World Wide Catalog 1995 Summer/World_Wide_Catalog_InfoMagic_Summer_1995.iso/pages/wwwoshaf.gov/ergo/ergo_d.txt

Text File | 1995-06-11 | 78KB | 1,625 lines

APPENDIX D:          TRAINING

               An Outline of this Appendix:
I.             Training Requirements and Recommendations

               --    Introduction
               --    Employee Information
               --    Who Must Be Trained?
               --    What Training Must Be Given?
                     --    Training for Employees in Problem Jobs and Their Supervisors
                     --    Training for Employees Involved in Job Analysis
                     --    Training for the Ergonomics Team
               --    When Must Training Be Given?
               --    Understandability of Training
               --    Who Conducts the Training?
               --    "Portability" of Training
               --    Ensuring that the Job Improvement Process is Performed by
                     "Knowledgeable" Individual or Team

II.            Example Training Model

               A.    Determining Training Needs
               B.    Identifying Objectives
               C.    Developing Learning Activities
               D.    Conducting the Training
                     --    A Note on Adult Learning
               E.    Evaluating Program Effectiveness
               F.    Improving the Program

III.           Additional Training Resources

                     Sources of Assistance
                     OSHA Area Offices
                     States with Approved Plans
                     OSHA Consultation Offices
                     Selected References
                     Levels of Expertise (table)
                     Training and Education Resources (table)

I.             Training Requirements and Recommendations
               Introduction.  Training is an essential element for any effective safety
and health program.  The main purpose of this training is to ensure that
employees are well-informed about the hazards to which they may be exposed
and, thus, can participate actively in identifying and controlling exposure.
In ergonomic protection, training allows employers, supervisors, and employees
to understand the risk factors associated with a job or production process,
means to prevent and control them, and the musculoskeletal disorders that can
result from these risk factors.
               Many of the Ergonomic Protection Standard's (EPS's) training
requirements are triggered by the fact that problems--or potential problems--
have already been identified.  Ideally, however, safety and health training
should be provided before problems or disorders occur.
               Employee information.  The EPS requires that every employee potentially
exposed to any signal risk factor must be provided with information about
musculoskeletal disorders, risk factors associated with them, their signs and
symptoms, how to report them, and ways to reduce exposure.  (See paragraph
(e)(1) of the EPS and Appendix A.)  Appendix A also provides an example
information sheet that employers can use to fulfill this requirement.  OSHA
Area Offices can provide employers with copies of the information sheet that
have been translated into languages other than English.
               Understanding this general information lays the groundwork for the
specific training requirements of the EPS, which are found in paragraph (h).

                            Table D-1:  Training Required by the EPS


Every
Employe
eEvery
employee
in a
problem
job
(includi
ng
"quick-
fix"
jobs)Every
supervis
or of an
employee
in a
problem
job
(incl.
"quick-
fix"
jobs)
Every
employ
ee
involv
ed in
job
analys
is
Ergonomic
s Team1Employee
informatio
n
(handout)
                             X
                                         X
                                                      X
                                                                 X
                                                                             XErgonomic
awareness
training
and job-
specific
training
[paragraph
(h)(2)(i)]



                                         X



                                                      X



                                                                X2



                                                                            X2Training
in
identifyin
g and
controllin
g risk
factors

                                                                 X

                                                                             XTraining
in
problem-
solving
methods
and the
team
approach

                                                                             X
1              Employers are not required to have an ergonomics team.  Where there is
               an ergonomics team, however, these training requirements apply.

2              Employees who are involved in job analysis and/or the ergonomics team
               must be trained in identifying risk factors in the workplace, job
               analysis methods, and implementing and evaluating control measures.
               Normally, this will include and go beyond the training called for under
               (h)(2)(i).  Such employees need not be given the job-specific training
               on control measures and safe work methods mentioned at (h)(2)(i)(F),
               however, unless these apply to their own particular jobs.

