HEARING CONSERVATION AND SAFETY A REFRESHER PROGRAM

Transcription

1 LEADER'S GUIDE 2357-LDG-E HEARING CONSERVATION AND SAFETY A REFRESHER PROGRAM Training for the OSHA OCCUPATIONAL NOISE EXPOSURE STANDARD Quality Safety and Health Products, for Today...and Tomorrow

2 THE OSHA REFRESHER EDUCATION SERIES This education program is part of a comprehensive series of programs created to provide employees with condensed, refresher training on important OSHA regulatory topics, as well as meet employee retraining requirements of specific OSHA regulations. Bloodborne Pathogens Confined Space Entry Forklift/Powered Industrial Truck Safety Hearing Conservation and Safety The Laboratory Standard The OSHA Lead Standards (Industrial and Construction versions) Lock-Out/Tag-Out Personal Protective Equipment Respiratory Protection and Safety Right-To-Know/The Hazard Communication Standard (Industrial and Construction versions) Supported Scaffolding Safety (Industrial and Construction versions) Suspended Scaffolding Safety (Industrial and Construction versions) More detailed videotape/dvd training programs for these regulations are also available, which can be used for initial employee training. Compliance manuals, employee booklets and posters are available on these regulations as well.

3 WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety and health practices. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws, standards and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment." Copyright 2006 The MARCOM Group, Ltd.

4 TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM Structure and organization Background Objectives Reviewing the program 2 PREPARING FOR THE PRESENTATION Structuring the presentation Setting up the class and classroom 3 CONDUCTING THE SESSION The initial steps Showing the program Conducting the discussion Concluding the presentation Wrapping up the paperwork 4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS Scheduling and Attendance Form Quiz Training Certificate Employee Training Log

5 INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections included in the program are: - How our ears work. - Potential effects of hearing damage. - Common types of hearing damage/loss. - Common causes of hearing damage/loss. - Noise avoidance and hearing safety practices. - Selection and use of personal protective equipment. Each of the sections covers important information in one topic area, providing employees with the basis for understanding good safety and health practices regarding their ears and hearing. Background Hearing injuries/loss effect all types of people in all types of jobs. Injuries frequently occur both on and off the job, and can have a dramatic effect on our ability to perform our work and function in our personal lives. Most injuries to our hearing are noise-related, and virtually all types of hearing injuries can result in hearing loss. While hearing injuries often do not receive the publicity other types of injuries get, over 10 million people in the United States currently have a measurable hearing loss.

6 Objectives To help address these potential problems, this education and training program is designed to present the fundamentals of hearing conservation and safety to all employees. Upon completion of the program, employees should: - Know how the ear and our system of hearing is constructed and how it works. - Understand the potential effects of hearing damage. - Recognize the most common types of hearing damage. - Have a good knowledge of common causes of hearing injury/loss. - Know what good hearing safety practices are. - Know how to select and use basic personal protective hearing equipment. Reviewing the Program As with any educational program, the presenter should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An Outline of Major Program Points section is included in this Leader's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.

7 PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the trainees are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should: - Keep the session related to the topic of hearing conservation and safety. - Relate discussions to your company's operations, procedures and responsibilities. - Prevent any one person or small group of employees in the session from doing all the talking. - Get everyone involved. Ask questions of those who don't participate voluntarily. - Clarify comments by relating them to the key points in the program. Use the Outline of Major Program Points section in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on hearing conservation and safety. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to work safely in their jobs.

8 Setting Up the Class and Classroom Remember, there are a number of things that must be done to set up the class as well as the classroom. These fall into several groups of activities, and include: - Scheduling and Notification Use the enclosed form to schedule employees into the session. Make sure that the session is scheduled so that it fits into your attendees' work day. Send out notification of the session well in advance, to give people enough time to incorporate it into their schedule for that day. If possible, post a notification on bulletin boards in the affected employees' areas. - The Classroom Schedule the room well in advance. Make sure the room can accommodate the expected number of attendees. Check it again on the day of the program to make sure there is no conflict. Make sure the room can be darkened, and won't create a glare on the television screen. Locate the light controls and test them. Make sure the power for the videotape or DVD player you are using operates separately from the room light. See if you can control the room temperature. Know where the closest restrooms are located. Assure that the room is free from distracting noises. Make sure emergency exits are marked and known to the attendees. - Seating Make sure everyone can see the screen from their seat. Make sure everyone can hear the videotape/dvd and you (when you speak).

