before refueling.

CCCCCCCC. Try not to leave the fuel tank full at the end of a job. This could cause the engine or carburetor to get sticky, which could lead to difficult starts.

Golf Carts

DDDDDDDD. Only trained and authorized personnel should operate golf carts.

EEEEEEEE. Golf carts should not be operated in a manner that may endanger passengers or other individuals (e.g., pedestrians), or harm institution property (e.g., no driving on landscaping, bumping into bollards, etc.).

FFFFFFFF. Do not exceed the passenger limit and load capacity designated by the vehicle’s manufacturer.

GGGGGGGG. Golf carts should be restricted to designated streets and paths on campus.

HHHHHHHH. Operators must reduce speed on walkways and in pedestrian areas. In crowded pedestrian areas, operators must park or proceed at a slow walking pace.

IIIIIIII.Park only on hard covered surfaces (e.g., asphalt, concrete, brick).

JJJJJJJJ. Use of golf carts should be prohibited on soft surfaces, including but not limited to: landscaping, unpaved surfaces, tanbark-covered areas, etc..

KKKKKKKK. Do not block entrances to buildings, stairways, disability ramps, or main thoroughfares.

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LLLLLLLL. Do not chain vehicles to trees.

MMMMMMMM. Electric vehicles are to be recharged at location designated for such use.

NNNNNNNN. Use of extension cords from inside buildings to vehicles is prohibited.

LawnmowersOOOOOOOO. Only trained and authorized operators should use lawnmowers,

especially the commercial-size machines.

PPPPPPPP. Operators should prepare themselves, especially if they will be mowing for extended periods of time. Wear tight-fitting clothes that will protect arms and legs. Sturdy leather shoes are a must, with steel toed shoes a preferred choice. Safety goggles will help protect eyes from any flying debris that may come out from under the mower. Also apply liberal doses of sunscreen lotion, particularly if mowing during the hottest parts of the day. Have access to water, to avoid dehydration.

QQQQQQQQ. Prepare the lawn for mowing. Clean up obvious debris that could become flying projectiles if struck by the spinning blade. Direct the discharge chute away from areas where people are likely to be walking and parked vehicles.

RRRRRRRR. Check the equipment prior to use to ensure that all required guards are in place and the equipment is working properly.

For example:

- Check the mower to verify that all “kill” switches are working properly.

- Power-driven chains, belts or gears should be guarded to prevent the operator from coming into contact with them during normal operation.

Discontinue use and arrange for maintenance if the machinery is not working properly.

SSSSSSSS. Always make sure the operating controls are in neutral before starting the engine.

TTTTTTTT. Keep the lawnmower blade higher than the bottom of the circular blade guard.

UUUUUUUU. Never allow passengers on a riding mower while it is operating. It was designed for only one rider.

VVVVVVVV. Always keep feet out from under the lawnmower blade guard. The blade rotates close to the guard and feet could be seriously cut by the blade.

WWWWWWWW. Never leave a running mower unattended. The vibration from the engine could jiggle the clutch out of neutral and into gear causing the mower to start to move again.

XXXXXXXX. When stopping to refuel:

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- Turn off the engine and let the machine cool down before adding fuel.

- Wipe up any spills and avoid spilling fuel onto any hot parts of the engine.

- The operator should take a break, drink water and check to be sure they are not getting overheated.

YYYYYYYY. Keep the fuel supply for refueling in an approved flammable liquids storage container.

ZZZZZZZZ. When moving:

- Be aware of people, animals and vehicles that may be injured or damaged by debris from the mower.

- Stop when people or animals approach.

- Mow so the discharge is directed away from cars, buildings, sidewalks and parking lots.

AAAAAAAAA. Try not to mow wet grass if it can be avoided. Wet grass is slippery and can cause the operator to lose control of the mower. Wet grass also clogs the discharge chute, which could cause the engine to overheat.

BBBBBBBBB. When mowing on the side of a hill, the operator needs to be aware of the machine’s stability. Safety experts are divided in their recommendations. Some recommend mowing up and down, while others say the safest way is across the slope. Still others recommend using walk-behind mowers across the slope to avoid having the mower either come back down the hill onto the operator or down the hill away from the operator.

Our recommendation is to avoid using power mowers on steep slopes and use hand mowers or manual methods to mow the grass. If the hill is large and the operator must use a power mower, try to use a walk-behind mower, rather than a riding mower. Keep all bystanders away in case the mower should get away from the operator. Keep the center of gravity low to minimize the chance of a rollover. Don’t become distracted. If some slippage or loss of stability is noted, the operator should protect themselves, i.e., move uphill, away from the machine, until the machine comes to rest.

An option is to plant shrubbery or a ground cover to avoid mowing sloped areas.

CCCCCCCCC. If the mower uses a catcher bag, always shut the engine off when changing the bag.

DDDDDDDDD. If a stone or other object jams the discharge chute of the mower, shut the machine off before trying to clean out the obstruction. Never reach in with a hand to clear the obstruction. Use a stick or other tool. There could be stored energy in the blades. When the obstruction is removed, the blade could begin to rotate, even though the engine has been shut off. The operator could still be seriously injured.

EEEEEEEEE. If the mover requires servicing, disconnect the spark plug. This will reduce the chance of the engine starting from the rotation of the blade.

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WeedeatersA. Only trained and authorized operators may be allowed to use the weedeater.

B. Consult the operator’s manual before using the tool for the first time each season.

C. Operators should be in good mental and physical condition to operate the weedeater.

D. Wear personal protective equipment (PPE) when using the weedeater. Appropriate PPE includes long pants or high boots, gloves and goggles or full face shield. If in an area where a lot of gravel may be thrown up, consider wearing a hard hat. Wear ear protection if operating a gas motor powered weedeater.

E. Only use the weedeater for its intended purpose: trimming grass and weeds at ground level around buildings or posts. Never use it for trimming hedges or tree branches.

F. Make sure that all nuts and bolts are connected tightly before starting the motor.

G. To minimize the danger of flying stones and debris, make a quick visual check of the area to be trimmed before starting. Remove any small pieces that could be kicked up.

H. Since the spinning nylon cord can kick up stones and other debris, always keep other people and animals at least twenty feet away when using the weedeater.

I. Work in a direction that would direct any flying debris away from windows, parked vehicles or other areas where people may be sitting or working.

J. Keep away from the exhaust—it gets very hot when the engine is running.

K. Always keep the line guard in place when trimming.

L. Always use both hands for good control of the cutting line.

M. Know the limitations of the cutting line and stay away from large bushes or small trees. The line will not cut them and flying chunks could cause injury.

N. Use only approved replacement nylon cord. Never replace the nylon cord with metal wire.

O. Make adjustments with the motor off and the spark plug disconnected to avoid accidental motor starts.

P. Never leave the weedeater unattended.

Q. Keep the fuel supply for refueling in an approved flammable liquids storage container.

Hedge TrimmersFFFFFFFFF. Only trained and authorized personnel should operate a hedge trimmer.

GGGGGGGGG. Hedge trimmers must not be used by minors or by anyone under the influence of drugs and alcohol.

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HHHHHHHHH. You must have at least the following items of personal protective equipment: goggles, hearing protection and gloves.

IIIIIIIII. Protect other people from the noise and from injury. Keep people at least 30 feet away.

JJJJJJJJJ. Before starting, clear the area of wire, stout branches and other debris that could foul your hedge trimmer.

KKKKKKKKK. Check your machine, engine and all equipment.

LLLLLLLLL. Make sure that you understand all of the controls. Before you start the hedge trimmer, you must know how to stop it.

MMMMMMMMM. Make sure that any guards on your hedge trimmer are in place and adjusted correctly.

NNNNNNNNN. Always hold the hedge trimmer firmly with both hands.

OOOOOOOOO. Make sure the cutting blade is running at full speed before starting to cut the hedge.

PPPPPPPPP. Do not try to cut thick twigs. This hedge trimmer is only for trimming foliage.

QQQQQQQQQ. Do not try to cut off all growth in one pass, remove it one layer at a time. Make sure that you can control the amount you are removing before you take off the final layers.

RRRRRRRRR. Beware of debris that may be thrown out by the trimming blade.

SSSSSSSSS. If the hedge trimmer starts to labor and slow down, do not force it so hard. Do not overload the engine.

TTTTTTTTT. Stop the hedge trimmer if someone approaches you.

UUUUUUUUU. Stop the engine and make sure the trimming blade has stopped before making any adjustments.

VVVVVVVVV. Stop the engine before leaving the machine unattended.

Snow BlowersWWWWWWWWW. Only trained and authorized personnel should operate a snow

blower.

XXXXXXXXX. Be aware of how the controls work, especially the engine “kill” switch. The operator may have to find it quickly in the dark while blowing snow on an early winter morning.

YYYYYYYYY. Take time before the snow starts to fall to inspect the machine and prepare it for winter.

ZZZZZZZZZ. Prepare yourself for outside winter work, i.e., dress warmly, including sturdy, steel-toed weatherproof boots, warm hats and gloves. Safety goggles are also appropriate, especially if the wind is blowing.

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AAAAAAAAAA.If you will be cleaning a large area during the hours of darkness, visible clothing, such as a reflective safety vest should be worn. Let someone know when to expect you back in so you can be checked on if something happens.

BBBBBBBBBB. Always keep the controls in neutral when starting the snow blower.

CCCCCCCCCC. Make sure that all guards are in place before starting the engine.

DDDDDDDDDD.Before starting to clean an area, check first for any large objects that could be run over. Remove them if possible or mark them if they can’t be moved. This will minimize the possibility of striking them.

EEEEEEEEEE. Move the snow blower to a well-ventilated area before starting the engine.

FFFFFFFFFF. Aim the discharge chute to minimize the blowing of snow toward people and parked vehicles.

GGGGGGGGGG.Be aware of the wind, so that you are not blowing snow back onto yourself.

HHHHHHHHHH.Set the height of the blades at ½” to 1" above the ground. This will minimize the danger of running into a small piece of debris and throwing it into somebody. This will also minimize the chances of damage to the blower.

IIIIIIIIII. If the discharge chute should become jammed with packed snow and debris, shut off the engine and wait at least 5 seconds after the engine has shut off. Sometimes there is a brief recoil of the blades after the engine stops.

JJJJJJJJJJ. Use a stick or other object to clear jams. Keep hands away from the augers and other moving parts, even when the machine has been shut down.

KKKKKKKKKK.If the blades strike an object, immediately stop the blower and turn off the engine. Inspect for damage. Damaged parts could expose the operator to danger from flying metal or possible motor damage.

LLLLLLLLLL. When the snow blower is in operation, never leave it unattended.

MMMMMMMMMM. When done snowblowing, check the blower over for any damage that may have occurred. Clean off the snow, salt and dirt on the blower, to ensure that it will be ready to go next time.

NNNNNNNNNN.Keep the fuel supply for refueling in an approved flammable liquids storage container.

Snow Plows

OOOOOOOOOO.Only trained and authorized personnel should operate snow plows.

PPPPPPPPPP. Operators shall perform a pre-operational check of their equipment. Be familiar with operator’s manual. Report all needed repairs promptly. Do not use any equipment that is unsafe.

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QQQQQQQQQQ.Supervisors shall verify that operators are capable and qualified on each type of equipment before allowing the equipment to be operated unsupervised.

RRRRRRRRRR. Inspect plows and components prior to use as follows and repair or replace any items found to be deficient:

1. Check plow, plow frame and shear flange for cracks, broken welds or loose bolts.

2. Check shear flange and pins for proper bolt grade, size, tightness and condition.

3. Check safety chains and blade for wear and condition.

4. Check for leaky or damaged hydraulic lines, fittings or cylinders.

5. Check lube points and lube as needed.

6. Check all controls to ensure smooth and correct operation.

SSSSSSSSSS. Be aware of pinch points when installing or removing plows. Keep your hands away. Do not lift with your back. Get help and use lifting equipment as needed.

TTTTTTTTTT. Always use safety chains or protective blocking when changing blades or performing other work on plows; never trust the hydraulic system!

UUUUUUUUUU.Adjust your plowing speed to the conditions, i.e., traffic volumes, pedestrians, highway conditions, material to be plowed, terrain and visibility.

VVVVVVVVVV.While plowing, watch for bridge joints, water meters, manholes, railroad tracks, etc.

WWWWWWWWWW. Check the condition of the plow periodically during use using the guidelines provided in D above.

XXXXXXXXXX.The use of flags on ends of plow is recommended for visual contact by driver.

YYYYYYYYYY.When possible, plow operators should inspect plowing route and note or mark hazards.

ZZZZZZZZZZ. For long distance travel (outside normal work area), snow plow should be chained in the up position to relieve stress on the cylinder and lifting mechanism.

Trailers

AAAAAAAAAAA. Supervisors shall verify that operators are capable and qualified on each type of equipment before allowing the equipment to be operated unsupervised.

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BBBBBBBBBBB. Operators shall perform a pre-operational check of their equipment. Be familiar with the operator’s manual. Report needed repairs promptly. Do not use any equipment that is unsafe.

CCCCCCCCCCC. Operators shall perform a visual and manual check of the “pintle hooks” to ensure that they are secure before the truck and attachment are put to use.

DDDDDDDDDDD. Make sure cargo is properly loaded and secured using only approved chain and load binders. Safety chains are to be used on any attachment in tow. Ensure that the chains are of the proper strength for the load and are properly secured to both the vehicle and attachment to be towed.

EEEEEEEEEEE. Be aware of height and width of load.

FFFFFFFFFFF. Never load a trailer beyond its recommended capacity.

GGGGGGGGGGG. Do not allow anyone between truck and trailer when backing to hook trailer.

HHHHHHHHHHH. Plan ahead to minimize the need for backing. Always check to the rear before backing and use an observer when available. Make sure back-up alarms are working properly.

IIIIIIIIIII. Make sure trailer-bed and ramps are clear of any debris.

JJJJJJJJJJJ. Make sure tilt-beds or ramps are secure before putting trailer in use.

KKKKKKKKKKK. Hook, unhook, load and unload on stable ground with trailer secure.

LLLLLLLLLLL. Be sure taillights and turn signals are in view when towing any attachment that does not have taillight hookup.

MMMMMMMMMMM. Observe towing speed limit if applicable.

Air ConditionersAir conditioner safety has two components: proper installation and safely performing maintenance. The first part of this section deals with installation to minimize injury or property damage. The second part addresses safe maintenance/repair procedures.

InstallationNNNNNNNNNNN. Install air conditioners in areas where there is no oil mist in the

air. Oil mist will accumulate on the heat exchanger and negatively affect its performance. In addition, the mist may be blown into the room being cooled, which could affect the breathing quality of the air.

OOOOOOOOOOO. Install air conditioners away from other sources of air that could corrode the metal parts of the unit. These air sources include coastal areas (salty air), sulphur spring areas (acid or alkaline air), or near garages (exhaust gases and vapors).

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PPPPPPPPPPP. Air conditioners may leak small amounts of refrigerant gas over extended periods of time. If the unit is installed in a small room, ensure that there is adequate ventilation to remove the gas.

QQQQQQQQQQQ. If the unit is installed where there is a chance of snow accumulation, install it where there is a minimal possibility of snow either blowing into the unit or piling up on top of it.

RRRRRRRRRRR. Periodically inspect and service the air conditioner, especially when it is subject to heavy or non-stop use during periods of hot weather. Filters should be inspected and cleaned regularly for optimum performance.

Maintenance ProceduresSSSSSSSSSSS. If you are going to remove the air conditioner cover and work on

the controls, be sure to switch off the power first.

TTTTTTTTTTT. Wear gloves when handling sharp parts of the unit. Other protective equipment, such as safety goggles, will be useful when using hazardous cleaning chemicals or blowing/vacuuming dust out of the inner parts of the unit.

UUUUUUUUUUU. Air conditioners are not only heavy, they may also have much of their weight concentrated on one side. For this reason, use a cart or hoist to install or remove a window air conditioner. At the very least, get a helper and work together. Use bracing material to help hold the unit in position while adjusting the window frame around it.

VVVVVVVVVVV. Contact a HVAC contractor to help clean the drains at least once a year. This will help to remove any mold or bacteria growing in the drains. Unless employees have been specially trained to perform this task, it is best left to the professionals.

WWWWWWWWWWW. If employees have been trained to use high-pressure suction to clear drains, be sure they wear appropriate protective equipment, such as protective masks for nuisance dusts.

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Section 12

Vehicle Safety

IntroductionVehicles are used for many functions on a campus, from the day-to-day activities of the Physical Plant Department in maintaining the campus to the transportation of athletic teams to sporting events and a multiple of uses in between. Vehicle accidents can and do result from a number of causes, with most resulting from improper or unsafe actions by the vehicle operator, such as unsafe turning, unsafe backing, unsafe passing or following or disregard of traffic signs.

The consortium’s experience on vehicle related losses can be viewed in the Risk Management section of EIIA’s website (www.eiia.org).

PolicyAn individual should be assigned the responsibility for the overall administration of the campus vehicle safety effort. This individual should be given the authority to organize a Vehicle Safety Advisory Committee to oversee and implement best practices aimed at reducing vehicle incidents resulting from institution-related vehicle operations.

These best practices should include the following: training all drivers that drive on institution business or operate institution vehicles; maintaining a list of approved drivers for the institution; and developing and enforcing the institution’s vehicle safety policies.

Vehicle Program Organization and LeadershipMembership for the Vehicle Safety Advisory Committee should be comprised of representatives from departments with significant vehicle usage, such as Athletics, Admissions, Administration, Development and Physical Plant. Committee members should be rotating with one-fourth to one-third of the members rotating in and out of

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the committee each year. The activities of the Advisory Committee should be reported to the Campus Risk Management/Safety Steering Committee.

The forms included in the Appendices to this Section can assist the Advisory Committee in such areas as seat belt use, driver selection and training, vehicle control and maintenance, driver history and motor vehicle record (MVR) checks, vehicle inspections and cellular phone use.

TrainingTraining is an important component of any institution’s Vehicle Safety Program, especially when the drivers are transporting students on institution-sponsored trips or to athletic events. It is also important that drivers are trained and licensed to operate the vehicle they are using. Defensive driver training should be provided to all drivers of institution vehicles before allowing drivers to drive either institution owned vehicles or drive on institution business. A best practice is that all drivers receive refresher training on an annual basis.

Here are some questions that the institution may want to ask in evaluating its program:

– Are the drivers of your student transport cars and vans up to date in their understanding and use of critical defensive driving skills and techniques?

– If drivers operate vans, have they been trained specifically to drive a vehicle that is larger, heavier and has more blind spots than a passenger car?

Driver training can be accomplished in many ways on campus, from training provided by qualified in-house personnel or by outside agencies, such as the local police department. Another option is to utilize the web-based AlertDriving.com driver training program provided by EIIA for all Consortium members. We encourage you to mandate that all campus drivers complete at least the following program:

AlertDriving.com Van Driver Training Program – Van Safety 1 and Van Safety 2The AlertDriving Van Driver Training Program is applicable to all drivers, not only to van drivers. The program offers participants intensive defensive driver training that is challenging, substantive and most importantly builds skills that improve driver performance while reducing an institution’s overall fleet accidents. The van program covers defensive driving techniques, such as:

– Defensive backing and parking

– Dealing with blind spots

– Cornering

– Curbing and distractions

– Ways to help prevent roll-overs

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http://www.AlertDriving.com/



The Van Driver Training Program consists of two modules – Van Safety 1 and Van Safety 2. Each module has a 4-step design that includes an interactive slide show, statistical summary, an Internet video and a comprehensive quiz. The modules deliver needed skills in 20-minute high interaction sessions. Trainees receive an electronic certificate of completion. Trainees can complete the program from any Internet enabled computer anywhere, anytime. Minimum system requirements include Internet access and a computer.

The program offers participants intensive defensive driver training that is challenging, substantive and most importantly builds skills that improve driver performance while reducing an institution’s overall fleet accidents.

The driver training program is intended for faculty, administrators, staff and students who work or volunteer for the institution and would have occasion(s) to drive for the college’s or university’s business. Each institution should assign at least one (1) administrator to manage its driver training program. To register an administrator(s) for AlertDriving.com and have access to the driver training program, please call 1.800.537.8410, ext. 219. There is no additional charge to Consortium members for this service. The cost of the training services is included in the auto liability insurance program fees.

Vehicle Safety Policies and ProceduresIt is suggested that each institution have policies and procedures in place to manage the Vehicle Safety Program on campus. The implementation of these polices/procedures will assist the institution in lowering the frequency of vehicle incidents and prevent injuries to members of the campus community.

A brief description of the areas covered in these policies is provided below with sample policies provided in the subsequent appendices:

Seat Belt UsageSeat belts are one of the most important pieces of safety equipment installed on a motor vehicle. Each institution should implement a policy stating that seat belt usage is required at all times when traveling in institution vehicles (drivers and passengers). See Appendix 12A for additional information.

Driver Selection

To help select only well-qualified operators, the institution should implement a driver selection process that:

Permits only drivers with a good driving record to operate institution vehicles;

Permits only drivers with valid operator’s licenses;

Evaluates the driver’s ability to operate a specific vehicle; and

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Certifies that each specific driver has been approved for driving on institutional business. See Appendices 12-B, 12-C, 12-D and 12-E for additional information.

Driver Evaluation and TrainingIn order to understand the responsibilities and techniques for driving safely, all drivers must be able to demonstrate their skills in operating their assigned vehicles. If drivers are not able to demonstrate the necessary driving skills, they will be trained in the appropriate techniques. See Appendices 12-B (Sample Fleet Administration Policy) and 12-E (Sample Driving History Motor Vehicle Records Point Valuation Guideline) for additional information.

Vehicle Control and OperationsSome vehicles may be assigned to individuals as part of their job duties, such as the Director of Physical Plant, the Security Director, or the President. These employees should operate and maintain these vehicles as though they were their own. Also, various employees or students, depending on the institution’s need may operate institution vehicles, including pool vehicles. Control of these vehicles will be maintained through Campus Security, the Business Office, or another designated department.

Each institution should have a specific policy regarding the use of institution-owned vehicles by family members of the employee assigned vehicles. If family member use is permitted by the institution, all drivers must meet the institution’s driver selection criteria. EIIA discourages children/relatives from driving institution-owned vehicles.

In addition, each institution should implement a policy regarding vehicle operations that covers some key items that will help prevent driver distractions and minimize inattention to the driving task – an underlying cause of many vehicle accidents. The vehicle operations policy should specify a time at which all vehicles must return to campus. If a return trip cannot be completed by the time specified, hotel accommodations should be arranged. In this case, fatigue is a significant distracting influence (especially at night) to the driving task. For example, a van may be returning from an intense activity at night and all passengers are sleeping. The driver may also be fatigued and there is a possibility that he/she will nod off. In scenarios like this, at least one other approved driver should be available to drive. These two drivers should rotate the driving task, changing every few hours. As appropriate, these two drivers should be allowed to rest prior to starting the return trip.

The policy should also indicate that loose items be secured in the vehicle before driving. Loose items on the dashboard/rear deck, on a seat, or on the floor need to be secured so they don’t become hazardous to the occupants/driver or a distraction to the driver. Further, the policy should state that the driver request a minimum of loud discussion or music inside the vehicle, especially at times when traffic, weather or road conditions demand his/her greatest attention to the driving task.

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Entering or Exiting Vehicles Safely If you park during daylight hours, think about how the location will look if

you need to return when it is dark. Look for well-lit areas when you park your car. Do not park next to areas that could conceal a potential criminal, such as shrubbery, buildings, and dumpsters, etc.

Before exiting your car, first look around to see if there are any threats to your safety.

Always have keys to your destination in hand (car, office, home, etc.) so you do not waste precious time fumbling for them. Seconds can make a difference to your personal safety.

As you approach your car, check for potential threats to your safety. Look alongside, around and beneath your car and check the interior of your car before you get in – someone may be hiding from you.

If you observe someone in your car, do not approach. Instead, leave as quickly as you can and call the police.

Always check to make sure you do not have a flat tire or other visible damage to your car that will render it disabled.

If you must give flight, drop any packages or other items you may be carrying. If necessary, you can always come back when it is safe to retrieve them. It is better to give up personal property than to sustain serious injury or death.

Pre/Post Trip Vehicle Inspections (Owned, Leased or Rental)It is important to ensure that vehicles are maintained in good operating condition. To help achieve compliance, a policy should be implemented to have pre- and post-trip inspections performed on all institution vehicles. Inspection checklists should be used and reviewed. The inspections should identify any needed repairs and corrective action taken. With regard to brakes, unless inspected by a certified mechanic, brakes should not be an item marked as inspected. In the case of rented or leased vehicles, the institution’s employee should have any body damage noted on the rental or lease contract. Refer to Appendix 12-G for sample “Vehicle Pre/Post-Trip Inspection Form”.

Carjacking and Car Theft Prevention If someone bumps into your car, look around before you get out. If you have a

car phone or cell phone, call 911 and notify the police; give them a description of the vehicle that bumped you. Stay in your car if possible and keep the doors locked and windows rolled up. Make sure there are other cars around, check out the car that rear-ended you and who is in it. If the situation makes you uneasy, note the license plate number and description of the car, and ask the driver to follow you. Go to the nearest police station or to a busy well-lit area. If you do get out of your car, take your keys (and purse and wallet) with you and stay alert. If you sense something is wrong, leave or alert other drivers.

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Know the area you travel; know alternate routes; note where you frequently stop and wait; know what traffic lane offers you greatest flexibility to react. Know where ‘safe havens’ are located.

Have some plans for reacting to a carjacking – how could you safely get away, how would you react?

At traffic lights and stop signs, be aware of who is around you, particularly to the sides and the rear of your vehicle. Watch for people approaching your vehicle.

When you are stopped at ATMs, malls or other places, be aware of who is around you and be aware of the possibility of being blocked in by another vehicle.

Park in well-lit areas and avoid remote locations, especially in shopping malls.

Before you even enter your car, be alert to any activity near your car. In malls and large parking lots, where potential thieves could be hiding behind nearby cars, pay attention to your surroundings. Look in and around your car. Have your keys in hand before you arrive at your vehicle to avoid fumbling and creating an opportunity for someone to overtake you.

When you get in your car, immediately lock the doors and be sure the windows are up.

Keep your windows and doors locked when you drive.

When you stop at a traffic signal or stop sign, leave some space between you and the vehicle in front of you so you have some room to leave quickly, if you need it. Even if you need to go through a red light (after checking for approaching traffic), do so – if you alert a nearby police officer, all the better.

Be suspicious of strangers asking for directions, change, or handing out flyers. If you feel uncomfortable, pull out carefully and leave the area, even if it means running a red light or stop sign.

If your car becomes disabled, pull to the side of the road and wait for police to arrive, or, if possible, drive slowly to a secure location or a police station. If someone offers to help, ask them to call the police. If you have a car phone, call the police as soon as you run into trouble.

If you suspect you are being followed, never drive home. Change directions, go to a safe area – ideally a police station – or call the police.

Before you exit your vehicle, look around you before turning off the ignition and unlocking the doors. Lock your car when you leave it.

Be especially wary during late night hours; national statistics show most carjackings take place between 10 pm and 2 am.

If you must leave a key with a parking attendant, leave only your vehicle’s ignition key.

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Install and use anti-theft devices, whether an alarm or a protective device like a club or a collar. Be sure to activate the device every time you leave your vehicle.

Park only in well-lighted areas near other vehicles.

Keep valuables out of sight, preferably locked away in the trunk.

Don’t hide a spare key in a magnetic key box; thieves know all the hiding places.

At home, if possible, put your car away in a locked garage, or at least parked in the driveway.

If you have two cars and one of them is easy to break into, then park it in the driveway so it’s blocked by the other car. When you park your car, turn the front wheels to the left or right and put the emergency brake on. This locks the wheels, making it difficult for a thief to steal the car.

What if it Happens to Me?

Don’t argue. Give up your car, especially if you are threatened with a gun or other weapon. Your life is worth far more than the car. Remember that your car is not bullet proof; if you feel it is safe to accelerate to get away, then do so, but keep your safety in mind.

Get away from the area as quickly as possible.

If you can safely do so, sound your horn repeatedly. If you have an alarm, press the duress button. This may discourage your attacker.

Try to get a good description of the carjacker. Note sex, race, age, weight, height, hair and eye color, distinguishing features, and clothing.

Report the crime as soon as possible to police.

Accident Reporting and InvestigationAccidents can seriously impact the lives of those involved, both as drivers and as passengers. To minimize the long-term effects of those accidents and to ensure that they do not happen again, an institution policy should be implemented to address the requirements for reporting and investigating the accidents. See Appendix 12-B for additional information and Appendix 3-B for the “Vehicle Accident Investigation and Report Form”.

Cellular Phone Usage and PolicyEach institution should implement a policy regarding cell phone usage while operating institution vehicles. Cell phone usage should be in compliance with this policy. See Appendix 12-I for additional information on a cellular phone usage and sample policy.

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Trailer and Towing SafetyOperating a vehicle that is towing a trailer presents a unique set of issues for a driver. Only authorized and experienced drivers should be permitted to operate vehicles towing trailers.

Information on Trailer Safety is provided in Appendix 12-L.

Transportation of K through 12 students Periodically, institutions may have a need to transport grammar school and high school students in institution owned vehicles. Appendix 12-M provides information on these activities.

Insurance Coverage for Rental Vehicles in Foreign CountriesInstitution representatives renting vehicles for institution business, in countries other and the United States, its possessions and Canada should purchase the following auto insurance coverages in the country where the vehicle is being rented:

Liability

Collision damage

Comprehensive damage

Insurance Coverage for Third PartiesThird party vendors/employees/volunteers working on or using campus facilities should provide an original certificate of insurance issued to the institution as evidence of having $2 million combined single limit of owned and non-owned commercial auto insurance in force.

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Appendix 12-A

Seat Belt UsageSeat belts are one of the most important pieces of safety equipment installed on a motor vehicle. Thus, it should be noted that the use of seat belts is entirely under the control of the driver. All assigned vehicle drivers should follow the procedures listed below as a condition of assignment as a vehicle driver for (name of institution):

XXXXXXXXXXX. Upon first assignment to the vehicle, inspect it to ensure that there are enough seat belts for the intended number of passengers and that the seat belts are in good condition.

YYYYYYYYYYY. When going on a trip (even a short trip across town), ensure that there is a seat belt for every passenger. If not, limit the number of passengers to the number of seat belts available.

ZZZZZZZZZZZ. If you will be transporting children, ensure that there are an adequate number of approved car seats for the ages and weights of the children to be transported. The car seats should be tightly connected to the passenger’s seats through the use of the seat belts. Follow manufacturer’s directions for car seat installation and check with local/state laws to ensure proper compliance.

AAAAAAAAAAAA.Before moving out of the “Park” position, the driver must ensure that all passengers are appropriately secured by seat belts and shoulder harnesses.

BBBBBBBBBBBB. It goes without saying that the driver should never drive the vehicle until his/her seat belt and shoulder harness are secured.

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Appendix 12-B

Sample Fleet Administration Policy

IntroductionBecause of the mobility of vehicles in a fleet, control of a fleet is often difficult. Administration of a vehicle fleet requires the consistent implementation of strong policies and procedures, to ensure that drivers and departments know their responsibilities and carry them out. The following guidelines have been established to help us control the operation of our institution’s owned, leased or rented vehicles.

Driver SelectionTo help select only well-qualified drivers, we will adhere to the following procedures:

CCCCCCCCCCCC. All employees (including faculty and administration) whose duties may require them to operate an institution vehicle will have a current driver’s license, appropriate for the type of vehicle they will be driving. The employee will provide a copy of the driver’s license during the hiring process and annually or upon request thereafter. The institution will maintain a copy of the license in the employee’s personnel file. The Human Resources Department will maintain these files.

DDDDDDDDDDDD.We will allow only drivers with a good driving record to operate institution vehicles. A “good” driving record is defined as having 25% or less of the point level at which the driver’s license would be suspended under current state motor vehicle codes. For example, if 12 points would require suspension, then only drivers with 3 or fewer points are allowed to operate institution owned, leased or rented vehicles. See other related Appendices at the end of this section.

Note: On a case-by-case basis, this rule may be temporarily over-ridden by specific authorization of the President of the Institution or his or her designee. Such authorization must be in writing and will be maintained in the driver’s personnel file. EIIA recommends that this specific authorization be given only

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after the driver has attended an approved vendor’s driver training course, such as the National Safety Council’s Defensive Driver Training Program.

EEEEEEEEEEEE. To allow us to evaluate the driver’s ability to operate a specific vehicle, every prospective driver will complete a road test using the type of vehicle that he/she would be driving as part of his/her job duties.

FFFFFFFFFFFF. All department heads will certify the necessity of having each specific driver available to drive for their department. This certification will be completed in writing annually and will be maintained in the driver’s personnel file.

GGGGGGGGGGGG.It is important for all drivers to recognize their responsibilities for operating an institution vehicle in a safe and sober manner. We require each driver to sign a commitment statement in which he/she pledges to comply with all applicable federal, state and local regulations (including institution polices) when operating an institution vehicle.

HHHHHHHHHHHH.Any student whose duties may require him/her to operate an institution vehicle will meet the same criteria as an employee driver. Specifically, the student will:

1. Possess a current driver’s license appropriate to the class of vehicle to be operated.

2. Have 25% or less of the points needed for license suspension in the state in which the vehicles are to be operated

3. Satisfactorily complete a road test in the type of vehicle the student will be driving.

4. Sign the safe-driving commitment at least annually.

5. Maintain at least a 2.5/4.0 GPA during the time when the student may be driving an institution vehicle. We will monitor the academic records of all students who may be assigned to drive an institution vehicle and any student driver with a GPA below 2.5 will be ineligible to drive until the student is able to maintain the required GPA.

Driver Evaluation and TrainingIIIIIIIIIIII. In order to understand the responsibilities and techniques for driving

safely, all drivers must be able to demonstrate their skills in the operation of their assigned vehicles. If they are not able to demonstrate their driving skills, they will be trained in the appropriate techniques. For example, if a student team manager needs to be able to drive the team in a 15-passenger van, but has no experience in such a vehicle, he/she must be trained until he/she can demonstrate mastery of that vehicle’s operation. This training will be provided by Campus Security or the Education Department if Driver Education training is provided.

JJJJJJJJJJJJ. Training may include classroom, individual instruction and audio-visual methods (AlertDriving courses), as appropriate. The need for training may

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be determined through the use of the road test. In addition, the training will include an in-vehicle (behind the wheel) evaluation by the instructor.

KKKKKKKKKKKK.The driver instructor will be licensed by the state as a driver education instructor or Department of Motor Vehicles license examiner.

LLLLLLLLLLLL. All department heads will ensure that the employees who operate institution vehicles receive at least two hours of safe driving instruction each school year. If the training is not completed by July 31, that employee will be ineligible to drive any institution vehicle until the instruction has been given. This training will be coordinated through Campus Security or the Education Department if Driver Education training is provided.

MMMMMMMMMMMM. All student drivers should receive safe driving instruction during each school year during which they are eligible to drive an institution vehicle. The training should be completed prior to their first use of the vehicle in the school year.

NNNNNNNNNNNN.All employees and students will document their training by signing the attendance sheets at the training sessions.

OOOOOOOOOOOO.All employees and student drivers will complete and sign a “Driving History” form. (See Appendix 12-D)

Vehicle Control and OperationsPPPPPPPPPPPP. Some vehicles may be assigned to individuals as part of their job

duties, such as the head of Buildings and Grounds, the Security Director or the President. These employees should operate and maintain these vehicles as though they were their own.

QQQQQQQQQQQQ.Other vehicles, including pool vehicles, may be operated by various employees or students, depending on the need. Control of these vehicles will be maintained through Campus Security.

When a department wishes to use a vehicle for a specific purpose, the requestor will complete a Vehicle Use Request form and submit it to Campus Security as soon as possible. If the requesting department plans to provide the driver, the names of all drivers should be provided with the Vehicle Use Request form and the drivers should be verified against the institutional list of eligible drivers.

Vehicles will not be loaned, leased or rented to others without institution approved driver, including but not limited to employees for personal use and camps or conferences at remote campus facilities.

RRRRRRRRRRRR. Campus Security will notify the department of the approval and provide a time for the driver to pick up the keys.

SSSSSSSSSSSS. When the driver arrives to pick up the keys, the Campus Security officer on duty will make a brief evaluation of the driver’s condition. If the driver appears fatigued, ill or under the influence of alcohol or drugs, he/she will be denied use of the vehicle. This is at the officer’s discretion, based upon observable

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conditions and behaviors. The Security Officer will also verify that the driver has his/her valid driver’s license in his/her possession.

TTTTTTTTTTTT. The driver and Campus Security officer will make a brief inspection of the vehicle to ensure that it is in good operating condition and that all emergency equipment (including the vehicle’s assigned cell phone) is with the vehicle and functional. The driver and officer will each complete and sign the 3-part dispatch slip indicating that they have inspected the vehicle. Campus Security will retain the second copy of the 3-part form. The driver will keep the first and third copies with him/her at all times while operating the vehicle.

UUUUUUUUUUUU.The driver and security officer should also verify that a copy of the current insurance card is available in the vehicle to show evidence of vehicle insurance. (Refer to Appendix 12-H, “Sample Insurance Card.”)

VVVVVVVVVVVV.Upon return from the trip, the driver will return the original copy of the dispatch slip to Campus Security when turning in the vehicle keys. He/she will document any mechanical problems with the vehicle, the amount of gas added, the number of miles driven and any service that may have been provided to the vehicle. Campus Security and the driver will again complete a brief vehicle inspection using the Pre-/Post-Trip Vehicle Inspection form card and note any new vehicle damage. Campus Security will return the signed second copy of the dispatch slip to the driver and retain the original copy along with the inspection form in the vehicle file.

WWWWWWWWWWWW. To reduce the possibility of fatigue-related accidents on extended trips, when the one-way distance to the destination will take four hours or more, at least two eligible drivers will be assigned to drive the vehicle. The drivers and “shot-gun passengers” will rotate as a driving team every two hours.

XXXXXXXXXXXX.Drivers are not to operate institution-owned, leased or rented vehicles or personal vehicles for institution business between the hours of 2:00 a.m. and 5:00 a.m.

YYYYYYYYYYYY.Any loose items must be secured in the vehicle before driving. Loose items on dashboards/rear decks, on seats or on the floor must be secured or put in the trunk to avoid becoming a potential hazard to the occupants or the driver.

ZZZZZZZZZZZZ. Drivers should have a minimum of loud discussion or music inside vehicles, especially at times when traffic, weather or road conditions demand the greatest attention to driving.

Vehicle MaintenanceIn order for the institution’s vehicles to have a long and useful life, they must be maintained regularly. Accordingly, we have established a Preventive Maintenance Program to include all institution’s vehicles and equipment.

AAAAAAAAAAAAA. The Fleet Administrator will establish a list of all institution vehicles. The list will include the manufacturer’s recommended intervals for

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preventive maintenance services, as well as the dates/times and types of services that have been performed on the vehicles.

BBBBBBBBBBBBB.At least once a week, the Fleet Administrator will review the list to determine which vehicles are due for maintenance services. He/she will then designate a person to either perform that service or take the vehicle to the designated service provider.

CCCCCCCCCCCCC.For vehicles assigned to one person or department for their exclusive use (such as the President or Security Office), the Fleet Administrator will notify that person or department when the service is due. That user will then be responsible for having the maintenance services completed and documented with the Fleet Administrator’s office.

DDDDDDDDDDDDD. If a vehicle has operational problems while off-campus, the driver will notify the Fleet Administrator during normal office hours and Campus Security after hours. If the vehicle cannot be operated safely, the Fleet Administrator or Campus Security will make the necessary arrangements to bring the driver back to campus and have the vehicle transported to a designated service location.

Accident Reporting and InvestigationVehicle accidents can seriously impact the lives of those involved, both as drivers and as passengers. To minimize the long-term effects of those accidents and to ensure that they do not happen again, the following policies and procedures are in effect.

Vehicle Accident Reporting ProceduresEEEEEEEEEEEEE. If an institutional vehicle is involved in a collision with another

vehicle, object or person or a one-car accident (such as rolling over and going into a ditch), the driver will notify the Fleet Administrator (or Campus Security after normal office hours) immediately. Using the cell phone provided with the vehicle, a call to the police and emergency medical personnel should be made if there are any suspected injuries to driver or passengers.

FFFFFFFFFFFFF.Provide the following information to the Fleet Administrator:

1. Driver’s name and the vehicle involved

2. Location of the accident

3. Describe any injuries to driver, passenger(s) or occupant(s) of other vehicles

4. Indicate whether the police and/or ambulance been notified and

5. Indicate the medical facility where injured people have been taken

Await further instructions from the Fleet Administrator/Campus Security.

GGGGGGGGGGGGG. After calling the Fleet Administrator, retrieve the current insurance card from the glove box. This card shows evidence of insurance to

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police authorities and also provides the driver with basic information on the insurance company, their claim reporting phone number and the policy number.

HHHHHHHHHHHHH. The driver should begin to fill out the accident report form located in the vehicle’s glove box. Be particularly careful to discuss the accident only with the police or the Fleet Administrator. Despite the fact that the driver may feel that he/she was the cause of the accident, do not make any admissions of liability or assume any blame. There may be factors that the driver is unaware of at the time that could mitigate any responsibility.

IIIIIIIIIIIII. Exchange basic information with the driver of each vehicle involved. Only the following information should be provided:

1. Name, address and telephone number of the driver and any passengers

2. Type of vehicle and license plate number

3. Insurance company name and policy number

Obtain the same information from driver(s) of the other vehicle(s)

JJJJJJJJJJJJJ. The Fleet Administrator will notify the Business Office and coordinate the accident investigation. (Refer to Appendix 3-B for a sample Vehicle Accident Investigation Report form). He/she will gather reports from police investigators and will begin the investigation as soon as reasonably possible. This will generally be within 24 hours of the accident. Depending on the distance from campus, time of day/night and the extent of injuries, the Fleet Administrator (or designee) should travel to the accident site to begin the investigation

All accidents should be reported to the Business Office within 24 hours of the incident. The Business Office will report the accident to the institution’s insurance company. (Refer to Appendix 12-E for Sample Insurance Automobile Loss Notice). Failure to report the accident to the Business Office within 24 hours will result in a charge back to the department using the vehicle for any insurance policy deductibles.

KKKKKKKKKKKKK. When the institution’s investigator arrives at the accident scene, he or she will speak with the driver and other witnesses separately. It is best to keep these people separated from each other and the general public until the investigator has had a chance to speak with them individually. This separation will minimize the “blending” of stories and help to ensure that each person’s unique viewpoint is heard.

LLLLLLLLLLLLL. The investigator will stress to each witness and the driver that the purpose of the investigation is not to find fault or blame. The purpose is to determine what controls were ineffectively implemented, so that they can be properly put into place to prevent a recurrence.

MMMMMMMMMMMMM. The investigator will use National Safety Council guidelines to determine whether the accident was preventable by the assigned driver. “Preventable” means that the driver failed to do everything he/she reasonably could have done to prevent the accident.

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Vehicular Accident Investigation ProceduresVehicular accidents are often difficult to investigate because they may occur a distance away from the campus. It takes some time to travel to the scene, by which time the injured parties may have been taken to the hospital and the damaged vehicle(s) towed away to the shop for repairs. Nevertheless, for the same reasons as listed for personnel injuries, it is important that we investigate such accidents.

The institution has to rely greatly on the statements of those who were involved in the accident. It is important that all drivers of the institution’s vehicles be trained in proper procedures to take in the event of a vehicle accident. This includes reporting accidents in a manner that allows a determination as to how to prevent future accidents while still providing legal protection against unnecessary lawsuits.