               Who Must Be Trained?  Table D-1 presents a brief overview of
the different categories of employees who must be provided
training under the EPS and the areas of training they must
receive.  More explanation follows later in this appendix.
               Supervisors and Managers. The ergonomic awareness and job-
specific training described in paragraph (h)(2)(i) is required
for:
--             Each supervisor and manager who works at a problem job; that
               is, a job where an OSHA checklist score is greater than 5;
               and
--             Each supervisor of an employee who works at a problem job.
               Managers and supervisors are responsible for ensuring that
affected employees are effectively trained, follow safe work
practices, and properly use control measures.  Supervisors can
serve as models for employees when they personally demonstrate
safe work practices.
               Supervisors of one or more employees who work at problem
jobs should undergo training comparable to that of the employees.
Ideally, they should also receive such additional training as
will enable them to recognize early signs and symptoms of
musculoskeletal disorders, to recognize hazardous work practices,
to correct such practices, and to reinforce the employer's er-
gonomic protection efforts.
               Other Personnel.  OSHA also recommends that any other
personnel who will play a role in designing, implementing, or
maintaining control measures for jobs--such as engineers and
plant maintenance personnel--and health care providers be
involved in training.
               What Training Must Be Given?  The EPS describes two basic
types of training to be given to affected employees:
--             Ergonomic awareness and job-specific training for employees
               in problem jobs and their supervisors. [paragraph (h)(2)]
--             Advanced training for employees involved in job analysis,
               including the ergonomics team (if one is used). [paragraph
               (h)(1)]
               Training for Employees in Problem Jobs and their
Supervisors.  This training must be given to each employee in a
job where an OSHA risk factor checklist has a score of more than
5, and to that employee's supervisor.  It applies both to jobs
where the employer is developing and implementing a job
improvement process [paragraph (f)(4) of the EPS] and to "quick
fix" jobs [paragraph (f)(3)] where controls will be implemented
within 60 days (120 days for small employers).
               Ergonomic Awareness.  At the end of this training, employees
must be able to:
--             Recognize risk factors in the workplace and the methods for
               controlling them.
--             Identify the signs and symptoms and the health effects of
               exposure to risk factors, and be familiar with the
               employer's medical management procedures.
--             Know the process the employer is undertaking to address and
               control risk factors, the employee's role in the process,
               and how to actively participate in the process.
--             Know the procedures for reporting risk factors and
               musculoskeletal disorders, including the designated
               person(s) for receiving reports.
--             Know how to obtain a copy of the EPS and its appendices from
               the employer.
               This aspect of the training will expand upon and reinforce
the general employee information handout.
               Job-specific.  In addition to this ergonomic awareness
training, each affected employee should be able to practice and
demonstrate proper use of implemented control measures and safe
work methods that pertain to his or her job.  This job-specific
requirement means that the employee must be trained in the
particular control measures and work methods that are being
implemented in that employee's job to reduce or eliminate
exposure to risk factors.  OSHA recommends that such job-specific
training include at least the following areas:
--             The specific results of the OSHA checklist (and the job
               analysis, if one was conducted);
--             Identification of the risk factors pertinent to the
               employee's job;
--             The control measures used to deal with these risk factors;
--             Proper and safe use and maintenance of control measures and
               equipment; and
--             The procedures to follow to report problems or ideas for
               changes in control measures and equipment.
               Employer Evaluation of Training.  Employers are required
under paragraph (h)(2)(v) to evaluate the training program to
ensure that it is effective.  In doing so, an employer should
bear in mind that the elements spelled out in (h)(2)(i)(A)
through (F) are based on what employees need to have gained--in
knowledge or abilities--when the training is completed.  The
employer should evaluate the training program to determine its
effectiveness in terms of what the employees can demonstrate.
               If employees are found generally not to know or are unable
to demonstrate what is called for [the elements spelled out in
(h)(2)(i)], the training must be modified and repeated.  The
employer must do a new evaluation after the retraining to
determine whether employees know or can demonstrate the required
elements.
               The effectiveness requirement is not designed to gauge
individual employee performance but to evaluate the overall
effectiveness of the training program.  For example, if testing
is done to see if employees have absorbed the training, the tests
can be anonymous.  In fact, paragraph (h)(2)(v)(B) specifically
prohibits the employer from using the training evaluation results
to discriminate or take reprisal against individual employees.
               The employer is ultimately responsible, however, for
ensuring that each employee can properly and safely perform the
job tasks and use the control measures.  [See (h)(4)(iv).]
               Training for Employees Involved in Job Analysis.  The EPS
requires that each employee who is involved in conducting a job
analysis must receive training in:
--             Identifying risk factors,
--             Job analysis methods, and
--             Implementation and evaluation of control measures.
               Such training will be needed for employees who are providing
input for an employer's job improvement process [see paragraph
(f)(4)], which has to include a job analysis.  The EPS requires
that input from affected employees be obtained for the job
analysis and in identifying, implementing, and evaluating control
measures.
               Before he or she can be involved in a job analysis, the
trained employee has to demonstrate knowledge of these elements.
A knowledgeable trainer should evaluate whether the employee has
been adequately trained.
               Training in Identifying and Controlling Risk Factors.
Appendix A, "Getting Started," and Appendix B, "Control of Risk
Factor Exposures," should be primary resources for training
employees who are involved in job analyses, and in identifying
and controlling risk factors.  Subjects that should be a part of
this training include:
--             The body--parts of the human anatomy and how they interact,
               especially the muscles, nerves, and tendons.
--             Musculoskeletal disorders--the various types of MSDs that
               may result from exposure to risk factors in the workplace.
--             Risk factors--particularly those that can affect the upper
               extremities and lower back.
--             How to identify job cycles (work cycles).
--             Manual handling and how to analyze lifting, lowering,
               pushing, pulling, and carrying--including how to use the
               Work Practices Guide for Manual Lifting developed by the
               National Institute for Occupational Safety and Health
               (NIOSH).
--             How to administer and evaluate risk factor checklists.  A
               section in Appendix A gives guidance in how to use risk
               factor checklists.
--             Hand tools--see the section in Appendix B.
--             Anthropometry--or human measurements, and how this affects
               exposure to risk factors.  (See the information on this
               subject in Appendix B, section V.A.)
               [For a sample training course outline for identifying and
controlling risk factors, see Table D-2 at the end of part I of
this appendix.]
               Training for the Ergonomics Team.  Using an ergonomics team
is one way of involving employees in job analysis.  The team
members receive the training that all employees involved in job
analysis must receive.  Where a team is used, team members need
to know problem-solving techniques and the "team approach" in
order to know how to work together effectively.  The team members
also must understand the MSD risk factors, how to do a job
analysis, and identify and evaluate controls.
               The ergonomics team should include members with a variety of
skills and responsibilities.  OSHA suggests using
interdepartmental personnel whose expertise spans the employer's
whole organization, including:
--             Affected employees
--             Any special areas that assist with the design, construction
               or repair of controls (e.g., skilled trades personnel,
               electricians, tool makers, maintenance)
--             Engineering staff
--             Ergonomists
--             Health care providers
--             Industrial hygienists
--             Human resource personnel
--             Purchasing, accounting, and facilities personnel
--             Safety personnel
               OSHA recognizes that some of these types of personnel will
not be present in any given workplace.  Where they are present,
however, an employer should consider including them in the job
improvement process.
               After the team forms, the first step is to identify the
problem-solving approach to be used.  This may be a specific
problem-solving approach determined by the employer.
               The following is an outline for one type of ergonomics team
approach.  Training for the team would center on the elements
described in the outline.  The team training goal is to learn how
to evaluate the worksite problems effectively and in standardized
fashion with other members of the team.
1.             Methods that can be used to identify the problem:
--             Risk Factor Checklists (see Appendix A).
--             Workplace walkthrough.
--             Input from affected employees or "brainstorming" by team
members.
--             Coming to a consensus on what the problems are and
               prioritizing them.
--             Demonstrating competence in how to complete job checklists.
               (It is important to achieve a good degree of consistency
               among team members in how checklists are to be rated.  One
               way to do this is for all team members to do a checklist
               individually, then compare it to the group; or the group
               could use a videotape of a job to do the checklist together.
               Team members should spend time in identifying common
               criteria for rating each section of the checklist so that
               their individual evaluations will not vary substantially.)
2.             Methods that can be used to assess the problem:
--             Using the Body Area Discomfort (B.A.D.) Survey as part of
               the job analysis.  (The survey acts as a baseline to see
               where employees are having problems so the team members can
               look closely at the part of the job that could be causing
               the discomfort.  See the explanation in Appendix B.)
--             Conducting the job analysis.  This should include asking
               employees what they think is causing the problem and what
               they think will work to improve the job.
3.             Methods that can be used for problem-solving/planning:
--             As a team, evaluating the results of:
               --    Checklist.
               --    Body Area Discomfort Survey.
               --    Job analysis.
               --    Employee comments.
               --    Workplace walkthrough.
--             Making a list of what is needed to make changes to reduce or
               eliminate risk factors on a job.
               --    As a team, discuss potential problems, their causes,
                     and solutions, such as:
                     --    Risk factor to be decreased or eliminated.
                     --    Parameter to be changed (e.g., workstation).
                     --    How changes are going to be made.
                     --    Who is responsible for making changes.
                     --    Cost.
                     --    Desired effect of the change on employees.
                     --    Possible obstacles or barriers to changes.
                     --    Effects of the changes on other employees in
                           adjacent jobs or elsewhere in the workplace.
               --    Include input from employees and management on
                     potential changes.
               --    Discuss resources available within the workplace to
                     make necessary changes.
               --    Decide on a workable solution that will provide the
                     necessary protection for employees.
               --    Test the proposed solution before implementing it, then
                     modify it as necessary based on the results.
4.             Methods that can be used for implementation:
--             Putting the plan in action; i.e., changing the job or the
               way the task is done.
--             Ensuring that affected employees are informed about the
               changes before they are put into place.
--             Ensuring that a "break-in" period is provided to allow
               employees time to get used to the job and their muscles time
               to adjust.
5.             Methods that can be used for evaluation:
--             Do a followup risk factor checklist.
--             Have employees complete another B.A.D. survey.
--             Compare the baseline to it.  The rating should decrease.
--             If there is an increase of discomfort, or it does not
               change, then the process--starting at step 3. problem-
               solving--needs to be repeated.
--             Determine whether any different body areas are identified on
               the followup B.A.D. survey.  If so, this may represent a new
               problem that needs evaluation.
               When Must Training Be Given?  Training must be conducted for
each affected employee:
--             As soon as possible, but at the latest by 18 months after
               the effective date of the EPS for employers with 10 or more
               employees, and by 30 months after the effective date for
               employers with fewer than 10 employees.
--             For new employees or supervisors, before initial assignment
               to work in or supervise a problem job in the workplace.
--             For training in control measures and safe work methods,
               before assignment to work in or supervise any new job,
               equipment, workstation, or process.
--             At least once a year thereafter for as long as the exposed
               employee's job is considered a problem job.
               Job-specific training that is directly related to interim or
permanent controls must be provided as soon as the controls are
implemented.
               There is no specified length or schedule for training (i.e.,
in hours or weeks).                    The training must be provided during
working hours, and at no cost to the employee.
               Understandability of Training.  The employer must ensure
that all training required by the EPS is presented in a manner
that the employee is able to understand.  The training and any
materials used must be appropriate in content, and must take into
consideration employees' educational level, literacy, and
language skills.  This may mean, for example, that the employer
will need to provide materials, instruction, or assistance in a
language other than English.
               Open and frank employee feedback should play an important
role in the training.  Employees know their own jobs better than
anyone, and they can often provide good ideas on how to improve
them.  At a minimum, employees must be given an opportunity to
ask questions--and receive answers--during the training.
               Who Conducts the Training?  The EPS does not specify who
must conduct the training.  It may be the employer, a qualified
supervisor or employee, or an outside provider of training--
although the standard's requirements are not intended to
necessitate hiring an outside trainer.
               Any person who conducts training for employees in problem
jobs and their supervisors [paragraph (h)(2)(i)] must be
knowledgeable about:
--             The subject matter covered by the elements described in
               (h)(2)(i)(A) through (F) and
--             The way this subject matter relates to the workplace that
               the training will address.
               The trainer should be familiar with jobs and workplaces
addressed in the training session--that is, the actual jobs and
workplace(s) of the employees who are being trained.
               "Portability" of Training.  The EPS attempts to reduce the
need to provide training that could be redundant.  If employees--
current or newly-hired--have received training in any or all of
the areas applicable to their jobs [under paragraphs (h)(1)
and/or (h)(2)] within the past year, they are not required to be
retrained in those areas.
               The employer must, however, train employees in those
elements for which the employee has not received training within
the past year.
               Ensuring that the Job Improvement Process is Performed by
"Knowledgeable" Individual or Team.  Where an employer is
implementing a job improvement process [paragraph (f)(4)], it
must be performed by an individual or team demonstrated to be
knowledgeable in identification of risk factors, job analysis
methods, an implementation and evaluation of control measures.
If the employer's employees are conducting the job improvement
process, the employer is responsible for ensuring that they are
knowledgeable--by providing or making sure that they have
successfully completed adequate training.
               Persons involved in the design of new jobs should also have
demonstrated their knowledgeability to do so.  Generally, a
knowledgeable person for design will be someone who has had
academic training in a field relevant to ergonomics (ergonomic
principles, human characteristics, work analysis and measurement,
applications), supervised applied training, and experience in
work systems design.
               The employer may choose to use outside individuals for the
job improvement process or to conduct training.  Table D-3 in
part III of this appendix provides a general guide to levels of
expertise in ergonomics.  Note that the first level ("Ergonomics
Technician") could be an employee of the employer who has
undergone appropriate training and experience.




