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Tony Mazzocchi Center Industrial Process Safety Management Training Edition 2.0, January 2014 E-19
Industrial Process Safety
Management Training
January 2014
Edition 2.0
This book is written and produced in cooperation with the United Steelworkers - USW (Five Gateway
Center, Pittsburgh, PA 15222), the Communications Workers of America (501 3rd Street NW,
Washington, DC 20001) and The Labor Institute, a non-profit organization (817 Broadway, 6th Floor,
New York, NY 10003). The project is supported by grant number EPA 2 U45 ES06175 from the National
Institute of Environmental Health Sciences (NIEHS), NIH. Its contents are solely the responsibility of the
authors and do not necessarily represent the official views of the NIEHS, NIH.
i
“Never Forget”. . . . . . ”Never Again”
November 25, 1998, is a day that will not be forgotten by many in the chemical and refining
industry. For those working at the Equilon Refinery in Anacortes, WA, it is a day perman-
ently etched in their memories.
A catastrophic incident needlessly took the lives of six
people: Dave “Wiener” Dowe, 44; Ron J. Granfors, 49;
Warren “Woody” Fry, 50; Ted Cade, 23; Dave Murdzia, 30;
and Jim Berlin, 38.
The absence of procedures or a Management of Change
(MOC) was proven to be a significant factor in causing
the fire and needless fatalities. Still today, the company is
receiving OSHA citations for the same thing; not following
Process Safety Management (PSM) as it applies to procedures or MOCs.
USW Local 12-591 member, Paul Demmon, wrote about the events that surrounded that
unforgettable day in “Never Forget.”*
“I decided to write this story because people were starting to forget. Because the
company did not follow PSM as it relates to procedures or the application of MOCs,
six people needlessly lost their lives in 1998. People must have the fortitude to
influence decisions which could prevent something like this happening in their
workplace.
I hope someday people will never have to feel the pain which comes from losing your
friends and coworkers in a workplace tragedy. The pain is magnitudes worse when
you know it was completely preventable.
If we continue to demand proper attention be brought to all of the elements within
PSM and insist on having proper procedures and the execution of proper MOCs, only
then can we say ‘Never Again’.”
* The “Never Forget” story is 35 pages and you can receive it by sending an e-mail to safety@usw.org.
(1926-2002)
“Tony Mazzocchi conjured up a labor movement that didn’t really exist, but
just might. This movement would be militant and green. It wouldn’t just fight
to protect the workforce from toxics — it would eliminate toxics. It would lead
the struggle to prevent global warming. It would give workers real control over
the quality and pace of work and over corporate investment decisions. It would
champion the fight against militarism and for justice and equality. It would demand
life-enhancing social programs like free higher education and free health care for all.
In short, it would make good on its potential to transform American capitalism into
something more humane.”
iii
iv Industrial PSM Training
Table of Contents
Note: The 6 Activities and 17 Tasks below constitute approximately 16 hours of training.
To use for an 8-hour class, the training must be tailored to satisfy the PSM elements which
Appendices: A-1
v
Example of the Factsheet Reading Method for
a Task Containing Seven Factsheets
The Small Group Activity Method places workers at the center of the learning
experience. It is designed to draw on two bodies of knowledge: The knowledge
and experiences workers bring into the room and the factsheets contained in your
workbooks.
Each of you will be assigned a small number of factsheets to read. You will then
share this new information with your table. The idea is for each of you to describe
your assigned factsheets to the others in your group.
Your trainer will assign your individual factsheets in the following way:
First, select a scribe for this task. Starting with the scribe and moving to his/her left,
count out loud from 1 to 7. Keep going around the table until all numbers (factsheets)
are distributed. For example, if there are four people at your table, the scribe will have
self-assigned Factsheets 1 and 5; the person to their left will be responsible for Factsheets
2 and 6, etc. The numbers that you have assigned yourselves correspond to Factsheets 1
through 7 on the following pages.
Once everyone has read their assigned factsheets individually, your scribe will go around
the table and ask each of you to explain to the rest of your group what you have learned.
No notes need to be taken during this discussion. The factsheets should be explained in
the order they were assigned (1 through 7), as many times factsheets build on previous
factsheets. Once this process is complete, your trainer will read the scenario and the task.
In this way we all start at the same place and with the same information.
Scribe 1
2 The method described
above is used several
times in this book.
Table 2 A note appears each
4 time the method is
to be used.
3
Today’s date: _ _ / _ _ / _ _ _ _
MM DD YYYY
As you complete the assessments at the end of each activity, please only mark one answer
choice per question. Make your marks dark and clear when selecting your choice. See
the following example:
O
No Yes
vii
viii Industrial PSM Training
Activity 1
An Introduction to the Process Safety
Management Standard (PSM) and
Systems of Safety
Purposes
To understand the Process Safety Management (PSM) Standard and how it affects
workers.
Statement:
I came to work here immediately after being released from the service almost 30 years
ago. This was a good job, with good pay and benefits. I’ve seen a lot of changes —
some for the better, some for the worse. But the thing that scares me the most is that
there seems to be more and more government regulations on our jobs.
There are already plenty of regulations in our industry. So why do we need a Process
Safety Management Standard?
I think we have done a pretty good job running these plants, and the last thing we
need is the government looking over our shoulders.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
1984 Toxic chemical release in Bhopal, India, kills over 4,000 people.
1985 Release from a chemical plant in Institute, West Virginia, injures 135.
American Institute of Chemical Engineers forms the Center for Chemical Process
Safety and publishes Guidelines for Hazard Evaluation Procedures.
1991 OSHA releases study of the effects of using contract workers in the U.S.
petrochemical industry.
1997 May 26, 1997, was the deadline for 100 percent completion of all Process Hazard
Analysis.
Source: Learning from Hamlet: The Case for a National Safety and Health Board, New Solutions, Vol. 3,
No. 2, Winter 1993.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Except:
1. Hydrocarbons used for comfort heating, if not used elsewhere as part of a process;
2. Flammable liquids stored in atmospheric tanks below their boiling point, which
don’t need cooling (unless interconnected or involved in a process); and/or
3. Any flammable liquid or gas, provided it is consumed as a fuel and is not part of a
process containing another highly hazardous chemical.
