HWD65745 905R77118
1977
c.l
PROCEEDINGS
U. S. ENVIRONMENTAL
PROTECTION AGENCY
REGION V
Workshop on
Management and Coordination
of
Manpower Development and
Training Programs
Environmental Resources Training Center
iSouthern Illinois University at Edwardsville
Edwardsville, Illinois 62026
June 15-16, 1977
-------
PROCEEDINGS
U.S. ENVIRONMENTAL PROTECTION AGENCY
REGION V
Workshop On
Management and Coordination
of
Manpower Development and Training Programs
Environmental Resources Training Center
Southern Illinois University
Edwardsville, Illinois 62026
June 15-16, 1977
, ,,-Hnn
rl Protect! ......
"' , -
-------
Acknowledgements
The Workshop reported herein was conducted under contract no.
WG-7-0215-J from the U.S. Environmental Protection Agency, Region V,
Chicago, Illinois. The Environmental Resources Training Center is
appreciative of the support and assistance provided by the Manpower
Development staff of Region V in organizing and presenting the
Workshop. Appreciation is also expressed to the Region V states
who made it possible for their Manpower Development and Training
personnel to attend the Workshop.
The Proceedings was edited by the staff of the Environmental
Resources Training Center (ERTC), Southern Illinois University at
Edwardsville, Illinois. The ERTC is fully responsible for the contents,
The ERTC wishes to thank Ms. Susan A. Castle, Mr. John L. Krantz,
Dr. James 0. Bryant, Jr., and Ms. Linda Baer for their contribution
in editing the Proceedings. We also thank Ms. Nancy A. Harris and
Ms. Gail Bacon who spent many hours typing and retyping draft versions
of this document.
NOTICE
The views expressed herein are those of the Workshop participants
and do not necessarily reflect the policy or positions of the Environ-
mental Protection Agency.
-------
TABLE OF CONTENTS
PAGE
INTRODUCTION 1
SUMMARY OF REGION V STATE PROGRAMS 2
Minnesota 2
Michigan 3
Wisconsin 3
Indiana 4
Ohio 5
Illinois 6
PROBLEMS AFFECTING MANPOWER DEVELOPMENT AND
TRAINING PROGRAMS 6
Training Association 15
Communications 19
Mechanisms to Evaluate Effective Training 20
Need for Another Coordination Meeting 22
CONCLUSIONS 23
RECOMMENDATIONS 26
POST-SCRIPT 27
APPENDICES
Appendix A. Workshop Agenda A-l
Appendix B. List of Attendees B-l
Appendix C. State Programs
Minnesota C-l
Michigan C-6
Wisconsin C-9
Indiana C-27
Illinois C-30
Appendix D. Problems Affecting Manpower Development and
Training Programs
The Federal Perspective D-l
The State Perspective D-4
Appendix E. Wisconsin Department of Natural Resources
Performance Objectives for Evaluating
Training Effectiveness E-l
-------
Introduction
On June 15-16, 1977, twenty-three representatives of manpower develop-
ment and training programs from the states of Illinois, Indiana, Michigan,
Minnesota, Ohio, Wisconsin and the U.S. Environmental Protection Agency met
at the Environmental Resources Training Center, Southern Illinois University,
Edwardsvilie, Illinois. The objectives of the meeting were to:
1. Interchange information on Federal, state and local manpower
development and training programs for water supply and
wastewater treatment facility operators;
2. Identify manpower development and training resources avail-
able in each state and procedures to improve interchange
of available resources and materials;
3. Identify problems affecting manpower development and training
programs and recommend priority program responses to identi-
fied problems;
4. Assess mechanisms to increase visibility and support for
manpower development and training programs and activities;
and
5. Prepare and publish a formal proceedings document.
Tom Yates, Director, Management Division, U.S. EPA, Region V, empha-
sized the need to document the benefits of manpower development and train-
ing programs in terms that would stress the relationship of these programs
to the achievement of environmental goals. Specifically, he pointed to
the need to document the link between training and improved plant performance.
He stated that accomplishment of the Workshop objectives would be a step
toward selling manpower programs to policy makers.
The need for a meeting between state manpower development personnel
was recognized by the Region V Manpower Development staff as a vital link
to establishing effective communication and coordination between the states
and local training institutions. Region V awarded contract number WG-7-0215-J
to the Environmental Resources Training Center (ERTC) to organize and host
a Workshop on Management and Coordination of Manpower Development and Training
Programs. The ERTC was also tasked to prepare a written proceedings for the
Workshop and to coordinate the proceedings with workshop participants.
The Workshop Agenda is located at Appendix A. The List of Attendees
is located at Appendix B.
-------
-2-
Summary of Region V State Programs
One objective of the Workshop was to interchange information on manpower
development and training programs in each of the Region V states. Each state
was requested to prepare a written description of its programs. All states,
except Ohio, submitted written program descriptions. The papers prepared by
each state are located at Appendix C. The papers are abstracted in the
following paragraphs.
Minnesota
Linda Giesen, Minnesota Pollution Control Agency (MPCA), described the
Minnesota wastewater operator training program.
In 1972, Minnesota adopted a mandatory certification program to replace
the voluntary certification program. The MPCA was given responsibility to
administer the certification program and to insure that adequate education
and training were available to operators for compliance with the law. Only
courses sponsored, co-sponsored or approved by the MPCA are accepted as
continuing education credits for certification. Approximately 1,200 of
Minnesota's 2,000 municipal and industrial wastewater operators hold valid
operator certificates.
The Operator Training Unit of MPCA sponsors an extensive series of
short courses and seminars for both entry level and upgrade training.
Several community colleges and vocational-technical schools offer nine to
eighteen month preparatory wastewater vocational programs.
MPCA has two overall objectives: (1) to acheive 100% operator certi-
fication, not just mandatory certification of the operator in direct respon-
sible charge and (2) to improve the efficiency of wastewater treatment
facilities through certification and training. The MPCA Operator Training
Unit is working to achieve these goals by building an in-house training
capability that is financially self-sufficient which can take training to
the operators through workshop style programs. The MPCA trains for improved
operation and maintenance and better quality effluent with certification as
a fallout benefit. Programs are designed to be practical to facilitate
transfer of skills from the classroom to the plant. The classroom training
program is being supplemented with follow-up, on-the-job assistance.
To implement the program, the MPCA has designed its workshop programs
around specific wastewater treatment processes such as activated sludge,
trickling filters, stabilization ponds, sludge digestion, etc. The MPCA
has developed extensive training aids, including text and audio-visual
support materials, to assist the operator during the training programs.
Ms. Giesen then described the specific workshop programs and materials
that have been developed by the MPCA.
-------
-3-
Michigan
Howard Selover, Michigan Department of Natural Resources (MDNR), de-
scribed the Michigan wastewater operator training program.
Michigan's program for operator training derived from the results of
a needs survey conducted in 1974. The results of the survey showed that the
priority need was for upgrade training of operators. Entry level training
was a far lower priority. The survey indicated that laboratory training,
general operations, mathematics, instrumentation, maintenance and electricity
were the areas of greatest need.
MDNR has developed a series of four wastewater analyses courses for
municipal operators and is now developing laboratory courses for industrial
operators. MDNR has also implemented courses on the activated sludge pro-
cess, electrical maintenance and lagoon operations. Courses are presented
each year at several locations in the state. In addition, a two-day training
seminar to update plant personnel on technological advances and regulatory
policy are presented each year at four locations. Direct technical assis-
tance to treatment facilities is an integral part of the Michigan training
program.
In 1976, MDNR implemented a revised certification rule which increased
the passing score from 60% to 70%. As a result, the percent of persons taking
the examination who passed decreased markedly. This was interpreted to show
inadequacy in the current training program to provide sufficient, necessary
training.
Wisconsin
Ralph O'Connor, Wisconsin Department of Natural Resources (WDNR) de-
scribed the Wisconsin water supply and operator training and certification
programs. Following Mr. O'Connor's presentation, Mr. Tom Arpin, Wisconsin
Department of Industry, Labor and Human Relations, described Wiscon's
efforts to implement an apprenticeship program. (Note: Mr. O'Connor did
not provide a written paper. N. Bailey Lorberbaum's paper describing the
Wisconsin program is included in Appendix C.)
WDNR is divided into six regions. Each region has a full-time operator-
instructor who has an extensive teaching experience and has intensive training
in water and wastewater operations. The regional operator-instructor is
responsible for developing training programs, administering the certification
program and providing in-plant assistance to operators.
Because the certification and training programs are handled locally by
the same persons, both programs can be readily modified to meet operator
needs. For example, those mathematic calculations which are seldom used
by the operator in the day-to-day control of the plant have been deleted
from the certification test. Unlike many other certification programs, the
Wisconsin examination is being modified to include both written and on-the-
job performance tests.
-------
-4-
Wisconsin uses performance objectives as guides for preparing both
training courses and certification examinations. Goals for certification
and training are the same - to meet the needs of the operator in developing
skills required to perform all tasks for proper operation and maintenance
of the treatment facility.
Tom Arpin described Wisconsin's efforts to develop an effective appren-
ticeship program combining on-the-job work experience with supplemental
instruction to qualify individuals as operators of potable water supply and
wastewater treatment facilities. Mr. Arpin emphasized that one of the
greatest problems facing the apprenticeship and other training programs is
acceptance by the governing bodies which own and operate the facilities. He
stated that everyone in the industry was sold on the need for training and
the apprenticeship program as a mechanism to meet the training and manpower
needs, but that final approval must come from city councils, county boards
and public utility commissions which are responsible for the systems. Many
of the governing bodies are politically oriented and may be more interested
in the political impact of the program than in the most efficient and economi-
cal way to accomplish the job.
Indiana
t
Mr. George Kinias, Director, Environmental Training Center, Indiana
Vocational Technical College (IVTC), Gary, Indiana, described the Indiana
program for operator training.
Indiana has obtained $1.4 million to construct the Environmental Training
Center at IVTC's Gary campus. The Center will be charged with coordinating
and implementing the training program at thirteen regional campuses of IVTC.
Funding for the Center consists of $250,000 from U.S. EPA (PL 92-500, Section
109(B)), $156,000 from the U.S. Energy Research and Development Administra-
tion, and $950,000 from state sources.
The Environmental Training Center is a separate financial and admini-
strative entity within the IVTC system. The Indiana Commission on Higher
Education and the Indiana State Board of Vocational and Technical Education
provide operational funds and approve new programs and/or courses.
The Environmental Training Center offers an A.A.S. degree in Pollution
Control Technology and is developing a program in Power and Energy Technology.
In addition to the degree programs, the Center will be offering a series of
courses in plant operations, plant math and basic laboratory skills semi-
annually to coincide with the state's spring and fall certification programs.
Special upgrade courses will be offered on as-needed basis. The degree
programs will be offered at several IVTC campuses. It is planned that the
operator upgrade and certification preparatory courses will be offered at
all IVTC campuses within the next five years.
-------
-5-
Ohio
Mr. John Hanhilammi, Vice President, Operator Training Corporation of
Ohio (OTCO), described their prog.-am. Mr. Hanhilammi did not prepare a
formal paper on the program.
OTCO is chartered as a non-profit corporation in Ohio and has respon-
sibility for developing and presenting operator training programs in Ohio.
The OTCO is financially self-supporting through fees charged for training
courses and receives no state or federal funding support.
Standardized courses and teaching materials are developed by OTCO and
then presented at various locations in the state. Instructors are experi-
enced operators or other professionals in water supply and wastewater treat-
ment field.
Illinois
Mr. Ernest C. Bennett, Manager, Operator Certification and Training Unit,
Division of Pollution Control, Illinois Environmental Protection Agency (IEPA),
described the Illinois program. Dr. James 0. Bryant, Jr., Director, Environ-
mental Resources Training Center (ERTC), Southern Illinois University at
Edwardsville described the ERTC program.
Mr. Bennett stressed the Illinois objective is to acheive optimum opera-
tion of treatment facilities. This objective is to be acomplished by a
coordinated effort in training and certification. Performance objectives for
both training and certification programs will be developed from the results
of an extensive workforce analysis being performed jointly by the IEPA and
the ERTC.
The thrust of the Illinois program is twofold: (1) to train operators
and (2) to train instructors of operator training courses. The ERTC is
charged with developing and coordinating training programs to be delivered
through the Illinois community college system (49 campuses). The major need
at the colleges is for qualified instructors to teach the operator courses.
"Project Optimize", a comprehensive three-year effort by IEPA to provide
in-plant assistance to operators and to develop instructors, was briefly
described. Mr. Bennett stated that a final project report was being prepared
and would be distributed to Workshop participants.
Dr. Bryant gave a brief history of the ERTC and described the program
planned by the Center. The ERTC was constructed at Southern Illinois Univer-
sity at Edwardsville. $2.5 million in state anti-pollution bond issue funds
were available for design, construction and equipping of the Center. The
Center was occupied in December, 1976. Equipment is now being specified,
purchased and installed.
-------
-6-
During the first two years of operation the ERTC will concentrate on
in-service short courses for operator upgrade training. Bv 1980,
the ERTC plans to offer an entry-level certificate program to provide an
entry into operating professions through the educational system.
ERTC in-service training programs will be a cooperative effort between
the ERTC and the public community colleges. The ERTC will concentrate on
developing and presenting training at the intermediate and advanced levels
for operators. Basic-level training will remain a responsibility of the
public community colleges. The ERTC will attempt to "standardize" basic
courses offered at the colleges by defining minimum performance objectives
for these courses and developing instructor and student aids for use by the
colleges. The ERTC will also develop and present a series of instructor
development programs to improve the quality of instruction in the college
programs.
The ERTC stresses "hands-on" training. The Center is designed and equipped
to maximize "hands-on" experience. For example, in laboratory skills courses
all trainees must perform each test procedure during the course. Pilot scale
equipment is being procured and installed at the Center. Trainees will receive
"hands-on" instruction in operational procedures using the pilot scale equipment.
Problems Affecting Manpower Development and Training Programs^
Joel Margolis (Acting Chief, Manpower Development Branch, U.S. EPA,
Region V), Willard N. Sexauer (Supervisor, Operator Training Unit, Minnesota
Pollution Control Agency), and George Kinias (Director, Environmental Training
Center, Indiana Vocational Technical College) presented discussion papers
on priority problems affecting manpower development and training programs from
the Federal, state and local perspective. Papers read by Messrs. Margolis
and Sexauer are located at Appendix D.
Mr. Margolis highlighted two major problems facing manpower development
and training programs: (1) the need to identify alternate funding sources
for these programs, and (2) the need to increase visibility and program
priority at the local, state and Federal levels. Mr. Margolis stated that EPA
funding for environmental training programs would probably remain at relatively
modest levels because training is only one minor program among many environ-
mental problems and programs addressed in Federal legislation. Consequently,
state and local training institutions must begin to look to other sources of
support such as the Comprehensive Employment and Training Act (CETA) and the
vocational education system. He stressed that coordinated effort by local
and state manpower and training agencies to document the link between training
and improved facility performance was a key to increasing the visibility of
and priority for training. Policy makers must be given factual evidence of
the benefits of training in a form that can be readily translated to achieve-
ment of environmental goals and which demonstrate that manpower and training
programs are a cost-effective investment for achieving environmental goals.
-------
-7-
Mr. Sexauer identified lack of communication between local, state and
Federal personnel as a major problem facing manpower programs. Lack of com-
munication has resulted in Federal, state and local duplication in many areas.
Better communication would aid in eliminating duplication of activity. Mr.
Sexauer suggested that formation of a "national training organization" be
considered as a mechanism to improve communication.
Lack of control and coordination of operator training programs was the
second major problem identified by Mr. Sexauer. He stated that some degree
of centralized control was required to assure that statewide training pro-
grams are coordinated and of consistently high quality in responding to the
operators' needs to perform the job satisfactorily. He pointed out that lack
of control had resulted in fragmented training programs delivered by different
training institutions. Some of these programs were of high quality; others
were not. Some centralized control and coordination could solve this problem.
Mr. Sexauer stressed the need to take training to the operator at his
plant. He endorsed the regional trainer concept as practiced in Wisconsin.
He expressed concern that such trainers may be diverted to other duties unless
their activities are well coordinated and controlled.