Investigation Techniques

a. First, determine the extent of injuries and where the people and damaged vehicle(s) have been taken. “Freeze” the site if possible.

b. If medical information is available, ensure that proper notification has been made to next of kin as appropriate.

c. Obtain a police report if possible. This will provide some background information on conditions (road, weather, traffic, etc.) at the time of the accident.

d. Interview all witnesses and the driver separately. Put them at ease. Again, the purpose of the investigation is to gather facts, not place blame.

e. Using interview information, examine the site of the accident. Take pictures from the driver’s point of view, if possible, to aid in determining possible cause(s).

f. Ask for suggestions as to preventive measures and form your conclusions. Then complete the report. The information should be entered in the same manner as for other accidents.

g. Complete the automobile section as applicable. Enter the vehicle information and indicate the status of the driver (student/faculty/staff/other) and any training the driver may have received. List the names of all passengers in the vehicle.

h. Describe the road, weather and traffic conditions at the time of the accident. Was the driver skilled at driving under those conditions?

i. List the names of all other people involved in the accident. These may be passengers in the other vehicle(s), bystanders or pedestrians. It is important to list all names, in order to minimize the possibility of fraud later.

j. Describe the damage to the other vehicle(s) as you can best determine it. By accurately reporting such damage, you may be protecting the institution against a potentially fraudulent claim of inflated damage to the other vehicle(s).

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k. In all cases, try to complete the Vehicle Accident Investigation Report within 24 hours of the accident.

l. The Business Office will report the accident to the insurance company within 24 hours of the accident, even if all of the accident information is not yet available. It is suggested that a copy of the completed accident investigation form be forwarded to the insurance company.

SummaryA vehicle fleet presents many exposures for injuries and property damage. It is important for the Fleet Administrator to critically examine these types of exposures and take effective steps to minimize them. Choosing qualified drivers, training and supervising them is the primary area where the Fleet Administration Program can be successful. Failure to act effectively can lead to death, injury and potentially very expensive lawsuits.

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Appendix 12-C

Sample Insurance Automobile Loss Notice

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Appendix 12-D

Sample Driving History FormInstitution Name:

Employee/Student Name:

Any faculty, staff member or student who may drive an institution-owned or leased vehicle or their personal vehicle on institution business should answer the following questions.

Yes No1. Do you have a current and valid state driver’s license in the state where the

institution is located?

2. Has your driver’s license been suspended/revoked in the past five years? 175. Does your license have any restrictions? 176. Have you been convicted of driving under the influence in the last seven

years?

(If yes to questions 1–4, please explain on the second page of this form.)177. Have you been convicted of the following violations in the past three years? (Check, if

yes) reckless driving/driving to endanger failure to have vehicle under control driving w/suspended/revoked license improper passing/lane change/use allowing unlicensed driver to operate vehicle improper backing fleeing a police officer driving on wrong side of road speed in excess of 20 mph over limit speed too slow for conditions racing on public highway equipment violation/tires/lights/etc. failure to stop for school bus improper parking leaving the scene of an accident operating vehicle without insurance disregard of red light/stop sign passing through/around crossing barrier careless driving seat belt violation operating unsafe vehicle failure to signal for direction/slowing following too close obstructed vision failure to yield right-of-way failure to pay traffic ticket speed too great for conditions improper enter/exit traffic way

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(If yes to any of these items, please explain on the second page of this form.)178. Number of accidents involved in during the past three years: 179. Number of accidents in which you were at fault during the past three years

(briefly describe the accidents on the back of this form.): Yes No

180. Are there any special accommodations you may require while driving a vehicle?

181. Are you 21 years of age or older?

I certify that the information provided on this form is correct. Any discrepancy in the information found through an MVR check could result in the complete suspension of all driving privileges. I further understand that the information will be compared to established criteria in determining my qualifications to drive on institution business.

Signature: Date:

Print Name:

Please utilize the space below for explanation of driving and conviction history as noted on the first page of this form and what special accommodations, if any, you may require while driving a vehicle.

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Appendix 12-E

Sample Driving History/Motor Vehicle Records Point Valuation GuidelinePoints Violation/History

7 DWI (last seven years)7 Suspended License (last 5 years)5 Reckless Driving5 Driving with Suspended License/Revoked

License5 Allowing Unlicensed Driver5 Fleeing a Police Officer4 Speed in Excess of 20 mph or More Over

Limit4 Racing on a Public Highway4 Failure to Stop for School Bus4 Leaving Scene of Accident3 Disregard Traffic Control Device/Red

Light/Stop Sign3 Careless Driving3 Operating Unsafe Vehicle3 Following Too Close3 Failure to Yield Right-of-Way3 Speed Too Great for Conditions2 Failure to Have Vehicle Under Control2 Improper Passing/Lane Change/Use2 Any Driver Under 21 Years of Age2 Improper Backing or Turning2 Driving on Wrong Side of Road2 Speed too Slow for Conditions2 Driving 19 mph or Under

1.5 Equipment Violation/Tires/Lights/etc.1.5 Tag or Overweight/Length/Height/Load

Dropping1.5 Improper Stand/Stop/Parked Vehicle1.5 Financial Responsibility/Operating Vehicle

Without Insurance

1 Passing Through/Around Crossing Barriers1 Seat Belt Violation1 Failure to Signal for Direction/Slowing1 Obstructed Vision1 Failure to Pay Traffic Ticket1 Improper Enter/Exit Traffic Way

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3 points—1st At-Fault Accident4 points—2nd At-Fault Accident7 points—Three Accidents

Drivers should be disqualified if the record indicates more than 25% of the points that would require suspension of the operator’s license under current state motor vehicle codes.

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Appendix 12-F

Motor Vehicle Record (MVR) Retrieval VendorsName & Address Telephone Number Contact Person Acct. I.D. NumberAlertDriving.comSonic e-Learning, Inc.185 Bartley Drive, Suite 1Toronto, Ontario Canada M4A1E6

877-867-6642Sherry Smith

OrLeigh Foley

Company # 380

Appendix 12-G

Sample Vehicle Pre/Post Trip Inspection Form

Operator LocationYear and Make of Vehicle

Date of Inspection

Odometer Reading

Driver’s License Number State

Expiration Date

Satisfactory/Yes Unsafe/No CorrectedA copy of the Institution’s Fleet Administration Policy is in the vehicle?

Current Insurance Card is in glove box to provide evidence the vehicle is insured?

Seat Belts (accessible/condition) Lights: Headlights

Turn Signals Brake Lights Tail Lights Flashers Instrument Panel

Glass: Windshield Other Mirrors

Steering Horn Brake pedal provides resistance Parking Brake Muffler Tires Oil Change (Odometer reading last change) Transmission and Differential (Odometer reading last check)

Condition of Vehicle

Inside:

Outside:

Other Items—Requirements of Driver’s Manual/Driver Comments

1.

2.

3.

4.

5.

Safety checked

byDate Signature

byDate Driver

Appendix 12-H

Sample Insurance Card

Appendix 12-I

Cellular Phone Usage and Policy

IntroductionStudents, faculty and staff who conduct campus business from behind the wheel may be putting themselves and their institution at risk. Cell phone use while driving results in an estimated 2,600 deaths, 1.5 million accidents and 330,000 injuries annually, according to Harvard University’s Center for Risk Analysis.

Studies show that a large percentage of teens own cell phones-approximately 70 percent of college students ages 18 to 30 and nearly 40 percent of Americans ages 12 to 19. Although there are no statistics to show how many speak on the phone while behind the wheel, a drive through any campus tells us that it is a lot.

That is reason for concern because motor vehicle crashes are the leading cause of death for 15 to 20 year olds. Among all age groups nationally, more than 3 million people were injured and more than 42,000 killed in motor vehicle accidents in 2001. Of all fatal motor vehicle crashes, 20 to 30 percent result from distracted driving, such as cell phone use, changing CDs, using temperature controls and dealing with children in the back seat, according to the National Highway Traffic Safety Administration (NHTSA). An agency study is exploring the public’s perception of distracted driving and what measures it will accept to control it.

Institutions Could Be Held LiableCell phone use while driving may lead to expensive and time-consuming litigation. Three recent lawsuits that arose from traffic accidents caused by employees with cell phones provide cautionary tales for schools, colleges and universities. Although only one of these cases involves an educational institution, the other lawsuits offer fair warning about the value of having a comprehensive and well-enforced policy on cell phone use and driving. Here is a summary of the cases:

– Dyke Industries agreed to pay $16.2 million to a 78-year-old woman who was severely disabled after one of its salesmen collided with the car she was

driving. The sales representative was talking on his cell phone while driving to a sales meeting.

– Smith Barney paid $500,000 to settle a wrongful death lawsuit brought by the family of a deceased motorcyclist who was struck by a car driven by one of its employees. The employee ran a red light when he bent down to pick up a dropped cell phone. He hadn’t been using the phone at the time, the employer didn’t own the phone or the car and the employee was en route to a Saturday night dinner not related to work. The deceased’s family maintained that the employee used the phone for business and the employee agreed. Co-workers said sales calls to potential clients were often made on personal time from personal cell phones. The firm settled rather than risk a jury decision.

– The State of Hawaii paid $1.5 million to the family of a New Jersey man who was crossing a highway when he was struck by a car driven by a public school teacher who was on her way to work. The judge found that the teacher had been distracted by using her cell phone within a minute of the accident.

These cases show that institutions may be held liable for an accident by someone driving for them if they supply the phone or if they encourage the driver to use their own cell phone, whether or not the call is related to school business.

Consider Implementing a PolicyAn institution’s legal liability and the potential risk of injuries and fatalities to students, faculty, staff and the general public are potent reasons for establishing a cell phone policy. The policy should emphasize that safety is a driver’s priority.

– EIIA recommends the policy discourage employees from using cell phones while driving cars, trucks and golf carts on and off the campus and should not dial or write while driving on institution business. The policy should instruct drivers to find a safe place to pull over and stop (a shoulder is not a safe place to stop) if they must use the phone. The policy should prohibit any driver of an institution-owned or leased vehicle from talking on a cell phone, including those with “hands-free” devices, while driving. Likewise, when receiving a call while driving, let your voicemail answer the call.

Various federal, state and local legislation is under consideration, but only a handful of states and municipalities have enacted laws and their approaches to cell phone use vary. Among them, New Jersey prohibits drivers under age 21 who hold learners’ permits from using wireless communication devices except in emergency. However New York drivers may only use hands-free phones or similar devices and solely for calling emergency personnel.

A clearly explained and strictly enforced cell phone policy may be an institution’s best insulation against liability and a best practice against potential accidents. The policy should apply to anyone who drives for your institution—staff, faculty and students—whether in their own car or the institution’s. The policy should stress that safe driving is the institution’s priority. Consider requiring that drivers:

– Take a defensive driving course that includes a lesson on cell phone use.

– Get off the road before making or receiving calls.

– Be prohibited from taking notes or jotting down phone numbers while talking on the phone.

– Sign a copy of the institution’s policy, keeping one for themselves and giving the other to the institution.

Also consider having the institution do the following:

– Notify drivers that the policy either prohibits them from talking on the phone while they drive or that it does not expect or encourage them to talk on the phone while they drive.

– Post warnings about cell phone use on the phones and in school vehicles. Warnings could say that it is too dangerous to use the phone while driving and that employees, faculty, or students should do so only in an emergency. Also consider posting a sign in a central office that drivers visit to check out vehicles.

– Reinforce the importance of the institution’s policy on cell phone use. Consider sharing reminders about the policy at meetings and in newsletters. Another opinion is to have drivers periodically sign an acknowledgement that they have received the policy and then keep their signed documents on file. The acknowledgement could be part of the vehicle checkout form, or you could require drivers to re-sign a separate form at some specific interval.

– Require that institution representatives refuse non-emergency calls from employees, faculty members, or students who are driving. Representatives should tell those callers to phone back when they are no longer driving.

– Require that anyone who gets reimbursed for phone calls sign a statement saying they did not violate the policy on any of their calls.

A cell phone policy may keep your driver, passengers and community safer and may keep your institution better protected from a lawsuit.

Resources– National Highway Transportation Safety Association (NHTSA). The Gallup

Organization conducted a survey on a distracted and drowsy driving for the NHTSA.

– Preliminary results are available at: http://www.nhtsa.dot.gov/people/injury/drowsy_driving1/.

– Network of Employers for Traffic Safety: www.netsnational.org. The organization focuses on traffic safety in the workplace.

http://www.netsnational.org/

http://www.nhtsa.dot.gov/people/injury/drowsy_driving1/

Appendix 12-J

The Rollover Propensity of Fifteen-Passenger Vans

IntroductionOn April 9, 2001, the U.S. Department of Transportation (USDOT) issued a consumer advisory regarding The National Highway Traffic Safety Administration (NHTSA) (April 2001) research note titled, “The Rollover Propensity of Fifteen-Passenger Vans.” This research note has been the subject of many newspaper articles. Many reporters included in their articles references to the use of fifteen-passenger vans by colleges and universities. These references have caused much concern on many campuses nationwide.

USDOT Consumer AdvisoryThe consumer advisory is a cautionary warning to users of fifteen-passenger vans because of an increased rollover risk under certain conditions. The advisory notes that these vehicles should be operated by experienced drivers who understand and are familiar with the handling characteristics of the vans, especially when fully loaded.

The consumer advisory also stresses the value of seat belts. Eighty percent of those who died in single vehicle rollovers last year were not buckled up. Wearing seat belts dramatically increases the chances of survival during a rollover crash. NHTSA urges that institutions using fifteen-passenger vans require seat belt use at all times.

Analysis of the Research NoteThe research note is a three-part study; crash data analysis from 17 states for the years 1994 through 1997, theoretical rollover propensity of fifteen-passenger vans based on dimensions and weight and theoretical handling characteristics of loaded and unloaded fifteen-passenger vans.

The essential message of the research note is that the handling of an over ten-passenger van changes between an unloaded van and a fully-loaded van during

extreme maneuvers and that a fully-loaded van is inherently less stable than an unloaded one.

Crash data analysis from 17 statesSince impact dynamics may be the significant factor in initiating a rollover event, multiple vehicle crashes were not included in the study. Only vans involved in single vehicle crashes were identified for the purpose of the study. The crash data reviewed included only fatal, injury, or property-damage-only crashes. The crashes were recorded in the state systems based on the reporting thresholds in the 17 states. The reporting thresholds for the participating states varied.

The study states that there was no way to ensure that these vehicles actually were configured as fifteen-passenger vans. Therefore, some of the vehicles in this part of the study may have actually been configured as cargo vans. The complete removal of cargo vans from this analysis might change the observed occupant loading effect on the propensity to rollover.

Analysis of this selective data showed that fifteen-passenger vans with ten or more occupants had three times the rollover ratio than those with fewer than ten occupants.

Another conclusion of this section was that looking at all rollovers, regardless of the number of vehicle occupants, fifteen-passenger vans have almost the same rollover ratio as does a comparison group: all light trucks and vans (LTVs).

The study did not include any information regarding the age, training, or experience of the driver of the vehicles.

Theoretical rollover propensityThis section of the study reviewed the physical dimensions of the vehicles; their lengths, widths, lightly loaded weight (LLW) (driver only) and gross vehicle weight (GVW) (loaded to capacity). The study looked at changes in the center of gravity vertically and horizontally.

The center of gravity height of the fifteen-passenger van rose by 4.0 inches when the vehicle was loaded versus 1.4 inches for the seven-passenger van and 0.9 inches for the minivan. The longitudinal center of gravity moved nearly 18 inches towards the rear of the vehicle when it was loaded to GVW. At GVW, the fifteen-passenger van has over 65 percent of its weight on the rear axle. The seven-passenger van and minivan measured have just over 50 percent of their weight on their rear axles at GVW.

Loading the vehicles to GVW has an adverse affect on the rollover propensity due to the increase in center-of-gravity height. Loading the vans with passengers and cargo also moves the center of gravity rearward, increasing the vertical load on the rear tires.

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Theoretical handling characteristicsComputer simulation runs were performed at the LLW and the GVW load conditions using the vehicle dynamics simulation Vehicle Dynamics Analysis, Non-Linear (VDANL). These predictions, which did not rely on the measured suspension and tire properties of an actual fifteen-passenger van, were presented to illustrate the effects of loading the vehicle to its GVW.

The study notes that actual vehicles are likely to have different suspension and tire properties than those in these simulation models. Also, some vehicles rely on using higher rear tire pressures to maintain appropriate handling responses at limit conditions.

The simulated tests found that the GVW fifteen-passenger van exhibited both lateral and roll instabilities under extreme maneuvers. The roll instability resulted from the facts that the GVW vehicle spins out and that the center of gravity is higher. These instabilities are known to cause safety problems, particularly for drivers who normally only drive smaller passenger vehicles and who are therefore unfamiliar with a loaded fifteen-passenger van’s responsiveness and limits. The study also notes that these instabilities are probably not unique to fifteen-passenger vans; other vehicles with high payload to empty weight ratios may well have similar instabilities.

The conclusion of this section is that the handling of fifteen-passenger vans changes between the two loading conditions during extreme maneuvers and that a fully-loaded van is inherently less stable than an unloaded one.

Consortium Member ResponseHow should consortium members respond to this study? We have noted that van rollovers have declined since member institutions began implementing van driver training programs, Motor Vehicle Record reviews and checks for valid drivers’ licenses. Therefore, we feel this is a manageable risk. At this point, we do not feel there is a need to abandon fifteen-passenger vans as a mode of transportation.

Rather, institutions need to review their van safety programs to assure that their drivers are properly trained and driving properly maintained equipment. This of course begs the question, What does a good van driver safety program include?

A good van driver safety program should include the following:

NNNNNNNNNNNNN. Verification that all van drivers have valid driver’s licenses in the state (preferably where the institution is located but at least a domestic license).

OOOOOOOOOOOOO. At minimum, the institution should conduct a biennial review of each van driver’s Motor Vehicle Report.

PPPPPPPPPPPPP.Each van driver should receive proper training. This training should be van specific. Each van driver should complete the AlertDriving Training Program provided by EIIA. With the USDOT Consumer Advisory specifically noting that van drivers should be familiar with their vehicles, each van

driver should receive behind the wheel (on-the-road) training in a vehicle with no passengers and at simulated maximum weight. (Simulated maximum weight can be achieved by loading the vehicle with sand bags or bags of salt).

QQQQQQQQQQQQQ. All van drivers and passengers should be required to wear their seat belt while traveling in the van. The USDOT Consumer Advisory specifically addresses this point. Since this requirement can be difficult to enforce, the duty of enforcement lies with the driver. To promote enforcement, the institution can promise extension of its auto liability insurance to the driver only if all passengers wear their seatbelts.

RRRRRRRRRRRRR.Due to the USDOT ban on the sale of fifteen-passenger vans for the transportation of grammar school and high school students and the various state laws prohibiting transporting high school and younger age children in fifteen-passenger vans, fifteen-passenger vans should not be used to transport children under college age.

SSSSSSSSSSSSS.Vans should not be used for towing. Also, no gear should be transported on the roof of the van.

TTTTTTTTTTTTT. There should be a formal documented Vehicle Maintenance Program. A certified mechanic should review the condition of the brakes and tires and the vehicle’s suspension system every 3,000 miles (to coincide with oil changes).

UUUUUUUUUUUUU. Tire pressures should be adjusted each trip per manufacturer’s specifications to meet the demands of the trip.

VVVVVVVVVVVVV. All emergency and safety equipment including wipers, lights, horn, windshield solvent and flashers should be tested before each trip. All necessary repairs should be made before the van is used.

WWWWWWWWWWWWW. Drivers should be banned from using cell phones while driving.

XXXXXXXXXXXXX. Drivers should be reminded to obey speed limits and all other traffic laws.

YYYYYYYYYYYYY. For long trips, a navigator should be assigned to assist the driver. The navigator must stay awake while on duty. The entire driver/navigator team should be replaced every few hours.

ZZZZZZZZZZZZZ. The institution should limit the number of total hours a driver may drive and the total hours a van may be on the road in any 24-hour period. The institution should have a policy regarding how late in the night a group may travel and return to campus.

AAAAAAAAAAAAAA. The institution should have clear guidelines to determine when to interrupt, postpone, or cancel travel if:

The schedule does not allow adequate rest for the driver(s).

There is bad weather.

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The budget is inadequate to provide for overnight accommodations when needed.

A copy of the NHTSA analysis of the rollover characteristics of fifteen-passenger vans can be found at: http://www.nhtsa.dot.qov/people/ncsa/reports.html#2001. Information reported above was taken from this study. The accompanying press release can be found at http://www.nhtsa.dot.qov/nhtsa/announce/press/pressdisplav.dbm?vear=2001&filename=ca-010409.html

For more information on the AlertDriving, Van Training Program, contact EIIA at 1.800.537.8410, extension 219.

http://www.nhtsa.dot.qov/nhtsa/announce/press/pressdisplav.dbm?vear=2001&filename=ca-010409.html

http://www.nhtsa.dot.qov/nhtsa/announce/press/pressdisplav.dbm?vear=2001&filename=ca-010409.html

http://www.nhtsa.dot.qov/people/ncsa/reports.html#2001

Appendix 12-K

Automobile Coverage—General Rules of July 1, 1999Automobile liability insurance follows the ownership of the vehicle. A vehicle operator is covered under the owner’s policy if they have permission from the owner to use the vehicle.

Who operates the vehicle?

Who owns the vehicle?The Institution (owned or long term lease)

The Vehicle Operator (an employee, volunteer, or student)

A Borrowed Car (i.e., from another person/not owned by institution)

A Car Rental Firm

An Employee (includes faculty, staff and work study students)

The institution’s policy provides liability coverage to the institution and the employee.

The employee’s policy provides liability coverage to the employee and the institution. The institution’s policy will provide excess coverage if driving on institution business.

The other person’s policy provides liability coverage to the employee and the institution. The institution’s policy will provide excess coverage if driving on institution business.

The car rental firm provides liability coverage1. The institution’s policy will provide primary and/or excess coverage to both the institution and the employee.

A Volunteer (includes students while driving on institution business)

The institution’s policy provides liability coverage to the institution and the volunteer.

The volunteer’s policy provides liability coverage to the volunteer and the institution. The institution’s policy will provide excess coverage if driving on institution business.

The other person’s policy provides liability coverage to the volunteer and the institution. The institution’s policy will provide excess coverage if driving on institution business.

The car rental firm provides liability coverage1 to the volunteer. The institution’s policy will provide primary and/or excess coverage to both the institution and the volunteer.

A Student (while driving on personal business)

The institution’s policy provides liability coverage to the institution and the student.

The student’s policy provides liability coverage to the student.

The other person’s policy provides liability coverage to the student.

The car rental firm provides liability coverage1 to the student.

1 In some states, car rental firms transfer the liability to the renter of the vehicle. If an individual is renting for institution business, the institution’s policy provides liability coverage. Therefore, the liability coverage offered by the rental firm may be declined.

Automobile Physical Damage coverage also follows the ownership of the vehicle. In the case of rental vehicles, if the use of the vehicle is for institution business, the institution’s policy provides collision coverage to the rental vehicle. Therefore, the collision damage coverage offered by the rental firm may be declined.

Appendix 12-L

Safety Tips for Driving with a TrailerTake time to practice before driving on main roads and never allow anyone to ride in or on the trailer. Before you leave, remember to check routes and restrictions on bridges and tunnels. Consider the following safety tips each time you drive with a trailer.

General Handling Use the driving gear that the manufacturer recommends for towing.

Drive at moderate speeds. This will place less strain on your tow vehicle and trailer. Trailer instability (sway) is more likely to occur as speed increases.

Avoid sudden stops and starts that can cause skidding, sliding or jackknifing.

Avoid sudden steering maneuvers that might create sway or undue side force on the trailer

Slow down when traveling over bumpy roads, railroad crossings and ditches.

Make wider turns at curves and corners. Because your trailer’s wheels are closer to the inside of a turn than the wheels of your tow vehicle, they are more likely to hit or ride up over curbs.

To control swaying caused by air pressure changes and wind buffeting when larger vehicles pass from either direction, release the accelerator pedal to slow down and keep a firm grip on the steering wheel.

Braking Allow considerably more distance for stopping.

If you have an electric trailer brake controller and excessive sway occurs, activate the trailer brake controller by hand. Do not attempt to control trailer sway by applying the tow vehicle brakes; this will generally make the sway worse.

Always anticipate the need to slow down. To reduce speed, shift to a lower gear and press the brakes lightly.

Acceleration and Passing When passing a slower vehicle or changing lanes, signal well in advance and

make sure you allow extra distance to clear the vehicle before you pull back into the lane.

Pass on level terrain with plenty of clearance. Avoid passing on steep upgrades or downgrades.

If necessary, downshift for improved acceleration or speed maintenance.

When passing on narrow roads, be careful not to go onto a soft shoulder. This could cause your trailer to jackknife or go out of control.

Downgrades and Upgrades Downshift to assist with braking on downgrades and to add power for

climbing hills.

On long downgrades, apply brakes at intervals to keep speed in check. Never leave brakes on for extended periods of time or they may overheat.

Some tow vehicles have specifically calibrated transmission tow-modes. Be sure to use the tow-mode recommended by the manufacturer.

Backing Up Put your hand at the bottom of the steering wheel. To turn left, move your

hand left. To turn right, move your hand right. Back up slowly. Because mirrors cannot provide all of the visibility you may need when backing up, have someone outside at the rear of the trailer to guide you, whenever possible.

Use slight movements of the steering wheel to adjust direction. Exaggerated movements will cause greater movement of the trailer and could result in jackknifing. If you have difficulty, pull forward and realign the tow vehicle and trailer and start again.

Parking Try to avoid parking on grades. If possible, have someone outside to guide

you as you park. Once stopped, but before shifting into “Park”, have someone place blocks on the downhill side of the trailer wheels. Apply the parking brake, shift into “Park”, and then remove your foot from the brake pedal. Following this parking sequence is important to make sure your vehicle does not become locked in “Park” because of extra load on the transmission. For manual transmissions, apply the parking brake and then turn the vehicle off in either first or reverse gear.

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When uncoupling a trailer, place blocks at the front and rear of the trailer tires to ensure that the trailer does not roll away when the coupling is released.

An unbalanced load may cause the tongue to suddenly rotate upward; therefore, before uncoupling, place jack stands under the rear of the trailer to prevent injury.

Appendix 12-M

Transportation of K through 12 ChildrenIt is not uncommon for institutions to offer programs to children attending grades K through 12 and younger. If the programs include transportation of these children, the institution should be aware of its state's laws regarding the transporting of children in these age ranges.

These laws are aimed primarily at pre-primary, primary and secondary schools. However, the law has not been firmly established on this issue and court decisions may result in the law being applied to any institution offering programs for K through 12 students. As a best practice, each institution is strongly encouraged to comply with the provisions of the state’s law.

The following table, as compiled by the National Association of State Directors of Pupil Transportation Services, provides a summary of state laws concerning the use of 12 and 15 passenger vans for transporting K through 12 students, as of February 2004. This table should be used as a reference and the current state law should be followed. Links to the Department of Transportation and state government web sites are available at: www.fhwa.dot.gov/webstate.htm

State To & From School

To & From School Related Events

Comments

Alabama No* No* * - State laws do not apply to private schools.

Alaska No* Yes * - State laws do not apply to private schools.

Arizona No Yes

Arkansas Yes Yes

California No No

http://www.fhwa.dot.gov/webstate.htm



Comments

Colorado Yes* Yes* * - State-wide, self-insurance pool for school districts will not insure vans after July 1, 2005.

Connecticut No Yes

Delaware No No

Florida No* No* *- Does not apply to private schools or companies that contract directly with parents.

Georgia No* Yes* * - State laws do not apply to private schools.

Hawaii Yes Yes

Idaho No* Yes * - State laws do not apply to private schools. State statute allows for some exceptions, e.g., students with special needs in remote locations without school buses.

Illinois No Yes

Indiana No* Yes** * - Special education students may be transported in vans.

** - After June 30, 2006 vans will be prohibited. State laws do not apply to private schools.

Iowa No No

Kansas No No

Kentucky No No

Louisiana No* No* * - State laws do not apply to private schools.

Maine No No* * - Private schools are exempt from this state regulation.

Maryland No* No* * - State law is not clear on private schools.

Massachusetts Yes Yes

Michigan No No

Minnesota No No

Mississippi Yes* Yes* * - State law does not prohibit the use of vans, but Department of Education will not approve van purchases.

Missouri No* No* * - State laws do not apply to private schools.

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Comments

Montana No* No* * - State laws do not apply to private schools.

Nebraska Yes Yes

Nevada No Yes

New Hampshire No No

New Jersey No No

New York No No

North Carolina No* Yes * - Private schools not covered by state rules.

North Dakota Yes* Yes* * - Not allowed after June 1, 2008. Vans can no longer be purchased for these purposes after March 1, 2003. State laws do not apply to private schools.

Ohio No No

Oklahoma No No

Oregon No No

Pennsylvania No* No* * - Unless the van was registered as a bus in Pennsylvania prior to March 1, 1993 or titled to a public, private or parochial school prior to March 1, 1993, and was registered as a bus to such school prior to September 15, 1993.

Rhode Island No* No* * - Child care organizations are exempt, and can use vans for transportation to and from school.

** - Vans purchased prior to January 1, 2000 can be used until January 1, 2008.

South Carolina No* No* * - Vans purchased prior to July 1, 2000, can be used until June 30, 2006.

South Dakota No No

Tennessee No Yes

Texas No* Yes * - Private schools not covered by state rules.

Utah No No

Vermont Yes Yes

Virginia No* No* * - State laws only apply to public schools.

Washington No* No* * - State laws only apply to public schools.



Comments

West Virginia No Yes

Wisconsin Yes Yes

Wyoming No* No* * - State laws only apply to public schools.

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Casualty Risk Control ManualAdvanced Risk Control Programs

Advanced Risk Control Programs

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Section 13

Hazard CommunicationIntroductionOSHA has estimated that more than 32 million workers are exposed to 650,000 hazardous chemical products in more than three million American workplaces, including higher educational institutions. This poses a serious problem for exposed faculty, staff and students and their institutions.

The basic goal of a Hazard Communication Program is to be sure our institutions and exposed faculty, staff and students know about hazards and how to protect themselves; this should help to reduce the incidence of chemical source illness and injuries.

Chemicals pose a wide range of health hazards (such as irritation, sensitization and carcinogenicity) and physical hazards (such as flammability, corrosion and reactivity). OSHA’s Hazard Communication Standard (HCS) is designed to ensure that information about these hazards and associated protective measures is provided to faculty, staff and students and their institutions. This is accomplished by requiring chemical manufacturers and importers to evaluate the hazards of the chemicals they produce or import and to provide information about them through labels on shipped containers and more detailed information sheets called Material Safety Data Sheets (MSDSs).

PolicyAll institutions with hazardous chemicals on their campus must prepare and implement a written Hazard Communication Program and must ensure that all containers are labeled, exposed faculty, staff and students are provided access to MSDSs and an effective training program is conducted for all potentially exposed individuals in departments such as Physical Plant, Housekeeping, Groundskeeping, Dining Services, Athletics, Theater, Arts, Science and Mailroom.

Training for students enrolled in the science, theater and arts programs is also suggested.

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Program ElementsThe following sample Hazard Communication Program may be utilized to assist your institution in compliance with Hazard Communication Standard 29 CFR 1910.1200.

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http://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_id=10099


Appendix 13-A

Sample Hazard Communication Program

Introduction(Insert institution name) recognizes the importance for documentation, inventory, labeling and training with regard to hazardous substances either produced or imported into the campus environment. This Hazard Communication Program establishes our institution’s procedures for comprehensively evaluating the potential hazards of chemicals, biological substances and radioactive materials in the workplace and to communicate this information to exposed faculty, staff, students, contractors and the general public whenever needed. In addition, this Program creates the framework through which the management of hazardous substances and the implementation of protective measures are initiated.

This Hazard Communication Program includes:

BBBBBBBBBBBBBB. Documentation

1. Hazard Determination

2. Material Safety Data Sheets

3. Chemical Inventory

CCCCCCCCCCCCCC. Container Labeling

1. Shipping and Receiving

2. Chemical Transfers

3. Pipes and Tanks (if applicable)

DDDDDDDDDDDDDD. Training

1. Hazardous Substances

2. Spill Cleanup

3. Personal Protection

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4. Reading the Material Safety Data Sheets (MSDS)

5. Site-Specific Emergency Plans

6. First Aid

Documentation

Chemical Lists—Hazard DeterminationThe government and private associations provide information for identifying and evaluating the hazards associated with chemicals used in the workplace. (Insert institution name) evaluates hazardous chemicals based on 29 CFR 1910, Subpart Z, Toxic and Hazardous Substances, OSHA; and Chemical Substances and Physical Agents in the Work Environment published by the American Conference of Governmental Industrial Hygienist (ACGIH).

Health Hazard DeterminationIn evaluating the health hazards associated with chemicals on campus, determinations shall be reviewed as objectively as possible. Health hazard definitions and analysis are by nature less precise and more subjective. Faculty, staff and students exposed to chemicals with associated health hazards shall be evaluated on the basis of objective information furnished by MSDSs (Material Safety Data Sheets) and technical publications. Health effects shall be evaluated on the basis of “acute” and “chronic” exposure categorization as defined by the American National Standards Institute (ANSI) (Z 129.1—1982), Occupational Safety and Health Administration (OSHA) and National Institute of Safety and Health (NIOSH).

For the purpose of hazard analysis, (Insert institution name) shall further evaluate chemicals on the following basis:

Table 13-A-1

Carcinogen Irritant Target Organ EffectsCorrosive Sensitizer HepatotoxinsHighly Toxic Toxic NephrotoxinsNeurotoxins Hematopoietic Toxins Lung Damaging

AgentsReproductive Toxins Cutaneous Toxins Eye Hazards

Material Safety Data SheetsMaterial Safety Data Sheets shall conform to the requirements and specifications of the Occupational Safety and Health Administration. The procedures adopted for evaluating chemicals at (Insert institution name) are as follows:

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Access to MSDSs for hazardous substances used on campus shall be available to exposed faculty, staff and students and in the office of the Hazard Communication Program Administrator. Following is the name of the Program Administrator:

(Insert name and position of Program Administrator)

This employee is responsible for the administration of this Hazard Communication Program, which includes reviewing MSDSs for completeness and consistency of information. If a MSDS is missing or incomplete, a new MSDS will be requested of the manufacturer or distributor.

Each product or chemical, at a minimum, will be identified based on the following properties:

7. Health Acute

8. Health Chronic

9. Flammable

10. Reactive

11. Compressed Gas

12. Decomposition

A complete list of hazardous materials by property and location on campus is located in the Program Administrator’s office.

Separate locations/departments on campus shall have specific lists or electronic access to lists of chemicals encountered in particular locations. Following are the locations and/or departments on campus where lists of chemicals and MSDSs specific to these locations can be accessed:

(Insert locations and/or departments)

Chemical InventoryChemical inventories shall be conducted on an annual basis to act as a double check of the communication system. Department heads/supervisors shall review the chemical inventory in their locations on a quarterly basis and report any inconsistencies or discrepancies to the administrator of the Hazard Communication Program. The following department heads/supervisors are responsible for providing a monthly inventory:

(Insert department heads/supervisors names)

Material Safety Data Sheets shall be reviewed periodically to determine whether the distributor or manufacturer has released a revised or updated version.

Container LabelingIt is the policy of (Insert institution name) to not release any hazardous substances for use until the following label information is verified:

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EEEEEEEEEEEEEE. Container labels are clearly legible and accurately identify contents.

FFFFFFFFFFFFFF. Appropriate primary hazard warnings and secondary hazards are noted.

GGGGGGGGGGGGGG. The name and address of the manufacturer or distributor is listed.

It is the responsibility of each department head/supervisor to insure exposed faculty, staff and students are aware of the hazards associated with the materials they use.

Shipping and ReceivingThe following procedures are to be used when (Insert institution name) receives chemicals:

To control chemicals on campus, all chemicals should be delivered to a centralized receiving area. This area is______________. The department chairs and supervisors who have hazardous chemicals in their departments are responsible for compliance with the Hazard Communication Program.

1. Exposed mailroom personnel shall inspect and verify that the quantities specified on the bill of lading/manifest matches the quantities received.

2. Personnel shall verify that Material Safety Data Sheet information is available and accessible prior to a product or chemical’s release onto the campus. If it is discovered that MSDS information is not available, the Hazard Communication Program Administrator shall be notified immediately.

3. Exposed mailroom personnel shall notify the Program Administrator of all shipments received and will distribute copies of newly received MSDSs to the Program Administrator’s office. The Program Administrator shall update the control book and distribute MSDSs to their appropriate locations.

4. Exposed mailroom personnel shall verify that the information on the container label corresponds to the information on the MSDS. The appropriate hazard warning label, i.e., corrosive, flammable, oxidizer, etc., shall be verified or marked if necessary, prior to the material being distributed for use on campus. All discrepancies shall be noted and the Program Administrator notified of findings.

(Insert institution name) has adopted the (Insert labeling system) labeling system. (NFPA, HMIS, etc.) Classification of chemicals under NFPA can be reviewed for assistance in establishing labeling information.

Chemical TransfersIt is the policy of (Insert institution name) to label all secondary containers with the appropriate classification prior to distribution. Department heads/supervisors shall inspect secondary containers monthly for this hazard notification. Portable secondary containers that remain under the control of one person and the contents

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are intended for immediate use, are not required to be labeled; however, faculty, staff and students are encouraged to do so.

In the event a secondary container is discovered which is not labeled, positive identification of its contents shall be made, if necessary through laboratory analysis and the container shall be appropriately labeled. Following is the name, address and telephone of the laboratory facility to be used under these circumstances:

(Insert laboratory name, address and telephone number)

In the event the contents of a secondary container cannot be positively identified, measures for its appropriate identification or disposal shall be made.

Pipes and Tanks (if applicable) 5. Pipes and tanks containing or transferring chemicals shall be appropriately

labeled throughout campus.

6. Torn or damaged labels will be replaced immediately.

7. Bulk containers shall retain the DOT hazard label until the container is empty and cleaned. Bulk containers are considered to be any container that holds 55 gallons or more.

Training(Insert institution name) shall provide training to all faculty, staff and students who work with or around hazardous materials. This training will address how to identify and evaluate chemicals found in their respective workplaces and include basic spill-control procedures for spills involving quantities that are routine in nature. Routine quantities are quantities of hazardous substances, which are fully characterized, that do not present an imminent threat to human health and do not exceed the quantity used on a day-to-day basis.

A copy of this Hazard Communication Program is available for review by all exposed faculty, staff and students. Further, copies of Material Safety Data Sheets (MSDSs) are located throughout the campus for the use of and review by those in need. All exposed faculty, staff and students are trained in how to read and understand the information on an MSDS. If an exposed faculty member, staff member or student has not received training or does not understand how to read a MSDS, the faculty member, staff member or student has been instructed to contact his/her department head/supervisor who will arrange for MSDS training. Following is a list of locations where MSDSs and this Hazard Communication Program can be found for review:

(Insert locations)

(Insert name and position/s) is/are responsible for the faculty, staff and student training program. This training shall include:

HHHHHHHHHHHHHH. Requirements of Hazard Communication Standard 29 CFR 1910.1200.

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IIIIIIIIIIIIII. Chemicals present in their workplace and labeling requirements.

JJJJJJJJJJJJJJ. Location of Hazard Communication Program and MSDSs.

KKKKKKKKKKKKKK. Physical and health effects of hazardous chemicals in the workplace.

LLLLLLLLLLLLLL. Techniques to determine the presence or release of hazardous chemicals in the workplace and how to clean up small spills safely.

MMMMMMMMMMMMMM. How to reduce or prevent exposure through engineering controls, work practices and personal protective equipment.

NNNNNNNNNNNNNN. Steps taken by this Institution to prevent exposure to chemicals found in the workplace.

OOOOOOOOOOOOOO. Emergency procedures.

PPPPPPPPPPPPPP. How to read labels and MSDSs.

QQQQQQQQQQQQQQ. How to administer routine first aid.

Following a training class, all exposed faculty, staff and students shall sign a form acknowledging that they have received training and understand our institution’s policy for identifying and evaluating chemicals in their areas. Documentation of training is maintained within the Program Administrator’s office.

Prior to any new chemical hazard being introduced into the higher education environment, all exposed faculty, staff and students will be given the appropriate information to insure the safe use and distribution of the chemical.

The Hazard Communication Program Administrator is responsible for insuring that the chemicals have been properly labeled and that MSDSs have been received and have been distributed accordingly.

Non-routine TasksFrom time to time, exposed faculty, staff or students may be required to perform tasks that are non-routine and may pose different hazards than those found during the course of their normal day. Prior to beginning any hazardous non-routine task, the department heads/supervisors shall inform his/her exposed faculty, staff or students of the appropriate safe handling methods for each chemical to be used. The specific chemical hazards and the institution’s policy on protective measures to be adhered to including personal protective equipment, emergency procedures, respirator use and assistance will be communicated to the faculty, staff or students performing the task.

Examples of non-routine tasks for (Insert institution name) include:

(Insert non-routine tasks—for example, such tasks may include repair of an unlabeled pipe, disposal of materials collected in fume hoods and testing of fume hood airflow.)

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Provided by EHSmanager.com

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Appendix 13-B

Sample Hazard Communication Training Manual

IntroductionAll exposed faculty, staff and students of (Insert institution name) have a right to know about the chemical hazards they may encounter during the course of their day. In addition, it is the right of all exposed faculty, staff and students to be informed of ways to protect themselves from chemical hazards, both physical and health and how to obtain information that can explain these ways. This is the purpose of OSHA’s Hazard Communication Standard.

Chemical Hazards and Material Safety Data Sheets (MSDS)Material Safety Data Sheets, also known as MSDSs, are a key focal point of the Hazard Communication Standard. They serve as an important source of information and are to be used by (insert institution name) exposed faculty, staff and students when working with and around hazardous chemicals.

OSHA (Occupational Safety and Health Administration) developed a basic MSDS form to provide everyone with a common source of all the facts about hazardous chemicals used throughout the United States. While higher educational institutions are not required to use OSHA’s form, they are required to provide all the same information about the hazardous substances they produce. The American National Standards Institute has adopted a 16-part MSDS format as a standard, which will become the way information about a chemical will be communicated. An MSDS will give you the following information:

– Trade name

– Location of manufacturer or distributor

– Chemical ingredients

– Specify why the chemical is hazardous

– Specify routes of exposure to the chemical

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– Risk factors regarding exposure

– Specify the fire hazards associated with the product

– How to safely handle the substance

– Levels of protective clothing and/or protective equipment needed

– What to do if exposed to the substance

– How to handle a spill or emergency

– How to transport and label the substance

– How to dispose of the product

RRRRRRRRRRRRRR. General Hazards

There are both health hazards and physical hazards to be aware of when working with and around chemicals. Health hazards include skin rashes, respiratory problems, dizziness and damage to internal organs, eye irritation and even death.

Physical hazards, while differentiated from health hazards, can also have a significant effect on the health of an individual. Some physical hazards to consider include fire, explosion and reactivity.

SSSSSSSSSSSSSS. OSHA Regulations and Their Importance

OSHA specifically requires chemical manufacturers and importers to obtain or develop MSDSs on every chemical they manufacture or distribute. In addition, they must develop a written description of how they determined the chemicals’ hazards. This information must be made available to institutions that purchase these chemicals and to their exposed faculty, staff and students when requested. This insures that manufacturers and importers do their homework and provide accurate information.

(Insert institution name), as required by the Hazard Communication Standard, maintains access to a MSDS inventory and whenever necessary will provide copies of MSDSs for each chemical found on campus. These MSDSs and copies of MSDSs are readily accessible to all exposed faculty, staff and students every day and can be found at the following locations:

(Insert locations)

Exposed faculty, staff and students of (Insert institution name) shall review a MSDS prior to starting any activity involving a hazardous chemical they are unfamiliar with or have not used previously in a particular lab or activity.