14 Required Elements
5 (g) Training
6 (h) Contractors
Please read the following statement. Then within your groups, develop a response to
the statement. One person within your group should be selected to keep a master list
of the discussion and be prepared to report-back to the workshop as a whole.
Statement (restated):
I came to work here immediately after being released from the service almost 30 years
ago. This was a good job, with good pay and benefits. I’ve seen a lot of changes —
some for the better, some worse. But the thing that scares me the most is that there
seems to be more and more government regulation on our jobs.
There are already plenty of regulations in our industry. So why do we need a Process
Safety Management Standard?
I think we have done a pretty good job running these plants, and the last thing we
need is the government looking over our shoulders.
Task:
List reasons for a Process Safety Management Standard.
Procedures
Training
Warning System
Mitigation System
Subsystems that automatically act
to control or reduce the effect of
hazards.
Workers protected
automatically.
Design
Scenario:
Two workers on the night shift at U.S. Pipe were checking the status of three
3,500-pound totes of calcium carbide to determine if they needed to be replaced
before operations at midnight.
One operator, a Cleanup Operator, climbed the stairs to check to see if the totes on
the platform were empty or full. If empty, the other operator, a Crane Operator,
would lift the tote; place it on the lower floor; and replace it with a full tote.
All the totes were full, but the tote on the farthest end was out of place and twisted.
The Cleanup Operator hooked the tote up for lifting. He wanted the tote lifted a few
inches so that it could be straightened out and then lowered into the correct position.
Radios were not available for the operators.
The Crane Operator assumed the tote was empty, since it had been hooked up. He
lifted the tote and began to move it from the platform to the ground. Calcium carbide
began to flow out the bottom door of the tote. He quickly placed it back into position;
500-1,000 pounds of calcium carbide fell into a pool of water that had collected into a
pit just below the totes.
Calcium carbide creates acetylene gas when mixed with water. The gas was ignited
by a torch that was being used nearby. The gas exploded sending 11 workers to the
hospital.
continued
Discuss the following questions with members of your group. Select a scribe to
report your answers back to the class.
Based on the eight facts, choose (circle) the Safety System that failed in each case.
Be sure to give your reasons.
A. Design
1. No light on platform
B. Maintenance and Inspection
A. Procedures
2. Poor crane operator visibility B. Design
C. Mitigation Devices
A. Warning Devices
3. No communication B. Training
C. Procedures
A. Procedures
4. No written SOP B. Design
C. Training
A. Warning Devices
5. No training on calcium carbide B. Training
C. Procedures
A. Mitigation Devices
7. Wrapping pipe again B. Design
C. Maintenance and Inspection
A. Procedures
8. Water pool not cleaned up B. Maintenance and Inspection
C. Training
Task 3
Scenario:
The investigation team for U.S. Pipe made the following recommendations:
Issue radios to all operators;
Update lighting in calcium carbide storage area;
Develop SOPs (Standard Operating Procedures) on the handling of calcium
carbide;
Properly insulate and protect all water lines from freezing conditions; and
Substitute calcium carbide with a less dangerous chemical.
Source: Center for Chemical Process Safety, Guidelines for Investigating Chemical Process Incidents, New
York: American Institute of Chemical Engineers, 1992.
Source: Roland, Harold and Moriarty, Brian, System Safety Engineering and Management, New York: John
Wiley and Sons, 1983, pp. 8-9.
Source: Ashford, Nicholas, The Encouragement of Technological Change for Preventing Chemical Accidents,
MIT, EPA, 1993.
Sources: American Institute of Chemical Engineers, Guidelines for Auditing Process Safety Management
Systems, Environmental Protection Agency Proposed Rule, Risk Management Programs for Chemical
Accidental Release Prevention.
Sources: Mine Safety and Health Administration, Accident Prevention, 1990, pp. 35-38; and Center for
Chemical Process Safety, Guidelines for Investigating Chemical Process Incidents, New York: American
Institute of Chemical Engineers, 1992, pp. 129-131.
A. Procedures
1. Issue radios to all operators. B. Warning Devices
C. Design
A. Design
3. Develop SOPs on handling
B. Procedures
calcium carbide.
C. Mitigation
Learning Objectives:
1. To understand the Process Safety Management (PSM) Standard and how it affects
workers. How much do you agree or disagree that the training met this learning
objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
2. To introduce the concepts of Systems of Safety. How much do you agree or disagree
that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
4. Proactive Systems of Safety are the key to preventing disasters and injuries. How
much do you agree or disagree with the following statement? Understanding and applying
this learning objective will assist me in improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
5. Active worker, union and community involvement in Systems of Safety are essential
for these Systems to be effective. How much do you agree or disagree with the following
statement? Understanding and applying this learning objective will assist me in improv-
ing health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Purpose
To introduce and become familiar with the PSM elements below.
Tasks 1 and 2: Incident Investigation (m)
Purpose:
To conduct accident, incident and near-miss investigations which involve workers in
the process, and focus on root causes.
Scenario:
“What are you guys talking about?” asked Elaine, a Global Paper Operator, as she
entered the bleaching area.
“I almost got sprayed with acid,” replied Bill, a coworker. “A flange gasket on the
addition line leaked just as I walked under it. It just barely missed me.”
“The problem is that he wasn’t wearing his splash gear, and now he’s trying to decide
whether or not to report the hazard,” said Phil.
“After Sarah got sprayed last year, they made the PPE a requirement whenever you go
into the area,” said Elaine.
“It’s not leaking now, so maybe we just let the pressure get too high on the line,” said
Phil.
“Phil’s probably right. I’ve never seen that flange leak before. Maybe we should just
forget it,” said Bill.
“They have been telling us to report near-misses, but I’m not even sure that this would
qualify as one,” said Phil.
“Now that I think about it, maybe it wasn’t really that close; and I bet it never leaks
again,” said Bill.
“Others are not going to know about this unless it’s reported. It’s your decision Bill,”
said Elaine.
Sources: OSHA Process and Safety Management Standard, 29 CFR 1910.119(m), 57 FR 6356, February 24,
1992; National Safety Council, Accident Investigation, A New Approach, p. 2.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119(m), 57 FR 6356, February 24, 1992.
