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Core Competencies for the Practice of Industrial/Occupational

A Publication by American Industrial Hygiene Association

Core Competencies For the Practice of Industrial/Occupational Hygiene

Contributors

This document was originally prepared in 2012 as a joint effort of the Academy of Industrial Hygiene (AIH), the Ameri- can Industrial Hygiene Association (AIHA®), the American Conference of Governmental Industrial Hygienists® (ACGIH®), and the American Board of Industrial Hygiene® (ABIH®). A volunteer team of industrial hygienists nominated by their respective boards created an outline of the essential competencies required for the practice of industrial hygiene. The 2018 version is the first revision of the original document and was revised by a group of volunteers selected from individuals who self-nominated through a solicitation by AIHA®. The team was ably assisted by the Academic Special Interest Group within AIHA® and representatives from ABIH® and ACGIH®, with several other industrial hygienists pro- viding comments through a peer review process. The following people were members of the team which updated this document.

David Albright, CIH, CSP Buford Ang, CIH, CSP, CHMM Lyndle Burton, CIH, CSP Jack Caravanos, DrPH, CIH Barbara Dawson, CIH, CSP, facilitator Marcella Donnellan, CSP Karen Kelley, CIH, CLSO Gayla McCluskey, CIH, CSP, ROH, QEP Mark Milroy, CAE Timothy Paz, CIH Robert Storment, RN, CIH, CHMM Kevin Sun, CIH, CSP Laura Weems, CIH, CSP, CHMM

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Table of Contents

Introduction...... 1 Functional Core Competencies ...... 17 Background...... 1 Collaborative Teamwork...... 17 Purpose...... 1 Communication ...... 17 Creative Thinking/Innovation...... 17 Definition of Industrial/ Influencing/Advocacy Skills...... 17 Occupational Hygiene...... 3 Leadership/Management ...... 18 Ethics...... 5 Lifelong Learning...... 18 Listening Skills...... 18 The Case for Industrial/ Negotiation Skills...... 18 Occupational Hygiene...... 7 Planning and Organization ...... 18 Problem-Solving ...... 18 Expertise Profile...... 9 Professional Demeanor...... 18 Profile...... 11 Project Management...... 18 Relationship Building...... 18 Core Competencies Defined...... 13 Strategic Thinking...... 18 Technical Core Competencies...... 13 Foundation for Industrial/Occupational Hygiene...... 13 Key Definitions...... 19 Basic Science and Math...... 13 Certificate ...... 19 Fundamentals of Industrial/Occupational Hygiene....13 Diploma ...... 19 Workplace , Advanced Science and Associate Degree ...... 19 Evaluation Techniques...... 13 Baccalaureate (Bachelor’s) Degree ...... 19 Air Sampling and Instrumental Analysis...... 13 Technician ...... 19 Biological Hazards...... 14 Practitioner (Paraprofessional)...... 19 and ...... 14 Professional ...... 19 Chemical Hazards...... 14 Knowledge and Skill Sets of Community Exposure...... 14 Industrial Hygiene Practice Levels...... 21 Emerging Issues...... 14 Technician ...... 21 Ergonomics...... 14 Knowledge...... 21 Fatigue Management...... 14 Skills...... 21 Regulations...... 14 Practitioner (Paraprofessional)...... 21 ...... 14 Skills...... 21 Management...... 15 Professional...... 21 Noise and Prevention...... 15 Knowledge and Experience...... 21 (Ionizing and Non-Ionizing)...... 15 Skills...... 22 and Human ...... 15 Basic Controls...... 15 Technical Core Competency Breakdown by Elimination...... 16 Level of Practice...... 23 Substitution...... 16 /Ventilation ...... 16 The Future of Industrial Hygiene...... 33 ...... 16 Abbreviations/Acronyms...... 35 Personal Protective Equipment ...... 16 Work Environments, Occupations, and Industrial References...... 37 Processes ...... 16 Appendix...... 39 Application of Knowledge to Protect Comparison of Core Competencies with Accrediting Worker Health...... 16 Bodies and Other Providers...... 39 ...... 16 ABET...... 43 Risk Characterization...... 16 CEPH...... 43 and Communication...... 17 OHTA...... 43 v

Core Competencies For the Practice of Industrial/Occupational Hygiene

Introduction

Background development opportunities with the various career stag- es of the profession. The resulting program encourages This document updates the original work of represen- and supports the attainment of credentials such as certi- ® tatives of the boards of AIHA (American Industrial Hy- fications and registrations. giene Association), AIH (Academy of Industrial Hygiene), The IH Professional Pathway™ defines two develop- ABIH® (American Board of Industrial Hygiene), and ACGIH® ment tracks—technical and management—with bench- (American Conference of Governmental Industrial Hy- marks for achievement at each career stage. Each track gienists), who in 2009 defined the knowledge and skills also encompasses elements of leadership at each stage. for the subject matter areas tested by ABIH®. In 2012, The competencies in the foundation, fundamentals, and these representatives differentiated each core compe- application categories outlined in this document map tency by practitioner level and compared the core com- to the technical track of the IH Professional Pathway™. petencies to those specified under ABET, the Council on Those at the foundation level are usually mastered prior Education for (CEPH) accredited programs to employment in the field during the Student/Intern and those offered by Occupational Hygiene Training As- level while those at the fundamentals level are usually sociation (OHTA). All four boards approved the original mastered in the early stages of the career during the 2012 set of competencies for the practice of industrial hy- Student/Intern and Early Career Professional levels. The giene in North America. competencies in the functional category also map to the leadership and management aspects of the IH Profes- sional Pathway™ and are mastered throughout the ca- Purpose reer stages with increasing levels of experience and ap- This updated version of the Core Competencies for the plication of the skills and knowledge. The scope of the Practice of Industrial/Occupational Hygiene (IH/OH) builds practice may broaden in both professional pathways to upon the technical proficiencies included in the previous include related fields, such as environmental and , edition and adds functional components which will help in addition to IH/OH. This document only addresses the to ensure successful job performance. It outlines the es- competencies and skills necessary for a career in IH/OH. sential knowledge, skills, and abilities which an IH/OH pro- While some of these apply to areas related to the practice fessional, working at different levels of practice, should of IH/OH, other sources of information should be checked possess. for the competencies and skills applicable to those other Many audiences will find this document useful. Stu- fields. Figure 1 represents a typical career path in IH/OH, dents can gain an understanding of the discipline and although it is possible to move back and forth between prepare for a career in IH/OH. Academic programs can the management and technical tracks. More information use it to design, review and update curricula. Employers about IH/OH as a career and the IH Professional Path- will find it useful in creating career paths within their way™ is available on the AIHA website at the following respective organizations for those assigned to IH/OH po- link -> https://www.aiha.org/publications-and-resources/ sitions by setting expectations for knowledge and skill IHProPath/Pages/default.aspx development. Finally, individual practitioners may use it In addition to the IH Professional Pathway™ informa- as a guide to further their own professional and career tion, AIHA has three Professional Development commit- development. tees that also offer assistance at various stages in the IH/ AIHA offers a complementary program to the Core Com- OH profession. The first is the Student and Early Career petencies which is useful to those seeking to build upon Professionals Committee and provides peer coaching and their knowledge, skills and abilities for career growth. networking opportunities for those just starting out in IH/ This program, called the IH Professional Pathway™, was OH (https://www.aiha.org/get-involved/VolunteerGroups/ created from a desire to align Association resources and Pages/Students-and-Early-Career-Professionals-Commit- 1 Core Competencies For the Practice of Industrial/Occupational Hygiene tee.aspx). The second is the Mentoring and Professional Development Committee, which sponsors a mentorship Level 5 program to connect members at the lower levels of the Emeritus Professional pathway with more seasoned professionals (https://www. aiha.org/get-involved/VolunteerGroups/Pages/Mentor- ing-and-Professional-Development-Committee.aspx). The third, the Career and Employment Services Committee, assists members in identifying employment/career op- portunities and provides forums within AIHA to enhance interviewing, job search and career transition skills for all stages of an IH’s/OH’s career (https://www.aiha.org/get-in- volved/VolunteerGroups/Pages/Career-and-Employment- Level 4 Services-Committee.aspx). Management Technical Senior Professional Senior Professional

Level 3

Management Technical Senior Professional Senior Professional

Level 2 Early Career Professional

Level 1 Student/Intern

Figure 1 — IH Career Stages American Industrial Hygiene Association, IH Professional Pathway™

2 Core Competencies For the Practice of Industrial/Occupational Hygiene Definition of Industrial/ Occupational Hygiene

The practice of worker health protection is called synonymous with IH (primarily used in the U.S. and other industrial hygiene (IH) in the United States and occupa- countries that received initial technical support or train- tional hygiene (OH) throughout most of the rest of the ing from U.S. sources). The term “IH” traditionally stems world. For the purpose of this document, both terms are from the construction, mining, and manufacturing indus- considered equivalent. IH is generally defined as the art tries, but has expanded to include all types of employ- and science dedicated to the anticipation, recognition, ment. Similarly, OH evolved to mean all types of employ- evaluation, control, and confirmation of environmental ment, such as those originally described for IH as well as stressors in or arising from the workplace that may result financial and support service industries and refers more in , illness, impairment, or affect the well-being of generally to “occupation” or “work.” The concepts of IH/ workers and members of the community. These stress- OH can be applied to protection of all people potentially ors are divided into the categories biological, chemical, exposed to health hazards, not just those at work. Many physical, ergonomic, and psychosocial. other professions have emerged from the original field of The mission of the American Industrial Hygiene Asso- IH/OH including toxicologists, ergonomists, sanitarians ciation (AIHA) is “to create knowledge to protect worker and health physicists. health.” The British Occupational Hygiene Society (BOHS) The field of IH/OH is based in robust and validated scien- defines occupational hygiene as “the science behind min- tific methodology. However, the practice of IH/OH often imising the risk of ill health due to the workplace” and requires professional experience in identifying hazards, occupational hygienists “use science and engineering to determining the potential for exposures, and ascertain- prevent ill health caused by the work environment – spe- ing risk in the workplace and community. This aspect of cialising in the assessment and control of risks to health IH/OH is often referred to as the “art” of IH/OH and is used from workplace exposure to hazards.” The International in a similar sense to the “art” of . In fact, IH/OH Occupational Hygiene Association (IOHA) refers to occu- may be considered an aspect of preventive medicine, in pational hygiene as the discipline of anticipating, rec- that its goal is to prevent , illness and ognizing, evaluating, and controlling health hazards in disease. IH/OH also intersects with risk management, the working environment with the objective of protect- risk assessment, engineering, product stewardship and ing worker health and well-being and safeguarding the industrial safety, since it too, seeks “safe” systems, pro- community at large. The term “OH” (used in the U.K. and cedures, or methods to be applied in the workplace or to Commonwealth countries as well as much of Europe) is the environment to reduce the risk of exposure.