Table D-2.  Sample Training Course Outline for Identifying and
Controlling Risk Factors.  The following is a subject outline
based on a 35- to 40-hour course.  The specific subjects and
time schedule are provided as examples only, and are not
intended to suggest OSHA expectations for any particular
workplace situation.  Several subject areas include practice
time.Subject areaApproximate
course timeErgonomics; human anatomy; muscles, nerves, and
tendons.2 hoursMusculoskeletal disorders--the various types of
MSDs that may result from exposure to risk
factors in the workplace.3 hoursRisk factors--particularly those that can
affect the upper extremities and lower back.3 hoursHow to identify job cycles (work cycles);
practice time.5 hoursManual handling and how to analyze lifting,
lowering, pushing, pulling, and carrying--
including how to use the NIOSH Work Practices
Guide for Manual Lifting; practice time.5 hoursHow to administer and evaluate risk factor
checklists; practice time.7 hoursHand tools.2.5 hoursAnthropometry (human measurements); effect on
exposure to risk factors and workplace design.2.5 hoursControls; displays; lighting/environment.2 hoursProblem solving; managing change.3 hours

II.            Example Training Model
               The guidelines that follow are intended to provide employers
with a model for designing, conducting, evaluating, and revising
training programs to comply with the EPS.  They are based, in
part, on the Voluntary Training Guidelines included in OSHA
Publication 2254.  This training model can also be used to
develop training programs for a variety of occupational safety
and health hazards in the workplace.
               A training program designed following these guidelines can
be used to supplement and enhance the employer's other education
and training activities.  The guidelines are intended to provide
employers significant flexibility in selecting content and
training program design.
               OSHA encourages a personalized approach to the training and
information programs at individual workplaces, so that employers
can provide the training that is most needed and applicable to
local working conditions.  This is important in carrying out
ergonomic protection programs because of the wide variety of
workplaces and working conditions where musculoskeletal disorder
risk factors may be found.
               The model is designed to be one that an employer can use
without having to hire a professional trainer or purchase
expensive training materials.  Using this program, employers or
supervisors can develop and administer ergonomic training
programs that:
--             address jobs, processes, and risk factors specific to their
               own business;
--             fulfill the learning needs of their own employees; and
--             strengthen the overall safety and health program of the
               workplace.
A.             Determining Training Needs.  The first step in the training
process is to decide who needs training, and what kind (e.g.,
general, job-specific, job analysis).  This will depend on the
results of the employer's initial determination; refer also to
Table D-1 earlier in this appendix.  Basic content needs for the
various types of training are discussed earlier in this appendix.