Mr. Kinias pointed out the need for the local training institution to
have an accurate assessment of manpower and training needs. There is a lack
of good guidance on procedures for assessing these needs. He stressed the
problem the local institution faces in identifying qualified instructors to
present quality training programs responsive to operator job needs. Lack
of quality training materials and inadequate access to available training
materials are problems faced by the instructor who needs these training aids
for support in his classes, A final problem identified by Mr. Kinias was the
low priority given to operator training by local, state and Federal governing
agencies. Local governing bodies who own and operate facilities do not recog-
nize the need for trained personnel and hence often do not encourage operator
attendance at training classes. Lack of state and Federal support hinders
the development of much needed training materials.
Mr. Kinias suggested that the following topics be considered by the
workshop for discussion: (1) community education for local decision makers;
(2) techniques to assess the cost-benefits of training; (3) methods to stress
the value of water supply and wastewater treatment facilities as community
resources rather than as liabilities; (4) need for a "national training
association" to improve communication and lobby for manpower and training
programs; (5) mechanisms to facilitate dissemination of training materials;
(6) mechanisms to evaluate the effectiveness of training using measureable
parameters; and (7) mechanisms for funding development of materials, curricula
and instructors.
Following the presentations by Messers. Margolis, Sexauer and Kinias,
Workshop participants devoted approximately two hours to a brain-storming
session to identify as completely as possible the major problems facing
environmental manpower development and training programs. The brain-storming
session generated twenty-seven topics which could be discussed. Each topic
-------
-8-
represented a significant problem or problems which must be addressed and
resolved before manpower development and training programs can be pursued
with maximum efficiency and effectiveness. The topics surfaced (with a
brief discussion of each added) a\ 2 listed below. There is duplication
and overlap between the topics listed. No effort is made, at this point,
to eliminate such overlap or duplication since the objective of the brain-
storming session was to generate as many ideas as possible.
1. PROCEDURES TO IMPROVE COMMUNICATION BETWEEN TRAINERS.
Water and wastewater training programs are conducted by fifty
states, ten U.S. EPA regions, U.S. EPA headquarters and an
unidentified number of training centers, vocational schools,
community colleges and universities. There is very limited
communication between the hundreds (perhaps thousands) of
individuals involved in the management, development or delivery
of operator training programs. There are no known formal
communication channels or vehicles by which trainers can inform
each other1 of their activities or about new training aids or
materials which are under development or are available for
use by others.
2. NEED FOR A "NATIONAL ASSOCIATION" TO SUPPORT AND ADVANCE
MANPOWER AND TRAINING OBJECTIVES
Numerous national environmentalTy related organizations exist.
Each usually has education as one of its many functions or
objectives. There is no national organization which addresses
itself solely to the needs of the environmental trainer.
There may be a need for such a training association to repre-
sent and promote the interests of the environmental trainer.
Such an association may also serve as the channel to improve
communication between trainers and training institutions.
3. PROCEDURES FOR PERFORMING TRAINING NEEDS ASSESSMENTS
All institutions "involved' in training must have a~speci f i c
assessment of training needs. Such an assessment must identify
the trainee population, skills deficiencies, and training re-
quired to overcome the skills deficiency. Each of these items
must be in sufficient detail to identify training needs in
localized geographic areas so that the training agency can plan
an appropriate and timely response. The system for the needs
assessment must lend itself to regular periodic updating with
a minimum expenditure of effort. To date, no generally recog-
nized and accepted procedure for performing such a needs assess-
ment has been developed although several systems have been tried
in the various states.
4. MECHANISMS TO IMPROVE PUBLIC AND COMMUNITY AWARENESS AND
ACCEPTANCE OF MANPOWER AND TRAINING NEEDS
The general public and community policy makers have developed an
acute awareness of the need for environmental protection during
the past ten years. Yet the need is perceived in terms of
-------
-9-
regulatory action and the need for environmental control faci-
lities to meet environmental standards. Only a limited appre-
ciation for the human resources and technical skills required
to operate environmental control facilities exists. This is a
particularly prevalent attitude among the governing boards of
publicly owned treatment works. Mechanisms and procedures to
increase public and community awareness of human resource re-
quirements for operation and maintenance of treatment works are
needed.
5. WAYS TO IMPROVE THE OPERATORS' PROFESSIONAL IMAGE
This problem is closely related to topic 4 above. The general
public and community officials have only a limited appreciation
for the technical skills and knowledge required to operate and
maintain a modern pollution control facility. The low esteem
of the operator makes it difficult to recruite personnel into
the field, results in low pay scales and leads to inadequate
operation and maintenance of pollution control facilities.
6. DOCUMENT AND DEMONSTRATE IMPROVED PERFORMANCE AS A RESULT OF
TRAINING
The water and wastewater treatment plant operator and others
directly involved in training for operation and maintenance
of environmental control facilities tacitly accept that train-
ing results in improved facility performance. However, specific
data to document the benefits of training in terms of improved
facility performance or improved environmental quality have' not
been developed and presented.
7. DEVELOPMENT OF TRAINING AIDS
A~!What are the priority needs?
B. What is available? How good is it? How can it best be used?
C. How can distribution of training aids be improved?
There is need to control development of training aids to avoid
duplication of effort. Concern has been expressed that some
training materials development has not been directed to the
needs of the trainer in the field but rather to the needs of the
training manager. There is need to define priorities for and
then develop training materials for classroom use based on the
needs of the classroom instructor. Prior to development effort
there should be a review and evaluation of what training materials
are available and how they can best be used. Finally, many states
and localities have developed training aids for in-house use which
are not widely publcized or distributed because the developer does
not have the resources nor the desire to handle distribution.
Mechanisms to improve distribution and use of available training
aids must be evaluated. The U.S. EPA Instructional Resources
Information System (IRIS) is an excellent start toward cataloguing
training materials but does not include evaluations of the materials,
'There is some concern that IRIS will not be maintained. Concern
with procedures to distribute update versions of IRIS were voiced.
-------
-10-
8. PROCEDURES FOR INTERCHANGE OF INSTRUCTIONAL RESOURCES BETWEEN
STATE? '
Instructional resources as used in this topic refer to both
personnel and materials. There is need to identify the barriers
to interchange of resources created by state boundaries and ex-
plore mechanisms to overcome these barriers. For example, many
states, such as Minnesota or Michigan, have developed excellent
training aids for specialty seminars and workshops in wastewater
operations but are limited to in-state distribution of the
materials. Such documents are often available in single copies
to other trainers who may be authorized to reproduce the materials.
Availability of such materials is not widely publicized because
the developers do not want nor can they respond to large numbers
of requests for the materials. In terms of instructor interchange
between states, it may be possible to work out "in kind" exchange
arrangements to present selected training materials. These and
other problems facing region-wide interchange of instructional
resources need to be explored.
9. PROCEDURES TO INCREASE THE PRIORITY OF AND FUNDING SUPPORT FOR
MANPOWER AND TRAINING PROGMMS"
As pointed out by Messers. Margolis, Sexauer and Kinias, manpower
and training programs carry relatively low priorities in Federal
and state regulatory agency program planning and are often viewed
by governing boards of environmental control facilities as low
priority needs of the facility. As a result of low program
priority, financial and personnel resource commitments to these
programs are often inadequate. Methods to increase the visibility,
priority and resource support for manpower and training programs
must be developed and implemented if human resource needs for
operation and maintenance of environmental control facilities are
to be met.
10. TECHNIQUES TO PERFORM WORKFORCE ANALYSES
A~TWhat tasks does the operator perform?
B. What are the performance objectives and evaluation criteria
for each task?
C. How do tasks and performance objectives differ from plant
to plant and operator to operator?
D. What are the consequences of inadequate performance of tasks
by the operator?
E. What are the projected labor needs in water supply and waste-
water treatment?
This topic is closely related to several other topics. A broad
and thorough identification of the workforce, present and future,
at the local, state, regional and national levels is needed.
Studies have been performed in several states. However, there
is no generally accepted methodology for identifying and charac-
terizing the workforce. Both the data describing the workforce
and proven techniques for obtaining valid data are needed. The
-------
-11-
data describing the workforce are urgently needed to facilitate
both short and long range planning of responsive manpower and
training programs.
11. NEED TO EMPHASIZE THE WATER SUPPLY AND WASTEWATER TREATMENT
SYSTEMS AS COMMUNITY RESOURCES (ASSETS) RATHER THAN LIABILITIES
Often community officials and the public view the water supply
and, particularly, the wastewater treatment facilities as
community liabilities which must be constructed, operated and
maintained with a limited or non-existent return to the community.
There is nee^d to reorient community leaders to the advantages and
benefits of having well operated and maintained public utilities
as an asset to the economic growth and stability of the community.
12. NEED FOR INSTRUCTOR DEVELOPMENT ACTIVITIES
Many local and state training programs are faced with a major
problem in identifying and retaining qualified instructional
personnel. Many programs operate with part-time instructors,
the technically qualified and interested water supply or wastewater
facility operator who is willing to teach training courses during
his/her spare time. Often these part-time instructors have tech-
nical skills but limited instructional skills because they haven't
been trained in instructional techniques. Training programs and
other inducements to develop instructor resources are needed. A
related problem is the limited number of qualified personnel to
fill a growing number of full-time instructional or training manage-
ment positions at state and local training centers and colleges.
New positions are often filled by attracting an individual from
another training institution. Career paths for individuals who
wish to enter manpower and training as a profession must be developed,
Programs to educate and train new personnel for entry into full-time
training careers are needed.
13. PROCEDURES TO GET GREATER OPERATOR ASSOCIATION INVOLVEMENT IN
TRAINING DEVELOPMENT AND DELIVERY
Many water supply and wastewater treatment operating personnel
have become disillusioned with the national professional organi-
zations and are forming their own local and state operator asso-
ciations. In many instances the operator associations have not
been integrated into the Federal, state and local training pro-
grams. Procedures to encourage operator association involvement
and to achieve best utilization of the operator association in
training development and delivery are needed.
14. METHODS JO IMPROVE COORDINATION AND COOPERATION BETWEEN LOCAL.
STATE AND FEDERAL MANPOWER PROGRAMS
This topic is closely related to topic 1, communications, and to
topic 8, interchange of instructional resources. There needs to
be clear definition of responsibilities at the Federal, state and
local levels for manpower programs. Activities at the three
levels must be well coordinated and conducted with a maximum of
-------
-12-
cooperative interchange of resources and data to assure that the
programs function smoothly and efficiently toward accomplishment
of mutually agreed goals. Severe limitations in resources at all
levels have contributed to parochialism at all levels.
15. PROCEDURES TO INTEGRATE WATER SUPPLY AND WASTEh'ATER TREATMENT MAN-
POWER PROGRAMS INTO APPRENTICESHIP AND RELATED DEPARTMENT OF CftBOR
PROGRAMS
Federal, state and local environmental protection agencies are but
one group having programs related to manpower development. Other
programs, such as those of the Department of Labor, could be applied
to solution of environmental manpower development needs. Mechanisms
to establish effective communication and cooperative programs be-
tween the various governmental programs at the national, regional,
state and local levels must be implemented.
16. CRITERIA FOR EVALUATING THE EFFECTIVENESS OF TRAINING
It is tacitly accepted that qualified personnel are a key to
satisfactory operation and maintenance of environmental control
facilities. Yet few meaningful data have been developed to document
the effectiveness of training in achieving environmental goals.
Evaluation of training goes beyond documenting the link between
training and achievement of environmental goals. The evaluation
must also include validation of training objectives on a course by
course and program by program basis and criteria for measuring the
achievement of the validated training objectives. Several evalua-
tion systems have been tried but generally accepted criteria and
procedures for evaluating training programs have not been developed.
17. CRITERIA AND PROCEDURES FOR ACCREDITATION OF OPERATOR TRAINING
COURSES, CURRICULA. CENTERS AND SCHOOLS
Many diverse institutions offer operator training courses. Voca-
tional schools, community colleges, universities, state agencies
and professional organizations are but a few of the many institu-
tions which deliver operator training. The quality and responsive-
ness of the various courses and programs to operator needs varies.
There appears to be a need for criteria and procedures to evaluate
and accredit operator training programs to assure that such programs
meet minimum standards. Such a system of accreditation would protect
the operator by assuring that minimum standards are met for each
course or program and would encourage reciprocity between training
programs.
18. TECHNIQUES FOR LONG-RANGE PLANNING FOR MANPOWER AND TRAINING PROGRAMS
This topic may appropriately be a subtopic under topic 11, workforce
analysis. A data base of short and long range manpower and training
needs is a prerequisite to adequate planning. Procedures to obtain
and interpret these data are needed. Any system proposed for long
range planning must provide for periodic updating of the data base.
-------
-13-
19. DEVELOPMENT AND, PRESENTATION OF ADVANCED COURSES FOR INSTRUCTOR
UPGRADE TRAINING
The majority of training programs offered are at the basic or entry
level. Limited effort has been expended in developing and present-
ing training materials at the advanced level for the experienced
operator or operator instructor. The majority of advanced level
training conducted to date has been through academic institutions.
Much of this training is directed toward the design engineer or
regulatory personnel rather than toward the operator employed by
the treatment facility. Advanced level training needs must be
assessed, training materials developed and training courses presented.
20. PROCEDURES TO COORDINATE THE EVALUATION AND PRODUCTION OF NEW
TRAINING AIDS AMD MATERIALS
Every institution involved in training delivery finds itself in
need of new or improved training aids. Each instructor often must
develop training materials to fit the needs of his courses. Be-
cause formal communication and coordination between trainers is
limited, there is probably much duplication of effort. Some for-
malized procedure for communicating information on training materials
development, systematic review and evaluation of new materials and
production and distribution of training materials is needed to
eliminate duplication of effort among trainers.
21. CRITERIA TO DEFINE MINIMUM REQUIREMENTS FOR AN ADEQUATE AND SELF-
SUFFICIENT MANPOWER PLANNING AND TRAINING CAPABILITY AT THE
FEDERAL, STATE AND LOCAL LEVELS
Resources allocated to the manpower planning and training functions
vary widely between regions, states and localities. There are rlo
criteria which define minimum requirements for adequate resources
to accomplish these functions. Definitive program guidance for self-
sufficient manpower planning and training capability are needed.
22. IDENTIFY TRAINING AIDS, MATERIALS AND PROGRAMS OUTSIDE THE HATER
SUPPLY AND WASTEWATER TREATMENT FIELDS WHICH COULD BE USED IN
ENVIRONMENTAL TRAINING PROGRAMS
Training materials have been developed for occupational categories
outside water and wastewater treatment fields. Many of these
materials may have applicability to environmental training needs.
Identification and evaluation of these materials for their appli-
cability to water and wastewater training is needed. The U.S. EPA
IRIS is a start toward the identification process. Much more
effort, particularly in the evaluation of these materials for
applicability to environmental training, is needed.
23. CRITERIA FOR IMPLEMENTATION AND EVALUATION OF IN-PLANT TRAINING
PROGRAMS CONDUCTED BY PLANT PERSONNEL
Many of the larger water and wastewater treatment facilities have
in-house training programs. Guidance for plant superintendent use
in designing and implementing the in-house training program is
needed. Criteria for use by regulatory and training personnel in
-------
-14-
reviewing and evaluating in-plant training programs for adequacy
are also needed. Guidance provided must address procedures for
establishing training program content as well as training delivery
procedures. Some emphasis must be placed on selection and orien-
tation of instructional personnel.
24. ANALYZE PROBLEMS ENCOUNTERED IN PLACEMENT OF TWO-YEAR WATER
PROGRAM GRADUATES
U.S. EI*A has developed extensive guidance for the implementation
of two-year post-secondary water technology programs. Hiring
practices of municipal utility systems may be restricting entry
of program graduates into the municipal systems. An analysis of
the problems encountered in placing two-year program graduates
and development of procedures to overcome barriers to employment
of these graduates is indicated.
25. PROCEDURES TO PUBLICIZE AVAILABLE TRAINING PROGRAMS WITH EMPHASIS
ON TECHNIQUES TO REACH. OPERATORS, SUPERVISORS AND GOVERNING BOARDS
Procedures to publicize training availability to operators and
their employers and to encourage attendance at training courses
are needed. Often employers restrict employees to attending
training during off-duty hours. Some employers do not reimburse
employee training expenses. Better techniques to publicize and
encourage training are needed.
