# The Response Guidelines - **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 Document 03_Response_Training_Considerations_2016_508_Compliant.pdf (5.85 MB) The Response Guidelines Issued Date: Thursday, January 19, 2017 <<>> Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Response Training Considerations 2016 Response Training Guidelines – Page 1 <<>> Response Training Considerations About the Response Guidelines The Hazardous Materials Incident Response Curriculum Guidelines (Response Guidelines) are provided to assist public sector training managers and employers to understand the training requirements for public sector response personnel to hazardous materials emergencies. Existing regulatory requirements are defined and additional consensus standard recommendations are provided to help managers improve the quality and effectiveness of hazardous materials incident response training. The Response Guidelines are organized into 15 sections. The first section addresses general response training issues and includes:  Employer’s legal responsibilities for training  The challenge of training to competency  Response competency definitions  General methodology and testing considerations  Refresher training  Instructor qualifications Sections 2 through 14 display the objectives to be addressed in training and achieved by public sector response trainees for each competency area or response role that a public sector employee may be required to perform during a hazardous materials incident. The competency area sections are:  Awareness Level Personnel  First Responder Operations  Core Competencies for the Responder at the Operations Level  Mission Specific Competencies for the Responder at the Operations Level  Hazardous Materials Technician  Hazardous Materials Technicians with Specialties  Incident Commander  NFPA Specialist Employees C, B, and A and OSHA Specialist Employee  Hazardous Materials Officer  Hazardous Materials Safety Officer  BLS- Hazardous Materials Basic Life Support Responder  ALS- Hazardous Materials Advanced Life Support Responder  ALS- Mission Specific Competencies for Haz Mat Advanced Life Support Responders  Hospital First Receivers  Appendix: Related Standards and Special Topics In each of these competency areas, the minimum level of required training is defined by the regulatory specifications from OSHA 1910.120(q). In addition, a more extensive recommended level of training is defined primarily by the consensus standard specifications (from the National Fire Protection Association) delineated in NFPA 472 2016 Response Training Guidelines – Page 2 <<>> Response Training Considerations and NFPA 473. Additional training objectives have been added to the recommended level of training beyond those specified in NFPA 472 to address special topics such as radiological first responder, cleanup considerations, and skilled support personnel. For all recommended training objectives in each competency area section, the source and relationship training required under OSHA 1910.120(q) are given. The relationship of recommended objectives to regulatory requirements is provided to assist in assessing courses for compliance. The Need to Train All personnel who respond to hazardous materials and related terrorist emergencies must be properly trained to perform their jobs safely and efficiently. Their employers are responsible for ensuring the health and safety of the responding personnel as well as the protection of the public and the communities served. Training managers face a significant challenge in ensuring that all responding personnel are fully prepared and competent to perform their assigned tasks while working within existing limited resources and conflicting priorities. Their challenge is compounded by many other factors that affect the ability of public sector personnel to respond. These factors include individual retention differences and various needs for refresher training; the changing and complex nature of the hazardous materials and terrorist incident threat; evolving incident strategies and operational techniques; and unpredictable and changing team, expertise, and resource combinations during incident response. These guidelines for training personnel who respond to hazardous materials and related terrorist emergencies are based on multiple sources. The minimum legal requirements are defined in OSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311). More current and higher-level recommended levels of training for responders are defined in the voluntary consensus standards National Fire Protection Association (NFPA) 472: Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents, and NFPA 473: Standard for Competence of EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents. In addition, recommended levels of training for hospital personnel handling victims of hazardous materials/weapons of mass destruction incidents are based on OSHA’s Best Practices for Hospital-Based First Receivers of Victims of Mass Casualty Incidents Involving the Release of Hazardous Substances. Employer’s Legal Responsibilities OSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311) require that emergency response employees be trained and competent to perform their assigned tasks during an emergency. At a minimum, such training should include the elements of the emergency response plan, standard operating procedure (SOP’s) established by the employer, and procedures for notification and response to hazardous materials emergencies. 