{"operation":"document","citation":"PHMSA Guidance, The Response Guidelines","title":"The Response Guidelines","source_type":"guidance","agency":"Pipeline and Hazardous Materials Safety Administration","status":"guidance","official":true,"published_on":"2017-01-19","effective_on":"2017-01-19","summary":"The Response Guidelines Document 03_Response_Training_Considerations_2016_508_Compliant.pdf (5.85 MB) The Response Guidelines Issued Date: Thursday, January 19, 2017","machine_formats":{"json":"https://regulus.evalyn.ai/document/phmsa-guidance-response-guidelines-ec851532.json","markdown":"https://regulus.evalyn.ai/document/phmsa-guidance-response-guidelines-ec851532.md"},"app_url":"https://regulus.evalyn.ai/document/phmsa-guidance-response-guidelines-ec851532","source_url":"https://www.phmsa.dot.gov/grants/hazmat/response-guidelines","body":"The Response Guidelines\n\nDocument\n\n 03_Response_Training_Considerations_2016_508_Compliant.pdf (5.85 MB)\n\n        The Response Guidelines\n\n          Issued Date: Thursday, January 19, 2017\n\n<<<PAGE 1>>>\n\nResponse Training Considerations\nHazardous Materials Incident Response\nCurriculum Guidelines\nResponse Training Considerations\n2016 Response Training Guidelines – Page 1\n\n<<<PAGE 2>>>\n\nResponse Training Considerations\nAbout the Response Guidelines\nThe Hazardous Materials Incident Response Curriculum Guidelines (Response Guidelines) are\nprovided to assist public sector training managers and employers to understand the\ntraining requirements for public sector response personnel to hazardous materials\nemergencies. Existing regulatory requirements are defined and additional consensus\nstandard recommendations are provided to help managers improve the quality and\neffectiveness of hazardous materials incident response training.\nThe Response Guidelines are organized into 15 sections. The first section addresses\ngeneral response training issues and includes:\n Employer’s legal responsibilities for training\n The challenge of training to competency\n Response competency definitions\n General methodology and testing considerations\n Refresher training\n Instructor qualifications\nSections 2 through 14 display the objectives to be addressed in training and achieved by\npublic sector response trainees for each competency area or response role that a public\nsector employee may be required to perform during a hazardous materials incident. The\ncompetency area sections are:\n Awareness Level Personnel\n First Responder Operations\n Core Competencies for the Responder at the Operations Level\n Mission Specific Competencies for the Responder at the Operations Level\n Hazardous Materials Technician\n Hazardous Materials Technicians with Specialties\n Incident Commander\n NFPA Specialist Employees C, B, and A and OSHA Specialist Employee\n Hazardous Materials Officer\n Hazardous Materials Safety Officer\n BLS- Hazardous Materials Basic Life Support Responder\n ALS- Hazardous Materials Advanced Life Support Responder\n ALS- Mission Specific Competencies for Haz Mat Advanced Life Support\nResponders\n Hospital First Receivers\n Appendix: Related Standards and Special Topics\nIn each of these competency areas, the minimum level of required training is defined by\nthe regulatory specifications from OSHA 1910.120(q). In addition, a more extensive\nrecommended level of training is defined primarily by the consensus standard\nspecifications (from the National Fire Protection Association) delineated in NFPA 472\n2016 Response Training Guidelines – Page 2\n\n<<<PAGE 3>>>\n\nResponse Training Considerations\nand NFPA 473. Additional training objectives have been added to the recommended\nlevel of training beyond those specified in NFPA 472 to address special topics such as\nradiological first responder, cleanup considerations, and skilled support personnel. For\nall recommended training objectives in each competency area section, the source and\nrelationship training required under OSHA 1910.120(q) are given. The relationship of\nrecommended objectives to regulatory requirements is provided to assist in assessing\ncourses for compliance.\nThe Need to Train\nAll personnel who respond to hazardous materials and related terrorist emergencies\nmust be properly trained to perform their jobs safely and efficiently. Their employers are\nresponsible for ensuring the health and safety of the responding personnel as well as the\nprotection of the public and the communities served.\nTraining managers face a significant challenge in ensuring that all responding personnel\nare fully prepared and competent to perform their assigned tasks while working within\nexisting limited resources and conflicting priorities. Their challenge is compounded by\nmany other factors that affect the ability of public sector personnel to respond. These\nfactors include individual retention differences and various needs for refresher training;\nthe changing and complex nature of the hazardous materials and terrorist incident\nthreat; evolving incident strategies and operational techniques; and unpredictable and\nchanging team, expertise, and resource combinations during incident response.