These warnings are serious incidents or “near-misses” that tell us something is wrong.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992,
Appendix, p. 6415.
Sources: Kletz, T.A., What Went Wrong? Case Histories of Process Plant Disasters, Houston: Gulf, Coast
Publishing Company, November 1989; and Root Cause Network, November 1992, System Improvements, Inc.,
238 South Peters Road, Suite 301, Knoxville, TN 37923-5224.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992,
Appendix D.
Task 1 (continued)
For the questions below, let’s assume Bill reported the incident.
Using the scenario, your experience and the factsheets, answer the following
questions.
1. If Bill was a worker at your workplace, would he be safe in reporting this
near-miss? Give your reasons.
When is it started?
Petrolia, Pa. — On Saturday October 11, 2008, a corrosive liquid overflowed from
a tank at a chemical plant in western Pennsylvania, evaporating into a toxic cloud
that snaked along the ground and forced about 2,500 people to flee. At least three
residents were believed to suffer respiratory problems.
“A material called oleum, similar to sulfuric acid, leaked from a tank at the Indspec
Chemical Corp. plant in Petrolia, about 40 miles northeast of Pittsburgh,” Plant
Manager, Dave Dorko, said.
“The plant, about 60 miles north of Pittsburgh, has 260 workers and makes resorcinol,
an industrial adhesive used to manufacture tires. Oleum is used in the making of
resorcinol. When it leaks, it reacts with water vapor in the air to create a toxic cloud
of sulfuric acid gas,” Dorko said.
“Authorities were concerned about the potential for respiratory damage and skin
burns,” said Freda Tarbell, Spokeswoman for the State Department of Environmental
Protection.
Authorities went door to door to warn the 2,500 people living within three miles to
evacuate.
“About 3,300 pounds of oleum leaked when a transfer tank overflowed, because its
internal pumps were connected to an electrical outlet that was not equipped with an
automatic shutoff,” said OSHA Spokeswoman, Leni Fortson.
Based on its investigation of the accident, the U.S. Department of Labor’s Occupa-
tional Safety and Health Administration announced penalties for 27 serious violations
of safety laws. A few of the 27 are listed below in which the employer did not:
Implement or develop written procedures;
Develop or implement mechanical integrity procedures for testing and
maintenance;
Analysis;
continued
Activity 2: Elements m, c and e of the PSM Standard 51
Factsheet 9: The Lessons of Chernobyl (continued)
Years later it was revealed:
That the operating manuals did not warn of the hazards of running at low
power levels.
More importantly, serious problems were discovered with the reactor.
Sources: Medvedev, Grigori, The Truth About Chernobyl, Basic Books, 1991, p. 90; and Meshkat, Najmedin,
“Preventing Accidents at Oil and Chemical Plants,” Chemical Safety, November 1990.
Sources: Guidelines for Investigating Chemical Process Incidents, Center for Chemical Process Safety, 1992,
pp. 146-147; and Norman, Donald, The Psychology of Everyday Things, Basic Books, 1988, p. 129.
and easiest)?
Source: Barnett, Ralph L. and Poczynok, Peter J., “Safety Rules of Thumb,” Safety Bulletin, Vol. 2, #4,
February 1996.
Using your experience and the factsheet discussion, answer the questions below.
1. Do you agree with the decision made to fire the worker?
2. List reasons why you think many people jump to conclusions and blame
workers.
Purpose:
To understand that employee knowledge and participation is vital to an effective
Process Safety Management (PSM) organizational structure.
Scenario:
Although not required by OSHA, Chem Co. has chosen to establish a PSM steering
committee to monitor and administer the employer’s compliance with the PSM
Standard.
The committee is comprised of four management and one hourly worker.
The Union is to be informed of all the steering committee’s activities on a regular
basis.
Source: OSHA 1910.119 Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, at 6505,
February 24, 1992.
Solicit input;
Source: OSHA Instruction CPL 2-2.45A Directorate of Compliance Programs. [Emphasis added.]
Source: OSHA Instruction CPL 2-2.45A Directorate of Compliance Programs. [Emphasis added.]
* OSHA Process Safety Management Standard, R9 CFR 1910.119, Appendix C, 57 FR 6356, February 24,
1992.
Source: John Gray Institute, “Managing Workplace Safety and Health; The Case of Contract Labor in the U.S.
Petrochemical Industry,” Lamar University System, July 1991, pp. 202-3. [Emphasis added.]
Scenario (restated):
Although not required by OSHA, Chem Co. has chosen to establish a PSM steering
committee to monitor and administer the employer’s compliance with the PSM
Standard.
The committee is comprised of four management and one hourly worker.
The union is to be informed of all the steering committee’s activities on a regular
basis.
Scenario (continued):
Joe, a member of the Health and Safety Committee, is upset by the formation of this
committee. He’s had problems in the past with committees whose members were
hand-picked and controlled by management and suspects that this committee is more
of the same. He does not believe that it will give the union any say in the way the
PSM Standard is implemented. In fact, he’s afraid that if he doesn’t distance himself,
the union will get mouse-trapped down the road when something goes wrong.
Judy, the site Health and Safety Representative, agrees with Joe about the way the
current committee is structured; but she is concerned that by not including itself,
the union is missing an opportunity to influence the development of new Health and
Safety Systems at their workplace. Judy has read the PSM Standard and feels that the
union can convince management to reformulate the committee to be more inclusive.
Joe and Judy have asked the site Health and Safety Committee to study the situation
and to come up with a recommendation.
Why?
2. What changes would you make to the PSM Steering Committee and how
would you support your argument? Please refer to at least one factsheet.
continued
Purpose:
To use Process Hazard Analysis as a tool to prevent accidents.