TTTTTTTTTTTTTT. Components of the MSDS

The amount of information found on a MSDS is considerable. Often the terms used are not easily understood and it is, therefore, important to identify the components of the MSDS and review the information being provided. Here are the MSDS components:

Section 1: Chemical identity. This section identifies the chemical using the name located on the label. It also tells you who makes or sells the chemical

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and how to reach them for information in the event of an emergency. It may include the date the MSDS was prepared, indicating how up-to-date it is.

Section 2: Hazardous ingredients/identity. This section lists all hazardous components of the chemical by their scientific and common names. If the ingredients are a trade secret, this information will not be revealed, however, the MSDS must include information regarding hazards and safety measures.

This section also lists any safe exposure limits that have been established for the chemical. Most common are (1) Permissible Exposure Limit (PEL), which is the maximum concentration of a chemical that a person can be exposed to over a standard workweek without harm (as determined by OSHA). If concentrations are at or above the PEL, respirator use is mandatory; (2) Threshold Limit Value (TLV) is similar to PEL except the recommended safe exposure limit is set by the American Conference of Governmental Industrial Hygienists.

Section 3: Physical/chemical characteristics. This section explains the various factors that may affect the degree of the hazard. It tells you the normal appearance and odor of the chemical and alerts you to potentially dangerous situations. Other information includes:

- Boiling point or the temperature at which a liquid boils or changes from liquid to gas, the hazards these changes pose and the protection required.

- Melting point or the temperature at which a solid turns to liquid (also the same temperature at which a liquid turns to solid or freezing point), the hazards these changes pose and the protection needed.

- Vapor pressure explains under what circumstances a chemical will evaporate or release vapors. The higher the number, the faster the chemical will evaporate increasing the risk of inhaling dangerous vapors.

- Vapor density compares the density of a chemical vapor to the density of air (air’s density = 1). If the chemical vapor density is higher than 1, the vapor will sink in air; if the chemical vapor density is lower than 1, it will rise in air.

- Evaporation rate is a warning of the possibility of inhaling vapors. The higher the number, the faster the evaporation rate and the greater the risk.

- Solubility in water indicates how much of the chemical will dissolve in water.

- Specific gravity compares the weight or density of the chemical to that of water (water’s specific gravity = 1). If the chemical’s specific gravity is greater than 1, it will sink in water; if the chemical’s specific gravity is less than 1, it will float in water.

Section 3 of the MSDS alerts you to factors that could have a significant effect on the chemical and the type and degree of the hazards posed by the various factors.

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Section 4: Fire and explosion hazard data is described in terms of:

- Flash point which is the minimum temperature at which a flammable liquid’s vapor could ignite if it comes into contact with an ignition source (spark or extreme heat);

- Flammable limits being the minimum and maximum amounts of vapors in the air, by percent, that can catch fire; and,

- Lower explosive limit (LEL) and Upper explosion limits (UEL) indicate the upper and lower concentrations of vapor in the air that will explode if in contact with an ignition source.

In addition, this section explains how to deal with a fire or explosion, such as using CO2 or foam to put a fire out and lists any other special fire-fighting requirements to consider.

Section 5: Reactivity data. This section explains how a chemical will react with other chemicals, water or air and indicates any hazards posed by such instances. Reactions that may occur can include the release of flammable or toxic gases. Additional information provided in this section includes:

- Stable or unstable meaning how well the chemical resists change. If the chemical is unstable, it could change or disintegrate more easily than a stable chemical. The MSDS will include conditions to avoid thereby preventing the problem from occurring.

- Incompatibility lists substances, that when mixed with the chemical, will cause a hazardous reaction.

- Hazardous decomposition or by-products indicate the new hazardous products that may be created in the event of a chemical breakdown or reaction.

- Hazardous polymerization indicates the conditions whereby a chemical will react with itself to release heat energy, which could create the potential for an explosion.

Section 6: Health hazard data. This section is crucial for protecting your health. It will include information with regard to the routes of exposure to the chemical (inhaling, swallowing or through the skin) and what can happen as a result of being exposed to the chemical. It will indicate whether the health effects are acute (show up immediately after exposure) or chronic (develop over a period of time and repeat exposure).

If a chemical is believed to be a possible cause of cancer, there is a place on the MSDS that acknowledges the organization responsible for identifying the chemical as a “known” or “suspected” carcinogen. If the chemical causes health problems, the MSDS lists “signs” or “symptoms” to watch for such as dizziness, headache, rashes, etc.

If you have a pre-existing condition such as asthma, the MSDS will tell you if exposure to the chemical will worsen the condition. Finally, this section will

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give you emergency and first aid procedures to follow in the event of exposure.

Section 7: Precautions for safe handling and use. This section provides for precautions to take when handling and storing the chemical as well as what to do in the event of a spill, leak or other accidental release of the chemical.

Section 8: Control measures. This section goes into detail about the types of protective clothing and/or equipment needed to safely work with the chemical. The types of protective clothing and equipment covered include:

- Respirator selection for preventing the inhalation of the chemical

- Ventilation requirements for preventing the buildup of chemical vapor concentrations

- Protective glove selection

- Protective clothing selection to prevent skin contact

- Eye protection needed

- Work practices and procedures including washing after handling, decontamination, etc.

It is our institution’s responsibility to provide exposed faculty, staff and students with proper ventilation to ensure adequate air quality and protective clothing and/or equipment. However, it is the exposed faculty member, staff member or student who is responsible for making sure that proper ventilation is in place and working and for using the protective equipment and procedures that have been established to ensure the safe handling of chemicals. If there are concerns regarding appropriate air quality, personal protective equipment or work practices, exposed faculty, staff or students should inform their department head/supervisors so necessary corrective actions can be taken.

UUUUUUUUUUUUUU. Safety Procedures

The MSDS provides information regarding the chemicals used by exposed faculty, staff or students and how they can be handled safely. The MSDS is provided for the safety of exposed faculty, staff and students and (Insert institution name) has provided its exposed faculty, staff and students with full access to MSDSs for their safety. This valuable reference is worthless if not utilized by faculty, staff or students. Therefore, exposed faculty, staff and students of (Insert institution name) should prepare for labs or activities involving a hazardous chemical using the following steps:

1. Read container label

2. Read the MSDS if not familiar with the product

3. Follow all precautions and instructions on the MSDS

4. When in doubt or information is unclear, ask your department head/supervisor

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Working With and Around Hazardous MaterialsVVVVVVVVVVVVVV. Identifying the Health Hazards

Identifying the health hazards associated with hazardous materials that faculty, staff and students work with and teaching the proper techniques for handling, storing and transporting these materials is an ongoing process aimed at reducing or eliminating task-related accidents and exposures.

Following are the specific chemicals, where they are used and their associated health hazards that can be found at (Insert institution name):

(Insert or provide chemical inventory)

WWWWWWWWWWWWWW.General Safety Guidelines for Handling Chemicals

Read and obey all label directions when using chemicals.

Keep chemical containers tightly closed when not in use.

Flammable materials must be stored and transported in their original containers or in approved safety containers. If flammable chemicals need to be transferred from the primary container to another container, ensure proper grounding and bonding is in place.

Unless otherwise specified, never use flammable solvents for general cleaning, as this increases the likelihood of fire.

Flammable liquids in excess of quantities needed for one day’s use must be stored in an approved safety cabinet or other designated area.

Chemicals are to be used in specified areas only. Never mix chemicals together unless instructed to do so by department head/supervisor or process procedure.

Excess chemicals are to be disposed of in approved waste containers. Never pour chemicals down drains, flush down toilets or dispose of in trash containers.

Always wear the proper protective clothing and use the proper protective equipment when working with hazardous materials.

Always wash your hands immediately after working with chemicals and prior to eating or drinking or smoking.

If overexposure to a material occurs, get medical attention immediately.

Promoting Safety(Insert institution name) is committed to promoting safety throughout its campus. This can be accomplished through the following:

Drawing attention to any and all hazards by use of proper labeling procedures.

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Providing for the safe storage of hazardous materials, including proper ventilation of the storage area, providing adequate lighting and adequate space for moving in and around materials and utilizing the proper storage containers for hazardous materials found on campus.

Providing the proper protective clothing and equipment for the safe handling of materials.

Providing training and periodic reviews for exposed faculty, staff and students who handle chemicals during the normal course of their campus activities.

LabelingThroughout this training program, we have stressed the importance for understanding the information that can be obtained by reading the MSDS. Just as important, however, is understanding the information that is provided on the container label. It is our institution’s policy that all containers are labeled as to their contents, hazards and handling precautions. The manufacturer’s label will satisfy this requirement but faculty, staff and students should be mindful that when they transfer hazardous materials from one container to another that the secondary container must be labeled appropriately.

(Insert institution name) uses the NFPA 704 labeling system. This system is based on providing hazard information through the use of colors and numbers. Red denotes flammability, blue denotes health hazard and yellow denotes reactivity. The numbers range from 0 to 4 and convey the following information:

0 = little to no hazard,

1 = slight hazard,

2 = moderate hazard,

3 = high hazard, and

4 = extreme hazard.

If you are unsure of the type of label that should be used ask your department head/supervisor before transferring the contents from one container to another.

Toxicology

ToxicityToxic materials are capable of causing both “systemic” and “local” effects in living organisms. Exposure to toxic materials does not always cause death; however, this is the foremost concern. Toxic hazards are categorized based on the physiological effect they have on the organism and may initiate more than one physiological reaction.

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Types of Toxic Hazards

Systemic PoisonsChemical agents acting on specific organs or organ systems are known as “systemic” poisons (see Table 13-B-1). Anesthetics and narcotics are included in a subgroup of these poisons. Although they do not cause irreversible harm, they are of concern for the response personnel as they can impair judgment and the thought process. For these reasons, they are considered extremely hazardous. Anesthetics and narcotics act as a depressant on the central nervous system resulting in a lack of sensation, which, in large doses, can cause coma and even death.

Table 13-B-1—Systemic Poisons

- Anesthetics/Narcotics Olefins Ethyl Ether Isopropyl Ether Paraffinic Hydrocarbons Aliphatic Ketones Aliphatic Alcohols Esters

- Compounds Damaging Blood-Circulatory System Aniline Toluidine Benzene Phenols Nitrobenzene

- Compounds Damaging the Nervous System Methanol Carbon Disulfide Metals Organometallics

- Compounds Damaging Kidney Function Halogenated

Hydrocarbons

- Compounds Damaging Liver Function Carbon Tetrachloride Tetrachloroethane

AsphyxiantsThese agents cause a condition called “anoxia,” meaning an insufficient oxygen supply to the body tissues. This group can be divided into “simple” and “chemical” asphyxiants (see Table 13-B-2). Simple asphyxiants dilute or displace atmospheric oxygen lowering the concentration of oxygen in the air. Breathing this air causes insufficient oxygen in the blood and tissues, which, in turn, causes headaches, unconsciousness and death. Inert gases such as carbon dioxide can be simple asphyxiants.

Chemical asphyxiants, such as carbon monoxide, prevent the uptake of oxygen in the blood stream. Carbon monoxide, specifically, interferes with the transport of oxygen to the tissues by binding with the hemoglobin and forming carboxyhemoglobin. This leaves inadequate hemoglobin, which serves as the carrier of oxygen in the blood.

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Other chemical asphyxiants such as hydrogen cyanide do not permit the normal transfer of oxygen within the cell itself or from the blood to the tissues.

Hydrogen sulfide is an example of an extremely toxic compound that falls into both the “simple” and “chemical” groups. Neurotoxic systemic action halts oxidation of the respiratory tissues paralyzing the lungs. No air enters the lungs causing simple asphyxiation. Finally, lower oxygen concentrations in the lungs cause death.

Table 13-B-2—Asphyxiants - Simple Asphyxiants

Aliphatic Hydrocarbons Methane Helium Nitrogen Nitrous Oxide Carbon Dioxide Hydrogen sulfide

- Chemical Asphyxiants Carbon Monoxide Hydrogen Cyanide Methyl Aniline Cyanogen Toluidine Aniline Hydrogen sulfide

Allergic SensitizersBecoming sensitized to chemicals is a function of the immune system. When an antigen, or foreign substance, enters the body, antibodies are produced, which react with the antigen serving to immunize the body. Prior to and at the time of first exposure to a chemical, the body has no antibodies specific to the chemical. After each subsequent exposure, the antibody level increases until a point is reached whereby the level is high enough that upon exposure to the chemical, an allergic reaction, also known as an antigen-antibody reaction, occurs. The body is now “sensitized” to the chemical. Symptoms of skin and respiratory sensitizers range from mild discomfort from poison ivy to death from isocyanates (see Table 13-B-3). In addition, symptoms may mimic those from an “irritant” (see Table 13-B-5).

Table 13-B-3—Allergic Sensitizers

- Skin Sensitizers Formaldehyde Nickel Poison Oak Poison Ivy Toluene Disocyanate Epoxy Monomers

- Respiratory Sensitizers Isocyanates Sulfur Dioxide

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Carcinogens, Mutagens and Teratogens“Carcinogens” are agents that cause cancer in organisms. “Mutagens” cause changes in genes of the sperm or egg cells of the parents. It is not the parent, but the offspring, who suffers the consequences of exposure. “Teratogens” also affect the offspring through direct exposure of the embryo or fetus. While some carcinogens and teratogens have been identified (see Table 13-B-4), observing mutagenic action in cells is considerably more difficult.

Table 13-B-4—Carcinogens, Mutagens and Teratogens

- Carcinogens Halogenated

Hydrocarbons Polynuclear Aromatics Aromatic Amines

- Teratogens Thalidomide Diethylstilbestrol (DES)

IrritantsIrritants cause inflammation of membranes through the process of a drying or corrosive action. In order for this to occur, the irritant, which may affect the eyes, skin, respiratory membranes or gastrointestinal tract, must come in direct contact with the tissue (see Table 13-B-5).

Table 13-B-5—Irritants

- Skin Irritants—Acids Alkalies Detergents Solvents Metallic Salts

- Respiratory Irritants—Aldehydes Ozone Hydrogen Chloride Nitrogen Dioxide Ammonia

Exposing skin to high concentrations of irritating materials may result in contact dermatitis with symptoms of redness, itching and drying of the skin. Dermatitis-causing materials such as organic solvents are known as “primary” irritants and produce a response within hours. Acid and alkalies are known as “strong” or “absolute” irritants and produce a response within minutes. Skin ulceration and destruction of tissue can occur if a material is extremely corrosive.

Respiratory tissues respond with a reflex action followed by involuntary coughing when exposed to irritant gases or fumes. Ammonia, chlorine, ozone and sulfur dioxide are examples of irritant gases that can cause inflammation of the major air passages commonly known as bronchitis or tracheitis. There are more destructive irritating agents that can cause pulmonary edema (accumulation of fluid in the lungs), pneumonia and death when the terminal respiratory passages (alveoli) located deep in the lungs are reached.

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It is important to note, however, that particulates such as dust can be severely irritating even though they are not chemically active hazards.

Routes of Exposure

Contact with Skin, Eyes and HairSkin acts as a protective barrier against the entrance of foreign materials into the body. However, the skin provides a large surface area for contact with toxic agents. When this barrier is overcome, toxic chemicals more readily enter through the skin.

InhalationInhalation, the most rapid route for entry, immediately introduces toxic chemicals to respiratory tissues and into the bloodstream. Once in the bloodstream, chemicals are quickly transported to all organs of the body.

IngestionIngestion is the least likely form of exposure in that it normally results from a conscious “hand-to-mouth” effort. Additionally, the number of substances that can be ingested readily is limited, as it is difficult to swallow gases and vapors. Although the acids, alkalies and enzymes in the gastrointestinal tract can serve to limit the toxicity level, they can also serve to enhance the toxic nature of a compound. Finally, studies have shown that gum and tobacco chewers can absorb significant amounts of gaseous substances during an eight-hour day.

Measurement of ToxicityMost toxicological data is derived from tests performed on mammalian species other than humans. Test organisms are chosen for their ability to simulate human response. For example, many skin tests are performed on rabbits whose skin response most closely simulates that of humans.

Generally speaking, a given amount of a toxic substance will elicit a response of a given type and intensity. Often in toxicological testing, the measured response is death. During testing, a dose (specified amount) of the chemical being tested would be administered to the organism. This dose may be expressed in milligrams (mg) of test agent (chemical) per kilogram (kg) of body weight. The accumulated data is then plotted on a dose/response curve. From this curve, the “lethal dose” of the chemical agent responsible for killing a percentage (usually 50 percent) of test organisms can be determined. This is known as “lethal dose 50,” or “LD50,” and is a relative measurement of toxicity.

A similar value to the LD50, which is used to measure inhalation exposures, is known as “lethal concentration 50” or “LC50.” LC50 is measured as parts per million of toxic agent per exposure time (ppm/hr).

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The relationship between concentration and exposure time is another important factor to consider when determining the toxicity of a material. “Acute” exposure refers to a large single dose received over a short period of time. “Chronic” exposure refers to several small doses administered over a longer period of time. This cumulative dose may be harmful to the organism. However, a “large single dose” administered over a short period of time may be much more hazardous than the same dose administered over a longer period of time.

Important ConsiderationsThe most important consideration for response personnel is protection of site workers, the public and the environment. With this in mind, the following determinations must be made: What toxic agent is present? What quantity of the agent is present? How might the agent enter the body? What effect will the agent have on the body?

Answering these questions will enable response personnel to: Evacuate the area or warn the general public of the dangers. Select the proper respiratory and personal protective gear. Determine required monitoring—continuous or intermittent.

Corrosive Hazards

CorrosionCorrosion is the act or process of corroding which means “to dissolve or wear away gradually, especially by chemical action.” A corrosive agent is a reactive compound that produces a chemical change in the material it comes into contact with. Corrosive materials are capable of destroying body tissues, plastics, metals and a host of other materials. Common corrosives are acids, bases and halogens (see Table 13-B-6). A common reaction when coming into contact with acids and bases is skin irritation and burns. Acids and bases can be compared based on the number of ions formed in solution. Strong acids form the greatest number of “hydrogen” ions (H+), while bases form the greatest number of “hydroxide” ions (OH-). The H+ ion concentration in solution is known as pH. The pH scale ranges from 0 to 14 with strong acids having a low pH and strong bases having a high pH. Measurements of pH can be done on-site, affording immediate information on the corrosive hazard.

Important ConsiderationsThe following determinations must be made when dealing with corrosives:

Is the corrosive an irritant and will it cause severe burns?

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Will the corrosive material cause structural damage to containers holding other potentially harmful materials releasing them into the environment?

Table 13-B-6—Corrosive Materials

AcidsSulfuricHydrofluoricHydrochloricNitricAcetic

BasesSodium HydroxidePotassium Hydroxide

HalogensChlorineBromineFluorineIodineAstatine

Chemical Reactivity Hazards

Reactivity HazardsMaterials that undergo chemical reactions under specific conditions are “reactive.” “Reactive Hazards” involve chemical reactions of a violent nature such as a water-reactive flammable solid that will spontaneously combust upon contact with water. The term “Reactive Hazard” also refers to any substance that undergoes a violent reaction in the presence of water; or in an environment with a normal room temperature devoid of added heat, friction or shock.

Chemical ReactionsChemical changes that occur as a result of the interaction of two or more substances are known as a “chemical reaction.” “Endothermic” chemical reactions are those requiring an external source of heat to maintain. By removing the heat source, the reaction will stop. “Exothermic” chemical reactions can be far more dangerous, because while they occur, they produce heat. The rate at which a chemical reaction occurs depends on the following:

Physical state (solid, liquid, gas) of a reactant

Concentration of reactants

Temperature

Pressure

Presence of a catalyst

Surface area of reactant; a chunk of coal is combustible, but coal dust is explosive

CompatibilityWhen two or more materials do not react after being in contact over an indefinite period they are considered compatible. However, not all reactions are considered

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hazardous. Acids and bases will react to form salts and water, which may not be corrosive.

Determining the compatibility of two or more materials is extremely important to response personnel. It is not uncommon to come into contact with two or more hazardous materials that have been mixed due to an accident or unfortunate occurrence. If the materials are not “compatible,” any number of chemical reactions could occur (see Table 13-B-7).

Chemical analysis must be performed to determine the identity of unknown reactants. Based on their individual properties, a chemist can determine any chemical reactions that may occur when the reactants are mixed. Determining the compatibility of two or more materials is extremely difficult. Analysis should be performed by a trained chemist and should be done on a case-by-case basis. Response personnel who must determine compatibilities should refer to A Method for Determining the Compatibility of Hazardous Wastes, published by the EPA Office of Research and Development (Publication # EPA 600/2-80-076).

In the event the identity of a waste is impossible to determine due to time constraints or unavailability of funds, there are simple tests that can be performed such as pH, oxidation/reduction potential and flash point. Additionally, very small amounts of materials may be combined to determine compatibility.

Table 13-B-7—Examples of Hazards Due to Chemical Reactions (Incompatibilities)Substance(s) ReactionAcid and Water Heat GenerationHydrogen Sulfide and Calcium Hypochlorite

Fire

Picric Acid and Sodium Hydroxide ExplosionSulfuric Acid and Plastic Toxic Gas or Vapor ProductionAcid and Metal Flammable Gas or Vapor ProductionChlorine and Ammonia Formation of a Substance with a Greater

Toxicity than the ReactantsAmmonia and Acrylonitrile Violent PolymerizationSensitive Compounds Formation of Shock or FrictionFire Extinguisher Pressurization of Closed VesselsHydrochloric Acid and Chromium Solubilization of Toxic Substances

Important ConsiderationsCompatible materials may be stored together in bulk, such as in 55-gallon drums, only after analysis has been performed substantiating compatibility. The ultimate handling of all materials is based on analysis information.

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Disposal ConsiderationsIt is the responsibility of the generating department to determine if a waste is a hazardous waste prior to its disposal. A chemical should never be placed in the building solid waste (trash) or dumped down a drain unless it has been determined that it is not a hazardous waste and is acceptable for disposal through such means. Liquids should never be placed in the building solid waste; liquids are not acceptable for landfill since they can migrate into the ground water.

For chemicals or products of unknown composition, very expensive laboratory analysis is often required before disposal. However, knowledge of the generating process and the chemicals involved may be sufficient to make a determination for other materials. Consulting the Material Safety Data Sheet (MSDS) provided by the chemical manufacturer can provide a wealth of information.

Chemical wastes are classified as hazardous waste by being specifically listed as a hazardous waste in federal and/or state hazardous waste regulations, or based on characteristics of flammability, reactivity, corrosivity, or toxicity. Each hazardous waste is assigned an EPA Hazardous Waste Code consisting of a letter and three numbers. Additionally information on identifying hazardous waste is provided in Appendix 13-D.

Local regulations will govern your ability to dispose of these materials. In all cases, it is recommended that local authorities be contacted with respect to disposal requirements and that disposal be accomplished through the use of a licensed contractor.

A portion of this material provided by EHSmanager.com

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MSDS QuizThe following exercise has been designed to ensure that all exposed faculty, staff and students of the institution understand how to locate and interpret pertinent information on a MSDS (Material Safety Data Sheet). Distribute any MSDS to faculty, staff and students and answer the following questions with them:

1. What is the identity of the chemical as noted on the label?

2. Who is the manufacturer or importer of the chemical?

3. What is the emergency contact number?

4. Are hazardous ingredients present in this chemical? If so, please list.

5. What is the normal appearance and odor?

6. Are there any physical and chemical characteristics that could change the chemical’s form (e.g., from liquid to gas) and hazards? If so, what are they?

7. List any conditions that could cause a fire.

8. How would you handle a fire or explosion?

9. How would you put out a fire?

10. Is the substance unstable? If so, what conditions should you avoid?

11. What other materials should you avoid during handling and storage to prevent reactions?

12. What hazards could result from reaction, breakdown or polymerization?

13. How could the chemical enter your body?

14. What specific health hazards are possible? Are they acute or chronic?

15. What pre-existing medical conditions could exposure aggravate?

16. Is the chemical a suspected cancer-causing agent?

17. What are signs and symptoms of exposure?

18. What are the safe handling and storage procedures?

19. What precautions can you take to prevent a spill or leak?

20. What would you do in the event of a spill or leak?

21. How would you safely dispose of the chemical?


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Appendix 13-C

Sample Acknowledgement for Receipt of Hazard Communication Training Form

Written Hazard Communication ProgramI acknowledge receipt of training on OSHA’s Hazard Communication Standard (29 CFR 1910.1200). Specifically, I have been instructed on the types of hazardous chemicals present on the (Insert institution name) campus and I understand the importance of protecting myself and my fellow faculty members, staff members and students from exposure to hazardous substances. I have been instructed and understand how to read and evaluate labels and Material Safety Data Sheets and will do my part to make our campus a safe learning and working environment.

I further understand that it is my responsibility to immediately inform my department head/supervisor about any hazardous substances that I am not familiar with or do not know how to handle safely. In addition, it is my responsibility, in the spirit of promoting a safe learning and working environment, to inform a fellow faculty member, staff member or student of proper procedures when observing the handling of a hazardous substance in an unsafe manner. Finally, I will do my part to insure that proper labels are maintained on all secondary containers that I utilize during the course of my work or study.

__________________________________________________ _________Faculty member, Staff member or Student Name and Signature Date

__________________________________________________ _________Trainer’s Name and Signature Date




Appendix 13-D

Hazardous Waste GuidelinesHazardous Waste

This appendix covers those items that are addressed in the Federal regulations, as well as those that are typically found in state requirements. Each institution must contact their local state agency regulating the disposal of hazardous waste to determine the specific requirements for hazardous waste control and disposal that apply to their campus.

Identification of Hazardous Waste

Federal regulation 40 CFR 261 and contains lists of specific materials which are hazardous wastes. Listed wastes are grouped by EPA Waste Codes on four lists:

The "F" list, which applies primarily to spent solvents, sludges, etc.; The "K" list which includes wastes from specific sources such as distillation

bottoms, wastewater treatment sludges, etc.; The "P" list of acutely hazardous wastes, and; The "U" list containing various unused chemicals.

Wastes found in the first list are assigned waste codes which begin with "F" (e.g., F001); wastes from the second list have waste codes beginning with "K" (e.g., K136), etc. Be careful to apply the correct list to your situation.

One example of the need for care in using lists is the list of acutely hazardous wastes (the "P" list). The "P" list only applies to unused commercial chemical products, manufacturing chemical intermediates, or off-specification commercial chemical products or their intermediates; a spent product, even if found in the "P" list will not carry a "P" waste code.

Characteristics of a Hazardous Waste

http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=fa6feee046ac7d429b44984a83049222&rgn=div5&view=text&node=40:25.0.1.1.2&idno=40

Hazardous wastes are also characterized by other factors. These factors are:

Ignitability

A waste exhibits the characteristic of ignitability and is assigned the Hazardous Waste Code D001 if it meets any of the following criteria:

(a) It is a liquid, other than an aqueous solution containing less than 24% alcohol by volume and has a flash point less than 60°C (140°F);

(b) It is not a liquid and is capable, under standard temperature and pressure, of causing fire through spontaneous chemical changes and, once ignited, burns so vigorously and persistently that it creates a hazard;

(c) It is an ignitable compressed gas as defined in federal regulations or as determined by approved test methods;

(d) It is an oxidizer as defined in federal regulations.

Corrosivity

A waste exhibits the characteristic of corrosivity and has a Hazardous Waste Code of D002, if it meets any of the following criteria:

(a) It is aqueous and has a pH less than or equal to 2 or greater than or equal to 12.5, as determined by a pH meter using an approved test method;

(b) It is a liquid and corrodes steel at a rate greater than 6.35 mm per year at a temperature of 55°C (130°F) as determined by approved methods.

Reactivity

A waste exhibits the characteristic of reactivity and has a Hazardous Waste Code of D003, if it meets any of the following criteria:

(a) It is normally unstable and readily undergoes violent change without detonating;

(b) Reacts violently with water;

(c) Forms potentially explosive mixtures with water;

(d) When mixed with water, it generates toxic gases, vapors, or fumes in a quantity sufficient to present a danger to public health or the environment;

(e) It is a cyanide or sulfide bearing waste which, when exposed to pH conditions between 2 and 12.5, can generate toxic gases, vapors, or fumes in a quantity sufficient to present a danger to public health or the environment;

(f) It is capable of detonation or explosive reaction if subjected to a strong initiating source or is heated under confinement;

(g) It is readily capable of detonation or explosive decomposition or reaction at standard temperature and pressure;

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(h) It is a forbidden explosive, Class A explosive, or Class B explosive (Explosives 1.1, 1.2, or 1.3) as defined by U.S. Department of Transportation (DOT) regulations found in Title 49 of the Code of Federal Regulations.

Toxicity Characteristics

A waste exhibits the characteristic of toxicity if, using the Toxicity Characteristic Leaching Procedure (TCLP) or other approved procedure, the extract from a representative sample contains any of the contaminants listed below in concentrations equal to or greater than the noted levels. Hazardous waste codes assigned to these wastes are also listed on the following page:

HW Code

Contaminant CAS Number Level (mg/L)

D004 Arsenic 7440-38-2 5.0D005 Barium 7440-39-3 100.0D018 Benzene 71-43-2 0.5D006 Cadmium 7440-43-9 1.0D019 Carbon tetrachloride 56-23-5 0.5D020 Chlordane 57-74-9 0.03D021 Chlorobenzene 108-90-7 100.0D022 Chloroform 67-66-3 6.0D007 Chromium 7440-47-3 5.0D023 Cresol, o- 95-48-7 200.0D024 Cresol, m- 108-39-4 200.0D025 Cresol, p- 106-44-5 200.0D026 Cresol 200.0D016 2,4-D 94-75-7 10.0D027 Dichlorobenzene, 1,4- 106-46-7 7.5D028 Dichloroethane, 1, 2- 107-06-2 0.5D029 Dichloroethylene, 1, 1- 75-35-4 0.7D030 Dinitrotoluene, 2, 4- 121-14-2 0.13D012 Endrin 72-20-8 0.02D031 Heptachlor (and its epoxide) 76-44-8 0.008D032 Hexachlorobenzene 118-74-1 0.13D033 Hexachlororobutadiene 87-68-3 0.5D034 Hexachloroethane 67-72-1 3.0D008 Lead 7439-92-1 5.0D013 Lindane 58-89-9 0.4D009 Mercury 7439-97-6 0.2D014 Methoxychlor 72-43-5 10.0D035 Methyl ethyl Ketone (MEK) 78-93-3 200.0D036 Nitrobenzene 98-95-3 2.0D037 Pentachlorophenol 87-86-5 100.0D038 Pyridine 110-86-1 5.0D010 Selenium 7782-49-2 1.0D011 Silver 7740-22-4 5.0D039 Tetrachloroethylene 127-18-4 0.7D015 Toxophene 8001-35-2 0.5D040 Trichloroethylene 79-01-06 0.5D041 Trichlorophenol, 2, 4, 5- 95-95-4 400.0D042 Trichlorophenol, 2, 4,, 6- 88-06-2 2.0D017 2, 4, 5-TP (Silvex) 93-72-1 1.0D043 Vinyl chloride 75-04-1 0.2

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Some Common Wastes Which May Fail the TCLP Test

Photographic Chemicals

Used photographic chemicals containing silver in excess of 5 milligrams per liter (e.g., spent black and white fixers) are examples of a hazardous waste under the TCLP rule. The indiscriminate dumping of these chemicals, as with other hazardous wastes, could result in severe civil and criminal penalties and damage the environment. Therefore, spent black and white fixers and related materials should not be dumped down drains unless tested and found to be non-hazardous. If your operations generate such materials, you may choose from several methods to handle the resulting hazardous waste, including:

Accumulating waste in containers for recovery or disposal by a hazardous waste contractor, or

Recovering silver from waste by use of a chemical recovery cartridge or other approved system.

Departments recovering silver on-site with approved methods are not considered to be generators of hazardous waste and recovering significant quantities of silver may also negate a portion of the treatment cost. Recovery cartridge systems for this purpose are reasonably priced, requiring a onetime investment for the system, plus periodic maintenance costs.

Used Oils and Filters

When properly recycled, used oil from vacuum pumps and other sources is not currently classified as a hazardous waste unless combined with a hazardous waste. Uncontaminated oil should be collected and shipped via an approved contractor for recycling. Since contaminated oil must be disposed of as a hazardous waste, it is essential that vacuum pumps (and the pump oil) be protected from contamination. Uncontaminated waste oil should never be consolidated with contaminated waste oil.

Oil filters such as those removed from vehicles should be drained and crushed to remove all free flowing oil for recycling; the crushed filter may then be recycled or disposed as a special waste. Used engine oils and fully drained oil filters that are not recycled must be handled under waste management standards for used oil.

Spent Solvents

Waste petroleum based solvents will almost always be a hazardous waste based on ignitability (D001); however, contaminants in waste solvents may add additional hazards and EPA Waste Codes (yes, a waste can have more than one waste code). Examples include paint solvents from art studios and maintenance operations which may contain lead, chromium, or other heavy metals noted in the TCLP list.

Fluorescent Tubes

The presence of mercury within fluorescent tubes will frequently make these items a hazardous waste. Unless there is laboratory evidence to show that a fluorescent tube type is not a hazardous waste under the TCLP rule, these should not be indiscriminately placed in the solid waste.

Thermometers

Mercury-filled thermometers constitute a hazardous waste when broken. Due to the health hazards presented and the high cost for disposal of mercury spill debris, mercury-filled thermometers should be purchased only when no cost-effective alternative is available. Those departments which purchase mercury-filled thermometers must be prepared to pay all associated disposal costs unless prior arrangements are made with EH&S.

Batteries

Batteries of various types may contain lead, mercury and cadmium from the TCLP list, plus other materials such as lithium and nickel. While old lead-acid batteries are easily returned to recyclers and are not a hazardous waste when treated in this manner, other types of batteries may present problems. Small batteries like those found in computers and other electronic devices can cost many times their original value when disposed of as hazardous waste and present a great temptation for improper disposal. It is recommended that departments avoid the expense and potential legal ramifications by dealing only with vendors who will accept the return of old batteries.

Electronic Devices

Computer monitors, printed circuit boards and other electronic devices typically contain significant amounts of lead and other metals. Since electronic devices are known to contain significant quantities of heavy metals, some of which are listed hazardous wastes, unwanted electronic devices such as printed circuit boards, monitors, etc., should be routed through Central Receiving for recycling or resale. Do not dispose of these items in the dumpster.

What to Do With Your Hazardous Waste

Once your department has determined that a waste is hazardous, it is important to do the following:

Store the waste properly. Accumulate waste in containers that are clean, in good condition, chemically

compatible and appropriate for the quantity accumulated - quantities greater than one (1) gallon should be in unbreakable containers, metal safety cans are recommended for flammables suitable for storage in metal;

If small quantities are accumulated in larger containers, do not combine different kinds of waste unless you know that they are compatible and are acceptable for disposal in the combined form;

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Flammable materials must be stored away from oxidizers, water reactive materials must be stored away from moisture and acids must be stored away from bases, etc.;

Containers must be within a secure area where any leak will not cause harm to the environment;

Containers must be closed at all times unless waste is being actively added to or removed from the containers.

Label the waste with the date accumulation started, identity of the contents, quantity of each constituent and the words "HAZARDOUS WASTE."

Schedule removal of the waste by a hazardous waste contractor. Inspect the hazardous waste on a weekly basis and keep a log showing: date and

time of each inspection, name of the inspector, observations and any remedial action taken to correct problems.

Install and maintain emergency equipment to be used in case of a spill. Post a Chemical Spill Procedure by the nearest phone and in the storage area. Be

certain to designate an emergency coordinator who will respond to any emergency situation involving the waste. Fill in the appropriate phone numbers and other information on the Chemical Spill Procedure.

Keep complete records of all hazardous waste, including generation date, quantities and kinds of materials.

Provide appropriate training for personnel who handle or might otherwise be in proximity to the hazardous waste.

Satellite Accumulation Areas

Hazardous wastes may be accumulated in a Satellite Accumulation Area (SAA) at or near the point of waste generation. Quantities of waste stored in a (SAA) are limited to 55 gallons of non-acute hazardous waste or 1 quart (1 kg.) of acute hazardous waste; once the limit is reached, containers must be marked with the accumulation start date and moved to a central hazardous waste storage area within 72 hours. Container labeling, storage and inspection requirements must be complied with in the SAA.

Generator Status

Your generating location will be classified under environmental regulations as a Conditionally Exempt Small Quantity Generator (CESQG), Small Quantity Generator (SQG), or Large Quantity Generator (LQG) based on the following criteria:

Conditionally Exempt Small Quantity Generator • Total monthly generation is less than 100 kilograms (kg), and • Accumulation or generation of acutely hazardous waste ("P" listed) is less than 1 kg,• Waste is accumulated in quantities less than 1,000 kg before shipping off-site.

Small Quantity Generator• Total monthly generation is greater than 100 kg, but less than 1,000 kg, and• Accumulation or generation of acutely hazardous waste is less than 1 kg, and• Waste is accumulated in quantities less than 1,000 kg before shipping off-site.

Large Quantity Generator• Total monthly generation is equal to or greater than 1,000 kg, or• Accumulation or generation of acutely hazardous waste equal to or greater than 1

kg, or• Waste is accumulated in quantities equal to or greater than 1,000 kg before shipping

off-site.

Generator status is important: Large Quantity Generators are more highly regulated, must ship wastes off-site every 90 days and must pay the maximum annual maintenance fees to regulatory agencies; Small Quantity Generators may hold hazardous wastes for up to 180 days (270 days if wastes are shipped more than 200 miles for treatment or disposal) and pay an annual maintenance fee which is about half that of the LQG; and Conditionally Exempt Small Quantity Generators pay no fee and have no storage time limit until certain quantities of waste are generated or accumulated.

It is very important to observe the time and quantity limits for storage. Exceeding these limits can result in serious legal consequences and reclassify your location as a storage facility. (A storage facility must have a special EPA permit and falls under very stringent regulatory constraints which present major administrative and financial burdens.) Departments are responsible for notifying the institution’s waste coordinator of new waste streams, changes in generation rates, etc., within ninety (90) days to assure proper generator classification.

It is essential that departments generating 1 kg or more of an acutely hazardous waste (from the “P” list) notify the hazardous waste contractor for removal of the waste prior to expiration of the 90 day time limit.

Drain Disposal

In accordance with local regulations, limited quantities of non-hazardous chemicals may be introduced into the sanitary sewer for disposal; The appropriate section of your institution’s local sewer use ordinance should be consulted before discharge of chemicals into sanitary sewer systems. No chemical should ever be discharged into storm sewers.

Some Chemicals Prohibited from Drain Disposal

Based on the typical ordinances, the discharge of wastewater containing any of the materials listed below should not be performed, without checking with and getting permission from the local authority.

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Acrylonitrile Dichlorobenzene, p- Heptachlorodibenzo-p-dioxins, 1,2,3,4,6,7,8-

Pentachlorodibenzofuran, 1,2,3,7,8,-

Aldrin Dichlorobenzene, m- Heptachlorodibenzofurans, total Pentachlorodibenzofuran, 2,3,4,7,8,-

Aluminum Dichlorobenzene, o- Heptachlorodibenzofuran, 1,2,3,4,7,8,9-9

Pentachlorodibenzofurans, total

Barium Dichlorobenzene, 1,4- Heptachlorodibenzofuran, 1,2,3,4,6,7,8-

Phenols

Benzene Dichlorobenzidene, 3,3- Hexachlorobenzene PyreneBenzo (a) pyrene Dichloroethane, 1,2- Hexachlorobutadiene Tetrachlorodibenzo-p-

dioxins, totalBenzotrichloride Dichloroethane, 1,1- Hexachlorodibenzo-p-dioxin,

1,2,3,7,8,9-Tetrachlorodibenzo-p-dioxin, 2,3,7,8-

Beryllium Dichloroethyl ether (bis (2-chloroethyl))

Hexachlorodibenzo-p-dioxin, 1,2,3,6,7,8-

Tetrachlorodibenzofuran, total

Bis (2-ethylexyl) phthalate (DEHP)

Dichloroethylene, trans-1,2-

Hexachlorodibenzo-p-dioxins, total

Tetrachloroethane, 1,1,1,2-

Bromobenzene Dichloroethylene, cis-1,2- Hexachlorodibenzofuran, 1,2,3,4,7,8-

Tetrahlorodibenzofuran, 2,3,7,8-

Bromodichloromethane Dichloroethylene, 1,1- Hexachlorodibenzofurans, total TinBromoform Dichloropropane, 2,2- Hexachlorodibenzofuran,

1,2,3,6,7,8-Titanium

Carbon tetrachloride Dichloropropane, 1,3- Hexachlorodibenzofuran, 1,2,3,7,8,9-

Toluene

Chlordane Dichloropropane, 1,2- Hexachlorodibenzofuran, 2,3,4,6,7,8-

Toxaphene (chlorinated camphene)

Chlorobenzene Dichloropropane, 1,1- Isopropylbenzene Trichloroethane, 1,1,2-Chlorodibromomethane Dichloropropene, 1,3- Lindane TrichloroethyleneChloroethane Dieldrin Methyl chloride

(Chloromethane)Trichloropropane, 1,2,3-

Chloroform Diisobutylenes Molybdenum Vinyl chlorideChlorophenol, 2- Dimethylnitrosamine Octachlorodibenzo-p-dioxin Xylenes, o,m,p-Chlorotoluene, p- Dinitroluene, 2,4- OctachlorodibenzofuranChlorotoluene, o- Dinitrophenol, 2,4- PCB-1260Cumene Ethyl benzene Pentachlorodibenzo-p-dioxin,

2,3,4,7,8-DDT/DDE/DDD Heptachlor Pentachlorodibenzo-p-dioxin,

1,2,3,7,8-Dibromo-3-chloropropane, 1,2-

Heptachlorodibenzo-p-dioxins, total

Pentachlorodibenzo-p-dioxins, total

Dibutylphthalate

Neutralization

Chemicals with a pH less than 5.5 or greater than 10 must not be introduced into the sewer. Where a chemical would otherwise be acceptable for sewer disposal, neutralize corrosive solutions to acceptable levels before disposal down the drain. Contaminants such as heavy metals or hazardous reaction products will make the neutralized solution unacceptable for drain disposal. In all cases of neutralization, be careful – perform the procedure in an approved fume hood with a safety shield, wear the proper personal protective equipment and work slowly to prevent splattering and container damage due to the exothermic reaction.

Mixed Waste

Regulatory complexities treat different types of waste in distinctly different ways. In addition, there are few facilities authorized to transport, treat and/or dispose of materials falling under differing regulatory constraints. Therefore, it is essential that personnel exercise great care in not mixing hazardous waste with materials which are radioactive or infectious. These combinations, called Mixed Waste, may be virtually impossible to dispose of at the present time and represent a significant liability to the institution and generating departments.

Potentially Infectious Materials

Potentially infectious items, including cultures, pathogenic waste, human blood and blood products, sharps and certain body fluids, must be accumulated, handled and disposed of in accordance with institution exposure control plans, the OSHA Blood borne Pathogens Standard and related regulations. In order to avoid the potential liability associated with the appearance of improper disposal, institution personnel are urged to dispose of all hypodermic needles, syringes, scalpel blades, needles with tubing attached, culture dishes, etc., through the medical waste contractor.

Sharps must be accumulated in properly labeled, puncture resistant, leak proof containers. Call the institution’s Environmental, Health and Safety Department for guidance on proper handling and disposal of potentially infectious materials.