9 Check to see that seating is such that writing can be done easily. Make sure the seating arrangement allows eye contact between attendees, and between you and attendees. - Equipment and Materials Make sure the videotape or DVD player, monitor, and all appropriate cables and extension cords are available. Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor. If you plan on using a chartpad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements. Make sure you have 6" x 8" index cards or other materials to be used as name tents for attendees. Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using. - Final Check Make sure equipment is in the room prior to the scheduled session. Check to see that the room is set up properly. Check equipment prior to the presentation to assure that it works. Make sure extension cords, etc. are taped down, if need be, to avoid tripping. If you are using the videotape version of the program, run the leader up to the point where the program begins.

10 The Initial Steps CONDUCTING THE SESSION In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to do things safely. Initially, you need to: - Introduce yourself as the session leader. - State the title of the program, Hearing Conservation and Safety: A Refresher Program. - Inform the attendees when there will be breaks (if you plan them) the location of exits and restrooms and if water, coffee, or other refreshments will be available. - Make sure all of the attendees have signed in on your scheduling and attendance sheet. Remember, it is very important to document peoples' attendance at the session. Once this housekeeping is done, it is time to move to the meat of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should follow along the lines of the following: "Today we are going to talk about hearing conservation and safety. Unless we have had hearing problems in the past, we take our ability to hear for granted. Hearing injuries are often more difficult to recognize, both in ourselves and in others, since we are most often dealing in degrees of hearing loss or our ability to hear. But hearing problems are a major concern, both at work and at home. Currently, over 10,000,000 people in the United States have a measurable hearing loss."

11 One of the problems with hearing damage is that it is frequently caused by very common activities. Virtually everywhere we go we encounter some type of noise. It can be at work, at home, 'on the road', even when we are being entertained. And if this noise is loud enough, or has certain characteristics, it can damage our hearing... often permanently." "Once we have a hearing problem it can affect every aspect of our lives. It can make our job more difficult and affect our group's ability to get their work done, causing problems for the company's operations. But even more important, hearing problems do not stay here at work when you leave. They can cause you to have to give up many of the activities you enjoy, make life uncomfortable for others (if you have to turn up the radio or television to hear it) and even make everyday communication with family and friends difficult." "The program we are going to watch today will give us some good information on hearing conservation and safety. It can help us prevent hearing damage and loss... for ourselves and others that we work with. To make this the most productive session possible, we need to look at what we want to accomplish here today (verbally reference the Objectives list from the first section in this guide, or point to the blackboard or chart where you have written them down)." Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being graded, but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember. Showing the Program At this point, you need to introduce the title of the program once again, Hearing Conservation and Safety: A Refresher Program, darken the lights if necessary, and begin the showing of the program.

12 If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see. The DVD menu has two selection bars: - Play. - Contact Us. To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. Conducting the Discussion After the program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of hearing conservation and safety. There are several ways to conduct these discussions. These include: - Calling for questions from the attendees and using these questions as the basis for the discussion. - Leading the discussion through the points covered in the program using statements such as: "One of the sections that we saw in the program was about common causes of hearing injuries. What types of activities in our facility have the potential to result in hearing problems if we do not approach them correctly?" "We saw some interesting things about selecting and using personal protective hearing equipment. Who can review some of the types of equipment we should use in various noisy situations?"

13 You should use the discussion format that you are most comfortable with. The Outline of Major Program Points section in this guide, and the questions and answers in the master copies of the quiz can be very useful as a basis for discussion. Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and interests with the objective of trying to touch on each major area that is discussed within the program. By touching on each area, the attendees are much more likely to retain the information presented in the session. Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.)

14 Wrapping Up the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of paperwork must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course. Remember, it is always a good idea to document information about an employee's attendance at these sessions, as well as the fact that the employee has come away from the session with some knowledge of the occupational noise exposure regulation and the basis for understanding good safety and health practices regarding hearing conservation and safety.