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Ethics

A core value for all IHs/OHs is ethical behavior. The AIHA honesty, and encourage others to act in a professional and ACGIH have jointly issued a set of member ethical manner consistently. IHs/OHs lead by example. principles which guide the practice of IH for their mem- IHs/OHs are obligated to follow appropriate health and bers. Additionally, the ABIH has an enforceable Code of safety procedures when performing professional duties Ethics for all CIH (Certified Industrial Hygienist) creden- to protect clients, employers, employees, and the public tial holders, applicants, and examinees. from conditions where injury and damage are reasonably IHs/OHs are expected to maintain high standards of foreseeable. They deliver competent services with objec- integrity and professional conduct, accept responsibil- tive and independent professional judgment in decision- ity for their actions, continually seek to enhance their making and provide services only when qualified. professional capabilities, practice with fairness and

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Core Competencies For the Practice of Industrial/Occupational Hygiene

The Case for Industrial/ Occupational Hygiene

Strong IH/OH programs that prevent injury, illness and of leukemia and caused 538,000 deaths worldwide (Fing- disease are an investment in the well-being, profitability erhut, et. al., 2005). The human cost of this daily adversity and competitive advantage of a company. The best IH/ is vast and the economic burden of poor occupational OH programs are fully integrated into their respective safety and health practices is estimated to be 4 percent businesses. Poor working conditions, especially those of global Gross Domestic Product each year (Takala, et. that result in a negative impact on the health of workers al., 2012). and customers, can damage a company’s reputation. The effective practice of IH/OH benefits workers, em- In its fact sheet Occupation and Cancer, the American ployers and customers, resulting in: Cancer Society® estimates that about 4% of cancers in • Improved worker health, morale, and increased life the U.S. are work-related, and approximately 20,000 can- expectancy cer deaths and 40,000 new cases of cancer each year in • Decreased absenteeism and turnover the U.S. are attributable to occupation. From a global • Reduction in the number of people who need to leave perspective, the International Labour Organization (ILO, employment early because of injury or illness 2004, 2005a,b, 2013) estimates that each year a total of 160 • Lower social and health care costs as well as maxi- million new cases of work-related illness occur globally mized worker potential (35 million due to exposure to chemicals) and 2 million • More efficient working processes with technological lives are lost to (3% of all deaths). improvements and increased productivity, improved Just four selected occupational risks (workplace carcino- operational efficiency, increased capacity, and high- gens, airborne particulates, ergonomic stressors, and er quality products noise) are responsible worldwide for 37% of back pain, • Increased revenues, decreased costs, faster time to 16% of hearing loss, 13% of chronic obstructive pulmo- market, increased market share, and improved cus- nary disease, 11% of asthma, 9% of cancer, and 2% tomer retention

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Expertise Profile

IH/OH is the art and science of preventing illness and mental to the successful practice of IH/OH. Common to disease from occupational exposures. IH/OH practitio- all practitioners is a core of knowledge that can only be ners come from varied backgrounds. They can be chem- described as “IH/OH,” the practice of which is a strategic ists, engineers, biologists, physicists, physicians, nurses approach to identifying, assessing and managing health and other professionals, all of whom have chosen to ap- hazards that arise from work. Other attributes of a suc- ply their skills to protecting the health of workers. IH/OH cessful aspect of IH/OH professional are the ability to is multidisciplinary, so IHs/OHs must acquire a broad and communicate effectively and to work well with others solid knowledge base across all of these fields and more. across all levels of an organization. A strong foundation in basic science and math is funda-

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Employment Profile

The National Institute for Occupational Safety and also reported that “For future hires, employers for some Health (NIOSH) of the United States conducted an as- disciplines seemed to desire that new OS&H graduates sessment of the future need for occupational safety and also have training in non-core competencies and in other health professionals (NIOSH, 200-2000-08017, Task Order OS&H areas.” Therefore, it’s important that AIHA continu- 18 National Assessment of the Occupational Safety and ally review and revise its core competencies to ensure Health Workforce, 2011). The agency estimated that as meeting the expectation of the profession and employ- of 2011, the most year for which information is ers alike. Non-core competencies referred to by NIOSH available, there were over 7,300 employees with the pri- could include training in other related areas such as en- mary occupation of IH/OH employed in the U.S. Of these vironmental and engineering that would be encountered individuals, 41% had received a bachelor’s degree, while during the practice of OS&H as an 51% had also earned a master’s degree, 9% a doctorate, and safety generalist. and 61% held a professional certification in IH/OH. Figure 2 represents the wide variety of industries, gov- Respondents were asked to indicate whether they ex- ernment agencies, consulting practices, academic institu- pected to hire professionals in each of the occupational tions, and affiliated fields in which IHs/OHs are employed. safety and health (OS&H) disciplines of interest over the next 5 years. The assessment reported that employers expected to hire over 25,000 occupational safety and health profes- sionals over the next 5 years (both new positions and re- placement of staff who leave). NIOSH stated that the es- timates of future hiring of OS&H professionals are likely to be underestimated, for two (possibly related) reasons. First, data collection for this survey took place during a time of significant uncertainty and relatively high unem- ployment in the U.S. economy. Second, predicting how many professionals (of any type) an establishment will need to hire over the next few years was a difficult task for many respondents. In fact, many respondents told NIOSH that they simply did not know if they expected to hire any OS&H professionals. Those employers who reported an expectation to hire within a given discipline often did not report a specific number of persons they expect to hire. Tracking IH/OH employment is often chal- lenging in that most professionals working in industrial settings administer both safety and IH/OH programs. Fortunately, employers have reported satisfaction with Figure 2 — Employment Opportunites for Industrial/ entry level OS&H graduates from both disciplines. NIOSH Occupational Hygienists.

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Core Competencies Defined

Technical Core Competencies combustibility, and flammability and the study of matter, its motion through space and time, and concepts such as The IH/OH must develop knowledge across many dif- energy and . IH/OH work involves performing cal- ferent areas. Figure 3 shows how the IH/OH starts with culations related to , airborne , foundational courses in basic science and math, pro- units of measures and conversions, and temper- gresses to courses in more in-depth fundamental scien- ature adjustments and logarithmic scales. tific areas and finally, applies that knowledge and work experience to perform risk assessments, manage risk and communicate the risk to protect worker health. Fundamentals of Industrial/Occupational Foundation for Industrial/Occupational Hygiene Hygiene Workplace Hazards, Advanced Science and Evaluation Techniques Basic Science and Math Air Sampling and Instrumental Analysis The IH/OH must know and be able to apply scientific concepts from the fields of general chemistry, organic The IH/OH must develop appropriate sampling strate- chemistry, biochemistry, analytical chemistry, physical gies. This includes being able to select and describe the chemistry, , anatomy, physiology, physics, mathe- advantages and disadvantages of using the various types matics, and statistics. This includes being able to describe of air sampling instruments and the collection of full- the physical properties of substances, such as reactivity, shift, task-based, and grab samples. The IH/OH should be Industrial Hygiene Practice Foundation – Fundamentals – Application Risk Assessment, Risk Management and Risk Communication Application Work Environments, Occupations and Industrial Processes Basic Controls Engineering Controls/ Administrative Controls Personal Protective Ventilation Equipment Fundamentals Workplace Hazards, Advanced Science and Evaluation Techniques Air Sampling and Instrumental Biological Hazards Biostatistics and Epidemiology Analysis Chemical Hazards Community Exposure Emerging Issues Ergonomics Fatigue Management Health Regulations Indoor Air Quality Management Noise and Hearing Conservation Radiation (Ionizing and Thermal Stressors Toxicology and Human Foundation Nonionizing) Disease Basic Science and Math Algebra, Anatomy, Biochemistry, Biology, Calculus, Chemistry, Geometry, Physics, Physiology

Figure 3 — Industrial Hygiene Practice Technical Competency

13 Core Competencies For the Practice of Industrial/Occupational Hygiene able to describe the principles and application of labo- source sampling, atmospheric dispersion of pollutants, ratory analytical procedures and identify the appropri- ambient air monitoring, and health and environmental ate methods of detection for sample analyses (e.g., gas effects of air . It is also helpful to be familiar chromatography, spectrophotometry, atomic absorption with peripheral disciplines such as emergency planning spectrophotometry, etc.). An important element of ana- and response, , hazardous waste, and lytical chemistry is the ability to demonstrate knowledge environmental fate and transport to provide support to of instrument calibration and evaluate quality assurance others working in those areas. practices. Emerging Issues Biological Hazards The IH/OH must keep current with new technology be- The IH/OH must recognize biological agents associated ing introduced into the workplace such as nanotechnol- with potential occupational exposure such as viruses, bac- ogy, 3D printers, robotics, biological engineering and syn- teria, fungi, , allergens, toxins from biological sourc- thetic biology. The IH/OH must be able to understand es, bloodborne pathogens, and infectious that the potential hazards presented by the new technologies are potentially harmful to humans and other biological or- and what exposure pathways exist. The IH/OH must keep ganisms. Once identified, the IH/OH must be able to evalu- current with literature and understand possible impacts ate the potential exposures to the biohazards and recom- on human health and significance of artificial biological mend controls to reduce or eliminate those exposures. pathways, organisms or devices and how the of engineered will depend on the physical Biostatistics and Epidemiology and chemical properties of the particle. Statistical analysis is key to understanding large sets Ergonomics of data (e.g. exposure monitoring) and discovering un- derlying patterns and trends. The IH/OH must be able Ergonomics is an important part of keeping people to understand, apply, interpret and draw conclusions healthy at work. The IH/OH must be able to identify, from descriptive and inferential statistics. These same evaluate, and recommend controls to mitigate ergonomi- concepts are also applied in epidemiology and the IH/OH cally stressful jobs using principles from anthropometry, must be able to demonstrate knowledge of the principles human factors engineering, biomechanics, work physiol- and techniques used to study the distribution of occu- ogy, human anatomy, , and facili- pationally induced diseases, physiological conditions, ties engineering to prevent and illnesses and im- and factors in workplaces and other environments that prove the efficiency and comfort of workers. influence frequency. This may include interpreting and evaluating prospective and retrospective epidemiology Fatigue Management studies, morbidity and mortality data, and integrating IHs/OHs need to understand the scientific basis of fa- knowledge applicable to human health from toxicology tigue, sleep cycles, circadian rhythms and fatigue physi- studies (e.g. animal experimental studies). ology and be familiar with the risk factors associated with fatigue and their appropriate mitigation. Chemical Hazards The IH/OH must be able to apply scientific and techni- Health Regulations cal knowledge to minimize the potential for human ex- It is critical that IHs/OHs be familiar with the laws and posure to natural, controlled, accidental, and intentional regulations that impact worker health in the jurisdiction releases of chemical agents (solids, liquids and gases) of their work. For example, in the United States, the Oc- into the occupational and non-occupational environ- cupational Safety and Health Act (OSHAct) is the law that ment with emphasis on exposures related to work. IHs/ empowers the Occupational Safety and Health Admin- OHs specify approaches to prevent, control, and remedi- istration OSHA to promulgate regulations about health ate chemical exposure from inhalation, skin absorption, and safety hazards and specifies actions employers must ingestion and injection of chemicals into the body. IHs/ take to protect workers. States and most countries also OHs should also be able to recognize physical hazards of have similar laws and regulations. The IH/OH must be chemicals, such as flammability, combustibility, and ex- able to interpret and apply those regulations by develop- plosivity and be familiar with chemicals which may cause ing and implementing appropriate programs within the simple or chemical asphyxiation. workplace to ensure compliance.