Scenario:
Jane and Bob work for Chem Co. The following situation took place while they were
on duty:
Jane was operating a forklift and moving 55-gallon drums of chemicals from one
storage area to another. The forklift did not have a drum-lifting attachment but was
the forklift that had been used in this area for the past few weeks. These storage areas
were outside, but covered. However, the metal cover had leaked for some time in the
area where the drums were being moved. Jane and Bob were the only two workers in
the immediate area but Jane had seen a couple of folks earlier in the shift. Bob was
helping by flagging and reading labels on the drums. Jane and Bob were also sorting
the drums by contents. One of the drums had a badly rusted spot, but it was not
evident because the paint still covered most of the rust. It was the next drum they
were planning to move and, as fate would have it, the rusted spot was at the same
elevation as the forks. One of the forks ruptured the drum and liquid gushed out.
Source: Adapted from OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356,
February 24, 1992, Appendix C.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Task 4 (continued)
Your group has been appointed to the incident investigation team for the incident on
page 70. After reviewing the evidence, the team has split into two camps. One side
blames operator error for the disaster. The other side argues that the “root causes”
of the incident should have been identified and fixed prior to the incident.
Task:
Now that you have discussed Factsheets 19 through 24, in your groups, answer
the following questions.
1. List what the root causes would be for the potential incident in the scenario.
2. Would a PHA on the storage area have uncovered any of the root causes of
the potential incident?
If so, what PHA method, or combination of methods, should have been used
and what causes would they have exposed? (See Factsheet 20.)
8. The Joint Union and Management Safety Committee is a good team for conducting
investigations. How much do you agree or disagree with the following statement?
Understanding and applying this learning objective will assist me in improving health
and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
9. If an employer has already established its PSM program and failed to involve the
union or workers, it is illegal and the union should request to bargain the issue. How
much do you agree or disagree with the following statement? Understanding and applying
this learning objective will assist me in improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
10. PHAs are methods to systematically determine process hazards. How much do you
agree or disagree with the following statement? Understanding and applying this learning
objective will assist me in improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Purpose
To introduce and become familiar with the PSM elements below.
Task 1: Emergency Response (n)
Task 2: Pre-Startup Safety Review (i)
Task 3: Compliance Audits (o)
Purpose:
To know that an emergency response is required; your role in emergency response;
and the training you need.
*Note: The term “first responder” is widely used by professional firefighters and emergency response
organizations, such as the National Fire Protection Association (NFPA). NFPA Standard 472 spells out
in detail just what a first responder is and OSHA largely incorporated their definition in the HAZWOPER
Standard.
* Based on USW’s assessment of the amount of time needed to cover the OSHA-mandated required subject
matter.
Source: OSHA Publication 3114: “Hazardous Waste and Emergency Response,” 1989.
Below is a list of possible actions Bob could take in this situation. Using your
experience and the factsheets you just reviewed, put in order the actions Bob
should take, beginning with the first, by placing numbers in the blocks to the left
of the possible action. Bob is trained at the First Operations Awareness level.
Put an “X” by the ones Bob should not do at all. Be ready to give your reasons.
You can add actions not listed.
A. Move closer to make sure Jane’s face is not in the liquid.
B. Alert any others in area.
C. Determine wind direction and move upwind before attempting a rescue.
D. Move close enough to grab Jane by the heels and pull her out of the liquid.
E. Use the forklift to move the barrel away from Jane.
F. Use the radio while still on the forklift to call for help.
G. Direct the Response Team when they arrive.
H. Leave area immediately to a safe zone.
I. Use radio to call for help or pull alarm if one is available.
Purpose:
To introduce Pre-Startup Safety Review (PSSR) and to explore how it should be used
in the workplace.
Scenario:
Chem Co. has hired contractors to construct a new boiler. Construction is scheduled
to be completed tomorrow afternoon. Management has notified workers that a large
contract is dependent upon the completion and startup of the new boiler by tomorrow
evening. Local news reports have led workers to believe that, without the new
contract, Chem Co. may be forced to eliminate jobs.
The leader should have sufficient authority to delay the startup if he or she
identifies a significant deficiency.
Given that such a delay could lead to a serious financial loss, the leader may come
under very strong pressure to let things go ahead as they are. He or she must have
the personality and the organizational authority to resist such pressures.
Scenario (restated):
Chem Co. has hired contractors to construct a new boiler. Construction is scheduled
to be completed tomorrow afternoon. Management has notified workers that a large
contract is dependent upon the completion and startup of the new boiler by tomorrow
evening. Local news reports have led workers to believe that, without the new
contract, Chem Co. may be forced to eliminate jobs.
Scenario (continued):
At this point, Maintenance and Operations have not received training on the new
boiler, although it is similar to one currently in operation. Also, a thorough inspection
has not been conducted to determine whether the boiler met design specifications.
Task:
Using your experience and the factsheet discussion, answer the following
questions.
1. If the boiler is put into operation as scheduled, what violations of the PSSR
element of the PSM Standard will have occurred?
continued
Purpose:
To understand the employer’s responsibilities to comply with PSM through auditing.
Review Factsheet 10 and the sample PSM Compliance Audit on pages 106 to
117 and then complete the chart below. The sample audit of a facility gives the
results of an audit and identifies where the employer was cited in 11 of the 14
elements of PSM. The three elements at the bottom of the chart on this page
were not cited.
Review the shortcomings of the workplace audited and discuss them with your
group. Then identify possible shortcomings of each element at your workplace.
Put an “X” (in the second column of the chart below) next to each element in
which there may be a shortcoming at your workplace. Then in the third column,
make a note which would help you explain the “X” during report-back.
4. Operating Procedures
5. Training
6. Contractors
8. Mechanical Integrity
9. Management of Change
Trade Secrets
Hot Work
Establish methods for soliciting input from contract employees regarding PSM.
The facility did not consult with employees on various elements of PSM.
Safe upper and lower operating limits for temperature, pressure, etc.;
Expected results of deviations from safe upper and lower operating limits;
design;
Complete Process and Instrumentation Diagrams (P&IDs);
Electrical classification of machine rooms;
Information regarding ventilation system design;
Information regarding safety systems (e.g. interlocks, cutouts, detection
systems);
Verification of good engineering practices in ammonia system including:
o Location of the discharge of pressure relief valves (PRVs) for new system;
o The size of common vent header for PRVs;
o Suitability of pipe and vessel insulation materials;
o Installation of PRVs on appropriate devices (Nos. 3 and 25 accumulators);
and
o Location of king valves (not operable from floor and no access platform).