Empty Containers

When accepting or disposing of drums or other containers, it is wise to confirm that they are empty. A container is legally empty based on the following criteria:

Compressed Gas

A container which has held a compressed gas which is a hazardous waste may be considered empty when the pressure within the container is equal to atmospheric pressure.

Acutely Hazardous Waste

A container which has held an acutely hazardous waste must be triple rinsed using a solvent capable of removing the chemical contained therein, or cleaned by another method that is legally acceptable, or by removing and properly handling any inner liner which prevented contact with the container. Materials rinsed out of the container and any liner must be properly handled and disposed of.

Other Hazardous Waste

All waste must be removed from the container to the extent possible through commonly employed methods of removal for the type of container (e.g., pouring, pumping, etc.). When residue remains, review local regulations for guidance before disposing of the container or residue.

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Obliterate the labels and other markings before disposing of an empty container which held a hazardous chemical. Render glass containers useless by safely breaking them; plastic and small metal containers may be carefully punctured before disposal to prevent further use. Some empty metal drums may be recycled through a reputable drum recycler; check local regulations for guidance.

Waste MinimizationThe most effective method of reducing disposal costs, quantity and toxicity of waste and the associated safety and administrative problems is to never generate the waste. Some suggestions for reducing waste are listed below:

Centralize the purchase of hazardous materials within the department by processing all orders through one person or one office.

Order only what is needed now, not what you might need for future processes. Maintain an up-to-date inventory and check for in-house availability before

ordering new material. Use materials on a first-in, first-out basis to prevent degradation in storage. Reduce the scale of laboratory processes. Substitute less hazardous materials in processes (e.g., special detergents in place

of chromic acid solution to clean glassware). Reuse materials by making the product of one process the raw material for a later

process. Reduce the hazardous properties of waste as the final step in experiments. Train personnel in waste reduction techniques. Centralize waste collection within each building.

Inventory Control for Waste Reduction

In addition to potentially serious safety problems and storage difficulties, uncontrolled inventories of hazardous materials eventually lead to increased hazardous waste generation. Department chairs are strongly encouraged to address these difficulties by following guidance found above and in the Laboratory Chemical Hygiene Plan (See Appendix 14-A).

It is especially important to date all chemical containers to indicate when the containers are received and when they are opened. Those chemicals known to form potentially explosive peroxides need to be identified. A list of the more common potentially explosive peroxide forming chemicals and the recommended shelf life for storage of open containers of these materials is provided below. It is recommended that unopened containers be disposed of 12 months after receipt.

Chemical Name CAS No. Recommended Shelf Life after Opening

Acetal 105-57-7 6 monthsAcrylic Acid 79-107 6 monthsAcrylonitrile 107-13-1 6 monthsBoron trifluoride etherate 109-63-7 6 monthsButadiene 106-99-0 6 monthsButyraldeyde 123-72-8 6 monthsChlorobutadiene 126-99-8 6 monthsChlorofluoroethylene 79-38-9 6 monthsCumene 98-82-8 6 monthsCyclohexane 110-83-8 6 monthsDecahydronapthalene 91-17-8 6 monthsDicyclopentaiene 77-73-6 6 monthsDiethylene glycol dimethyl ether (Diglyme) 111-96-6 6 monthsDiethylpyrocarbonate 1609-47-8 6 monthsDioxane 123-91-1 6 monthsDivinyl acetylene 821-08-9 3 monthsEthylene Glycol dimethyl ether (Glyme) 110-71-4 6 monthsEthyl ether 60-29-7 6 months2-Heptanone 110-43-0 6 monthsIsopentyl alcohol 123-51-3 6 monthsIsopropyl alcohol 67-63-0 6 monthsIsopropyl ether 108-20-3 3 monthsMethyl isobutyl ketone 108-10-1 6 monthsMethyl acetylene 74-99-7 6 monthsMethylcyclopentane 96-37-7 6 monthsMethyl methacrylate 80-62-6 6 monthsPotasium tert-Butoxide 865-47-4 6 monthsPotassium metal 7440-09-7 3 monthsSodium amide 7782-92-5 3 monthsStyrene 100-42-5 6 monthsTetrafluoroethylene 116-14-3 6 monthsTetrahydrofuran 109-99-9 6 monthsTetrahydronapthalene 119-64-2 6 monthsVinyl acetate 108-05-4 6 monthsVinyl acetylene 689-97-4 6 monthsVinyl chloride 75-01-4 6 monthsVinyl ether 109-93-3 6 monthsVinyl ethyl ether 109-92-3 6 monthsVinyl pyridine 1337-81-1 6 monthsVinylidene chloride 75-35-4 3 months

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Disposal of unused peroxide formers by the times suggested in the list will decrease the probability of an explosion and reduce disposal costs by thousands of dollars. Never drop, shake, or attempt to remove the cap from old picric acid or peroxide former containers.

Departments allowing chemicals to deteriorate to the point of becoming unstable must be prepared to pay costs for bomb disposal technicians, disposal charges and fees to regulatory agencies. Such departments must also be prepared for the inconvenience of temporary building evacuation and losing the use of laboratories and storage rooms containing potentially shock sensitive explosives until the materials are properly removed.

Decommissioning Chemical Storage Areas

Upon completion of a faculty or staff member’s association with the institution or transfer to another work area, the department chair must assure that all hazardous materials under that person's supervision are disposed of, transferred to the care of another employee, or removed to storage. Strict adherence to this policy will reduce the likelihood of accumulating orphaned chemicals, some of which may become dangerously unstable.

Waste Reduction Plans

Many states have policies to reduce and prevent the generation of hazardous waste. These policies typically require that each department generating hazardous waste must prepare a hazardous waste reduction plan which must be updated annually.

At a minimum, waste reduction plans typically include the following items:

A written policy supporting the hazardous waste reduction plan which is signed by the Administration (i.e., the department chair for the departmental plan);

The scope and objectives of the plan; A description of technically and economically practical hazardous waste reduction

options and a schedule of implementing these options; A description of a hazardous waste cost accounting system; A description of employee awareness and training programs; and A description of how the plan has been or will be incorporated into management

practices and procedures so as to insure an ongoing effort.

A generator or person failing to comply with the above act is subject to civil penalties.

The Contingency Plan

Contingency Plans are required under 40 CFR 265.50 and state regulations. Subpart D requires that Large Quantity Generators operating 90-day accumulation areas under 40 CFR 262.34 must write and implement a Contingency Plan, assign an Emergency Coordinator and implement specific procedures to minimize hazards to human health or the environment from fires, explosions, or unplanned release of hazardous waste or hazardous constituents from their facilities to air, surface water, or soil.

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Departments having Large Quantity Generator status must have a Contingency Plan. Small Quantity Generators must still have an Emergency Coordinator and an Emergency Response Procedure.

Examples of items that need to be in a Contingency Plan are:

A description of the actions departmental personnel must take to comply in response to fire, explosions, or any unplanned sudden or non-sudden release of hazardous waste or hazardous waste constituents to air, soil, or surface water at the facility. (If a Spill Prevention, Control and Countermeasures (SPCC) Plan in accordance with 40 CFR 112 or 40 CFR 1510, or some other Emergency or Contingency Plan has been prepared, the department may amend the Plan to incorporate hazardous waste management provision that are sufficient to comply with these requirements.)

A description of the arrangement agreed to by local police departments, fire departments, hospitals, contractors and State and local emergency response teams to coordinate emergency services.

A list of names, address and phone numbers (office and home) of all persons qualified to act as Emergency Coordinator and this list must be kept up to date. Where more than one person is listed, one must be named as the primary Emergency Coordinator and others must be listed in the order in which they will assume responsibility as alternates.

A list of all emergency equipment at the facility [such as fire extinguishing systems, spill control equipment, communications and alarm systems (internal and external) and decontamination equipment] and where this equipment is required. This list must be kept up to date. In addition, the Plan must include the location and a physical description of each item on the list and a brief outline of its capabilities.

An Evacuation Plan for facility personnel where there is a possibility that evacuation could be necessary. This Plan must describe signal(s) to be used for evacuation, evacuation routes and alternate evacuation routes (in cases where the primary routes could be blocked by releases of hazardous waste or fires).

A copy of the Contingency Plan and all revisions to the Plan should be maintained within the department and submitted to all police departments, fire departments, hospitals and state and local emergency response teams that may be called upon to provide emergency services. The Plan must be reviewed and immediately amended, if necessary, whenever applicable regulations are revised; the Plan fails in an emergency; the facility changes in design, construction, operation, maintenance, or other circumstances in a way that materially increase the potential for fires, explosions, or releases of hazardous waste or hazardous waste constituents, or change the response necessary in an emergency; the list of Emergency Coordinators changes; or the list of emergency equipment changes.

There must be at least one faculty or staff member available at all times either on site or on call (i.e., available to respond to an emergency by reaching the facility within a short period of time) with the responsibility of coordinating all emergency response measures. This Emergency Coordinator must be thoroughly familiar with all aspects of the

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Contingency Plan, all operations and activities at the facility, the location and characteristics of waste handled, the location of all records within the facility and the facility layout. In addition, this person must have the authority to commit the resources needed to carry out the Contingency Plan.

Once the Contingency Plan is written; it will need to be reviewed at least on an annual basis; and changed if a new Department Chair is selected or the designated Emergency Coordinator is changed.

Shipment of Hazardous Waste

Since hazardous wastes must be transported in commerce by Department of Transportation permitted haulers, movement of hazardous waste in commerce by institution personnel is prohibited. When necessary to transport chemicals on institution property, it is important to maintain a spill control kit suitable for the substance and to provide adequate training for personnel who might have to control a spill. When shipping waste off-site through a permitted transporter, a signed hazardous waste manifest must accompany each shipment. Only personnel who have been appropriately trained and certified may be involved in shipping hazardous materials; this includes personnel signing hazardous waste manifests.

Transportation Security Plans

Each department holding hazardous waste for shipment must implement appropriate security measures. These measures must be included in a written departmental transportation security plan which addresses who will have access to the waste and how access will be limited to those who are trained and authorized. Methods of restricting access include:

(1) Installing or replacing locks to limit access to specific individuals,

(2) Installing alarms to limit access to specific individuals and

(3) Performing background checks on all faculty, staff and students who have access to the area.

Each faculty member, staff member or student involved in the hazardous waste program must receive training in the security plan at appropriate intervals.

Important Documents

The hazardous waste manifest, hazardous waste disposal certificates and related documents such as drum packing lists are important legal documents. Copies of these documents should be retained by each generating department.

Disposing of Unwanted Equipment

Unwanted equipment destined for landfill poses a potentially serious liability. It is essential that all hazardous materials associated with equipment destined for landfill be removed and properly disposed. Some items to check for are noted below:

Coolants, including ethylene glycol antifreeze Oil, including pump oil Refrigerants, including freon and ammonia Batteries Fluorescent lamp ballasts Lead, including that found in electronic devices Mercury, including that found in switches and thermostats

It is the responsibility of each department to ensure that all unwanted equipment is acceptable for landfill.

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Section 14

Laboratory Standard

Introduction Faculty members and students are occasionally exposed to hazardous chemicals such as acetone, bromine, carbon monoxide, formaldehyde, hydrogen sulfide, mercury and nitric acid in campus laboratories. Many accidents and injuries occur annually in laboratories resulting in chemical related illnesses ranging from skin and eye irritation to fatal pulmonary edema.

OSHA’s Laboratory Standard 29 CFR 1910.1450 emphasizes the use of work practices and effective individual protection appropriate to the unique nature of the laboratory. This performance-oriented regulation is intended to provide colleges and universities with the flexibility of implementing safe work practices and procedures specific to their laboratories while at the same time reaching the important goal of reducing injuries and illnesses.

The Laboratory Standard applies to all individuals who work with hazardous chemicals in science and engineering laboratories. Work with hazardous chemicals outside of laboratories is covered by the Hazard Communication Standard, which is covered in Section 13 of this manual. Laboratory uses of chemicals which provide no potential for exposure (e.g., chemically impregnated test media or prepared kits for pregnancy testing) are not covered by the Laboratory Standard.

Although the laboratory safety provisions apply to faculty and other employees such as lab assistants, they do not specifically apply to the student population. However, as a best practice, it is clearly in the best interest of the institution to apply the requirements within the Standard to the student population.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus Laboratory Safety Program. The individual should be given the authority to organize an Advisory Committee to oversee the Program.


Note: Children are not allowed in areas where chemicals are present.

Scope The areas covered by the Laboratory Standard are determined by their conformance with the “laboratory use” and “laboratory scale” criteria, as defined by the Standard. The Standard covers all chemicals meeting the definition of health hazard, as detailed in OSHA’s Hazard Communication Standard 29 CFR 1910.1200.

Although the Laboratory Standard does not specify provisions for work practices to protect employees from potential physical hazards associated with chemicals used in the workplace, it does require that such physical hazards be addressed in the employer’s training program. (See 29 CFR 1910.1450 (f)(4)(B).)

The Laboratory Standard requires continued compliance with OSHA’s permissible exposure limits (PELs) and with the employer’s written Chemical Hygiene Plan. In order to provide additional safeguards for laboratory employees and students who work with these chemicals, the standard also requires special consideration for substances that are thought to be particularly hazardous, including “select carcinogens” as defined by the Standard, reproductive toxins and substances that have a high degree of acute toxicity.

Chemical Hygiene Plan RequirementsThe written Chemical Hygiene Plan is the core of the Standard and affords flexibility in providing the type of individual protection appropriate for a specific laboratory. This plan, which is to be developed by the institution, specifies the training and information requirements of the Standard. It also establishes appropriate work practices; standard operating procedures, methods of control, measures for appropriate maintenance and the use of protective equipment, medical examinations and special precautions for work with particularly hazardous substances. The institution is required to evaluate the effectiveness of the Plan at least annually and to update it as necessary. The written Plan must be available to employees, their designated representatives and to the Assistant Secretary of Labor for Occupational Safety and Health.

As part of the written Plan, the institution is required to designate a Chemical Hygiene Officer and, if appropriate, to establish a Chemical Hygiene Committee to provide technical guidance in developing and implementing the provisions of the Plan. The Chemical Hygiene Officer may have a variety of duties such as monitoring, procuring, helping project directors upgrade facilities and advising administrators on improved chemical hygiene policies and practices.

A discussion of the components of the Chemical Hygiene Plan follows.

Employee Information and TrainingAs part of the written Plan, an employer must establish a training and information program for employees exposed to hazardous chemicals in both the laboratory and workplace. The training program should be initiated at the time of the initial

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assignment and prior to assignments involving new exposure situations. This provision incorporates the training and information requirements of the Hazard Communication Standard, which includes training on physical and health hazards, thus increasing the protection of laboratory workers.

Information—At minimum, the discussion topics must include the following:

- The existence of the Chemical Hygiene Plan and requirements of the Laboratory Standard.

- The location and availability of the employer’s Chemical Hygiene Plan.

- Permissible exposure limits for regulated substances and recommended exposure limits for other hazardous chemicals where no OSHA standard applies.

- Signs and symptoms associated with exposures to hazardous chemicals.

- Location and availability of known reference materials, including Material Safety Data Sheets (MSDSs) on the hazards, safe handling, storage and disposal of hazardous chemicals in the workplace.

Training—The employee training plan must consist of the following elements:

- The components of the Chemical Hygiene Plan and how it is implemented in the workplace.

- The hazards of the chemicals in the work area and the protective measures those employees can take.

- Specific procedures put into effect by the employer to provide protection, including engineering controls, work practices and personal protective equipment.

- Methods and observations—e.g., continuous monitoring procedures, visual appearance or smell—that workers can use to detect the presence of hazardous chemicals.

Medical Examinations and ConsultationThe Laboratory Standard does not mandate medical surveillance for all laboratory workers. There are, however, certain circumstances where employers must provide any employee who works with hazardous chemicals an opportunity for medical attention.

Specifically, medical attention, including any follow-up examination and treatment recommended by the examining physician, must be offered to the following:

Any employee or student who exhibits signs or experiences symptoms associated with exposure to a hazardous chemical used in the laboratory.

Any employee or student who is exposed routinely above the action level or, in the absence of an action level, above the PEL for an OSHA regulated substance for which there are exposure monitoring or medical surveillance requirements.

As a best practice (although not required under the Standard), such examinations and consultations should be extended to students as well.

A medical consultation conducted to determine the need for a medical examination must be offered to any employee who is present in the work area when a spill, leak, explosion or other accident occurs that results in a potential significant exposure to a hazardous chemical.

The employer is required to give to the physician specific information on the identity of the hazardous chemical, conditions under which the exposure occurred and a description of the signs and symptoms experienced by the worker. The employer also must obtain from the physician any written opinion for a recommended follow up examination, medical exam and the attendant test results; any detected medical conditions of the employee that might pose increased risk; and a statement that the employee was informed of the medical examination/consultation results.

Methods of Control and Personal Protective EquipmentAs part of the Chemical Hygiene Plan, employers must develop criteria for determining and implementing control measures to reduce employee exposure to hazardous chemicals in the laboratory. Traditionally, these measures have included engineering controls, work practice controls and personal protective equipment. Engineering controls include general ventilation, fume hoods, glove boxes and other exhaust systems. Work practice controls may cover items such as restricting eating and drinking areas, prohibiting mouth pipetting and performing work in such a manner as to minimize exposures to hazardous chemicals and to maximize the effectiveness of the engineering controls.

OSHA policy dictates that engineering and work practices controls are used to reduce employee exposure below the PEL. Respiratory protection is to be used only as an interim measure or when engineering or work practice controls are infeasible. Tasks requiring the use of respiratory protection are to be contracted out (see Appendix 17-G). Other personal protective equipment that must be used in laboratories, if appropriate, includes items such as safety glasses, whole body coverings and gloves.

Safeguards for Particularly Hazardous SubstancesEmployers must consider including in the Chemical Hygiene Plan additional protective measures, where appropriate, for work involving select carcinogens, reproductive toxins and substances having a high degree of acute toxicity.

Specific consideration must be given to incorporating the following provisions:

Establishment of a designated area with appropriate signs warning of the hazards associated with the substance.

Use of a fume hood or equivalent containment device.

Cleaning of fume hoods at the end of each semester.

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Procedures for decontaminating the designated area.

Procedures for safe removal of contaminated waste.

Hazard IdentificationEmployers must make certain that labels on containers of hazardous chemicals are not removed or defaced. They also must maintain any MSDSs received with incoming shipments of these chemicals and make sure they are available to employees. MSDSs are documents that provide specific information about chemicals, such as their chemical identities, physical properties, associated health hazards, reactivity data, control measures and precautions for safe handling and use.

The employer is not required to prepare an MSDS except in cases where a chemical is produced in the laboratory for another user outside of the laboratory.

RecordkeepingEmployers also must establish and maintain for each employee an accurate record of exposure monitoring results and any medical consultation and examinations, including tests or physician medical opinions. Such records must be kept, transferred and made available in accordance with OSHA’s rule governing access to employee exposure and medical records, 29 CFR 1910.1020.

Under this regulation, exposure records and data analyses based on them are to be kept for 30 years. Medical records are to be kept for at least the duration of employment plus 30 years. Medical records of employees who have worked for less than one year need not be retained after employment, but the employer must provide these records to the employee upon termination of employment.

Although there are no recordkeeping requirements for students, it is suggested that as a best practice records for students be maintained in the same manner as those for employees.

SummaryThe requirements of the Laboratory Standard provide employers, employees and students in laboratories with a flexible and viable alternative to traditional substance specific regulations. Compliance with this regulation and implementation of the Chemical Hygiene Plan will provide employees and students with the information and training necessary to improve workplace safety and health and to reduce the number of chemical-related injuries and illnesses in laboratories.


Appendix 14-A

Sample Chemical Hygiene Plan

IntroductionIt is the policy of (institution name) to enforce safe work and chemical hygiene practices in our laboratory/laboratories within (insert laboratory location/s).

It is the goal of (institution name) to minimize chemical exposures to people, property and the environment. To this end, we have established a comprehensive Chemical Hygiene Plan as required under OSHA 29 CFR 1910.1450, Appendix A.

Note: Children are not permitted in laboratories or other areas where chemicals are in use.

Scope and ApplicationThis Chemical Hygiene Plan establishes policies, procedures and work practices intended to protect employees from health hazards associated with work involving chemicals, particularly in laboratories. It covers employees (including student-employees, technicians, supervisors and researchers) who handle chemicals at the institution. It also covers laboratory students who may be handling chemicals as part of the educational process. This Chemical Hygiene Plan is available for review by any campus employee/student or his/her representative. It is the responsibility of every person covered by this Standard to comply with the safety guidelines established in this Plan.

Responsibilities

Chemical Hygiene OfficerThe following employee is responsible for administering and enforcing this Chemical Hygiene Plan and will act as our campus Chemical Hygiene Officer (CHO): [Insert name of designated CHO]


Specific responsibilities include the following:

1. Identify the physical and health risks of the various chemicals used in the institution’s laboratory facilities.

2. Develop and implement specific policies and procedures to minimize the risks from the identified hazards.

3. Perform and document regular, formal chemical hygiene inspections, including inspections of emergency equipment.

4. Develop Standard Operating Procedures specific to each laboratory’s operations.

5. Determine the proper level and type of Personal Protective Equipment (PPE) for lab operations.

6. Ensure that appropriate training has been provided to affected employees and students.

7. Maintain a current knowledge concerning the legal requirements of the regulated substances handled in the labs.

8. Provide monitoring for permissible exposure limits (PELs). (29 CFR 1910.1000, Z-1 Tables, Z-2 Tables, Z-3 Tables)

Laboratory SupervisorIf there is no designated CHO, the responsibilities listed above will be assumed by the Laboratory Supervisor.

Laboratory Workers and StudentsWorkers and students are individually responsible for planning and conducting their laboratory operations in accordance with this Chemical Hygiene Plan and good chemical hygiene practices.

Institutional Activities Each institutional activity involving chemicals can be identified by a specific task. Each task is further defined through the identification of potential hazards associated with performing the task.

Monitoring Due to the consistent presence of potential airborne hazards in a laboratory setting, it is the policy of (institution name) to routinely monitor for changes in air quality, using direct-reading instruments. Monthly, the CHO shall evaluate the effectiveness of the air handling equipment used to reduce or eliminate airborne contaminants. Fume elimination hoods, point source fume eliminators and ventilation systems in the following areas shall be evaluated:

(List the location of ventilation hoods)

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Using a velometer, quantitative airflow measurements shall be taken. Processes that routinely use specific chemicals that may produce chronic health effects shall be monitored on a monthly basis using calorimetric tubes or the best available equipment.

Emergency equipment shall be monitored for preparedness on a monthly basis. This equipment includes but is not limited to the following:

Fire Extinguishers (See Emergency Fire Prevention Plan)

Eyewash Stations

Smoke Detectors

Safety Showers

Spill Kits

In addition, testing may be done at any time on an as-needed basis as determined by the CHO or Laboratory Supervisor.

All test results will be documented and specific corrective action will be taken when the level of contaminant exceeds the applicable level (e.g., PEL, TLV, etc.).

Laboratory Chemicals (Institution name) stores, processes and handles many chemicals in its laboratory/laboratories. The following campus employee under our campus Hazard Communication Program as defined by 29 CFR 1910.1200 maintains a comprehensive list of all chemicals used in our laboratory/laboratories.

(Person responsible for lists of chemicals)

In addition, a comprehensive inventory of laboratory chemicals shall be conducted annually. The following information should be included:

– Product/Chemical Name

– MSDS number

– Date Received

– Quantity Received

– Age Sensitive (Y/N)

– Date of Inventory

– Quantity of Inventory

– Primary Hazards

Chemical ProcurementWhenever a chemical is received for use in our campus laboratory/laboratories, it is the responsibility of the CHO to ensure that employees/students whose


institutional activity requires working with or around the chemicals receive information on the proper handling, storage and disposal of the chemical.

Note: To control chemicals on campus, all chemicals should be delivered to a centralized receiving area. The area is ___________________________.

Material Safety Data SheetMaterial Safety Data Sheets are maintained for all chemicals used in our campus laboratory and can be accessed through the CHO (or the established database).

Sample materials submitted for analysis or unknown materials received by our campus shall be handled according to routine practices. These practices include labeling, handling, storage and disposal procedures.

Stockroom StorageBulk chemicals for use in the laboratory/laboratories shall be separated in a storage area that is clearly identified and well ventilated. Highly toxic chemicals and other chemicals whose containers have been opened will be placed in a secondary non-breakable container, such as a plastic or metal tray, in order to contain a spill or leak.

An employee shall be assigned to inspect chemicals stored in the stockroom/s for replacement, deterioration and container integrity on a monthly basis.

Chemical TransferThe maximum size container used to store chemicals in our laboratory/laboratories is five gallons. Chemicals that are received in larger quantities shall be placed in smaller appropriate containers and labeled accordingly prior to transfer to the laboratory. Chemicals that are transferred to the laboratories from the receiving area or stockroom storage shall be placed in an outside container or bucket prior to transfer. All chemicals transferred to the laboratories from the receiving area shall be recorded in the chemical inventory prior to being used in the laboratories.

Any transfer of flammable liquids between containers should only be performed when the containers are properly grounded and bonded.

Laboratory StorageSamples, unused chemical product and hazardous wastes shall be stored in separate locations and will remain segregated for storage purposes.

Samples—Upon receipt, samples shall be placed in appropriate containers, labeled and stored adjacent to the area where analysis will take place. Upon completion of the analysis, samples will be moved to a post-analysis storage location. Pre-analysis and post-analysis samples are stored in various locations throughout the laboratory that are labeled accordingly.

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Chemical Products—Corrosive substances shall be stored below eye level. Flammable substances shall be stored in approved flammable cabinets. Reactive and incompatible substances shall be stored separately from each other. In all cases, products shall be labeled and appropriate personal protective clothing and equipment employed prior to handling.

Hazardous Waste—All containers must be of an appropriate type, clearly labeled and stored with compatible materials. Hazardous wastes are stored in (location where hazardous waste is stored).

Handling Procedures—All laboratory users will minimize personal and co-worker exposure to the chemicals in the lab. Specific precautions include the following:

- A chemical mixture will be assumed to be as toxic as its most toxic component. Look for substitution possibilities wherever possible.

- Laboratory users will become familiar with the signs and symptoms of exposure to the chemicals they work with and will understand and apply precautions necessary to minimize exposure.

- Eating, drinking and smoking are prohibited in the areas where laboratory chemicals are present. All users will thoroughly wash their hands after handling chemicals. Food and drink will not be stored in chemical storage areas, such as cabinets or refrigerators.

- All users will maintain their assigned areas in a neat and orderly manner and will ensure that all chemical containers are labeled with the chemical name and appropriate hazard warning.

- Mouth suction for pipetting or starting a siphon is prohibited.

- Use the personal protective equipment provided at all times, even for minor work. Avoid skin contact with chemicals.

- No employee or student shall work alone in the laboratory. Communication between those working must be maintained to provide assistance in the event of an emergency.

Equipment Usage Laboratory equipment should only be utilized for its intended use.

Glassware should be handled and stored in such a manner as to minimize breakage. Dispose of broken glassware in the broken glass container. Use tools as necessary to retrieve items from the broken glass container. Never use bare hands.

Marked waste receptacles should be used to dispose of any waste chemicals.

Equipment should be inspected periodically to ensure continued performance as designed. If the equipment is not working properly, the laboratory supervisor should be notified and the equipment removed from service.

Permissible Exposures(Institution name) requires that exposures to chemicals not exceed permissible exposure limits specified under 29 CFR Part 1910 Subpart Z and the 28 substance-specific standards. Further, our campus policy states that maximum concentrations will be one-half the PEL as set forth in 29 CFR Part 1910 Subpart Z. In instances where this threshold of one-half the PEL is exceeded, engineering controls, modified work practices and/or personal protective equipment shall be employed.

Particularly Hazardous SubstancesOur campus recognizes that certain chemicals are considered “Particularly Hazardous Substances,” and additional controls shall be employed whenever use of these substances is required. Particularly Hazardous Substance chemical classes include the following:

9. Carcinogens—substances that cause cancer in organisms.

10. Reproductive Toxins—substances that affect reproductive capabilities, including chromosomal damage.

11. Embryo Toxins—substances that affect embryos and fetuses.

12. Severe Chronic Toxicity—substances that are toxic when exposed to a small amount over a long period.

13. Severe Acute Toxicity—substances that are toxic when exposed to a large single dose.

It is the policy of (institution name) to require employees handling or otherwise using “Particularly Hazardous Substances” to first obtain written authorization from the CHO prior to engaging in work with the substance. The following chemicals found at (institution name) are classified as “Particularly Hazardous Substances.”

Carcinogens (List of carcinogens)

Reproductive Toxins (List of reproductive toxins)

Embryo Toxins (List of embryo toxins)

Severe Chronic Toxicity (List of chemicals with severe chronic toxicity)

Severe Acute Toxicity (List of chemicals with severe acute toxicity)

Special Handling Procedures Work with particularly hazardous substances requires the use of special handling procedures. These include the following:

Establishment of a designated area for the use of high hazard substances

Signage and access control to the designated high hazard work area

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Containment devices, such as glove boxes

Isolation of contaminated equipment

Special attention to good laboratory hygiene

Prudent transportation of particularly hazardous substances, including minimizing the use of open containers

Specific planning for any spills or leaks

Specific storage and waste disposal practices

Personal Protective Equipment In an attempt to reduce the use of personal protective equipment, (institution name) employs the use of engineering controls whenever feasible to reduce exposure or potential exposure to employees/students. All containers marked with the Biohazard Label shall be handled using universal precautions (see Bloodborne Pathogens Control Plan, Appendix 16-A).

Personal Protective Glove SelectionDue to the wide variety of chemicals utilized in our laboratories, the following guidelines shall be followed with respect to glove selection. The supervising staff member shall determine which material(s) provides the most desirable protection from each of the chemicals utilized in the laboratories by consulting with the CHO. The Degradation/Permeation Time Key for each chemical will be used to determine which material provides maximum protection and will include the length of time the material provides protection.

The Chemical Hygiene Officer has completed a Chemical Glove Selection Chart of the chemical compounds used in our laboratories. This chart is prominently displayed as a point of reference for employees/students in (location of chart). It is the responsibility of the CHO to display and maintain this chart.

Gloves are stored in the following area(s): (Location(s) where protective clothing is stored)

Other Personal Protective Clothing and EquipmentEmployees and students working in laboratory areas shall wear laboratory coats. Employees and students working in areas where fume elimination hoods are present shall wear protective eyewear and chemical resistant lab aprons.

Lab coats, aprons and protective eyewear are stored in the following area(s): (Location/s where protective clothing is stored)

Disposal of Personal Protective Clothing and EquipmentUpon completion of a specific task, or at the end of each day’s activity, employees and students are responsible for disposing of contaminated personal protective equipment in appropriately labeled containers designed for such disposal.

Restocking Personal Protective Clothing and EquipmentThe Chemical Hygiene Officer or his/her designee shall be responsible for restocking personal protective clothing and equipment. Any malfunction or inappropriate breakdown of protective clothing or equipment must be immediately reported to the CHO. The CHO shall notify Purchasing and the appropriate corrective actions shall be taken. Department managers are responsible for assessing personal protective equipment use in their department and annually budgeting for this expense.

HousekeepingDue to the hazards associated with laboratory work, strict housekeeping practices shall be enforced at (institution name). The CHO is responsible for routine inspections of laboratory areas to determine if proper housekeeping practices are being employed. In addition, the CHO will perform a formal laboratory housekeeping and chemical hygiene inspection semiannually. Results of these inspections shall be documented on an inspection form.

The following housekeeping policies are to be adhered to by all employees and students at all times:

XXXXXXXXXXXXXX. Work areas shall be kept as clean as possible at all times.

YYYYYYYYYYYYYY. Upon completion of the activity, it is the responsibility of employees and students to clean their areas of all chemicals and equipment.

ZZZZZZZZZZZZZZ. Chemicals shall be appropriately labeled and stored at all times when not in use.

AAAAAAAAAAAAAAA. Equipment and materials shall be appropriately stored at all times when not in use.

BBBBBBBBBBBBBBB. Any spilled materials shall be promptly cleaned up and disposed of in accordance with proper procedures. If individuals are not sure of those procedures, they should ask their supervisor.

CCCCCCCCCCCCCCC. Hazardous waste shall be disposed of in accordance with campus standard operating procedures.

DDDDDDDDDDDDDDD. Unlabeled containers shall be appropriately labeled upon discovery. Whenever the contents of the container is not known, the container shall be labeled as an unknown, moved to the pre-analysis storage area and an analysis of the contents shall be performed and the container labeled accordingly. Under these circumstances, the unknown container shall be handled

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as if the contents were highly toxic and the highest level of personal protection available in the laboratory shall be used.

EEEEEEEEEEEEEEE. Chemicals and materials no longer needed shall be disposed of appropriately and promptly.

FFFFFFFFFFFFFFF. Floors shall be regularly swept and cleaned. Rugs or other floor coverings that are not specifically designed for laboratory work shall not be permitted.

GGGGGGGGGGGGGGG. Exits and access to emergency equipment such as eyewash stations and fire extinguishers shall never be blocked.

HHHHHHHHHHHHHHH. Never store equipment or materials in a hallway or stairway.

IIIIIIIIIIIIIII. Eyewash stations shall be inspected a minimum of monthly to ensure good working order. This inspection is the responsibility of the CHO. All other safety equipment shall be inspected monthly by the CHO.

JJJJJJJJJJJJJJJ. All glassware shall be promptly cleaned and stored upon completion of use. Any damaged or permanently stained glassware shall be discarded in an appropriate container.

Chemical Spills, Releases and AccidentsTelephone numbers of the laboratory supervisor, campus security and emergency response personnel will be posted at the lab entrance and near the telephone, if the lab is so equipped. The list is updated as often as there are any changes.

In the event of a fire, the safety of all lab occupants is the foremost consideration. If the fire is small, it can be extinguished by a portable extinguisher, assuming training has been provided in the use of an extinguisher. Only make an effort to put the fire out after emergency responders (911) are called and the rest of the personnel in the lab are evacuated.

In the event of a spill or leak, the level of response will be dependent on the type and size of the release. The CHO should be notified and if there is any doubt as to the seriousness of the spill, notify designated first responders and describe the extent of the spill/leak.

In the event of skin contact between a lab worker or student and a chemical, flush the skin with cool flowing water for several minutes. All users should be familiar with the location and operation of the emergency eyewash systems and emergency showers. Notify the laboratory supervisor as soon as possible for further instructions.

Medical SurveillanceNote: Before undertaking any program requiring this level of medical monitoring, the proposed medical surveillance should be reported to EIIA for the underwriter’s approval. Depending on the type of chemical, the frequency of use and the duration

of use, it may be necessary to provide medical surveillance for employees and students.

The following operations when conducted may expose employees above their permissible exposure limit (PEL) and may require the implementation of our Medical Surveillance Program.

(List of operations)

Medical examinations shall be provided annually to all affected laboratory users unless the attending physician determines otherwise. Employees and students enrolled in our Medical Surveillance Program shall be provided an exit physical upon termination of employment, reassignment of duties, retirement or whenever there is a change in exposure level. The CHO shall be responsible for coordinating the Medical Surveillance Program for employees and students.

In addition, examinations will be provided to all affected laboratory users under the following conditions:

– Whenever a user develops symptoms associated with exposure to a hazardous chemical to which the user may have been exposed in the lab.

– When exposure monitoring reveals an exposure level routinely above the action level or PEL for an OSHA-regulated substance, for which there are exposure monitoring and medical surveillance requirements.

– Whenever an event such as a spill, leak or other event takes place that increases the likelihood of a hazardous exposure.

Employee/Student Training(Institution name) is committed to accident prevention and understands the importance of providing employee training for recognizing workplace hazards and equipping employees with the knowledge to protect themselves from these hazards. Therefore, training will be provided in conjunction with Hazard Communication training (OSHA 29 CFR 1910.1200) to every employee whose institutional activity falls under this Standard. Training will be provided to employees and students whenever they are initially assigned to a laboratory work area and whenever a new work assignment creates new exposure situations. Employees and students shall have the documented refresher training annually.

The following information will be conveyed to employees and students who attend training under this Standard:

KKKKKKKKKKKKKKK. The contents of OSHA’s 29 CFR 1910.1450 Occupational Exposure to Hazardous Chemicals in Laboratories Standard.

LLLLLLLLLLLLLLL. The physical and health hazards associated with the chemicals found in our laboratories and the measures employees are required to take to protect themselves from these hazards, including procedures for employing appropriate work practices, emergency procedures and personal protective equipment.

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MMMMMMMMMMMMMMM. Signs and symptoms of exposure to the chemicals utilized in our laboratories.

NNNNNNNNNNNNNNN. Standard Operating Procedures (SOPs) for handling chemicals in our laboratories.

OOOOOOOOOOOOOOO. The details of our campus Chemical Hygiene Plan including location and availability of the Plan.

PPPPPPPPPPPPPPP. The location of Material Safety Data Sheets and other references for information on hazards, safe handling, storage and disposal of chemicals found in our laboratories.

QQQQQQQQQQQQQQQ. The permissible exposure limits for OSHA-regulated substances and the recommended exposure limits for other hazardous substances found in our laboratories.

RRRRRRRRRRRRRRR. Methods employed by our campus to detect the release or presence of a hazardous chemical such as monitoring, visual appearance or odor.

SSSSSSSSSSSSSSS. Good laboratory work practices.


Appendix 14-B

Sample Laboratory Safety Inspection Form

Sample Laboratory Safety Inspection FormLocation: Today’s Date:

Supervisor Name: Inspector Name:

Supervisor Title: Inspector Title:

Department: Department:

Phone/e-mail: Phone/e-mail:

General Safety Yes No NA Comments

Door signs list laboratory personnel names and phone numbers; special hazards identified?

Door signs have current information (updated at minimum in yearly intervals)?

Housekeeping satisfactory, including no excessive storage?

Glass bottles, if stored on the floor, are protected from breakage?

Mechanical equipment is appropriately guarded?

Aisles and exits are unobstructed?

All food and beverage items, containers and utensils are stored and used in an officially designated area that is separated from the laboratory work area and laboratory refrigerators?

Vision is unobstructed in the laboratory door windows needed for emergency response personnel?

Materials are stored in such a way that they are stable and secure against sliding, collapse, falls or spills?

Ceiling tiles are in place?

Any equipment used in unattended operations has automatic shut-off?

Electrical Safety Yes No NA CommentsCircuits are properly loaded (including power strips)?

Cords of all electrical equipment in good condition?

Cords are used properly (i.e., kept clear of aisles, sinks and heat sources)?

Any cut-off switches are readily accessible?

Electrical equipment used in wet locations (within six feet of water) is properly grounded (GFCI protected)?

Extension cords are used only for temporary purposes?

Any extension cords in use are three-wire?

Spark-producing equipment is not used in areas where flammable gases or liquids are used or stored (i.e., in laboratory chemical fume hoods)?

Emergency/Safety EquipmentAll fire alarm pull stations are unobstructed?

Suitable fire extinguishers are available where flammable or combustible liquids are used or stored?

Fire extinguishers are available, unobstructed and mounted properly?

Fire extinguisher pressure gauge (if present) is in the normal range and tie (if present) is not broken?

Fire extinguisher service date is current?

There is presence of obvious physical damage to the fire extinguisher?

Emergency contact information (i.e., 9-911) is posted by phone?

Eyewash is available and unobstructed?

Safety shower available and unobstructed?

Eyewash and safety shower are tested periodically?

First aid kit is available and stocked?

Spill clean up kit is available and stocked?

The following personal protective equipment is available and in good condition: laboratory coats or aprons, safety glasses/goggles, full face shields, gloves appropriate for particular chemical or biohazard, respirator (users must be trained)?

Fume hoods inspected within last 6 months?

Chemical storage in hoods is kept to a minimum?

Hood is equipped with a flow alarm monitor?

Storage is to the rear of the hood?

Safe sash height is being observed?

Other local exhaust properly functioning?

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Yes No NA CommentsFilters labeled with maintenance schedule (ductless hoods)?

Biological Safety Cabinets have been certified within the last 12 months (check certification sticker)?

Biological SafetyLaboratories have doors for access control?

Each laboratory contains a sink for handwashing?

The laboratory is designed so that it can be easily cleaned. No carpets or rugs are present?

Bench tops are impervious to water and resistant to moderate heat and chemicals used for decontamination of work surfaces and equipment?

Laboratory furniture is capable of supporting anticipated loading and uses. Chairs used in laboratory work are covered with non-fabric material that can be easily decontaminated?

If the laboratory has windows that open to the exterior, they are fitted with fly screens?

Durable, leak-proof containers are available to transport waste to the autoclave for decontamination?

Sharps disposal containers are present for the proper disposal of laboratory sharps?

All containers and bags used for waste collection are closable and prominently display the international biohazard symbol?

Disinfectant is available for daily work surface decontamination and spill clean up?

Chemical SafetyChemical Hygiene Plan (CHP) is available?

Refrigerator used to store flammables is designed or appropriately modified for flammable storage, or is explosion-proof?

Chemical storage is in cabinets or stable shelving?

Chemicals are stored by compatibility?

Hazardous materials are stored in approved containers with secondary containment if necessary.

Liquid chemicals (no hazard rating above 2) if stored on floor is in secondary containment.

Chemical contained in manufacturer’s containers are marked with chemical name, date opened/received, and expiration date noted (if applicable).

Working solution containers marked with label containing:

Name of chemical Name of PI or person placing chemical into

container. Date chemical is placed into container Expiration date (if applicable).

Yes No NA CommentsNo more than 10 gallons of flammable/combustible liquid stored outside an approved safety can or flammable cabinet. (25 gal if in approved safety can)?

Flammable cabinet(s) doors kept closed, with vent plugs in place?

One gallon or larger containers not stored higher than 5 feet or shoulder level of any lab staff?

All reagents stored on wall mounted shelving with ½ inch lip?

Only non-hazardous working solutions kept on center aisle shelves?

Chemicals stored away from sunlight, heat, or ignition sources?

Peroxide forming compounds dated when opened, and placed for disposal at expiration?

Picric acid and strong oxidizers dated when opened, periodically checked for crystallization and placed for disposal at expiration or crystallization?

Perchloric acid is used only in a perchloric acid hood?

Use of extremely hazardous, highly toxic chemicals and carcinogens approved by the Institutional Chemical Safety Committee?

Spill kits are on hand and accessible?

Integrity of containers is good or they are placed for disposal.

Peroxidizable chemicals are dated when opened and tested for peroxides every six months after that?

All chemical containers are in good condition?

All chemical (including waste) containers are sealed when not in immediate use (no funnels left in place)?

Chemical inventory is available (not mandatory but recommended)?

Gas cylinders (at all times) and lecture bottles (when in use) are fastened securely?

All mercury devices (thermometers, gauges, switches, etc.) that can be replaced with a mercury-free alternative have been replaced?

Mercury thermometers are not present in heated ovens?

Traps are used when house vacuum is utilized for aspiration, filtering, etc. of any liquids?

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Revised 10/05

Radiation Safety Yes No NA CommentsContamination surveys are performed and documented as specified in permit conditions?

Records of radioactive materials inventory and use are maintained?

Radioactive waste receptacles are labeled and contents are recorded?

Protective clothing is available and used?

Absorbent paper, shielding, and handling devices are used when appropriate?

Radioactive material is secured when not attended?

This checklist covers general laboratory safety as well as basic biological, chemical, and radiological safety concerns that are common to most laboratories. Individual laboratories or departments may need to add items to this checklist to address specific concerns that may be unique to the laboratory or department.

Instructions for Sample Laboratory Safety Inspection FormThe following briefly describes what are some typical items that should be checked during a typical laboratory inspection (for general laboratory safety and chemical safety only – biological and radiation safety issues are not addressed). The categories follow the sample form line by line.