2016 Response Training Guidelines – Page 3 <<>> Response Training Considerations The employer must certify annually that each employee has successfully completed the required training to perform their assigned tasks. The maintenance of skills and knowledge through refresher training can be accomplished through a range of training and exercise options. The method used to demonstrate competency for certification of training must be recorded and maintained by the employer. Important concepts to remember are:  The chief or director is responsible for determining the appropriate level of training required based on actions required of members as stated in the SOPs.  The chief or director is responsible for implementing the required training or certifying that members of the organization have the competencies required. Documentation of training is critical.  OSHA 1910.120(q) or EPA 40 CFR 311 rules apply to all public sector agencies that are expected to respond to an emergency involving hazardous materials, including career or volunteer fire departments, emergency medical services, or law enforcement personnel. OSHA 1910.120(q) and EPA 311 legal requirements apply to employers whose employees are engaged in emergency response to hazardous materials incidents. Employer responsibilities under these regulations fall into four primary areas:  Development of an emergency response plan  Development of specific procedures for handling hazardous materials incidents  Training requirements  Health and safety requirements (e.g., medical monitoring for personnel assigned to Hazardous Materials Response Teams (HMRT), and documentation of chemical protective clothing and personnel exposure records) Note that OSHA 1910.120(q) and EPA 311 provide the minimum legal requirements affecting hazardous materials/WMD training. However, many jurisdictions pursue the more current and much higher recommended levels of training as defined in NFPA 472 and NFPA 473. In keeping with the principle of fully preparing responders to respond, these standards are more current in definition of competencies and are designed to address more recent emergent hazards and response challenges. Employer’s Training Requirements Employers must ensure that employees are trained and competent in emergency response to hazardous materials incidents, based on their expected and assigned duties and functions. Such training must be provided before employees are permitted to engage in emergency response activities, and refresher training must be provided annually. 2016 Response Training Guidelines – Page 4 <<>> Response Training Considerations  An employer is responsible for determining the appropriate level of training required, based on the assigned tasks and actions expected of employees as stated in the agency’s SOPs.  An employer is responsible for providing the required training. Emphasis should be on achieving the required competencies (i.e., skill and knowledge) for the appropriate level of response rather than on minimal requirements for length of training.  An employer is responsible for selecting qualified, competent instructors.  An employer must provide annual refresher training sufficient to maintain competencies, or employees must demonstrate required competencies annually.  An employer must maintain a record of demonstrated competencies, including an explanation of how each competency was demonstrated. Training records must contain dates of training, student rosters, curriculum outlines, demonstration checklists or performance records and evaluation tools, and scores if appropriate. The Challenge of Competency As part of a comprehensive program to protect the public and the environment from chemical incidents resulting from such occurrences as transportation accidents, spills, and releases from fixed facility operations, and terrorist or other criminal activity, training must be conducted for personnel who provide emergency planning, safety, response, and technical programs. A large number of personnel needing training related to hazardous materials and terrorist incident response are volunteers or part-time employees. Maintaining minimum competency levels for full-time career staff may be difficult, but training part-time or volunteer responders is an even bigger