Demonstration of good engineering practice for of electrical classification:
Engine room not classified; and
No remote emergency stop switches in engine rooms.
The facility’s initial (1994) Process Hazards Analysis (PHA) did not:
training;
Inspection and tests were not performed on vessels, piping, PRVs, emergency
requirements of PSM;
12. To understand the employer’s responsibilities to comply with PSM through auditing.
How much do you agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
13. We need to know the limits of our role as first responders. Our first priority is to
protect ourselves and others from being injured. How much do you agree or disagree
with the following statement? Understanding and applying this learning objective will assist
me in improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
14. A Pre-Startup Safety Review (PSSR) must be performed for new and modified equip-
ment, processes or facilities. How much do you agree or disagree with the following
statement? Understanding and applying this learning objective will assist me in improving
health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
15. The employer must certify that they have evaluated compliance with the PSM
Standard at least every three years. How much do you agree or disagree with the
following statement? Understanding and applying this learning objective will assist
me in improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Purpose
To introduce and become familiar with the PSM elements below.
Task 1: Management of Change (l)
Task 2: Process Safety Information (d)
Operating Procedures (f)
Task 3: Training (g)
Purpose:
To understand how to manage change safely.
Scenario:
During the last shutdown on the treating unit at the XYZ Facility, gravel and sediment
were found in the pump upstream on the gas compressor. Engineers designed a
temporary filter to be installed in the line to catch the debris.
The filter would require changing out on a regular basis to keep the pump free from
debris.
changes to:
1. Process chemicals;
2. Technology;
3. Equipment;
4. Procedures; and
5. Facilities.
Assess the impact of change on safety and operating procedures.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Sources: Sanders, R.E., Management of Change in Chemical Plants: Problems and Case Histories,
Butterworth-Heinemann, LTD., 1993; “Management of Process Hazards,” API recommended practice 750,
1990; and “Management of Change,” a presentation to the Oil, Chemical and Atomic Workers International
Union, AFL-CIO Process Safety Management School by Richard Budler, Manager of Process Safety, 76
Products Company, Denver, CO, 1996.
Source: Sanders, R.E., Management of Change in Chemical Plants: Problems and Case Histories,
Butterworth-Heinemann, LTD., 1993.
Sources: Sanders, R.E., Management of Change in Chemical Plants: Problems and Case Histories,
Butterworth-Heinemann, LTD., 1993; “Management of Process Hazards,” API recommended practice 750,
1990; and “Management of Change,” a presentation to the Oil, Chemical and Atomic Workers International
Union, AFL-CIO Process Safety Management School by Richard Budler, Manager of Process Safety, 76
Products Company, Denver, CO, 1996.
Source: Jadubowski, Jake A., “Lessons Learned: Management of Change,” Professional Safety Magazine,
November 1996.
Sources: Jadubowski, Jake A., “Lessons Learned: Management of Change,” Professional Safety Magazine,
November 1996; and Process Safety Management Guidelines for Compliance, OSHA Publication 3133, 1994.
Source: Process Safety Management Guidelines for Compliance; OSHA Publication 3133, 1994.
Scenario (restated):
During the last shutdown on the treating unit at the XYZ Facility, gravel and sediment
were found in the pump upstream on the gas compressor. Engineers designed a
temporary filter to be installed in the line to catch the debris.
The filter would require changing out on a regular basis to keep the pump free from
debris.
Scenario (continued):
The workers on that unit were told that changing the filters would be added to their
regular job assignments when the unit was brought back on line.
The workers went to their Joint Health and Safety Committee because they did not
know how to change the filters.
Task:
You and your table are members of the Joint Health and Safety Committee.
Using the factsheets and your experience, answer the following questions.
1. How would you and your committee handle this situation?
3. Does your workplace have an MOC plan in place? If yes, please explain.
Purposes:
To understand how Process Safety Information protects workers.
To understand the need for and limitations of Standard Operating Procedures.
Scenario:
During the last shutdown on the treating unit at the XYZ Facility, gravel and sediment
were found in the pump upstream on the gas compressor. Engineers designed a
temporary filter to be installed in the line to catch the debris.
XYZ Management, after action by the Union Health and Safety Committee, finally
issued an MOC on the pump. When you came into work that day, a copy of the MOC
was laying on the table in the satellite building. All workers were asked to sign off
stating they were trained and understood the new process.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Process chemistry;
Safe upper and lower limits for such items as temperatures, pressures, flows or
compositions; and
An evaluation of the consequences of deviations, including those affecting the
safety and health of workers.
Source: http://www.osha.gov/Publications/osha3133.html.
Emergency shutdown.
Source: “Identifying Hazards through Procedures and Eliminating Them with Systems of Safety,” DOE Annual
Refresher Training for Hazardous Waste Operations, Edition 121, May 2006, Tony Mazzocchi Center.
Purpose:
To familiarize ourselves with the requirements for training within the PSM Standard.
Task 3
Scenario:
“The other night I passed the hot oil turbine when I was making my rounds and
saw the bearings were hot because they were not getting enough cooling. I tried to
get more flow but I couldn’t do it. I thought there was another way to get more flow,
but I hadn’t received all the training on this process. They said I just needed enough
to do my job. I called the control room and notified them of the problem. If I had
shut down the turbine (the backup was offline for repairs), it would have stopped
production.”
Refresher training shall be provided at least every three years, and more often if
necessary, to each employee involved in operating a process to assure that the
employee understands and adheres to the current procedures of the process. The
employer, in consultation with the employees involved in operating the process,
shall determine the appropriate frequency of refresher training.
3. Training Documentation
The employer shall ascertain that each employee involved in operating a process
has received and understood the training required by the paragraph. The employer
shall prepare a record which contains the identity of the employee, the date of the
training and the means used to verify that the employee understood the training.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992,
p. 6381.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
Source: “Workplace Education for Hourly Workers,” Journal of Policy Analysis and Management, Winter
1994.
Don’t know what skills their workers need or how to arrange for those skills
40%
to be taught
Believe the turnover is too high to enable the firm to recoup its investment
29%
in the program
Source: “Workplace Education for Hourly Workers,” Journal of Policy Analysis and Management, Winter
1994.