General Safety– Door signs list laboratory personnel names and phone numbers, as well as special

hazards. The names and phone numbers (office and home) of the principal investigator and other knowledgeable employees/students should be listed on the front of the sign and the appropriate hazards checked on the back of the sign. The sign should be posted either in a three-card slot near the door, in an alternative card holder next to or on the door, or taped to the door in a way that emergency personnel can remove it in order to view the back side for hazards (if card holder is not available).

– Door signs have current information . All door signs should be checked for accuracy on a yearly basis and should be dated when posted/updated. Additionally, the information should be updated whenever the contact or hazard information changes.

– Housekeeping is satisfactory . Floor space and bench space should not be cluttered with excessive storage. Physical hazards should be minimized (e.g., tripping hazards, items that could fall on someone, etc.), and combustible/flammable materials should not be stored in excessive amounts.

– Glass bottles stored on the floor are protected . If glass bottles must be stored on the floor, they must be in a secondary container such as a sturdy cardboard box that would minimize accidental breakage. If the glass bottles contain liquids, the secondary container will need to be able to contain the bottle and contents if breakage should occur.

– Mechanical equipment is appropriately guarded. Any equipment that is belt-driven should have belt guards in place (e.g., vacuum pumps, Parr shakers, etc.). Grinding wheels should have a chip guard in place and moving blades should also have guards in place. Other equipment should be guarded as needed.

– Aisles and exits are unobstructed. There should be no objects that block movement through aisles or exits. Emergency personnel should be able to access all areas of the laboratory through all exit doors and should be able to move freely in the aisles when smoke may be present.

– All food and beverage items are kept away from laboratory work areas. Food and beverages are forbidden in laboratory work areas. Labs may designate a specific area for food and beverage consumption/storage, provided that the area is clearly marked and chemicals and other laboratory materials are forbidden from that area. Food and beverage must not be stored in refrigerators that also store biological, chemical or radioactive materials.

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– Vision unobstructed in laboratory door windows . There should be no objects blocking vision through windows in the laboratory doors. In the event of an emergency, response personnel will need to quickly see inside the laboratory to assess the situation, before entering the laboratory.

– Materials are stored to prevent sliding, collapse, falls, or spills. Materials should not be stored in such a way that they could accidentally slide, collapse, fall, or spill.

– Ceiling tiles are in place. Ceiling tiles should not be moved. It can interfere with appropriate airflow in the laboratory.

– Any equipment used in unattended operations has automatically shut-off . Any equipment that is used when unattended should have an automatic shut-off to prevent situations that might result in fire or other emergencies. Examples include electrophoresis auto shut-off and heating baths over-temperature shut-off (for when water completely evaporates).

Electrical Safety– Circuits are properly loaded . Electrical circuits should not be overloaded.

Overloaded is defined as excessive electrical cords plugged into a circuit through the use of adapters, which allow multiple plug capability. Power strips with circuit breakers can be used, but should not be used in a series or with adapters. Three-to-two prong adapters should never be used to plug a three-wire plug into a two-wire system.

– Cords of all electrical equipment are in good condition . Cords should be inspected for any damage. Cords with damage to the insulation (i.e., wires are visible or tape is needed to hold it together) or frayed cords should be replaced immediately. Equipment with cords that have obvious shorts should also be taken out of service until cords are replaced.

– Cords are used properly . Cords should be kept clear of aisles (trip hazard), sinks, and heat sources.

– Any cut-off switches are readily accessible . Access to cut-off switches should not be obstructed.

– Electrical equipment used in wet locations (within six feet of water) are grounded properly (GFCI protected). GFCI protection must be used for electrical appliances that will be operated within six feet of water.

– Extension cords used only for temporary purposes . Electrical equipment should be located such that extension cords are not needed on a permanent basis; or, an outlet should be installed close to the equipment. Power strips with circuit breakers are acceptable to use but should not be connected in a series or to an extension cord.

– All extension cords are three-wire . All extension cords should be three-wire and not two-wire.

– Spark-producing equipment is not used in areas where flammable gases or liquids are used or stored. Spark-producing equipment, such as Variacs, should not be located in an area where flammable gases or liquids are stored or used (e.g., laboratory chemical hoods).

Emergency/Safety Equipment– All fire alarm pull stations are unobstructed : self-explanatory.

– Suitable fire extinguishers are available where flammable or combustible liquids are used or stored. In general, fire extinguishers suitable for the hazard to be protected should be available.

– Fire extinguishers are available, unobstructed, and mounted properly . Fire extinguishers that are appropriate for the hazard associated with the laboratory should be present. They should also be in an obvious and accessible location near the exit door and/or near the hazard. They should be mounted on the wall and not sitting on the floor.

– Fire extinguisher pressure gauge (if present) is in the normal range and tie (if present) is not broken. Check indicators (if present) on fire extinguishers to be sure that the pressure gauge is in the normal range. If the indicator is not in the normal range and/or the tie is broken, the extinguisher needs to be serviced.

– Fire extinguisher service date is current : The fire extinguisher should be tagged with an inspection date within the last year.

– There is presence of obvious physical damage to the fire extinguisher : Confirm that seals or tamper indicators are intact. Check that extinguisher operating instructions are legible and face forward. Note any obvious physical damage. Confirm that the Hazardous Material Identification System label is in place.

– Emergency contact information (e.g., 9-911) is posted by phone . Emergency phone numbers should be posted by or on all phones in the laboratory.

– Eyewash is available and unobstructed . Eyewashes should be in accessible, unobstructed locations that require no more than 10 seconds to reach. Eyewash locations should be identified with a highly viewable sign that is visible within the area served by the eyewash.

– Safety shower available and unobstructed . Safety showers should be in accessible, unobstructed locations that require no more than 10 seconds to reach. Safety shower locations should be identified with a highly visible sign that is visible within the area served by the safety shower.

– Eyewash and shower tested periodically . Eyewashes and safety showers should be periodically tested. Testing date should be recorded on a tag or sheet that is posted on or near the eyewash and/or safety shower.

– First aid kit is available and stocked . First aid kit should be accessible and contents kept stocked. If hydrofluoric acid is used in the laboratory, calcium gluconate gel (two-year shelf life) should also be kept in the first aid kit.

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– Spill clean up kit is available and stocked . Spill clean up kits should contain appropriate materials to clean up spills that could occur in the laboratory. When materials are used, they should be re-stocked immediately. Spill kit materials should be evaluated for compatibility with the hazards in the laboratory that might require clean up. Universal sorbents, such as 3M Powersorb and spill pads are recommended for spill kits.

– The following personal protective equipment is available as needed : laboratory coats or aprons, safety glasses/goggles, full face shields, gloves appropriate for particular hazard, respirator (users must be trained).

Laboratory coats or aprons provide adequate coverage (length is appropriate).

Safety glasses/goggles/face shields should be checked for condition of visibility and straps. An appropriate number of visitor safety glasses should be available.

Gloves:

For use with chemicals Various types of gloves are required for various chemicals. Latex gloves are not good for all-purpose chemical protection. If gloves are disposable, they should not be reused. Reusable gloves should be checked routinely for holes/leaks.

For used with biological materials – Single-use disposable laboratory gloves are generally adequate. Because of potential allergic reactions, alternatives to latex gloves should be provided. Nitrile gloves are recommended. If reusable gloves are used, they must be decontaminated after each use.

– Chemical hoods have been inspected in the last 6 months . A certification sticker that has been dated during the past 6 months should be on the hood.

– Chemical hoods are free from excessive storage . Excess chemicals and/or equipment should not be stored in the hood, especially if it blocks proper airflow (i.e., blocks back baffle). Large items that must be in a hood are recommended to be elevated approximately two inches on blocks or a stand with legs to allow air to flow beneath the item.

– Hood is equipped with a flow alarm monitor . It is important that each hood maintain a minimum airflow to purge harmful fumes and vapors from within the hood. Each hood should be equipped with a “low airflow” alarm to alert individuals to problems with hood ventilation.

– Storage is to the rear of hood . Storage needs to be located in the center of the hood for the ventilation system to work most effectively. Storage in the rear of the hood area may allow fumes and vapors not be drawn off properly.

– Safe sash height is being observed . The sash height needs to be monitored to assure proper ventilation is maintained within the hoods.

– Other local exhaust properly functioning . The local ventilation systems in the laboratory or other area in which the hood is located also needs to be working properly to remove any small amounts of vapors or fumes that may escape from

the hoods and to provide sufficient air to be drawn through the hood exhaust system

– Filters labeled with maintenance schedule . On ductless type hoods it is imperative that the maintenance schedule for cleaning or replacing filters is observed. Failure to do so will limit the effectiveness of the hood and may allow fumes or vapors to back up in the laboratory.

– Biological Safety Cabinets (BSCs) have been certified within the last 12 months . A sticker that lists the last certification date should be present on the cabinet. It is required that a BSC be certified at the time of installation, annually thereafter, and any time the unit is relocated.

Biological Safety– Laboratories have doors for access control . Access to the laboratory is limited or

restricted at the discretion of the laboratory director when experiments or work with cultures and specimens are in progress.

– Each laboratory contains a sink for handwashing . The sink should be kept stocked with soap and paper towels. A hand washing policy that directs staff and students to wash their hands after they handle viable materials, after removing gloves, and before leaving the laboratory should be communicated to all laboratory members.

– The laboratory is designed so that it can be easily cleaned . Spaces between benches, cabinets, and equipment should be readily accessible for cleaning. Carpets and rugs are prohibited because they are difficult to decontaminate.

– Bench tops are impervious to water and resistant to moderate heat and chemicals used for decontamination of work surfaces and equipment. Self-explanatory.

– Laboratory furniture is capable of supporting anticipated loading and uses. Chairs used in laboratory work are covered with a non-fabric material. Laboratory furniture should be sturdy and in good condition. Cloth-covered chairs are prohibited because they are difficult to decontaminate. Vinyl-covered chairs are acceptable.

– If the laboratory has windows that open to the exterior, they are fitted with fly screens. If installing screens is not an option, windows should be sealed shut.

– Durable, leak-proof containers are available to transport waste to the autoclave for decontamination. Secondary containment for autoclave bags helps prevent spills of material from unexpected holes or tears in the bag. Appropriate containers for transport include plastic or metal tubs. Do not place transport containers in the autoclave unless you are certain they are composed of “autoclavable” material. Note: if bags are heavy, use of a cart for transport is also recommended.

– Sharps disposal containers are present for the proper disposal of laboratory sharps . Self-explanatory.

– All containers and bags used for waste collection are closable and prominently display the international biohazard symbol. All bags used for waste collection

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must have the biohazard symbol printed on the bag. If the bag is kept in a container, the container should have a lid and also have the biohazard symbol prominently displayed. When not in use, waste containers waste should be kept closed.

– Disinfectant is available for daily work surface decontamination and spill clean up. Work surfaces should be decontaminated on completion of work, at the end of the day, and after any spill or splash of viable material with disinfectants that are effective against the agents of concern. For some organisms, 70% ethanol may be effective. For most organisms, a 10% bleach solution is effective. Note that bleach solutions should be prepared fresh each day.

Chemical Safety– Chemical Hygiene Plan (CHP) available . A current copy of the laboratory’s

chemical hygiene plan should be available to all laboratory personnel. All laboratory personnel should know the location of the CHP and be familiar with its contents. Personnel should also know how to obtain a Material Safety Data Sheet (MSDS) for any given chemical in the laboratory (a required part of the CHP).

– Refrigerator used to store flammables is designed or appropriately modified for flammable storage, or is explosion-proof. Flammable materials that must be kept in a refrigerator must be stored in one designed or modified for flammable storage or one that is explosion-proof. Typical refrigerators have ignition sources that are not suitable for flammable materials.

– Chemical storage is in cabinets or stable shelving . Chemicals should be stored in cabinets or stable shelving. Chemicals should not be stored on the floor or precariously on shelves where they could be knocked off or fall off.

– Chemicals are stored by compatibility . Chemicals should be stored by compatibility. Storage of incompatible chemicals together may result in unwanted and uncontrolled reactions should a leak or spill occur and the chemicals come in contact with one another. Chemicals in the following compatibility groups should be stored separately from each other:

Air reactives (pyrophorics)

Water reactives

Cyanides and sulfides

Acids, organic - inorganic

Bases

Toxics

Carcinogens

Reproductive hazards

Oxidizers

Flammables

Gases

Miscellaneous

– Hazardous Materials are stored in approved containers with secondary containment if necessary. Hazardous materials must be stored in containers that are specifically approved for that specific use in order to lessen the chance of a spill or release.

– Liquid Chemicals (no hazard rating above 2) if stored on floor is in secondary containment. It is allowable to store these materials on the floor in an approved storage area, provided the room or area is provided with a curb, dike or some other means to contain a spill or release of the liquid.

– Chemical contained in manufacturer’s containers are marked with chemical name, date opened/received, and expiration date noted. If chemicals are stored in the manufacturer’s containers, this information is necessary for proper storage, handling and disposal of the chemical.

– All contained substances are labeled . All containers of chemical, biological, and radioactive materials must be labeled as to the contents and its hazard category (refer to the compatibility chart). Even temporary containers should be labeled so that if an emergency arises, another person can identify what is in the container. For chemical waste, the container should describe the contents with the word “waste” (e.g., “waste acetone,” “waste halogenated solvents,” etc.).

– No excess flammable liquids are stored . Maximum quantities for flammable liquid storage are determined based on the type of laboratory inspected, the hazard classification of the flammable liquid, the container used for storage and the fire protection features of the laboratory.

– Flammable cabinet doors kept closed, with vent plugs in place. The doors to cabinets need to be kept closed and vent opening plugged to prevent the escape of flammable vapors from within the cabinet.

– One gallon or larger containers not stored higher than 5 feet or shoulder level of any lab staff. Storage of these containers at higher level increases the chance of spill or dropping the container and also increases the potential for injury to faculty, staff and students.

– All reagents stored on wall mounted shelving with ½ inch lip . The presence of a lip on the shelving will lessen the potential for the reagents falling off the shelf.

– Only non-hazardous working solutions kept on center aisle shelves. Center aisle shelves are more prone to having materials accidentally spilled, so hazardous working solutions should not be allowed in these locations.

– Chemicals stored away from sunlight, heat or ignition sources . Each of these items can initiate a reaction with specific chemicals.

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– Peroxide forming compounds dated when opened, and placed for disposal after expiration. Peroxide forming chemicals become unstable and dangerous after prolonged storage and require strict handling precautions.

– Picric acid and strong oxidizers dated when opened, periodically checked for crystallization and placed for disposal at expiration of crystallization. These chemicals may become unstable and dangerous after prolonged storage and when crystallization occurs and require strict handling precautions.

– Perchloric acid is used only in a perchloric acid hood. This acid is a very strong oxidizer and may react strongly when exposed to other materials, as such it is a best practice to segregate it from other materials in a separate hood.

– Use of extremely hazardous, highly toxic chemicals and carcinogens approved by the institutional Chemical Safety Committee. These materials pose physical hazards to students, faculty and staff and their use needs institutional approval.

– Spill kits are on hand and accessible. These materials are needed quickly in the event of a spill to mitigate its effects. The kits should be available and located within each lab or at a nearby location where they can be easily accessed.

– Integrity of containers is good or the containers are placed for disposal. Only containers that are in good condition are to be used. Containers that are damaged are more prone to leakage or breaking and should be identified for replacement and disposal.

– Peroxidizable chemicals are dated when opened and tested for peroxides every six months. Peroxidizable chemicals must be dated when opened. Once opened, peroxidizable chemicals should be tested every six months for the presence of peroxides, and they should be disposed if no longer needed or if they have formed peroxides.

– Chemical containers are in good condition . All chemical containers should be in good condition with no cracks, leaks and with the appropriate lid/cap. Any container that is not in good condition should be replaced immediately once noted.

– All chemical containers are sealed when not in immediate use . All chemicals and chemical waste should be stored in containers that can be sealed. Chemical waste containers are to be sealed at all times unless in immediate use. Immediate use means that a person is in the vicinity of the container and is actively adding or removing chemicals from the container.

– Chemical inventory is available (not mandatory but recommended) . Chemical inventories are recommended because they can assist the laboratory in keeping inventory low and prevent over-purchasing (waste minimization). In addition, inventories can sometimes be useful in responding to an incident in the lab.

– Gas cylinders (at all times) and lecture bottles (when in use) are fastened securely . Cylinders should be secured in an upright position. If the cylinder is not in use, valve caps should be in place. Cylinders with flammable contents should not be stored near cylinders with oxidizers (e.g., oxygen, bromine, chlorine, fluorine,

nitric oxide, etc.). Lecture bottles that contain extremely toxic or pyrophoric gases should not be stored in ventilated cabinets.

– All mercury devices-thermometers, gauges, switches, etc.-that can be replaced with a mercury-free alternative have been replaced. Mercury is a toxic material that should be eliminated whenever possible.

– Mercury thermometers are not present in heated ovens . Mercury thermometers should not be used in heated ovens. Broken thermometers in ovens pose a health hazard to everyone in the vicinity because the heat will volatize the mercury such that it can be breathed in. It will also contaminate the oven such that the oven will have to be disposed. Disposal of mercury contaminated items is very expensive.

– Traps are used when house vacuum is utilized for aspiration, filtering, etc. of any liquids. No liquids should be aspirated directly into the house vacuum lines. There is a potential of a reaction within the lines if laboratory personnel from different laboratories aspirate incompatible chemicals through the vacuum lines. It can also result in expensive repairs to the vacuum lines because of blockage.

Radiation Safety– Contamination surveys are performed and documented as specified in permit

conditions. Laboratories must perform and document surveys for radioactive contamination at least monthly and whenever quantities exceed thresholds specified in the laboratory’s Radiation Permit.

– Records of radioactive materials inventory and use are maintained . Laboratories must maintain records of the radioactive materials they possess and use, including records of liquid wastes disposed through the sanitary sewer.

– Radioactive waste receptacles are labeled and contents are recorded . Waste must be collected in appropriate receptacles and segregated according to half-life. Waste receptacles must be properly labeled and the contents of each waste parcel must be recorded.

– Protective clothing is available and used . Persons working with radioactive materials must wear laboratory coats, gloves, eyewear and footwear.

– Absorbent paper, shielding, and handling devices are used when appropriate . Benches, fume hoods, etc., where loose radioactive materials are used must be lined with absorbent paper. Sources with high levels of external exposure should be used and stored behind shielding and handled with appropriate tools to minimize exposures.

– Radioactive material is secured when not attended . Radioactive material must be attended by trained personnel or secured from removal when not attended. The laboratory should be locked when unattended.

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Appendix 14-C

Sample Laboratory Chemical Hygiene Program Self-Assessment GuideLaboratory:___________________________________ Date: ______________________

Completed by: ________________________________

Program Administration Yes No NA Comments

1. Do all research labs have a Chemical Hygiene Plan?

2. Does each lab have a designated Chemical Hygiene Officer or committee?

3. Is the CHO familiar with his/her chemical hygiene duties?

4. Is there a written Chemical Hygiene Plan?

5. Is the plan complete and up to date?

6. Is a documented program evaluation performed at least annually?Standard Operating Procedures: Yes No NA Comments

7. Are there written SOP’s covering the basic laboratory safety & hygiene practices?

8. Is there an adequate procedure for identifying hazardous substances used in the lab?

9. Are there written SOP’s for substances if handling procedures differ from basic SOP?

10. Are those SOPs practiced?Prior Approval Procedures: Yes No NA Comments

11. Are there any operations or activities, which required prior approval, before performed?

12. Are these procedures documented in CHP?Identification of Chemical Hazard Yes No NA Comments

13. Are labels left on incoming containers?

14. Are Material Safety Data Sheets accessible?

15. Are containers labeled with the material’s identification or main hazards?

Ventilation and Fume Hoods: Yes No NA Comments

16. Are lab hoods and local exhaust ducts provided where needed?

17. Does each hood have a continuous flow monitor?

18. Are lab hoods inspected annually?

19. Is the hood labeled with an up-to-date inspection sticker?

20. Are good lab practices observed?Personal Protective Equipment: Yes No NA Comments

21. Has the correct PPE been selected based on a hazard analysis or SOP?

22. Are gloves, glasses, faceshields, goggles and respirators available as needed?

23. Do lab workers use required PPE?Hygiene Practice: Yes No NA Comments

24. Is eating, drinking, smoking and cosmetic application restricted to non-chemical work areas?

25. Is food refrigerated separately from chemicals?

26. Is the lab neat, clean and orderly?

27. Are emergency eyewashes inspected weekly?

28. Are emergency showers inspected annually?Information and Training: Yes No NA Comments

29. Have all lab workers received chemical hygiene training at least once?

30. Is training documented using training rosters or signatures?

31. Is the training content adequate?

32. Has any objective air sampling been performed where an exposure may occur?

33. Is sampling repeated periodically when the action level is exceeded?Particularly Hazardous Substances: Yes No NA Comments

34. Have particularly hazardous substances been identified?

35. Are areas or hoods where these substances are in used posted with a designated area sign?

36. Have special procedures for these substances been identified?

37. Are special procedures in practice?Medical Consultation: Yes No NA Comments

38. Is medical consultation available to those routinely exposed more than the action level or PEL?

39. Is medical consultation available to those exposed during a spill or event?

40. Is there a written physician’s opinion on file for above examinations?Recordkeeping: Yes No NA Comments

41. Is there a list of persons covered by the Chemical Hygiene Program?

42. Is there Standard Operating Procedures available for review?

43. Is there a training attendance list?

44. Are the exposure monitoring results made available to the people for their review?

45. Are lab hood and local exhaust inspection documents available for review?

46. Is there a chemical spill report available for review?

47. Is there an established and written respirator program?

48. Is there a list when the CHO reviewed the CHP and respirator programs?

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Example questions which could be asked of laboratory personnel:

1. Where is the Chemical Hygiene Plan?

2. What particularly hazardous substances do you work with?

3. For what activities would you need prior approval by your supervisor or the Chemical Hygiene Officer?

4. Where are the written SOP’s for handling those particularly hazardous substances?

5. Where would you go to look up the general safety rules of the lab?

6. Who is the Chemical Hygiene Officer for your group?

7. Where is the closest emergency eyewash located?

8. Where is the closest fire extinguisher located?

9. Where are the MSDS’s kept?

10. When might you wear a respirator?

11. How do you know your lab hood is functioning properly?

12. What gloves would you wear for that task?

13. What would you do if you dropped a bottle of concentrated acid?

14. What are the signs and symptoms of overexposure to (select a substance)?

___________________________________________________________________________________________________________

NOTES:

Assessors Names:

Section 15

Compressed Gas Cylinders

IntroductionMany varied and useful gases are supplied to the Consortium institutions in compressed gas cylinders for use in the Physical Plant, Science and Dining Services departments. However, misuse can lead to serious injury or death. The purpose of this section is to provide basic guidelines for handling compressed gas cylinders in a safe manner.

Basic Guidelines for HandlersTTTTTTTTTTTTTTT. When a compressed gas cylinder is received, the

institution’s representative will perform a brief visual check to ensure that the cylinder is not damaged, leaking or showing any cracks on the neck or stem. Any of these will be reported to security and the supplier.

UUUUUUUUUUUUUUU. The label on the cylinder will be checked to ensure that the cylinder contains the proper gas. If the contents of the cylinder cannot be verified, the cylinder will not be used and will be labeled “Contains unknown gases”. The cylinder is to be returned to the supplier.

VVVVVVVVVVVVVVV. Before using any gas for the first time, its hazards will be identified and understood. These hazards include:

Flammability,

Whether it is poisonous or not,

Whether it will replace the oxygen in the room if accidentally released, and

Whether it will combine with other materials in the room to form a hazardous substance.

WWWWWWWWWWWWWWW. All users will review the Material Safety Data Sheet (MSDS) for the gas before using it for the first time.

XXXXXXXXXXXXXXX. At a minimum, all users will wear sturdy shoes when handling cylinders, including shoes with safety toes when necessary.

YYYYYYYYYYYYYYY. Users will always be sure to use a regulator with all cylinders of compressed gases, making sure it is the correct regulator for the gas in the cylinder.

ZZZZZZZZZZZZZZZ. Users will ensure that the cylinder cap is always screwed onto the tank when handling, storing or transporting the cylinder, thus protecting the neck against accidental breakage.

AAAAAAAAAAAAAAAA. Users will wear appropriate personal protective equipment (PPE) when handling gases. They will refer to the MSDS for the gas to know what PPE is required.

Cylinder StorageBBBBBBBBBBBBBBBB. Cylinders will be stored in compatible groups. For

example:

Flammables away from oxidizers

Corrosives away from flammables

empty cylinders apart from full ones

All cylinders away from corrosive vapors

CCCCCCCCCCCCCCCC. Oxygen cylinders are to be stored at least twenty feet away from combustibles or flammable gases, such as acetylene.

DDDDDDDDDDDDDDDD. If a twenty-foot separation cannot be maintained, a noncombustible barrier (at least one-half fire hour resistance rating) and at least five feet high is to be provided between the cylinders.

EEEEEEEEEEEEEEEE. All cylinders will be stored in an upright position in racks or secured with chains. This will keep them from falling over.

FFFFFFFFFFFFFFFF. Empty cylinders will be marked EMPTY or MT. Beware of “empty” cylinders, since once filled, a cylinder is never completely empty. Valves are to be closed on empty cylinders, to keep the remaining gas from leaking out. Empty cylinders are to be stored away from sources of heat and electrical wiring.

GGGGGGGGGGGGGGGG. Cylinders should be stored in defined locations away from elevators, stairs or other passageways.

HHHHHHHHHHHHHHHH. Assigned storage places should be located where cylinders will not be knocked down or damaged by passing or falling objects, or subject to tampering by unauthorized individuals.

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Cylinder Handling and UseIIIIIIIIIIIIIIII. A cylinder cart or dolly should be used to move a cylinder from one

point to another. Using the connecting straps to ensure that the cylinder remains securely attached to the cart/dolly.

JJJJJJJJJJJJJJJJ. Users will not drop, bang or otherwise abuse the cylinder.

KKKKKKKKKKKKKKKK. A protective cradle or secure hoist should be used to lift a cylinder, making sure to lift it from the bottom, rather than using the protective cap.

LLLLLLLLLLLLLLLL. The regulator should be removed and the valve protection cap secured in place before moving the cylinder, unless the cylinder is secured to a specially designed cart.

MMMMMMMMMMMMMMMM. The correct fitting is to be used to connect a gas line to a cylinder. If the fitting doesn’t set well, the connection will not be forced and where needed a new fitting should be used.

NNNNNNNNNNNNNNNN. Soapy water or other leak detection fluid should be used to check the tightness of connections, never a match or candle.

OOOOOOOOOOOOOOOO. Oil, grease and other hydrocarbon materials are to be kept away from valves, regulators and couplings.

PPPPPPPPPPPPPPPP. When opening a cylinder valve, the user will open it slowly and stand away from the face and back of the gauge. The user will open the valve to full open and then close it approximately ¼ turn. This will minimize the possibility that the valve will get stuck in the “open” position.

QQQQQQQQQQQQQQQQ. Flashback arrestors and reverse-flow check valves are required when using oxy-fuel systems for torch work.

RRRRRRRRRRRRRRRR. When a special wrench is used to open a cylinder or manifold system, the user will leave the wrench on the valve stem when in use. This will ensure that the wrench is always available to quickly shut off the gas supply in an emergency.

SSSSSSSSSSSSSSSS. No materials are to be stored on top of a cylinder, so not to damage the neck nor interfere with rapid closing of the valve in the event of an emergency.

TTTTTTTTTTTTTTTT. In addition to having an automatic gas shutoff, the system should also shut off automatically under conditions of high system pressure, high gas delivery pressure, loss of vacuum, loss of cooling or other conditions that could pose a hazard to the safety of the gas system.

UUUUUUUUUUUUUUUU. Areas where flammable gases are stored or used should be equipped with automatic sprinkler systems and smoke detector systems. These systems should be connected to the campus alarm system.

VVVVVVVVVVVVVVVV. Emergency eyewash stations and showers should be available in locations where corrosive gases are used or stored. These systems

should be inspected and test-flowed at least once a month with results documented.

WWWWWWWWWWWWWWWW. The exhaust fans should be connected to a source of emergency power to help clear the area of hazardous gases in the event of an emergency where normal operating power has been shut off.

XXXXXXXXXXXXXXXX. When done using a compressed gas, shut off the main cylinder valve first, then bleed off the regulator and lines and then close the regulator. The regulator should not be left under pressure by closing down the regulator without first shutting off the main cylinder valve.

Poisonous GasesSome gases are poisons. Their use requires us to take special precautions. Because we have some poison gases in use on our campus [List locations here], we will comply with the following guidelines:

YYYYYYYYYYYYYYYY. The institution should identify which poison gases may be in use. Common poison gases include arsine (AsH3), ethylene oxide (EtO), hydrogen cyanide (HCN), nitric oxide (NO) and phosphine (PH3). The user will refer to the MSDS to ensure that everyone who may deal with the gas knows its hazards and preventive measures to use to prevent injury.

ZZZZZZZZZZZZZZZZ. When first ordering a cylinder of a poison gas, find out from the distributor how to dispose of the cylinder when it is empty. The distributor should be able to receive the empty cylinder back or be able to suggest someone who will take it.

AAAAAAAAAAAAAAAAA. The institution should ensure that proper handling procedures are documented in their Chemical Hygiene Plan (refer to Appendix 14-A).

BBBBBBBBBBBBBBBBB. Campus Safety and community first responders are to be notified of the location, type and quantity of poison gases so that appropriate response procedures can be implemented if necessary.

CCCCCCCCCCCCCCCCC. Only trained and authorized users are permitted to use a poison gas. The Chair of the Chemistry Department maintains a list of authorized users.

DDDDDDDDDDDDDDDDD. Certain poison gases (e.g., ethylene oxide) may only be used if specific OSHA regulations are followed.

EEEEEEEEEEEEEEEEE. All laboratory fume hoods should be tested semesterly to ensure that they are exhausting air at the required ventilation rate, both before and during the time poison gases are being used.

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Section 16

Bloodborne Pathogens

IntroductionDiseases contracted through bloodborne pathogens, including acquired Immunodeficiency Syndrome (AIDS) and Hepatitis B pose a serious concern for staff, faculty and students exposed to blood and other potentially infectious materials and body fluids that may contain bloodborne pathogens.

Exposure to bloodborne pathogens may occur in many ways. Although needle sticks are the most common means of exposure, bloodborne pathogens can also be transmitted through contact with mucous membranes and non-intact skin.

OSHA’s standard applies to all faculty, staff and students who may reasonably anticipate skin, eye or mucous membrane contact with blood or other potentially infectious materials as a result of performing their duties. On a higher education campus, these individuals may include, but are not limited to, health service students, clinic workers, lab workers, nurses, athletic trainers, housekeeping personnel, physical plant personnel, residence personnel, security personnel and individuals trained in first aid/CPR, as well as medical professors and students.

PolicyAn individual should be assigned the responsibility for the overall administration of the Bloodborne Pathogens Program. The individual should be given the authority to organize an Advisory Committee to oversee the Program.

Program RequirementsThe Bloodborne Pathogens Standard 29 CFR 1910.1030 requires employers to develop a written Exposure Control Plan. At minimum, the Plan must include the following:

– The exposure determination


– The procedures for evaluating the circumstances surrounding an exposure incident

– The schedule and method for implementing sections of the Standard including:

1. Hepatitis B vaccination and post-exposure follow-up

2. Communication of hazards to exposed faculty, staff and students

3. Recordkeeping

The plan must be reviewed and updated at least annually or whenever new tasks and procedures affect occupational exposure. The Sample Exposure Control Plan provided in Appendix 16-A may be used to help in the institution’s compliance efforts.

Training and Information Web SitesOn-line training modules for bloodborne pathogens can be found at the following Web site:

http://www.pp.okstate.edu

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http://www.pp.okstate.edu/

Appendix 16-A

Sample Exposure Control Plan

Introduction(Insert institution name) understands the importance of protecting faculty, staff and students from occupational exposure to bloodborne pathogens. This Exposure Control Plan is written to increase the awareness of and the prevention of the infectious spread of AIDS, hepatitis and other diseases through exposure to blood, saliva and all other potentially infectious materials. This Plan is our institution’s written policy for implementation of procedures relating to the control of infectious disease hazards. This Plan includes provisions for the proper selection of personal protective clothing and equipment, labeling and signage requirements, exposure determination, housekeeping practices, recordkeeping procedures and training for all faculty, staff and students whose job or educational activities place them at risk for exposure to blood or other potentially infectious materials. Further, this Plan is to be utilized by any employee, staff or student of our institution who has been first aid/CPR trained and who has been granted permission to administer first aid/CPR on campus. OSHA establishes minimum requirements under 29 CFR 1910.1030, which shall be reviewed by department heads/supervisors/staff members who have or may have faculty, staff or students whom are affected by this requirement.

General ProvisionsThis Exposure Control Plan shall be reviewed annually and updated whenever necessary to reflect new or modified tasks and procedures. This review is the responsibility of (insert name and position).

This Plan is available to the Assistant Secretary and the Director of the National Institute for Occupational Safety and Health upon their request for examination or copying.

Exposure Determination(Insert name and position) is responsible for identifying all institutional activities and their associated tasks in which the faculty’s, staff and students’ performance of


the activity puts them at risk for occupational exposure. The following identifies institutional activities and associated tasks:

Institutional Activity Tasks1.2.3.4.

1.2.3.4.

1.2.3.4.

1.2.3.4.

Methods of Compliance

Universal PrecautionsIt is the policy of (Insert institution name) to require all faculty, staff and students to observe Universal Precautions to prevent contact with blood or other potentially infectious materials. Whenever a differentiation cannot be made between body fluid types, all body fluids shall be considered potentially infectious materials.

Engineering and Activity Practices4. (Insert institution name) provides hand-washing facilities throughout our

campus. Following are the locations where these hand-washing facilities can be found:

(Insert locations)

5. Whenever work is performed as identified under Exposure Determination, where there are no hand-washing facilities readily available, antiseptic soap and antibacterial wipes are provided.

Faculty, staff and students using the antiseptic soap and towelettes are required to wash their hands with soap and water as soon as possible upon completion of their work.

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6. Faculty, staff and students who are required to handle disposable contaminated needles or other contaminated sharps shall do so in a safe manner so as not to bend, recap or remove them from the immediate area. Further, they shall dispose of the contaminated items in a proper puncture resistant container that is correctly labeled as to its contents.

These containers can be found at the following locations:

(Insert locations)

It is the responsibility of (Insert name and position) to ensure that these containers are in good repair and that the contents are disposed of in accordance with 29 CFR 1910.1030.

7. Faculty, staff and students who are required to handle reusable contaminated needles or sharps are required to place these items in their puncture-resistant, labeled, leak-proof container as soon as possible after use.

These containers can be found at the following locations:

(Insert locations)

It is the responsibility of (Insert name and position) to ensure that these containers are in good repair and that the contents are disposed of in accordance with 29 CFR 1910.1030.

8. Eating, drinking, smoking, applying lip balm and handling contact lenses in work areas where there is reasonable likelihood of occupational exposure is prohibited.

9. Food items and drinks are never to be stored in refrigerators, freezers or on shelves or in containers, cabinets, counter tops, or bench tops where blood or other potentially infectious materials are present.

10. Whenever faculty, staff or students are engaged in work involving blood or other potentially infectious materials, they are required to do their part to minimize splashing, spraying, spattering or the generation of droplets of these substances.

11. Mouth suctioning or pipetting of infectious materials is prohibited.

12. Specimens of infectious materials placed in leak-proof containers during collection, handling, processing, storage, transport or shipping shall be done in the following manner and is the responsibility of (Insert name and position).

i. All containers shall be properly labeled.

ii. All containers shall be closed properly prior to storage, transport or shipping.



iii. If a container leaks or otherwise becomes contaminated, or whenever the specimen being stored could potentially puncture the primary container, it shall be placed in a secondary container to prevent leakage during handling, processing, storage, transport or shipping and this secondary container shall be properly labeled. Leak proof containers, both primary and secondary, can be found at the following locations throughout the campus:

(Insert locations)

iv. Equipment that potentially can become contaminated but cannot be decontaminated either in part or in full will be labeled to identify which portion of the equipment is contaminated.

Faculty, staff and students are required to convey this information to all affected employees prior to servicing, handling or other contact with equipment. In addition, faculty, staff and students are required to convey this information to outside service contractors and/or manufacturers prior to any contact with the equipment.

Personal Protective Equipment(Insert institution name) shall provide personal protective equipment to every faculty member, staff member or student whose institutional activities place them at risk for occupational exposure to bloodborne pathogens.

FFFFFFFFFFFFFFFFF. Personal protective equipment made available to faculty, staff and students of our institution may consist of, but is not limited to, the following:

Gloves

Masks

Boot Covers

Gowns

Eye Protection

Laboratory Coats

Mouthpieces

Hypoallergenic Gloves

Face Shields

Resuscitation Bags

GGGGGGGGGGGGGGGGG. (Insert name and position) shall be responsible for selecting personal protective clothing and equipment for each institutional activity and associated task based on the item’s ability to effectively prohibit the passing of blood or other potentially infectious materials through to the employee’s clothes, undergarments, skin, eyes, mouth or other mucous membranes during his/her normal work. He/she is also responsible for conveying to all affected

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faculty, staff and students the circumstances in which they are required to use the personal protective clothing and equipment.

HHHHHHHHHHHHHHHHH. (Insert Name of Institution) requires the use of personal protective equipment by every faculty member, staff member and student whose institutional activity demonstrates the potential for exposure. If an instance arises whereby a faculty member, staff member or student, through his or her professional judgment, deems it necessary to remove personal protective equipment in an effort to provide adequate health care or public safety services, the circumstances surrounding the incident shall be investigated utilizing the “Personal Protection Investigation Form.” (See Appendix 16-B) This investigation is the responsibility of the individual who made the judgment and is to be turned in to the individual’s immediate department head/supervisor as soon as possible after the incident.

IIIIIIIIIIIIIIIII.Personal protective clothing and equipment is located throughout the campus and can be found at the following locations:

(Insert locations)

JJJJJJJJJJJJJJJJJ. (Insert institution name) shall provide cleaning, laundering, repair, replacement and disposal of personal protective clothing and equipment as needed to maintain effectiveness and at no cost to faculty, staff or students of the institution.

1. (Insert institution name) requires faculty, staff and students to immediately remove all garments that have been penetrated by blood or other potentially infectious materials. Contaminated laundry shall be handled with a minimum amount of agitation to reduce the likelihood of further contamination. Upon removal of personal protective clothing, faculty, staff and students are instructed to place clothing in their appropriate containers.

It is the responsibility of (Insert name and position) to ensure that all containers are clearly marked for storage, washing, decontamination or disposal. Containers are located as follows:

(Insert locations)

2. (Insert institution name) shall provide washing and decontamination services:

In-house or Outside Subcontractor

In the event an outside subcontractor is utilized for off-site cleaning and decontaminating, the following subcontractor will be used.

(Insert name & position)

(Insert address)

(Insert telephone number of laundry facility)

The above named facility does does not utilize Universal Precautions in the handling of all laundry. In either event, contaminated laundry shall never be sorted or reused at its location of use. It is the policy of (insert institution name) to label all laundry in accordance with Universal

Precautions and OSHA 29 CFR 1910.1030(g)(l)(i). All contaminated laundry that presents a likelihood of container leakage or soak through shall be placed in a secondary container that prevents such leakage or soaking to the outside. Employees handling contaminated laundry are required to wear personal protective gloves at all times. In addition, employees handling laundry are required to wear the following personal protective clothing:

(Insert list of personal protective clothing)

HousekeepingKKKKKKKKKKKKKKKKK. (Insert institution name) requires faculty, staff and

students to clean and decontaminate all contaminated work surfaces upon completion of their activity work. Appropriate disinfectants are supplied by the institution and can be found at the following locations:

(Insert locations)

LLLLLLLLLLLLLLLLL. Surrounding work areas/surfaces that may have become contaminated must be cleaned and decontaminated at the end of each activity.

MMMMMMMMMMMMMMMMM. All protective coverings including plastic wrap, aluminum foil and imperviously backed absorbent paper utilized in covering equipment shall be replaced at the end of each activity or sooner when required and the old coverings disposed of in their appropriate containers.

NNNNNNNNNNNNNNNNN. Receptacles intended for reuse and having the potential for contamination shall be cleaned and decontaminated on a weekly basis. Further, this schedule of cleaning shall be posted at the locations of the receptacles.

OOOOOOOOOOOOOOOOO. In the event a receptacle is contaminated, the receptacle shall be cleaned/decontaminated immediately or as soon as possible following the incident. It is the responsibility of the faculty, staff or student performing the activity that caused the contamination to ensure that cleaning and decontamination is performed. Following are the procedures to follow when cleaning and decontaminating:

1. Broken glass shall never be handled directly. All broken glass shall be swept and discarded using a dustpan, tongs or forceps. Broken glass shall be discarded in appropriately identified and dedicated receptacles, such as color-coded metal trashcans with lids.

2. All reusable sharps, upon contamination, shall be stored and processed in containers in a manner prohibiting faculty, staff and students from placing their hand(s) into these containers. These containers are easily accessed by faculty, staff and students and are maintained in upright positions. In addition, they are to be replaced on a routine basis to prevent them from becoming over full. It is the responsibility of the following individual to ensure that this takes place:

(Insert name and position)

It is a further responsibility to:Page 16-8

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http://www.osha.gov/pls/oshaweb/owalink.query_links?src_doc_type=STANDARDS&src_unique_file=1910_1030&src_anchor_name=1910.1030(g)(1)(i)

3. Remove all such containers for storage and, prior to removal, immediately close container to prevent leakage or spillage.

PPPPPPPPPPPPPPPPP. Place into a secondary container if leakage or spillage is detected.

QQQQQQQQQQQQQQQQQ. Use only secondary containers that can be closed and are constructed to contain a primary container and prevent further leakage during handling, storage, transport or shipping.

RRRRRRRRRRRRRRRRR. Label containers as required by law (fluorescent orange or orange/red with letters and symbols in contrasting color).

Hepatitis B Vaccination and Post-Exposure Evaluation

General1. (Insert institution name) shall make available the Hepatitis B vaccine and

vaccination series to all faculty, staff and students who have occupational exposure.

2. The institution shall make available post-exposure evaluation and follow-up to any faculty member, staff member or student who has had an exposure incident.

3. All medical procedures as described in this Plan shall be scheduled at no cost to the faculty, staff or student and shall be provided during normal business hours by a licensed physician or health care provider. Following is the name of the medical facility utilized by our institution for the purpose of providing medical procedures described in this Plan:

(Medical facility name, address and telephone number)

4. All laboratory testing shall be conducted by an accredited laboratory as follows:

(Insert laboratory facility name, address and telephone number)

Hepatitis B Vaccination5. The Hepatitis B vaccination shall be made available to the faculty member,

staff member or student upon receipt of training and within 10 working days of the individual’s initial work assignment.

6. Faculty, staff and students may decline the Hepatitis B vaccination but are required to sign the attached “Hepatitis B Vaccine Declination” form (see Appendix 16-C). In addition, the institution shall make available the Hepatitis B vaccine to those individuals who initially declined the vaccine, but who are still covered under this standard and have changed their mind and agreed to the vaccine as outlined in this Plan.

7. (Insert institution name) shall provide the health care professional responsible for administering the Hepatitis B vaccination with a copy of the 29 CFR 1910.1030 regulation.



8. (Insert institution name) shall obtain and provide all exposed faculty members, staff members and students with copies of the evaluating health care professional’s written opinion, which shall be limited to whether the Hepatitis B vaccination is indicated for an individual and if the individual has received such a vaccination.