\nThese guidelines for training personnel who respond to hazardous materials and related\nterrorist emergencies are based on multiple sources. The minimum legal requirements\nare defined in OSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311). More\ncurrent and higher-level recommended levels of training for responders are defined in\nthe voluntary consensus standards National Fire Protection Association (NFPA) 472:\nStandard for Competence of Responders to Hazardous Materials/Weapons of Mass\nDestruction Incidents, and NFPA 473: Standard for Competence of EMS Personnel\nResponding to Hazardous Materials/Weapons of Mass Destruction Incidents. In addition,\nrecommended levels of training for hospital personnel handling victims of hazardous\nmaterials/weapons of mass destruction incidents are based on OSHA’s Best Practices\nfor Hospital-Based First Receivers of Victims of Mass Casualty Incidents Involving the\nRelease of Hazardous Substances.\nEmployer’s Legal Responsibilities\nOSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311) require that emergency\nresponse employees be trained and competent to perform their assigned tasks during an\nemergency. At a minimum, such training should include the elements of the emergency\nresponse plan, standard operating procedure (SOP’s) established by the employer, and\nprocedures for notification and response to hazardous materials emergencies.\n2016 Response Training Guidelines – Page 3\n\n<<<PAGE 4>>>\n\nResponse Training Considerations\nThe employer must certify annually that each employee has successfully completed the\nrequired training to perform their assigned tasks. The maintenance of skills and\nknowledge through refresher training can be accomplished through a range of training\nand exercise options. The method used to demonstrate competency for certification of\ntraining must be recorded and maintained by the employer. Important concepts to\nremember are:\n The chief or director is responsible for determining the appropriate level of\ntraining required based on actions required of members as stated in the SOPs.\n The chief or director is responsible for implementing the required training or\ncertifying that members of the organization have the competencies required.\nDocumentation of training is critical.\n OSHA 1910.120(q) or EPA 40 CFR 311 rules apply to all public sector agencies\nthat are expected to respond to an emergency involving hazardous materials,\nincluding career or volunteer fire departments, emergency medical services, or\nlaw enforcement personnel.\nOSHA 1910.120(q) and EPA 311 legal requirements apply to employers whose\nemployees are engaged in emergency response to hazardous materials incidents.\nEmployer responsibilities under these regulations fall into four primary areas:\n Development of an emergency response plan\n Development of specific procedures for handling hazardous materials incidents\n Training requirements\n Health and safety requirements (e.g., medical monitoring for personnel assigned\nto Hazardous Materials Response Teams (HMRT), and documentation of\nchemical protective clothing and personnel exposure records)\nNote that OSHA 1910.120(q) and EPA 311 provide the minimum legal requirements\naffecting hazardous materials/WMD training. However, many jurisdictions pursue the\nmore current and much higher recommended levels of training as defined in NFPA 472\nand NFPA 473. In keeping with the principle of fully preparing responders to respond,\nthese standards are more current in definition of competencies and are designed to\naddress more recent emergent hazards and response challenges.\nEmployer’s Training Requirements\nEmployers must ensure that employees are trained and competent in emergency\nresponse to hazardous materials incidents, based on their expected and assigned duties\nand functions. Such training must be provided before employees are permitted to\nengage in emergency response activities, and refresher training must be provided\nannually.\n2016 Response Training Guidelines – Page 4\n\n<<<PAGE 5>>>\n\nResponse Training Considerations\n An employer is responsible for determining the appropriate level of training\nrequired, based on the assigned tasks and actions expected of employees as\nstated in the agency’s SOPs.\n An employer is responsible for providing the required training. Emphasis should\nbe on achieving the required competencies (i.e., skill and knowledge) for the\nappropriate level of response rather than on minimal requirements for length of\ntraining.\n An employer is responsible for selecting qualified, competent instructors.\n An employer must provide annual refresher training sufficient to maintain\ncompetencies, or employees must demonstrate required competencies annually.\n An employer must maintain a record of demonstrated competencies, including an\nexplanation of how each competency was demonstrated. Training records must\ncontain dates of training, student rosters, curriculum outlines, demonstration\nchecklists or performance records and evaluation tools, and scores if\nappropriate.