               It is necessary to identify what the employee is expected to
do and what risk factors are present in the employee's job.  The
primary sources for this information will be the job checklist(s)
and job analysis (if conducted and required by the EPS).  [See
Appendices A and B.]  This is especially important for job-
specific training, which should focus on the actual tasks and
risk factors an employee has to deal with, and the control
measures to be used.
               Additional information on specific training needs can be
obtained by:
--             Examining similar training programs offered by other
companies in the same industry, or obtaining suggestions from
organizations such as those listed in the "Additional Training
Resources" section at the end of this appendix.
--             Asking the employees themselves.  In addition to the
checklists and Body Area Discomfort surveys, risk factors and
other potential problems can be identified through the employees'
responses to questions such as, "What is the most difficult part
of your job?"
B.             Identifying Objectives.  Once the employees' training needs
have been identified, employers can then prepare objectives for
the training.  Instructional objectives, if clearly stated, will
tell employers what they want their employees to know, to do, to
do differently or better, or to stop doing.  Having clearly
defined objectives will enable the employer to evaluate whether
they have been reached.
               Learning objectives do not necessarily have to be written,
but in order for the training to be as successful as possible,
clear and measurable objectives should be thought out before the
training begins.  For an objective to be effective it should
identify as precisely as possible what the individuals will do to
demonstrate that they have learned it, or that the objective has
been reached.  They should also describe the important conditions
under which the individual will demonstrate competence and define
what constitutes acceptable performance.
               Using specific, action-oriented language, the instructional
objectives should describe the desired knowledge, practice, or
skill and its observable behavior.  For example, rather than
using the statement: "The employee will understand risk factors
relating to lifting" as an instructional objective, it would be
better to say:  "The employee will be able to describe risk
factors involved in lifting tasks and to demonstrate proper
lifting procedures."  Objectives are most effective when worded
in sufficient detail that other qualified persons can recognize
when the desired knowledge or behavior is exhibited.
               Training objectives must cover the applicable requirements
for the various types of training described in the EPS.  Some
recommended objectives follow:
               Training for employees in problem jobs and their
supervisors--
               At the end of the ergonomic awareness training, employees
will be able to:
--             State common risk factors and recognize methods to control
               them.
--             Describe the signs, symptoms, and health effects that can
               result from exposure to risk factors.
--             State who to report musculoskeletal disorders to at the
               workplace, and what to expect when musculoskeletal disorders
               are reported.
--             State the actions the employer is taking to identify and
               control risk factors.
--             State who to report to with ideas for controlling risk
               factors.
--             Describe their role in addressing and controlling risk
               factors.
--             Demonstrate how to follow recommended work practices (do
               their job safely).
--             State how to get a copy of the EPS and its appendices from
               the employer.