Community Exposure Indoor Air Quality The concepts practiced in IH/OH also apply to com- The IH/OH must have a basic understanding of how the munity exposures to health hazards. The IH/OH must air quality within and around buildings and structures be able to describe general and technical topics related can affect the occupants’ health and comfort. The IH/OH to ambient air quality, air cleaning technology, emission must be knowledgeable of the factors that affect indoor 14 Core Competencies For the Practice of Industrial/Occupational Hygiene air quality (IAQ) including poor ventilation (lack of fresh, measurement and evaluation of exposure. outside air), problems controlling , high or low humidity, recent remodeling that may affect air flow Thermal Stressors and other activities in or near a building that can affect The IH/OH must be able to describe heat and cold strain the quality of the air in the building. The IH/OH should pathophysiology and hypo- and hyper-thermic enviro- be familiar with common indoor pollutants, such as dust markers and biomarkers, recommend comprehensive from construction or renovation, , cleaning sup- heat and cold strain prevention programs, and recognize plies, pesticides or other airborne chemicals (including special human risk factors for temperature-induced dis- small amounts of chemicals that may be released from orders and deaths. The IH/OH must be able to recognize building materials over time), and how to mitigate them. a thermal stress-related emergency and demonstrate knowledge of appropriate medical/ care. Management An effective IH/OH must be able to describe methods Toxicology and Human Disease to acquire, allocate, and control resources to accom- The IH/OH must demonstrate knowledge of the prin- plish anticipation, recognition, evaluation and control ciples of toxicology, including symptomatology; phar- of workplace hazards. This includes understanding and macokinetics; mode of action; additive, synergistic, and applying principles of cost-benefit analysis, auditing, antagonistic effects; routes of entry; absorption; metabo- investigation methods, data management and integra- lism; excretion; target organs; toxicity testing protocols; tion, establishment of policies, planning, delegation of aerosol deposition and clearance in the respiratory tract; authority, accountability, business acumen, risk com- carcinogenic, mutagenic, teratogenic, and reproduc- munication, organizational structure and culture, and tive hazards. The IH/OH must be able to apply the toxi- decision-making. cological principles to evaluating and predicting health The IH/OH must possess the ability to recognize system effects from exposures to single contaminants, mixtures level properties that result from dynamic interactions of contaminants, and natural and synthetic agents. This among human and social systems and how they affect involves being familiar with various acute and chronic the relationships among individuals, groups, organiza- human disease pathologies (e.g. , fibrosis, mu- tions, communities, and the environment. tations, carcinogenic mechanisms and genetic damage) and being able to relate these pathologies to occupation- Noise and Hearing Loss Prevention al exposures. The IH/OH must be able to demonstrate knowledge of and apply principles of the physics of noise and vibration Basic Controls to conduct appropriate measurements to evaluate work- The IH/OH must understand the application of the hi- er exposure, to identify situations with the potential to erarchy of controls (see Figure 4) with initial emphasis cause noise-induced hearing loss or vibration-related in- on avoidance or elimination (e.g. prevention through de- jury, and to recommend methods to eliminate or control sign) and then on mitigation of the . Control at the excessive exposure. The IH/OH must also be able to dem- highestThe IH/OH level must understand of the the hierarchy application of asthe hierarchypossible of controls should (see Figure always 4) with onstrate knowledge of the anatomy and physiology of beinitial the emphasis goal onof avoidance the IH/OH. or elimination Controls (e.g. prevention may through be applied design) and at then the on mitigation of the hazard. Control at the highest level of the hierarchy as possible should always the ear with respect to hearing and the development of source,be the goal along of the IH/OH. the Controlspath mayto bethe applied worker at the source, or at along the the pathlocation to the worker hearing loss. The IH/OH should be able to evaluate audio- or at the location of the worker but application at the source is usually preferred. Incorporating ofcontrols the atworker the design butphase isapplication almost always most at effective the bothsource from a costis andusually operational grams and audiometric testing programs and work close- standpoint. ly with those who administer the audiometric testing.

Radiation (Ionizing and Non-Ionizing) IHs/OHs must be knowledgeable about radiation and its hazards to human health. The IH/OH must be able to apply knowledge of , including the physical characteristics, health and biological effects as- sociated with exposure to alpha, beta, gamma, neutron and x-radiation, and recommend controls based on mea- surement and evaluation of exposure. The IH/OH must also be able to apply knowledge of nonionizing radiation, including the physical characteristics, potential hazards and health effects of exposure to electromagnetic fields; static electric and magnetic fields; lasers; radio frequen- Figure 4 — Hierarchy of Controls from US National cies; microwaves; ultraviolet, visible and infrared radia- InstituteFigure 4 - Hierarchy for Occupational of Controls Safety and Health, Centers for from US National Institute for Occupational Safety and Health, Centers for Disease Control tion; and illumination, to recommend controls based on Disease Control. Elimination 15

The first choice and most effective control is to avoid it through the design process or to eliminate the hazard, that is, to remove the hazard from the workplace.

Substitution

The next level in the hierarchy of controls is substitution of a hazard with something less hazardous. This could mean replacing a hazardous chemical with a less hazardous one, or changing the equipment or machine to one which is better safeguarded. When replacement with a less hazardous chemical or equipment is not possible, the IH/OH should move down the hierarchy to establish control of exposure at the next level.

17 Core Competencies For the Practice of Industrial/Occupational Hygiene preferred. Incorporating controls at the design phase is knowledge and skills to address hazards that can poten- almost always most effective both from a cost and opera- tially cause related diseases and/or dysfunctions from tional standpoint. exposures such as confined space entry, spray painting, welding, abrasive blasting, vapor degreasing, foundry op- Elimination erations, hazardous waste site remediation, and indoor The preferred and most effective control is to eliminate environmental conditions. the hazard, that is, to remove the hazard from the work- place or to design the process so that the hazard is not Application of Knowledge to Protect Worker Health introduced to the workplace. The culminating objective of IH/OH is to apply all of the knowledge gained in the foundation and fundamen- Substitution tal courses and job experience to protect worker health. The next level in the hierarchy of controls is substitu- The following figure describes the process that is used tion of a hazard with something less hazardous. This to manage the risks associated with work. As noted pre- could mean replacing a hazardous chemical with a less viously, there is an ongoing loop of anticipating, recog- hazardous one, or changing the equipment or machine nizing, evaluating and controlling hazards, confirming to one which is better safeguarded. When replacement that the controls are effective and communicating that with a less hazardous chemical or equipment is not pos- information to continuously improve the protection of sible, the IH/OH should move down the hierarchy to es- worker health. Figure 5 illustrates the iterative process tablish control of exposure at the next level. of decision-making in IH/OH.

Engineering Controls/Ventilation Risk Assessment The IH/OH should be able to recommend and apply pro- Much of IH/OH work falls under the umbrella of risk as- cess change engineering principles, local exhaust ventila- sessment. Risk assessment includes both assessment of tion, ventilation, and isolation to control chemi- the hazards and an assessment of the exposure to those cal, biological, and physical exposures. Application of hazards. Then, the IH/OH characterizes the risks and de- these principles requires knowledge of the mechanics of termines what is acceptable and what is not acceptable. airflow, ventilation measurements, design, in-plant air cir- The hierarchy of controls is applied, with the support of culation and recirculation, air cleaning technology, lower the line organization, to manage the unacceptable risks and upper explosion limits and related calculations. to levels which are considered acceptable. As noted above, this includes both assessment of the Administrative Controls hazards and an assessment of the potential exposure to those hazards. In addition to a basic understanding of IHs/OHs should know how work practice controls such the manufacturing and business processes, the IH/OH as changes in work procedures (e.g. written safety and must demonstrate knowledge of the principles of health health policies or rules), supervision, timing of work (i.e. risk analysis including: schedules), and training may be applied to reduce the du- • establishing an strategy ration, frequency, and severity of exposure to workplace • collecting basic characterization information (work- hazards. place, workforce, and agents) • assessing exposures to the work Personal Protective Equipment • prioritizing health risks The IH/OH should understand that personal protec- • estimating (qualitative exposure assessment) or tive equipment (PPE) should be considered the last line measuring (quantitative exposure assessment) the of defense, as a temporary measure until engineering magnitude, frequency and duration of exposure to a controls can be installed or as a supplement to other con- hazard, along with the number and characteristics of trols. IHs/OHs recommend and evaluate use of personal the population exposed protective equipment to control exposures and provide • describing the sources, pathways, routes, and the un- guidance on the selection, use, care, and limitations of certainties associated with the assessment the equipment. The IH/OH must be knowledgeable about respirator fit testing, air specifications, mate- Risk Characterization rial permeability, , and skin protection. Once the hazards and exposures have been identified and assessed, the IH/OH must implement monitoring and Work Environments, Occupations, and Industrial Processes control strategies for unacceptable exposures. This may To be effective, the IH/OH should be able to anticipate, involve scheduling and performing periodic reassess- recognize, evaluate, control and confirm workers’ and ments as necessary to fully characterize the exposure. others’ exposures associated with specific industries, All assessments and risk characterizations must be thor- occupations and/or processes. This requires applying oughly documented. 16