26. DEFINE THE RELATIONSHIP BETWEEN MANPOWER TRAINING PROGRAMS AND
ENFORCEMENT ACTIVITIES - ; -
Under PT. §21-500 each Hi scharger is issued a National Pollutant
Discharge Elimination System (NPDES) permit which establishes
minimum effluent discharge conditions. Enforcement activity is
directed toward assuring compliance with NPDES discharge conditions.
Often the importance of qualified personnel, who operate the faci-
lity, in achieving permit compliance is overlooked. Effort is
needed to establish criteria for personnel competencies to operate
the facility and to define the relationship between operator per-
formance and facility performance in achieving permit conditions.
Procedures to identify permit non-compliance caused by inadequately
trained personnel and to solve such problems through manpower and
training programs are needed.
27. PROCEDURES TO COORDINATE PROPOSED FEDERAL AND STATE TRAINING GRANT
AND CONTRACT ACTIVITIES PRIOR TO AWARD -
Much of the funding to support training program development, par-
ticularly for the development of training materials, is funded
through federal and state grants and contracts. Frequently, local
and state training personnel are unaware of developmental efforts
funded outside their own state. This has resulted in some duplica-
tion of effort with concurrent development of similar materials
under separate grants or contracts. A procedure by which national,
state and local manpower and training personnel can be informed of
proposed grant or contract awards and can have an opportunity to
comment on proposed activities should be devised and implemented.
-------
-15-
Although each of the twenty-seven topics suggested for discussion repre-
sents a significant problem facing manpower and training programs, it was
impractical for the Workshop to attempt to discuss and analyze all topics.
An ad-hoc committee was appointed to review the list of topics and identify
the priority topics for analysis at the Workshop. The ad-hoc committee mem-
bers were Mr. Kinias, Mr. Sexauer, Mr. Hanhilammi, Mr. Bennett, Mr. O'Connor
and Mr. Selover. The committee recommended the following priorities for
discussion:
1. Training Association
2. Communication
3. Develop a Mechanism to Evaluate Effective Training
4. Instructor Development
5. Training Aid Development, Evaluation and Dissemination
6. Work Force Analysis
The Workshop participants approved the recommendations of the ad-hoc
committee. The balance of the Workshop was devoted to the discussion of the
first three items recommended by the ad-hoc committee.
Training Association.
Robert C. Rose, Chief, Operator Training and Certification Section,
Municipal Operations and Training Division, U.S. EPA, Washington, D.C., opened
the discussion by describing efforts to form a Joint Training Coordinating
Committee (JTCC). The JTCC is being formed in response to the report "Roles
and Responsibilities for Developing a Comprehensive State Water and Wastewater
Operator Training Program" prepared by the Association of Boards of Certifica-
tion for Operating Personnel in Water and Wastewater Utilities (ABC), Municipal
Building, Ames, Iowa 50010. The report was published in July, 1976. The
report recommends "that a national committee that includes representation from
AWWA, WPCF, ABC and others be established to provide national leadership in
the development of a comprehensive operator training program." Under ABC
leadership the JTCC was formed on March 8, 1977, to implement this recommenda-
tion. In.itial membership of the JTCC consists of representatives of AWWA, WPCF,
FACE (Canada) and ABC. The specific individuals representing each organization
are:
Robert L. Wubbena, Chairman (State of Washington)
William R. Hill, Vice-Chairman (State of Ohio)
Robert G. McCall (AWWA/State of West Virginia)
Samual S. Baxter (AWWA)
Edward Brattelien (WPCF/State of Arizona)
James H. Suddreth (WPCF)
Alexander B. Redekopp (FACE/Canada)
Daniel J. Campbell (ABC/State of New York)
Initial activities of the JTCC include:
1. Compile a listing of training contact persons for each providence, each
-------
-16-
state, each AWWA section, and each WPCF Member Association. This
will provide a communication line with the states and provinces.
2. Prepare an evaluation matrix for training materials. Development
of the evaluation matrix was included as an appendix to the ABC's
July, 1976, report. This effort would initially evaluate nation-
ally available training courses against "need to know" criteria
established by ABC under other projects.
Workshop participants were asked if they were familiar with the efforts to
form the JTCC. Only three or four of the participants had any prior knowledge
of the effort. This fact highlights the lack of communication between training
personnel at the state and local levels.
During discussion of JTCC it was pointed out that intra-state organization
and coordination now exists. What is really needed is effective interstate
coordination which will have the states working together toward common solutions
to common problems. There is concern that the JTCC, because of its membership
(ABC, WPCF, AWWA and FACE), will not be oriented primarily toward the problems
of training and trainers. It was the consensus of the Workshop participants
that there is need for an organization of trainers and that the primary function
of the organization be training. It was concluded that participants at the
Workshop proceed with planning and organizing a training association and that
this effort be pursued independently of but coordinated with the JTCC. The
consensus was that organization should begin with EPA Region V, and then
explore with other regions the formation of a national association.
The balance of the discussion related to objectives for the "training
association", qualifications for members,financing the "association", and
mechanisms for getting the "association" started. Following the discussion,
a task force was formed to draft a preliminary constitution and by-laws for
the "association". Task Force members are:
George Kinias, Chairman (Indiana)
Ralph O'Connor (Wisconsin)
Howard Selover (Michigan)
Willard Sexauer (Minnesota)
James Bryant (Illinois)
The Task Force has developed a draft constitution for the "association"
and established a tentative schedule of events for organization of the
"association". The draft constitution circulated for comment on July 22,
1977, follows.
Principle milestones for organizing the "Association" are:
1. Tentative adoption of the Constitution by August 1, 1977.
2. Initiation of Newsletter and solicitation of members by
August 15, 1977.
-------
-17-
"DRAFT CONSTITUTION
NAME
National Association of Environmental Trainers or National Environ-
mental Training Association.
LOCATION
Environmental Training Center, Indiana Vocational Technical College.
Gary, Indiana 46409
OBJECTIVE
To promote and advance vocational training and sub-baccalaureate
educational methods and opportunities for operating technicians of envi-
ronmental control facilities (potable water supply operations, wastewater
treatment operations, air pollution control technicians, noise abatement
technicians, solid wastes disposal technicians, radiation control tech-
nicians, and environmental control laboratory technicians).
FUNCTIONS
T.Promote "professionalism" of environmental control facility
personnel and encourage qualified persons to enter the environmental
control field.
2. Promote public and community awareness of the benefits derived
from effective operation and maintenance as a result of training.
3. Promote environmental control facilities as a community socio-
economic resource which can attract development and stimulate growth.
4. Encourage improved communication between individual trainers,
training institutions, and governmental agencies on subjects of specific
interest to environmental control facility personnel and educators.
5. Identify, develop and evaluate training aids to support environ-
mental control facility personnel training and education. Develop evaluation
criteria for measuring the effectiveness of available training aids.
6. Establish minimum standards for environmental control facility
personnel training and education programs and accredit programs as meeting
minimum standards on voluntary basis to encourage reciprocity between
states and training institutions on evaluation and acceptance of transfer
credits.
MEMBERSHIP
Membership should be on an individual basis. Qualifications for
Full Membership status should be restricted to persons actively involved
in delivery or management of environmental control facility personnel
training or education.
Institutional membership should be available to state and federal
agencies, colleges, and environmental training centers/units. Institu-
tions will not have voting privileges.
Affiliate membership should be available to individuals not directly
or actively involved in operating technician training. Affiliate members
would not have voting privileges nor could they hold office in the
Association.
-------
-18-
DUES
Start with a $15 individual member fee. Institutional fee should be
$100 and should allow five members to receive all benefits.
NOMINATION AND ELECTION OF OFFICERS
Officers of the Association shall be the Past President, President,
President-Elect, Vice President, Secretary-Treasurer and three Directors
at Large.
Nomination of officers to be by committee appointed by the Executive
Board. Officers must be Full Mombers of the Association. Membership may
nominate for any office by petition signed by 10% of the Full members.
Election to be by secret ballot of all Full Members with a plurality
of those voting required for election. Election should be by mail ballot.
Office term should be for one (1) year with installation of officers at
the annual meeting. Directors shall serve three-year (3), staggered terms,
MANAGEMENT
Management of the Association should be by an Executive Board. Mem-
bers of the Executive Board shall be the Officers and Directors. The
President shall chair the Executive Board.
Decisions of the Executive Board shall be by majority vote of the
Board members present and voting. Executive Board quorum shall be one-
half the Executive Board membership.
The Executive Board will establish the necessary committees to
accomplish the objectives and missions of the Association. The President
shall nominate committee chairmen, vice-chairmen and members to be con-
firmed by the Executive Board.
The following standing committees are suggested:
1. Membership
2. Nominations
3. Constitution and By-Laws
4. Publications
5. Technical
MEETINGS
Executive Board to meet not less frequently than quarterly.
General membership meeting should be held annually.
ADOPTION AND AMENDMENTS
This Constitution shall become effective upon its adoption by the
Association by majority vote at its Organizational Meeting.
This Constitution may be amended at the Annual Meeting of the Asso-
ciation by an affirmative vote of two-thirds of eligible votes cast,
provided that the amendment proposed has been approved by two-thirds of
the Executive Board and has been sent to all members at least 60 days
prior to the Annual Meeting."
-------
-19-
3. Task Force Plan meeting and nominate officers by September
15, 1977.
4. First Annual Meeting in Philadelphia, October 1, 1977.
5. Election of Officers, adoption of the Constitution,
committee assignments, meetings, October 1-3, 1977.
Communication
The inadequacy of communication between persons involved in training
in Region V was evident to Workshop participants. There was a general
understanding of what was happening in other states, but detailed information
related to available training programs and training materials was not widely
known among participants. Development of an improved communication network
between U.S. EPA Region V and its states was a high priority need surfaced
by the Workshop.
It was agreed that two basic communication vehicles were needed: (1)
to communicate with facility operators and (2) to interchange technical and
program information between trainers.
Communication to the facility operators was seen as an individual state
function. All Region V states have some form of operator newsletter which
is distributed to operators. It was agreed that each state would include
Workshop participants on their operator mailing lists and would assure that
Workshop participants received information sent to operators. Each state
should develop its own mailing list and mechanisms for using the lists.
The Region V Manpower Development Staff offered assistance in preparing
mailing lists of training personnel if each state would provide names and
addresses.
The above was viewed as an immediate response to solving some of the
interstate communication problems between trainers but would not fully
satisfy the second need for interchange of technical and program information
between trainers. It was accepted that one function of the "Training Asso-
ciation" should be the preparation and distribution of a training newsletter.
It was recognized that this was a long range solution to the problem which
would take time to implement.
The majority of Workshop participants had little information concerning
training grants or contracts that had been awarded by U.S. EPA Headquarters
and Regions. The states and individual trainers need to know what federally
funded training projects are proposed or underway, what work is being per-
formed and who is performing the work. The primary objective is to avoid
duplication of effort.
It was suggested that EPA, states and local training institutions ex-
change annual work plans as one mechanism to keep each other informed on
program activities.
-------
-20-
The U.S. EPA Instructional Resources Information System (IRIS) was
discussed and praised as a beneficial effort to catalog available training
materials. Workshop participants recommended strongly that EPA maintain
IRIS and make adequate provisioi for distribution of updated IRIS documents
Two weaknesses of IRIS were pointed out:
1. Many materials are not included in IRIS because states and
local training institutions cannot afford to duplicate the
materials in quantity to respond to requests. Many states
have no mechanism for cost recovery for materials they have
prepared.
2. Many federally produced documents (IRIS is an example) are
not readily available. Often training materials are not
available through the Government Printing Office and delivery
times on those available through GPO are often excessive.
Frequently EPA will print a supply of materials for initial
distribution but cannot fill follow-up orders (for example,
the NPDES Laboratory Skills manuals prepared by the National
Training Center). Other documents are available only through
the National Technical Information System (NTIS) as Xerox
copies at prohibitive costs.
Both of these problems need to be addressed by EPA, and procedures to
improve distribution and availability of existing training materials need
to be devised.
Potable water supply training materials being developed by AWWA for
U.S. EPA were briefly discussed. The NPCF efforts to prepare new basic
and advanced courses were also discussed.
Mechanisms to Evaluate Effective Training
Evaluation of training effectiveness must proceed at two levels:
1. How well did a course achieve the objectives set for the course?
2. How did the course affect the trainee's on-the-job performance?
The second of these is a validation of the course objectives and provides
the data to establish the link between effective training and facility per-
formance. The first measures how effective the course format, materials and
instructor were in achieving pre-established training objectives.
Ralph O'Connor, WDNR, described the Wisconsin procedure for evaluating
both training effectiveness and operator performance. The WDNR has prepared
certification and training performance objectives for potable water supply
and wastewater treatment operators. The objectives represent minimum per-
formance skills required to operate a water supply of a wastewater treatment
facility satisfactorily. The objectives used are located at Appendix E.
-------
-21-
Written examination is used to evaluate performances which lend them-
selves to testing by examination. Other objectives which require satisfac-
tory performance of a manipulatory task are evaluated by observing the
operator perform the task at his plant. The Training and Certification
Officer in the WDNR region goes to the operator's plant and checks the hands-
on items to be tested. If the operator cannot perform the function, the
correct procedure is demonstrated, if possible, or discussed with the
operator. Thus, the system provides for a combination of testing and on-the-
job training.
The objectives for certification and classroom or OJT training are the
same. The operator is given the objectives and told that these are the
things he must know and be able to do. Thus, both the instructor and the
trainee/operator know what will be tested and how it will be tested. The
in-plant evaluation is made after the operator/trainee has completed any
required classroom instruction.
WDNR has not prepared written documentation to support the effectiveness
of the training/certification system but regional personnel cited numerous
examples where the procedures resulted in improved operator and facility
performance. WDNR will prepare documentation of the results.
In the pursuing discussion, it was pointed out that training outcomes
must satisfy three groups: the regulatory agency, the facility owner, and
the operator/trainee. Training evaluation must satisfy the needs of each
interest group.
The regulatory agency is primarily concerned with improved effluent
quality and the effectiveness of the training in achieving or maintaining
effluent quality. Further, the regulatory agency must weigh the costs and
results achieved through training against costs and results of other pro-
grams which are designed to assure environmental quality and compliance
with standards. The facility owner is also concerned with effluent quality
because one of his goals is to satisfy regulatory agency requirements and
stay out of trouble. The owner is also concerend with costs and particularly
with dollar savings that accrue as the result of proper operation and main-
tenance. Such factors as more efficient use of materials and energy resources,
decreased maintenance costs, increased equipment life, etc., are of interest
to the owner. Effective training as defined by the facility owner is likely
to be training which gives him a net return on his investment of employee
time, salary and other costs for the training program. The operator/trainee
is concerned with receiving training which is interesting and understandable
to him, which relates directly to his job, which provides him a sense of
accomplishment and confidence in performing his job, and which leads to per-
sonal reward such as a degree, state certification or salary increase. The
evaluation criteria for training will be somewhat different for each interest
group.
When evaluating training effectiveness, the evaluator must consider ex-
ternal factors which influence the training outcome, but are not directly
related to the training provided. The example cited was a facility which
-------
-22-
needs a piece of equipment before it can perform satisfactorily but the
owner will not provide the equipment to the operator. Such external factors
cdn completely mask any benefit that could have resulted from the training
activity.
Ernest Bennett, IEPA, mentioned Project Optimize whose objective was
to demonstrate improved facility performance as a result of improved operator
skill or technical assistance. One hundred fifty treatment facilities were
selected for Project Optimize. The potential for improved facility perfor-
mance as a result of improved operator performance was the major criterion
for selecting facilities for Project Optimize. Mr. Bennett reported that
mixed results were obtained, some good and some bad. He emphasized that
evaluation of the data must be approached cautiously because of the large
number of variables which affect facility performance.
Discussion then focused on how we should proceed with evaluating and
documenting training effectiveness. Question was raised as to whether we
should start with a large number of bad examples which could become good
examples through effective training. Consensus of the Workshop was that
100% improvement is not required but that a representative sample of problems
encountered and the solutions should be adequate. The important factor is
to validate that a behavioral change in the operator leads to improved opera-
tion as measured by any of several parameters.
