Course Descriptions

(102) 8-Hour Hazardous-Waste Site Worker Refresher Training

(102) 8-Hour Hazardous Waste Site Worker Refresher Training Prerequisite:
Personnel who have participated in a 40-hour Hazardous Waste Site Worker Training (TNEC Course #101, or equivalent) are required to participate annually in an 8-Hour Refresher Training. CEU=0.8

This course is approved by the MA Board of Certification of Wastewater Treatment Plant Operators for 8 training contact hours.  (Course ID No. BC-2012-2557)

This course is approved by the MA Board of Certification of Operators of Drinking Water Supply Facilities for 8 training contact hours. (Course ID No. DWT-2012-114)

This course is approved by the CT Department of Public Health for 7.5 training contact hours for certified operators of Drinking Water Supply Facilities. (Course ID No. TDS-91-691)

This course is approved by the RI Board of Certification of Drinking Water Operators for 8 training contact hours.

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NOTE: TNEC changes its Refresher Curriculum each year, beginning in September, so that students returning to TNEC year after year for their Refresher Training are presented with new materials each time.
From September 1, 2011, through August 31, 2012, the curriculum for the Site Worker Refresher includes Reviews of: Student Work History for the Past Year, the HAZWOPER Standard, use of the NIOSH Pocket Guide & MSDS’s, Air Monitoring, Respiratory Protection & PPE, Decon and Spill Control. Also included is a HAZWOPER Review Game and the consideration by students of actions they might take to improve safety when they return to work. The Refresher concludes with a final Table-Top Activity relating to the evaluation of a storage facility where several units, for which rents are in arrears and the contents of which are to be auctioned, are suspected to contain hazardous materials/wastes and how removal of same should proceed.
Applicable Standards
This course is designed to meet the requirements of 29 CFR 1910.120 (e)(8).
Schedule: Start Time = 8:00 a.m. and End Time = 4:30 p.m., with a 1/2 hour break at mid-day for lunch.
Curriculum Components
1.  TNEC Developed Student Manual, which includes a total of eight (8) Small Group Activities and one (1) Table Top Activity that are completed by students as they work through this course.
2.  NIOSH Pocket Guide to Chemical Hazards and sample MSDS’s
3. Student Handouts: photos, diagrams, lists of hazards, etc.