\nThe Challenge of Competency\nAs part of a comprehensive program to protect the public and the environment from\nchemical incidents resulting from such occurrences as transportation accidents, spills,\nand releases from fixed facility operations, and terrorist or other criminal activity, training\nmust be conducted for personnel who provide emergency planning, safety, response,\nand technical programs. A large number of personnel needing training related to\nhazardous materials and terrorist incident response are volunteers or part-time\nemployees. Maintaining minimum competency levels for full-time career staff may be\ndifficult, but training part-time or volunteer responders is an even bigger challenge. Two\nof the most significant challenges are (1) determining what constitutes a minimal level\nand ensuring that these minimal requirements are met, and (2) the time constraints and\nlimited flexibility of part-time and volunteer responders’ to attend training.\nNo single generic course can fit the needs of all elements of the diverse national\nresponse audience. Although there are basic and common competencies, trainers must\nadjust training material to meet the needs of the respective response discipline and\naudience, including police, fire, emergency medical services, public works,\ntransportation, sanitation employees, and so forth. Training options must be offered\naccordingly, given these variations of need.\nOSHA has defined a minimum number of hours for training at operations, technician,\nspecialist, and incident commander levels. However, the key is the level of competency\nattained, not the hours expended in training. Each employer is responsible for\nemployees being trained and competent, and agencies often exceed the minimum hours\nof training to deliver and test for competencies at the levels outlined by OSHA or in\nNFPA 472 and NFPA 473.\n2016 Response Training Guidelines – Page 5\n\n<<<PAGE 6>>>\n\nResponse Training Considerations\nThe amount of training needed to reach competency will also be influenced by the\npreexisting skills and experience of the trainees. Agencies frequently discover that\ntraining needs exceed the minimum required hours. On the other hand, employees of a\nresponse agency who have sufficient skills and experience may require minimal time to\nattain the competency level desired. An effective response is based on the competency\nof the responders, not the number of their training hours. At a minimum, employers\nshould evaluate the amount of learning that resulted from the instruction.\nRefresher Training\nAll personnel who may respond to hazardous materials emergencies must receive\nrefresher training on an annual basis or have experience that ensures that they are\nmaintaining competency to perform their roles safely and efficiently. Employers must\ncertify on an annual basis that employees continue to meet the performance objectives\nas defined in OSHA 1910.120(q). This may be accomplished through refresher training\nor demonstration of skills and competency.\nRefresher training or competency retesting requirements vary for each of the response\nlevels. In general, refresher training should include critical skills practice, technical\ninformation updates, and refinement of incident scene coordination through field\nexercises simulating emergencies. At a minimum, competency should be demonstrated\nin all refresher training for the skills directly affecting the safety of responding personnel.\nMinimum hours for annual refresher training for response personnel are not specified in\nOSHA 1910.120(q). However, in practice, many jurisdictions use the 8-hour minimum\nrefresher training requirement for site workers in OSHA 1910.120(e) as a guide.\nIn each of the competency sections of the Response Guidelines, unique areas of\nemphasis for refresher training are noted.\nRecommended Instructor Qualifications\nKeys to effective training include the competency of the instructor, and proper instructor\ntraining, monitoring, and certification by response program managers.\nOSHA 1910.120(q)(7) states: “Trainers who teach any of the above training subjects\nshall have satisfactorily completed a training course for teaching the subjects they are\nexpected to teach, such as the courses offered by the U.S. National Fire Academy, or\nthey shall have the training and/or academic credentials and instructional experience\nnecessary to demonstrate competent instructional skills and a good command of the\nsubject matter of the courses they are to teach.”\nTo implement the OSHA regulations and to encourage quality instruction, it is\nrecommended that instructors possess the following:\n2016 Response Training Guidelines – Page 6\n\n<<<PAGE 7>>>\n\nResponse Training Considerations\n Job knowledge–thorough knowledge of the content to be taught; knowledge of\nhow the information, techniques, and principles apply to performing the job;\nunderstanding the difficulties and problems that arise on the job; and specific\ntraining or education in the subject matter being taught\n Job Experience–actual work experience directly related to the subject matter\n(have performed the job being taught) and experience in hazardous materials\nincidents\n Training knowledge–successful completion of an instructor training course that\ncovers the principles of learning, methods and sequencing of instruction,\nmethods of testing and evaluation, preparing performance objectives and lesson\nplans, training liability (Reference: NFPA 1041), and oral and written\ncommunication skills\n Personal qualities–patience and understanding, enjoyment of and respect for\nstudents, and flexibility\n Sensitivity to cultural diversity among students\nSome States and private organizations certify hazardous materials instructors.