challenge. Two of the most significant challenges are (1) determining what constitutes a minimal level and ensuring that these minimal requirements are met, and (2) the time constraints and limited flexibility of part-time and volunteer responders’ to attend training. No single generic course can fit the needs of all elements of the diverse national response audience. Although there are basic and common competencies, trainers must adjust training material to meet the needs of the respective response discipline and audience, including police, fire, emergency medical services, public works, transportation, sanitation employees, and so forth. Training options must be offered accordingly, given these variations of need. OSHA has defined a minimum number of hours for training at operations, technician, specialist, and incident commander levels. However, the key is the level of competency attained, not the hours expended in training. Each employer is responsible for employees being trained and competent, and agencies often exceed the minimum hours of training to deliver and test for competencies at the levels outlined by OSHA or in NFPA 472 and NFPA 473. 2016 Response Training Guidelines – Page 5 <<>> Response Training Considerations The amount of training needed to reach competency will also be influenced by the preexisting skills and experience of the trainees. Agencies frequently discover that training needs exceed the minimum required hours. On the other hand, employees of a response agency who have sufficient skills and experience may require minimal time to attain the competency level desired. An effective response is based on the competency of the responders, not the number of their training hours. At a minimum, employers should evaluate the amount of learning that resulted from the instruction. Refresher Training All personnel who may respond to hazardous materials emergencies must receive refresher training on an annual basis or have experience that ensures that they are maintaining competency to perform their roles safely and efficiently. Employers must certify on an annual basis that employees continue to meet the performance objectives as defined in OSHA 1910.120(q). This may be accomplished through refresher training or demonstration of skills and competency. Refresher training or competency retesting requirements vary for each of the response levels. In general, refresher training should include critical skills practice, technical information updates, and refinement of incident scene coordination through field exercises simulating emergencies. At a minimum, competency should be demonstrated in all refresher training for the skills directly affecting the safety of responding personnel. Minimum hours for annual refresher training for response personnel are not specified in OSHA 1910.120(q). However, in practice, many jurisdictions use the 8-hour minimum refresher training requirement for site workers in OSHA 1910.120(e) as a guide. In each of the competency sections of the Response Guidelines, unique areas of emphasis for refresher training are noted. Recommended Instructor Qualifications Keys to effective training include the competency of the instructor, and proper instructor training, monitoring, and certification by response program managers. OSHA 1910.120(q)(7) states: “Trainers who teach any of the above training subjects shall have satisfactorily completed a training course for teaching the subjects they are expected to teach, such as the courses offered by the U.S. National Fire Academy, or they shall have the training and/or academic credentials and instructional experience necessary to demonstrate competent instructional skills and a good command of the subject matter of the courses they are to teach.” To implement the OSHA regulations and to encourage quality instruction, it is recommended that instructors possess the following: 2016 Response Training Guidelines – Page 6 <<>> Response Training Considerations  Job knowledge–thorough knowledge of the content to be taught; knowledge of how the information, techniques, and principles apply to performing the job; understanding the difficulties and problems that arise on the job; and specific training or education in the subject matter being taught  Job Experience–actual work experience directly related to the subject matter (have performed the job being taught) and experience in hazardous materials incidents  Training knowledge–successful completion of an instructor training course that covers the principles of learning, methods and sequencing of instruction, methods of testing and evaluation, preparing performance objectives and lesson plans, training liability (Reference: NFPA 1041), and oral and written communication skills  Personal qualities–patience and understanding, enjoyment of and respect for students, and flexibility  Sensitivity to cultural diversity among students Some States and private organizations certify hazardous materials instructors. Professional organizations, such as NFPA, have established professional standards for instructors (NFPA 1041) that can be used to evaluate instructor training and certification. Employers and trainers should carefully examine the following criteria for certification of hazardous materials instructors.  