15 OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program. We live in a noisy world. The sound that surrounds us can often help us to communicate with our environment. But it can hurt us as well, often without our even realizing it. For about 10 million people, hearing loss resulting from loud noise is a grim reality. Noise can also cause: Stress. Fatigue. Interference with concentration. Lower morale. Accidents. That's why OSHA (the Occupational Safety and Health Administration) created a regulation to protect workers from high levels of noise. It's called the Occupational Noise Exposure Standard. The regulation requires employees to be trained regarding how to protect their hearing when they work in areas where sound levels can be harmful. That's what this program is all about. Noise has often been called any unwanted sound, but harmful noise is much more than that. The physical pressure created by high levels of sound can have a powerful effect on your body and your mind. While noise has many different characteristics, there are three that can be dangerous.

16 The first is known as frequency. The notes produced by a piano change as each new key is struck. This is because the vibrations sent out by the individual strings are different. These waves can be measured in cycles per second, or hertz. The higher the number of cycles per second a sound has, the higher the frequency of the sound. The frequency of a noise is a concern because higher frequencies are more damaging to our hearing. The second source of potential trouble for your hearing is a sound's volume. Sound volume is measured on a mathematical scale of units known as decibels, or dbs. Each of these increments represents a significant increase in the power of a noise. For example, a three db increase is a doubling of sound energy. Because volume multiplies as it rises up the scale, a 10 decibel gain represents a 10-fold increase in power. The third potentially harmful characteristic of sound is the length of time you remain within a noisy area. This duration of sound is defined by three categories. Continuous noise is a steady sound with little or no change over time. Home construction sites will often have a lot of intermittent noise. In these situations, loud noises can occur for significant time spans, but are separated by relatively quiet pauses. Impulsive noise lasts for less than a second, but is generally very loud.

17 Noise that is loud and continuous is especially dangerous to your hearing. It is when the loudness level reaches an average of 90 decibels over an eight-hour time frame that your hearing is in jeopardy. That's when OSHA's noise exposure regulation says you must take steps to protect your ability to hear. The ear is a delicate but remarkably efficient amplifier. In fact, even modern electronics are no match for the human ear. The outer ear collects sound waves as they come into the immediate area. These are then funneled down the ear canal toward a tight membrane called the eardrum. When the sound waves strike the eardrum, it vibrates. These vibrations are then transmitted to the middle ear. Three small bones within the middle ear amplify the power of the sound to about 1000 times that of the original sound wave. This intensified sound vibration is then transmitted to the fluid-filled inner ear (the cochlea). As this happens, it stirs thousands of hairs within the cochlea. Finally, the movement of these hairs sends electrical signals to the brain, which interprets them as sound. Hearing loss most often occurs when the hairs within the cochlea are harmed. Loud noise can easily injure these fragile hairs and their associated nerve cells. Once harm is done to your cochlea, there is no medical treatment that can bring your hearing back. This makes it especially important to protect yourself.

18 Most of us don't realize how much noise there is in our lives. At work, the legal limit for noise is an average of 90 decibels over an eight-hour period. Many facilities use a system of controls to protect workers from this noise. Often, the first thing that is done is to limit the amount of time an employee spends in a noisy area. At other times, it s possible to use sound muffling equipment on the source of the noise. When neither of these work, hearing protection is what is used. There are a variety of hearing protection devices available for just about every situation. Hearing protection is designed to reduce the sound that reaches your ears. This ability is expressed as the noise reduction rating (NRR). This number helps to indicate how well the device can reduce noise. But it's important to realize that these ratings may not be accurate for your work environment. During testing, the device's manufacturer assigns an NRR based upon a best-case scenario. Since this rarely, if ever, matches the conditions found in a workplace, OSHA recommends that the NRR be reduced by half when you are determining what type of protection you should use. To calculate the amount of protection you need: First ask your supervisor what the noise level is in your area. Next, subtract 90 decibels from the figure they give you. Multiply the resulting number by two. That number is the minimum noise reduction rating your hearing protection device should have.

19 Once you know how much noise reduction you need, you also have to choose the type of protection that is best for your working conditions. Adequate protection is the first selection concern. Proper fit is important too. You need to choose a protector that is practical, as well. It should not interfere with doing your job. Otherwise, you may be tempted to remove it. As you consider your choice of equipment, keep these three words in mind: Protection. Fit. Practicality. Earmuffs are used in a number of situations. Cap-mounted earmuffs attach to safety helmets. Earmuffs are popular because: They are easy to use. They are designed to fit anyone. They aren't easily lost or misplaced. They don't irritate infections or other ear conditions. They can be worn with ear plugs if additional protection is needed. Muffs can't be worn in all situations, however. Some of their disadvantages include: They are heavier than other types of protection. In hot working conditions, they can be very uncomfortable.