Post-Exposure Evaluation and Follow-up9. (Insert institution name) shall immediately make available a confidential

medical evaluation and follow-up to any faculty member, staff member or student who reports an exposure incident. This report can be made on the “Post-Exposure Evaluation” form (see Appendix 16-D) and must include the following:

a. Documentation of routes of exposure.

b. Description of the circumstance surrounding exposure.

c. Identification and documentation of the source individual, unless it is established that identification is not feasible or is prohibited by state or local law.

10. The source individual’s blood shall be tested as soon as possible following the exposure incident and after consent is obtained to determine HBV and HIV infection. If consent is not obtained, documentation that legally required consent could not be obtained must be made. If HBV and HIV status of the source individual is already known, repeat testing is not required.

11. Results of the source individual’s testing shall be made available to the exposed individual, who shall be informed of applicable laws and regulations concerning disclosure of the identity and infectious status of the source individual.

12. The exposed individual’s blood shall be collected and tested, upon consent being granted, as soon as possible after the exposure incident. In the event the individual does not grant permission for HIV testing, the blood sample shall be preserved for a period of 90 days, during which period of time the individual may change his/her mind and request testing.

13. Measures designed to preserve health and prevent the spread of disease, when medically indicated, shall be offered and shall include counseling and an evaluation of the reported illness.

14. The department representative tells the Business Officer, who in turn notifies the appropriate workers compensation or general liability insurance carrier and EIIA.

15. (Insert institution name) shall provide the health care professional responsible for evaluating an individual after an exposure incident with the following information:

a. A copy of the OSHA 29 CFR 1910.1030 regulation.

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b. A description of the individual’s duties as they relate to the exposure incident.

c. Documentation of the routes of exposure and the circumstances surrounding the exposure incident.

d. Results of the individual’s blood testing if available.

e. All medical records relevant to the appropriate treatment of the individual including vaccination status.

This information can be furnished to the health care professional using the attached “Post-Exposure Evaluation” form provided in Appendix 16-D.

16. (Insert institution name) shall obtain and provide every member of the institution’s faculty and staff and all students with copies of the evaluating health care professional’s written opinion, which shall be limited to the following:

a. A statement that the institution’s faculty, staff and students have been informed of the results of the evaluation.

b. A statement that the institution’s faculty, staff and students have been told about any medical conditions resulting from exposure to blood or other potentially infectious materials which require further evaluation or treatment. All other medical findings or diagnoses shall remain confidential and shall not be included in the written report.

Medical Recordkeeping17. Medical records including the Social Security numbers of faculty, staff and

students; copies of the individual’s Hepatitis B vaccination status (dates); any medical records relative to the employee’s ability to receive the vaccination; results of examinations; medical tests; follow-up procedures; and the physician’s or healthcare professional’s written opinion shall be maintained for no less than 30 years for every faculty, staff and student of the institution who is affected by this Standard and who has been employed for more than one year.

18. Medical records for faculty, staff and students who have worked at the institution for less than one year shall be maintained for the duration of employment and given to the employee upon termination of employment.

19. All such medical records shall be maintained in the individual’s personnel/student’s file under a separate heading.

Access to Medical Records20. Medical records (copies) are made available to faculty, staff and students or

their authorized representative upon written request utilizing the “Release of Employee Medical Information Record Form” (see Appendix 16-E).

21. The institution’s safety and health professionals may access medical records on a “need-to-know” basis for the purpose of research and statistical studies.

These individuals are bound to the same confidentiality requirements as medical professionals.

22. Medical records, all or in part, may be released to our institution’s insurance carrier, legal counsel, employee relations representatives or other authorized representative in connection with disability, workers’ compensation claims or similar claims, active or pending, against the institution. Confidentiality is waived in such instances. However, the institution’s medical professional custodian of records shall take care to see that only information relevant to the claim is disclosed.

23. In the event of a medical emergency involving a faculty member, staff member or student where information in the individual’s medical record is deemed important to the immediate care of said individual, information contained in the record may be released upon request of the attending physician or responsible family member.

24. To preserve the confidentiality of faculty, staff and students, including medical students and professors, medical records will be released only upon written request or authorization of the faculty, staff or student, or as required by law through an order of a court of competent jurisdiction. However, before any medical record is released to a government agency without prior written faculty, staff or student consent, approval from the institution’s human relations and the legal counsel must be obtained in order to determine whether such agency request falls within the regulatory authority of the agency.

25. The institution may release institution-initiated, composite statistical data regarding occupational health matters. In all such instances, the information will not be in individually identifiable form. Faculty, staff or student consent is not required in such instances.

Labels and Signs26. All containers of regulated waste, refrigerators and freezers containing blood

or other potentially infectious materials and all other containers used for storage, transport or shipping of blood or other potentially infectious materials shall be clearly marked with a warning label. This warning label shall be fluorescent orange or orange-red with lettering or symbols in a contrasting color.

27. Wherever applicable, red bags or red containers may be used instead of the warning label.

28. (Insert name and position) is responsible for ensuring that all containers are properly labeled at all times.

29. Individual containers of infectious materials that are placed in labeled containers for storage, transport or shipping need not be individually labeled.

30. Regulated wastes that have been decontaminated need not be labeled or color-coded.

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31. Signs bearing the biohazard symbol shall be posted at the entrance to all areas where there is potential for occupational exposure to bloodborne pathogens.

Figure 16-A-1 Biohazard Symbol

Training32. (Insert institution name) shall provide training for faculty, staff and students

who, during the normal course of their duties, have potential for occupational exposure as defined under “Exposure Determination.” Faculty, staff and students are required to take part in this training as a condition of their education or employment.

33. (Insert name and position) is responsible for providing this training and is knowledgeable in the subject matter covered in the training program as it relates to the campus.

34. Training is provided at the time of initial assignment to tasks posing potential for occupational exposure and no less than annually thereafter.

35. Faculty, staff and students shall receive additional training whenever there are modifications made to their tasks or procedures that affect an individual’s risk of exposure.

36. (Insert institution name)’s training program shall include the following:

a. A copy of 29 CFR 1910.1030 standard.

b. A general explanation of how disease is spread and controlled in the population.

c. An explanation of how bloodborne pathogens are transmitted from one person to another.

d. An explanation of the institution’s Exposure Control Plan, including how to obtain a copy.

e. An explanation of methods used to recognize tasks and other activities that may place an individual at risk for exposure to blood and other potentially infectious materials.

f. An explanation of the methods and their limitations to be utilized to reduce or prevent exposure. These methods must include engineering controls, work practices and the use of personal protective clothing and equipment.

g. An explanation of the type of personal protective equipment available; its proper use; location of equipment; and procedures for removal, handling, decontamination and disposal of equipment.

h. An explanation of the basis for selection of personal protective equipment.


i. Information on the Hepatitis B vaccine; its effectiveness; its safety; its method of administration; its benefits; its availability to faculty, staff and students free-of-charge; and the individual’s option to refuse the vaccine (including signed statement).

j. An explanation of the appropriate actions to take and the person to contact in the event of an emergency involving blood or other potentially infectious materials.

k. An explanation of the procedures to follow if an exposure incident occurs including the method of reporting the incident and available medical follow-up.

l. An explanation of the faculty’s, staff’s and student’s responsibility for post-exposure evaluation and follow-up.

m. Information on signs and labeling requirements.

n. Interactive question and answer session.

Training RecordkeepingRecords of training shall be maintained, using the “Acknowledgment of Receipt of Training” form (see Appendix 16-F), in the individual personnel/student’s files for a period of three years from the date of training and shall include the following:

37. Dates of training.

38. Summary of training received.

39. Names and qualifications of the person conducting training.

40. Name and job title of person receiving training.

Training records shall be made available to the Assistant Secretary of Labor and the Director of the National Institute for Occupational Safety and Health upon their request.


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Appendix 16-B

Sample Personal Protection Investigation FormThe following information is necessary to properly investigate the lack of use of personal protective equipment that is supplied by the institution and is required to be used. This information is to be filled out by the faculty member, staff member or student, who in his/her own judgment and in this specific instance, determined that the use of such equipment would have prevented the delivery of health care or public safety services or would have posed an increased hazard to the safety of the individual or others at the institution.

1. Name: Date of Incident:

Please list the types of personal protective equipment that would have been required under normal circumstances and place a check next to each item which was removed or which you decided not to wear:

a. d.

b. e.

c. f.

2. Please describe the circumstances leading to the removal of or decision not to wear certain personal protective equipment:

3. Please describe how the use of personal protective equipment would have prevented the delivery of health care or public safety services or would have posed an increased hazard to the safety of the individual or others at the institution:

4. Please describe any changes that could be instituted to prevent such an occurrence from happening in the future:

Employee’s Signature Date

Submitted to:


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Appendix 16-C

Sample Hepatitis B Vaccine Declination FormIt is mandatory that this form be filled out by every individual, who under this Standard is offered the Hepatitis B Vaccine, yet refuses to have the vaccine administered.

I, ,(Print or type name of individual)

understand that due to my potential exposure to blood or other potentially infectious materials, I may be at risk of acquiring the Hepatitis B Virus (HBV) infection. I have been given the opportunity to be vaccinated with the Hepatitis B vaccine, at no charge to myself. However, I decline the Hepatitis B vaccination at this time. I understand that by declining this vaccine, I continue to be at risk of acquiring Hepatitis B, a serious disease. If in the future, I continue to have an exposure to blood or other potentially infectious materials and I want to be vaccinated with the Hepatitis B vaccine, I can receive the vaccination series at no charge to me.

___________________________________ _______________Signature of Employee/Student Date of Signature

___________________________________ _______________Signature of Witness Date of Signature


Appendix 16-D

Sample Post-Exposure Evaluation Form

Exposed Individual Name: Title:

Address: SS#:

Telephone Number: Emergency Contact Name:

Source Name: Employee of Institution? Yes No

Address: SS#:

Telephone Number: Emergency Contact Name:

Date of Exposure: Date of Evaluation:

Activities:

Circumstances Leading to Exposure:

Route of Exposure:

Source

Blood Test Date: Blood Analysis Result Date:

Blood Analysis Results:

Has source person been notified of results? Yes No Date of Notification:

Exposed

Blood Test Date: Blood Analysis Result Date:

Blood Analysis Results:

Has employee been notified of results? Yes No Date of Notification:

Has the appropriate Workers’ Compensation or General Liability insurance carrier been notified? Yes No

Date of Notification: (If not, notify and document!)

_________________________Authorized Institution Representative Date

_________________________

Exposed Individual Signature Date

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Appendix 16-E

Sample Authorization for the Release of Employee/Student Medical Record InformationI,

(Print or type individual’s name)

hereby authorize(Institution Name)

to release copies of the following medical information from my personnel records:

1.

2.

3.

4.

5.

Full Name of Institution

________________Signature of Requesting Individual Date of Request

________________Signature of Witness Date of Witnessing


Appendix 16-F

Sample Acknowledgement of Receipt of Training FormI hereby acknowledge receipt of training with regard to our institution’s Bloodborne Pathogens Exposure Control Plan. Specifically, I have been instructed to identify the institutional activity and associated tasks that place me at risk for exposure. Further, I understand how to protect myself through the use and implementation of specific engineering controls, work practices, personal protective equipment and clothing, housekeeping procedures and labeling and disposal requirements. Finally, I understand that the institution offers, at no cost to me, a Hepatitis B vaccination and if I decline the vaccination, I am required to sign the “Hepatitis B Vaccine Declination” form. I may, however, change my mind at some future date and will be provided the vaccination at that time.

Training was received on this day of , 20

Signature Date

Trainer’s Signature Date


Section 17

Personal Protective Equipment (PPE) and Hazard Analysis

IntroductionPrior to selecting any type of personal protective equipment, it is necessary to conduct a complete analysis of the type of hazards present throughout the campus. This requirement is not only a best practice, but is established under OSHA (29 CFR 1910.132) and extends to all faculty, staff and students who are or potentially are affected by hazards, both in the workplace and in educational settings. The application of the Standard’s requirements will help faculty, staff and students select a form of personal protective equipment based on the hazard it is intended to control or eliminate.

Ideally, the Institution will apply engineering controls wherever feasible to control or eliminate work-related hazards. If engineering controls cannot be implemented, work practices (administrative controls) should be investigated so they may be applied to control or eliminate hazards. Finally, after efforts to implement engineering controls and work practices have been exhausted and workplace hazards continue to be considered unacceptable, personal protective equipment should be used. This rationale should be applied to eye, face, head, hand, foot, hearing and respiratory protection.

Call or e-mail your EIIA assigned Director of Risk Management Services for a copy of your Institution’s claim history with respect to workers’ compensation.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus Personal Protective Equipment Program. The individual should be given the authority to organize an Advisory Committee to oversee the Program and conduct hazard assessments.



Hazard AssessmentHazard assessments should be conducted by a designated individual and should include each work area and educational setting on campus. In an effort to standardize hazard assessments and measure the actual or potential risk associated with a particular task or operation, a numerical value should be applied to each hazard classification associated with a given job task. In the larger scheme of safety and health management, the Institution’s ability to identify which job activities/tasks pose the most risk will be improved and the quality of the work/educational environment will also improve by being more effective in controlling or eliminating hazards.

In addition, Institution administrators and faculty will better understand what is involved in particular activities/tasks, that should ultimately help them match the right persons for the jobs/tasks. Hazard assessments should be conducted for each task assigned to each activity within designated work areas. Hazard classifications should include: impact, penetration, compression, chemical, heat, harmful dusts, radiation (ionizing, non-ionizing and light), electrical and any other hazard classification that may be unique to the activity.

Hazards should be rated according to the following scale:

0 = No hazard

1 = Light hazard

2 = Moderate hazard

3 = Considerable hazard

4 = Extreme hazard

A sample hazard assessment form that can be used is provided in Appendix 17-A.

Areas should be assessed individually to address specific hazards and collectively to evaluate an area’s hazard rank in comparison to all work areas on campus. A database of activities and the associated hazards should be maintained and updated as conditions change or an annual basis as a minimum. A sample Work Area Personal Protective Equipment Requirements form is provided in Appendix 17-B. Hazard classifications are explained below.

ImpactThe hazard classification for impact should be used to assess the various risks associated with machinery, equipment, tool use, objects and an employee’s position in relationship to the work being performed. Contusions, crushing, pinching, vibration and repeated shock are some of the harmful results that can be attributed to impact. Examples of impact hazards may include falling tools, materials and equipment.

This hazard can be found in all departments on campus.

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PenetrationThe hazard classification for penetration should be used to assess the various risks associated with machinery, equipment, hand tools, laboratory implements, materials and objects. Cuts, punctures and lacerations can result from objects penetrating clothing, personal protective equipment and footwear. Examples of penetration include razors, punches, powder-actuated tools, sharp metal surfaces/edges, etc. This hazard can be found in some degree in all departments on campus.

CompressionThe hazard classification for compression should be used to assess the risks associated with machinery, equipment, packaging, material handling vehicles and any other devices which when moving could pose a physical threat to faculty, staff and students. Examples of compression hazards include work involving printing presses, lifts and moving heavy goods such as furniture and materials.

Typical departments that may experience this hazard on campus are the Trades, Housekeeping, Groundskeeping, Art, Theater, Information Technology and Science Departments, as well as in the Mailroom.

ChemicalThe hazard classification for chemical(s) includes a wide variety of materials and conditions, which can be both physical and health hazards. To complicate the assessment, it should be recognized that not all individuals are similar with respect to how they may be adversely affected by a chemical, including concentrations that are published as safe, but may result in a worker experiencing symptoms. Risks associated with chemicals include contact, absorption, inhalation, ingestion and injection.

Examples of chemical hazards include, but are not limited to, corrosives, solvents, oils, fuels, drugs and biological agents. See Section 10 of this Manual for additional information on chemical hazards.

Typical departments on campus that may experience this hazard are the Science, Trades, Housekeeping, Groundskeeping, Art, Theater and Athletic Departments.

HeatThe hazard classification for heat should be used to assess the risks associated with equipment, electrical, liquid processes and any other heat generating mechanisms or devices. Examples of heat hazards include work involving the use of flame, hot liquids, boilers, ovens, motorized equipment, working outdoors in hot weather, etc.

Typical campus departments that may experience this hazard are the Trades, Groundskeeping, Science and Art Departments, as well as the Mailroom.

Harmful DustsThe hazard classification for harmful dusts should be used to assess various risks associated with operations where the generation of dust may produce a respiratory or contact hazard. The primary focus should be the source (type) and degree of its generation. Some examples of operations where harmful dusts can be generated include polishing, sawing, sanding, cleaning, glazing and grinding.

Typical departments on campus that may experience this hazard are the Trades, Housekeeping, Groundskeeping, Art, Theater, Art Departments working with ceramics and Science Departments.

A discussion of the specific hazards and suggested policies is provided in Appendix 17-H.

RadiationThe hazard classification for radiation includes light, infrared, ionizing and non-ionizing sources. Risk associated with many types of machinery and equipment involves radiation exposure. It is incumbent upon managers and supervisors to adequately assess this form of hazard and protect faculty, staff and students through the use of appropriate engineering controls, work practices, personal protective equipment or a combination of each. Some examples of radiation hazards include visual display terminals, lasers, microwave, open flames and power transmission.

This hazard may be present in all departments on campus.

ElectricalThe hazard classification for electrical should be used to assess the various risks associated with operations where exposure to electrical energy may pose a hazard. While a number of work activities are covered under the OSHA Lockout/Tagout (Control of Hazardous Energy) Standard 29 CFR 1910.147 (see Section 18 of this Manual), many other types of work tasks and operations expose faculty, staff and students to risk due to the presence of electrical energy. Some examples of operations where electrical hazards should be assessed include electrical panels, computers, most machinery, equipment and tool use.


MotionThe hazard classification for motion should be used to assess the risks associated with repeated motions used by faculty, staff and students operating a tool or machine, which can lead to a number of injuries collectively called cumulative trauma disorders. Cumulative trauma injuries are difficult to characterize because the appearance of symptoms will vary from person to person. Factors such as frequency of activity, forces applied and duration of force and activity require analysis. Some examples of operations where motion hazards exist are typing,

Page 17-4

Revised 10/05


painting, vacuuming, mopping, use of power tools and tool use (such as hammers and ratchets).


OtherThe hazard classification for “other” will be used to assess the operations unique to the campus. Managers or supervisors must always be aware of the potential risks associated with performing any operation and ensure the appropriate measures to protect faculty, staff and students are in place and have been communicated to those performing these tasks.

Appendix 17-A

Sample Certification of Hazard AssessmentDate:

Institutional Activity Being Evaluated:

Work Area Being Evaluated:

Job Task Being Evaluated:

Name of Person Conducting Assessment:

Place a check mark (√) next to every category that could pose a hazard to staff, faculty and students working in this area. Identify the sources responsible for contributing to this hazard. Upon completion, rate each hazard category on a scale of 0–4.

0 = No hazard1 = Slight hazard2 = Moderate hazard3 = High hazard4 = Extreme hazard

Note: Assignment of hazard rates may include numeric variation between the hazard scales. For example, a 1.5 rating would signify a hazard between slight and moderate.

Category: Impact Hazard Rate

Sources: (i.e., machinery or processes where any movement of tools, machine elements or particles could exist; or movement of personnel that could result in collision with stationary objects; sources of falling objects; or potential for dropping objects)

1.

2.

3.

4.

Category: Penetration Hazard Rate

Sources: (i.e., sources of falling objects or potential for dropping objects; sources of sharp objects which might pierce the feet or cut the hands)

1.

2.

3.

4.

Category: Compression (rollover) Hazard Rate

Sources: (i.e., sources of rolling or pinching objects)

1.

2.

3.

4.

Category: Chemical Hazard Rate

Sources: (i.e., types of chemicals utilized)

1.

2.

3.

4.

Category: Heat Hazard Rate

Sources: (i.e., sources of high temperatures that could result in burns, eye injury, heat exhaustion, dehydration or ignition of protective equipment)

1.

2.

3.

4.

Page 17-8

Revised 10/05

Category: Harmful Dust Hazard Rate

Sources: (i.e., sources of harmful dusts)

1.

2.

3.

4.

Category: Radiation Hazard Rate

Sources: (i.e., sources of light radiation including welding, brazing, cutting, furnaces, heat treating, high intensity lights, lasers, VDTs, etc.)

1.

2.

3.

4.

Category: Electrical Hazard Rate

Sources: (i.e., sources of electrical hazards in relation to location of faculty, staff and students and the work performed)

1.

2.

3.

4.

Category: Motion Hazard Rate

Sources: (i.e., sources of repeated motions relative to frequency of activity, force and duration)

1.

2.

3.

4.

Category: Other Hazard Rate

Sources: (i.e., sources of other hazards that may be present requiring the use of personal protective equipment)

1.

2.

3.

4.


Page 17-10

Revised 10/05

Appendix 17-B

Sample Work Area Personal Protective Equipment Requirements FormBased on the hazard assessment, the following types of personal protective equipment should be issued to faculty, staff and students performing the following tasks in the following areas (be specific):

Area:

Tasks:

1.

2.

3.

4.

Eye and Face Protection:

1.

2.

3.

4.

Head Protection:

1.

2.

3.

4.

Hand Protection:

1.

2.

3.

4.

Foot Protection:

1.

2.

3.

4.

Hearing Protection:

1.

2.

3.

4.

Respiratory Protection:

1.

2.

3.

4.


Page 17-12

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Appendix 17-C

Sample Eye, Face and Head Protection Policy

IntroductionThe proper use and selection of personal protective equipment (PPE) are integral parts of a comprehensive Safety and Health Management Program. Personal protective equipment is available for a variety of uses including eye and face protection, foot protection, hearing protection, respiratory protection, head protection and hand protection. This section will discuss the equipment available, proper selection and use of equipment and training requirements when applicable for eye, face and head protection.

Eye and Face Protection (OSHA 29 CFR 1910.133)

PurposeThe purpose of establishing eye and face protection policies is to prevent eye injuries resulting from contact with chemical or physical agents.

General Safety GuidelinesMany hazards, which may pose immediate and potentially irreversible eye damage, exist within a work environment.

Based on the hazard assessment conducted for specific tasks performed in particular work areas, faculty, staff and students are required to wear safety glasses at all times while working in the following areas and performing the following processes:

(Insert areas and/or processes)

All parents or visitors who enter these areas for any purpose are required to wear safety glasses at all times while in the area. Children are not permitted in areas where eye protection is required.


Obtaining proper eye protection is the responsibility of faculty, staff and students.

Faculty, staff and students who regularly wear eye protection are required to keep their safety glasses strapped around their necks at times when eye protection is not needed, so that it is readily accessible when the faculty, staff and students resume tasks requiring eye protection.

Selection of eye protection must suit the job at hand. When in doubt, contact your immediate department head/supervisor or instructor.

Adequate protection against the highest level of each of the hazards will be provided.

Faculty, staff and students whose vision requires prescription lenses must wear either a protective device fitted with prescription lenses or protective devices over regular prescription eyewear.

Wearing safety glasses is not normally required in offices, non-laboratory classrooms, lecture halls, locker rooms and break areas. However, activities such as maintenance work in these areas may require faculty, staff and students in these areas to wear suitable eye protection.

Eye and face protection should be inspected regularly for integrity. Defective or damaged eye and face protection should be immediately removed from service and replaced.

TrainingTraining should be provided to faculty, staff and students whose tasks require eye and face protection.

Upon completion of training, faculty, staff and students should demonstrate their knowledge of the proper use and care of eye and face protection and should be certified utilizing the attached training form (See Appendix 17-D).

Faculty, staff and students should be retrained whenever:

Changes in workplace conditions occur; or

Changes in use of personal protective equipment occurs; or

Faculty, staff and students demonstrate a lack of knowledge in the use and care of PPE; or

An introduction of a new chemical or physical agent requires additional training.

Head Protection (OSHA 29 CFR 1910.135)

PurposeThe purpose of establishing head protection policies is to prevent injury to the head, which may result from falling objects, electric shock or burns.

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General Safety GuidelinesHelmets or hard hats should be provided and their use required whenever working in the following areas:

(Insert areas)

Helmets and hard hats used to protect faculty, staff and students from falling or flying objects should meet ANSI, Z89.1-1997 (Industrial Head Protection). Helmets or hard hats used to protect faculty, staff and students from electric shock or burns should meet ANSI, Z89.2-1997.

Children are not permitted in areas requiring head protection.

Training41. Training should be provided to faculty, staff and students whose tasks require

the use of head protection.

42. Upon completion of training, faculty, staff and students should demonstrate their knowledge of the proper use and care of head protection and should be certified utilizing the Acknowledgement of Training form (see Appendix 17-D).

43. Faculty, staff and students should be retrained whenever:

- Changes in workplace conditions occur; or

- Changes in use of personal protective equipment occurs; or

- Faculty, staff and students demonstrate a lack of knowledge in the use and care of PPE.

44. Additional training aids/materials can be found at the following web sites;

http://toolboxtopics.com/

http://keats.admin.virginia.edu/

http://www.pp.okstate.edu/ehs/links

http://www.onlnesafetytraining.com/resources.htm

http://www.safety.vanderbilt.edu/training/index.htm

http://www.ehrs.upenn.edu/training.onlinetrain.html


http://www.ehrs.upenn.edu/training.onlinetrain.html

http://www.safety.vanderbilt.edu/training/index.htm

http://www.onlnesafetytraining.com/resources.htm

http://www.pp.okstate.edu/ehs/links

http://keats.admin.virginia.edu/

http://toolboxtopics.com/

Appendix 17-D

Personal Protective Equipment—Eye, Face and Head Acknowledgement of Training Form

(Insert institution name)

Personal Protective Equipment—Eye, Face and Head Acknowledgement of Training

I acknowledge receipt of training with regard to the use and care of the following types of personal protective equipment, which have been issued to me:

Eye Protection Head Protection

Face Protection

Training was received on this day of , year

Trainee Name and Signature Date

Trainer’s Name and Signature Date


Appendix 17-E

Sample Foot and Hand Protection Policy

IntroductionThe proper use and selection of personal protective equipment (PPE) are integral parts of a comprehensive Safety and Health Management Program. Personal protective equipment is available for a variety of uses including eye and face protection, foot protection hearing protection, respiratory protection, head protection and hand protection. This section will discuss the equipment available, proper selection and use of equipment and training requirements when applicable for foot and hand protection.

Children are not permitted in areas where foot and hand protection is required.

Foot Protection (OSHA 29 CFR 1910.136)

PurposeThe purpose of establishing foot protection policies is to prevent foot injuries resulting from contact with chemical or physical agents. Faculty, staff and students who are unsure of the type of or need for wearing foot protection should consult their department head/supervisor or instructor.

45. To avoid foot injuries resulting from the impact of falling tools or equipment, faculty, staff and students are required to wear steel-toed boots while working in the following areas:

(Insert areas)

46. Where potential exposure to chemical hazards or temperature extremes exists, faculty, staff and students are required to wear suitable chemical resistant boots or overshoes.

47. Under no circumstances are gym or tennis shoes, sandals, fancy lightweight or high-heeled shoes permitted in areas where specific foot protection requirements have been established.


Hand Protection (OSHA 29 CFR 1910.138)

PurposeThe purpose of establishing hand protection policies is to prevent hand injuries resulting from contact with chemical or physical agents. Faculty, staff and students who are unsure of need for or type of hand protection should consult their department head/supervisor or instructor.

48. To avoid hand injuries from chemicals, cold, heat, abrasive surfaces or sharp objects, faculty, staff and students are required to wear appropriate hand protection in the following work areas while performing the following tasks:

(Insert work areas and tasks)

49. Where exposure to chemicals is present, gloves suitable for use with the specific chemical are to be worn at all times.

Training50. Training should be provided to faculty, staff and students whose work requires

the use of hand or foot protection. Training will incorporate the following areas:

- Types of foot and hand protection

- How foot and hand protection is selected

- Chemical compatibility and protective material selection

- Degradation

- Penetration

- Permeation

- Reactivity

- Organics, Inorganics, Corrosives and Biohazards

- Allergic reactions to protective materials

- Decontamination

- Proper donning, doffing and disposal

51. Upon completion of training, faculty, staff and students should demonstrate their knowledge of the proper use and care of hand or foot protection and should be certified utilizing the Acknowledgment of Training form (see Appendix 17-F).

52. Faculty, staff and students should be retrained whenever:

- Changes in work area or conditions occur; or

- Changes in use of personal protective equipment occurs; or

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Revised 10/05


- Faculty, staff and students demonstrate a lack of knowledge in the use and care of PPE; or

- An introduction of a new chemical requires additional training.


Appendix 17-F

Sample Personal Protective Equipment—Foot and Hand Acknowledgement of Training Form

(Insert institution name)

Personal Protective Equipment—Foot and Hand Acknowledgement of Training

I acknowledge receipt of training with regard to the use and care of the following types of personal protective equipment, which have been issued to me:

Foot Protection Hand Protection


Trainee Name and Signature Date

Trainer’s Name and Signature Date


Appendix 17-G

Sample Respiratory Protection Program

IntroductionRespiratory protection (use of a respirator) is designed to provide effective control of harmful airborne contaminants from being inhaled into the respiratory tract. There are many different types of respirators; each is designed to provide a certain level of protection, but each has limitations. Factors such as type of chemical, chemical concentration, oxygen availability, immediately dangerous to life or health (IDLH) conditions, source and location of contaminant, physical condition of user and ambient environment are some of the considerations that must be made before respirator selection can occur.

The Occupational Safety and Health Administration (OSHA) has established requirements under 29 CFR 1910.134 for the protection of workers who are required to wear respirators while performing work. The National Institute of Occupational Safety and Health (NIOSH) establishes additional requirements under 42 CFR Part 84 for the selection and certification of respiratory protective equipment.

Factors such as protection, efficiency rating, service life, type of certification and fit testing requirements are additional considerations that must be addressed in order to provide the right type of respirator for the particular respiratory hazard.

Note: It is highly recommended that all work requiring the use of respirators be contracted out to contractors who have demonstrated and have on file a documented Respiratory Protection Program.

PolicyIn the control of occupational health hazards associated with breathing air contaminated with harmful dusts, fogs, fumes, mists, gases, smokes, sprays or vapors, the primary objective shall be to prevent contamination from entering the workplace atmosphere. Wherever feasible, engineering controls shall be adopted; however, in those cases where enclosure or confinement of operation, or ventilation controls or

http://www.cdc.gov/niosh/part84.txt


product substitution is either inappropriate, unreliable or temporarily ineffective, (insert institution name) shall hire an outside contractor to perform the task. If (insert institution name) elects to keep the work in-house, it will contact EIIA before work commences.

Page 17-26

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Appendix 17-H

Ceramics Dust HazardsThe creation of ceramics exposes faculty, staff and students to unique dust hazards on campus. The following information discusses the hazards presented by these materials and provides suggested best practices for their handling.

Clay

Clays are minerals composed of hydrated aluminum silicates, often containing large amounts of crystalline silica. The primary health hazard is associated with repeated breathing of clay dusts. Excessive dusts will occur if dry clay is mixed without ventilation and allowed to accumulate on surfaces.

53. Always use the ventilation system during mixing.

54. Make sure the studio is cleaned daily by wet moping and washing.

55. Dry sweeping and vacuuming is to be avoided unless a HEP vacuum is used.

Glazes

Glazes contain a mixture of silica, fluxes and colorants. Fluxes and colorants can be highly toxic by inhalation. Highly toxic glaze constituents include, but are not limited to:

Antimony Lead Barium Lithium

Cobalt Manganese Vanadium Arsenic

Cadmium Beryllium Chromium Nickel

56. Mix and weigh glazes in an exhaust hood. Wet glazes are not an inhalation hazard. Wet mop spilled powders.

57. Perform all glaze spraying in a ventilated booth.

58. Hand washing after each use is important.

Appendix 17-I

Sample Authorization for the Release of Employee/Student Medical Record InformationI,

(Employee/Student Name)


to release copies of the following medical information from my personnel/student records:

1.

2.

3.

4.

5.


Signature of Requesting Employee/Student

Date of Request


Appendix 17-J

Sample Authorization for the Release of Employee/ Student Medical Record Information to Authorized Representative

I,(Employee/Student Name)


to release copies of the following medical information from my personnel/student records to the authorized representative(s) listed below:1.2.3.4.5.


Signature of Requesting Employee/Student

Date of Request

Authorized Representative

Street Address

City State Zip Code


Section 18

Control of Hazardous Energy (Lockout/Tagout)

IntroductionEach piece of equipment and machinery on campus operates using some form of energy such as electrical energy (currents that flow through wires or cables), hydraulic energy (water or other liquid moving through pipes or hoses), pneumatic energy (pressurized steam, gas or compressed air) or mechanical energy (stored or built-up energy in springs). We know that such energy is present during the normal operation of equipment and machinery, but when it comes on or is released unexpectedly during servicing or maintenance, such energy can cause serious injury—even death.

OSHA’s Control of Hazardous Energy Standard (Lockout/Tagout) (29 CFR 1910.147) is designed to prevent injuries caused by unexpected energization of machinery and equipment during servicing and maintenance activities.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus Program for the Control of Hazardous Energy. The individual should be given the authority to organize an Advisory Committee to oversee the Program.

Program RequirementsThe Lockout/Tagout Standard requires employers to establish a written Energy Control or “Lockout/Tagout” Program that includes the following:

SSSSSSSSSSSSSSSSS. Documented energy control procedures

TTTTTTTTTTTTTTTTT. Documented employee training program

UUUUUUUUUUUUUUUUU. Documented periodic inspections and revisions as necessary



The Standard provides flexibility for your institution to develop a program and procedures that meet your particular needs based on the types of machines and equipment being maintained. The following sample program may be tailored to fit the needs of your institution in order to help in your compliance with this Standard.

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Appendix 18-A

Sample Lockout/Tagout Program

IntroductionThe OSHA Lockout/tagout regulation (29 CFR 1910.147) was implemented on January 2, 1990. The purpose of this Standard is to reduce the number of injuries by accidental start-up of a machine or piece of equipment while undergoing servicing or routine maintenance. In addition, injuries from the release of stored energy could occur. The Standard establishes requirements for minimum performance for control of such hazardous energy.

Lockout is the placement of a lockout device on an energy-isolating device, in accordance with an accepted established procedure, that ensures the energy-isolating device and the equipment being controlled cannot be operated until the lockout device has been removed.

A “lockout device” is just that—a locking device that provides a positive means for rendering a switch, valve or any other energy source inoperable. The device may be a padlock, restraining bar, chain or any device that positively prevents a machine or piece of equipment from becoming “energized” or “from releasing stored energy.”

Tagout is the placement of a tagout device on an energy-isolating device, in accordance with an accepted established procedure, which effectively communicates that the energy-isolating device and the equipment being controlled are not to be operated until the tagout device is removed.

A “tagout device” serves as a prominent warning that can be securely attached to an energy-isolating device, which clearly communicates that a tagout condition exists. This tag is a means of identifying who locked out the machinery, the date and time of day the tagout took place and the department for which the person works. Additional information may be placed on the tag such as beeper number, extension number, etc. Tags shall be durable and securely fastened to the energy-isolating device so as not to fall off.

Tags are NEVER to be removed by anyone except the individual who is responsible for the lockout/tagout procedure.


PolicyQualified employees of (institution name) shall follow lockout/tagout procedures as specified under 29 CFR 1910.147 and its appendices.

Only individuals that have successfully completed the training under the campus Lockout/Tagout Program are qualified and authorized to perform lockout/tagout operations.

Lockout/Tagout operations are to be performed:

VVVVVVVVVVVVVVVVV. During servicing and/or maintenance of machines and equipment (as specified by our Lockout/Tagout Program).

WWWWWWWWWWWWWWWWW. During removal or bypassing of a machine guard or other safety device.

XXXXXXXXXXXXXXXXX. When placing any part of the body into an area where work is actually performed (point of operation), including danger zones with respect to a machine’s normal operating cycle.

YYYYYYYYYYYYYYYYY. When the authorized individual following an assessment of the work to be performed believes that unexpected energization, start up, or release of stored energy could cause injury.

This Lockout/Tagout Program shall be reviewed annually on the basis of assessing its effectiveness for controlling the release of hazardous energy. This includes lockout/tagout procedures, employee training and program implementation. Annual periodic inspections of each Lockout/Tagout procedure shall be performed as part of this review. This inspection is to be performed by an authorized employee, other than the one(s) utilizing the procedure being inspected.

General Safety GuidelinesIt is the responsibility of department managers/supervisors to complete the Survey for Applying Lockout/Tagout Devices (see Appendix 18-B) for every piece of machinery or equipment requiring lockout/tagout procedures under their authority. This information will be placed into the lockout/tagout database and will be accessible to any authorized employee who will be performing lockout/tagout operations. The following information must be included:

ZZZZZZZZZZZZZZZZZ. Name of the manager/supervisor submitting the survey.

AAAAAAAAAAAAAAAAAA. Name of the department for which the survey was conducted.

BBBBBBBBBBBBBBBBBB. Name of the machinery or equipment and their identifying numbers.

CCCCCCCCCCCCCCCCCC. Energy sources for each piece of machinery and equipment and its location.

DDDDDDDDDDDDDDDDDD. The procedure or method required for lockout/tagout.

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EEEEEEEEEEEEEEEEEE. The procedure or method required for releasing stored energy.

FFFFFFFFFFFFFFFFFF. The date of the survey and the name and initials of the employee acknowledging the accuracy of the information found on this form.

All authorized employees shall use the following sequence whenever lockout/tagout procedures are required:

Identification1. Obtain the identification number for the piece of machinery or equipment requiring

servicing or maintenance. Access the Survey for Applying Lockout/Tagout Devices Database (see Appendix 18-B). Match the identification number for the particular machinery or equipment with the identification number in the database. Access to this database is only permitted to authorized lockout/tagout employees.

2. Note the number and location of energy sources that require locks or tags for the piece of equipment or machinery being serviced.

3. Note the hazards identified for the piece of equipment or machinery.4. Obtain the Employee Lockout/Tagout Time Schedule form (see Appendix 18-

D) and fill in all areas that are applicable (see Documentation of Lockout/Tagout Procedures).

Evaluation5. Review the surrounding area for other possible sources of energy transmission.6. Inspect the immediate area where locks or tags will be attached.7. Notify all employees in the general vicinity that lockout/tagout procedures are

being implemented.

Electrical Control8. Unplug the machine or piece of equipment using an electrical plug lock or a

disconnect switch with padlocks, locks and tags.9. Ensure that all power sources are locked and tagged out.10. Bleed or drain any stored electrical energy to a “zero energy state.”11. Use a tester to check that all circuits are dead.

Pneumatic Control12. Release/open the pressure to reach a “zero energy state.”13. Lockout the energy source using lockout valves.

Hydraulic Control14. Release/open pressure valve to reach a “zero energy state.”15. Lock out the energy source using lockout valves, chains, padlocks or locks.

Fluids and Gasses16. Evaluate all hoses and valves.17. Insert a blank or blind in the line.18. Use lockout valves, chains, padlocks or locks at the isolating source.

Mechanical Control19. Release or block all stored mechanical energy. Be cautious of gravity, springs,

tension and other sources of energy that are not always obvious.20. Restrain energy using blocks.21. Lockout and tagout energy using padlocks, locks and tags.22. Recheck all areas for potential sources of energy.

Documentation of Lockout/Tagout Procedures23. The Employee Lockout/Tagout Time Schedule Form (See Appendix 18-D) is

completed each time the employee must lockout/tagout a piece of machinery or equipment. This form chronicles the lockout/tagout times and a new form must be completed for each lockout/tagout performed. Each time a lockout/tagout takes place, it is the responsibility of the authorized employee to fill out the following information:a. Date.b. Equipment name, identity number and location.c. Lockout/Tagout start time. When this is completed, this form must be

presented to the manager/supervisor for physical inspection of the machine or equipment.

d. Lockout/Tagout ending time.24. The manager/supervisor will sign the form once he/she is satisfied through the

physical inspection of the equipment or machinery that all energy sources have been identified and that proper lockout or tagout has occurred.

25. The manager/supervisor shall, in the company of the employee, operate the switch valve or other energy-initiating device(s) confirming its energy isolation. Both individuals shall confirm the operating controls have been returned to “neutral” or the “off” position after the test. Stored energy in springs, elevated machine parts, rotating flywheels, hydraulic systems, air, gas, steam or water systems must be dissipated or restrained using methods such as repositioning, blocking, bleeding down, etc.

26. The manager/supervisor shall observe the placement of the locks or tags with the assigned individual’s lock(s) and/or tag(s).

27. A final inspection of the disconnected energy sources and operating controls shall be conducted to make certain the equipment shall not operate. Ensure the operating controls are returned to the “OFF” or “NEUTRAL” positions.

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28. The equipment is now locked out and tagged out. Employees should be notified in the immediate area of the machinery or equipment’s “down” condition.

More Than One Person Lockout/Tagout29. When more than one person will be involved with maintenance or repair of a

piece of machinery or equipment requiring isolation of energy source, each shall place their individual locks and tags on the energy-isolating device.

30. When the machinery or equipment cannot accept more than one lock or tag, an additional hasp or similar energy-isolating device shall be used, if feasible. Should this technique not be feasible, one lockout device can be used requiring a key and the key shall be placed in a lockout box or cabinet that accommodates multiple employee locks to secure it. As each employee no longer needs to maintain lockout protection, they shall remove their locks from the box or cabinet.

31. Managers/supervisors shall maintain an awareness of instances where multiple lockout/tagout devices are required.

Restoring Machines and Equipment to Normal Operations32. When maintenance or servicing has been completed and the machinery or

equipment is ready to be placed into normal operation, check out the immediate area to confirm that no one is exposed to any danger.

33. Remove or check that all tools have been removed from the machinery or equipment.

34. Confirm that all guards, pulleys and safety devices have been reinstalled and are secure.

35. Remove all locks and tags only after one final check to ensure all employees are in the clear.

36. Operate the energy isolating devices to restore energy to the machine or equipment.

37. Complete the lockout/tagout end time on the Employee Lockout/Tagout Time Schedule Form (see Appendix 18-D) and keep this form on file for review for a two-year period.

Periodic InspectionsPeriodic inspections are required to be performed annually on all Lockout/Tagout procedures. These inspections are to be performed by authorized individuals other that the one(s) utilizing the Lockout/Tagout procedure being inspected.

The periodic inspection is required to include a review between the inspector and each authorize employee, of that employee’s responsibilities under the Lockout/Tagout procedure being inspected.

The periodic inspection must be documented and include the machines or equipment on which the procedure was being utilized, the date of inspection, employees included in the inspection and the name of the person performing the inspection. A sample Lockout/Tagout Periodic Inspection Form is provided in Appendix 18-E.


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Appendix 18-B

Sample Survey for Applying Lockout/Tagout Devices

Department Name: Date:

InstructionsThis form is to be filled out for every piece of machinery or equipment requiring lockout/tagout procedures within each department of (Insert institution name) prior to servicing. This form is to serve as a reference for employees who perform lockout/tagout procedures. The information included on this form will be entered into the Survey for Applying Lockout-Tagout Devices Database.