What standards have been applied?  Are potential certified instructors tested in their area of subject matter expertise?  Are candidates required to demonstrate their skills and knowledge in the classroom setting?  Are there follow-up evaluations or rectification requirements?  Are both instructional and technical skills addressed by certification?  Is hands-on experience in hazardous materials response considered?  Have the instructors performed the tasks being taught? 2016 Response Training Guidelines – Page 7 <<>> Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 8 <<>> Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Awareness Level Personnel 2016 Response Training Guidelines – Page 9 <<>> Response Training Considerations Introduction Awareness level personnel shall be trained to meet all competencies of the awareness level. In addition, the awareness level shall receive training to meet requirements of the Occupational Safety and Health Administration, local occupational health and safety regulatory agencies, or Environmental Protection Agency, as appropriate for their jurisdictions. Members of any organization that respond or can be expected to respond to a hazardous materials incident must know the requirements of the OSHA 1910.120 and EPA 311 training and emergency response plan. Definition The awareness level personnel are personnel who are likely to witness or discover a hazardous materials/WMD emergency or, in the course of their normal duties, may be the first persons on the scene of an emergency involving hazardous materials. The awareness level personnel are expected to recognize that hazardous materials are present, protect themselves, call for trained personnel, and secure the area. The most important duty of these personnel is to make proper notification to begin the emergency response sequence. The first responders’ role at this level should involve no potential for their exposure to the hazards related to an incident. Training Audience Awareness level personnel may be employed by public- or private-sector organizations, such as fire or emergency medical services, law enforcement, emergency management, public works, public health, utilities, and transportation, as well as volunteer agencies and manufacturers, guard and security services, and contractors. Methodology Recommendations The training method can use a combination of lecture and media presentations with individual or small-group exercises at intervals of 30 to 45 minutes. A course can range from 4 to 16 hours in length. The exercises can consist of activities that practice identification and recognition of hazardous materials from scenario descriptions and can use information sources such as the North American Emergency Response Guidebook to establish the presence of the hazardous materials described in the scenarios. Refresher training should focus on renewing the skill of employees in using information sources to recognize and identify hazardous materials. Target Training to a Specific Occupational Group Persons training for the awareness level are a diverse group, including police, fire, emergency medical services, public works, emergency management, and transportation 2016 Response Training Guidelines – Page 10 <<>> Response Training Considerations personnel. Although the minimal competencies for all personnel remain the same, whenever possible training should be tailored to meet the needs of specific groups. Trainees from a specific discipline or profession should be asked to respond to scenarios that are relevant to their work. They should play roles that are consistent with their occupational responsibilities. Training managers should recruit and train instructors from a variety of occupations. Training materials should depict awareness in multiple situations. Major changes to the curriculum should not be necessary; in most cases, an instructor simply must be sensitive to the audience and its needs and use realistic scenarios. Summary of Training Requirements Federal Requirements for Awareness Training OSHA establishes the following training requirements for the awareness level. OSHA 29 CFR 1910.120(q)(6)(i) The awareness level are individuals who are likely to witness or discover a hazardous substance release and who have been trained to initiate an emergency response sequence by notifying the authorities of the release. The awareness level shall have sufficient training or have had sufficient experience to objectively demonstrate competency in the following areas: (a) An understanding of what hazardous substances are, and the risks associated with them in an incident. (b) An understanding of the potential outcomes associated with an emergency created when hazardous substances are present. 