\nProfessional organizations, such as NFPA, have established professional standards for\ninstructors (NFPA 1041) that can be used to evaluate instructor training and certification.\nEmployers and trainers should carefully examine the following criteria for certification of\nhazardous materials instructors.\n What standards have been applied?\n Are potential certified instructors tested in their area of subject matter expertise?\n Are candidates required to demonstrate their skills and knowledge in the\nclassroom setting?\n Are there follow-up evaluations or rectification requirements?\n Are both instructional and technical skills addressed by certification?\n Is hands-on experience in hazardous materials response considered?\n Have the instructors performed the tasks being taught?\n2016 Response Training Guidelines – Page 7\n\n<<<PAGE 8>>>\n\nResponse Training Considerations\nPage Intentionally Left Blank\n2016 Response Training Guidelines – Page 8\n\n<<<PAGE 9>>>\n\nResponse Training Considerations\nHazardous Materials Incident Response\nCurriculum Guidelines\nAwareness Level\nPersonnel\n2016 Response Training Guidelines – Page 9\n\n<<<PAGE 10>>>\n\nResponse Training Considerations\nIntroduction\nAwareness level personnel shall be trained to meet all competencies of the awareness\nlevel. In addition, the awareness level shall receive training to meet requirements of the\nOccupational Safety and Health Administration, local occupational health and safety\nregulatory agencies, or Environmental Protection Agency, as appropriate for their\njurisdictions. Members of any organization that respond or can be expected to respond\nto a hazardous materials incident must know the requirements of the OSHA 1910.120\nand EPA 311 training and emergency response plan.\nDefinition\nThe awareness level personnel are personnel who are likely to witness or discover a\nhazardous materials/WMD emergency or, in the course of their normal duties, may be\nthe first persons on the scene of an emergency involving hazardous materials. The\nawareness level personnel are expected to recognize that hazardous materials are\npresent, protect themselves, call for trained personnel, and secure the area. The most\nimportant duty of these personnel is to make proper notification to begin the emergency\nresponse sequence. The first responders’ role at this level should involve no potential for\ntheir exposure to the hazards related to an incident.\nTraining Audience\nAwareness level personnel may be employed by public- or private-sector organizations,\nsuch as fire or emergency medical services, law enforcement, emergency management,\npublic works, public health, utilities, and transportation, as well as volunteer agencies\nand manufacturers, guard and security services, and contractors.\nMethodology Recommendations\nThe training method can use a combination of lecture and media presentations with\nindividual or small-group exercises at intervals of 30 to 45 minutes. A course can range\nfrom 4 to 16 hours in length. The exercises can consist of activities that practice\nidentification and recognition of hazardous materials from scenario descriptions and can\nuse information sources such as the North American Emergency Response Guidebook\nto establish the presence of the hazardous materials described in the scenarios.\nRefresher training should focus on renewing the skill of employees in using information\nsources to recognize and identify hazardous materials.\nTarget Training to a Specific Occupational Group\nPersons training for the awareness level are a diverse group, including police, fire,\nemergency medical services, public works, emergency management, and transportation\n2016 Response Training Guidelines – Page 10\n\n<<<PAGE 11>>>\n\nResponse Training Considerations\npersonnel. Although the minimal competencies for all personnel remain the same,\nwhenever possible training should be tailored to meet the needs of specific groups.\nTrainees from a specific discipline or profession should be asked to respond to\nscenarios that are relevant to their work. They should play roles that are consistent with\ntheir occupational responsibilities. Training managers should recruit and train instructors\nfrom a variety of occupations. Training materials should depict awareness in multiple\nsituations. Major changes to the curriculum should not be necessary; in most cases, an\ninstructor simply must be sensitive to the audience and its needs and use realistic\nscenarios.\nSummary of Training Requirements\nFederal Requirements for Awareness Training\nOSHA establishes the following training requirements for the awareness level.