Core Competencies For the Practice of Industrial/Occupational Hygiene

Figure 5 — The Industrial Hygiene Decision-making Process and Framework American Industrial Hygiene Association, A Strategy for Assessing and Managing Occupational Exposures, 4th Edition. Figure 5 - The Industrial Hygiene Decision-making Process and Framework Risk ManagementAmerican and Communication Industrial Hygiene Association, A StraCommunicationtegy for Assessing and Managing Occupational The IH/OH mustExposures, clearly 4th articulate Edition and communicate The ability to clearly communicate with all levels of an the health risk information to all levels of the organiza- organization will help the IH/OH succeed. This includes tion. OnceRisk Assessmentexposures are characterized, the IH/OH must the ability to translate technical information into lan- work with the line organization to develop and imple- guage and concepts that can be understood by anyone ment programs appropriate to the control strategies. without the technical background of the IH/OH. Know- The IH/OHMuch also of IH/OHprovides work worker falls training under theon the umbrella hazards of risking assessment. how to convey Risk the assessmentappropriate messageincludes to different and controls.both assessment of the hazards and an assessmenttarget of the audiences exposure that to addressesthose hazards. the needs Then, of each is es- the IH/OH characterizes the risks and determines whatsential is to acceptable success. and what is not Functionalacceptable. Core CompetenciesThe hierarchy of controls is applied, with the support of the line organization, to manage the unacceptable risks to levels which areCreative considered Thinking/Innovation acceptable. Although not part of the rubrics tested during the cer- tification process for IHs/OHs, there are functional core Successful IHs/OHs spend time thinking about new competenciesAs noted or above, “soft skills” this thatincludes help bothto make assessm an IH/OHent of thethings hazards or new and ways an to assessment do things. This of isthe especially impor- successfulpotential at all ofexposure the career to stages those described hazards. in theIn additionIH Pro- totant a basic when understanding improving exposure of the controls manufacturing or dealing with fessionaland Pathway™. business Someprocesses, of these the are IH/OH described must below. demonstratdifficulte knowledge employee of relationsthe principles issues. of Evenhealth when risk there is analysis including: an established , the successful IH/OH continues Collaborative Teamwork to think about the issues and seek new approaches.  establishing an exposure assessment strategy Team work means working together as a cohesive Influencing/Advocacy Skills group and respecting collecting each basic person’s characterization opinions and informatcontri- ion (workplace, workforce, and agents) butions. Building assessing diverse exposuresteams helps to to the improve work diverforce- IHs/OHs often need to work with people over whom sity of thought prioritizing and impact. health Teams risks go through different they do not have direct administrative responsibility. stages as they evolve and recognizing these stages will The ability to share concepts, influence and give clear  estimating (qualitative exposure assessment) or measuring (quantitative exposure help the team to bond as a group. A good team leader direction to workers, leadership, operations, businesses, ensures that everyoneassessment) is engaged the magnitude, and there frequencyis mutual andor durationexternal ofparties exposure on IH/OH to a topicshazard, is alongcritical. Teaching accountability withfor the the outcomes. number and Being characteristics a contributing of theand population role modeling exposed ethical behaviors in all aspects of IH/ team member and working collaboratively with the oth- OH work can influence others. It is important to develop 19 er team members are critical. a working understanding of the business, operations, 17 Core Competencies For the Practice of Industrial/Occupational Hygiene public perspectives and business impact, as well as the Planning and Organization technical aspects of the work when approaching IH/OH Being organized and managing time effectively are es- issues, and then use influence techniques so that sound sential to the IH/OH. Since it is likely many work activi- decisions result. ties will be occurring simultaneously, planning the work and arranging the resources will facilitate efficiency. Leadership/Management Communication of the plan will help to ensure that all At the professional level of practice, an IH/OH must stakeholders have a mutual understanding of the intend- demonstrate strong leadership skills both to lead people ed outcomes. that he/she may manage but also to drive IH/OH pro- grams within the organization. This usually involves hav- Problem-Solving ing vision, clarity in strategy, thought and delivery, being transparent and honest, having passion and enthusiasm The IH/OH must possess the ability to use analytical for the subject, maintaining a positive attitude, delegat- and critical thinking skills to work with the line organi- ing tasks and supporting those to whom the work has zation to evaluate a problem and to make decisions. A been delegated. logical and methodical approach is best for IH/OH. For example, the IH/OH will need to be able to draw on his/ Lifelong Learning her academic or subject knowledge to identify IHs/OHs have an obligation to continually enhance of a practical or technical nature. their technical and professional capabilities for effective practice of exposure risk assessment and risk manage- Professional Demeanor ment. The breadth of the field and constantly emerging IHs/OHs should always act professionally. This includes workplace hazards and hazards associated with new maintaining a professional appearance and attitude, technologies (e.g., nanotechnology, 3-D printers, new bio- treating others with dignity and respect, being emotion- logical agents) necessitate the ongoing pursuit of knowl- ally mature, being accountable for personal actions and edge. Capability building consists of a multitude of meth- completing assigned tasks on-time. ods, including formal and informal types of education, training and experience. Individuals should be motivated Project Management to engage in lifelong learning in the key competencies ul- timately needed to serve workers, the public, employers, Project management involves tying everything togeth- clients and the IH/OH profession. er to ensure the successful completion of a project. Set- ting clear milestones and coordinating the work activi- Listening Skills ties are important, not only when leading a project, but Good listening skills are important for an IH since they when participating in projects being managed by others. are key to all communication, especially in building trust. Understanding people’s concerns and business issues is Relationship Building critical and only possible when the IH/OH is receptive to Building relationships is an important element of IH/ all input and listens carefully to everything that is said. OH work. It facilitates communication and ask comple- This is important not only when trying to gain an under- tion. Relationships are based upon trust, technical com- standing of what the possible exposures are and ensuring petence, experience, consistent performance and mutual that workers’ concerns are acknowledged and addressed, understanding. Good work relationships are critical for but also in gaining the respect of management. Engaging the IH/OH. The ability to seek and develop common inter- workers and actively listening to their input can help the ests helps to improve interactions and improve commu- IH/OH understand work practices and can provide ideas nication. This could also involve building virtual relation- about effective controls. When workers feel they are part ships with colleagues located elsewhere and connecting of the solution, it can empower them and they are more through social media. apt to use the control strategy.

Negotiation Skills Strategic Thinking IHs/OHs are often faced with complex situations in- An effective IH/OH must be able to see the “big pic- volving potentially conflicting needs. The IH/OH needs ture”. To think strategically, a person must be able to to seek to understand all perspectives including those use both sides of their brain, the logical (left) and the cre- of workers and management. Being knowledgeable of ative (right). An IH/OH must be able to think clearly, look everyone’s perspectives will enable the IH/OH to work toward the future and put a plan in place to reach the toward development of collaborative solutions that will desired goal. Another aspect of strategic thinking is to result in consensus and a successful outcome among all understand how decisions may impact the business and stakeholders. the workers. 18 Core Competencies For the Practice of Industrial/Occupational Hygiene

Key Definitions

Certificate with task-specific assignments. Technicians may collect air samples, operate direct-reading instruments, and pro- A certificate is often given when a student passes an vide other services based on specific training received exam or completes a course. Certificates can also be and instructions received from professionals and para- administered by an educational institution and can be professionals. either a short course or a series of academic, short, or professional development courses culminating in a cer- tificate, similar, but not equivalent to a diploma. It cer- Practitioner (Paraprofessional) tifies that he training has been completed. Certificate Practitioner, sometimes referred to as a paraprofes- programs are usually shorter duration in comparison to a sional, is a job title given to persons in various occupa- diploma and are not necessarily related to graduation re- tional fields who are trained to assist professionals but quirements. A certificate often shows that the recipient are not themselves licensed or certified at a professional has mastered a skill. level by a certification body recognized by the National Accreditation Recognition Committee of IOHA. The IH/ OH practitioner performs tasks requiring significant Diploma knowledge and skill in the IH/OH field, such as conduct- A diploma is a document issued by an educational insti- ing worker exposure monitoring and, in some cases, may tution at the completion of a course of study stating that even function independently of a professional IH/OH but the recipient has fulfilled a program’s academic require- may not be involved in the breadth of IH/OH practice nor ments. Diplomas also can confer an academic degree to have the level of responsibility of a professional IH/OH the recipient. Courses toward an academic degree are certified by examination. The IH/OH practitioner requires usually longer in duration than certificate courses. a certain level of education that can be obtained from an accredited university or equivalent. Additional training Associate Degree in specific skill sets that provide additional career paths to the IH/OH practitioner can also be obtained. IH/OH Associate degrees are conferred by community colleg- practitioners may also serve as team leaders or project es and some colleges and universities on completion of a managers. college-level course of study and are typically 2-year pro- grams. Associate degree credits may be transferrable to a Professional bachelor’s degree. In some countries, a college diploma is equated with an associate degree. Professional is a job title given to persons who have obtained a baccalaureate or graduate degree in IH/OH, public health, safety, environmental sciences, biology, Baccalaureate (Bachelor’s) Degree chemistry, physics, or engineering or who have a degree A Bachelor’s degree represents a higher level of educa- in another area that meets the standards set forth in the tion in comparison to a Diploma and Certificate. A bach- next section, Knowledge and Skill Sets of IH/OH Practice elor’s degree is awarded to a student on completion of Levels, and has had 4 or more years of practice. Alterna- a prescribed college or university education (typically a tively, this title is given to persons who have earned a 4-year program). Diploma of Professional Competence in Occupational Hygiene from the Occupational Hygiene Training Associa- tion (OHTA). Technician One significant way of demonstrating professional Technician is a job title given to persons who are competence is to achieve certification by a 3rd party trained to assist professionals and paraprofessionals whose certification scheme is recognized by the Inter- 19 Core Competencies For the Practice of Industrial/Occupational Hygiene national Occupational Hygiene Association (IOHA) such as the American Board of Industrial Hygiene (ABIH). (see Appendix for list of certification schemes that have been recognized by the IOHA National Accreditation Recogni- tion (NAR) Committee.)