               At the end of the job-specific aspects of this training,
employees will be able to:
--             Discuss the results of the job checklist and job analysis
               for their job(s).
--             Identify the control measures the employer has implemented
               or will implement to reduce musculoskeletal disorders.
--             Demonstrate the way to do their work safely in order to
               avoid musculoskeletal disorders.
--             Demonstrate how to properly use control measures.
               Training for employees involved in job analysis and/or the
ergonomics team--At the end of this training, employees will be
able to:
--             Take part in conducting a job analysis.
--             Demonstrate to others how to do job analysis.
--             Select ways to implement and evaluate control measures.
--             Identify areas (departments, jobs) with risk factors in the
               workplace through:
               --    OSHA 200 log data
               --    Workers' compensation data
               --    A musculoskeletal disorder/risk factor reporting system
               --    A worksite walkthrough with appropriate checklists
                     (such as those found in Appendix A).
               --    Symptoms survey data
--             Recommend controls based on:
               --    Results of the job analysis
               --    Employees' recommendations
               --    Ergonomists' recommendations
               --    Relevant scientific research
--             Identify resources the team can use to conduct job analysis
               and resources the team can use as a basis for
               recommendations.
C.             Developing Learning Activities.  After employers have stated
precise objectives for the training program, learning activities
can be identified and developed.
               To ensure that employees transfer the skills or knowledge
from the learning activity to the job, the learning situation
should simulate the actual job as closely as possible.  Thus,
employers may want to arrange the objectives and activities in a
sequence which corresponds to the order in which the tasks are to
be performed on the job.
               A few factors will help to determine the type of learning
activity to be incorporated into the training.  One aspect is the
training resources available to the employer.  Can a group
training program that uses an outside trainer and film be
organized, or should the employer personally train the employees
on a one-to-one basis?  Another factor is the type of training
being performed--general, job-specific, or more advanced.  The
training activity can be group-oriented, with lectures, role
play, and demonstrations; or designed for the individual with
self-paced instruction, such as interactive video training
programs.
               The determination of methods and materials for the learning
activity can be as varied as the employer's imagination and
available resources will allow.  The employer may want to use
charts, diagrams, manuals, slides, films, viewgraphs (overhead
transparencies), videotapes, audiotapes, or blackboard and chalk,
or any combination of these and other instructional aids.
Whatever the method of instruction, the learning activities
should be developed in such a way that the employees can clearly
demonstrate that they have acquired the desired skills or
knowledge.
D.             Conducting the Training.  When the steps outlined above are
completed, the employer is ready to begin organizing the
training.  As far as possible, the training should be presented
so that its organization and meaning are clear to the employees.
To do so, employers or supervisors should:
--             provide overviews of the material to be learned;
--             relate, wherever possible, the new information or skills to
               the employee's goals, interests, or experience; and
--             reinforce what the employees learned by summarizing the
               program's objectives and the key points of information
               covered.
               These steps will assist employers in presenting the training
in a clear, unambiguous manner.
               In order to be motivated to pay attention and learn the
material that the employer, supervisor, or other trainer is
presenting, employees must be convinced of the importance and
relevance of the material.  Among the ways of developing
motivation are:
--             explaining the objectives of instruction;
--             relating the training to the interests, skills, and
               experiences of the employees;
--             outlining the main points to be presented during the
               training session(s); and
--             pointing out the benefits of training (e.g., the employee
               will, if he or she applies the skills and knowledge learned,
               be able to work at reduced risk).
               An effective training program allows employees to
participate in the training process and to practice their skills
or knowledge.  This will help to ensure that they are learning
the required knowledge or skills and permit correction if
necessary.  Employees can become involved in the training process
by participating in discussions, asking questions, contributing
their knowledge and expertise, learning through hands-on
experiences, and through role-playing exercises.  Employees must,
at a minimum, be given an opportunity to ask questions during the
training.
               Training could be structured to include hands-on experience
such as watching a videotape of a job in the employees' area,
followed by having everyone evaluate it on a checklist, then
seeing if the scores for each section are similar.  The employees
could also go out to a job and practice identifying the risk
factors.  Small group discussions may let the worker who feels
uncomfortable speaking up in a large group give an opinion in a
more informal environment.
               A Note on Adult Learning.  In conducting the training, it is
well to keep in mind the different learning styles that adults
have and how different teaching or training methods can work with
these learning styles.  Unlike children in school, adults' work
and other life experience become a resource for learning; they
learn by relating the world to their experience.  They learn most
effectively by problem-centered learning where they can apply the
knowledge learned.  Training will be more effective when
employees feel they are being treated as intelligent people who
are contributing information from their own experience.
               There are different ways that people learn.  Some must see
to learn (read it), others have to hear it, others need to say it
out loud, others have to write it, and many have to do it (hands-
on).  Others still need a combination of these techniques.  To be
able to reach everyone, the teaching methods should include a
variety of approaches.  For example, using an overhead in
teaching or showing the employee what to do would cover the
visual learners.  Having employees actually do a job evaluation
(hands-on), talking through it while filling out the evaluation
form (writing it) and hearing comments from others will cover all
the different learning styles.
E.             Evaluating Training Effectiveness
               The EPS requires that employers evaluate the training being
provided under (h)(2) of the standard and, where necessary,
modify and repeat the training.  Other types of training under
the EPS--e.g., for employees involved in job analysis--should
also be evaluated for their effectiveness.
               A plan for evaluating the effectiveness of training
session(s), either written or thought-out by the employer, should
be developed when the course objectives and content are
developed.  It should not be delayed until the training has been
completed.
               OSHA recommends that employers begin their evaluation of
training soon after it is given, whether formally or informally.
Employers must know if training is having a positive effect on
the workplace and employees' safety--or if it needs to be
repeated or modified.  If the training has not been effective, it
must be improved and repeated.  Employers may not, however, use
evaluation results to discriminate or take reprisal against any
employee.
               Ultimately, the employer is responsible for ensuring the
employee can properly and safely perform the job tasks required,
and to use the control measures properly.
               Evaluation of training can be done by a variety of methods,
to determine if those who received the training understand the
material, any control measures in use, and the work practices to
be followed.
               Among the methods for evaluating training are:
--             Observation/Employee Demonstration
               General training/job specific:
               --    Videotape jobs in different areas around the plant and
                     have employees work together to identify all the
                     ergonomic problems; or employees can go out to the
                     different jobs to identify problems.
               --    Show the employees slides or pictures of workers doing
                     different jobs.  Have employees identify the problems.
               --    Have employees observe each other and write down
                     observations and suggestions.
               Team training/job analysis training:
               --    Have team members/employees who will be doing analyses
                     go out to the worksite and do an analysis, B.A.D.
                     survey, or checklist with another person observing and
                     taking notes.
               --    Set up a worksite role-play in which a workstation or
                     situation is set up.  Have members play the part of
                     evaluator, supervisor and the employee.  Then have
                     everyone talk about the problems and possible
                     solutions.  Discuss the results of the experience.
               --    Evaluate again one month after training or one month
                     after controls have been in place.
--             Student Opinion/Employee Interviews
               --    Use questionnaires, basing questions on the goals of
                     teaching.  (To be used before and after training.)  For
                     example:
                     1.    Which of these tasks could cause musculoskeletal
                           disorders?
                           --    Lifting and twisting to pick up heavy box
                           --    Vibration (Using a jackhammer, driving
                                 forklift truck)
                           --    Working above shoulder height
                     2.    Circle the symptoms that warn you of a
                           musculoskeletal disorder:
                           --    Numbness and tingling
                           --    Pain
                           --    Restricted movement in the joint
                           --    Headaches
                     3.    Twisting and lifting an object at the same time
                           can increase your chance of back injury.
                           ____True      ____False
                     4.    Who do you report to if you have a musculoskeletal
                           disorder?
                     5.    Where can you get a copy of the Ergonomic
                           Protection Standard and its appendices?
               --    Questionnaires should be kept anonymous.  (The intent
                     is to evaluate and improve the overall training
                     program--not to gauge individual competence or
                     receptiveness.)
               --    Ask the employees if there was anything about the class
                     that made it hard to learn (e.g., teaching style, the
                     way the program or room was set up, etc.).
               --    Ask the employees if the goals of the class were met
                     (did they learn what they were told they would learn).
                     Ask for suggestions to make the class easier to
                     understand.
               --    In one month, ask the employees questions on ideas
                     about topics and issues covered in class to see if they
                     still remember it.
--             Workplace Improvements  (These methods are not intended to
               be used instead of evaluating training).
               --    Reduction of severity and incidence rates
               --    Decrease in the severity of Body Area Discomfort Survey
                     for the areas where controls have been implemented.
               --    Decrease in OSHA Risk Factor Checklist scores to 5 or
                     below.
F.             Improving the Program
               If, after evaluation, the employer has an indication that
the training did not give the employees the required level of
knowledge and skill, it will be necessary to revise the training
program and provide retraining.  Refresher training is required
by the EPS at least annually--and more often where necessary--for
all employees who work at jobs where musculoskeletal disorders
continue to occur, or where OSHA risk factor checklist scores
remain above 5.
               At this point, asking questions of employees and of those
who conducted the training may be of some help.  Among the
questions that could be asked are:
--             Was some of the content already known and, therefore,
               unnecessary?
--             What material was confusing or distracting?
--             Was anything missing from the program?
--             What did the employees learn, and what did they fail to
               learn?
               It may be necessary to repeat steps in the training process,
that is, to return to the first steps and retrace one's way
through.  As the program is evaluated, the employer should ask:
--             Was any critical feature of the job overlooked?
--             Were the important gaps in knowledge and skill included?
--             Was material already known by the employees intentionally
               omitted?
--             Were the instructional objectives presented clearly and
               concretely?
--             Did the objectives state the level of acceptable performance
               that was expected of employees?
--             Did the learning activities simulate the actual job?
--             Were the learning activities appropriate for the kinds of
               knowledge and skills required on the job?
--             When the training was presented, was the organization of the
               material and its meaning made clear?
--             Were the employees motivated to learn?
--             Were the employees allowed to participate actively in the
               training process?
--             Was the employer's evaluation of the program thorough?
               A critical examination of the steps in the training process
will help employers to determine where course revision is
necessary.

                                  Additional Training Resources
               Assistance with training programs and help in identifying
resources for training is available through such organizations
as:
--             OSHA Area Offices  [See list of addresses and telephone
               numbers following.]
--             State agencies which have their own OSHA-approved
               occupational safety and health programs  [See list of
               addresses and telephone numbers following.]
--             OSHA-funded State onsite consultation programs for employers
               [See list of States and telephone numbers following.]
--             Local safety councils
--             The National Safety Council
               1121 Spring Lake Drive
               Itasca, Illinois 60143-3201
--             The OSHA Office of Training and Education
               1555 Times Drive
               Des Plaines, Illinois 60018
--             The National Institute for Occupational Safety and Health
               (NIOSH).
               4676 Columbia Parkway
               Cincinnati, Ohio 45226
--             University labor centers.
--             Labor unions.
                     See also Table D-4 at the end of this appendix.