\nOSHA 29 CFR 1910.120(q)(6)(i)\nThe awareness level are individuals who are likely to witness or discover a\nhazardous substance release and who have been trained to initiate an\nemergency response sequence by notifying the authorities of the release. The\nawareness level shall have sufficient training or have had sufficient experience to\nobjectively demonstrate competency in the following areas:\n(a) An understanding of what hazardous substances are, and the risks\nassociated with them in an incident.\n(b) An understanding of the potential outcomes associated with an\nemergency created when hazardous substances are present.\n2016 Response Training Guidelines – Page 11\n\n<<<PAGE 12>>>\n\nResponse Training Considerations\n(c) The ability to recognize the presence of hazardous substances in an\nemergency.\n(d) The ability to identify the hazardous substance, if possible.\n(e) An understanding of the role the first responder awareness individual in\nthe employer’s emergency response plan including site security and control\nand the U.S. Department of Transportation’s Emergency Response\nGuidebook.\n(f) The ability to realize the need for additional resources, and to make\nappropriate notifications to the communications center.\nRequired Training Objectives\nOSHA AWARE - A\nDefine the different types of hazardous substances and identify the risks associated with\nthem in an incident.\nOSHA AWARE - B\nGiven a simulated incident involving hazardous materials, identify the potential\noutcomes.\nOSHA AWARE - C\nGiven the data available during an incident response, demonstrate recognition of the\npresence of hazardous substances.\nOSHA AWARE - D\nGiven the data available during an incident response, identify hazardous substances\npresent.\nOSHA AWARE - E\nDefine the role of the first responder awareness individual in the employer’s emergency\nresponse plan including site security and control and the DOT Emergency Response\nGuidebook.\nOSHA AWARE - F\nGiven a simulated incident, determine the need for additional resources, and make\nappropriate notifications to the communication center.\n2016 Response Training Guidelines – Page 12\n\n<<<PAGE 13>>>\n\nResponse Training Considerations\nRecommended Training Objectives\nThe following training objectives are recommended for Awareness training. The primary source\nfor this material is NFPA 472, Chapter 4: Competencies for Awareness Level Personnel. Training\nobjectives from other sources are noted; the rationale for their inclusion is found in the Special\nTopics section at the end of the Response Guidelines.\nObjective Identification Legend\nAWARE - 1.1 1. Origin: NFPA 4.2.1(1) Supports OSHA AWARE - A\nThis is the identification\nof the objective that is\nused in these guidelines.\nThis indicates the origin\nof the objective (usually\nNFPA 472 or 473).\nThis indicates which\nOSHA requirement this\nobjective supports.\n1. Analyzing the Incident\nAWARE - 1.1 Origin: NFPA 4.2.1 Supports OSHA AWARE-A,B,C,D\nDetecting the Presence of Hazardous Materials. Given examples of various\nsituations, awareness level personnel shall identify those situations where hazardous\nmaterials/WMD are present.\nAWARE - 1.1.1 Origin: NFPA 4.2.1 (1) Supports OSHA AWARE-A\nIdentify the definition of hazardous materials (or dangerous goods, in Canada) and\nWMD.\nAWARE - 1.1.2 Origin: NFPA 4.2.1 (2) Supports OSHA AWARE-A,E\nIdentify the UN/DOT hazard classes and divisions of hazardous materials and\nidentify common examples of materials in each hazard class or division.\nAWARE - 1.1.3 Origin: NFPA 4.2.1 (3) Supports OSHA AWARE-B,E\nIdentify the primary hazards associated with each UN/DOT hazard classes and\ndivisions of hazardous materials by hazard class or division.\nAWARE - 1.1.4 Origin: NFPA 4.2.1 (4) Supports OSHA AWARE-A,B\nIdentify the difference between hazardous materials/WMD incidents and other\nincidents.\nAWARE - 1.1.5 Origin: NFPA 4.2.1 (5) Supports OSHA AWARE-C,D\nIdentify typical occupancies and locations in the community where hazardous\nmaterials /WMD are manufactured, transported, stored, used, or disposed of.\n2016 Response Training Guidelines – Page 13\n\n<<<PAGE 14>>>\n\nResponse Training Considerations\nAWARE - 1.1.6 Origin: NFPA 4.2.1 (6) Supports OSHA AWARE-C,D\nIdentify typical container shapes that can indicate hazardous materials/WMD.\nAWARE - 1.1.7 Origin: NFPA 4.2.1 (7) Supports OSHA AWARE-C,D,E\nIdentify facility and transportation markings and colors that indicate hazardous\nmaterials/WMD, including:\na. UN/NA identification numbers;\nb. NFPA 704 markings;\nc. military hazardous materials/WMD markings;\nd. special hazard communication markings;\ne. pipeline markings; and\nf. container markings.\nAWARE - 1.1.8 Origin: NFPA 4.2.1 (8) Supports OSHA AWARE-D\nGiven an NFPA 704 marking, describe the significance of the colors, numbers, and\nspecial symbols.\nAWARE - 1.1.9 Origin: NFPA 4.2.1 (9) Supports OSHA AWARE-D,E\nIdentify U.S. and Canadian placards and labels that indicate hazardous\nmaterials/WMD.\nAWARE - 1.1.10 Origin: NFPA 4.2.1 (10) Supports OSHA AWARE-B\nIdentify the basic information on safety data sheets (SDS) and shipping papers that\nindicates hazardous materials, and be able to do the following:\nAWARE - 1.1.10 a Origin: NFPA 4.2.1 (10)a Supports OSHA AWARE-B\nIdentify where to find safety data sheets (SDS).