20 A muff s protection can also be reduced if it doesn't seal well to your head, which can be caused by: Glasses. Facial hair. Other personal protective equipment, such as respirators. Also, because muffs can be bulky, they can make working in confined spaces difficult. If you decide to use earmuffs, you need to follow some basic guidelines to ensure top performance: Place the cups over your ears, and make sure that the cuffs provide a secure seal with your head. The headband should be tight enough to provide a proper seal, but not so tight that it becomes uncomfortable. It is also important to follow all of the manufacturer s instructions for care of your muffs. Inspect your muffs regularly for wear and tear. Don't use them if they are defective in any way. Wash the cups and headband with a mild detergent. Keep ear cushions clean by using a soft brush to remove oil and dirt that can harden the cushioning material. Replace the cushions when they get stiff or brittle. If earmuffs aren't right for your situation, ear plugs might be a good alternative. These are designed to fit inside the ear canal, and come in both reusable and disposable models. There are a number of good reasons to use plugs: They are small and lightweight. They're inexpensive and easily replaced if lost.

21 In hot or humid conditions, they can be more comfortable than other types of protection. They don't interfere with other personal protective equipment. But just like all hearing protection, plugs are not ideal in every instance... they have disadvantages too. For instance: Each of us is different, and for some people, plugs may irritate the ear canal. Plugs are easily lost, so you may need to carry extra pairs with you. They don't provide adequate protection for high levels of noise. Putting plugs in can be a problem too: Washing your hands prior to inserting plugs can be difficult if your work area doesn't have water readily available. Both inserting and removing plugs can be hard for some people as well. If you do prefer earplugs for your protection, be sure to take these steps to get their full benefit: Always wash your hands before handling plugs. When using foam-type plugs, first shape them between your thumb and forefinger for easy insertion. When your plugs are ready, use your opposite hand to pull the ear outward and upward. Then, insert the plug. Release your ear and make sure that the plug is fully inserted, so it will not fall out. Caring for your plugs is just as easy is using them. The only care required for disposable plugs is that you throw them away. Never use disposable plugs more than once.

22 Regularly inspect reusable plugs for torn flanges or other signs of wear. Don't use plugs that are weakened, because they won't protect you well. Keep reusable plugs clean to avoid infection and to ensure a proper fit. Wash them with a toothbrush in a mild detergent. Rinse the detergent off, and then allow the plugs to airdry on a clean surface. Once they are completely dry, store them in their own plastic container. Ear plugs work well in a variety of situations, but in locations where noise levels are intermittent, they can be bothersome. For these circumstances, canal caps may be more useful. Canal caps, sometimes called pods, consist of two ear plugs held in place by a rigid band. As a result, they are easy to remove when sound levels decrease. The thing to remember about canal caps is that they offer less protection than either muffs or individual plugs. Ask your supervisor if this type of protection is suitable for your work area. Even if you have taken every precaution, your employer will want to make sure your hearing is healthy, so be prepared to take hearing tests. Hearing tests provide an accurate measure of your hearing ability. They also make it possible to start early medical treatment, if a test shows a hearing loss.

23 The first test establishes a starting point, or baseline, of your hearing levels. Remember, the goal of OSHA's Noise Exposure Standard is to preserve your ability to hear human speech. Since the human voice is made up of many frequencies of sound, a hearing test is designed to measure your ability to hear at the 500, 1000, 2000, 3000, 4000 and 6000 hertz frequencies. The results of your hearing test are plotted on a graph called an audiogram. This is your hearing record. If a 10 decibel reduction in your ability to hear is detected at either the 2000, 3000 or 4000 hertz frequencies, you will be notified. This kind of hearing change is known as a standard threshold shift. It means that a sound has to be 10 decibels louder for you to hear it than was necessary in previous years. If test shows that you have experienced this kind of hearing loss, you may be asked to take the test again. This is to make sure the first test was accurate, or that the change was not a temporary one (temporary hearing loss can be common). The hearing loss could also be the result of an ear infection or some other reason. To rule these out, you may be referred to another physician for a medical exam.