2016 Response Training Guidelines – Page 11 <<>> Response Training Considerations (c) The ability to recognize the presence of hazardous substances in an emergency. (d) The ability to identify the hazardous substance, if possible. (e) An understanding of the role the first responder awareness individual in the employer’s emergency response plan including site security and control and the U.S. Department of Transportation’s Emergency Response Guidebook. (f) The ability to realize the need for additional resources, and to make appropriate notifications to the communications center. Required Training Objectives OSHA AWARE - A Define the different types of hazardous substances and identify the risks associated with them in an incident. OSHA AWARE - B Given a simulated incident involving hazardous materials, identify the potential outcomes. OSHA AWARE - C Given the data available during an incident response, demonstrate recognition of the presence of hazardous substances. OSHA AWARE - D Given the data available during an incident response, identify hazardous substances present. OSHA AWARE - E Define the role of the first responder awareness individual in the employer’s emergency response plan including site security and control and the DOT Emergency Response Guidebook. OSHA AWARE - F Given a simulated incident, determine the need for additional resources, and make appropriate notifications to the communication center. 2016 Response Training Guidelines – Page 12 <<>> Response Training Considerations Recommended Training Objectives The following training objectives are recommended for Awareness training. The primary source for this material is NFPA 472, Chapter 4: Competencies for Awareness Level Personnel. Training objectives from other sources are noted; the rationale for their inclusion is found in the Special Topics section at the end of the Response Guidelines. Objective Identification Legend AWARE - 1.1 1. Origin: NFPA 4.2.1(1) Supports OSHA AWARE - A This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 1. Analyzing the Incident AWARE - 1.1 Origin: NFPA 4.2.1 Supports OSHA AWARE-A,B,C,D Detecting the Presence of Hazardous Materials. Given examples of various situations, awareness level personnel shall identify those situations where hazardous materials/WMD are present. AWARE - 1.1.1 Origin: NFPA 4.2.1 (1) Supports OSHA AWARE-A Identify the definition of hazardous materials (or dangerous goods, in Canada) and WMD. AWARE - 1.1.2 Origin: NFPA 4.2.1 (2) Supports OSHA AWARE-A,E Identify the UN/DOT hazard classes and divisions of hazardous materials and identify common examples of materials in each hazard class or division. AWARE - 1.1.3 Origin: NFPA 4.2.1 (3) Supports OSHA AWARE-B,E Identify the primary hazards associated with each UN/DOT hazard classes and divisions of hazardous materials by hazard class or division. AWARE - 1.1.4 Origin: NFPA 4.2.1 (4) Supports OSHA AWARE-A,B Identify the difference between hazardous materials/WMD incidents and other incidents. AWARE - 1.1.5 Origin: NFPA 4.2.1 (5) Supports OSHA AWARE-C,D Identify typical occupancies and locations in the community where hazardous materials /WMD are manufactured, transported, stored, used, or disposed of. 2016 Response Training Guidelines – Page 13 <<>> Response Training Considerations AWARE - 1.1.6 Origin: NFPA 4.2.1 (6) Supports OSHA AWARE-C,D Identify typical container shapes that can indicate hazardous materials/WMD. AWARE - 1.1.7 Origin: NFPA 4.2.1 (7) Supports OSHA AWARE-C,D,E Identify facility and transportation markings and colors that indicate hazardous materials/WMD, including: a. UN/NA identification numbers; b. NFPA 704 markings; c. military hazardous materials/WMD markings; d. special hazard communication markings; e. pipeline markings; and f. container markings. AWARE - 1.1.8 Origin: NFPA 4.2.1 (8) Supports OSHA AWARE-D Given an NFPA 704 marking, describe the significance of the colors, numbers, and special symbols. AWARE - 1.1.9 Origin: NFPA 4.2.1 (9) Supports OSHA AWARE-D,E Identify U.S. and Canadian placards and labels that indicate hazardous materials/WMD. AWARE - 1.1.10 Origin: NFPA 4.2.1 (10) Supports OSHA AWARE-B Identify the basic information on safety data sheets (SDS) and shipping papers that indicates hazardous materials, and be able to do the following: AWARE - 1.1.10 a Origin: NFPA 4.2.1 (10)a Supports OSHA AWARE-B Identify where to find safety data sheets (SDS). AWARE - 1.1.10 b Origin: NFPA 4.2.1 (10)b Supports OSHA AWARE-B Identify major sections of an SDS. AWARE - 1.1.10 c Origin: NFPA 4.2.1 (10)c Supports OSHA AWARE-B Identify entries on a safety data sheet that indicate the presence of hazardous materials. AWARE - 1.10 d Origin: NFPA 4.2.1 (10)d Supports OSHA AWARE-B Match the name of the shipping papers found in transportation (air, highway, rail, and water) with the mode of transportation. AWARE - 1.1.10 e Origin: NFPA 4.2.1 (10)e Supports OSHA AWARE-B Identify the person responsible for having the shipping papers in each mode of transportation. 