\nAWARE - 1.1.10 b Origin: NFPA 4.2.1 (10)b Supports OSHA AWARE-B\nIdentify major sections of an SDS.\nAWARE - 1.1.10 c Origin: NFPA 4.2.1 (10)c Supports OSHA AWARE-B\nIdentify entries on a safety data sheet that indicate the presence of hazardous\nmaterials.\nAWARE - 1.10 d Origin: NFPA 4.2.1 (10)d Supports OSHA AWARE-B\nMatch the name of the shipping papers found in transportation (air, highway,\nrail, and water) with the mode of transportation.\nAWARE - 1.1.10 e Origin: NFPA 4.2.1 (10)e Supports OSHA AWARE-B\nIdentify the person responsible for having the shipping papers in each mode of\ntransportation.\n2016 Response Training Guidelines – Page 14\n\n<<<PAGE 15>>>\n\nResponse Training Considerations\nAWARE - 1.1.10 f Origin: NFPA 4.2.1 (10) f Supports OSHA AWARE-B\nIdentify where the shipping papers are found in each mode of transportation.\nAWARE - 1.1.10 g Origin: NFPA 4.2.1 (10) g Supports OSHA AWARE-B\nIdentify where the shipping papers are found in each mode of transportation.\nAWARE - 1.1.11 Origin: NFPA 4.2.1 (11) Supports OSHA AWARE-C,E\nIdentify examples of clues (other than occupancy/location, container shape,\nmarkings/color, placards/labels, MSDS, and shipping papers) that use the senses of\nsight, sound, and odor to indicate hazardous materials/WMD.\nAWARE - 1.1.12 Origin: NFPA 4.2.1 (12) Supports OSHA AWARE-C\nDescribe the limitations of using the senses in determining the presence or absence\nof hazardous materials/WMD.\nAWARE - 1.1.13 Origin: NFPA 4.2.1 (13) Supports OSHA AWARE-C\nIdentify at least four types of locations that could become targets for criminal or\nterrorist activity using hazardous materials/WMD.\nAWARE - 1.1.14 Origin: NFPA 4.2.1 (14) Supports OSHA AWARE-C\nDescribe the difference between a chemical and a biological incident.\nAWARE - 1.1.15 Origin: NFPA 4.2.1 (15) Supports OSHA AWARE-C\nIdentify at least four indicators of possible criminal or terrorist activity involving\nchemical agents.\nAWARE - 1.1.16 Origin: NFPA 4.2.1 (16) Supports OSHA AWARE-C\nIdentify at least four indicators of possible criminal or terrorist activity involving\nbiological agents.\nAWARE - 1.1.17 Origin: NFPA 4.2.1 (17)\nIdentify at least four indicators of possible criminal or terrorist activity involving\nradiological agents.\nAWARE - 1.1.18 Origin: NFPA 4.2.1 (18)\nIdentify at least four locations, indicators, and hazards associated with illicit\nlaboratories (clandestine laboratories, weapons lab, ricin lab).\nAWARE – 1.2 Origin: NFPA 4.2.2 Supports OSHA AWARE- D,E\nSurveying the Hazardous Materials Incident from a Safe Location\nGiven examples of facility and transportation situations involving hazardous materials,\nidentify the hazardous material(s) in each situation by name, UN/NA identification\nnumber, or type placard applied.\n2016 Response Training Guidelines – Page 15\n\n<<<PAGE 16>>>\n\nResponse Training Considerations\nAWARE – 1.3 Origin: NFPA 4.2.3 Supports OSHA AWARE- A,B,E\nCollecting Hazard Information\nGiven the identity of various hazardous materials/WMD (name, UN/NA identification\nnumber, or type placard), awareness level personnel shall identify the fire, explosion,\nand health hazard information for each material by using the current edition of the\nEmergency Response Guidebook or equivalent document and shall meet the following\nrequirements:\nAWARE – 1.3.1 Origin: NFPA 4.2.3(1) Supports OSHA AWARE- A,B,E\nIdentify the three methods for determining the guide page for a hazardous\nmaterial/WMD.\nAWARE – 1.3.2 Origin: NFPA 4.2.3(2) Supports OSHA AWARE- A,B,E\nIdentify the two general types of hazards found on each guide page.\n2. Implementing the Planned Response\nAWARE – 2.1 Origin: NFPA 4.4.1 Supports OSHA AWARE-A,B,C,E,F\nInitiating Protective Actions\nGiven examples of hazardous materials/ WMD incidents, the emergency response plan,\nthe standard operating procedures, and the current edition of the Emergency Response\nGuidebook or equivalent document, awareness level personnel shall be able to identify\nthe actions to be taken to protect themselves and others and to control access to the\nscene.\nAWARE - 2.1.1 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E\nIdentify the location of both the local emergency response plan and the standard\noperating procedures.\nAWARE - 2.1.2 Origin: NFPA 4.4.1 (2) Supports OSHA AWARE-E,F\nIdentify the role of the awareness level during hazardous materials/WMD incidents.\nAWARE - 2.1.3 Origin: NFPA 4.4.1 (3) Supports OSHA AWARE-E\nIdentify the following basic precautions to be taken to protect themselves and others\nin a hazardous materials/WMD incident.\nAWARE - 2.1.3a Origin: NFPA 4.4.1 (3)a Supports OSHA AWARE-E,F\nIdentify the precautions necessary when providing emergency medical care to\nvictims of hazardous materials/WMD incidents.\n2016 Response Training Guidelines – Page 16\n\n<<<PAGE 17>>>\n\nResponse Training Considerations\nAWARE - 2.1.3b Origin: NFPA 4.4.1 (3)b Supports OSHA AWARE-E\nIdentify typical ignition sources found at the scenes of hazardous\nmaterials/WMD incidents.