Learning Objectives & Performance Measures, By Module, In Order Presented:
Module 1: Introductions
Trainers introduce themselves to the class indicating their backgrounds, current affiliation with the TNEC training program, interests relative to health and safety and any areas of expertise that they are willing to share with students, as well as topics to be covered in the class. Students introduce themselves to the others present, briefly describing their current involvement in hazardous waste site work, state the HAZMAT topic(s) in which they are most interested, their reason for attending this Refresher training and any expectations beyond receiving a certificate of training. Trainers briefly review the agenda for the day.
Learning Objectives: To introduce one's self to others present, to learn the names and backgrounds of others present and to understand the content of the day’s training.
Performance Measures: Students are able to describe the variety of work experiences represented in the class.
Module 2:  Where Have You Worked?
Learning Objectives: Each student fills out a form, which prompts him/her to consider the kinds of site work in which he/she has been involved during the past year. This includes Site Type, Site Name (if known), Chemical(s) Involved, their Job At The Site and Number Of Workers On Site.
Performance Measures: Students fill out the provided form and, one at a time, share that information with others present, so that all might gain a further level of understanding of the site work experience represented that day. This form is collected by the trainers and the information on it is used to develop a periodic report to NIEHS of anonymous student work experience.
Module 3: Activity 1 - OSHA Priorities
Learning Objectives: Share health and safety experiences for the past year and relate them to current trends in work environments.
Performance Measures:
a.  In small groups, students individually share their work experience, focusing on any accidents or incidents during the past year, with other members of their group. They identify and list the health and safety problems that they have encountered, what they learned from them, what is being done differently, or if nothing has been done, what changes should/could their organization implement?
b.  One or two students from each small group present the chosen illustrative case from their group to the entire class.
c.  After each presentation, the larger class then adds any additional comments and recommendations regarding the impact of the presented scenario.
Module 4: Activity 2 - HAZWOPER Standard
Learning Objectives: The role of this standard in protecting worker health & safety, the importance of hazardous waste regulations as tools for worker protection and the individual elements of 29 CFR 1910.120.
Performance Measures: Students will be able to explain which sections of 29 CFR 1910.120 apply to their work, recognize compliance vs. non-compliance, understand corrections to achieve compliance and understand where the standard is located.
Module 5: Activity 3 - Review of the NIOSH Pocket Guide and Material Safety Sheets (MSDS)
Learning Objectives: Review how to recognize chemical hazards and understand how the hazardous properties of chemicals can impact one’s health and safety.
Performance Measures:
a. Using the NIOSH Pocket Guide and a sample MSDS as references, each small group of students researches the various physical properties of two chemicals that have been encountered during the rehabilitation of an old mill building.
b. Each small group discusses and decides on the level of PPE the entry team should use and why and what controls the entry team should apply to handle these chemicals and why.
c.    Each group presents the results of their findings to the rest of the class.
d. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.
Module 6: Activity 4 - Review of Air Monitoring
Learning Objectives: Review the reason for doing air monitoring at a hazardous waste site, the importance of having an air monitoring plan and the various types of air monitoring equipment available and their limitations.
Performance Measures: 
a. After viewing a demonstration of air monitoring devices, each small group of students is assigned a particular device and either samples a gas bag or is provided with a card with air monitoring readings on it and discusses the significance of those readings.  
b. Each small group of students reports its findings to the larger group.
c. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.
Module 7: Activity 5 – Review
Learning Objectives: Review various components of a students’ original 40-hr. training.
Performance Measures: Students participate in small groups in a fun-filled competitive game to review selected topics from their original 40- hr. training and provide answers to questions posed by the trainers.
Module 8: Activity 6 – Review of Respiratory Protection and Personal Protective Equipment (PPE)
Learning Objectives: Review the purpose of, limitations of and use of respiratory protection equipment and PPE.
Performance Measures:
a.  Students describe the use of respiratory protection equipment and PPE.
b.  Students identify when the four categories of PPE are used and the protection afforded by each.
c.  In small groups, students review a provided packet of photos depicting use of PPE/Respiratory Protection Equipment and then read Appendix B of 1910.120.
d.  Each group determines what levels of PPE the photos depict and when those levels of PPE (based on Appendix B) are used.
e.  Students analyze a specific scenario for the hazards that are present, how they might be hurt and recommend the types of PPE and controls to be used.
f.  Each small group of students reports its findings to the larger group
Module 9: Activity 7 – DECON
Learning Objectives: Review and understand the purpose of, principles of, control strategies for and what equipment is used in decontamination.
Performance Measures: Students in Small Groups participate in one or more of the following 3 Decon scenarios.
a. Students analyze a provided photo of a Decon line/procedure and list any faults or concerns observed.
b. Students practice removal of their contaminated inner glove without contaminating themselves, as determined by the presence or absence of an infrared active substance on their person.
c.   Students first discuss any special concerns about an assigned challenge chemical and then develop a Decontamination Plan for it.
Module 10: Activity 8 – Action Cards
Learning Objectives: The class, as a whole, reviews several employer and employee responsibilities under OSHA’s General Duty Clause.
Performance Measures: Each student answers 3 questions about Actions that they are committed to pursue and resources they need, in order to improve the safety of their workplace and co-workers when they return to their place of employment.
Module 11:  Activity 9 - Spill Control (optional, time permitting)
Learning Objectives: The class, as a whole, reviews several employer and employee responsibilities under OSHA’s General Duty Clause.
Performance Measures: Each student answers 3 questions about Actions that they are committed to pursue and resources they need, in order to improve the safety of their workplace and co-workers when they return to their place of employment.
Module 12: Activity 10 – Site Worker Table-Top Exercises
Learning Objectives: Students evaluate a storage facility where several units, for which rents are in arrears and the contents of which are to be auctioned, are suspected to contain hazardous materials/wastes and how removal of same should proceed.
Performance Measures:
a. Each small group of students, acting as a hired environmental consulting company, first identifies how to approach this site. They then list what types of equipment they would bring with them on their first trip to this site, what levels of PPE their personnel should wear, what type of information they would gather and how they would do that.
b. Based on a provided list of findings for one of four units inspected, each small group determines the hazards of their assigned unit, whether the chemicals can be moved from their present location to be staged for removal from the site and where on site that staging area might be located, what types of PPE their workers will need to do their tasks safely.
c. Each small group draws a map of the area designating the “hot”, “warm” and “cold” work zones, including the location of the Decon area for personnel and equipment.
d. Each small group of students reports its findings to the larger group.
Module 13:  Clean Up, Review, Course Evaluation Questionnaire and Distribute Refresher Certificates.
Trainers review any expectations identified by individual students at the beginning of the day and if they were addressed during this training session.  Trainers may offer to follow up later on an individual basis with students whose questions or concerns could not be addressed during the day.  Each student is asked to fill out a Course Evaluation anonymously, the responses from which TNEC management and trainers use, at least in part, to determine the effectiveness of the training presented and to continuously improve this training program.  Trainers congratulate students as they distribute certificates.