OSHA Area Offices

Area                                                     Telephone

Albany, NY                                               [phone]
Albuquerque, NM                                          [phone]
Allentown, PA                                            [phone]
Anchorage, AK                                            [phone]
Appleton, WI                                             [phone]
Augusta, ME                                              [phone]
Austin, TX                                               [phone]
Avenel, NJ                                               [phone]
Baltimore, MD                                            [phone]
Baton Rouge, LA                                          [phone]
Bayside, NY                                              [phone]
Bellevue, WA                                             [phone]
Billings, MT                                             [phone]
Birmingham, AL                                           [phone]
Bismarck, ND                                             [phone]
Boise, ID                                                [phone]
Bowmansville, NY                                         [phone]
Braintree, MA                                            [phone]
Bridgeport, CT                                           [phone]
Calumet City, IL                                         [phone]
Carson City, NV                                          [phone]
Charleston, WV                                           [phone]
Cincinnati, OH                                           [phone]
Cleveland, OH                                            [phone]
Columbia, SC                                             [phone]
Columbus, OH                                             [phone]
Concord, NH                                              [phone]
Corpus Christi, TX                                       [phone]
Dallas, TX                                               [phone]
Denver, CO                                               [phone]
Des Plaines, IL                                          [phone]
Des Moines, IA                                           [phone]
Englewood, CO                                            [phone]
Erie, PA                                                 [phone]
Fort Lauderdale, FL                                      [phone]
Fort Worth, TX                                           [phone]
Frankfort, KY                                            [phone]
Harrisburg, PA                                           [phone]
Hartford, CT                                             [phone]
Hasbrouck Heights, NJ                                    [phone]
Hato Rey, PR                                             [phone]
Honolulu, HI                                             [phone]
Houston, TX                                              [phone]
Houston, TX                                              [phone]
Indianapolis, IN                                         [phone]
Jackson, MS                                              [phone]
Jacksonville, FL                                         [phone]
Kansas City, MO                                          [phone]
Lansing, MI                                              [phone]
Little Rock, AR                                          [phone]
Lubbock, TX                                              [phone]
Madison, WI                                              [phone]
Marlton, NJ                                              [phone]
Methuen, MA                                              [phone]
Milwaukee, WI                                            [phone]
Minneapolis, MN                                          [phone]
Mobile, AL                                               [phone]
Nashville, TN                                            [phone]
New York, NY                                             [phone]
Norfolk, VA                                              [phone]
North Aurora, IL                                         [phone]
Oklahoma City, OK                                        [phone]
Omaha, NE                                                [phone]
Parsippany, NJ                                           [phone]
Peoria, IL                                               [phone]
Philadelphia, PA                                         [phone]
Phoenix, AZ                                              [phone]
Pittsburgh, PA                                           [phone]
Portland, OR                                             [phone]
Providence, RI                                           [phone]
Raleigh, NC                                              [phone]
Salt Lake City, UT                                       [phone]
San Francisco, CA                                        [phone]
Savannah, GA                                             [phone]
Smyrna, GA                                               [phone]
Springfield, MA                                          [phone]
St. Louis, MO                                            [phone]
Syracuse, NY                                             [phone]
Tampa, FL                                                [phone]
Tarrytown, NY                                            [phone]
Toledo, OH                                               [phone]
Tucker, GA                                               [phone]
Westbury, NY                                             [phone]
Wichita, KS                                              [phone]
Wilkes-Barre, PA                                         [phone]


States with Approved Plans

Commissioner

Alaska Department of Labor
1111 West 8th Street
Room 306
Juneau, AK 99801
[phone]

Director

Industrial Commission of
Arizona
800 W. Washington
Phoenix, AZ 85007
[phone]

Director

California Department of
Industrial
  Relations
455 Golden Gate Avenue
4th Floor
San Francisco, CA 94102
[phone]

Commissioner

Connecticut Department of
Labor
200 Folly Brook Boulevard
Wethersfield, CT 06109
[phone]

Director

Hawaii Department of Labor
  and Industrial Relations
830 Punchbowl Street
Honolulu, HI 96813
[phone]

Commissioner

Indiana Department of Labor
State Office Building
402 West Washington Street
Room W195
Indianapolis, IN 46204
[phone]

Commissioner

Iowa Division of Labor
Services
1000 E. Grand Avenue
Des Moines, IA 50319
[phone]

Secretary

Kentucky Labor Cabinet
1049 U.S. Highway, 127 South
Frankfort, KY 40601
[phone]

Commissioner

Maryland Division of Labor
  and Industry
Department of Licensing
  and Regulation
501 St. Paul Place, 2nd Floor
Baltimore, MD 21202-2272
[phone]



Director

Michigan Department of Labor
Victor Office Center
201 N. Washington Square
P.O. Box 30015
Lansing, MI 48933
[phone]

Director

Michigan Department of Public
Health
3423 North Logan Street
Box 30195
Lansing, MI 48909
[phone]

Commissioner

Minnesota Department of Labor
  and Industry
443 Lafayette Road
St. Paul, MN 55155
[phone]

Director

Division of Industrial
  Relations
400 West King Street
Carson City, NV 97502
[phone]



Secretary

New Mexico Environmental
Department
Occupational Health and Safety
  Bureau
1190 St. Francis Drive
P.O. Box 26110
Santa Fe, NM 87502
[phone]

Commissioner

New York Department of Labor
State Office Building - Campus
12
Room 457
Albany, NY 12240
[phone]

Commissioner

North Carolina Department of
Labor
319 Chapanoke Road
Raleigh, NC 27603
[phone]

Administrator
Department of Consumer
  and Business Services
Labor and Industries Building
350 Winter Street, NE, Room
430
Salem, OR 97310
[phone]


Secretary

Puerto Rico Department of
Labor
  and Human Resources
Prudencio Rivera Martinez
Building
505 Munoz Rivera Avenue
Hato Rey, PR 00918
[phone]

Commissioner

South Carolina Department of
Labor
3600 Forest Drive
P.O. Box 11329
Columbia, SC 29211-1329
[phone]

Commissioner

Tennessee Department of Labor
710 James Robertson Parkway
Gateway Plaza
Suite "A" - 2nd Floor
Nashville, TN 37243-0655
[phone]

Commissioner

Industrial Commission of Utah
160 East 300 South, 3rd Floor
P.O. Box 146600
Salt Lake City, UT 84110-6600
[phone]

Commissioner

Vermont Department of Labor
  and Industry
120 State Street
Montpelier, VT 05620
[phone]

Commissioner

Virgin Islands Department of
Labor
2131 Hospital Street, Box 890
Christiansted
St. Croix, VI 00840-4666
[phone]

Commissioner

Virginia Department of Labor
  and Industry
Powers-Taylor Building
13 South 13th Street
Richmond, VA 23219
[phone]

Director

Washington Department of Labor

  and Industries
General Administration
Building
P.O. Box 44001
Olympia, WA 98504-4001
[phone]

Administrator
Occupational Safety and Health
  Administration
Herschler Building, 2nd Floor
East
122 West 25th Street
Cheyenne, WY 82002
[phone]


