2016 Response Training Guidelines – Page 14 <<>> Response Training Considerations AWARE - 1.1.10 f Origin: NFPA 4.2.1 (10) f Supports OSHA AWARE-B Identify where the shipping papers are found in each mode of transportation. AWARE - 1.1.10 g Origin: NFPA 4.2.1 (10) g Supports OSHA AWARE-B Identify where the shipping papers are found in each mode of transportation. AWARE - 1.1.11 Origin: NFPA 4.2.1 (11) Supports OSHA AWARE-C,E Identify examples of clues (other than occupancy/location, container shape, markings/color, placards/labels, MSDS, and shipping papers) that use the senses of sight, sound, and odor to indicate hazardous materials/WMD. AWARE - 1.1.12 Origin: NFPA 4.2.1 (12) Supports OSHA AWARE-C Describe the limitations of using the senses in determining the presence or absence of hazardous materials/WMD. AWARE - 1.1.13 Origin: NFPA 4.2.1 (13) Supports OSHA AWARE-C Identify at least four types of locations that could become targets for criminal or terrorist activity using hazardous materials/WMD. AWARE - 1.1.14 Origin: NFPA 4.2.1 (14) Supports OSHA AWARE-C Describe the difference between a chemical and a biological incident. AWARE - 1.1.15 Origin: NFPA 4.2.1 (15) Supports OSHA AWARE-C Identify at least four indicators of possible criminal or terrorist activity involving chemical agents. AWARE - 1.1.16 Origin: NFPA 4.2.1 (16) Supports OSHA AWARE-C Identify at least four indicators of possible criminal or terrorist activity involving biological agents. AWARE - 1.1.17 Origin: NFPA 4.2.1 (17) Identify at least four indicators of possible criminal or terrorist activity involving radiological agents. AWARE - 1.1.18 Origin: NFPA 4.2.1 (18) Identify at least four locations, indicators, and hazards associated with illicit laboratories (clandestine laboratories, weapons lab, ricin lab). AWARE – 1.2 Origin: NFPA 4.2.2 Supports OSHA AWARE- D,E Surveying the Hazardous Materials Incident from a Safe Location Given examples of facility and transportation situations involving hazardous materials, identify the hazardous material(s) in each situation by name, UN/NA identification number, or type placard applied. 2016 Response Training Guidelines – Page 15 <<>> Response Training Considerations AWARE – 1.3 Origin: NFPA 4.2.3 Supports OSHA AWARE- A,B,E Collecting Hazard Information Given the identity of various hazardous materials/WMD (name, UN/NA identification number, or type placard), awareness level personnel shall identify the fire, explosion, and health hazard information for each material by using the current edition of the Emergency Response Guidebook or equivalent document and shall meet the following requirements: AWARE – 1.3.1 Origin: NFPA 4.2.3(1) Supports OSHA AWARE- A,B,E Identify the three methods for determining the guide page for a hazardous material/WMD. AWARE – 1.3.2 Origin: NFPA 4.2.3(2) Supports OSHA AWARE- A,B,E Identify the two general types of hazards found on each guide page. 2. Implementing the Planned Response AWARE – 2.1 Origin: NFPA 4.4.1 Supports OSHA AWARE-A,B,C,E,F Initiating Protective Actions Given examples of hazardous materials/ WMD incidents, the emergency response plan, the standard operating procedures, and the current edition of the Emergency Response Guidebook or equivalent document, awareness level personnel shall be able to identify the actions to be taken to protect themselves and others and to control access to the scene. AWARE - 2.1.1 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E Identify the location of both the local emergency response plan and the standard operating procedures. AWARE - 2.1.2 Origin: NFPA 4.4.1 (2) Supports OSHA AWARE-E,F Identify the role of the awareness level during hazardous materials/WMD incidents. AWARE - 2.1.3 Origin: NFPA 4.4.1 (3) Supports OSHA AWARE-E Identify the following basic precautions to be taken to protect themselves and others in a hazardous materials/WMD incident. AWARE - 2.1.3a Origin: NFPA 4.4.1 (3)a Supports OSHA AWARE-E,F Identify the precautions necessary when providing emergency medical care to victims of hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 16 <<>> Response Training Considerations AWARE - 2.1.3b Origin: NFPA 4.4.1 (3)b Supports OSHA AWARE-E Identify typical ignition sources found at the scenes of hazardous materials/WMD incidents. AWARE - 2.1.3c Origin: NFPA 4.4.1 (3)c Supports OSHA AWARE-A,B Identify the ways hazardous materials/WMD are harmful to people, the environment, and property at hazardous materials/WMD incidents. AWARE - 2.1.3d Origin: NFPA 4.4.1 (3)d Supports OSHA