Please Print Clearly:

1. Identify the name and location of the machinery/equipment in the department:

2. Obtain an identification number for this specific piece of machinery or equipment.

Identification number assigned:

3. Identify the type(s) of energy source(s) for the above machinery/equipment and indicate the energy source(s) location:

Type(s) of Energy Sources Location

4. For the above machinery, describe the procedure and method for lockout/tagout:

Employee name, position and title of who provided this information Date

Signature of Department Manager/Supervisor Date


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Appendix 18-C

Sample Receipt of Training Acknowledgment

I acknowledge receipt of training with regard to (institution name)’s Control of Hazardous Energy Program and Lockout/Tagout Procedures. I understand the purpose for having such a program is to reduce injuries resulting from the accidental start-up of a machine or piece of equipment while undergoing service or routine maintenance. I have been instructed to identify the piece of machinery and/or equipment and its energy source utilizing the campus’ Survey for Applying Lockout/Tagout Devices prior to beginning any lockout/tagout procedures. I have been further instructed to fill out my own monthly Lockout/Tagout Time Schedule each time I begin lockout/tagout procedures; and to have my immediate manager/supervisor sign off on this form granting approval for continuing to service or provide maintenance to the piece of equipment or machinery. I further understand that it is my responsibility to notify all co-workers of machinery or equipment’s inactive state each time I begin lockout/tagout procedures.


Trainee’s Signature Date

Trainer’s Signature Date


Appendix 18-D

Authorized Employee Lockout/Tagout Time ScheduleEmployee Name:

Month: Year

Date Equipment Name Identification Number Location

LO/TO Start Time

Approval Initials

LO/TO End Time

Page of


Appendix 18-E

Sample Periodic Inspection Certification FormThe periodic inspection of the Lockout/Tagout procedure for the ____________________ has been completed. The employees included in this inspection are:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

________________________________________ ________________

Inspector Date

Section 19

Electrical Safety

IntroductionAlmost every work and leisure activity that we are engaged in involves the use of electricity. Electricity can be very useful when used properly. Unsafe use of electrical equipment exposes individuals to serious injuries and even death. The purpose of this section is to provide guidelines for staff, faculty and students to work safely with electricity.

Scope and ApplicationThe Occupational Safety and Health Administration (OSHA) has several specific requirements for working safely with electricity. These guidelines are contained in 29 CFR 1910 Subpart S and are in place to reduce the possibility of contact between the worker and uncontrolled electrical current. Departments that may be at special risk for electricity-related injuries include, Physical Plant (Housekeeping, Buildings and Grounds, Custodians, Painters, Plumbers, Carpenters and Electricians) and the Theater and Arts Department.

A sample Electrical Safety Program has been provided in Appendix 19-A that institutions can use as a basis for developing an Electrical Safety Program for their campus.



Appendix 19-A

Sample Electrical Safety Program

PurposeStaff, faculty and students who face a risk of electrical shock or related injuries must be trained in appropriate electrical safety work practices. In addition, staff, faculty and students that work around, but not on, electrical systems must be trained in the hazards associated with electricity. (Insert Institution Name) has developed this Electrical Safety Program to:

Assure that all its departments understand and comply with the regulatory requirements related to electrical work;

Assure the safety of staff, faculty and students who may work in the vicinity of, or on, electrical systems; and

Assure that all departments that perform electrical work on campus follow uniform work practices.

ApplicationEach department that performs work covered by this program must designate one or more individuals to coordinate the requirements of this program at departmental worksites. Furthermore, it is recommended that each supervisor that oversees work covered by this program be designated to coordinate this program in his or her work area. These program coordinators will assist with training departmental staff that work on or near electrical systems and will review and verify the skills and competency of departmental workers.

The effectiveness of the electrical safety program will be periodically reviewed by the Physical Plant Director or their designee. If deficiencies are found with the program or with training, the program and/or training will be modified to address these deficiencies.

ScopeThis program applies to all institution properties, to all work performed on the campus and to all work performed by staff, faculty and students regardless of jobsite location. All staff, faculty and students who face a risk of electrical shock, burns or related injuries must be trained in electrical safety work practices. These work practices must always be followed. In addition, staff, faculty and students who work around, but not on, electrical systems must be trained in the inherent danger of electricity. This Electrical Safety Program describes work practices for both qualified and unqualified persons.

Qualified persons are those who have received specific training and have demonstrated the skills necessary to work safely on or near exposed energized parts. A person may be qualified to work, for example, on circuits up to 600 volts, but may be unqualified to work on higher voltages. Only qualified persons may place or remove locks and tags on energized electrical systems.

Unqualified persons are those with little or no such training.

An individual undergoing on-the-job training who has demonstrated the ability to perform duties safely at his or her level of training and who is under the direct supervision of a qualified person, is considered to be a qualified person for the purpose of those duties.

Work practices covered by this program include persons working on or near:

Premises wiring: Installations of electric conductors and equipment in or on buildings or other structures and in other areas such as yards, parking and other lots and industrial substations.

Wiring for connection to supply: Installations of conductors that connect to the supply of electricity.

Other wiring: Installation of other outside conductors on the premises.

Optical fiber cable: Installation of optical fiber cable near or with electric wiring.

Work practices covered by this program also includes work performed by unqualified persons near or with electric power generation, transmission and distribution installations, communications installations, installations in vehicles and railway equipment.

This program does not apply to: Work performed by qualified persons on or directly associated with electric

power generation, transmission and distribution, including the repair of overhead or underground distribution lines, line clearance tree trimming and utility pole replacement.

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Work in a generating plant where the electric circuits are commingled with power generation equipment or circuits and where there is exposure to high voltage or lack of overcurrent protection.

Communication installations.

Responsibilities

Safety DepartmentThe Safety Department is responsible for developing, implementing and administering the Electrical Safety Program. This involves:

Training supervisors/designated departmental program coordinators and their employees.

Maintaining centralized records of training, energy control procedures and inspection data and reports.

Providing technical assistance to institution personnel.

Developing and maintaining the written program, training programs and other training resources that can be used by institution personnel.

Evaluating the overall effectiveness of the Electrical Safety Program on a periodic basis.

Developing and maintaining other safety programs and training as needed to assure the safety of employees and the public and to comply with the regulatory requirements.

If the institution does not have a Safety Department, these responsibilities should be assigned to the Physical Plant Department.

Departmental ResponsibilitiesDepartments are expected to maintain safe and healthy living, learning and working environments for faculty, staff, students and visitors to our campus. Departments are expected to assure that all staff, faculty and students are thoroughly familiar with their safety responsibilities and that safety practices are followed at all times. Departmental worksites should be inspected on a frequent basis to identify and correct hazards. Staff, faculty and students are expected to comply with all safety requirements and act proactively to prevent accidents and injuries by communicating hazards to supervisors.

ContractorsContractors working in institution facilities must comply with all local, state and federal safety requirements and assure that all of their employees performing work on

the property have been suitably trained. Contractors must also comply with any additional requirements outlined for Contractors and Subcontractors when working at institution-owned facilities.

TrainingStaff, faculty and students who face a risk of electrical shock that is not reduced to a safe level by the electrical installation (e.g., systems that meet the National Electrical Code and OSHA requirements) must be trained per the requirements of this program. Staff, faculty and students in the following categories must be trained:

Any individual who faces a risk of injury due to electric shock or electrical hazards.

Material handling equipment operators

Supervisors of employees performing work around or on electrical systems · Mechanics and repairers

Electricians

Painters

Electrical and electronic engineers

Riggers and roustabouts

Electrical and electronic equipment assemblers

Stationary engineers

Electrical and electronic technicians

Welders

Industrial machine operators

Staff, faculty and students in these groups do not require training if their work does not bring them close enough to exposed parts of electric circuits (operating at 50 volts or more to ground) for a hazard to exist.

Qualified persons working on or near exposed energized parts must receive training in the following:

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,

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The clearance distances specified for working on or near exposed energized parts and the corresponding voltages to which the qualified person will be exposed.

Qualified persons whose work on energized equipment involves either direct contact, or contact by means of tools or materials, must be trained on how to work safely on energized circuits. These individuals must be familiar with proper precautionary work practices, personal protective equipment, insulating and shielding materials and the use of insulated tools.

The training for qualified and unqualified individuals will involve both classroom and on-the-job training. This training will be coordinated with the departmental supervisor and customized to reflect the scope of work performed within that department. The supervisor will review, or coordinate the review, of the work performed by each individual to assure that they demonstrate the skills and techniques needed to perform their work safely.

Training must be performed before the individual is assigned duties involving work around or on electrical systems. Retraining will be performed whenever inspections indicate that an individual does not have the necessary knowledge or skills to safely work on or around electrical systems. Retraining will also be performed when policies or procedures change and/or new equipment or systems are introduced into the work area.

Installation Requirements

Free from Recognized HazardsElectrical equipment must be free from recognized hazards that are likely to cause death or serious physical harm. Equipment must be suitable for the installation and use and must be installed and maintained in accordance with the manufacturers instructions, the National Electrical Code (NEC) and OSHA. "Suitable" means that the equipment is listed or labled for the intended use by a nationally recognized testing laboratory such as Factory Mutual (FM) or Underwriters Laboratory (UL).

Labeling of DisconnectsEach disconnecting means — the switch or device used to disconnect the circuit from the power source — must be clearly labeled to indicate the circuit's function unless it is located and arranged so the purpose is evident. Identification should be specific rather than general; a branch circuit serving receptacles in a main office should be labeled as such, not simply labeled "receptacles". All labels and marking must be durable enough to withstand the environment to which they may be exposed.

Guarding of Live PartsLive parts of electric equipment operating at 50 volts or more must be guarded against accidental contact. Proper guarding can be achieved by either (1) use of an approved cabinet or other approved enclosure, (2) by location in a room or vault that is accessible to qualified persons only, or (3) by elevating the equipment 8 feet above the floor level or controlling the arrangement of the space to prevent contact by unqualified persons.

General Wiring Design and ProtectionNew electrical wiring and the modification, extension or replacement of existing wiring must conform to the requirements of the NEC, the applicable Building Code, OSHA and the following:

No grounded conductor may be attached to any terminal or lead so as to reverse designated polarity.

The grounding terminal or grounding-type device on receptacles, cord connector, or attachment plug may not be used for any purpose other than grounding.

Conductors and equipment must be protected from overcurrent above their safe current carrying capacity.

All AC systems of 50 to 1,000 volts must normally be grounded as required by the NEC and OSHA. The path to ground from circuits, equipment and enclosures must be permanent and continuous. Existing ungrounded premises wiring often do not meet the OSHA requirements and must be replaced or modified as needed to meet this requirement.

Conductors entering boxes, cabinets or fittings must be protected from abrasion and openings through which conductors enter must be effectively closed. Unused openings in cabinets, boxes and fixtures must also be effectively closed.

All pull boxes, junction boxes and fittings must be provided with covers approved for the purpose. If metal covers are used they must be grounded. In completed installations, each outlet box must have a cover, faceplate or fixture canopy. Pull boxes and junction boxes for systems over 600 volts, nominal, must provide complete enclosure, the boxes must be closed by suitable covers securely fastened in place and the cover must be permanently marked "High Voltage".

Switchboards and panelboards that have exposed live parts must be located in permanently dry locations and accessible to qualified persons only. Panelboards must be mounted in cabinets, cutout boxes or other approved enclosure and must be dead front unless accessible to qualified persons only.

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Exposed blades of knife switches must be dead when open. Receptacles installed in damp or wet locations must be suitable for the location.

Cabinets, cutout boxes, fittings, boxes and panelboard enclosures in damp or wet locations must be installed so as to prevent moisture or water from entering and accumulating within the enclosure. In wet locations the enclosures must be weatherproof.

Fixtures, lamp holders, lamps, rosettes and receptacles may have no live parts normally exposed to employee contact.

Screw-base light socket adapters do not maintain ground continuity and may not be used.

Multiplug receptacle adapters may not maintain ground continuity or may overload circuits and must not be used. If additional receptacles are needed in a work location, additional circuits and/or receptacles must be installed. Multi-plug power strips with overcurrent protection are acceptable for use with electronic equipment if they are used to reduce line noise or to provide surge or overcurrent protection.

Electrical equipment, wiring methods and installations of equipment in hazardous classified locations must be intrinsically safe, approved for the location, or safe for the location. Hazardous classified locations are areas where flammable liquids, gases, vapors, or combustible dusts or fibers exist or could exist in sufficient quantities to produce an explosion or fire.

Requirements for Temporary WiringTemporary electrical power and lighting installations 600 volts or less, including flexible cords, cables and extension cords, may only be used during and for renovation, maintenance, repair or experimental work. Temporary wiring may also be used for decorative lighting for special events and similar purposes for a period not to exceed 90 days, with approval from the Physical Plant Department. The following additional requirements apply:

Ground-fault protection (e.g., ground-fault circuit interrupters, or GFCI) must be provided on all temporary-wiring circuits, including extension cords, used on construction sites.

In general, all equipment and tools connected by cord and plug must be grounded. Listed or labeled double insulated tools and appliances need not be grounded.

Feeders must originate in an approved distribution center, such as a panelboard, that is rated for the voltages and currents the system is expected to carry.

Branch circuits must originate in an approved power outlet or panelboard.

Neither bare conductors nor earth returns may be used for the wiring of any temporary circuit.

Receptacles must be of the grounding type. Unless installed in a complete metallic raceway, each branch circuit must contain a separate equipment-grounding conductor and all receptacles must be electrically connected to the grounding conductor.

Flexible cords and cables must be of an approved type and suitable for the location and intended use. They may only be used for pendants, wiring of fixtures, connection of portable lamps or appliances, elevators, hoists, connection of stationary equipment where frequently interchanged, prevention of transmission of noise or vibration, data processing cables, or where needed to permit maintenance or repair. They may not be used as a substitute for the fixed wiring, where run through holes in walls, ceilings or floors, where run through doorways, windows or similar openings, where attached to building surfaces, or where concealed behind building walls, ceilings or floors.

Suitable disconnecting switches or plug connects must be installed to permit the disconnection of all ungrounded conductors of each temporary circuit.

Lamps for general illumination must be protected from accidental contact or damage, either by elevating the fixture or by providing a suitable guard. Handlamps supplied by flexible cord must be equipped with a handle of molded composition or other approved material and must be equipped with a substantial bulb guard.

Flexible cords and cables must be protected from accidental damage. Sharp corners and projections are to be avoided. Flexible cords and cables must be protected from damage when they pass through doorways or other pinch points.

Open Conductors, Clearance from GroundOpen conductors must be located at least 10 feet above any finished grade, sidewalk or projection, 12 feet above areas subject to non-truck traffic, 15 feet above areas subject to truck traffic and 18 feet above public streets, roads or driveways.

Entrances and Access to WorkspaceIn any workspace where there is electric equipment operating at over 600 volts, there must be at least one entrance at least 24 inches wide and 6 feet, 6 inches high to permit escape in the event of an emergency. Any exposed energized conductors operating at any voltage and located near the entrance must be guarded to prevent accidental contact. Any insulated energized conductors operating at over 600 volts and located next to the entrance must also be guarded.

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Working Space Around Electric EquipmentSufficient access and working space must be provided and maintained around all electric equipment to permit ready and safe operation and maintenance of the equipment. Working clearances may not be less than 30 inches in front of electric equipment. Except as permitted by OSHA or the NEC, the working space in front of live parts operating at 600 volts or less that require servicing, inspection or maintenance while energized may not be less than indicated in Table 19A-1. This working space may not be used for storage.

Table 19A-1

Nominal Voltage to Ground

Minimum Clear Distance for Condition (3)

A B C

0-150 3´ (1) 3´ (1) 3´

151-600 3´ (1) 3-½´ 4´

601-2,500 3´ 4´ 5´

2,501-9,000 4´ 5´ 6´

9,000-25,000 5´ 6´ 9´

25,001-75 kV (2) 6´ 8´ 10´

Above 75 kV (2) 8´ 10´ 12´

(1) Minimum clear distance may be 2-½' for installations built prior to April 16, 1981.(2) Minimum clear distance in front of electrical equipment with nominal voltage to ground above 25 kV may be the same as for 25 kV under conditions A, B and C for installations built prior to April 16, 1981.(3) Conditions A, B and C are as follows: (A) Exposed live parts on one side and no live or grounded parts on the other side of the working space, or exposed live parts on both sides are effectively guarded by an insulating material. Insulated wire or insulated busbars operating at not over 300 volts are not considered live parts. Concrete, brick or tile walls are considered to be grounded. (B) Exposed live parts on one side and grounded parts on the other. (C) Exposed live parts on both sides of the workspace not guarded as per condition (A), with the operator between.

Selection and Use of Work Practices The work practices used by individuals must be sufficient to prevent electric shock or other injuries that could result from either direct or indirect electrical contact. These work practices must be used when work is performed near or on equipment or circuits that are or may be energized. The work practices used must be consistent with the nature and extent of the electrical hazard.

Working on Electrical Systems

Energized PartsOnly qualified individuals are allowed to work on electric parts or equipment that have not been de-energized using approved lockout/tagout procedures. Live parts to which an individual may be exposed will be de-energized before an individual works on or near them, unless:

De-energizing introduces additional or increased hazards. Examples of "additional or increased" hazards include interruption of life support equipment, deactivation of emergency alarm systems, shutdown of fume hood ventilation systems, or removal of illumination for an area.

De-energizing is not possible due to equipment design or operational limitations. Examples include testing that can only be performed with the electrical circuit energized and work on circuits that form an integral part of a continuous process that would need to be completely shut down in order to permit work on one circuit or piece of equipment.

Live parts operate at less than 50 volts to ground and there is no increased exposure to electrical burns or to explosion due to electric arcs.

If de-energizing exposed live parts could add to or increase the hazard or is not possible, then other approved work practices must be used to protect employees who may be exposed to the electrical hazards. The work practices used must protect employees from contact with energized circuit parts directly with any part of their body or indirectly through some other conductive object. The work practices used must be suitable for the conditions under which the work is performed and for the voltages of exposed electric conductors or circuit parts.

Working On Or Near Exposed De-energized PartsWhen staff, faculty or students work on exposed de-energized parts or near enough to them to expose themselves to an electrical hazard, then the following safety-related work practices will be followed.

Any conductors or parts of electric equipment that have not been properly locked and/or tagged out must be treated as energized even if these systems have been de-energized.

If the potential exists for an individual to contact parts of fixed electric equipment or circuits that have been de-energized, the circuits energizing the parts must be locked and/or tagged out. Locking and tagging procedures must comply with Lockout/Tagout Program (see Appendix 18-A).

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De-energizing EquipmentSafe procedures for de-energizing circuits and equipment will be determined by a qualified person before the circuit or equipment is de-energized.

Circuits and equipment to be worked on will be disconnected by the person from all electric energy sources. Control circuit devices, such as push buttons, selector switches and interlocks will not be used as the sole means for de-energizing circuits or equipment. Interlocks for electric equipment may not be used as a substitute for lockout and tagging procedures.

Stored electrical energy that might endanger personnel must be released prior to the work. This might include, for example, discharging capacitors and short-circuiting and grounding high capacitance elements. If the capacitors or associated equipment are handled during this work, they must be treated as energized.

Stored non-electrical energy (for example, hydraulic or pneumatic) in devices that could reenergize electric circuit parts must be blocked or relieved so that circuit parts cannot be accidentally re-energized by the device.

A lock and tag must be placed on each disconnecting means used to de-energize circuits and equipment on which work is to be done. The lock must be attached so as to prevent persons from re-energizing the circuit unless they resort to undue force or the use of tools.

Verification of De-energized Condition: The following requirements must be met before any circuit or equipment is considered de-energized or may be worked on as de-energized.

1. A qualified person must activate the equipment operating controls or use other methods to verify that the equipment cannot be restarted.

2. A qualified person must use test equipment to ensure that electrical parts and circuit elements are de-energized. The test must confirm there is no energized condition from induced voltage or voltage backfeed.

3. Test equipment and instruments must be visually inspected for external defects or damage before being used to verify that the equipment or circuit is de-energized.

4. When voltage over 600 volts nominal are tested, the test equipment must be checked for proper operation immediately before and after the test.

Re-energizing Equipment In addition to the requirements of the Lockout/Tagout Program, the following requirements must be met, in the order given, before circuits or equipment are re-energized, even temporarily:

A qualified person must conduct tests and visual inspections as necessary to verify that all tools, electrical jumpers, shorts, grounds and other such devices have been removed so that circuits and equipment can be safely energized;

Employees potentially exposed to the hazards of re-energizing the circuit must be warned to stay clear; and,

Each employee removes his or her lock(s) and tag(s).

Overhead Power LinesWhen work is to be performed near overhead lines, the lines must be de-energized and grounded. Arrangements must be made with the organization (electric utility or co-op) that operates or controls the electric circuits when lines are to be de-energized and grounded.

If this is not possible to de-energize and ground overhead lines, then other protective measures, such as guarding, isolating or insulating, must be taken before the work is started. These protective measures must prevent direct contact by the qualified person or indirect contact through conductive materials, tools, or equipment. Only qualified persons from the power distribution company are allowed to install insulating devices on overhead power transmission and distribution lines. All other persons and any conductive object used by these individuals, may not approach closer than the minimum distance specified in Table 19A-1 when working in an elevated location near unguarded, energized overhead lines. Unqualified persons working on the ground are not allowed to bring any conductive object or any insulated object that does not have the proper insulating rating closer to unguarded, energized overhead lines than the distance allowed in Table 19A-2.

Table 19A-2Voltage to Ground Minimum Approach Distance

50 kV or less 10 feet

Over 50 kV 10 feet + 4 inches for every 10 kV over 50 kV

Qualified persons working in the vicinity of overhead lines, whether in an elevated position or on the ground, are not allowed to approach or take any conductive object without an approved insulating handle closer to exposed energized parts than allowed in Table 19A-3 unless:

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The person is insulated from the energized part by using gloves, with sleeves if necessary, rated for the voltage involved;

The energized part is insulated from all other conductive objects at a different potential and from the person;

The person is insulated from all conductive objects at a potential different from the energized part.

Table 19A-3Approach Distances for Qualified Persons Exposed to Alternating Current

Voltage Range (phase-to-phase) Minimum Approach Distance

300 V and less Avoid contact

Over 300 V, not over 750 V 1 foot 0 inches

Over 750 V, not over 2 kV 1 foot 6 inches

Over 2 kV, not over 15 kV 2 feet 0 inches


Over 37 kV, not over 87.5 kV 3 feet 6 inches

Over 87.5 kV, not over 121 kV 4 feet 0 inches


Vehicles and Mechanical EquipmentA minimum clearance of 10 feet must be maintained between energized overhead lines and all vehicles or mechanical equipment capable of having parts or its structure elevated (e.g., cranes, mobile scaffolds, elevating platforms, dump trucks, lift trucks and flatbed trailer cranes). If the voltage of the overhead line is greater than 50 kV, the clearance must be increased by 4 inches for every 10 kV over 50 kV.

The clearance requirement may be reduced if:

The vehicle is in transit with its structure lowered. The clearance may be reduced to 4 feet when near energized lines operating at less than 50 kV, or 4 feet plus 4 inches for every 10 kV over 50 kV.

Insulating barriers are installed to prevent contact with the lines and the barriers are rated for the voltage of the line being guarded. The barrier may not be part of an attachment to the vehicle or its raised structure. The clearance may be reduced to the distance allowed by the design of the insulating barrier.

The equipment is an aerial lift insulated for the voltage involved and the work is performed by a qualified person. The clearance between the uninsulated

portion of the lift and the power line may be reduced to the distance given in Table 19A-3.

Persons working on the ground are not allowed to contact the vehicle or mechanical equipment or any of its attachments, unless:

The person uses protective equipment rated for the voltage; or

The equipment is located so that no uninsulated part of its structure can provide a conductive path to persons on the ground. Equipment shall not approach closer to the line than 10 feet for voltages less than 50 kV, or 10 feet plus 4 inches for every 10 kV over 50 kV.

When any vehicle or mechanical equipment is intentionally grounded, persons may not stand near the point of grounding when there is any possibility of contact with overhead energized lines. Additional precautions (e.g., such as the use of barricades or insulation) must be taken as necessary to protect persons from hazardous ground potentials that can develop within a few feet or more outward from the grounding point.

IlluminationIndividuals may not enter spaces containing exposed energized parts unless there is sufficient illumination for them to perform the work safely.

Staff, faculty or students may not perform tasks near exposed energized parts where there is lack of illumination or an obstruction that blocks his or her view of the work to be performed. Do not reach blindly into areas that may contain energized parts.

Confined or Enclosed Work SpacesStaff, faculty or students working in manholes, vaults or similar confined or enclosed spaces that contain exposed energized parts must be provided with and must use, protective shields, protective barriers, or insulating materials as needed to prevent inadvertent contact with these energized parts.

Doors and hinged panels that could swing into an individual and cause him or her to contact exposed energized parts must be secured before work begins.

Work performed within confined or enclosed spaces must comply with institution’s Confined Space Entry Program (see Section 20).

Conductive Materials and EquipmentConductive materials and equipment that are in contact with any part of an individual’s body must be handled in a manner that will prevent them from contacting exposed energized conductors or circuit parts.

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If an individual must handle long conductive objects, such as metal ducts, pipes, or rods, in areas with exposed live parts, then insulation, guarding and/or approved materials handling techniques must be used which will minimize the hazard.

Portable Ladders. A portable ladder used where there is potential for contact with exposed energized parts must have nonconductive side rails.

Conductive Apparel. Individuals may not wear conductive articles of jewelry and clothing, such as watchbands, bracelets, rings, key chains, necklaces, metalized aprons, cloth with conductive thread, or metal headgear, if they might contact exposed energized parts.

HousekeepingHousekeeping duties may not be performed close to live parts unless adequate safeguards, such as insulating equipment or barriers, are provided.

Electrically conductive cleaning materials, including steel wool, metalized cloth and silicon carbide, as well as conductive liquid solutions, may not be used near energized parts unless procedures are followed which prevent electrical contact.

InterlocksOnly qualified persons are allowed to bypass electrical safety interlocks and then only temporarily while he or she is working on the equipment. This work must comply with the specified procedures for working on or near exposed energized parts. The interlock system must be returned to its operable condition when the work is completed.

Portable Electrical Equipment and Extension CordsThe following requirements apply to the use of cord-and-plug-connected equipment and flexible cord sets (extension cords):

Extension cords may only be used to provide temporary power.

Portable cord and plug connected equipment and extension cords must be visually inspected before use on any shift for external defects such as loose parts, deformed and missing pins, or damage to outer jacket or insulation and for possible internal damage such as pinched or crushed outer jacket. Any defective cord or cord-and-plug-connected equipment must be removed from service and no person may use it until it is repaired and tested to ensure it is safe for use.

Extension cords must be of the three-wire type. Extension cords and flexible cords must be designed for hard or extra hard usage (for example, types S, ST and SO). The rating or approval must be visible.

Job-made extension cords may only be built by qualified persons and must be tested and certified prior to use. Job-made extension cords may only be constructed using parts approved for this use. Metal electrical boxes with knockouts, for example, may not be used for job-made extension cords unless approved for that purpose.

Personnel performing work on renovation or construction sites using extension cords or where work is performed in damp or wet locations must be provided and must use, a ground-fault circuit interrupter (GFCI).

Portable equipment must be handled in a manner that will not cause damage. Flexible electric cords connected to equipment may not be used for raising or lowering the equipment.

Extension cords must be protected from damage. Sharp corners and projects must be avoided. Flexible cords may not be run through windows or doors unless protected from damage and then only on a temporary basis. Flexible cords may not be run above ceilings or inside or through walls, ceilings or floors and may not to be fastened with staples or otherwise hung in such a fashion as to damage the outer jacket or insulation.

Cords must be covered by a cord protector or tape when they extend into a walkway or other path of travel to avoid creating a trip hazard.

Extension cords used with grounding-type equipment must contain an equipment-grounding conductor (i.e., the cord must accept a three-prong, or grounded, plug).

Attachment plugs and receptacles may not be connected or altered in any way that would interrupt the continuity of the equipment grounding conductor. Additionally, these devices may not be altered to allow the grounding pole to be inserted into current connector slots. Clipping the grounding prong from an electrical plug is prohibited.

Flexible cords may only be plugged into grounded receptacles. The continuity of the ground in a two-prong outlet must be verified before use with a flexible cord and it is recommended that the receptacle be replaced with a three-prong outlet. Adapters that interrupt the continuity of the equipment grounding connection may not be used.

All portable electric equipment and flexible cords used in highly conductive work locations, such as those with water or other conductive liquids, or in places where employees are likely to contact water or conductive liquids, must be approved for those locations.

An individual's hands must not be wet when plugging and unplugging flexible cords and cord and plug connected equipment if energized equipment is involved.

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If the connection could provide a conducting path to individual’s hands (for example, if a cord connector is wet from being immersed in water), the energized plug and receptacle connections must be handled only with insulating protective equipment.

Locking-type connectors must be properly locked into the connector.

Lamps for general illumination must be protected from breakage and metal shell sockets must be grounded.

Temporary lights must not be suspended by their cords unless they have been designed for this purpose.

Portable lighting used in wet or conductive locations, such as tanks or boilers, must be operated at no more than 12 volts or must be protected by GFCI's.

Extension cords are considered to be temporary wiring and must also comply with the section on "Requirements for Temporary Wiring" in this program.

Electric Power and Lighting CircuitsRoutine Opening and Closing of Circuits - Load rated switches, circuit breakers, or other devices specifically designed as disconnecting means must be used for the opening, reversing, or closing of circuits under load conditions. Cable connectors not of the load-break type, fuses, terminal lugs and cable splice connections may not be used for opening, reversing, or closing circuits under load conditions except in an emergency.

Re-closing Circuits After a Protective Device Operates - After a circuit is de-energized by a circuit protective device (e.g., circuit breaker or similar), the circuit may not be manually re-energized until it has been determined that the equipment and circuit can be safely energized. The repetitive manual re-closing of circuit breakers or re-energizing circuits by replacing fuses without verifying that the circuit can be safely energized is prohibited.

When it can be determined that the overcurrent device operated because of an overload rather than a fault condition, no examination of the circuit or connected equipment is needed before the circuit is re-energized. Overcurrent protection of circuits and conductors may not be modified even on a temporary basis.

Test Equipment and InstrumentsOnly qualified persons may perform testing work on electric circuits or equipment.

Test instruments and equipment (including all associated test leads, cables, power cords, probes and connectors) must be visually inspected for external defects and damage before the equipment is used. If there is a defect or evidence of damage that might expose an employee to injury, the defective or damaged item must be tagged

out of service. The device may not be returned to service until it has been repaired and tested safe for use.

Test instruments, equipment and their accessories must be rated for the circuits and equipment to which they will be connected and designed for the environment in which they will be used.

Flammable or Ignitable MaterialsWhere flammable or ignitable materials are present, do not use electric equipment capable of igniting them unless measures are taken to prevent hazardous conditions from developing. Flammable and ignitable materials include, but are not limited to, flammable gases, vapors, or liquids, combustible dust and ignitable fibers or filings. Equipment that is intrinsically safe for the hazardous condition may be used.

Safeguards for Personnel Protection

Protective EquipmentStaff, faculty or students working in areas where there are potential electrical hazards must be provided with and must use, electrical protective equipment that is appropriate for the specific parts of the body to be protected and for the work to be performed. The department must provide electrical safety-related personal protective equipment required by this program at no cost to the employee. The requirements for general purpose gloves, respirators, hearing protection, fall protection and electrical protective headwear and footwear may be found in Personal Protective Equipment Program. (See Section 17).

Workmanship and finish: Rubber insulating equipment must meet the American Society of Testing and Materials (ASTM) standards D120-87, D178-93, D1048-93, D1049-93, D1050-90 or D1051-87 as applicable. Manufactured equipment which does not indicate compliance with these ASTM standards must be tested using the a-c and d-c proof tests and related procedures as described in these ASTM standards.

Blankets, gloves and sleeves must be produced by seamless process. Insulating blankets, matting, covers, lines, hose, gloves and sleeves made of rubber must be marked to indicate the class of equipment (e.g., Class 0 equipment must be marked Class 0, Class 1 marked Class 1 and so forth). Non-ozone-resistant equipment other than matting must be marked Type I. Ozone-resistant equipment other than matting shall be marked Type II. Markings must be nonconductive and must be applied in a way that will not damage the insulating qualities. Markings on gloves must be confined to the cuff portion of the glove. Equipment must be free of harmful physical irregularities. Surface irregularities (e.g., indentions, protuberances, or imbedded foreign materials) may be present on rubber goods because of imperfections on forms or molds or because of manufacturing difficulties. These surface irregularities are acceptable under the following conditions:

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The indention or part that sticks out blends into a smooth slope when the material is stretched, or

The foreign material remains in place when the insulating material is folded and stretches with the insulating material surrounding it.

In-service care and use: The department must make certain that electrical protective equipment is maintained in a safe, reliable condition and that the following requirements are met:

Maximum use voltages for rubber protective equipment must conform to those listed in Table 19A-4.

Table 19A-4Rubber Insulating Equipment, Maximum Use Voltage

Class of Equipment

Maximum use voltage (a-c –rms) (1)

0 1,000

1 7,500

2 17,000

3 26,500

4 36,000(1) The maximum use voltage is the ac voltage (rms) classification of the protective equipment that designates the maximum nominal voltage of the energized system that may be safety worked. The nominal design voltage is equal to the phase-to-phase voltage on multiphase circuits. However, the phase-to-ground potential is considered to be the nominal design voltage:

If there is no multiphase exposure in a system area and if the voltage is limited to the phase-to-ground potential, or

If the electrical equipment and devices are insulated or isolated or both so that the multiphase exposure on a grounded wye circuit is removed.

Insulating equipment must be inspected for damage before each day's use and immediately following any incident that could have caused damage.

An air test must be performed on rubber insulating gloves before use.

Insulating equipment with a hole, tear, puncture or cut, ozone cutting or checking, an embedded foreign object, any change in texture including swelling, softening, hardening, or becoming sticky or inelastic, or any other defect that could damage the insulating property must not be used.

All protective equipment must be used and maintained in accordance with the manufacturers’ instructions.

Insulating equipment found to have defects that might effect its insulating properties must be removed from service until electrical tests have been performed that indicate it is acceptable for continued use.

Where the insulating capability of protective equipment is subject to damage during use, the insulating material shall be protected by an outer covering of leather or other appropriate material.

Rubber insulating equipment must be tested on a schedule as shown in Table 19A-5.

Table 19A-5Rubber Insulating Equipment Test Intervals

Type of Equipment When to Test

Rubber insulating line hose Upon indication that the insulating value is suspect

Rubber insulating covers Upon indication that insulating value is suspect

Rubber insulating blankets Before first issue and every 12 months thereafter 1

Rubber insulating gloves Before first issue and every 6 months thereafter 1

Rubber insulating sleeves Before first issue and every 12 months thereafter 1

Individuals must be instructed to clean insulating equipment as needed to remove foreign substances and to store insulating equipment where it is protected from light, temperature extremes, excessive humidity, ozone and other substances and conditions that may cause damage. Individuals must be instructed to visually examine their gloves prior to each use and to avoid handling sharp objects.

Protector gloves must be worn over insulating gloves except as follows:

Protector gloves need not be used with Class 0 gloves, under limited-use conditions, where small equipment and parts manipulation require unusually high finger dexterity.

Any other class of glove may be used for similar work without protector gloves if it is demonstrated that the possibility of physical damage to the gloves is small and if the class of glove is one class higher than that required for the voltage involved. Insulating gloves that have been used without protector gloves may not be used at a higher voltage until they have been electrically tested.

The department must ensure that employees do not use insulating equipment that fails to pass visual inspections or electrical tests except as follows:

Rubber insulating line hose may be used in shorter lengths if the defective portion is cut off.

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Rubber insulating blankets may be repaired with a compatible patch as long as the physical and electrical properties equal or exceed those of the blanket.

Rubber insulated blankets may be salvaged by cutting and removing the defective area from the undamaged portion of the blanket if the undamaged area remaining is greater than 22 inches by 22 inches for Class 1, 2, 3 and 4 blankets.

Rubber insulating gloves and sleeves with minor physical defects, such as small cuts, tears or punctures may be repaired by application of a patch with the same electrical and physical properties as the surrounding material.

Rubber insulating gloves and sleeves with minor surface blemishes may be repaired with a compatible liquid compound.

Repairs to gloves are permitted only in the area between the wrist and reinforced edge of the opening.

Repaired insulating equipment must be retested before it may be returned to service. These tests must be documented in writing and indicate the type(s) of test(s) performed, equipment tested (specifically by referencing an applied marking, serial number or similar), date, name of tester and the results of the tests. These test results must be maintained in a permanent log.

General Protective Equipment and ToolsNonconductive head protection must be worn whenever there is danger of head injury from electric shock or burn due to contact with exposed energized parts.

Protective equipment for the eyes and/or face must be worn whenever there is danger of injury to the eyes or face from electric arcs, flashes or flying objects resulting from electrical explosion.

Insulated tools or handling equipment must be used by individuals working near exposed energized conductors or circuit parts if the tools or handling equipment might make contact with such conductors or parts.

If the insulating capability of insulated tools or handling equipment is subject to damage, the insulating material must be protected.

Protective shields, protective barriers, or insulating materials must be used to protect each individual from shock, burns, or other electrically related injuries while individuals are working near exposed energized parts which might be accidentally contacted or where dangerous electric heating or arcing might occur.

When normally enclosed live parts are exposed for maintenance or repair, they are to be guarded to protect unqualified persons from contact with the live parts.

Fuse handling equipment, insulated for the circuit voltage, must be used to remove or install fuses when the fuse terminals are energized.

Ropes and hand lines used near exposed energized parts must be nonconductive.

Alerting TechniquesThe following alerting techniques must be used to warn and protect individuals from electrical shock hazards, burns, or failure of electric equipment parts.

Safety Signs and Tags - Safety signs, safety symbols, or accident prevention tags are to be used where necessary to warn staff, faculty and students about electrical hazards that may endanger them.

Barricades - Barricades are used in conjunction with safety signs where necessary to prevent or limit access to work areas exposing individuals to uninsulated energized conductors or circuit parts. Conductive barricades may not be used where they might cause an electrical contact hazard.

Attendants - If signs and barricades do not provide sufficient warning from electrical hazards, an attendant is to be stationed to warn and protect individuals.

First Aid and Cardiopulmonary Resuscitation (CPR) RequirementsStaff, faculty or students performing work on, or associated with, exposed lines or equipment energized at 50 volts or more must be trained in first aid and CPR.

Other Safety HazardsStaff, faculty or students performing work in and around campus buildings may be exposed to other hazards not covered by this program. These include, but are not limited to:

Fall Hazards. Individuals that work in elevated locations where there is exposure to an unguarded fall hazard of 4 feet or greater must be provided and use fall protective equipment and must be trained to use this equipment properly. (See Section 7)

Confined or Enclosed Spaces. A confined or enclosed space is a space that is large enough for an individual to enter and perform work, that has limited or restricted means for entry or exit and that is not intended for continuous individual occupancy. Examples include, but are not limited to, sewers, silos, tanks, boilers, tunnels, vaults and manholes. Employees that perform work in confined or enclosed spaces must be trained to perform this work safely and must comply with the requirements of Confined Space Entry Program. (See Section 20)

Hazardous Materials. If you use or work around chemicals or other hazardous materials, you must be trained on how to read and interpret the Material Safety Data Sheet (MSDS) for the material. You must also be

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informed on how to gain access to MSDSs, how to safely handle and store these materials and you must comply with any additional institution requirements. (See Section 13)

Hot Work Operations. Abrasive grinding, welding, cutting and brazing, torch cutting and similar hot work operations are required to be permitted if performed outside of an approved hot work area. Permits and additional information may be obtained from the safety department. (See Section 6 of the EIIA Property Conservation Manual)

Lockout/Tagout. Work conducted around other types of energized systems (for example, pneumatic, pressurized, spring-actuated and similar) must be addressed using approved lockout/tagout procedures and must comply with the institution’s Lockout/Tagout Safety Program. (See Section 18)

Asbestos Materials. Asbestos is commonly found in mechanical rooms and spaces and may be present in pipe insulation, ceiling tile, plasters, flooring and electric wire insulation. It is a requirement, therefore, that all maintenance and renovation work that impacts building components, systems or equipment must be reviewed before the work is performed to determine if asbestos is present. (See Appendix 22-D)

Work associated with electric power generation, transmission and distribution systems.

Section 20

Confined Space Entry

IntroductionOSHA’s Confined Space Entry Standard (29 CFR 1910.146) is intended to protect workers who must enter confined spaces from toxic, explosive, or asphyxiating atmospheres and from possible engulfment or injury.

Confined spaces include, but are not limited to storage tanks, pits, storm drains, boilers, ventilation and exhaust ducts, sewers, tunnels, underground utility vaults and pipelines. Many such spaces are commonly found on college and university campuses.

The information contained within this section can be utilized to establish campus requirements for the institution’s staff, faculty or students and contractors who may be required to enter confined spaces as defined by OSHA. The written program provided allows for the confined space identification, program/procedures/practices and training that the Standard requires.

PolicyAn individual should be assigned the responsibility for the overall administration of the campus Confined Space Entry Program. The individual should be given the authority to organize an Advisory Committee to oversee the Program for both institutional staff and contractors working on campus.

Note: It is highly recommended that all work in identified confined spaces be contracted out to contractors who have demonstrated and have on file a documented Confined Space Entry Program.

ProgramSample “Permit Required Confined Space Entry Program” and “Confined Space Air Monitoring Program” are provided for your review and use. These sample programs should be modified to meet the specific needs of your institution.


Appendix 20-A

Sample Permit Required Confined Space Entry ProgramNote: It is highly recommended that all work in identified confined spaces be contracted out to contractors who have demonstrated and have on file a documented Confined Space Entry Program.

IntroductionConditions that are immediately dangerous to life or health (IDLH) are of utmost concern to (institution name). Confined space entry is one such operation that, if not approached in a safe manner, poses a serious threat to the health and well-being of our employees and may even cause death. The definition of confined space is:

GGGGGGGGGGGGGGGGGG. A space which is large enough and so configured that an employee can enter it and perform assigned work,

HHHHHHHHHHHHHHHHHH. Has limited or restricted means for entry and exit, or

IIIIIIIIIIIIIIIIII. Is not designed for continuous employee occupancy.

Confined spaces include, but are not limited to, storage tanks, pits, storm drains, boilers, ventilation and exhaust ducts, sewers, tunnels, underground utility vaults, fountain utility spaces and pipelines. Many such spaces are commonly found on campuses.

The Occupational Safety and Health Administration (OSHA) establishes minimum requirements for employers whose employees will be entering confined spaces and performing work. Managers/supervisors of employees who will be entering confined spaces shall familiarize themselves with the Permit-Required Confined Space Standard 29 CFR 1910.146.

Identification of Confined SpacesAn evaluation of the workplace was conducted by (insert name and position) on (insert date) to identify all permitted and non-permitted confined spaces. All permitted confined spaces, both on campus and off-site properties have been


identified and assigned a control number in the Confined Space Database established through the completion of The Confined Space Characterization Form (see Appendix 20-E).

Non-permitted confined spaces are confined spaces that do not contain or, with respect to atmospheric hazards, have the potential to contain any hazard capable of causing death or serious physical harm. All non-permitted confined spaces, both on campus and off campus have been identified and assigned a control number in the Confined Space Database.

General Safety Guidelines1. All confined spaces requiring a permit for entry are identified by a sign that

reads:

“DANGER— PERMIT REQUIRED CONFINED SPACE, DO NOT ENTER”

It is the policy of (institution name) that all permitted and non-permitted confined spaces be atmospherically evaluated prior to entry and, periodically during entry, according to an established frequency, which is dependent on the space and the initial evaluation. Prior to entry, test the atmosphere first for oxygen, second for combustible gases and vapors and, finally, for toxic gases or vapors. If the oxygen content is at or below 20.9 percent, oxygen is being displaced and the space may require ventilation.

Note: Any oxygen reading below 20.9 percent could indicate the displacement of O2 by some other agent and should be questioned.

If ventilation does not provide for an increase in oxygen, employees are required to wear supplied air respirators while in the area. If toxic levels of chemicals are present, appropriate ventilation or respiratory protection will be necessary.