OSHA Consultation Project Directory


State                                              Telephone

Alabama                                            [phone]
Alaska                                             [phone]
Arizona                                            [phone]
Arkansas                                           [phone]
California                                         [phone]
Colorado                                           [phone]
Connecticut                                        [phone]
Delaware                                           [phone]
District of Columbia                               [phone]
Florida                                            [phone]
Georgia                                            [phone]
Guam                                               [phone]
Hawaii                                             [phone]
Idaho                                              [phone]
Illinois                                           [phone]
Indiana                                            [phone]
Iowa                                               [phone]
Kansas                                             [phone]
Kentucky                                           [phone]
Louisiana                                          [phone]
Maine                                              [phone]
Maryland                                           [phone]
Massachusetts                                      [phone]
Michigan                                           [phone](H)
                                                   [phone](S)
Minnesota                                          [phone]
Mississippi                                        [phone]
Missouri                                           [phone]
Montana                                            [phone]
Nebraska                                           [phone]
Nevada                                             [phone]
New Hampshire                                      [phone]
New Jersey                                         [phone]
New Mexico                                         [phone]
New York                                           [phone]
North Carolina                                     [phone]
North Dakota                                       [phone]
Ohio                                               [phone]
Oklahoma                                           [phone]
Oregon                                             [phone]
Pennsylvania                                       [phone]
Puerto Rico                                        [phone]
Rhode Island                                       [phone]
South Carolina                                     [phone]
South Dakota                                       [phone]
Tennessee                                          [phone]
Texas                                              [phone]
Utah                                               [phone]
Vermont                                            [phone]
Virginia                                           [phone]
Virgin Islands                                     [phone]
Washington                                         [phone]
West Virginia                                      [phone]
Wisconsin                                          [phone](H)
                                                   [phone](S)
Wyoming                                            [phone]

(H) - Health
(S) - Safety


Selected References

The references below are not intended as an all-inclusive or
complete list.  They are suggested as sound sources for
information on ergonomics and ergonomic design which can lead to
further investigation on specific subjects.

               Bailey, Robert W.  Human Performance Engineering: A Guide
for System Designers.  Englewood Cliffs:  Prentice-Hall, Inc.,
1982.

               Beakley, George C.; Evans, Donovan L., and Keats, John
Bertrand.  Engineering:  An Introduction to a Creative
Profession, 5th edition.  New York:  Macmillan Publishing
Company, 1986.

               Booher, Harold R. (editor).  MANPRINT:  An Approach to
Systems Integration.  New York:  Van Nostrand Reinhold, 1990.

               Chaffin, Don B. and Andersson, Gunnar B.J.  Occupational
Biomechanics, 2nd edition.  New York:  John Wiley & Sons, Inc.,
1991.

               Eastman Kodak Company.  Ergonomic Design for People At Work,
volume 1.  New York:  Van Nostrand Reinhold, 1983.

               Eastman Kodak Company.  Ergonomic Design for People At Work,
volume 2.  New York:  Van Nostrand Reinhold, 1986.

               Fraser. T. Morris.  The Worker at Work.  Philadelphia:
Taylor & Francis, 1989.

               Hendrick, Hal W. and Vercruyssen, Max.  Behavioral Research
and Analysis:  Introduction to Statistics Within the Context of
Experimental Design, 2nd edition.  Lawrence, Kansas:  Ergosyst
Associates, Inc., 1989.

               Putz-Anderson, Vern (editor).  Cumulative Trauma Disorders:
A Manual for Musculoskeletal Diseases of the Upper Limbs.
Philadelphia:  Taylor & Francis, 1988.

               Sanders, Mark S. and McCormick, Ernest J.  Human Factors in
Engineering and Design, 6th edition.  New York:  McGraw-Hill,
Inc., 1987.

               Salvendy, Gavriel (editor).  Handbook of Human Factors.  New
York:  John Wiley & Sons, Inc., 1987.

               U.S. Department of Labor, Occupational Safety and Health
Administration.  Ergonomics Program Management Guidelines for
Meatpacking Plants.  OSHA Publication No. 3123.  Washington,
D.C., 1990 (reprinted 1991, 1993).

               Winer, B.J.  Statistical Principles in Experimental Design.
New York:  McGraw-Hill, Inc., 1971.

               Woodson, Wesley E.  Human Factors Design Handbook.  New
York:  McGraw-Hill, Inc., 1981.


Table D-3.  Expected Levels of Expertise Among Consultants/Professionals in Ergonomics.
The following categories have been adapted from materials developed by the Board of
Certification in Professional Ergonomics.  They do not necessarily represent
professionally-accepted or OSHA-endorsed terms or levels of experience.  This information
is provided so that employers can generally gauge the types of ergonomics expertise
available that may be applicable to their specific workplace situations.


"Ergonomics Technician"

At least 40 hrs. coursework in ergonomics, taught by qualified ergonomists; should work under direct
supervision of Ergonomics Practitioner or Specialist, or within clear limits of established guidelines.
Works under supervision or within clear limits of established guidelines; able to recognize, report, and
participate in prevention and abatement of MSDs; uses evaluation devices (checklists, surveys) constructed
by qualified ergonomists to collect data and make general workplace suggestions.             Introductory-level
knowledge of MSD risk factors, MSD signs and symptoms, guidelines for preventing and alleviating MSDs, safe
work practices (e.g., lifting), recognizing and reporting symptoms, sources of treatment.


"Ergonomics Associate"
Bachelor's degree in ergonomics, human factors, or related field; or bachelor's in another field plus at
least 160 hrs. continuing ed. coursework in ergonomics, or one full semester in ergonomics from accredited
program.  At least 1 yr. experience in applying ergonomics knowledge to a job improvement process under
supervision of Ergonomics Practitioner or Specialist.          Works with minimal supervision/consultation; conducts
basic job analyses using checklists, surveys, questionnaires, videotaping, measurements, etc.; makes basic
design recommendations for addressing problem jobs such as changes in work tasks, scheduling, limited duty,
and alterations to tools or equipment.  Analysis and design recommendations should be in accordance with
established practices and guidelines.              General knowledge of common MSD conditions--associated
anatomy/physiology factors that contribute to their development, signs and symptoms, and practices that may
aggravate symptoms; ability to apply knowledge in primary task analysis, anthropometry, anatomy/physiology,
physical workload, physical stressors, safe work practices, training requirements, and management skills for
scheduling training.


"Ergonomics Practitioner"

Master's degree in ergonomics/human factors or equivalent and at least 4 yrs. demonstrated experience
applying knowledge in a job improvement process; or master's in another field plus at least 320 hrs.
continuing ed. coursework or 2 full semesters in ergonomics from accredited program. Able to work
independently and supervise others in ergonomics work.               Works independently; conducts detailed, specific
analyses by collecting, analyzing, and interpreting data from employees and work environments; consolidates
and compares data with relevant current research; develops meaningful alternative solutions to identified
problems and proposes practical design solutions specific to worksite; supervises abatement implementation;
uses valid statistical methods in evaluations to verify efficacy of controls; communicates recommendations
orally and in writing; conducts mission, function, job, and task analyses; develops and implements programs
for employee selection and training; supervises and trains others in performing support tasks.           Knowledge of
anthropometry, anatomy, physiology, biomechanics, kinesiology, engineering and/or physical sciences,
psychology, management, systems operation, health and safety, macroergonomics, sociology, physics,
mathematics/statistics, and training with emphasis on human physical and cognitive performance. Application
of knowledge in mission, function, job, and task analyses; design methodology, test, and evaluation.