AWARE-E Identify the general routes of entry for human exposure to hazardous materials/WMD. AWARE - 2.1.4 Origin: NFPA 4.4.1 (4) Supports OSHA AWARE-E Identify Given the identity of various hazardous materials/WMD (name, UN/NA identification number, or type placard), identify the following response information: a. Emergency action (fire, spill, or leak and first aid) b. Personal protective equipment necessary c. Initial isolation and protective action distances. AWARE - 2.1.5 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E Given the name of a hazardous material, identify the recommended personal protective equipment from the following list: a. Street clothing and work uniforms b. Structural fire-fighting protective clothing c. Positive pressure self-contained breathing apparatus d. Chemical-protective clothing and equipment AWARE - 2.1.6 Origin: NFPA 4.4.1 (6) Supports OSHA AWARE-A,E Identify the definitions for each of the following protective actions: a. Isolation of the hazard area and denial of entry b. Evacuation c. Sheltering in-place protection AWARE - 2.1.7 Origin: NFPA 4.4.1 (7) Supports OSHA AWARE-A,E Identify the size and shape of recommended initial isolation and protective action zones. AWARE - 2.1.8 Origin: NFPA 4.4.1 (8) Supports OSHA AWARE-B,C,E Describe the difference between small and large spills as found in the table of Initial Isolation and Protective Action Distances in the Emergency Response Guidebook or equivalent document. 2016 Response Training Guidelines – Page 17 <<>> Response Training Considerations AWARE - 2.1.9 Origin: NFPA 4.4.1 (9) Supports OSHA AWARE-B,C,E Identify Identifying the circumstances under which the following distances are used at a hazardous materials/WMD incident: a. Table of initial isolation and protective action distances b. Isolation distances in the numbered guides. AWARE - 2.1.10 Origin: NFPA 4.4.1 (10) Supports OSHA AWARE-B,C,E Describe the difference between the isolation distances in the orange-bordered guide pages and the protective action distances in the green-bordered ERG pages. AWARE - 2.1.11 Origin: NFPA 4.4.1 (11) Supports OSHA AWARE-B,C,E Describe the difference between the isolation distances in the orange-bordered guide pages and the protective action distances in the green-bordered ERG pages. AWARE - 2.1.12 Origin: NFPA 4.4.1 (12) Supports OSHA AWARE-E Identify the techniques used to isolate the hazard area and deny entry to unauthorized persons at hazardous materials/WMD incidents. AWARE - 2.1.13 Origin: NFPA 4.4.1 (13) Identify at least four specific actions necessary when an incident is suspected to involve criminal or terrorist activity. AWARE – 2.2 Origin: NFPA 4.4.2 Supports OSHA AWARE-E,F Initiating the Notification Process Given scenarios involving hazardous materials/WMD incidents, awareness level personnel shall identify the initial notifications to be made and how to make them, consistent with the emergency response plan and/or standard operating procedures. 2016 Response Training Guidelines – Page 18 <<>> Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Core Competencies for Operations Level Responders 2016 Response Training Guidelines – Page 19 <<>> Response Training Considerations Introduction Operations level responders as defined in NFPA 472 shall be trained to meet all competencies outlined in the specific NFPA 472 chapter (Chapter 5). Operations level (NFPA 472) responders also shall receive additional training to meet applicable governmental occupational health and safety regulations. Operations level (NFPA 472) competencies are broken into the following categories: (a) Core competencies, required of all responders on the scene, no matter what their function; and (b) Mission- or agent-specific competencies as assigned by the authority having jurisdiction Mission-specific operations level responders who are expected to perform additional missions beyond the core competencies in this chapter shall be trained to meet those mission-specific competencies, as found in the following chapter, “Mission-Specific Operations.” Definition Operations Level (NFPA 472) Responders are those persons who respond to hazardous materials/weapons of mass destruction (WMD) incidents for the purpose of protecting nearby persons, the environment, or property from the effects of the release; however, these persons can have additional competencies that are specific to their response mission, expected tasks, and equipment and training as determined by the authority having jurisdiction (AHJ). Training Audience Responders at the operations level (NFPA 472) are typically those persons who are the first to arrive at the scene of a hazardous materials incident, often in response to a 911 or equivalent call. They may be employed by law enforcement, public service, fire or emergency services, or a variety of private organizations. Generally, they are not members of a hazardous