Scenario (restated):
“The other night I passed the hot oil turbine when I was making my rounds and
saw the bearings were hot because they were not getting enough cooling. I tried to
get more flow but I couldn’t do it. I thought there was another way to get more flow,
but I hadn’t received all the training on this process. They said I just needed enough
to do my job. I called the control room and notified them of the problem. If I had
shut down the turbine (the backup was offline for repairs), it would have stopped
production.”
Scenario (continued):
The foreman told me to wait while he talked to the night superintendent. I stood there
while the night superintendent called the unit supervisor and woke him up to get his
permission. I watched that turbine wipe its bearing out and ruin the shaft. Then I got
the OK to shut it down.
Task:
1. Who should be process trained and how much training should be given?
4. What are the pros and cons of workers having the authority to correct
unsafe processes and other conditions at your workplace?
Pros Cons
17. To understand how Process Safety Information protects workers. How much do you
agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
18. To understand the need for and limitations of Standard Operating Procedures. How
much do you agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
19. To familiarize ourselves with the requirements for training within the PSM Standard.
How much do you agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
20. A written Management of Change policy should be developed with full worker partici-
pation. How much do you agree or disagree with the following statement? Understanding
and applying this learning objective will assist me in improving health and safety at my
workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Purpose
To introduce and become familiar with the elements below.
Task 1: Contractors (h)
Task 2: Trade Secrets (p)
Purpose:
To understand the health and safety consequences of the contractor/temporary worker
system.
Scenario:
Joe Brown, a chemical worker, was walking to the job after punching in on Monday
morning. He was surprised to find Ron, a friend of his 20 year old son, Mark, at the
coffee machine.
“Mornin’ Ron. Are you lost? What brings you out to the plant?” asked Joe.
Ron answered, “Hey Mr. Brown. Didn’t Mark tell you? I start my new job today.
I’m a pipefitter for ACME Construction!”
“A pipefitter? If I remember right, you were flipping hamburgers just a week ago.
How’d this happen?” Joe replied.
Source: Victor, Kirk, “Explosions on the Job,” National Journal, August 11, 1990.
Source: Wells, John C., Kochan, Thomas A. and Smith, Michael, “Managing Workplace Safety and Health:
The Case of Contract Labor in the US Petrochemical Industry,” the John Gray Institute, Lamar University.
petrochemical facility.”
The U.S. legal system actually encourages host employers to avoid training and
supervising contractors because of legal liabilities. If a contractor injures a third
party (someone not working for the contractor or host), then usually the contract
employer alone is held liable. So long as the court agrees that the contractor was
truly an independent contractor, the host employer escapes liability. Also, by avoid-
ing most contact with the contract employer, the host employer isn’t held liable in
worker’s compensation claims filed by contract workers.
Sources: Kirk, Victor, “Explosions on the Job,” National Journal, August 11, 1990; and ”Chemical Accidents,”
Rachel’s Environment & Health Weekly, #408, September 22, 1994.
Scenario (restated):
Joe Brown, a chemical worker, was walking to the job after punching in on Monday
morning. He was surprised to find Ron, a friend of his 20 year old son, Mark, at the
coffee machine.
“Mornin’ Ron. Are you lost? What brings you out to the plant?” asked Joe.
Ron answered, “Hey Mr. Brown; didn’t Mark tell you? I start my new job today. I’m
a pipefitter for ACME Construction!”
“A pipefitter? If I remember right, you were flipping hamburgers just a week ago.
How’d this happen?” Joe replied.
Scenario (continued):
“I just answered an ad in the paper for ACME last week and here I am,” answered Ron.
Joe exclaimed, “Here you are! Have you ever even been inside a chemical plant
before?”
“Well no,” answered Ron.
“Do you have any idea what kind of stuff we work with here?” asked Joe.
“Hey, no problem Mr. Brown. All of us new guys went to the contractor safety council
class and sat through a whole bunch of videos about procedures, safety and all that
stuff. Must have lasted two or three hours. See, I got my certificate. It says ‘Safety
Trained’ right there above my name. Besides, the guys at ACME said I’d learn what I
need on the job,” said Ron.
continued
Working in your groups, answer the following questions using the information
you discussed in Factsheets 1 through 7 and your own experiences.
1. Does Joe really have any reason to be upset? Why? Formulate a list of
concerns.
b. Other:
2. What problems are you experiencing at your own workplace because of the
contractor system? Please list.
Purpose:
To understand that workers have the right to know about their workplace hazards
regardless of the employer’s trade secrets.
Scenario:
While working the night shift at Chem Co., Emily and her crew members were told
they would be working with a new chemical that would improve the durability of the
rubber they made.
Emily asked her foreman for the name of the chemical. He told her that he did not
know, but that she should not worry. He had been informed by his superiors that the
chemical was safer than the one it replaced.
Emily was not comfortable working with and around a chemical without information
about it. She routinely checked on the internet for updated MSDSs on the chemicals
with which she worked.
Scenario (restated):
While working the night shift at Chem Co., Emily and her crew members were told
they would be working with a new chemical that would improve the durability of the
rubber they made.
Emily asked her foreman for the name of the chemical. He told her that he did not
know, but that she should not worry. He had been informed by his superiors that the
chemical was safer than the one it replaced.
Emily was not comfortable working with and around a chemical without information
about it. She routinely checked on the internet for updated MSDSs on the chemicals
with which she worked.
Scenario (continued):
Emily asked her foreman if there was any way he could get her the name of the
chemical so that she could find an MSDS for it before she began working with it.
He responded by saying, “This chemical is ‘top secret.’ The employer doesn’t want
anyone leaking information about it to our competitors. Emily, I would advise you to
just leave this alone and go back to the production line.”
2. What can Emily expect her employer to make her agree to before the
information is granted?
continued
3. Have you, or anyone you have worked with, been faced with a problem similar
to Emily’s?
4. How might you handle this situation, or possible future situations, differently
now that you’ve completed this task and know what the law says about “Trade
Secrets?”