"Ergonomics Specialist"

Extensive working knowledge and experience in ergonomics with specialization application areas.  Recognized
degree (typically master's) in ergonomics/human factors plus specialty education/training in at least one
area of ergonomics (e.g., doctoral or post-doctoral degree).  In lieu of specialty training, may have
concentrated experience of at least 8 yrs.               Works independently; performs beyond the capabilities of
Ergonomics Practitioner by providing in-depth consultation in general ergonomics or within area of special
expertise.           In addition to all the above, specialized knowledge and application in some area(s) of
ergonomics; e.g., in one or more of core knowledge areas, in design criteria, job function (analysis,
design, management), or systems (transportation, information, management, health care).




Table D-4.  Training and Educational Resources for Ergonomics and Musculoskeletal Disorders.  The facilities and centers
in this table include the National Institute for Occupational Safety and Health (NIOSH) and NIOSH-sponsored Educational
Resource Centers (ERCs); the National Safety Council (NSC); and other facilities represented on OSHA's ergonomic
training resource list available through your local OSHA office.  The table was developed from information submitted to
OSHA by these facilities and centers in September 1994.  Where possible, the type(s) and subject(s) of training
resources available have been identified.  This is not an exclusive list of resources, and OSHA does not specifically
endorse the resources listed below.


National Institute for Occupational Safety and Health
Division of Training and Manpower Development
4676 Columbia Parkway (C11)
Cincinnati, Ohio  45226
Marsha Striley, Training Registrar
Contact: Stephen Hudock
Phone: [phone] / Fax: [phone]

Deep South Center for Occupational Health and Safety
University of Alabama, School of Public Health, MJH117
Birmingham, Alabama  35294-2010
Cherie Hunt, Project Coordinator
Phone: [phone]

Northern California Center for Occupational and Environmental Health
1301 South 46th Street, Building 102
Richmond, California  94804
Barbara Plog, Director, Continuing Education
Phone: [phone]
Fax: [phone]

University of Southern California
Institute of Safety and Systems Management
Professional Programs
Room 102
Los Angeles, California  90089-0021
Ramona Cayuela, Director
Phone: [phone] / Fax: [phone]

University of Michigan
Center of Ergonomics
1205 Beal Avenue
Ann Arbor  MI 48109-2117
Randy Rabourn, Project Manager
Patricia Cottrell, Conference Coordinator
Phone: [phone] /   Fax: [phone]

University of Cincinnati
Department of Environmental Health
P.O. Box 670056
Cincinnati, OH  45267-0056
Judy Jarrell, Director, Continuing Education
Contact: Amit Bwattacharva
Phone: [phone] / Fax: [phone]

North Carolina State University
Department of Industrial Engineering
Box 7906
North Carolina State University
Raleigh, NC 27695-7906
Richard Pearson, Professor and Director of Graduate Programs
Contact: Dr. Gary Mirka
Phone: [phone] / Fax: [phone]

Harvard School of Public Health
Office of Continuing Education
677 Huntington Avenue
Boston, MA  02115
Kathryn Lord, Registration Coordinator
Phone: [phone] / Fax: [phone]

Rocky Mountain Center for Occupational and Environmental Health
University of Utah, Department of Mechanical Engineering
3209 Merrell Engineering Building
Salt Lake City, UT  84112
Donald Bloswick, Director, Ergonomics and Safety
Phone: [phone] / Fax: [phone]

National Safety Council
1121 Spring Lake Drive
Itasca IL  60143-3201
Bonnie Piddington, Director, National Safety Institute
Phone: [phone] / Fax: [phone]

University of Wisconsin
422 Lowell Hall
610 Langdon Street
Madison,  WI  53703
Ken Mericle, Director, Extension School for Workers
Contact: Neill DeClerig
Phone: [phone] / Fax: [phone]

University of Houston, School of Public Health
Department of Industrial Engineering
4800 Calhoun Street
Houston,  TX  77204-4812
Lawrence Schulze, Assistant Professor, Industrial Ergonomics, Human Factors and Safety Engineering
Phone: [phone] / Fax: [phone]

Texas A&M University
Department of Industrial Engineering, MS 3131
238A Zachry Engineering Center
College Station,  TX  77843-3131
Scott Bornkessel, Coordinator, Professional Development Program
Phone: [phone]

Ohio State University
Department of Industrial and Systems Engineering
210 Baker Systems
1971 Neil Avenue
Columbus, OH  43210-1271
William Marras, Associate Professor
Phone: [phone] / Fax: [phone]

Northwestern University
Technological Institute
Room 2823
Evanston, IL  60208
Joseph Greenberg,
Assistant Dean/Director of Continuing Professional Development
Phone: [phone] / Fax: [phone]

Engineering Department
University of Nebraska Lincoln
175 Nebraska Hall
Lincoln, NE  68588-0518
Michael W. Riley, Professor and Chairmen
Industrial & Management Systems
Phone: [phone] / Fax: [phone]

PHILAPOSH
3001 Walnut Street, 5th Floor
Philadelphia, PA  19104
Jim Moran, Director
Phone: [phone]

Johns Hopkins Educational Resource Center
School of Hygiene and Public Health
615 North Wolfe Street, Room 6001
Baltimore, Maryland  21205
Morton Corn, Center Director
Phone: [phone] / Fax: [phone]

New York/New Jersey Educational Resource Center
EOHSI Centers for Education and Training
45 Knightsbridge Road, Brookwood II
Piscataway, NJ  08854-3923
Lee Laustsen, Deputy Director
Phone: [phone] / Fax: [phone]

North Carolina Educational Resource Center
109 Conner Drive, Suite 1101
Chapel Hill, NC  27514
Larry Hyde, Director, Continuing Education
Phone: [phone] / Fax: [phone]

Southwest Center for Occupational and Environmental Health
RASW-1026  P.O. Box 20186
Houston, TX  77225-1086
Pam Parker, Director, Continuing Education
Phone: [phone] / Fax: [phone]

Northwest Center for Occupational Health and Safety
University of Washington, School of
 Public Health and Community Medicine
Department for Environmental Health
University of Washington SC-34
Seattle, WA 98195
Jan Schwert, Manager, Continuing Education
Phone: [phone] / Fax: [phone]

Midwest Center for Occupational Health and Safety
640 Jackson Street
St. Paul, MN 55101
Jeanne Ayers, Director, Program in Continuing Education
Phone: [phone] / Fax: [phone]

Great Lakes Center for Occupational and Environmental Health and Safety
University of Illinois, School of Public Health
2121 West Taylor Street, Room 216A
Chicago, Illinois  60612-7260
Leslie Nickels, Director for Continuing Education
Phone: [phone] / Fax: [phone]