The Workshop recommended that Wisconsin proceed with their system,
document the results and report back to the Workshop participants. Illinois
should prepare a final report on Project Optimize and provide copies to
Workshop participants.
Need for Another Coordination Meeting
Participants agreed that the Workshop was an excellent opening to
improved communication between Federal, state and local manpower and training
personnel and that such meetings should be held periodically. After some
discussion, the participants recommended that a similar workshop be held in
December, 1977. Minnesota agreed to host the next workshop session.
Participants felt that the next workshop should concentrate on details
of some of the items surfaced at the June 15-16, 1977, Workshop. It was
agreed that the Agenda for the December workshop should include the following
topics:
First Day
Morning - Mechanisms to evaluate effective training
Report of Wisconsin Procedure - Wisconsin DNR
Report of Project Optimize - Illinois EPA
Afternoon - Available training materials and techniques
Sample presentations and demonstrations of
materials and techniques used in Region V
states - Minnesota PCA and Michigan DNR
-------
-23-
Second Day
Morning - Workforce Analyses
Report of Illinois Study - Illinois EPA
Report of Michigan Study - Michigan DNR
Afternoon - Instructor Development
Concl usions^
Discussion among twenty-three participants at the U.S. EPA Region V
Workshop on Management and Coordination of Manpower Development and Training
Programs, held June 15-16, 1977, at the Environmental Resources Training
Center, Southern Illinois University, Edwardsville, Illinois, led to the
following conclusions:
1. Each state in Region V has an active manpower development and
training program. Three states (Wisconsin, Minnesota and Michigan) manage
and deliver training for operators of water supply and wastewater treatment
facilities through the state environmental protection agency. Two states
(Illinois and Indiana) are developing state-wide training centers to admini-
ster and deliver training programs. Operator training and delivery in Ohio
is managed and delivered by a non-profit corporation not affiliated with
the state environmental control agency.
2. Communication between federal, state and local manpower development
and training program personnel is poor. Lack of communication is a major
problem preventing effective coordination and development of cooperative
programs involving interchange of manpower and training resources between
the Region V states. Several routes to improve communication are possible.
Among these are:
a. Each state includes other state agencies, local training
institutions and instructors on mailing lists and provide
routine operator correspondence to other involved personnel
in Region V.
b. Develop and distribute a manpower development and training
newsletter for personnel involved in these programs.
c. Conduct coordination meetings for manpower development and
training personnel on a regular basis. Coordination meetings
at EPA regional and national levels are desirable.
3. Lack of public awareness and appreciation for the importance of
manpower development and training programs have resulted in these programs
having low visibility and priority in federal and state agency pollution
control programs. To increase visibility and program priority for manpower
development and training activities, Federal, state and local agencies
should:
a. Develop data to document the link between manpower training
-------
-24-
programs and improved facility performance as a cost-
effective mechanism to attain environmental goals.
b. Institute public relatioi.s and related educational programs
at the Federal, state and local levels to educate the public
and local governing agencies to the importance of properly
trained and motivated human resources for the efficient and
effective operation and maintenance of environmental control
facilities. Such programs should emphasize environmental
control facilities as community resources which contribute
to the economic growth and stability of the community and
should emphasize the cost benefits to the community of well
trained and motivated personnel in the operation and main-
tenance of environmental control facilities.
4. The priority problems affecting manpower development and training
programs and hindering development of effective and coordinated programs
between the Federal, state and local training institutions are:
a. Lack of National organization representing the interests
of trainers.
b. Lack of communication between regulatory agencies, training
institutions and trainers.
c. Lack of procedures to evaluate and document the effective-
ness of training.
d. Lack of qualified instructors for environmental control
facility operator training.
e. Inadequate or insufficient training aids development, evalua-
tion or dissemination.
f. Inadequate characterization of the environmental control
facility operating workforce.
5. There is no organization at the regional or national level which
represents the interests of the environmental trainer. Existing organizations
have not effectively represented the interests of trainers. There is need for
an organization which:
a. Promotes and advances vocational and sub-baccalaureate educa-
tional methods and opportunities for operating technicians of
environmental control facilities;
b. Promotes "professionalism" of environmental control facility
personnel and encourages qualified persons to enter the
environmental control field;
c. Promotes public and community awareness of the benefits
derived from effective operation and maintenance and the
need for training to achieve these benefits;
-------
-25-
d. Promotes environmental control facilities as community re-
sources which can attract development and stimulate growth;
e. Encourages improved comnunication between individual
trainers, training institutions and governmental agencies
on subjects of specific interest to environmental control
facility personnel and educators;
f. Identifies, develops and evaluates training aids to support
environmental control facility personnel training and educa-
tion. Develops evaluation criteria for measuring the effec-
tiveness of available training aids.
g. Establishes minimum standards for environmental control
facility personnel training and educational programs and
accredits programs as meeting minimum standards, on a volun-
tary basis, to encourage reciprocity between states and
institutions on evaluation and acceptance of transfer credits.
6. Criteria and procedures for evaluating and documenting the effec-
tiveness of training are needed. Evaluation of training is a complex process
which must respond to the needs of three user groups: state and federal
regulatory agencies, facility owners and operator/trainees. Training effec-
tiveness must be evaluated to demonstrate the link between training and
attainment of environmental goals, to doucment the cost benefits of training
to facility owners and regulatory agencies, and to document the response to
operator/trainee's needs. Often the benefits of training are obscured by
external factors beyond the control of the trainer or training program.
Procedures to consider and account for such external factors must be developed.
Two states, Wisconsin and Illinois, have begun studies to evaluate training
effectiveness. These studies should be completed and the results distributed
to persons involved in training programs.
7. Limited data are available to document the characteristics of the
environmental control facility operation and maintenance workforce. The
characteristics of the workforce, documented training needs and projected
trends in the size and characteristics of the workforce are needed as a
basis for planning manpower development and training program responses.
Data characterizing the workforce at the local, state, regional and national
levels are needed.
8. The Region V Workshop conducted June 15-16, 1977, was a successful
first step toward opening and improving communication between Federal, state
and local training institutions in Region V. The Workshop focused attention
on major problems affecting manpower and training programs and was a step
toward identifying program responses to each problem surfaced. Because it
was an initial meeting, much of the discussion centered on general problems
and generalized responses to these problems. There should be follow-up
meetings to explore programs in detail, to exchange information on training
techniques and materials, and to analyze problems in detail to develop
recommendations for specific program responses at the local, state, regional
and national levels.
-------
-26-
Recommendations
The Workshop on Management and Coordination of Manpower Development and
Training Programs held on June 15-16, 1977, makes the following recommendations
1. U.S. EPA Region V, its states and their local training institutions
implement the following steps to improve communication between the Region,
the states and the local training institutions and training personnel:
a. U.S. EPA Region V Manpower Development Staff periodically compile
a listing of manpower development and training program activities
funded by U.S. EPA grants and contracts. When possible, the
listing should include proposed or planned awards as well as ac-
tive grants and contracts. As a minimum, the listing should
include the grant or contract number, to whom awarded, project
officer with address and phone number, description of work to
be performed, and scheduled completion date.
b. Each state agency and local training institution in U.S. EPA
Region V should include other state agencies, training insti-
tutions and training personnel on mailing lists for receipt
of information related to training programs and courses.
Training personnel region wide should receive all information
such as newsletters, course announcements and certification
test announcements, sent to environmental control facility
operators.
2. U.S. EPA Region V, its states and their local training institutions
develop and initiate appropriate public relations and public awareness pro-
grams to improve the visibility of manpower and training programs and to in-
crease public acceptance of the importance of qualified, well trained human
resources to operate and maintain environmental control facilities. This
should be a cooperative effort between Region V, states and local training
institutions.
3. The states and local training institutions document data to demon-
strate the link between operator performance, facility performance and the
achievement of environmental goals. Such documentation should include cost-
benefit analyses of training programs. Specifically, the Wisconsin Depart-
ment of Natural Resources should prepare documentation of the test of a
training effectiveness evaluation system using performance objectives and
Illinois Environmental Protection Agency should document the results of
Project Optimize. Copies of reports on the evaluation systems should be
provided to Workshop participants.
4. The Task Force appointed by the Workshop to draft objectives,
constitution and by-laws for a "training association" proceed with its
assigned mission and assume the lead on behalf of the Workshop participants
in organizing and implementing the "training association" on a regional
and national basis. The purposes and missions of the "training association"
should be directed to advancing the interests of the environmental trainer
as outlined in Conclusions, page 23 .
-------
-27-
5. A follow-up workshop be scheduled for December, 1977. A two-day
workshop covering the following items is recommended:
First Day
Morning: Mechanisms to evaluate training effectiveness
Afternoon: Demonstrate training aids and techniques
Second Day
Morning: Mechanisms to conduct workforce analysis
Afternoon: Techniques for instructor development
It is suggested that Minnesota host the December workshop. It is further
recommended that manpower and training coordination workshops be held on
an annual basis and that U.S. EPA Region V provide financial assistance
to the states to cover expenses for all manpower and training personnel
to attend the annual coordination workshop.
Post-Script
A number of events related to the conclusions and recommendations contained
in the Proceedings have occurred since the Region V meeting was held in June,
1977. The following paragraphs summarize the more significant events which
are known to the editors.
National Training Organization
The Task Force assigned to explore the formation of a "national organiza-
tion" for environmental trainers continued its efforts. On October 5, 1977,
the Task Force convened a meeting of eighteen persons at the Water Pollution
Control Federation Annual Conference in Philadelphia, Pennsylvania. This
meeting resulted in the initial organization of the National Environmental
Training Association (NETA). A provisional constitution setting the objectives
and purposes of the NETA was approved and officers were elected. The officers
are:
Past President (designated): Willard N. Sexauer (Minnesota)
President: George A. Kim"as (Indiana)
President-Elect: James 0. Bryant, Jr. (Illinois)
Vice President: Kenneth D. Kerri (California)
Secretary-Treasurer: Michael J. Cherniak (Indiana)
Directors: Charles S. Zickefoose (Oregon)
Daniel Campbell (New York)
Bobby D. Whitefield (Texas)
The NETA now has more than seventy members representing thirty-seven
states and the U.S. EPA. All environmental media areas are represented. The
NETA has begun publishing a bi-monthly newsletter and has produced at least
one training aid for purchase by members. The NETA officers have actively
coordinated NETA activities with other groups interested in environmental
training.
-------
-28-
The NETA will hold an informal meeting in conjunction with the American
Water Works Association Annual Meeting in Atlantic City, New Jersey, in June,
1978. The next formal meeting of the NETA will be in conjunction with the
Water Pollution Control Federation Annual Conference in Anaheim, California,
on October 4, 1978. The October meeting will be to review the provisional
constitution and adopt a permanent constitution, elect officers and develop
program plans for the 1978-79 year.
Persons wishing additional information about NETA should contact
Michael Cherniak, Secretary-Treasurer, NETA, c/o Environmental Training Center,
Indiana Vocational Technical College, 1440 East 35th Avenue, Gary, Indiana 46409,
Follow-Up Meeting
The participants at the June 15-16, 1977, Workshop recommended that follow-
up meetings of Region V manpower and development personnel be held on a regular
basis and specifically recommended that the next meeting be held in December,
1977. For many reasons, this meeting did not occur. However, EPA Region V
did convene a one-day meeting of water supply training personnel in February,
1978, and plans another meeting in June, 1978.
Other EPA Regions have held regional training meetings. Regions VIII and
X have held such meetings.
The National Environmental Training Association (NETA) plans to hold a
national meeting in Spring, 1979. The tentative agenda for this meeting will
address the issues recommended for discussion by the June 15-16, 1977, Region
V Workshop participants.
Communications
The NETA Newsletter and a periodic newletter/bulletin published by EPA's
National Training and Operational Technology Center, Cincinnati, Ohio, are
significant first steps toward improving communication between environmental
trainers. The NETA Newsletter is available to NETA members. Persons wishing
to receive the NTOTC newsletter/bulletin should contact the NTOTC, U.S. EPA,
26 West St. Clair Street, Cincinnati, Ohio 45268.
Region V training personnel have followed through with their commitment
to inlcude other Region V trainers on operator mailing lists. This has re-
sulted in better awareness among Region V training personnel.
IRIS
The NTOTC, U.S. EPA, has awarded a grant to Ohio State University to maintain
and update the IRIS program. The system is being expanded to include pesticide
materials. This is a significant step by the EPA to maintain a viable communi-
cation link for environmental trainers.
-------
-29-
Joint Training Coordinating Committee (JTCC)
The JTCC has continued its activities and has published a listing of
training contact persons for each state and Canadian Providence. The JTCC
is proceeding with its project to evaluate nationally available training
materials. Persons wishing additional information about the JTCC may
contact Harris F. Seidel, Executive Secretary, ABC Administrative Office,
Municipal Building, Ames, Iowa 50010.
James 0. Bryant, Jr.
May 22, 1978
-------
APPENDIX A
Agenda
-------
s
O Southern Illinois University at Edwardsville | Edwardsville, Illinois 62O26.
s
.£
I
8 EPA -gion V
8 Workshop on Management and Coordination of
t Manpower Development and Training Programs
§ Environmental Resources Training Center
| Southern Illinois University
| Edwardsville, Illinois 62026
__ AGENDA
8:00 a.m. Bus pick-up, Holiday Inn, Collinsville
Wednesday, June 15, 1977
c
£
>- 8:30 a.m. Final Registration, ERTC Lobby
?
? 8:45 a.m. Welcome and Purpose of Workshop
o James 0. Bryant, Jr., Director, ERTC
o Tom Yates, U.S. EPA, Region V
o
r 9:00 a.m. Summary of State and Local Programs
5 9:00 a.m.* Minnesota
3 Linda A. Giesen, Minnesota Pollution
' Control Agency
Michigan
Howard Selover, Chief, Training and Certifi-
cation Section, Michigan Department of
Natural Resources
Wisconsin
Ralph O'Connor, Coordinator, Certification
and Training Section, Wisconsin Department
of Natural Resources
Harold A. Arpin, Director, Bureau of Program
Operations, Wisconsin Department of Industry,
Labor and Human Relations
Indiana
George A. Kinias, Director, Environmental Training
Center, Indiana Vocational Technical College,
Gary, Indiana
Ohio
John Hanhilammi, Vice President, Operator
Training Committee of Ohio
-------
-2-
Illinois
Ernest C. Bennett, Manager, Operator Certification
and Training Unit, Division of Water Pollution
Control, Illinois Environmental Protection Agency
James 0. Bryant, Jr., Director, Environmental
Resources Training Center, Southern Illinois
University at Edwardsville
*Coffee break at 10:15 a.m. Session may go on into afternoon depending
on discussion generated by each speaker.
Noon Lunch, University Center
1:30 p.m. Identification of Priority Problems Affecting
Manpower Development and Training Programs
1:30 p.m. The Federal Perspective
Joel Margolis, U.S. EPA, Region V
1:50 p.m. The State Perspective
Willard N. Sexaur, Minnesota Pollution
Control Agency
2:10 p.m. The Local Perspective
George A. Kinias, Director, Environmental
° I.V.T.C.
2:30 p.m. Coffee Break „ „
List of Attendees
2:45 p.m. Group Discussion, James 0. Bryant, Moderator
4:30 p.m. Recess (Bus return to Holiday Inn, Colllnsville)
Thursday, June 16, 1977
8:00 a.m. Bus pick-up at Holiday Inn, Collinsvllle
8:30 a.m. Definition and Discussion of Manpower Development
and Trainng Program Needs and Related Issues
James 0. Bryant, Moderator
10:00 a.m. Coffee Break
10:15 a.m. Continue Morning Discussion
Noon Lunch, University Center
1:30 p.m. Reconvene at ERTC, Continue and conclude morning discussion
3:00 Workshop Closing, James 0. Bryant, Jr.
3:30 p.m. Adjourn (Bus returns to St. Louis Lambert Airport)
-------
APPENDIX B
List of Attendees
-------
B-l
j Southern Illinois University at Edwardsville | Edwardsville. Illinois 62O26.