materials response team. Methodology Recommendations Operations level (NFPA 472) training is best conducted in a classroom environment, with opportunities for small- and large-group exercises either in the classroom or as a field exercise in conjunction with the training. Core Operations training typically ranges from 16 to 24 hours (sometimes delivered as a component of a longer 24-40 hour program) , depending on training environment conditions and specific training audience needs. Lectures with small-group student activities are appropriate for much of the material. However, incident scene organization and command drill and practice will require large- 2016 Response Training Guidelines – Page 20 <<>> Response Training Considerations group simulated incidents that can be best conducted in a simulator or as a field exercise. Refresher training should include (1) competency retesting of all response skills, (2) technical information updates, and (3) critique of incident scene decision making using simulated emergencies. Summary of Training Requirements Federal Training Requirements OSHA establishes the following training requirements for first responders at the operations level: a minimum of 8 hours of training beyond the awareness level, or, as an alternative, certification of sufficient experience. Training in excess of 8 hours may be necessary, especially for additional skills and knowledge such as flammable gas firefighting. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA 29 CFR 1910.120(q)(6)(ii) First responders at the operations level are individuals who respond to releases or potential releases of hazardous substances as part of the initial response to the site for the purpose of protecting nearby persons, property, or the environment from the effects of the release. They are trained to respond in a defensive fashion without actually trying to stop the release. Their function is to contain the release from a safe distance, keep it from spreading, and prevent exposures. First responders at the operational level shall have received at least 8 hours of training or have had sufficient experience to objectively 2016 Response Training Guidelines – Page 21 <<>> Response Training Considerations demonstrate competency in the following areas, in addition to those listed for the awareness level, and the employer shall so certify: (A) Knowledge of the basic hazard and risk assessment techniques (B) Know how to select and use proper personal protective equipment provided to the first responder operational level (C) An understanding of basic hazardous materials terms (D) Know how to perform basic control, containment and/or confinement operations within the capabilities of the resources and personal protective equipment available with their unit (E) Know how to implement basic decontamination procedures (F) An understanding of the relevant standard operating procedures and termination procedures. Required Training Objectives OSHA OPS - A Given a simulated incident involving hazardous materials, demonstrate knowledge of basic hazard and risk assessment techniques. OSHA OPS - B Given a simulated incident involving hazardous materials, select and demonstrate correct use of proper personal protective equipment. OSHA OPS - C Define basic hazardous materials terms. OSHA OPS - D Given a simulated incident involving hazardous materials, describe basic control, containment, and/or confinement operations within the capabilities of the resources and personal protective equipment available within the student’s unit. OSHA OPS - E Given a simulated incident involving hazardous materials, list and define appropriate basic decontamination procedures. OSHA OPS - F Given a simulated incident involving hazardous materials, identify relevant SOP’s and termination procedures. 2016 Response Training Guidelines – Page 22 <<>> Response Training Considerations Relationship of OSHA Operations to NFPA 472 Core Operations Under 29 CFR 1910.120 (q) (6) (ii), OSHA defines operations level responder competencies differently than NFPA 472. Most OSHA Operations level competencies relate closely to NFPA Core Competencies for Operations Level Responders, but the ability to perform basic control, containment and confinement techniques under OSHA are found in NFPA 472 under the Mission-Specific Competencies for Operations Level Responders (the following chapter in these Guidelines). OSHA Operations Level Competencies are discussed in the preceding chapter of these guidelines, including training recommendations and the translation of that required standard into six principle objectives. The crosswalk described in the recommended training objectives in this section relates individual NFPA 472 objectives to OSHA objectives and references the coding of the six OSHA objectives as explained in the preceding chapter of - **truncated:** true - **body characters:** 731815