20 Core Competencies For the Practice of Industrial/Occupational Hygiene

Knowledge and Skill Sets of Industrial Hygiene Practice Levels

There are three basic levels of practice in IH/OH. The • Demonstrate proper use of personal protective knowledge and skills for each level are described with equipment each building upon the previous level, that is, a practitio- ner should possess the knowledge and skills of both the Practitioner (Paraprofessional) practitioner and the technician, and a person working at Knowledge: the professional level should possess the knowledge and An IH/OH Practitioner, sometimes called a paraprofes- skills of the technician and the practitioner in addition to sional, should have a baccalaureate or graduate degree those described for professional practice. in any related scientific field or an associate degree in safety, health, or the environment with at least four Technician courses (with 12 semester hours or 18 quarter hours) in Knowledge: IH/OH from an accredited university or equivalent (i.e., 160 certificate hours). Alternatively, completion of the An IH/OH technician must have a minimum of a high intermediate level courses from ohlearning.com will pro- school diploma with basic knowledge of biology, math- vide a good foundation for work at this level. ematics, physics, and chemistry with specific training or receipt of a Certificate in a IH/OH-related specific area Skills: or areas of practice. The technician should have basic An IH/OH practitioner should be able to: knowledge of the hierarchy of controls, sampling tech- • Complete basic computer tasks such as data entry niques, properties of hazardous materials, and personal and participate in virtual conferences and webinars protective equipment. • Research relevant data using reference materials and World-wide Web Skills: • Understand and follow sampling methods for chemi- The IH/OH technician should be able to: cal, biological, radiological, and physical hazards • Take instruction and work effectively under the di- • Perform instrument calibration on direct reading in- rection of an IH/OH practitioner or professional struments and air sampling pumps • Conduct basic Internet searches to obtain relevant • Compare sampling results with applicable standards data and use IH/OH-related software as required to • Understand and apply information contained in complete their assigned tasks Safety Data Sheets • Understand and follow sampling methods for chemi- • Know and understand the rationale and application cal, biological, radiological, and physical hazards of the hierarchy of controls • Perform instrument calibration on direct reading in- • Demonstrate effective oral and written communica- struments and air sampling pumps tion skills • Compare sampling results with applicable standards • Select appropriate personal protective equipment • Input sampling information into electronic record- • Review IH/OH reports, inform employers or supervi- keeping systems sors of the results and give a broad interpretation of • Understand and apply information contained in those results Safety Data Sheets • Perform tasks related to IH/OH programs (e.g. con- Professional duct respirator fit testing under the direction of the respirator program administrator) Knowledge and Experience: • Demonstrate effective verbal and written communi- A professional IH/OH should be a graduate of a re- cation skills gionally accredited college or university with one of the 21 Core Competencies For the Practice of Industrial/Occupational Hygiene following: • Evaluate business and operations data (e.g., moni- • A baccalaureate or graduate degree in IH/OH, pub- toring and surveillance data, injury and illness data, lic health, safety, environmental sciences, biology, incident reports, and safety and health programs) by chemistry, physics, or engineering, or comparing the data against internal history as well • Any other bachelor’s degree program that contains as national or industry standards in order to recog- at least 60 semester hours of creditable subjects with nize and define risks. at least 15 of those hours at the upper level (junior, • Conduct surveys of the business or operation in ac- senior, or graduate level) and at least four courses cordance with accepted survey methodology (e.g., ob- (with 12 semester hours or 18 quarter hours) in IH/ serving the facility, referring to process flow charts, OH. Creditable subjects are undergraduate or gradu- verifying safety and health systems, programs and ate level courses in science, mathematics, engineer- documentation, and interviewing employees and ing, and science-based technology, and management) to recognize hazards and recommend • Four years of practice after graduation, or controls. • Receipt of the Diploma of Professional Compe- • Interpret survey data and assess risk using estab- tence in Occupational Hygiene, or lished analytical techniques to prioritize corrective • Professional certification by an IH/OH organiza- actions. tion whose certification scheme is recognized by • Determine and articulate recommended actions/ the IOHA NAR Committee (e.g. CIH by ABIH and Reg- controls to reduce risk to an acceptable level. istered Occupational Hygienist [ROH] by the Cana- • Communicate the results of surveys to management dian Registered Board of Occupational Hygienists with appropriate documentation to educate man- [CRBOH]) agement about risks and to recommend and justify appropriate actions for managing current and poten- Skills: tial loss scenarios. • Communicate the identified hazard control mea- The professional IH/OH should be able to: sures (e.g., recommend engineering, administrative, • Use spreadsheets, use statistical analysis programs, and personal protective equipment controls) by develop presentation materials, communicate by identifying essential resources and implementation email and use word processing programs. strategies to manage risk. • Research information pertaining to the business or • Design and implement controls as appropriate (e.g., operation using appropriate tools and references organize committees; plan, conduct, or provide train- (e.g., Internet resources, regulations, standards, and ing; maintain records; collect data; collaborate with industry information to obtain general risk data). contractors; select equipment; and manage respira- • Develop and implement programs to protect worker tor, confined space entry, lock out/tag out, and other health including appropriate training. safety and health programs) to manage risk.

22 Core Competencies For the Practice of Industrial/Occupational Hygiene

Technical Core Competency Breakdown by Level of Practice

The following tables summarize the information presented earlier in the text and show the expected proficiency by technical core competency for each level of practice.

Administrative Controls and Personal Protective Equipment CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Recommend and evaluate Implement scheduling strate- Describe regulatory con- Evaluate the use and limita- effectiveness of administra- gies and established worker straints on use of scheduling tions of scheduling strategies tive controls including written rotation practices. Audit to strategies and worker rota- and worker rotation as an procedures, scheduling strate- ensure that written proce- tion. Conduct worker safety exposure control method. gies, worker rotation and dures are being followed. and health training. Provide input and help to training. develop written procedures to minimize worker exposure. Develop and deliver worker training on hazards and ap- propriate use of controls. Recommend and evaluate Identify user concerns about Conduct personal protective Establish a dermal/exposure use of PPE to control dermal protective clothing and der- equipment hazard assess- personal protective equip- exposures using the principles mal protection. ments. Recognize the interac- ment management program. governing selection, use, care, tion between the worker, task, and limitations of the and materials when selecting equipment. PPE. Recommend and evaluate use Identify user concerns about Conduct respirator hazard Establish a respiratory protec- of PPE to control inhalation respiratory protection. assessments. Recognize tion management program. exposures using the principles the interaction between the governing selection, use, care worker, task, and materials and limitations of the equip- when selecting PPE. ment. Apply knowledge of respira- Conduct and document respi- Interpret fit test and breath- Serve as respirator program tory protection including rator fit tests. Collect breath- ing air results. administrator. Select appro- fit testing and breathing air ing air samples following priate respirators and develop specifications. established protocols. appropriate test systems and protocols. Apply knowledge of material Recognize limitations of PPE Describe the limitations of Define and conduct PPE train- permeability, eye protection, to provide worker protection. protective equipment devices ing objectives and content. and dermal protection training. and materials, and conduct Troubleshoot PPE failures. training.

23 Core Competencies For the Practice of Industrial/Occupational Hygiene

Air Sampling and Instrumental Analysis CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Determine appropriate sam- Appropriately apply a sam- Develop and determine Design and evaluate sampling pling strategy. pling strategy for specified appropriate application of strategies for multiple con- contaminants, settings, and sampling strategy for limited taminants or stressors. conditions. compounds. Select and describe the advan- Describe the appropriate air Select the appropriate instru- For a selected instrument, tages and disadvantages of sampling instrument for full- ment to collect full- shift, task- describe the advantages and using the various types of air shift, task-based, and grab based, and grab samples. disadvantages for its use in sampling instruments and the samples. the collection of full- shift, collection of full-shift, task- task-based, and grab samples. based and grab samples. Select appropriate air sam- Be familiar with NIOSH and Be able to specify appropriate Review available air sam- pling/analytical methods other occupational exposure air monitoring method and pling/analytical methods and sampling/analytical methods understand the analytical identify applicable methods and be able to follow the in- sensitivity of the method to for the hazards present at structions in the methods. ensure that proper sample vol- the site. Work with analytical umes are collected chemists to validate methods as appropriate. Describe principles and appli- Recognize which laboratory Apply the specific knowledge Determine options for selec- cation of laboratory analytical analytical instrument and about analytical techniques in tion and use of different labo- procedures and appropriate which method is required for choosing how to analyze for a ratory analytical procedures, methods of detection for applicable sample analysis. specific contaminant. instruments, and methods sample analyses (e.g. gas to provide a broad range of chromatography, spectropho- detection and measurement tometry, atomic absorption, of target compounds. spectrophotometry). Demonstrate knowledge of Conduct correct calibration of Conduct appropriate instru- Evaluate and modify instru- instrument calibration and instruments appropriate for ment calibration and interpret ment calibration in keeping quality assurance practices. the sampling strategy. results in alignment with with quality assurance prac- sample strategy. tices for sampling validation.

Basic Science and Math CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Know and apply scientific Recognize basic concepts of Explain key concepts and Apply critical thinking and concepts from the fields of chemistry, biology, anatomy, problem-solving processes in problem-solving skills in general chemistry, organic physiology, physics, math- chemistry, biology, anatomy, chemistry, biology, anatomy, chemistry, biochemistry, ematics, and statistics. physiology, physics, math- physiology, physics, math- analytical chemistry, physical ematics, and statistics. ematics, and statistics. chemistry, biology, anatomy, physiology, physics, math- ematics, and statistics. Be knowledgeable about phys- Understand the effects of Apply the specific principles Interpret the various physical ical properties of substances, these physical properties on about physical properties to properties to determine op- such as reactivity, combusti- potential human exposures in evaluate and prevent expo- tions for exposure control for bility, and flammability. the workplace. sures. a variety of chemicals. Perform calculations related Recognize the relationship of Explain key concepts and ap- Interpret results from air sam- to gas laws, airborne concen- pressure and temperature on ply problem-solving processes pling calculations and apply trations, units of measures potential exposure. Perform to convert units of measures them to the sampling program and conversions, and pressure basic calculations. and to make adjustments. (e.g. to establish appropriate and temperature adjustments. sampling strategies and stor- age conditions)

24 Core Competencies For the Practice of Industrial/Occupational Hygiene

Biological Hazards CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Identify biological agents Appropriately apply a sam- Develop and determine appro- Design and evaluate sampling such as viruses, bacteria, pling strategy for a specified priate application of sampling strategies for multiple types fungi, molds, allergens, contaminant. strategy for limited number of biohazards. Design and toxins, recombinant prod- of biohazards. Determine if implement controls to reduce ucts, bloodborne pathogens, controls are needed to reduce or prevent exposures. and infectious diseases that or prevent exposure. are potentially harmful to humans and other biological organisms. Evaluate potential exposures and recommend appropriate controls.