22. To understand the health and safety consequences of the contractor/temporary worker
system. How much do you agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
23. OSHA requires training at two levels: First, to safely perform job skills and second,
to understand the hazards of the process. How much do you agree or disagree with the
following statement? Understanding and applying this learning objective will assist me in
improving health and safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
24. The contractor system is flawed: Contract workers are less experienced with hazards;
contract workers are inadequately trained; and incidents involving contractors are on
the rise. How much do you agree or disagree with the following statement? Understanding
and applying this learning objective will assist me in improving health and safety at my
workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
Purpose
To introduce and become familiar with the elements below.
Task 1: Hot Work (k)
Purpose:
To understand hot work and identify the elements of a good program.
Scenario:
Art and Ray were sent to the Tank Farm to replace bearings on an isopropenyl pump
located on the alcohol pad. They found the bearings “frozen” in place.
When Art told his supervisor they would have to pull the pump, he said, “Let’s see
if we can’t pull those bearings in place; we’ve got too much downtime in that area
already.”
First they tried to loosen the bearings with a bearing heater (a powerful electric heat
gun) but without success. Ray then called a welder who heated the casing with her
torch until the bearings came free. While the welder was there, the supervisor had
her weld brackets on an I-beam.
Source: NFPA 51B, “Fire Prevention in Use of Cutting and Welding Processes,” 1989.
Sources: OSHA 1910.252(a); and NFPA 51B — Fire Prevention in Use of Cutting and Welding Processes, 1989.
Source: NFPA 51B — Fire Prevention in Use of Cutting and Welding Processes, 1989.
Sources: OSHA 1910.119; and NFPA 51B — “Fire Prevention in Use of Cutting and Welding Processes,” 1989.
Sources: OSHA 1910.146; and National Safety Council, Accident Prevention Manual for Business and Industry,
10th Edition, Itasca, IL: The National Safety Council, 1992.
2. Are there any changes or improvements that should be made to the Hot Work
Program in your workplace?
Purposes:
To become familiar with the OSHA performance-based requirements for a workplace
“mechanical integrity” program.
To examine the causes and solutions of “breakdown” maintenance.
Scenario:
During the night shift on unit “A” at Chem Co., the process operator, Debbie, noticed a
severe vibration on E-101 “G” air-cooled exchanger. She radioed the control room and
asked the Board Operator, Jim, to write a work order to get the bearings replaced. Jim
filled out the work order and gave it to his Foreman, Bob.
Bob made a notation in the unit log book that the bearings were bad and forwarded the
work order to the unit supervisor for approval. Bob and his crew were finishing up
their night rotation and were starting their days off.
When Ernest, the Unit Supervisor, arrived on the day shift, he assigned it a priority “2”
(complete within a week) because it was cool outside and he knew they could run with
out it. Besides, the maintenance crew was already busy repairing the centrifuge which
was a priority “1” (overtime authorized).
equipment.
o Equipment for new workplaces is suitable for use in the process and is
properly installed; and
o All maintenance materials, spare parts and equipment are suitable for
intended use.
Source: OSHA Process Safety Management Standard, 29 CFR 1910.119, 57 FR 6356, February 24, 1992.
continued
Checks carried out on the materials delivered for a new ammonia plant showed
that 5,480 items (1.8 percent of the total) were delivered in the wrong material.
The wrong electrodes had been used for 72 welds on the tubes of a fired heater.
Sources: Accident at Amoco Chemicals related by Glenn Erwin, Health and Safety Coordinator, PACE (now
USW); and Kletz, Trevor A., What Went Wrong? Case Histories of Process Plant Disasters, Houston: Gulf
Coast Publishing Company, Second Edition, November 1989.
Source: “Total Productive Maintenance,” Marshall Institute, Inc. (2900 Yonkers Road, Raleigh, NC).
Source: Testimony given before OSHA from PACE (now USW) member Jimmy Herrington, Local 4-243,
February 24, 1991. [Emphasis added.]
Scenario (restated):
During the night shift on unit “A” at Chem Co., the process operator, Debbie, noticed a
severe vibration on E-101 “G” air-cooled exchanger. She radioed the control room and
asked the Board Operator, Jim, to write a work order to get the bearings replaced.
Jim filled out the work order and gave it to his Foreman, Bob.
Bob made a notation in the unit log book that the bearings were bad and forwarded the
work order to the unit supervisor for approval. Bob and his crew were finishing up
their night rotation and were starting their days off.
When Ernest, the Unit Supervisor, arrived on the day shift, he assigned it a priority
“2” (complete within a week) because it was cool outside and he knew they could run
without it. Besides, the maintenance crew was already busy repairing the centrifuge
which was a priority “1” (overtime authorized).
Scenario (continued):
At 3:00 a.m. on the following day, the bearing failed on E-101 “G,” causing such a
vibration that a pressure gauge leaked, causing a fire.
During the investigation that followed, it was found that the vibration switch had failed to
trip the fan off the line. It had been wired wrong, probably since the time of installation.
26. To become familiar with the OSHA performance-based requirements for a workplace
“mechanical integrity” program. How much do you agree or disagree that the training
met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
27. To examine the causes and solutions of “breakdown” maintenance. How much do you
agree or disagree that the training met this learning objective?
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
28. A permit must be issued before the hot work (any job that can cause a fire) begins.
How much do you agree or disagree with the following statement? Understanding and
applying this learning objective will assist me in improving health and safety at my
workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
29. All maintenance work must be done by trained craftsmen using proper equipment,
installation procedures, safety devices and according to applicable codes and
standards. How much do you agree or disagree with the following statement? Under-
standing and applying this learning objective will assist me in improving health and
safety at my workplace.
O O O O O
Strongly agree Agree Neither agree Disagree Strongly
nor disagree disagree
2. Thinking about the materials used in the training, how would you rate them
for being easy to understand? (Check one)
Excellent Good Fair Poor
What about the materials led you to rate them this way?
3. To what degree will you be able to apply what you learned in this training to
your work? (Check one)
Will apply a lot Will apply somewhat Will not apply
What about the training led you to rate it this way?
5. Additional Comments:
Trainee’s ID No. ___ ___ ___ ___ - ___ ___ ___ ___ (The two-digit month and two-digit
day of trainee’s birth date and the last four numbers of the trainee’s social security number.