: EPA Region V
1
i Workshop on Management and Coordination of
Manpower Development and Training Programs
Environmental Resources Training Center
Southern Illinois University
Edwardsville, Illinois 62026
ATTENDEES
Illinois
Ernest C. Bennett, P.E., Manager
Operator Certification and Training
Division of Water Pollution Control
Illinois Environmental Protection Agency
2200 Churchill Road
Springfield, IL 62706
(217) 782-9720
H. Randall Walton
Operator Certification and Training
Division of Water Pollution Control
Illinois Environmental Protection Agency
2200 Churchill Road
Springfield, IL 62706
(217) 782-9720
Indiana
James A. Chitty
Technical Advisor
Environmental Training Center, I.V.T.C.
1440 E. 35th Avenue
Gary, IN 46409
(219) 981-1111
Melissa Leeb
Training Coordinator
Environmental Training Center, I.V.T.C.
1440 E. 35th Avenue
Gary, IN 46409
(219) 981-1111 ext. 53
Georg§ Kinias, Director
Environmental Training Center, I.V.T.C.
1440 E. 35th Avenue
Gary, IN 46409
(219) 981-1111
-------
B-2
Michigan
Paul Hendricks
Superintendent, Wastewater Treatment Plant
City of Port Huron
1322 Union Street
Port Huron, MI 48060
(313) 982-7431
Howard Selover, Chief
Training and Certification Section
Michigan Department of Natural Resources
Box 30028
Lansing, MI 48909
(517) 373-2794
Minnesota
Linda Giesen
Operator Training Unit
Minnesota Pollution Control Agency
1935 West County Road B-2
Roseville, MN 55113
(612) 296-7233
Roger Karn
Minnesota Pollution Control Agency
1935 West County Road B-2
Roseville, MN 55113
((612) 296-7230
Frank L. Quick
Minnesota Pollution Control Agency
1935 West County Road B-2
Roseville, MN 55113
(612) 296-7356
Willard N. Sexauer
Supervisor, Operator Training Unit
Minnesota Pollution Control Agency
1935 West County Road B-2
Roseville, MN 55113
(612) 296-7233
Ohio
R. John Hanhilammi
Vice President, OTCO, Inc.
2650 Clybourne Road
Columbus, OH 43229
(614) 461-7414
-------
B-3
Wisconsin
Tom Arpin
Director of Program Operations
Wisconsin Department of Industry, Labor
and Human Halations
P. 0. Box 7946
Madison, WI 53707
(608) 266-3335
Ralph O'Connor, Coordinator
Certification and Training
Wisconsin Department of Natural Resources
Box 7921
Madison, WI 53707
(608) 266-2104
Glen Smeaton
Operator Instructor
Wisconsin Department of Natural Resources
R.//3, Wakanda Drive
Waunakee, WI 53597
(608) 266-8860
Susan Weber
Operator Instructor
Wisconsin Department of Natural Resources
1300 W. Clairemont
Eau Claire, WI 54701
(715) 836-2945
EPA
Nora Bailey Lorberbaum
Executive Assistant
670 W. Irving Park Road //G-8
Chicago, IL 60613
Joel M. Margolis
Regional Manpower Officer
5326 S. Cornell
Chicago, IL 60615
Robert C. Rose
Chief, Training and Certification Section
Municipal Operations and Training Division
Office of Water Programs Operations
Environmental Protection Agency
Washington, D.C. 20460
(202) 426-8706
-------
B-4
Tom Yates, Director
Management Division
Region V
U.S. Environmental Protection Agency
230 South Dearborn
Chicago, IL 60604
ERTC
James 0. Bryant, Jr., Director
Environmental Resources Training Center
Campus Box 75
Southern Illinois University
Edwardsville, IL 62026
(618) 692-2030
Susan A. Castle
Coordinator for Laboratory Operations
Environmental Resources Training Center
Campus Box 75
Southern Illinois University
Edwardsville, IL 62026
(618) 692-2030
Clifford H. Fore
Associate Director
Environmental Resources Training Center
Campus Box 75
Southern Illinois University
Edwardsville, IL 62026
(618) 692-2030
-------
APPENDIX C
State Programs
-------
MlNW'r.OTA WAtfl'MWATKH TRAINING:
Presented at: Workshop on Management and Coordination of
Manpower Development and Training Programs
Southern Illinois University, Edwardsville
June 15-16, 1977
WASTEWATER STATE TRAINING PICTURE
In 1972, the State of Minnesota adopted mandatory certification of waste-
water treatment plant operators with the subsequent rules and regulations set
forth by a Water and Wastewater Certification Council and administered by the
state's pollution control regulatory agency, the Minnesota Pollution Control
Agency (MPCA). Prior to 1972, wastewater certification was a voluntary pro-
gram with education efforts to help operators secure certification consisting
of a three-day annual institute jointly sponsored by the University of Minne-
sota, the League of Minnesota Cities, and the MPCA.
The MPCA received not only responsibility for administering the mandatory
certification programs, but also, responsibility for insuring adequate educa-
tion for operator compliance with the law. To insure quality education and
eliminate duplication of effort and finances, the Certification Council estab-
lished the policy of accepting'continuing education credits for only those
programs sponsored, co-sponsored or approved by the MPCA.
There are approximately 2,000 Minnesota municipal and industrial wastewater
operators with about 60 percent, or 1,200, holding valid operator certificates.
Minnesota's wastewater education is presently conducted at both state and local
levels by a state agency, educational institutions, local government, and an
operator association.
The most extensive training, that performed by the Operator Training Unit
of the MPCA, encompasses reparative education to provide entry-level operators
with the necessary basic skills and maintenance education to upgrade and im-
prove the level of present operator's skills. The Operator Training Unit is
also the arm of the MPCA responsible for administering the certification program.
A number of Minnesota vocational-technical and community colleges conduct
nine to eighteen month preparatory wastewater vocational programs with student
enrollment, we hope, regulated by student placement. The supervisor of the
Operator Training Unit sits on the advisory boards of the majority of these
preparatory programs.
A few of the larger Minnesota municipalities sponsor their own in-house
training programs to supplement training provided by the MPCA. These programs,
depending on their scope and quality, can receive MPCA approval for certifi-
cation credit.
In the past, the Minnesota Wastewater Operators Association, consisting
of 300 Minnesota operators, offered little training, but, due to an increased
effort by operators, they will be sponsoring on their own, their first three-
day annual program in August of this year.
Since the bulk of the state's wastewater training is conducted by the
MPCA, the remainder of the paper will discuss their efforts.
-------
C-?
TRAINING PHILOSOPHY AND OBJECTIVES
The overall objective of the MPCA is -two-fold: 1) to achieve 100 percent
operator certification, not just mandatory certification of the operator in
direct responsible charge of the facility; and 2) through this statewide
operator certification to improve the efficiency of the facility and the
quality of Minnesota's water.
The Operator Training Unit developed a philosophy to achieve statewide
operator training and certification which consists of:
l) building an in-house training capability that is self-
sufficient financially and consists of qualified instructors
both in wastewater technology and teaching techniques;
2) bringing the wastewater training to the operators through
workshop style programs (two to five days in length) con-
ducted within traveling distances of their facility and at
a low cost to the municipality with no more than 30 operators
at each workshop.
3) combining education with on-the-job follow-up training and
technical assistance by combining efforts of the MPCA's
Training and Operation Units;
4) training for improved operation and maintenance of the faci-
lity and better quality of the effluent with certification
a secondary purpose and benefit; and
5) designing wastewater programs as practical learning experi-
ences to help operators assimilate and transfer skills back
home by designing the training tasks as similar to the work
task as possible.
The plan of action of the Operator Training Unit to implement the above
objectives and philosophy is to design programs around a specific type or
form of wastewater treatment, i.e., activated sludge, trickling filters,
stabilization ponds, sludge digestion, etc. The content of each program re-
flects the Operator Training Unit's concern for improved operation and main-
tenance by presenting, demonstrating and applying operational controls and
maintenance practices that will optimize actual on-site experience in improving
operation and maintenance and wastewater materials for his/her later reference.
The general program design includes:
l) a team of two to four instructors with at least one instructor
thoroughly familiar with the specific treatment process, and
in most cases, having actual operational experience;
2) heavy use of slides demonstrating the specific treatment pro-
cess, problems and possible solutions;
-------
0-3
3) field trips to treatment facilities to apply classroom
learning to actual work situations;
4) a handout manual serving as a course training aid and a
later 0 & M manual;
5) provisions for follow-up on-the-job training and technical
assistance if requested and necessary; and
6) a specific amount of pre-determined CEU's applicable toward
certificate renewal and education requirements.
SPECIFIC WASTEWATER TRAINING PROGRAMS
Incorporating these specific features, the Operator Training Unit developed,
or is in the process of developing, a number of wastewater training programs.
A short description of each follows:
Stabilization Pond Seminars
In 1973, the EPA awarded MPCA an $11,000 grant to train 200 stabilization
pond operators at nine pond seminars held around the state of Minnesota. Be-
cause of positive operator response, continued stabilization pond construction
and high pond operator turnover, the MPCA continues to offer two pond seminars
each year.
A training manual developed in conjunction with the original grant is
used, not only as a training aid, but also as the basis for all future opera-
tion and maintenance manuals in Minnesota. The manual supply is depleted due
to national distribution and will be reprinted in FT 78.
Activated Sludge Workshops
During FY 1977, "the Operator Training Unit (still developing the expertise
to conduct an activated sludge workshop), contracted with a consultant to con-
duct the advanced portion of four activated sludge workshops. The workshops,
four days in length, included a team of four instructors, an Operation and
Maintenance Manual, and a working field trip to an activated sludge plant. The
large response of attendees allowed the MPCA to schedule an additional three
workshops. The Activated sludge workshop will be offered on a regular basis
with the next go around instructed solely by MPCA staff.
Trickling Filter Workshops
Even though trickling filters fell into disfavor as effective treatment
facilities, training of trickling filter operators will improve the operation
of the facility and the quality of the effluent. Therefore, for the first time
in Minnesota, the MPCA developed two trickling filter workshops presented in
June of 1977. Success of the June training will determine continuation of this
program in the Operator Training Unit training schedule. A trickling filter
operation and maintenance manual was prepared to use as a training took and
reference aid.
-------
Extended Aeration/Contact Stabilization Workshops
As a spinoff from the Activated Sludge Workshops, the MPCA plans to
develop and conduct a three-day extended aeration/contact stabilization training
program. The program scheduled for fall of 1977 will incorporate an Operation
and Maintenance manual and field trips.
Laboratory Self-Monitoring Workshops
In 1975, the EPA awarded a $18,875 grant to train wastewater treatment
facility operators in laboratory procedures. The program trained 71 operators
at seven locations with 50 operators turned down because of space limitations.
The workshop combined classroom instruction with individual performance of lab
tests at a treatment facility. The lab training will be offered again in July
of this year with two scheduled workshops of 20 operators each.
Spray Irrigation Workshops
With increased utilization of spray irrigation as a form of wastewater treat-
ment, the MPCA proposes a FY 1978 workshop on spray irrigation. The workshop,
still very much in the development stages, estimated an attendance of 20 operators.
Aerated -Ponds
At least one three-day workshop on the operation and maintenance of aerated
ponds will be conducted in FY 1978. An 0 & M manual will be developed for use
by aeration pond operators. A format might be developed to combine both aerated
pond and spray irrigation into one workshop.
OTHER PROGRAMS
Additional Training needs such as training on fundamentals of wastewater
treatment, management and supervision, pump and lift station 0 & M, etc., cannot
be met by the type of program discussed above, and to meet these needs the
Operator Training Unit developed or is in the process of developing the following.
Basic Wastewater Seminar - three-day fundamental wastewater
information for "C" and "D" level operators.
Annual Wastewater Operator Institute - three-day institute
attracting 300 operators with four concurrent sessions running
on a variety of wastewater topics. (We hope this will soon be
replaced by the operators association's annual meeting. )
Collection System Seminar - three-day seminar for approximated
200 collection system operators on all aspects of sewer systems.
Lift Station Workshops^ - in cooperation with a local lift station
service company the MPCA will sponsor four one-day workshops on
lift station operation and maintenance.
Supervisory/Management Programs - presently under development,
this program will be geared to needs of 15 wastewater superin-
tendents of "A" and "R" level plants.
MANPOWER DEVELOPMENT AND TRAINING PROGRAMS
The Minnesota wastewater program encounters a number of problems faced by
other states as well. The problems identified by the Operator Training Unit as
priority problems affecting manpower development and training of wastewater
operators are the following:
-------
C-5
l) Unavailability of accurate manpower data to assess operator
training and development needs. The MPCA has conducted a
manpower survey which, we hope, will soon be computed;
2) evaluations of training programs consist of verbal and written
operator comments and reactions with no behavioral assessment
of learning in terms of improved plant performance, effluent
quality, etc. The MPCA plans to establish an effluent track-
ing system which could be utilized in training evaluations;
3) lack of local government awareness and acceptance of wastewater
training leading to non-attendance by cities who are not in
compliance with state regulations and operators who are in
the most need of training:;
4) restrictions on the number of programs and publications of
program material due to limited Operator Training Unit staff
time and financial constraints; and
5) interrelation between Minnesota's training and certification
programs and problems caused by administration of both pro-
grams by the same Agency.
SUMMARY
In Fiscal Year 1977 the MPCA trained approximately 800 wastewater operators
in thirteen MPCA sponsored training programs. The operators were of all dif-
ferent ranks ("D" operators to utility superintendents ) and the programs on
all different levels of treatment (complicated activated sludge calculations
to basic wastewater information). The evaluations received indicate that the
programs prove helpful in actual improved plant operation and maintenance
which suggests that the MPCA is meeting its overall training objectives of
qualified trained personnel producing improved quality effluent. We hope that
FY 1978 will contain additional programs of similar quality.
For additional information on any of the material above, please contact
either Bill Sexauer or myself at the MPCA offices (612) 296-7233.
Linda Giesen
Operator Training Unit
Minnesota Pollution Control Agency
-------
C-6
MICHIGAN WASTEWATER TREATMENT PLANT OPERATOR
TRAINING PROGRAM
Prepared by Howard B. Selover - Michigan Department of Natural Resources
Introduction
The training of wastfiwater treatment plant operators in Michigan began in 1935,
when Professors Eldridge, Mailman, and Theroux of Michigan State College presented
a three day course for wastewater treatment plant operators. Today's training
program has evolved from that beginning in 1935.
Needs
A manpower study, completed in 1974 indicated a high demand for up-grade training.
When fifty plant superintendents were asked what training was most needed,
forty-five indicated that up-grade training was most needed, only one indicated
that entry level training was his top need. We believe this has come about by
local hiring procedures. Many of the treatment facilities have union contracts
that call for preference to be given to those who are presently employed by the
community for filling vacancies. Secondly, many communities are reluctant for
political reasons to hire someone outside of the community regardless of the
individual's training.
The study also indicated that Michigan's number one training priority was that
of laboratory training followed closely by general operation, math, instrumentation,
maintenance and electricity. These priorities have been confirmed recently in a
needs survey with a group of fifty plant operators. In addition to the needs of
the municipal treatment plant operator documented by the study, there exists a
tremendous need for training of industrial wastewater treatment plant operators.
Although the study did not encompass that area, certification examinations indicate
that a real need exists in this area.
Program
In 19*73 a training program was started to meet the needs Indicated by the study.
With laboratory training indicated as the number one need, courses were developed
in this area first. Five short courses have been developed. The format of all
these courses is such that the trainee receives actual hands-on training in
analytical procedures. Approximately seventy-five percent of the course is
devoted to hands-on training. Laboratory courses for municipal operators are
as follows:
Basic Wastewater Analyses - Analytical procedures in dissolved oxygen,
biochemical oxygen demand, suspended solids, pH, fecal collform, chlorine
residual and demand, sludge density index, volatile acids and alkalinity.
Intermediate Wastewater Analyses - Analytical procedures 1n phosphorus,
rapid chemical oxygen demand,""total coliform, fecal coliform, fecal
streptococcus, grease and oil, conductivity, chlorides, carbon dioxide,
and sludge conditioning.
-------
C-7
Advanced Wastewater Ana.lyses - Analytical procedures in ammonia nitrogen,
organic ni trogen , ni trf te nitrogen, nitrate nitrogen, kjeldahl nitrogen,
copper, chrome, iron, cyanide anil chemical oxygen (Standard Method).