Biostatistics and Epidemiology CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Demonstrate knowledge of (Intentionally left blank) Understand and Interpret relative risk and the principles and techniques differences in relevance of co- differences in relevance of co- used in epidemiology to study hort, case, and animal studies hort, case, and animal studies the distribution of occupa- for the use of assessing risk. for the use of assessing risk. tionally induced diseases and Using this information, iden- physiological conditions and tify studies that best identify factors in workplaces that exposure risk. influence their frequency. Interpret and evaluate data (Intentionally left blank) Select and review appropriate Interpret field studies, experi- from prospective and retro- studies to understand health mental studies, and morbid- spective studies, morbidity effects associated with expo- ity and mortality studies to and mortality findings, and sure to a specific compound. establish appropriate control animal experimental studies measures and to assess risk to by understanding the distribu- cohort. tion of statistical and non- statistical data.

Chemical Hazards CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Understand toxic character- Understand classes of Understand potential adverse Analyze complex istics of hazardous materials chemical hazards by interactions or effects. interactions. Apply and wastes and the concepts characteristics (e.g., toxic, knowledge of effects of of dose-response relation- flammable, reactive, and exposure, dose-response ships. explosive). relationships, and disease potential. Conduct risk as- sessments associated with flammable and combustible materials. Specify approaches to pre- Understand the categories Calculate/estimate and Design, develop, implement, vent, control, and remediate of basic exposure control interpret potential exposures and evaluate controls to chemical exposure. methods. from exposure assessment reduce or prevent exposures measurements and potential to toxic and/or ignitable methods to reduce exposures. materials.

25 Core Competencies For the Practice of Industrial/Occupational Hygiene

Community Exposure CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Describe general and Understand basic principles Understand potential adverse Design, develop, and technical topics related related to emission sampling interactions or effects of implement emission source to ambient air quality, and health effects of air pol- emissions. sampling and air monitoring air cleaning technology, lution. programs. Implement emission source sampling, controls to prevent atmospheric dispersion community exposure. of pollutants, ambient air monitoring, and health and environmental effects of . Be familiar with peripheral Understand emergency Participate in planning and Help to develop site emergen- disciplines such as emergency preparedness and response managing emergency re- cy response health and safety planning and response, water program. sponse programs plans and work with emergen- pollution, hazardous waste, cy responders on controls to and environmental fate and reduce their exposure risk transport.

Emerging Issues CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Keep current with new tech- Be aware of new health Help to implement programs Understand exposure path- nology being introduced into hazards that are introduced designed to control exposures ways of emerging hazards. the workplace and appropri- into the workplace and their to emerging health hazards. The IH/OH must keep current ate controls to protect human control strategies. with literature and under- health. stand possible impacts on human health. Develop and implement programs as ap- propriate.

Engineering Controls/Ventilation CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Recommend and apply local Able to use proper test equip- Review design drawings and Design local and dilution exhaust ventilation, dilution ment to verify local exhaust verify that dilution exhaust systems to properly ventilation, isolation, and equipment (such as hoods) ventilation and local exhaust provide protection for bio- process change engineering complies with expected stan- equipment meets the neces- logical, chemical, and physical principles to control chemi- dards. Verify dilution ventila- sary exhaust rates in compli- exposure including ignitable cal, biological, and physical tion equipment is functioning ance with ASTM and other atmospheres. Incorporate exposures. as designed. recognized standards. appropriate monitoring equipment for variable airflow systems to ensure exposure levels are not exceeded. Be knowledge of the mechan- Identify the components of a Interpret airflow and ventila- Design and supervise installa- ics of airflow, ventilation mea- ventilation system. Properly tion measurements and com- tion of necessary and ap- surements, design, in- plant operate and read test instru- pare to accepted standards. propriate ventilation equip- air circulation and recircula- ments and report results. Inspect ventilation system ment, including air cleaning tion, air cleaning technology, components to identify components for dilution and and related calculations. causes of deviations from local exhaust systems. Provide standards. necessary design components for air quality consideration, including temperature, humid- ity, and adequate make-up air.

26 Core Competencies For the Practice of Industrial/Occupational Hygiene

Ergonomics CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Identify, evaluate, and recom- Recognize ergonomic risk fac- Apply specific principles of Evaluate and recommend the mend controls to mitigate tors such that one can identify anthropometry, human fac- most effective controls to ergonomically stressful jobs ergonomically stressful jobs tors engineering, biomechan- mitigate ergonomically stress- using principles from anthro- and potential controls to re- ics, work physiology, human ful jobs. pometry, human factors engi- duce ergonomic risk factors. anatomy, occupational medi- neering, biomechanics, work cine, and facilities engineer- physiology, human anatomy, ing to analyze ergonomically occupational medicine, and stressful jobs. facilities engineering for the purpose of preventing injuries and illnesses.

Fatigue Management CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Understand the scientific Be able to recognize the signs Be familiar with the risk fac- Describe the scientific basis of basis of fatigue, sleep cycles, and symptoms of fatigue. tors association with fatigue fatigue, sleep cycles, circadian circadian rhythms and fatigue and their mitigation and rhythms and fatigue physiol- physiology and be familiar review shift schedules and ogy. Develop and implement a with the risk factors associ- overtime practices to ensure fatigue management program. ated with fatigue and their they are compliant with the appropriate mitigation. fatigue management program.

Health Regulations CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Be familiar with applicable Be able to recognize compli- Assist in program implementa- Interpret regulations and regulations at the national, ance and non-compliance and tion and worker training. Au- develop programs to comply state/province, and local level take action accordingly. dit effectiveness of programs. with the regulations. that protect worker health and safety.

Indoor Air Quality CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Be knowledgeable of the fac- Take basic measurements Conduct inspections to identi- Develop and implement an tors that affect IAQ including such as temperature and fy conditions which could lead IAQ program and be able to poor ventilation (lack of fresh, humidity and collect samples to poor air quality. should be review ventilation systems. outside air), problems control- as instructed. familiar with common indoor ling temperature, high or low pollutants such as dust from humidity, recent remodeling construction or renovation, that may impact air flow, and mold, cleaning supplies, other activities in or near a pesticides, or other airborne building that can affect the chemicals. quality of the air in the building.

27 Core Competencies For the Practice of Industrial/Occupational Hygiene

Management CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Describe methods to acquire, Appropriately schedule moni- Develop and determine ap- Design strategies to acquire, allocate, and control resourc- toring and other tasks. Solicit propriate application of IH/OH allocate, and manage resourc- es to accomplish anticipation, information and feedback to programs. es for assessment and control recognition, evaluation and make work adjustments. programs. control of workplace hazards in an effective and efficient manner. Apply principles of cost- Conduct work site assess- Select and apply appropriate Evaluate effectiveness of IH/ benefit analysis, auditing, ments, evaluate results tools to assess workplace OH program, communicate investigation methods, data against standards, commu- hazards. Analyze results and results to management, and management and integration, nicate sampling results, and make recommendations for establish policies and proce- establishment of policies, determine further steps. improvement. dures. planning, delegation of authority, accountability, busi- ness acumen, risk communica- tion, organizational structure and culture, and decision making. Possess the ability to recog- Recognize the basic interac- Apply the specific principles Design, develop, and interpret nize system-level properties tion between similar exposure of systemic interactions to the testing of hypotheses to that result from dynamic in- groups and multiple types of improve IH/OH programs. assess the effects of various teractions among human and exposures. interactions for program social systems and how they improvement. affect the relationships among individuals, groups, organizations, communities, and the environment. Follow a code of ethics. Follow work assignments, Recognize limitations of scope Follow ethics code of the NAR- honestly communicate results of practice. recognized certification board and concerns, and understand in country of practice. limitations.

Noise and Hearing Loss Prevention CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Demonstrate knowledge Know how to calibrate and Develop and determine Interpret results of worker of and apply principles use equipment to determine appropriate sampling noise exposure with respect of the physics of noise worker noise exposure. strategy for assessing worker to compliance with standards and vibration to conduct exposure to noise. and potential for hearing appropriate measurements to loss. evaluate worker exposure. Identify situations with the Recognize situations where Select the appropriate Develop and implement potential to cause noise- in- workers are at risk of exces- instrument and method to strategy to ensure valid infor- duced hearing loss or vibra- sive noise exposure. monitor noise exposure to use mation is obtained to design tion-related injury, and recom- as the basis of control. and recommend measures to mend methods to eliminate or eliminate worker exposure to control excessive exposure. excessive noise. Demonstrate knowledge of Explain the mechanics of Describe the relationship Recommend and ensure the anatomy and physiology incurring hearing loss. between the physics of noise implementation of specific of the ear with respect to the and its consequences with re- controls and hearing loss pre- development of impaired spect to the auditory system. vention measures to protect hearing. workers from noise. Evaluate audiograms and au- Interpret an audiogram. Determine that audiometric Recommend when audio- diometric testing programs. testing procedures and an metric testing and/or an audiometric testing program audiometric testing program are valid and appropriate. are warranted, and evaluate effectiveness in preventing hearing loss.

28 Core Competencies For the Practice of Industrial/Occupational Hygiene

Radiation (Ionizing and Nonionizing) CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Apply knowledge of the physi- List major health effects Calculate/estimate and inter- Design, develop, implement, cal characteristics and the associated with exposure to pret potential exposures from and evaluate controls to re- health and biological effects different forms of ionizing field measurements. duce or prevent exposures. associated with exposure to radiation. Understand the Identify radiation sources and alpha, beta, gamma, neutron, categories of basic radiation potential methods to reduce and x-radiation to recommend exposure control methods. exposures. controls based on measure- Use proper instrumentation ment and evaluation of to collect exposure measure- exposure. ments. Apply knowledge of the physi- Understand the health effects Calculate/estimate potential Design, develop, implement cal characteristics, potential associated with exposure to exposures from field mea- and evaluate controls to re- hazards, and health effects different forms of nonionizing surements. Identify radiation duce or prevent exposures. of exposure to electromag- radiation. Understand the sources and potential meth- netic fields, static electric and categories of basic radiation ods to reduce exposures. magnetic fields, lasers, radio exposure control methods. frequencies, microwaves, ul- Use proper instrumentation traviolet, visible, and infrared to collect exposure measure- radiation and illumination to ments. recommend controls based on measurement and evaluation of exposure.