\nAWARE - 2.1.3c Origin: NFPA 4.4.1 (3)c Supports OSHA AWARE-A,B\nIdentify the ways hazardous materials/WMD are harmful to people, the\nenvironment, and property at hazardous materials/WMD incidents.\nAWARE - 2.1.3d Origin: NFPA 4.4.1 (3)d Supports OSHA AWARE-E\nIdentify the general routes of entry for human exposure to hazardous\nmaterials/WMD.\nAWARE - 2.1.4 Origin: NFPA 4.4.1 (4) Supports OSHA AWARE-E\nIdentify Given the identity of various hazardous materials/WMD (name, UN/NA\nidentification number, or type placard), identify the following response information:\na. Emergency action (fire, spill, or leak and first aid)\nb. Personal protective equipment necessary\nc. Initial isolation and protective action distances.\nAWARE - 2.1.5 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E\nGiven the name of a hazardous material, identify the recommended personal\nprotective equipment from the following list:\na. Street clothing and work uniforms\nb. Structural fire-fighting protective clothing\nc. Positive pressure self-contained breathing apparatus\nd. Chemical-protective clothing and equipment\nAWARE - 2.1.6 Origin: NFPA 4.4.1 (6) Supports OSHA AWARE-A,E\nIdentify the definitions for each of the following protective actions:\na. Isolation of the hazard area and denial of entry\nb. Evacuation\nc. Sheltering in-place protection\nAWARE - 2.1.7 Origin: NFPA 4.4.1 (7) Supports OSHA AWARE-A,E\nIdentify the size and shape of recommended initial isolation and protective action\nzones.\nAWARE - 2.1.8 Origin: NFPA 4.4.1 (8) Supports OSHA AWARE-B,C,E\nDescribe the difference between small and large spills as found in the table of Initial\nIsolation and Protective Action Distances in the Emergency Response Guidebook\nor equivalent document.\n2016 Response Training Guidelines – Page 17\n\n<<<PAGE 18>>>\n\nResponse Training Considerations\nAWARE - 2.1.9 Origin: NFPA 4.4.1 (9) Supports OSHA AWARE-B,C,E\nIdentify Identifying the circumstances under which the following distances are used\nat a hazardous materials/WMD incident:\na. Table of initial isolation and protective action distances\nb. Isolation distances in the numbered guides.\nAWARE - 2.1.10 Origin: NFPA 4.4.1 (10) Supports OSHA AWARE-B,C,E\nDescribe the difference between the isolation distances in the orange-bordered\nguide pages and the protective action distances in the green-bordered ERG pages.\nAWARE - 2.1.11 Origin: NFPA 4.4.1 (11) Supports OSHA AWARE-B,C,E\nDescribe the difference between the isolation distances in the orange-bordered\nguide pages and the protective action distances in the green-bordered ERG pages.\nAWARE - 2.1.12 Origin: NFPA 4.4.1 (12) Supports OSHA AWARE-E\nIdentify the techniques used to isolate the hazard area and deny entry to\nunauthorized persons at hazardous materials/WMD incidents.\nAWARE - 2.1.13 Origin: NFPA 4.4.1 (13)\nIdentify at least four specific actions necessary when an incident is suspected to\ninvolve criminal or terrorist activity.\nAWARE – 2.2 Origin: NFPA 4.4.2 Supports OSHA AWARE-E,F\nInitiating the Notification Process\nGiven scenarios involving hazardous materials/WMD incidents, awareness level\npersonnel shall identify the initial notifications to be made and how to make them,\nconsistent with the emergency response plan and/or standard operating procedures.\n2016 Response Training Guidelines – Page 18\n\n<<<PAGE 19>>>\n\nResponse Training Considerations\nHazardous Materials Incident Response\nCurriculum Guidelines\nCore Competencies for\nOperations Level\nResponders\n2016 Response Training Guidelines – Page 19\n\n<<<PAGE 20>>>\n\nResponse Training Considerations\nIntroduction\nOperations level responders as defined in NFPA 472 shall be trained to meet all\ncompetencies outlined in the specific NFPA 472 chapter (Chapter 5). Operations level\n(NFPA 472) responders also shall receive additional training to meet applicable\ngovernmental occupational health and safety regulations.\nOperations level (NFPA 472) competencies are broken into the following categories: (a)\nCore competencies, required of all responders on the scene, no matter what their\nfunction; and (b) Mission- or agent-specific competencies as assigned by the authority\nhaving jurisdiction\nMission-specific operations level responders who are expected to perform additional\nmissions beyond the core competencies in this chapter shall be trained to meet those\nmission-specific competencies, as found in the following chapter, “Mission-Specific\nOperations.”\nDefinition\nOperations Level (NFPA 472) Responders are those persons who respond to hazardous\nmaterials/weapons of mass destruction (WMD) incidents for the purpose of protecting\nnearby persons, the environment, or property from the effects of the release; however,\nthese persons can have additional competencies that are specific to their response\nmission, expected tasks, and equipment and training as determined by the authority\nhaving jurisdiction (AHJ).\nTraining Audience\nResponders at the operations level (NFPA 472) are typically those persons who are the\nfirst to arrive at the scene of a hazardous materials incident, often in response to a 911\nor equivalent call. They may be employed by law enforcement, public service, fire or\nemergency services, or a variety of private organizations. Generally, they are not\nmembers of a hazardous materials response team.