Atomic Absorption Spectroscopy Techniques Course - Analytical procedures
for analyses of metals using atomic absorption spectroscopy. Consists of
the use of the instrument, preparation of standards, preparation of
samples, data interpretation and trouble-shooting the instrument,
Laboratory training for industrial operators was begun this spring of this year
with the development of a course which emphasizes the fundamentals of laboratory
techniques. This course is similar to the Basic course offered to municipal
operators and it is planned that several additional courses can be devloped.
The response to the offering of this course was tremendous. Future plans call
for development of three additional courses in wastewater analyses.
In effort to meet the other training needs identified by the manpower study,
courses have been developed on the activated sludge process, electrical
maintenance, and lagoon operation. These courses are presented each year in
various locations throughout the state. In addition, an annual two day training
seminar is held in four locations in the state. The purpose of these seminars
is to up-date plant personnel on an ever growing technology and regulatory policy.
The department in co-sponsorship with Michigan Water Pollution Control Association,
American Water Works Association and the Michigan Department of Public Health
offers evening courses in chemistry, hydraulics, and mathematics for operators.
Presently we are working on developing several courses on process instrumentation
and plan to have the first presentation next winter.
Tied directly to training is technical assistance to the treatment plant. There
is a tremendous need for technical assistance in identifying and solving operational
problems. We have, over the past six years; provided direct assistance to the plants
in operation, maintenance, laboratory, and control of industrial wastes.
Recently my group was given the task of certification of operators^ f.his work load,
with very little additional staff) has diluted our efforts in technical assistance.
I feel that any state plan for water pollution control should provide for a strong
technical assistance program to municipalities. This is essential to protect the
large state and federal investment in facilities. It makes little sense to spend
millions of dollars on construction of facilities and make no provision for
technical assistance to the facility or training of the operating personnel.
i
New Entry
Michigan has programs in three colleges presently training new entry people. The
type of the program varies with the institution. Two of the programs are associate
degree type, one of these programs incorporates some in-plant training. The third
program is a one year program with about 75% of the training being done in
treatment facilities. As mentioned before it is difficult to place these people
because of local hiring practices.
-------
C-8
Certification
State law requires that every wastewater treatment facility (municipal and
industrial) be supervised by a certified operator; at present there are 1,619
certified municipal operators and 1,135 certified Industrial operators. Recently
the Board of Examiners promulgated a new set of rules governing certification
of municipal operators. The new rules raised both the educational and experience
qualifications. Also the passing cjrade of the written examination was raised from
60% to 70%. The results of the first written examination held under the new rules
are as follows:
60% Passing Grade (1975) 70% Passing Grade (1976)
% Passed % Passed
Class A 55 25
Class B 48 2
Class C 73 18
Class D 72 45
Class L (Lagoon) 76 68
One can readily see the effect of raising the passing grade. It should be noted,
however, that those who had failed the exam 1n 1975 (60% passing grade) were
allowed to take the 1976 (70% passing grade) without qualifying under the new
rules. While it is recognized that not everyone will pass the exam the high
failure rate of those supposedly qualified reflects an inadequacy in providing
sufficient or necessary training.
Summary
In summary I would like to again emphasize the tremendous need for a technical
assistance program to be tied directly to the training program. The abilities of
the individual who operates and maintains the treatment facility will either make
or break any water pollution control program. The State of Michigan has continued
to maintain an active up-grade training program, however, this program must be
expanded if it is to meet the present and future training needs. Future expansion of
this program under our present organizational set-up is highly unlikely. Certification
should not be a function of the Individuals engaged in training or technical
assistance since it 1s essentially a clerical function (other than exam preparation).
Also a real danger lies in that the objective of the training becomes the passing of
a certification exam rather than to give the trainee the critical nitty-gritty
detail training. The operator training and technical assistance programs must be
given a priority as high as the Construction Grants or the N.P.D.E.S. programs if
we are to reach the goals set in P.L. 92-500. To rely on the private sector or
enforcement to do the job is a great mistake. Good operation can be assured only
by a well trained operating staff that can obtain technical assistance within the
community's financial capabilities.
-------
C-9
DISCUSSION PAPtfR ONLY
WISCONSIN DEPARTMENT OF INDUSTRY, LABOR AND HUMAN RELATIONS
DIVISION OF APPRENTICESHIP AND TRAINING
AN APPRENTICESHIP PROMOTION AND DEVELOPMENT
PROJECT PROPOSAL
WHICH IS
A PLAN TO INTEGRATE APPRENTICESHIP TRAINING
INTO WISCONSIN PUBLIC SECTOR EMPLOYMENT
AND TRAINING PROGRAMS
AND
TO DEMONSTRATE HOW SUCH PLAN CAN BE REPLICATED
IN THE SEVERAL STATES AND THE FEDERAL ESTABLISHMENT
TOM ARPIN
-------
C-10
I. PROJECT NARRATIVE
A. ADVANTAGES OF APPRENTICESHIP TRAINING
The advantages of apprenticeship training have been proven over the years
In the private sector but it would be well to reitente here the advice
and counsel of two leading authorities on human resource development as it
relates to the state of the workforce:
"Not only does the apprentice have a job, with a substantial
and increasing wage structure, but s/he is receiving training
and education leading to a lifetime career. Tic highly skilled
worker is the least likely of all to be ir.ong; the ranks of the
unemployed and just as importantly .v^renticeship training
provides the Nation with a supply of skilled manpower at '
relatively low direct cost to the public."!
"Apprenticeship training, as set up now, is a remarkably
successful job training scheme, and probably could be extended
to occupations not covered .... I would like to see much of
the money now devoted to longer classroom education diverted
to training in skills requiring less foimal education. College
degrees are losing value on the job market. We need to encour- ;
age young people to enter craft, service, maintenance and repair \
work rather than pursue higher education in the liberal arts.1
B. PROJECT BACKGROUND
!
Much of the favorable industrial climate in Wisconsin is attributable to j
our highly skilled workforce built through the apprenticeship system in j
conjunction with our vocational education system, the schools that provide \
related technical instruction so necessary to produce the complete skilled
worker. Private industry has been participating in the State apprentice-
ship program since its inception in 1911, and even during this period of
economic uncertainty and rapid technological and sociological change the
apprenticeship program in the private sector has adapted, grown and is
meeting the challenge.
The same degree of apprenticeship participation cannot be said of the
public sector. Traditionally, governmental units (state, county and
municipal and even the federal establishment) with a few exceptions
have not participated in apprenticeship programming. Some reasons for
Condensed from Till: NEGRO AtiD APPRENTICESHIP, F. Ray Marshall and Vernon H. Brlggs, Jr.,
John Hopkins Press, 1967, "Advantages of Apprenticeship", pp 24-25.
2
Sar LevJtan, DOL-HTA publication WORKLIFE, January 1977, "Plain Talk About The
Workforce" p. 12
-------
C-ll
this arc: (1) lack of understanding of apprenticeship programs by public
personnel management; (2) omir.-.ion of ,r>prenti ceship provisions 1 rom civil
service classification systems and )>nr gaining agreements: (3) the
traditional feeling that the training job can bo dorv by the governmental
unit without outside assistance and reoulation; and (4) just plain
inertia. The federal government in its "NEW DIRECTIONS FOR APPRENTICE-
SHIP POLICY" has set an objective to "encourage apprenticeship in the
federal government." This initiative is based on three factors: (a) , \
-------
C-12
The foregoing proposal excerpt is cited as it embodies much of the objectives
for which this workshop was designed: (1) it proposes an effective manpower
training method that, because of the universality of apprenticeship training,
can be replicated nationally; (2) it addresses to the public sector the prin-
cipal employers of skilled manpower in the industry, and ( i) it directs the
training right to the firing line, where it has to be, by skilled personnex
who are charged with the operation, maintenance and repair of water and waste
systems in accordance with all requirements of regulating bodies.
In the context of (2) above, it also addresses itself to a solution to one of
the most pressing problems the industry is going to encounter; that is acceptance
by governing bodies. Even though every one in the industry is sold on the need,
the practicality, effectiveness and economics of the program, final approval
will depend on a city council, a county board, a public utility commission, etc.
and/or their personnel boards. Such bodies are often politically oriented and
perhaps more interested in the political impact than getting the job done in
the most economical and efficient manner. Then too, the predominant labor
organization in government is AFSME which at this time, for the most part, does
not include apprenticeship provisions in bargaining agreements.
An Ad Hoc Water and Wastewater Plant Operators Apprenticeship Advisory Committee
has been appointed by the Department of Industry, Labor and Human Relations,
Division of Apprenticeship and Training (DILHR - DAT) with working representa-
tion from the Wisconsin Waste Water Operators Conference and the Wisconsin
section of AWWA. Consultants to the committee are from DILHR - DAT, DNR, the
state Vocational Board and EPA. The goal of the committee is to develop
apprenticeship standards containing such things as qualifications of employers
and apprentices, affirmative action requirements and an Exhibit "A" which ex-
presses requirements as to term of training, school attendance, schedule of
training, compensation to be paid and other special provisions (see Insert I).
On approval of these standards by DILHK, they will apply to all indentures in
the trade in Wisconsin. On such approval, the Committee will attain permanent
status and continue as advisory to DILHR on matters of apprenticeship in keeping
abreast of new developments in the industry. As to a time frame, the committee
has developed the tentative Exhibit "A" and related instruction schedule and
should be in a position to submit standards for approval sometime during
November. Although this paper applies only to water and wastewater plant
operators the scope could be extended to other occupations as needed in the
industry.
-------
C-13
Insert 1 -
EXHIBIT "A"
WATER AND WASTE WATER PLANT OPERATOR
'KRM OF APPRENTICESHIP - The term of apprenticeship shall be three voars of
ot less than 6,000 hours, of which the first 1,000 hours of not. more than
ix Months shall constitute the probationary period. The hours of labor for
ie apprentice shall be the same as for skilled onerators in this trade in
lis establishment.
7HOOL ATTENDANCE - The apprentice shall attend related instruction classes
Dr 400 hours to take and satisfactorily complete the prescribed courses
iless otherwise approved the the Division of Apprenticeship and Training.
spent in related instruction shall be on the employer's time.
:HEHULE OF PROCESSES TO BE WORKED - Apprentices shall be rriven such instruc-
.on and experience as will enable them to qualify as competent operators at
\e completion of the apprenticeship. The instruction and experience shall
elude the following operations and processes as carried on in the employer's
tablishment. The work experience does not have to be in this sequence,
>r need the time for a specific operation or process be continuous:
Plant Orientation
Review of construction data, characteristics
and location of equipment, controls, appurte-
nances and auxilliaries, reporting procedures
and forms, and employer work rules.
Ooeration, maintenance and repair of li^t
station, filtration system, water distrib-
ution system and appurtenances. Trouble
shootinq and emergency procedures.
Operation, maintenance and repair of
auxilliaries, motors and controls, pipes
and pumps, gauges, valves, heaters and
water conditioners. Trouble shootinq.
Building maintenance and repair.
Safety. Trench, traffic, proper grounding,
defensive driving, preventive maintenance,
diathermv.
Records and Reports. Readino, observino,
interpreting, trouble shooting and record-
ing from meters, gauges, charts, tests and
reports and work progress records.
Public Relations. Handling of complaints
and inquiries from customers and public
Related Supplementary Instruction
Approx.
Hours
Credit
Hours
Balance
Hours
80
3000
1560
430
140
220
320
400
-------
WATER AND '-/ASTE 17ATEP PLANT OPF:n7"T
-------
C-15
IV. RELATED INSTRUCTION
Although related instruction comprises but about 7 percent of total term training
it is an Important and essential part and without it a bonafide apprenticeship
program cannot exist. In the water and wastewater industry much of the duties
and responsibilities of the operator involve maintenance and the State Board of
Vocational, Technical and Adult Education Education (SBVTAE) with the advice,
counsel and approval of employers of skilled maintenance craft people has
developed a course outline for apprentices that is available on a statewide
basis and can easily be adapted to your industry (see fnsert II).
The principles of math, blueprint reading and safety as outlined in the insert
are pretty much the same in any industry but the "Related Trade Theory" which
comprises the bulk of the school hours to be completed should relate directly
to your industry. The approved course outline for maintenance craft appren-
tices includes basic subjects that the operator needs and must know, i.e., gears,
couplings, bearings, pipe fittings and valves, welding, electricity, pumps,
compressors, hydraulics and pneumatics, metrics and vibration and sound
analysis. Other subjects not as directly related to plant operations can be
reduced or eliminated and replaced by the following as suggested by the Ad Hoc
Committee members and consultants:
1. Theory and Principles of Water and Wastewater Systems - Type
and kinds, DNR plant certification, nomenclature
2. Lab and Field Testing - Sampling, basic chemistry
3. Application, Interpretation and Implementation of Laws, Rules,
Regulations and Codes Pertinent to Plant Operations - State,
County, Municiple Permits, DNR, EPA, PSC, DOT, DILR require-
ments, legal applications
4. Communication Skills - Written, oral and audio-visual, customer
and public relations, daily logs, repair and maintenance records.
5. The Certification Process - DNR requirements
6. Field Trips to Observe Different Types of Operations
7. Seminars, Meetings, Conventions (on apprentice's time)
8. Standard Red Cross First Aid Course to Meet OSHA Requirements
(on Apprentice's time)
9. Economics - Budgeting, inventory and cost control
10. Emergency Procedures - Outside resources, notification to
customers and public, stand-by, breaks, freezeups, diathermy.
The Department of Labor, and particularly the Secretary is most interested in
integrating apprenticeship into Manpower Training efforts. I feel that they
would be receptive to funding of a demonstration project that would provide
monies to employers to train apprentices, funds to develop related instruction
curriculum and pay instructors and provide direction to the project. It is
worth exploring.
-------
C-16
Insert II
Related Instruction - Water and Wastewater Operations
TO THE APPRENTICE
The program of education for modern apprenticeship includes two distinct
phases. In the first phase you, the apprentice, learn the skills of the
trade on the job. In the second phase of the program, you attend a class
in which you study information related to your job. This "related infor-
mation" explains the "why" of the trade and is concerned with tools,
processes, materials,mathematical calculators, interpretation of drawings,
sketching, and layout necessary to the trade.
The knowledge you can obtain through regular school attendance and careful
study of the assignments in the course now will prepare you for future
advancement.
TO THE EMPLOYERS OF APPRENTICES
The purpose and objectives of related instruction is to assist the industry
in the development of skilled and qualified mechanics for the future.
This program is planned to give the apprentice technical instruction on
subjects that are pertinent to the development of skilled operators.
It is the employer's responsibility to arrange for the apprentice to attend
this related training program with regularity throughout the course.
Your cooperation with the school will strengthen these objectives and make
the program worthwhile.
PURCHASE OF TEXTBOOKS
All apprentices purchase textbooks required for the course, not only for the
apprentice study, but to be used as reference in the future as a journeyman.
All apprentices will be required to engage in sufficient home study to
satisfactorily complete this course.
INSTRUCTION OUTLINE
Areas 1st Year 2nd Year 3rd Year Total
Mathematics 30 30 35 95
Blueprint Reading 30 25 25 80
Safety 10 14 12 36
Related Trade Theory 74 75 72 221
144 144 144 432
Hours are approximate
-------
C-17
AN APPROACH TO ENVIRONMENTAL MANPOWER TRAINING
Wisconsin Invests in Environmental Human Capital
N. Bailey Lorberbaum
Executive Assistant
to the
Director, Management Division
U.S. Environmental Protection Agency
Region V
-------
C-18
ABSTRACT
The 1972 amendments to the Federal Water Pollution Control Act of 1948
mandates action-oriented strategies to insure the abatement and control
of water pollution. The need to develop human resources goes unrecognized
even as untrained men and women impede progress. The Wisconsin Operator
Instructor Program is an innovative, successful environmental training
program. The origins of the Program were multiple in type and location.
In funding the 01 Program, Wisconsin recognized that if people are not
trained to do a job, there is little chance that they will ever perform
that job well. Because the same office manages the certification and
training programs, the system presents the maximum opportunity for coor-
dination. The 01 working group wrote a training guide which requires both
conventional testing and applied testing of operators in their plants.