Risk Assessment, Risk Management and Risk Communication CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Demonstrate knowledge of Understand the principles of Evaluate the degree of expo- Participate in overall risk the principles of health risk health risk analysis and appli- sures to workplace health analysis and management of analysis. cation of a sampling strategy hazards and evaluate the a health hazard, process or for relevant information gath- adequacy of existing control workplace, ering. Identify health hazards measures. and contribute to the estab- at the workplace. lishment of priorities for risk management (i.e., recom- mending further appropriate control measures to prevent or reduce risk, implement- ing monitoring and control strategies for unacceptable exposures, and communicat- ing health risk exposures to workers).

29 Core Competencies For the Practice of Industrial/Occupational Hygiene

Thermal Stressors CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Describe thermal strain patho- Understand the risk factors Evaluate the workplace to Develop and implement physiology and hypo- and associated with the devel- identify risk factors associ- comprehensive thermal strain hyperthermic enviromarkers opment of a thermal stress ated with the development prevention programs. and biomarkers, recommend illness. of heat- and cold-related comprehensive thermal strain disorders. prevention programs, and rec- ognize special human risk fac- tors for heat- and cold-related disorders and deaths. Demonstrate knowledge of Identify and differentiate Develop training programs to Evaluate work environments medical/first aid care in case symptoms associated with increase worker awareness. to predict the likelihood of emergency. various thermal-related disor- Prepare appropriate emer- of workers developing a ther- ders. Apply appropriate first gency procedures. mal stress-related illness. Eval- aid treatments. uate, revise, and implement thermal stress programs and training. Develop and imple- ment preventive controls.

Toxicology / Human Disease CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Demonstrate knowledge of Recognize the primary Interpret toxicological Review and apply scientific the principles of toxicology, acute and chronic effects of information provided on literature to develop proper including symptomatology; specific materials based on in- Safety Data Sheets and toxicological information pharmacokinetics; mode of ac- formation provided on Safety other standard sources. Con- to be used on Safety Data tion; additive, synergistic and Data Sheets. vey effects to workers in an or- Sheets and to develop worker antagonistic effects; routes of ganized manner that workers hazard training programs. entry; dose response; absorp- can understand and Interpret results of in vivo and tion; ; excretion; apply to protect themselves. in vitro toxicological studies target organs; toxicity and their application to hu- testing protocols; aerosol man health. deposition and clearance in the respiratory tract; and carcinogenic, mutagenic, teratogenic, and reproductive hazards. Apply the toxicological Interpret labels and Explain each of the Categorize a new chemical principles to evaluate Safety Data Sheets and components of the GHS. using the GHS based on and predict health effects communicate the hazards Apply the definitions to collected data or data from exposures to single to workers using the Global chemicals found in the available in the scientific contaminants, mixtures of Harmonized System (GHS) workplace. literature. Review exposure contaminants, and natural of classifying and labeling of data of employees to and synthetic agents. chemicals. evaluate potential adverse effects and recognize when employees may be exhibiting effects from exposure. Apply the toxicological prin- Have basic understanding of Be able to answer basic ques- Recognize occupational ciples to evaluate and predict occupational diseases caused tions about occupational disease and link them to a health effects from exposures by hazards in the workplace diseases and be knowledge- workplace agent. Review epi- to single contaminants, mix- and refer questions to profes- able about specific target demiology literature. Explain tures of contaminants, and sionals in the organization. organ effects of the chemicals the biological characteristics natural and synthetic agents. present in the workplace. of chronic diseases and the burden they represent world- wide and how the interaction of genetics, lifestyle, and envi- ronment influence the health of a population.

30 Core Competencies For the Practice of Industrial/Occupational Hygiene

Work Environments and Industrial Processes CORE COMPETENCY TECHNICIAN PRACTITIONER PROFESSIONAL Anticipate, recognize, Recognize and understand Apply principles and practices Work effectively on a multidis- evaluate, control and confirm that in different work environ- to address hazards that can ciplinary team to investigate protection of workers’ and ments and industrial process- potentially cause related or evaluate work processes others’ exposures associated es, the health and well-being diseases and/or dysfunctions and methods from the point with specific industries and/or of workers have the potential from exposures to specific of view of the possible genera- processes. of being affected by the oc- industrial processes (e.g. tion and release/propagation currence (real or potential) confined space entry, spray of potentially harmful agents of chemical, physical, and painting, welding, abrasive and other factors, with the biological agents and other blasting) and work environ- aim of eliminating exposures stresses, and their interac- ments (e.g. foundry opera- or reducing them to accept- tions with other factors. tions, hazardous waste site able levels. remediation and indoor environmental conditions).

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Core Competencies For the Practice of Industrial/Occupational Hygiene

The Future of Industrial Hygiene

IHs/OHs help minimize risks associated with exposure A career in IH/OH is promising. As long as people work, to health hazards presented by work activities. Improve- there will be a need to protect their health. Public con- ments in science and technology will increase the abil- cern about risk to worker health and well-being will con- ity to control and reduce risks and may also enable IHs/ tinue to grow. Increased access to information will lead OHs to identify some risks that were not recognized in to broader recognition that occupational illnesses and the past. Changes in the workplace (e.g. nanotechnology, premature deaths are preventable by some degree of hu- robotics) and in the work force (e.g. aging workforce, di- man control. IHs/OHs serve a dual role to promote peo- versity in the workforce) will continue to pose challenges ple’s well-being and provide the science to protect them and drive improvements in worker protection stimulat- while they work. ing the need for IH/OH expertise.

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Core Competencies For the Practice of Industrial/Occupational Hygiene

Abbreviations/Acronyms

3-D Three-Dimensional GHS Globally Harmonized System (of Classification ABET ABET Inc. (originally incorporated as the Accredi- and Labeling of Chemicals) tation Board for Engineering and Technology, IAQ Indoor Air Quality Inc. and now known by just its acronym) iCertOH International Certificate in Occupational ABIH American Board of Industrial Hygiene Hygiene ACGIH American Conference of Governmental IH Industrial Hygiene or Industrial Hygienist Industrial Hygienists ILO International Labour Organization AIH Academy of Industrial Hygiene (decommissioned IOHA International Occupational Hygiene Association in 2014) NAR National Accreditation Recognition AIHA American Industrial Hygiene Association NIOSH National Institute for Occupational Safety and ATP Approved Training Provider Health (United States) ASTM ASTM International (prior to 2001, was called the OH Occupational Hygiene or Occupational Hygienist American Society for Testing Materials) OHTA Occupational Hygiene Training Association BOHS British Occupational Hygiene Society OS&H Occupational Safety and Health CEPH Council on Education for Public Health OSHA Occupational Safety and Health Administration CHMM Certified Hazardous Materials Manager (United States) CIH Certified Industrial Hygienist PPE Personal Protective Equipment CSP Certified Safety Professional

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Core Competencies For the Practice of Industrial/Occupational Hygiene

References

ABET – www.abet.org

American Board of Industrial Hygiene – www.abih.org

American Cancer Society – https://www.cancer.org/

American Conference of Governmental Industrial Hygienists – www.acgih.org

American Industrial Hygiene Association – www.aiha.org

British Occupational Hygiene Society – http://www.bohs.org/

Canadian Registration Board of Occupational Hygienists – http://www.crboh.ca/

Council on Education for Public Health (CEPH) – https://ceph.org/

Fingerhut et al., 2005 (journal article referenced on p. 6) – http://www.sjweh.fi/index.php?page=list-articles&author_ id=2461

International Labour Organization – http://www.ilo.org/global/lang--en/index.htm

International Labour Organization Safety and Health at Work – http://www.ilo.org/global/topics/safety-and-health-at- work/lang--en/index.htm

International Occupational Hygiene Association – http://ioha.net/

National Institute for Occupational Safety and Health – https://www.cdc.gov/niosh/

Occupational Hygiene Training Association – http://www.ohlearning.com/

Tikala et al., 2012 (journal article referenced on p. 6) – https://www.ncbi.nlm.nih.gov/pubmed/24219404

37 Core Competencies For the Practice of Industrial/Occupational Hygiene

38 Core Competencies For the Practice of Industrial/Occupational Hygiene

Appendix

Comparison of Core Competencies with Accrediting Bodies and Other Providers Higher education programs may be accredited by external organizations such as ABET and CEPH. Other training may be obtained from certificate programs such as that defined within the OHTA. This section compares the list of core com- petencies for the practice of IH/OH with these three organizations. If the program includes specific training in a core competency area, there is an “X” in that column under the name of the external organization.

Required Knowledge Area ABET CEPH OHTA Air Sampling and Instrumental Analysis X X • Determine appropriate sampling strategy. • Select and describe the advantages and disadvantages of using the various types of air sampling instruments and the collection of full-shift, task-based, and grab samples. • Describe principles and application of laboratory analytical procedures and appropriate methods of detection for sample analyses (e.g., gas chromatography, spectrophotometry, atomic absorption spectrophotometry). • Demonstrate knowledge of instrument calibration and quality assurance practices. Basic Science X X • Know and apply scientific concepts from the fields of o General chemistry o Organic chemistry o Biochemistry o Analytical chemistry o Biology o Anatomy o Physiology o Physics o Mathematics o Statistics • Describe physical properties of substances, such as o Reactivity o Combustibility o Flammability • Perform calculations related to gas laws, airborne concentrations, units of measures and conversions, and pressure and temperature adjustments. Biohazards X Identify biological agents such as • Viruses • Bacteria • Fungi • Molds • Allergens • Toxins • Recombinant products • Bloodborne pathogens • Infectious diseases that are potentially harmful to humans and other biological organisms.