Note: If respirators are worn by campus employees, a Respiratory Protection Program will need to be implemented. Further, if respirators are worn for a period of 30 days or more, a Medical Evaluation Program will need to be implemented.

If combustible gas levels are above 10 percent of the lower explosive limit (LEL), entry will be delayed until the level falls below 10 percent.

Note: Any reading of the combustible gas indicator below 10 percent of the LEL may indicate a toxic atmosphere and should be evaluated accordingly. Below a 10 percent LEL, OSHA permits entry only from a flammability nature and does not imply the space is not toxic.

Forced ventilation can be used to lower the concentration of toxic or combustible gases and raise the oxygen level. However, identifying the chemicals to be removed from the space and determining how they will be disposed of must be accomplished prior to starting ventilation. The following direct-reading instruments are made available for use prior to entry into an atmosphere that may contain inadequate oxygen:

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(Insert list of instruments)

The following personnel have been trained and are qualified to perform atmospheric testing using the above-identified instrumentation:

(Insert name and positions)

A system to mark a confined space unsafe, should tests indicate it is unsafe to enter, has been established. These markings will remain in place until tests indicate entry is safe. Signs, marker tape, flags and/or barricades will be used for identifying these areas.

Lockout, block or otherwise disconnect all mechanical, electrical, liquid and gas systems relating to the confined space that may create a hazard during entry if they are put in motion or otherwise activated. Lockout/Tagout procedures shall be performed in accordance with the (institution’s) written Lockout/Tagout Program.

Emergency procedures for rescue inside confined spaces have been coordinated with our local Fire Department. At all times there will be an attendant on standby outside the confined space to observe the worker and provide help in an emergency. At no time is an attendant to enter a confined space for the purpose of rescue.

In the event emergency procedures have not been coordinated with the local Fire Department, a rescue procedure will be established. Rescue personnel will be trained and outfitted with the same protective clothing and equipment as the confined entry personnel.

Additional training will be provided to rescue personnel as described under the training section of this Program.

JJJJJJJJJJJJJJJJJJ. Prior to entering a confined space, the department manager/supervisor is required to review the following safety forms, which are completed and endorsed by the entry supervisor. All safety forms are to be kept in the job file for which they are filled out and retained a minimum of one year to facilitate review of the Confined Space Entry Program. It is the responsibility of the entry supervisor to see that all forms are filled out and filed accordingly. In addition, a copy of the confined space entry permit and, if necessary, the associated Safety Briefing Report, must be posted at the confined space entry point for review by all entrants, attendants and rescue personnel.

The Confined Space Entry Permit (see Appendix 20-D) provides the following information:

1. Permit number

2. Permit date

3. Authorized duration of the entry permit

4. Job location

5. Purpose of entry

6. Name of authorized person entering the confined space, attendant and documentation of training

7. Instruments used

8. Documentation of the evaluation of the atmosphere for oxygen content, combustible gases and toxic levels of gases and vapors. Atmospheric testing shall be performed before and after forced air ventilation is introduced.

9. Ventilation modification

10. Minimum Requirements Checklist completed

11. Documentation that all electrical and mechanical equipment leading to the confined space area has been locked out or rendered inoperable

12. Documentation on the levels of protective clothing and equipment needed

13. Description of rescue procedures

14. Name of person preparing permit

15. Name and signature of entry supervisor

16. Permit cancellation time and reason for terminating permit

17. Signature of entry supervisor canceling permit

The Confined Space Characterization Form (see Appendix 20-E)—Used to standardize the information necessary to adequately assess the hazards associated with particular confined spaces within the organization. This form shall be completed and the information entered into a database. This information would not circumvent the need to physically evaluate each confined space before entry, but is intended to act as a means to verify similar conditions or hazards that may exist.

KKKKKKKKKKKKKKKKKK. All contractors/subcontractors must adhere to the Permit-Required Confined Space Entry Program requirements established under OSHA 29 CFR 1910.146.

Training RequirementsPrior to beginning confined space entry procedures, the following training will be provided and documented for all affected employees.

Authorized Entrants Shall:

– Become knowledgeable of the hazards that may be present during entry, including information on the mode, signs or symptoms and consequences of the exposure.

– Become knowledgeable in the proper selection and use of personal protective equipment required for entry.

– Learn to communicate with the attendant whenever:

The entrant recognizes any warning sign or symptom of exposure to a dangerous situation.

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The entrant detects a prohibited condition.

There is a need to monitor the entrant’s status.

– Become knowledgeable in procedures for exiting a confined space including:

Understanding an order to evacuate when given by the attendant or the entry supervisor.

Understanding when an evacuation alarm is sounded.

Recognizing any warning sign or symptom of exposure to a dangerous situation.

Detecting a prohibited condition.

Attendants Shall:

– Become knowledgeable of the hazards that may be present during entry, including information on the mode, signs or symptoms and the consequences of the exposure.

– Become aware of the possible behavioral effects of hazard exposure that an authorized entrant may exhibit.

– Learn to maintain a continual accurate count of authorized entrants in the permit space and be able to accurately identify who is in the permit space at all times.

– Understand the importance of maintaining a constant vigil outside the permit space during entry operations, until relieved by another attendant.

– Learn techniques for communicating with entrants, as necessary, to monitor entrant status and to alert entrants of the need to evacuate the space.

– Learn to monitor activities inside and outside the space to determine if it is safe for entrants to remain in the space.

– Learn under what circumstances the entrants are to be ordered to evacuate the space. Such circumstances may include:

The attendant detects a prohibited condition.

The attendant detects the behavioral effects of hazard exposure in the authorized entrants.

The attendant detects a situation outside the space that could endanger the authorized entrants.

The attendant cannot effectively and safely perform his duties.

– Learn when to summon rescue and other emergency services.

– Learn what actions to take in the event unauthorized persons approach or enter the permit space while entry is underway. These actions may include the following:

Warn unauthorized persons to stay away from the permit space.

Advise unauthorized persons that they must immediately exit the permit space if they have gained entry into the space.

Inform authorized entrants and the entry supervisor of any unauthorized entrants.

– Learn to perform non-entry rescue procedures.

– Understand that the primary duty is to monitor and protect the authorized entrants and, as such, never to perform duties that will interfere with this objective.

Entry Supervisors Shall:

– Become knowledgeable in the proper selection and use of personal protective equipment and rescue equipment required for making rescues from permit spaces and shall be required to perform practice rescue drills a minimum of annually.

– Become knowledgeable of the hazards that may be present during entry, including information on the mode, signs or symptoms and consequences of the exposure.

– Gain thorough knowledge of the information required on the entry permit and understand his/her role in verifying that tests, if applicable, have been conducted and that equipment is in place prior to endorsing the permit and allowing entry to begin.

– Understand procedures for terminating entry and canceling the permit.

– Understand procedures for verifying rescue services are available and means for summoning them are operable.

– Understand procedures for removing unauthorized individuals from the area.

– Become knowledgeable and take responsibility for determining that entry operations remain, at all times, consistent with the terms of the entry permit and that acceptable entry conditions are maintained.

Rescue and Emergency Services Personnel Shall:

– Become knowledgeable in the proper selection and use of personal protective equipment and rescue equipment required for making rescues from permit spaces.

– Become knowledgeable under the requirements outlined for authorized entrants above.

– Become knowledgeable in performing confined space rescue procedures.

– Perform confined space rescue drills a minimum of once every 12 months. Drills will include simulated rescue operations using dummies, manikins, or actual persons from actual permit spaces or from representative permit spaces.

– Become trained in Basic First Aid and CPR and have a minimum of one member of the rescue service available that holds a current certification in First Aid and CPR.

– If outside services are called in, the employer will arrange to inform rescue service personnel of the hazards they may confront in performing rescue operations.

– Have access to all permit spaces from which rescue may be necessary for developing rescue plans and performing drills.

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– Become knowledgeable in retrieval systems or methods that may be employed for non-entry rescue and understand when using such equipment may increase overall risk and hinder rescue operations.

Annual ReviewAn annual review of the permit required confined space program shall be conducted by (Insert name and position). Canceled permits kept on file shall be utilized to assess the effectiveness of the Program. Upon completion of the annual review, the institution’s Permit-Required Confined Space Program shall be updated as necessary.


Appendix 20-B

Sample Confined Space Air Monitoring Program

IntroductionThe purpose of this Air-Monitoring Program is to establish standard operating procedures that are implemented for the safety and health of employees involved in confined space entry operations. The proper selection of engineering controls, work practices and personal protective equipment is contingent upon obtaining accurate information concerning exposure to concentrations of hazardous substances in excess of permissible or published exposure limits. It is the responsibility of department managers/supervisors to ensure that appropriate hazard information is obtained prior to confined space entry in areas under their authority.

RequirementsLLLLLLLLLLLLLLLLLL. Prior to entry, representative air monitoring will be

conducted to identify IDLH conditions, exposure over permissible exposure limits or published exposure limits or other dangerous conditions such as the presence of flammable atmospheres or oxygen-deficient environments.

MMMMMMMMMMMMMMMMMM. Periodic monitoring will be conducted whenever there is the possibility of an IDLH condition or flammable atmosphere developing or when there is an indication that permissible or published exposure limits may be approached. This will include whenever:

Work begins in a new location within a confined space.

Contaminants not previously identified are detected.

New operations are initiated.

Employees are handling leaking containers or piping systems or are working in areas of obvious liquid contamination.

NNNNNNNNNNNNNNNNNN. Monitoring will be performed by:

Subcontractor In-house Personnel

The following in-house personnel are qualified to conduct air monitoring:

(Insert name and positions)

The following subcontractors may be contracted to conduct air monitoring:

(Insert subcontractors’ names)

OOOOOOOOOOOOOOOOOO. Direct-reading monitoring instruments will be used and include combustible gas indicators, oxygen meters, calorimetric indicator tubes and organic vapor monitors. Results of air monitoring shall be documented and made available to all entrants. Monitoring shall be conducted in the following order:

1. Oxygen

2. Combustible Gases

3. Toxic Vapors or Gases

PPPPPPPPPPPPPPPPPP. Both acceptable and unacceptable entry and working conditions shall be determined based on air monitoring results and recorded on the Entry Permit. Limits established and required by OSHA, or if more restrictive by the institution’s policy, may not be exceeded. OSHA requirements are as follows:

Oxygen—19.5 percent and 23.5 percent

Combustible Gas—10 percent LEL

Toxic—PELs (29 CFR 1910.1000, Z-1 Tables, Z-2 Tables, Z-3 Tables)

Unacceptable entry and working conditions are in most cases contaminant and confined space specific. Generally, any concentrations that vary from normal concentrations should be unacceptable until verification or investigation can conclusively determine safe conditions.


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Appendix 20-C

Acknowledgment of Receipt of Training for Confined Space Air-Monitoring ProgramI acknowledge receipt of training in (Institution’s name)’s Confined Space Air-Monitoring Program. Specifically, I have been trained in the following:

QQQQQQQQQQQQQQQQQQ. I know who at (Institution’s name) is qualified to perform air monitoring.

RRRRRRRRRRRRRRRRRR. I know under what general circumstances air monitoring is required.

SSSSSSSSSSSSSSSSSS. I know who at (Institution’s name) is qualified to make a determination regarding implementation of an Air-Monitoring Program.

TTTTTTTTTTTTTTTTTT. I know which subcontractors are deemed qualified to conduct air monitoring.

UUUUUUUUUUUUUUUUUU. I know the method to use to determine a safe working atmosphere.


________________________________________________ __________Employee’s Signature Date

________________________________________________ __________Trainer’s Signature Date


Appendix 20-D

Sample Confined Space Entry PermitPermit #: Permit Date:Job Location:Time of Entry: Duration of Permit:Purpose of Entry:Communication Procedures:Hazards Identified:Name of Person(s) Entering Confined Space:Name of Attendant:

Atmospheric Testing

Time 1: Time 2: Time 3: Time 4: Time 5:O2: percent

O2 percent

O2 percent

O2 percent

O2 percent

LEL: percent

LEL:percent

LEL: percent

LEL: percent

LEL: percent

Toxic ppm

Toxic ppm

Toxic ppm

Toxic ppm

Toxic ppm

CO: percent

CO: percent

CO: percent

CO:percent

CO: percent

Specify instrument(s) used, name of person who provided testing and calibration procedures implemented:

Have all lockout/tagout procedures been followed to ensure that all electrical and mechanical equipment leading to the confined space areas have been rendered inoperable?

Yes No

Was ventilation modified? Yes NoIf yes, note the times when atmosphere was re-tested:

List all personal protective equipment issued for the purpose of confined space entry.

Personal Protective Clothing/Equipment: Issued to:a.b.c.

Denote these minimum requirements have been completed:

Requirements Date TimeLockout/De-energize/TagoutLine(s) broken, capped, blankedPurge-Flush-VentVentilationSecure AreaBreathing ApparatusStandby Safety PersonnelFull Body Harness w/”D” ringEmergency Escape Retrieval EquipmentLifelinesFire ExtinguishersLightingProtective ClothingRespirators (APR)Resuscitator/Inhalator

Describe Rescue Procedures:

All measures as required under 29 CFR 1910.146(d) have been met and Permit #_______ is hereby granted. This permit is to be made available to all authorized entrants. The duration of this permit is not to exceed the time required to perform the job or eight hours, whichever is less. The entry supervisor may cancel this permit whenever entry operations have been completed; or when a condition arises that is not allowed under this entry permit. Upon cancellation, it will be kept on file for one year.Permit granted on this day of , year

Signature of Entry Supervisor Granting Permit

Permit Canceled on this day of , yearTime of Cancellation:

Signature of Entry Supervisor Canceling Permit

Reason for Canceling Permit:


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Appendix 20-E

Confined Space Characterization FormConfined Space #:

A. Site Description:Date: Location:

B. General Entry Objectives:

Confined Space Description:

Hazard Evaluation Description:C. Confined Space Type (Classification)

Permit Required Non-Permit RequiredD. Authorized Entry:

Company Personnel Authorized Contractor Personnel AuthorizedE. Hazard Evaluation

The following substance(s) are known or suspected to be present. The primary hazard(s) of each are identified:Substances Involved Concentrations (if known) Primary Hazards

F. Personal Protective EquipmentBased on the evaluation of potential hazards, the following personal protective equipment has been assigned for the applicable work area(s) and tasks:Work Area Job Function PPE Assigned

G. Emergency Medical CareNames of qualified personnel:

The medical facility closest to our institution’s operations is as follows:Medical Facility Name:Address:Telephone:Ambulance Telephone:Ambulance Response Time:First aid equipment is available on site at the following locations:First Aid Kit:Emergency Eye Wash Station:Emergency Shower:Other:Other emergency telephone numbers are as follows:Police:Fire:Hospital:Public Health Advisor:Poison Control Center:

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H. Environmental MonitoringThe following environmental monitoring instruments shall be used on site (cross out if not applicable) at the specified intervals:Combustible Gas Indicator continuous hourly daily other _________O2 Monitor continuous hourly daily other _________Calorimetric Tubes continuous hourly daily other _________Photoionizing Detector continuous hourly daily other _________

I. Emergency ProceduresOn-site personnel will use the following standard emergency procedures. The Site Safety Officer shall be notified of any on site emergencies and be responsible for ensuring that the appropriate procedures are followed. The Site Safety Officer for the above-described operations is:(Insert name of Site Safety Officer)Personnel Injury Procedures (describe):

Fire/Explosion Emergency Procedures:

Personal Protective Equipment Failure Emergency Procedures:

Other Equipment Failure Emergency Procedures:

Emergency Escape Routes and Re-assembly Routes are as follows:

J. Lockout/Tagout procedures for de-energizing was completed as described:

K. Ventilation is provided using the following means:

L. Area has been secured using the following means:

M.

The following emergency equipment is available on site (check all that apply):

Full Body Harness with Lockable “D” Ring Explosion Proof Lighting Emergency Escape Retrieval Equipment Non-sparking Tools Fire Extinguishers Winch/Tripod Lifelines Other (list)

Signature of Person Certifying Information in this Characterization Date


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Section 21

Automatic Emergency Defibrillator Guidelines

IntroductionThe use of automatic emergency defibrillators (AEDs) has been very helpful in saving the lives of many people who have suffered sudden cardiac arrest. In the hands of trained users, AEDs have provided the analysis and emergency corrective measures that have re-started or normalized the cardiac rhythm of cardiac arrest victims. The purpose of this Manual section is to describe the conditions under which an AED should be used and how to use one.

EIIA suggests that AEDs, if provided, be located in the campus security office and in buildings that may contain significant assemblies of individuals, such as gymnasiums, theaters and chapels.

LocationsOn the [Name of institution] campus, AEDs are situated at the following locations (refer to campus map at the end of this section):

A. D. G.

B. E. H.

C. F. I.

The AED stations are designated by the following signs: [Indicate sign markings or place photo of AED station here.]

Who Can Use an AED?An AED can be used by any person who is trained to provide cardiopulmonary resuscitation (CPR). They are designed to be used by non-medical people, such as police, firefighters, security guards and even lay-people. While it is important to be trained in CPR, if you are the only rescuer around and do not have CPR training, you should still use the equipment to try to save the victim’s life.

On our campus, the following departments have staff trained in the use of AEDs:

VVVVVVVVVVVVVVVVVV.

WWWWWWWWWWWWWWWWWW.

XXXXXXXXXXXXXXXXXX. (etc.)

The list of trained users is maintained by [Enter name of department].

Under What Conditions May an AED be Used?If someone is exhibiting the following signs, the potential rescuer will consider using an AED after notifying campus Security or 9-1-1:

YYYYYYYYYYYYYYYYYY. Unconscious patient who is not breathing

ZZZZZZZZZZZZZZZZZZ. No detection of a pulse

AAAAAAAAAAAAAAAAAAA. Patient must be over 8 years old—most AEDs are not approved for children under that age, since their energy settings cannot be set low enough for infants

BBBBBBBBBBBBBBBBBBB. The victim is not moving or being moved (movement distracts the analysis)

CCCCCCCCCCCCCCCCCCC. A trained medical provider has confirmed full cardiac arrest

What if the Patient Does Not Regain Consciousness?The AED is only designed to stop fibrillation. If there are other cardiac conditions present, the AED may not be effective. Similarly, the cardiac event may have been so massive that CPR will also be ineffective. The victim may die, in spite of our best efforts. Rescuers are not always successful in their rescue efforts and some people may feel some very profound emotions, especially a few days after the event. To help rescuers cope with these feelings, the institution will provide access to a contact (a grief counselor, campus chaplain or other clergy person, or a psychiatrist), depending on the wishes of the rescuer involved.

Legal Aspects of Using an AEDAs non-medical persons, our staff members and students are under no legal obligation to use an AED to try to save a person’s life. It takes a special person to attempt to save a life and some may have strong reasons to decline. If they do attempt to save a person’s life using an AED and are unsuccessful, they may have protection from survivor lawsuits through the “Good Samaritan” sections of many state laws. Basically, these laws shield non-professional rescuers from prosecution for trying to help an injured victim, even if their attempts were not successful.

As volunteers providing first aid, our staff members and students are also insured through the institution’s medical malpractice liability insurance policy.

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Maintenance of AEDsThe AEDs at the institution must be maintained in accordance with the regulations of your state and the manufacturer’s instructions. Failure to do so may result in the AED not working when needed.

SummaryUsed in conjunction with CPR, automatic emergency defibrillators can be useful tools for saving the victims of sudden cardiac arrest, but only if they are used properly. The time to learn when and how to use an AED is now, not when the victim is lying unconscious on the ground. We will provide CPR/AED training in conjunction with [List name of cooperating agency here. It may be the American Red Cross, the Physical Education Department, County Health Department or other agency].

Section 22

Service and Construction Contractor Safety

IntroductionEvery higher educational institution will eventually have need of a contractor’s services to help build new facilities or maintain existing ones. The work that contractors perform can relieve the Physical Plant staff from many specialized tasks that they may not be qualified to perform. However, contractors are not as familiar with an institution’s facilities as the staff and so there is a possibility of errors that could cause great disruptions to the institution. For this reason, it is essential for the institution to closely monitor and control the work of contractors. The control starts before the contractor is selected and continues through the life of the project.

There are several tools that the institution can use to control and monitor the work that a service and construction contractor performs while on campus. The first is a Contractor Safety Program (See Appendix 22-A). The second is a guide to selecting contractors. This may be found in Appendix 22-B. The third tool is a list of guidelines on working with contractors, including insurance requirements. A guide to assist in this process is in Appendix 22-C.

Another important consideration when contractors are performing construction and maintenance activities on campus, is the potential presence of asbestos containing materials in the work area. Appendix 22-D provides information on asbestos awareness.

PolicyAn individual should be assigned the responsibility for the overall control and monitoring of contractor activities on campus.

Appendix 22-A

Sample Contractor Safety ProgramContracted services at a higher educational institution may range from fire extinguisher inspection, to cleaning of the hood and duct systems in the kitchens, to installing a new roof, to construction of an entire new building. The work that the contractors do can affect the safety of students, faculty and visitors alike. [Name of institution] has in place a Contractor Safety Program, to ensure that the contractors and subcontractors work safely while on our premises.

We have two aspects to our Contractor Safety Program. The first concerns service contractors, those firms that regularly come on campus to provide a service, such as elevator inspections or fire extinguisher maintenance. The second aspect covers general contractors and their subcontractors, who may be on-site for several months constructing or renovating a campus building.

Service Contractors

Selecting a ContractorSelecting the correct service contractor is important, because the firm selected will be working with us in a long-term relationship. Our selection process is based on the following factors:

1. Qualifications: The service firm should have at least five years of experience servicing the types of equipment that we use. The firm should be licensed as required by the state or city.

2. History of working safely. We use the Workers Compensation Experience Modification Rating (EMR) factor as a prime determinant of safe work history. See Appendix 22-B for details. Whenever possible, we will only use contractors whose EMR factor is 1.2 or less. We will also review the claims history for General Liability and Auto Liability coverage, to identify how the contractor’s on-site activities have affected their customers. (Information on EMRs is provided in Appendix 22-B)


3. As a condition of the contract, the contractor will supply certificates of insurance at the institution’s specified limits for Workers Compensation, General Liability (including Products Liability and Completed Operations) and Auto Liability to the Business Office (ATTN:_____________). At least once per year, the contractor will update those certificates, to document that they remain in force. The institution is to be listed as an additional insured on these policies.

4. As a condition of the contract, when requested by the institution, the contractor will supply background checks of their employees and inform the institution of any individuals with a felony conviction or any record of sexual offenses. The institution reserves the right to prohibit access to campus to any contractor employees determined to be a risk to the institution or its students, faculty or staff.

5. As an institution receiving public funds, there are other factors the institution will use as mandated by Federal, state and local laws and regulations, including licensing requirements, when going through the selection process.

First ContactThe institution’s representative(s) responsible for the equipment being serviced will make contact with any new service contractor at or before the time of the contractor’s first visit to campus. The manager will discuss and document the following items:

6. Scope of the work to be performed.

7. Safety rules that the contractor’s personnel will be required to follow and penalties for failure to comply. The contractor will be required to confirm compliance with those rules (see Appendix 22-B).

8. Access to facilities and equipment and any restrictions on access (Example: must be accompanied by institution’s staff during access to residence halls or locker room areas; access only during certain hours, etc.).

9. Vehicle access and parking restrictions.

10. Persons to contact in the event of problems.

Future ContactsThe institution’s representative(s) responsible for the equipment being serviced either will make the arrangements for future service or will be kept informed of when the contractor will be making his/her next service visit. This will help to ensure that the contractor will be on-site only when approved by the institution’s representative(s).

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Construction Contractors

Selecting a ContractorSelecting the correct contractor is important to ensure that high-quality work is accomplished safely. This is especially critical when considering the magnitude of the project and the potential for serious injuries and property damage. There are several factors that the institution will use to evaluate potential contractors:

11. Experience doing the kind of work that needs to be done. The institution will choose contractors who have at least five years of increasingly more complex work in their particular field. The institution will ask for and check references provided by potential contractors.

12. If unsure about any aspect of the contractor’s operations, questions will be asked. The few minutes taken up front to find out how well a contractor manages the safety of his people and equipment may pay off later in reduced accidents and high quality work from the contractor selected.

13. Evaluate past experience with a contractor. If there has been a long history of high-quality work with a contractor, the institution is more likely to use that firm again.

14. History of working safely. Use the Workers Compensation Experience Modification Rating (EMR) factor as a prime determinant of safe work history. Also review the claims history for General Liability and Auto Liability coverage, to identify how the contractor’s on-site activities have affected their customers (Information on EMRs is provided in Appendix 22-B.).

15. OSHA Citations/Penalties: A history of serious OSHA citations indicates that the contractor is not complying with all applicable OSHA standards. If there are major citations, the contractor could be shut down, which might leave the institution without a contractor to complete the work. If there have been serious injuries or fatalities, the institution could also be subject to third party claims from the injured person. The institution’s Safety Manager (_________________) will review the contractor’s OSHA 200 and 300 Logs for the past three years, to see what types of claims they have had. He/she will advise as to the desirability of using that contractor.

16. As a condition of the contract, when requested by the institution, the contractor will supply background checks of their employees and inform the institution of any individuals with a felony conviction or any record of sexual offenses. The institution reserves the right to prohibit access to campus to any contractor employees determined to be a risk to the institution or its students, faculty or staff.

17. Written safety policies and procedures: The institution will review the contractor’s written procedures, to determine whether:

a. They are specific for the institution’s site,


b. They address the exposures that the institution’s insurance policies cover,

c. They are OSHA compliant,

d. The policies and procedures address the hazards which may be unique to that contractor, such as electrical safety, working at heights or the use of hazardous chemicals and

e. The procedures include a disciplinary policy for failure to follow safety rules.

18. Bonds: The institution will review the contractor’s bonding history, to determine whether the contractor has had any difficulty in the past obtaining performance bonds. This may be a symptom of deeper problems—safety as well as financial. Through the institution’s insurance agent/broker, they will obtain written proof that the contractor is adequately bonded.

19. Safety Management: The institution will determine whether the contractor has a full-time or job-site specific Safety Manager, how often he/she would be on the institution’s site and what responsibilities this person has.

20. The institution’s Safety Manager will examine the contractor’s equipment to see how well it is maintained. Poorly maintained equipment tends to reflect a reduced emphasis on safety.

21. As an institution receiving public funds, there are other factors used as are mandated by Federal, state and local laws and regulations, including licensing requirements.

Making First ContactBefore any work begins, the institution’s representative(s) in charge of the project will meet with the contractor’s representative to establish the safety guidelines for the project. These will include the following items:

22. Provide and explain job safety requirements. The contractor’s representative will sign an acknowledgement that they have received the rules and will comply with them.

23. Explain personal protective equipment requirements.

24. Obtain hot work permits, if necessary.

25. Set up fire watches, to last at least 30 minutes after the last hot work of the day is completed.

26. Establish access procedures for contractor’s vehicles and personnel.

27. Provide instructions on parking and on-premises vehicle operation regulations, plus approved parking/storage areas for contractor’s equipment.

28. The use of equipment. The institution will not allow the contractor to use any of the institution’s equipment, such as ladders, forklift trucks, or man-lifters. The contractor will use his own or rental equipment and will be required to maintain it in a safe condition.

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29. On a regular basis, the contractor’s Site Foreman and/or Safety Manager will meet with the institution’s Campus Safety Manager to review the safety of the operations thus far in the project. As appropriate, they will review the injuries that have occurred since the last meeting and will make an inspection tour to identify uncontrolled hazards.

During the Project30. As appropriate, joint institution-contractor safety meetings or training will be

held to ensure that the contractor’s and subcontractors’ employees understand the importance of safe work on our campus.

31. The Campus Safety Manager will make periodic safety inspections of the contractor’s and subcontractor’s operations. Any violations of the agreed-upon safety guidelines will be documented and discussed with the contractor’s site Superintendent and/or Safety Manager. Repeated violations will subject the contractor to dismissal from the site, per the contract provisions.

32. At the conclusion of the project, the contractor and the Campus Safety Manager will review the safety aspects of the project to determine jointly where improvements could be made in future projects.

Appendix 22-B

Contractor Selection Guidelines

IntroductionSelecting a contractor can often spell the difference between a successful project and a nightmare. Experienced and skilled contractors are in great demand, because they have the good sense to run a project according to strict rules, including safety rules. Choosing which contractor will build the new science center or service all the elevators on campus may be a difficult decision. The following guidelines will help make that decision easier.

Evaluating a Contractor In conducting an evaluation of a contractor or subcontractor, consider the following:

Experience Modification Rating (EMR)Experience Modification Rating (EMR), also sometimes called Workers’ Compensation Modification: This is one means by which a contractor’s safety performance can be evaluated. Briefly, the EMR reflects a company’s Workers’ Compensation experience and is the ratio of actual losses to expected losses over a three-year period.

* Actual Losses: The dollars spent on Workers’ Compensation claims** Expected Losses: The dollars which a similar company would be expected to spend on Workers’ Compensation claims

An EMR illustrates a company’s average loss experience for the previous three years and is a good indicator of a contractor’s past safety experience, especially when compared to other contractors in your state who perform similar work.

EMRs for contractors range generally from about 0.3 to 2.0. An EMR above 1.0 means that the actual losses exceed the industry average for your state. An EMR


of 1.0 is average, while a rate of less than 1.0 means that losses are less than expected for the industry. The contractor should know what his/her EMR is and should know why it is above or below 1.0. A rate above 1.0 could be the result of a single accident.

A new company will start with an EMR of 1.0 until they have three years of experience on which to calculate a rate based on their actual losses.

OSHA Citations/PenaltiesA history of serious OSHA citations indicates that the contractor is not complying with all applicable OSHA standards. If there are major citations, the contractor could be shut down, which might leave the institution without a contractor to perform the work. If there have been serious injuries or fatalities, the institution could also be subject to third party claims from the injured person. The institution’s safety manager should review the contractor’s OSHA 200 and 300 Logs for the past three years to see what types of claims they have had.

Written Safety Policies and ProceduresReview the contractor’s written procedures. Are they specific to the institution’s location? Do they address potential exposures that are related to the institution’s environment? Can the contractor even locate a copy? Do the policies and procedures address the hazards that may be unique to that contractor, such as electrical safety, working at heights or the use of hazardous chemicals? Do the procedures include a disciplinary policy for failure to follow safety rules and OSHA regulations?

BondsHas the contractor had any difficulty in the past obtaining performance bonds? This may be a symptom of deeper problems—safety as well as financial. The institution should obtain written proof that the contractor is adequately bonded.

Safety ManagementDoes the contractor have a full-time Safety Manager? How often would he/she be on site? What responsibilities does this person have?

Certificates of InsuranceThe institution has a right to ask the contractor for certificates of insurance, which are proof that the contractor has adequate insurance in force to protect both him and the institution against claims. In addition to Workers’ Compensation coverage, the contractor should also furnish proof of coverage for General Liability (including Completed Operations), Auto Liability (if contractor’s vehicles are driven onto the institution’s premises) and Property Damage (for

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contractors’ tools and equipment). Verify the institution is an additional insured on the contractor’s insurance policy.

Experience indicates that a contractor who “has its act together” with regard to safety will also demonstrate superior production and high quality performance. Contractors with poor Workers’ Compensation records pay for their bad experience in higher premiums. These costs are factored into their bid calculations. A low bid from a contractor with significant Workers’ Compensation costs is an indication that they are willing to cut corners (lack of safety effort?) to make a profit, often at your expense.

Contractor’s EquipmentLook at the contractor’s equipment to see how well it is maintained. Poorly maintained equipment tends to reflect a reduced emphasis on safety. Ask for references of past work. A contractor with good results will not be afraid to give plenty of names to check. Finally, don’t be afraid to ask questions. The few minutes taken now to find out how well a contractor manages the safety of his people and equipment may pay off later in reduced accidents and high quality work from the contractor selected.

Appendix 22-C

Working with Contractors

IntroductionContractors work for a variety of different operations. Working on an educational campus may be a new experience for many of them and so they need to follow the institution’s established rules. Similarly, the institution may not be used to having construction workers in classrooms or residence buildings. The following guidelines have been established to help the institution maintain control of the contractors while they are working on campus. In general, contractors’ employees should be required to follow the same rules that the institution’s employees do.

Contractor Guidelines DDDDDDDDDDDDDDDDDDD. The institution should review the contractor’s

safety rules that will be in use on site.

EEEEEEEEEEEEEEEEEEE. As an alternative, provide each contractor’s employee with the list of campus safety rules. Before beginning work at your premises, each contractor’s employee should sign a notice, indicating that:

1. He/she has received a copy of the institution’s safety rules, and

2. He/she agrees to comply with those rules, as a condition of employment at the institution.

FFFFFFFFFFFFFFFFFFF. Each contractor should use his/her own equipment and not borrow any of the institution’s. As a condition of employment, the contractor should maintain his equipment in good condition.

GGGGGGGGGGGGGGGGGGG. Each contractor should provide specified personal protective equipment (safety glasses, hearing protection, etc.) to his employees and should ensure that they use it as appropriate.


HHHHHHHHHHHHHHHHHHH. The institution should request that the contractor supply background checks of their employees and inform the institution of any individuals with a felony conviction or any record of sexual offenses.

IIIIIIIIIIIIIIIIIII. The institution’s Safety Manager or Facilities Director should monitor the work that the contractor’s employees are doing. This should be at the beginning of the job, to ensure that they are getting set up properly. The Safety Manager or Facilities Director should also spot-check the contractor’s work actions and conditions periodically throughout the life of the project.

JJJJJJJJJJJJJJJJJJJ. The institution should establish and clearly communicate a policy for handling infractions of the rules by contractors’ employees. A “Three strikes and you’re out” policy is often used.

KKKKKKKKKKKKKKKKKKK. Contractors who are new to the institution should meet with the Safety Manager or Facilities Director before beginning work, to:

1. Explain job safety requirements

2. Explain personal protective equipment requirements

3. Explain campus lockout/tagout policy and procedures.

4. Obtain hot work permits, if necessary

5. Set up fire watches, to last at least 30 minutes after the last hot work of the day is completed.

LLLLLLLLLLLLLLLLLLL. Contractors should also be given instruction on parking and regulations for on-premises vehicle operations.

MMMMMMMMMMMMMMMMMMM. If the general contractor uses any subcontractors, he/she is responsible for their safety. He should provide the same level of protection for them as he would provide to his own employees.

NNNNNNNNNNNNNNNNNNN. If the contractor has more than six employees working at the institution’s site, he should provide a foreman or supervisor, who would be responsible for productivity, work quality and safety of the workers. This person should then be the main point of contact between the institution’s operations and the contractor’s work. Any safety questions would then go between the institution and this foreman.

OOOOOOOOOOOOOOOOOOO. It would also be a good idea for the contractor’s safety person to visit the institution occasionally to review the safety of the contractor’s employees.

Working with Contractors—Insurance GuidelinesPPPPPPPPPPPPPPPPPPP. The contractor should provide Certificates of Insurance

for WC, GL (including Completed Operations) and Auto Liability, if its vehicles will be driven on campus or any other areas controlled by the institution.

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QQQQQQQQQQQQQQQQQQQ. The institution should not sign a “Waiver of Subrogation.” Contact EIIA for details and additional information on this subject.

RRRRRRRRRRRRRRRRRRR. The Risk Management or Facilities Department should obtain the insurance certificates as part of the contract bidding process. Certificates should certainly be in-hand before any contractor’s employees come on site. The institution should be an additional insured on the certificates.

SSSSSSSSSSSSSSSSSSS. Limits of Insurance should be acceptable to the Risk Management Department and should depend on the scope of the work.

TTTTTTTTTTTTTTTTTTT. The contractor should be responsible for keeping the certificates up-to-date.

UUUUUUUUUUUUUUUUUUU. The institution may wish to develop a spreadsheet or other document, listing all contractors and subcontractors, their insurance carriers, policy numbers, dates of coverage and other pertinent information for WC, GL and AL. Provide the receptionist or gate guard with a summary of this information, specifically whether the policies are up to date. When the contractor comes on site, the gate guard can check the list to see whether the contractor should be allowed on site. If the policies are not up-to-date, the guard can refer the contractor’s employees to their main office.

VVVVVVVVVVVVVVVVVVV. If the contractor uses any subcontractors, their insurance information should be included under the general contractor’s policies.

WWWWWWWWWWWWWWWWWWW. The EIIA Builder’s Risk Property Insurance Policy does not insure contractors’ equipment. If the institution is relying on this policy to provide property insurance for a project, the contract should require that contractor to purchase insurance for the contractors’ tools and equipment.

Appendix 22-D

Asbestos AwarenessAsbestos is a generic term for a group of naturally occurring silicate minerals that are mined primarily in South Africa, Canada and the former Soviet Union. Asbestos can appear in fibrous crystal form and when crushed, separates into flexible fibers.

Asbestos minerals have the following characteristics in common:

Separate into smaller and smaller fiber bundles when disturbed or handled

Resistant to heat, bacteria and chemicals

Great tensile strength and stiffness

Excellent electrical and thermal insulation

Very good noise insulator

Resistant to the effects of friction and wear

An important term used in describing the condition of asbestos is the word "friable." A material is considered friable if it can be reduced to powder by hand pressure when dry. This will become clearer when we review the health effects and routes of entry.

Potential Health Effects Related to AsbestosWhile asbestos fibers may gain entry into the body through inhalation and ingestion, by far the major route is inhalation. Asbestos fibers have no odor and those that you may inhale are invisible to the naked eye.

Your respiratory system includes the mouth, nose, wind pipe (trachea), bronchi and lungs. The lungs are located within the pleural cavity. Lying within the cavity and covering the lungs is a lining called the pleural mesothelium.

The lungs contain air sacks called alveoli. The alveoli are the sites where oxygen is absorbed into the blood and carbon dioxide is removed from the blood.

Your body's respiratory system has defense mechanisms that work to keep foreign particles from causing damage. Amazingly, estimates indicate that these mechanisms are


95 to 98 percent effective. Examples of some defense mechanisms and their functions are:

– The mouth and nose filter out very large particles.

– Coated bronchi filter out smaller particles.

– Cilia, which are hairlike protrusions on cells lining the airways (bronchial tree), move particles up to the back of the mouth where they are swallowed or expelled.

– The smallest particles that are not previously trapped may travel to the alveoli in the lower respiratory system. Here they may be attacked by large cells, known as macrophages, which try to digest them. Because asbestos is a mineral fiber, the macrophages are often not successful.

Most of the information about asbestos diseases comes from studying workers in the various asbestos industries. The bulk of the data comes from World War II shipbuilding activities and the asbestos industries in the United States and England. Exposure to very high levels of airborne asbestos typical of the asbestos workplace prior to 1972 has been linked with the following diseases:

Asbestosis is a chronic disease in which lungs become scarred (fibrosis) as a result of a biological reaction to the inhalation of asbestos fibers. Scarring causes thickening of the walls of the lungs and a reduction in the capacity for transfer of oxygen to the bloodstream. Victims usually die from heart failure, as the heart overworks in an attempt to deliver the required oxygen to the body. Asbestosis usually results after exposure to high concentrations of fibers over a long period of time. Symptoms usually occur 15 to 35 years after the first exposure.

Mesothelioma is a cancer of the covering of the lung or lining of the chest or abdominal cavities. It is the rarest form of the asbestos-related diseases. This disease is always rapidly fatal, usually within a year after diagnosis. There is a direct relationship between smoking and the risk of developing Mesothelioma. The latency period is usually 25 to 30 years for Mesothelioma.

Lung Cancer is now responsible for roughly one-half of the deaths that occur from past asbestos exposures. Lung cancer usually begins as a tumor in the lower lobes of the lungs. Generally, the earliest symptom is the development of a persistent cough or change in chronic cough. Later symptoms include loss of appetite, weight loss, pain and general weakness.

Other cancers have been noted in a very small number of individuals who are occupationally exposed to asbestos. These tumors are usually cancers of the gastrointestinal tract.

Smoking and Lung Cancer

The combination of asbestos exposure and smoking greatly increases the risk of developing lung cancer. Smoking in combination with asbestos exposure does not just double the risk, but multiplies it many times. Asbestos workers are approximately five times more likely to develop lung cancer than the general population. Smokers are ten times more likely to develop lung cancer than the general population. A person who works with asbestos and also smokes is likely to have a 90 times greater risk of

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contracting lung cancer.

Areas Where Asbestos May be PresentAlthough the use of asbestos in thermal, surfacing and fire proofing materials was banned in 1973, buildings constructed as late as 1976 have been found to contain asbestos building materials. Materials commonly found to contain asbestos at institutions include:

– Floor tiles (9" x 9" and 12" x 12")

– Ceiling tiles

– Thermal pipe insulation (water, steam and chilled water lines)

– Fireproofing

– Transite panels (siding and partitions)

– Tank insulation

– Acoustical ceiling spray

– Roofing felts and shingles

– High temperature gaskets and valve packings

– Textiles (auditorium curtains, laboratory aprons and gloves)It is recommended that each institution conduct a building survey to determine the locations where asbestos-containing materials may be present.

Activities Involving Potential ExposureOSHA regulations are geared to be effective when an employee is "occupationally exposed." Occupationally exposed is defined as an exposure at or above 0.1 fibers per cubic centimeter for 30 or more days a year.

As was stated earlier, asbestos-containing materials that can be reduced to powder by hand pressure are considered to be friable. Some non-friable materials may become friable if they are cut, drilled or damaged by water. Friable materials are more likely to release fibers into the air where they can be a source of exposure to you.

The presence of asbestos alone in a building does not mean that the building occupants are necessarily endangered. As long as asbestos-containing materials remain in good condition, exposure is unlikely.

When damage, building maintenance, repair, renovation or other activities disturb asbestos-containing materials, asbestos fibers can be released creating a potential hazard to building occupants. Some asbestos fibers can take up to 80 hours to settle. An airborne asbestos fiber can move laterally with air current and contaminate spaces distant from the point of release. Fiber release may occur in several ways:

Fallout. Old and/or deteriorated asbestos fibers may become airborne due to damage or destruction of the bonding agents used to hold the asbestos product together. Fallout may result in fibers being deposited on horizontal surfaces over time due to humidity, vibration or aging.


Contact. Striking, cutting, drilling, etc. may release fibers into the environment. Air erosion is also a form of contact and may release fibers to the environment from damaged or exposed material.

Reentrainment. Sweeping, dusting or unfiltered vacuuming of settled dust may result in asbestos fibers being re-suspended into the atmosphere.

Minimizing Potential Exposure

Damage and Deterioration

When an asbestos-containing material degrades or is damaged, it may release asbestos into the air. Therefore, you should:

– Avoid touching or disturbing asbestos-containing materials on ceilings, pipes or boilers.

– Do not drill, sand or scrape items that have asbestos-containing materials.

– Do not attempt to clean any material that appears to contain asbestos.

– Contact your supervisor immediately to arrange proper cleaning of any material that you suspect may contain asbestos.

– Clean-up of asbestos-containing materials should only be done using a High Efficiency Particulate Air (HEPA) vacuum and/or wet methods by properly trained personnel.

Floor CareIn order to minimize the potential for exposure to asbestos during floor care, the following practices are recommended:

– Never sand or scrape asphalt or vinyl flooring that contains asbestos.

– Always strip floor finishes using wet methods and the lowest abrasion pads possible (Never use coarse black pads on asbestos flooring). Always use speeds less than 300 revolutions per minute (rpm).

– Burnish or dry-buff asbestos containing flooring only if it has enough finish so that the pad cannot contact the asbestos-containing material.

– Do not dust, dry sweep or vacuum dirt or debris in an area that contains damaged thermal asbestos insulation, surfacing or deteriorated asbestos-containing material. Use only wet methods or HEPA filtered vacuums.

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Marsh USA Inc.500 West MonroeChicago, IL 60661312 627 6000