(For example, someone born September 22nd and whose last four digits of their social security
number are 1234 would enter 0922-1234.)
By initialing below, I (the trainee), have assessed that I have successfully achieved the minimum levels of
knowledge and skills communicated in activities in which I have participated.
1. I, the trainee, agree that I have successfully completed the Industrial Process
Safety Management Training.
2. I, the trainee, agree that the trainers have effectively facilitated the Industrial
Process Safety Management Training.
3. I, a member of the team of trainers, confirm that this trainee has successfully
completed _____ hours of the Industrial Process Safety Management Training.
4. I, a member of the team of trainers, agree that our team has successfully facilitated
the Industrial Process Safety Management Training.
Appendices A-1
USW POLICY
on
SEXUAL HARASSMENT
The Steelworkers want to effectively educate all our members about the harm done to everyone when sexual harassment is
tolerated in our workplaces. We also want to make sure we provide and maintain a harassment-free environment at all USW
workplaces and activities.
We have passed tough anti-harassment policies for all USW Conferences and Conventions, and we have negotiated policies
to protect our members. These are not just words. We take them seriously.
Cooperation, understanding and mutual respect must be the foundation of all interaction among trade unionists.
The USW will not tolerate and will not condone behavior by its employees, or by others doing business on our property,
such as vendors, if that behavior is likely to undermine the dignity or self-esteem of any individual, or if it creates a hostile
or offensive environment.
Sexual harassment is particularly demeaning and the following policy shall apply to allegations of such harassment.
Sexual harassment is not a joke. It creates feelings of This policy is based upon a desire to mediate resolutions
uneasiness, humiliation and discomfort. It is an expression of complaints in an amicable and non-adversarial manner.
of perceived power and superiority by the harasser over Because, in most cases, the individuals involved are both
another person. There are two principles fundamental to members of our union, emphasis will be placed on resolving
complaints informally in the first instance. Where such
the trade union movement: human rights and solidarity. resolution is not possible, a formal complaint can be
Sexual harassment strikes at the heart of both. processed. A substantiated complaint will result in
Sexual harassment is illegal discrimination in both the United appropriate action, up to and including termination of
employment for USW employees. All complaints will be
States and Canada. It is commonly defined as: handled in a confidential manner and all formal complaints
(1) unwanted sexual attention of a persistent or abusive should be directed to the International President.
nature, made by a person who knows or ought reasonably
In addition to the contractual complaint and grievance
to know that such attention is unwanted; or provisions governing USW employees, the International
(2) implied or expressed promise of reward for complying has established a Committee on Sexual Harassment
with a sexually oriented request; or composed of representatives from the International, exempt
employees, SRU, USW Local 3657 and OPEIU Local 343.
(3) implied or expressed threat or reprisal, in the form This Committee will be responsible for developing an
either of actual reprisal or the denial of opportunity, for educational program on sexual harassment for all USW
refusal to comply with a sexually oriented request; employees and for recommending procedures for responding
to informal complaints under this policy.
(4) sexually oriented remarks and behavior which may
reasonably be perceived to create a negative, intimidating, The Committee will also provide for the investigation of any
hostile or offensive environment. complaints referred to it by the International President.
Worker-Centered Training
USW International Union, with its long Part of the task often includes
history of environmental safety and looking at factsheets and reading
health activism, believes that workers short handouts.
are really the best resource for making 2. Report-Back: For each task, the
our facilities safe and for protecting the group selects a scribe whose job it
community from harm. To put that is to take notes on the small group
belief into practice: discussion and report back to the
The training is designed to be workshop as a whole. During the
conducted by USW rank and report-back, the scribe informs the
file worker-trainers. entire workshop about how his or
Workers are the center of the her group tackled the particular
learning process. problem. The trainer records these
reports on large pads of paper in
Experience and knowledge front of the workshop so that all can
of the workers in class is refer to it. After the scribe’s report,
considered one of the most the workshop is opened to general
important resources for discussion about the problem at
education in the class. hand.
Trainers, acting as facilitators and 3. Summary: Here the trainer
using the current workbook as a highlights the key points and brings
resource and guide, lead the class up any problems and points that
through activities which refresh may have been overlooked in the
and reinforce topics dictated by report-back. Good summaries tend
the regulations. to be short and to the point.
Worker-Centered Training is based Worker-centered training is based on
on Activities. An Activity can take the idea that every workshop is a place
from 30 minutes to an hour. Each where learning is shared. Learning is
Activity has a common basic structure: not a one-way street, running from
1. Small Group Tasks: The trainer to worker. Rather, worker-
workshop always operates with centered training is a structured
people working in groups at tables. procedure that allows us to share
(Round tables are preferable.) Each information. It is based on three
Activity has a task, or set of tasks, learning exchanges:
for the groups to work on. The idea Worker to worker;
is to work together, not to compete.
Worker to trainer; and
Very often there is no one right
answer. The tasks require that the Trainer to worker.
groups use their experience to
tackle problems and to make
judgments on key issues.
Appendices A-3
Tony Mazzocchi Center Green Policy Statement
The environmental and health and safety movements were born together during
the 1960s. The very first health and safety training programs in the country were
called “Hazards in the Workplace Environment.” The TMC believes that the only
difference between worker health and safety and the environment is the facility
fence. Therefore, it is the policy of the TMC to integrate environmental concerns
in all of our programs and in the ways in which we carry out our training.
The TMC strives to:
Connect environmental and health and safety issues as much as possible in
our training;
Look for workplace solutions that improve the environment outside of our
facilities;
Work extensively to reduce the use of hazardous substances;
Encourage our employers to reduce energy use and reduce the emission of
greenhouse gases that cause global warming;
Use recycled paper (at least 50 percent post-consumer content) when
producing our training materials;
Encourage workbook reuse and recycling;
Promote the use of (union-made) non-chlorine paper products and
Instructors: _____________________________________________________________
Yes No
Would you like to participate in additional trainings and programs offered by the
Union and the TMC? (Circle one)
Yes No
Appendices A-5
A-6 Industrial PSM Training
SIGN-IN SHEET (PLEASE PRINT CLEARLY)
10
11
12
13
14
Appendices A-7
A-8 Industrial PSM Training