39 Core Competencies For the Practice of Industrial/Occupational Hygiene

Required Knowledge Area ABET CEPH OHTA Biostatistics and Epidemiology X X • Demonstrate knowledge of the principles and techniques used in epidemiology to study the distribution of occupationally induced diseases and physiological factors in workplac- es that influence their frequency. • Interpret and evaluate prospective and retrospective studies, morbidity and mortality, and animal experimental studies using data and data distribution knowledge of statistical and non-statistical data. Chemical Hazards X X X • Apply scientific and technical aspects to natural, controlled, accidental, and intentional releases of chemical agents into occupational and non-occupational environments. • Understand toxic characteristics of hazardous materials and wastes and the concepts of dose-response relationships. • Specify approaches to prevent, control, and remediate chemical exposure. Community Exposure X X • Describe general and technical topics related to ambient air quality, air cleaning technol- ogy, emission source sampling, atmospheric dispersion of pollutants, ambient air monitor- ing, and health and environmental effects of air pollution. • Be familiar with peripheral disciplines such as emergency planning and response, water pollution, hazardous waste, and environmental fate and transport. IH/OH Controls/Ventilation X X • Recommend and apply local exhaust ventilation, dilution ventilation, isolation, and pro- cess change engineering principles to control chemical, biological, and physical exposures. • Application of these principles requires knowledge of the mechanics of airflow, ventilation measurements, design, in-plant air circulation and recirculation, air cleaning technology, and related calculations. Ergonomics X X Identify, evaluate, and recommend controls to mitigate ergonomically stressful jobs using principles from: • Anthropometry • Human factors engineering • Biomechanics • Work physiology • Human anatomy • Occupational medicine • Facilities engineering for the purpose of preventing injuries and illnesses. Health Risk Analysis and Hazard Communication X X X • Demonstrate knowledge of the principles of health risk analysis. • Establish an exposure assessment strategy. • Collect basic characterization information (workplace, work force, agents). • Assess exposures to the work force. • Prioritize health risks. • Implement monitoring and control strategies for unacceptable exposures. • Schedule and perform periodic reassessments as necessary. • Document and communicate health risk exposures.

40 Core Competencies For the Practice of Industrial/Occupational Hygiene

Required Knowledge Area ABET CEPH OHTA Management X • Describe methods to acquire, allocate, and control resources to accomplish o Anticipation o Recognition o Evaluation and control of workplace hazards in an effective and efficient manner. • Apply principles of o Cost-benefit analysis o Auditing o Investigation methods o Data management and integration o Establishment of policies o Planning o Delegation of authority o Accountability o Business acumen o Risk communication o Organizational structure and culture o Decision making • Process the ability to recognize system level properties that result from dynamic interac- tions among human and social systems and how they affect the relationships among indi- viduals, groups, organizations, communities, and the environment. • Follow a code of ethics. Noise and Hearing Loss Prevention X X • Demonstrate knowledge of and apply principles of the physics of noise and vibration to conduct appropriate measurements to evaluate worker exposure to identify situations with the potential to cause noise-induced hearing loss or vibration-related injury, and to recommend methods to eliminate or control excessive exposure. • Demonstrate knowledge of the anatomy and physiology of the ear with respect to the de- velopment of impaired hearing. • Evaluate audiograms and audiometric testing programs. Non-Engineering Controls X • Recommend and evaluate use of personal protective equipment to control exposures using the principles governing selection, use, care, and limitations of the equipment. • Apply knowledge of respirator fit testing, breathing air specifications, material permeabil- ity, eye protection, dermal protection, training, and the use of worker rotation as an admin- istrative control. Radiation, Nonionizing and Ionizing X Apply knowledge of the physical characteristics, potential hazards and health effects of exposure to: • Electromagnetic fields; • Static electric and magnetic fields; • Lasers; • Radio frequencies; • Microwaves; • Ultraviolet; • Visible; • Infrared radiation and illuminations to recommend controls based on measurement and evaluation of exposure; and • Alpha, beta, gamma, neutron and x-ray radiation Thermal Stressors X X • Describe heat strain pathophysiology and hypo- and hyperthermic enviromarkers and bio- markers. • Recommend comprehensive heat strain prevention programs and recognize special hu- man risk factors for heat-related disorders and deaths. • Demonstrate knowledge of medical/first aid care in case of emergency.

41 Core Competencies For the Practice of Industrial/Occupational Hygiene

Required Knowledge Area ABET CEPH OHTA Toxicology X • Demonstrate knowledge of the principles of toxicology including: o Symptomatology o Pharmacokinetics o Mode of action o Additive o Synergistic and antagonistic effects o Routes of entry o Absorption o Metabolism o Excretion o Target organs o Toxicity testing protocols o Aerosol deposition o Clearance in the respiratory tract o Carcinogenic, mutagenic, teratogenic and reproductive hazards • Apply the toxicological principles to evaluating and predicting health effects from expo- sures to single contaminants, mixtures of contaminants, and natural and synthetic agents.

Work Environments and Industrial Processes X • Anticipate, recognize, evaluate and control of workers’ and others’ exposures associated with specific industries and/or processes. • Apply knowledge and skills to address hazards that can potentially cause related diseases and/or dysfunctions from exposures such as confined space entry, spray painting, welding, abrasive blasting, vapor degreasing, foundry operations, hazardous waste site remedia- tion, and indoor environmental conditions.

42 Core Competencies For the Practice of Industrial/Occupational Hygiene ABET The areas of knowledge basic to public health include the following: ABET, Inc., is the recognized accreditor for college and • Biostatistics – collection, storage, retrieval, analysis, university programs in applied science, computing, en- and interpretation of health data; design and analy- gineering, and technology. Among the most respected sis of health-related surveys and experiments; and accreditation organizations in the United States, ABET concepts and practice of statistical data analysis has provided leadership and quality assurance in higher • Epidemiology – distribution and determinants of dis- education for over 75 years. ABET accredits over 3100 ease, disabilities, and death in human populations; programs at more than 600 colleges and universities the characteristics and dynamics of human popula- worldwide. tions; the natural history of disease; and the biologic The program must demonstrate that graduates have basis of health necessary knowledge, skills, and attitudes to competent- • Environmental health sciences – environmental fac- ly and ethically implement and practice applicable scien- tors, including biological, physical, and chemical fac- tific, technical, and regulatory aspects of IH/OH. To this tors that affect the health of a community end, graduates will be prepared to anticipate, recognize, • Health services administration – planning, organiza- evaluate, and control exposures of workers and others to tion, administration, management, evaluation, and physical, chemical, biological, ergonomic, and psychoso- policy analysis of health and public health programs cial factors, agents, and/or stressors that can potentially • Social and behavioral sciences – concepts and meth- cause related diseases and/or dysfunctions. More specifi- ods of social and behavioral sciences relevant to the cally, graduates must be able to: identification and solution of public health problems (a) identify agents, factors, and stressors generated by and/or associated with defined sources, unit opera- tions, and/or processes; OHTA (b) describe qualitative and quantitative aspects of gen- The Occupational Hygiene Training Association (OHTA) eration of agents, factors, and stressors; was formed to promote better standards of occupational (c) understand physiological and/or toxicological inter- hygiene practice throughout the world. OHTA develops actions of physical, chemical, biological, and ergo- training material that it makes freely available on its nomic agents, factors, and/or stressors with the hu- website, ohlearning.com, for use by students and train- man body; ing providers. OHTA also promotes an international quali- (d) assess qualitative and quantitative aspects of expo- fications framework so that all hygienists are trained to a sure assessment, dose-response, and risk character- consistent, high standard recognized in all participating ization based on applicable pathways and modes of countries by Approved Training Providers (ATPs). entry; Its training programs have been internationally re- (e) calculate, interpret, and apply statistical and epide- viewed by professional hygienists and tutors to ensure miological data; high quality and consistency. (f) recommend and evaluate engineering, administra- OHTA has a Memorandum of Understanding with AIHA tive, and personal protective equipment controls to develop and market the materials as part of the AIHA and/or other interventions to reduce or eliminate training offering. NIOSH and OHTA have also recently hazards; signed an agreement that provides for expert assistance (g) demonstrate an understanding of applicable busi- from NIOSH in developing and reviewing the training ma- ness and managerial practices; terials. (h) interpret and apply applicable occupational and en- The free, public-domain educational resources from vironmental regulations; OHTA are located on its website (ohlearning.com). In- (i) understand fundamental aspects of safety and envi- creasingly, materials are being translated and some ronmental health; courses are available in languages other than English, (j) attain recognized professional certification. such as Spanish, Mandarin, French, Portuguese, Arabic, Russian. The materials are based around a series of courses on CEPH various IH/OH topics. Each module includes a full student The Council on Education for Public Health (CEPH) is an manual, course guides, slide packs and details of practi- independent agency recognized by the U.S. Department cal workshops. of Education to accredit schools of public health and The courses are set at various levels: one suitable for public health programs offered in settings other than those with no prior experience; seven at the practitioner schools of public health. These schools and programs (paraprofessional) level, suitable for initial training or con- prepare students for entry into careers in public health. tinuing professional development; and several under de- The primary professional degree is the Master of Public velopment as advanced study for experienced IH/OH. Health (MPH), but other master’s and doctoral degrees Qualified IHs/OHs can be approved as training provid- are offered. ers to offer the one-week courses including a student as- 43 Core Competencies For the Practice of Industrial/Occupational Hygiene sessment and certificate of course completion. been designed so that it can be recognized by national Satisfactory completion of 6 courses can lead to an In- associations as contributing to their own require- ternational Certificate in Occupational Hygiene ICertOH ments for accreditation. that serves as a benchmark for the Practitioner (Para-pro- 3. Advanced level – courses for those who achieve the fessional) or a stepping-stone toward full certification. levels of knowledge and skill expected of a profes- ABIH accepts the courses as prior educational experience sional hygienist. These courses are designed for the toward the requirements for sitting for the CIH certifica- professional to complement existing academic pro- tion exam. grams by focusing only on industry specific topics to The scheme recognizes the following three levels of familiarize the student with the technology and pro- qualification: cess of specific industries and the hazards and con- 1. Technician – the designated Foundation level course trols that may be encountered. in the OHTA system, W201, covers the basic principles The courses use a formative approach to learning that of occupational hygiene. For successful completion makes assessment an integral part of the learning pro- of it, an Award of Successful Course Completion is cess. The scheme can thus serve the needs of students given. The Foundation level provides core knowledge from early technician training through to professional to develop a career in occupational hygiene. development. It encourages a process of “spiral learn- 2. Practitioner (Para-professional) – the designated Inter- ing,” where materials are studied to progressively higher mediate level courses are for those who have studied levels. the technical knowledge and practical skills needed It is important to note that the international qualifica- to undertake occupational hygiene in the workplace. tions cover the core science and practice of IH/OH but do Those who successfully complete the 6 OHTA modules not cover the details of local legislation or local custom are eligible to sit for the International Certificate in and practice. Hence, national associations may impose Occupational Hygiene (ICertOH). The certificate dem- additional requirements before recognizing hygienists onstrates technical knowledge and practical skills in with international qualifications to practice in their identifying health hazards, assessing occupational ex- country. posure, and testing control measures. It is suitable for The available courses are provided on the ohlearning. Technicians and Practitioners who carry out measure- com website. ments and testing in workplaces. The qualification has

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