24 * * *SUMMARY* * * The real test of any hearing conservation program is that it works. Remember these key points to keep your hearing in top condition. Noise can damage hearing when it averages 90 decibels or more for an eight-hour time period. Be particularly aware of: High frequency sound. Loud sound. The duration, or length of time, you are exposed to harmful sound. Worn properly, hearing protection blocks noise from reaching your ears. When choosing protective equipment, consider its: Noise reduction rating. Comfort and fit. Practicality in your work environment. Hearing tests are a valuable tool in your fight to maintain your ability to hear so make sure to have them regularly. Your life would not be the same without the ability to hear. Our hearing allows us to communicate with others, warns us about dangerous situations and makes it possible to enjoy simple pleasures like music. Hearing is irreplaceable. Do everything you can to preserve this precious gift before it is too late!

25 ACCOMPANYING MATERIALS In order to assist you in complying with as many facets of your training requirements as possible, we have provided a number of specific materials that can be used with this program. Some of these materials have been furnished in master form, so that you can make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include: Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee sign in on the appropriate form, documenting their attendance at the session. Typically, a copy of this attendance/sign-in form is filed in the employee's personnel file. Quiz The quiz is normally given after viewing the program. However, if you want an indication of the increase in the attendees' knowledge of hearing conservation and safety, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their before and after answers as part of the session. Typically, the quiz is filed in the employee's personnel file.

26 Training Certificate This form allows you to give each employee their own certificate of completion showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion. Employee Training Log This log helps you to keep track of when each employee has taken the course, as well as associated courses/training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.

27 SCHEDULING AND ATTENDANCE FORM HEARING CONSERVATION AND SAFETY A REFRESHER PROGRAM TRAINING SESSION SCHEDULE ATTENDEE DATE TIME SIGNATURE

28 QUIZ HEARING CONSERVATION AND SAFETY A REFRESHER PROGRAM Name: Date: 1. How many people in the U.S. have measurable hearing losses? 150,000. 1,500, ,000, Which of the following can cause hearing loss? Disease. Loud noise. Physical injury. All of the above. 3. True or False... One of the effects of threshold shift is losing the ability to hear sounds at only low frequencies? True False 4. You should wear hearing protection if you are exposed to noise levels that average over how many decibels in an 8-hour day? 75 db's. 90 db's. 105 db's. 5. Which type of equipment is generally thought to provide the best protection? Disposable ear plugs. Canal caps. Earmuffs. 6. True or False... An audiogram is the results of a hearing test plotted on a graph? True False 7. True or False... Many times hearing loss is temporary and will return in a few hours? True False

29 QUIZ HEARING CONSERVATION AND SAFETY A REFRESHER PROGRAM PRESENTER'S COPY WITH ANSWERS 1. How many people in the U.S. have measurable hearing losses? 150,000. 1,500,000. X 10,000, Which of the following can cause hearing loss? Disease. Loud noise. Physical injury. X All of the above. 3. True or False... One of the effects of threshold shift is losing the ability to hear sounds at only low frequencies? True X False 4. You should wear hearing protection if you are exposed to noise levels that average over how many decibels in an 8-hour day? 75 db's. X 90 db's. 105 db's. 5. Which type of equipment is generally thought to provide the best protection? Disposable ear plugs. Canal caps. X Earmuffs. 6. True or False. An audiogram is the results of a hearing test plotted on a graph? X True False 7. True or False... Many times hearing loss is temporary and will return in a few hours? X True False

30 EMPLOYEE TRAINING LOG HEARING CONSERVATION AND SAFETY: A REFRESHER PROGRAM Employee: Employee #: Social Security #: Department: Date of Next Required Training: DATE TYPE OF TRAINING OR COURSE DESCRIPTION LOCATION OF COURSE MATERIALS INSTRUCTOR'S NAME AND ADDRESS/DEPARTMENT CERTIFICATION OF TRAINING AND TESTING (Instructor's Signature)

31 TRAINING CERTIFICATE This is to certify that has (employee name) completed the course Hearing Conservation and Safety: A Refresher Program and has been tested on the contents of the course, as required. This training, as well as the associated testing was conducted by and was completed on. (course instructor) (date) (course instructor) (date)