\nMethodology Recommendations\nOperations level (NFPA 472) training is best conducted in a classroom environment, with\nopportunities for small- and large-group exercises either in the classroom or as a field\nexercise in conjunction with the training. Core Operations training typically ranges from\n16 to 24 hours (sometimes delivered as a component of a longer 24-40 hour program) ,\ndepending on training environment conditions and specific training audience needs.\nLectures with small-group student activities are appropriate for much of the material.\nHowever, incident scene organization and command drill and practice will require large-\n2016 Response Training Guidelines – Page 20\n\n<<<PAGE 21>>>\n\nResponse Training Considerations\ngroup simulated incidents that can be best conducted in a simulator or as a field\nexercise.\nRefresher training should include (1) competency retesting of all response skills, (2)\ntechnical information updates, and (3) critique of incident scene decision making using\nsimulated emergencies.\nSummary of Training Requirements\nFederal Training Requirements\nOSHA establishes the following training requirements for first responders at the\noperations level: a minimum of 8 hours of training beyond the awareness level, or, as an\nalternative, certification of sufficient experience. Training in excess of 8 hours may be\nnecessary, especially for additional skills and knowledge such as flammable gas\nfirefighting. Employers are required to ensure that employees demonstrate competency\nin the skills defined.\nOSHA 29 CFR 1910.120(q)(6)(ii)\nFirst responders at the operations level are individuals who respond to releases or potential\nreleases of hazardous substances as part of the initial response to the site for the purpose\nof protecting nearby persons, property, or the environment from the effects of the release.\nThey are trained to respond in a defensive fashion without actually trying to stop the\nrelease. Their function is to contain the release from a safe distance, keep it from\nspreading, and prevent exposures. First responders at the operational level shall have\nreceived at least 8 hours of training or have had sufficient experience to objectively\n2016 Response Training Guidelines – Page 21\n\n<<<PAGE 22>>>\n\nResponse Training Considerations\ndemonstrate competency in the following areas, in addition to those listed for the\nawareness level, and the employer shall so certify:\n(A) Knowledge of the basic hazard and risk assessment techniques\n(B) Know how to select and use proper personal protective equipment provided to the\nfirst responder operational level\n(C) An understanding of basic hazardous materials terms\n(D) Know how to perform basic control, containment and/or confinement operations\nwithin the capabilities of the resources and personal protective equipment available\nwith their unit\n(E) Know how to implement basic decontamination procedures\n(F) An understanding of the relevant standard operating procedures and termination\nprocedures.\nRequired Training Objectives\nOSHA OPS - A\nGiven a simulated incident involving hazardous materials, demonstrate knowledge of\nbasic hazard and risk assessment techniques.\nOSHA OPS - B\nGiven a simulated incident involving hazardous materials, select and demonstrate\ncorrect use of proper personal protective equipment.\nOSHA OPS - C\nDefine basic hazardous materials terms.\nOSHA OPS - D\nGiven a simulated incident involving hazardous materials, describe basic control,\ncontainment, and/or confinement operations within the capabilities of the resources and\npersonal protective equipment available within the student’s unit.\nOSHA OPS - E\nGiven a simulated incident involving hazardous materials, list and define appropriate\nbasic decontamination procedures.\nOSHA OPS - F\nGiven a simulated incident involving hazardous materials, identify relevant SOP’s and\ntermination procedures.\n2016 Response Training Guidelines – Page 22\n\n<<<PAGE 23>>>\n\nResponse Training Considerations\nRelationship of OSHA Operations to NFPA 472 Core Operations\nUnder 29 CFR 1910.120 (q) (6) (ii), OSHA defines operations level responder\ncompetencies differently than NFPA 472. Most OSHA Operations level competencies\nrelate closely to NFPA Core Competencies for Operations Level Responders, but the\nability to perform basic control, containment and confinement techniques under OSHA\nare found in NFPA 472 under the Mission-Specific Competencies for Operations Level\nResponders (the following chapter in these Guidelines). OSHA Operations Level\nCompetencies are discussed in the preceding chapter of these guidelines, including\ntraining recommendations and the translation of that required standard into six principle\nobjectives. The crosswalk described in the recommended training objectives in this\nsection relates individual NFPA 472 objectives to OSHA objectives and references the\ncoding of the six OSHA objectives as explained in the preceding chapter of","truncated":true,"body_characters":731815}