Because of the in-plant training, the USEPA's National Pollutant Discharge
Elimination permit program routinely generates accurate indicators about
effluent quality which allow the identification and verification of prob-
lems in plant operations. Without trained people, EPA;s pollution control
programs will not be successful in the terms envisioned in and articulated
by Public Law 92-500.
N. Bailey Lorberbaum, formerly a Manpower Development Specialist in
Region V of the U.S. Environmental Protection Agency, has been in federal
service for over eight years. A Phi Beta Kappa graduate of Lawrence
University in Appleton, Wisconsin, Ms. Lorberbaum worked at the Office of
Economic Opportunity for five years where she received three awards for
outstanding job performance. Ms. Lorberbaum was one of 1970's Outstanding
Young Women of America.
Since 1973, Ms. Lorberbaum has been with Region V of U.S. EPA where
she now serves as management analyst and executive assistant to the
Director of the Management Division. During her three years with EPA,
Ms. Lorberbaum has received two awards and was a Regional EPA nominee for
the Federal Woman's Award in 1976.
Ms. Lorberbaum is married to Harvey Bailey Lorberbaum who directs
Region V's manpower program at the Department of Health, Education and
Welfare. The Lorberbaums attended the 1976 Harvard Summer School Institute
in Employment and Training.
-------
C-19
AN APPROACH TO ENVIRONMENTAL MANPOWER TRAINING
Wisconsin Invests in Environmental Human Capital
As everyone knows, Public Law 92-500 (the 1972 amendments to the
Federal Water Pollution Control Act of 1948) was landmark legislation.
Described as "The most comprehensive program ever anacted to clean up
the Nation's waters..." , it mandates action-oriented strategies to insure
the abatement and control of water pollution. These strategies include
a permit program for those who discharge into the waters of the Nation,
a scrappy enforcement program, an eithteen billion dollar program for the
construction of municipal wastewater treatment facilities, and a leadership
role for state government.
Because the primary water pollution control programs are the permit
program with its enforcement alter ego and the construction grants program,
the dominant disciplines found in the United States Environmental Protection
Agency are law and engineering. EPA's management and planning systems focus
on quantifiable objectives and outputs related to paper and concrete.
Although it seems so obvious as not to require articulation, the fact that
trained people must implement environmental legislative initiatives - if
they are to succeed - is overlooked.
The need to develop human resources goes unrecognized even as untrained
men and women impede the timely achievement of legislative goals. Common
sense would suggest that training for skills development should be one of the
basic support programs in the implementation of any new and far-reaching
public program. But the practical concerns of environmental manpower develop-
ment and training have not been permitted in the high councils of pollution
control administration and management. And EPA's programs suffer from this
myopia. For how are well-meaning people at state and local levels in the
public sector to assume new responsibilities requiring unfamiliar and sophis-
ticated skills if they are not trained? Is it not self-evident that, in order
for capital investments in facilities and equipment to yield requisite returns,
investments must also be made in human capital?
Former Vice-President Rockerfeller, in his role as Chairman of the
Commission on Water Quality, made this point about 'people problems' in
the Report to Congress of the Commission,
I foresee situations in which, even after billions of
dollars are spent upgrading treatment, we will still
not have cleaner water because of ineffective operation
and maintenance. There is already considerable evidence
that some of the most modern of existing facilities are
not being operated effectively or are inadequately
operated and maintained.^
The Staff Report of the Commission was more explicit in its reading of the
situation.
Optimum operating performance of publicly-owned treatment
plants is essential to achievement of the intended water
quality improvement...Operator training is inadequate to
-------
C-20
supply current needs and accelerated completion of pub-
licly-owned treatment works will require more trained
operators and higher technical levels of training to
assure optimum operation of more sophisticated plants.3
Despite weak, misdirected, and ineffective manpower leadership and
the absence of serious environmental manpower policy, several states have
themselves developed and implemented innovative and successful training
programs. One such program is the Operator Instructor Program administeded
by the Wisconsin Department of Natural Resources (DNR).
The operator Instructor (01) Program trains wastewater and water supply
treatment plant operators in order to assure that competent and knowledgeable
staff direct the plant operations that (a) discharge treated wastewater into
lakes and streams, and (b) provide safe drinking water for the citizens of
the State of Wisconsin. Operator competence is measured by certification
examinations and by the adequacy of actual plant operations. Both the
approach of the 01 Program and the elements that constitute the parts of this
Program continue to be unique as well as successful.
Hi s tory
The origins of the Operator Instructor Program were multiple in type
and location and converged in the summer and autumn of 1972. The greatest
single push for a statewide operator training program came with the advent
of mandatory operator certification in January of 1969. Prior to that time,
certification was voluntary. The DNR, with the cooperation of the State Board
of Vocational, Technical, and Adult Education held numerous training sessions
to prepare operators for certification examinations. Although this under-
taking was necessary and adequate for the initiation of the certification
program, it did not present a long-range solution to the training need created
by the certification program.
Meanwhile, back in Milwaukee, the Southeast District hired a school
teacher during the summers of 1969-1971 to provide training for operators.
This training was of the in-plant/hands-on variety available to the operator
on-site in his plant. The teacher's role was a low-key and open-ended one
designed to assist the operator with the operation and maintenance of his plant.
Since the Federal wastewater legislation discussed above had not then
been passed, this training function was not really a regulatory one. The
training did, however, help operators to become familiar with conducting
laboratory tests in order to measure the quality of the plant's effluent.
In some cases, operators were introduced to the concept of lab testing in
a treatment plant for the first time.
Although the Lake Michigan District in Green Bay takes credit for
making the original official request to DNR headquarters in Madison for
an 01 Program, it is unclear whether the actual request originated in Milwaukee
or Green Bay. What is clear is that without the dedicated work of A.W. ('Bud')
Tandy in Madison and the support of his boss, Carl Blabaum, the 01 Program
would not have been launched.
-------
C-21
On still another front, Tandy was well aware of the need for a
program. He had been in contact with his counterpart in Minnesota from
whom he had learned about the It^erant Instructor Program funded by
the Minnesota Department of Education's Division of Vocational-Technical
Education. The Minnesota Program included both the presentation of train-
ing courses and the provision of in-plant assistance to operators in the
State. The Itinerant Instructor traveled all over Minnesota with a home
base in St. Paul. Tandy liked the Itinerant Instructor Program but,
because of the extensive travel involved, decided that for Wisconsin, a
decentralized program was superior to a centralized one or an itinerant one.
The initial controversy was classic and had to do with the kind of
person who should perform the work of operator instruction. Should the
DNR hire experienced operators and teach them to be teachers as does the
Illinois Environmental Protection Agency? Or should the DNR hire teachers
and teach them about operators and treatment plants? The debate was
spirited. Tandy's position - the latter one - prevailed amid some skepti-
cism out in the field.
The rationale for this approach is as follows: District engineers
have technical skills in treatment plant operations and are always available
in the districts to answer technical questions for the Operator Instructor.
A^so, their field experience has permitted them to learn from district
operators. But if an 01 were an operator, there would be no one readily
accessible to answer essential questions about teaching methods, techniques,
and procedures.
Once agreement had been reached with the districts, Tandy guided the
01 idea through the central office bureaucracy and presented it to the
budget committee. Since the 01 Program had the wholehearted and enthusi-
astic support of then DNR Secretary Voigt, the Program was funded.
Of significance is the fact that the Program was presented and justified
without a requirement for reams of bureaucratic written matter. Other federal,
state, and local units of government waste valuable time and generate endless
documents trying to prove the essential value of training or simply deny the
need for training. Wisconsin quietly recognized that if people are not
trained to do a job, there is little chance that they will ever perform that
job well.
Also, the Operator Instructor Program was funded at the state level
with State funds. Wisconsin did not ask the Federal Government to fund what
surely would have been a sound investment for the then infant USEPA. Wisconsin
simply and quietly put their money where their mouth was.
Program Design
The Operator Instructor Program funds one 01 in each of the six DNR districts.
Programmatic direction comes from DNR headquarters in Madison (the staff
relationship). Administrative, supervisory, and technical direction come
from each respective district (the line relationship). The OIs present
courses in treatment plant operations. They have responsibilities, in concert
with district engineers, to provide hands-on and operation and maintenance
training to operators on site. They also have a leadership role in operator
-------
C-22
training for laboratory testing, especially as it relates to the EPA's
National Pollutant Discharge Elimination System permit program.
The initial tilt of the 01 hogram was toward training operators to
pass certification examinations. Now, this exam emphasis is shared
equally with emphasis upon the kind of operator learning that must take
place if operators are to run their plants well, the kind of learning
that often can't be measured by the examination procedure.
Becaure the same office manages both the certification and the train-
ing programs, the 01 Program presents the opportunity to maintain a versa-
tile, interwoven, responsive, and workable system. Whereas in some states
instructors of operators must teach one curriculum based upon the require-
ments of the certification exam and a second curriculum based upon the
practical skills and information an operator must have to run his plant,
such is not the case in Wisconsin. Because certification, classroom and
laboratory training, and in-plant assistance are all located in a single
system, a single curriculum can be developed to meet the requirements of
both the examination and the operators. This also means that the Wisconsin
certification exam can be written based upon practical and up-to-date skill
and informational needs of operators in the State. The system presents the
maximum opportunity for coordination. Its significance cannot be overstated.
The other excellent coordinative features of the 01 Program are the small
size of the 01 staff, the small central office staff, and the limited number
of bureaucratic layers that must be dealth with to accomplish requisite
programmatic adjustment.
The central office convenes a meeting of OIs on a quarterly basis
which, again, facilitates smooth operations. (It is interesting to note
that, within the DNR, the only group other than the OIs to meet on a
quarterly basis are the district directors.) At these meetings issues and
problems identified by headquarters and field staff are discussed and resolved.
The central office does not impose rigorously uniform course curricula and
training methods upon the OIs. Because new approaches issue for the 01
working group and the procedures are worked out there, the OIs are commited
to their implementation and are held accountable by the DNR for accomplishing
the derivative functional goals. Participatory management, alive and well
and working...
Due to the operator contact resulting fron the classroom and laboratory
sessions and the in-plant assistance, the OIs develop and maintain a close
personal relationship with the operators whom they serve. This intangible
asset is an essential ingredient of the Operator Instructor Program.
Each 01 presents two basic wastewater courses and two basic water supply
courses each year. These courses are planned around the schedule for certi-
fication examinations for the two least advanced operator classifications,
(In previous years, the wastewater exams were given in January and June with
the water supply exams given in April and October. Now both exams are given
on a quarterly basis.) These basic courses are given from four to six weeks
before the exam date, scheduled at times convenient for operators located
in each district. Each course includes forty hours of classroom activity.
-------
C-23
Initially, the curriculum for the basic courses was the eclectic
by-product of a decentralized Program. Subsequently, the OIs wrote
behavioral course objectives for ''he basic courses. This training guide
is a product of the 01 working group.
The introduction to the training guide indicates that behavioral
courses objectives are identified as either those which the operator must
be able to do, those he should be able to do, and those he will be called
upon to do occasionally. But the most significant part of the development
and the use of these behavioral objectives is that each operator is not
only tested conventionally about information he has learned, but is also
tested in his own plant on each objective that pertains to his ability
actually to do something on-site. So each 01 visits each operator taking
the basic course in his particualt plant and observes the operator's actual
performance of appropriate objectives. The OIs consider this approach to
be outstanding instructional tool as well as the only way that an 01 can be
certain that applied learning has taken place. Needless to add, this approach
is unique in today's world of operator training.
In-Plant Assistance
When the Operator Instructor Program began, one of the major responsi-
bilities of the OIs was to assist operators set up their laboratories and
learn how to conduct tests required by the National Pollutant Discharge
Elimination System (NPDES). At that time, the Federal legislation that
required municipal treatment plants to conduct certain specified tests on
plant effluent to ascertain water quality was new. Treatment plant operators
were busy trying to acquaint themselves with the new requirements, the
laboratory equipment to be purchased, and the method for conducting each
required test. The task was then (and, in some places, continues to be) a
monumental one. The OIs were able to explain the NPDES, calm the fears of
the operators about it, hold one-day training sessions where necessary, and
assist operators to purchase the correct equipment for their particular
plant's needs. The ability of the OIs to respond to operator requests on
adn individualized and personalized basis was a significant asset in the
implementation of NPDES in Wisconsin.
Justifiably or unjustifiably, the National Pollutant Discharge Elimi-
nation System permit program has received a good deal of 'bad press1 from
a variety of state environmental regulators who must administer the Federal
legislation. Indeed, they are correct when they state that the massive
efforts (measured in time, dollars, paperwork, and manpower) involved in
implementing the NPDES permit program are directed at identifying a problem
while only minimal efforts are directed toward problem-solving. This is
particularly true for municipal wastewater treatment plants.
Initiating an enforcement action against a municipality because of an
NPDES violation (i.e., the laboratory tests indicate that the effluent quality
is below that required by the NPDES permit and, therefore, required by law)
does not correct the violation. Civil adjudication-in and of itself-will only
cost the municipality money, money it may not have and money that could be
more usefully spent correcting the problem. Even a new and sophisticated
multi-million dollar treatment facility may not - in and of itself - correct
the problem if the operator does not know how to operate that new plant properly.
-------
C-24
The effluent quality problem may well be due to the inadequate skills
of the treatment plant operator, skills that can be upgraded by training.
Improved operation and maintenance (O&M) could result in municipal effluent
quality routinely higher that that required by permit. Better O&M proce-
dures could raise the effluent quality of an older plant to the point
where permit conditions could be net without the injection of substantial
amounts of public funds to construct a new plent. Hands-on operator training
conducted in-plant, on-site in the area of O&M may well be the missing link.
The Wisconsin Challenge
The Wisconsin DNR is poised, ready to dive into this wave of the future.
There are those within the DNR who feel that the NPDES permit program is
a plus in Wisconsin because it now generates - routinely and with some
reasonable degree of accuracy - uniform indicators about effluent quality
expressed in numbers that permit the identification and verification of
problems in municipal plant operations. The challenge is to solve the
problems and the means is training and improved plant operation and main-
tenance. The Lake Michigan District in Green Bay is experimenting with
the use of the computer to plot pertinent data (NPDES, process control, and
the like) from a given treatment plant over a prolonged period to visualize
and relate changes in effluent quality with measurable O&M variables. With
improved O&M techniques, optimum plant operation can result in up to a 66%
improvement in effluent quality.
The Operator Instructor Program should have a future bright and assured.
Upon a firm and creative foundation can emerge a Program evolving around and
adjusting to the ever-changing landscape of environmental protection and
water quality. District staff repeatedly spoke of the need for and the
success and importance of the 01 Program. Field staff indicated that the
01 Program provides a public service and assists communities maintain their
equipment and investments. Field work would be back in the 'dark ages'
without the Operator Instructor, they say. Initially, district administrative
staff had concerns about the Program, especially about the relationship the
01 would have with the district engineers and the local communities. These
concerns turned out to be 'wholly unjustified1; reservations about the concept
of hiring teachers were groundless. Others feel that training is one of the
few areas in which the DNR can make friends, since it is primarily a regula-
tory agency.
The DNR's opinion about the Operator Instructor Program is expressed in
an article written by a former 01 and published in the DNR's "Wisconsin
Conservation Bulletin",
Although the Program is still rather new, it has resulted in
a considerable increase in effective operation of pollution
control and water supply facilities. It has also greatly
increased the professional stature of operators and will make
pollution abatement and water supply professions increasingly
more attractive to young people. These technicians operate
facilities that represent substantial investments of local,
state, and federal monies, often in the millions of dollars.
Such investments certainly deserve the supervision of skilled
-------
C-25
personnel who know what they're doing. DNR training
and certification make sure the community gets them.
Conclusion
The Operator Instructor Program is a good one. In should not be
viewed as a panacea to be rigidly and mindlessly replicated everywhere.
Wisconsin developed a program that works well for Wisconsin. The issues
defined and addressed by the Operator Instructor Program, however must
eventually be addressed by all of the states. And currently, there is not
even a forum wherein environmental training professionals, at various
points along the manpower and training continum, can get together to build
upon their positive experiences adn benefit from their negative ones.
The way to address the situation described above is not to throw
dollars at the problem, the prototypical Federal response. Although there
is not a responsible environmental manpower professional who would suggest
that training resources are appropriate, a sound and integrated policy and
a sensible national program are as important as adequate funding. National
policy must build upon the leadership and creativity that now reside in the
Regions and the states. Clearly, there is an inherent and unmistakable
absurdity in the unnatural juxtaposition of space age programs and stone
age skills.
Today, the path to environmental legislative success is fashioned from
sturdy, massive, interlocking links. Those links are dollars, bricks-and-
mortar, equipment, and paper. But a link is missing. The Federal water
pollution control legislation will continue to give the private sector a
boost by funnel ing profits to the photocopier industry, equipment manufac-
turers, contractors, and consulting engineering firms. It will directly
contribute to the care and feeding of many an engineer, many a lawyer. It's
bureaucracy will delight the 'MBOers' and the 'ZBBers1. There are and will
be real accomplishments. But EPA's programs cannot be successful in the
terms envisioned in and articualted by Public Law 92-500 if the future merely
extends the past. The missing link? Trained people.
-------
C-26
NOTES
Federal Mater Pollution Control Act Amendments of 1972: Highlights.
Office of Public Affairs, U.S. Environmental Protection Agency, January
1973, p. 1.
^Separate Views of Nelson A. Rockerfeller, Chairman, National Commission
on Wate^ Quality, Report to the Congress by the National Commission on
Water Quality, March 18, 1976, p. 39(U.S. Govt. P.O. # 052-003-00153-5).
Rational Commission on Water Quality Staff Draft Report: Issues and
Findings, November 1975, p. 1-18.
^"Wisconsin Conservation Bulletin", Wisconsin Department of Natural
Resources, September-October 1975, p. 19.
-------
C-27
ENVIRONMENTAL TRAINING CENTER
INDIANA VOCATIONAL TECHNICAL COLLEGE
STATE ENVIRONMENTAL
TRAINING PROGRAMS
JUNE 1977
-------
C-28
STATE ENVIRONMENTAL TRAINING PROGRAMS
Purpose of Environmental Training Center (ETC)
The purpose of ETC is to help new operators of water and wastewater
treatment facilities throughout the state gain the required skill and knowl-
edge, upgrade currently employed operators so that they will better operate
and maintain their facilities, enable operators to become state certified,
and train laboratory technicians and field inspectors for air pollution control
agencies and industries. Furthermore, the Center is responsible for the
development of curricula and training aids, and is the source of technical
assistance in the development of similar training facilities in other I.V.T.C.
regions.
The Center is also sensitive and flexible to respond to the ever changing
technologies and needs in the area of pollution control and energy conservation.
Objectives
To be able to meet the total training needs of the State, the Center is
taking steps to implement the following:
1. Assess the manpower and training needs of air/water pollution
control, and energy/power personnel
2. Develop programs to meet the training needs
3. Standardize all non-degree credit courses
4. Establish minimum qualifications for the instructors
5. Develop educational materials for environmental training, i.e.
manuals, workbooks, A-V; evaluate those presently available
6. By means of the Center's technical advisors, offer technical
assistance to the I.V.T.C. regions. The Center, however, will
encourage the regions to develop their own training capabilities
in the field of environmental training.
7. Assist the Indiana State Board of Health to establish clearly
defined terminal objectives for courses designed to assist
operators seeking state certification
8. Evaluate effectiveness of training
Organization of ETC
The Center as a state wide training facility is administered by a Director,
who is assisted by the department heads of Pollution Control and Power and
Energy Technologies, the Training Coordinator, and three Technical Advisors
(water, wastewater, air). Furthermore, two full-time instructors, and several
part-time instructors are responsible for the instruction of both degree and
non-degree credit courses.
The training Coordinator and the Technical Advisors assist the I.V.T.C,
regions in developing their own training capabilities, and in implementing
the training programs.
-------
C-29
Programs/Courses
ETC presently offers an A.A.S. Degree in Pollution Control Technology,
and several courses designed to assist water and wastewater treatment plant
personnel in operating and maintaining their facilities The Center is cur-
rently preparing documents to be submitted to the Commis.sion on Higher Educa-
tion for approval of a Power and Energy Technology program. A list of the
courses offered by the Center and the recommended references to be used in
these courses are attached on the back of this paper.
Strategy for Future Programs
In addition to our degree courses, our strategy is to offer plant opera-
tions, plant math, and basic laboratory skills semiannually to coincide with
the state's Spring and Fall certification program. Furthermore, special
courses such as activated sludge, phosphorus removal, NPDES workshops will be
offered at irregular intervals, so that they will not interfere with the
certification courses. This plan offers the operators the opportunity to
enroll in courses in a year-round basis.
Problems in Training
The success 'or failure of environmental training depends on the ability
of training centers to accurately assess the training needs, and to deliver
quality education. There are serious concerns, however, in those respects.
Lack of Qualified Instructors. The most serious concern at this point
of our growth is the lack of qualified instructors. We hope by means of
various instructor training workshops to train several instructors throughout
the state within the next two years.
Lack of Training Materials. Another concern is the lack of proper train-
ing materials, especially in the degree programs. Unfortunately EPA has
devoted much effort and money to develop training materials which are of
little, if any, value to our training programs.
Lack of Committment from EPA and State to Training. This is a concern
of a lesser degree but one of potentially adverse consequences. Recently EPA,
for all practical purposes, has abolished the regional manpower development
branch. The decision appears to be a symbolic one since Region V spends more
than a billion dollars annually for the construction of wastewater treatment
facilities.
Proposed Topics for Discussion
The following areas need to be brought into focus:
1. Community (Decision makers) education about treatment facilities.
Cost/Benefit analysis necessary. Consider pollution control
as a community socioeconomic resource.
2. Form a training association which among other things can act as
a lobbying organization to communities, state and federal
government, professional association. The present water pollu-
tion control associations are dominated by engineers and other
professional groups and thus do not represent the interests and
do not answer the needs of operators. There is a need for
upgrading the feeling of professionalism among plant operators.
3. Development and dissemination of training materials.
-------
C-30
ILLINOIS STATE AND LOCAL TRAINING PROGRAMS
Although independent, their strong inter-relationship precludes consideration
of training programs without at least cursory consideration of workforce
analysis and certification. Logic would order these parameters consecutively
as Workforce Analysis, Training, Certification. Expediency frequently
dictates that training programs be implemented prior to organized workforce
analysis. Such is the case in Illinois.
From a past history of infrequent short courses conducted in scattered
locations by State regulatory personnel, Illinois' wastewater operator
training program has progressed to a current events of a State training
center (the Environmental Resources Training Center commonly referred
to as ERTC) and ongoing community college located training courses. These
are supplemented by seminars, workshops, and short courses from one to
five days in duration, produced through various cooperative combinations
involving individual community colleges, ERTC, operator organizations,
and the Illinois Environmental Protection Agency (IEPA). In addition,
the IEPA administers the California, ciemson, and Michigan correspondence
courses, and publishes a bi-monthly - plus - special - issues operator
periodical (DIGESTER/OVER THE SPILLWAY). Assistance is given to various
local operator groups in program planning and presentation. Such
assistance recognizes that every operator gathering is a training event
and with proper channeling can be a constructive part of an overall
State program. One-to-one, hands-on, and in-plant assistance has not
been neglected. Although Illinois' three-year program, Project Optimize,
soon ends, many of its concepts and practices will continue with an
in-plant assistance-trainer assigned to each of three regional offices.
Hands-on practices are being introduced into additional community college
courses each year.
The central focus of Illinois training programs is the ERTC. Despite
some funding difficulties the center continues to increase its role and
capabilities. The Center is charged with the development and conduct
of training programs, the coordination and support of community college
training programs, the development, procurement and distribution of
training aids and materials, and will be a major participant in workforce
analysis, particularly as such analysis pertains to training activities.
Any considerations or decisions in the area of training must be tempered
by the adequacy or inadequacy of workforce analysis. In Illinois,
resources have only recently become available by which an organized
workforce analysis program can bo undertaken and maintained. Viable
training and certification programs are dependent upon such an analysis.
While the outcome of such an analysis is unlikely to change the major
concepts and direction of either training or certification in Illinois
it is expected that the workforce analysis will result in a better
utilization of limited resources and a sharp reduction in operator
associated treatment facility deficiencies.
Of priority consideration to Illinois are the questions of motivation of
owners and operators toward training; and Federal/State support of Work-
force analysis and development.
-------
C-31
ENVIRONMENTAL RESOURCES TRAINING CENTER
SOUTHERN ILLINOIS UNIVERSITY AT EDWARDSVILLE
by
James 0. Bryant, Jr., Director
Environmental Resources Training Center
Southern Illinois University
Edwardsville, Illinois 62026
Background
In 1967 the Illinois General Assembly directed that a Sewage Treatment
Plant Operators' Institute and a Public Water Supply Operators' Institute be
established at Southern Illinois University. The Institutes were chartered to
conduct water and wastewater treatment facility operator training courses. The
General Assembly provided no funding support for the Institutes assuming that
they would be self-supporting through assessment of tuition fees payable by the
municipalities whose operators attended the training courses offered by the
Institutes.
Beginning in 1967, Southern Illinois University at Edwardsville sponsored
a series of training courses for treatment facility operators. By and large,
these training courses were financed by training grants awarded by the U.S.
Environmental Protection Agerlcy and its predecessor organizations. Concurrently,
the Illinois Environmental Protection Agency encouraged and supported the
development of water and wastewater treatment facility operator training
courses at several community colleges. By the fall semester, 1976, ten public
community colleges offered training courses for water supply treatment facility
operators and twenty-three offered wastewater treatment facility operator train-
ing courses. A study completed by the National Field Research Center, Inc.,
Ames, Iowa, for the Illinois Board of Higher Education in 1975 stated that all
the community colleges were offering one or more courses in environmental pollu-
tion control or closely related subjects.
In 1973 the Governor of Illinois approved an Illinois Environmental Pro-
tection Agency proposal to construct an Environmental Resources Training Center
at Southern Illinois University at Edwardsville. Subsequently, the General
Assembly appropriated $2 million of Illinois Anti-pollution Bond Issue Funds
for the construction of the training center and the upgrading of the University's
wastewater treatment plant. No Federal funds have been used to construct the
Center. During 1974 and 197b engineering and architectural plans were completed
by the University and approved by the Illinois Environmental Protection Agency
and the Board of Trustees, Southern Illinois University. Construction contracts
were let In late 1975 and construction of the Environmental Resources Training
Center began in January, 1976. The Center was initially occupied in December,
1976.
Furnishings and other equipments for the building are being received
daily and, as you look arpund, you will note the apparent confusion of the
y •
\
-------
C-32
Environmental Resources Training Center - Mission and Functions
In establishing the Environmental Resources Training Center, Southern
Illinois University and Illinois Environmental Protection Agency identified the
following missions and/or functions for the Center:
1. Provide direct training to pollution control facility operators.
2. Establish a network of cooperating community colleges for the
training of pollution control facility operators.
3. Provide training in instructional techniques to instructors of
pollution control facility operator training courses.
4. Develop curricula and training support materials for use by
ERTC and community colleges in pollution control facility
operator training.
5. Serve as a technical and materials resource to the community
colleges for pollution control facility operator training.
6. Perform applied research in areas related to operation and
maintenance of pollution control facilities.
Enviornmental Resources Training Center - Facilities and Staff
In order to accomplish the mission and functions identified above, IEPA,
with the concurrence of the General Assembly, appropriated $2 million for the
construction of the Center and the upgrading of the University's wastewater
treatment plant. The Center will have the following facilities devoted exclu-
sively to the training of pollution control facility operators:
1. Two twenty-man classrooms;
2. One ten-man classroom;
3. Two twenty-station wet chemistry teaching laboratories;
4. One ten-station teaching laboratory for instrumental analyses;
5. A 101-seat theater style auditorium;
6. A 1000 square foot library/audio-visual media support center
and self-instruction laboratory,
7. A 13,000 square foot open-bay laboratory for pilot scale unit
operation and unit process equipments;
8. A student lounge;
9. Office and administrative space for a director, a secretary
;ind five instructors; and
10. A 0.3 million gallon per day wastewater treatment plant consisting
of pre-treatment, primary treatment, two-stage biological nitri-
fication with intermediate and final clarification basins, sand
filtration, post-chlorination, effluent pump station, two-stage
heated anaerobic digestion, and sand drying beds.
-------
C-33
Initially, the wet chemistry laboratories are being equipped for training
in water supply, wastewater, and stream survey laboratory analyses to include
both process control and raw/proauot water quality monitoring. As needs
develop, the instrumentation laboratory will be equipped for training in auto-
mated analyses of water and wastewater and for air quality control analyses.
In addition to the above facilities, the Training Center will have access
to all other technical and support facilities of Southern Illinois University
at Edwardsville.
The present staff are Dr. James 0. Bryant, Jr., Director; Mr. Clifford
Fore, Assistant Director and Manager of the Wastewater Treatment Plant;
Ms. Susan A. Castle, Coordinator for Laboratory Operations; and Ms. Nancy Harris,
secretary. In addition, academic faculty of the Department of Engineering and
Technology have been retained on part-time contracts to assist with specific
project activities. We have identified several operators and superintendents
at local water supply and wastewater treatment plants who will be retained as
call staff for presentation of evening and short courses: in their technical
specialty areas^ University student workers are used in data collection and
analysis support functions and as laboratory and classroom assistants.
Environmental Resources Training Center - Concept of Operations
It is appropriate at this point to discuss briefly the philosophy of
operations of the ERTC. The ERTC is a state-wide resource for training environ-
mental control facility operators. As such, the ERTC is to develop am: coordinate
environmental control facility operator training programs in all media areas.
The ERTC will serve as a repository for training support materials, such as A-V
resources, curricula guidance, lesson plans, etc., for the public community col-
leges which will continue to act as a primary delivery system for operator training.
By using the public community colleges (there are 49 public community colleges
in Illinois) for delivery of in-service training courses, every operator in the
State will be within 50 miles of a training course and the vast majority will
have training available within 25 miles of his home or place of work.
Within the public community college system, three colleges offer associate
degress in environmental technologist fields. Twenty-three colleges are offering
training courses in water or wastewater operations. Most of the colleges offer
introductory level courses, based on the Sacramento State Manual, which prepares
operators for the Illinois Class III and Class IV certification examinations.
With few exceptions, these counses are classroom lecture presentations by part-
time instructors. Few of the colleges provide any "hands-on" training experience
as part of their programs, and few offer training courses in advanced topics for
operators seeking certification at the higher classifications, I and II. This
applies equally to the training activity for potable water supply operators and
wastewater treatment operators.
The lEPA's Operator Certification and Training Units have made significant
progress in increasing the number and upgrading the quality of the community
college programs. For example, just two years ago only sixteen colleges offered
-------
C-34
wastewater operator training courses. Instructors in these programs were usually
competent treatment plant operators who taught at the colleges, motivated pri-
marily by their desire to help other operators. Few, if any, of these instructors
had any experience in teaching or formal training in the techniques of instruc-
tion. Consequently the IEPA, with funding support for EPA Region V, initiated
Project Optimize to upgrade the quality of instruction in the colleges and to
demonstrate improved plant performance as a result of training activity.
With the diverse nature of the training delivery system, it became in-
creasingly difficult for the IEPA to coordinate the program to assure consistency
between the colleges and to provide training support and assistance to the col-
leges. Thus, a primary mission of the ERTC is to coordinate the college programs
and to provide training support and assistance to the colleges. As such, the
ERTC will be responsible for developing and disseminating training support aids
to the college systems. The ERTC will also be responsible for developing and
presenting training in instructional techniques and technology to upgrade the
ability of the college instructors to teach effectively.
The ERTC mission extends beyond the support of college programs. IEPA
recognized the need for a fully-equipped Center which could provide extensive
"hands-on" training experience for operators. The ERTC will have a full-scale
wastewater treatment plant for use as a "hands-on" training aid. In addition
to the operating treatment plant, the ERTC facility will have small scale equip-
ment representative of the equipment and processes commonly constructed in
Illinois. Raw sewage and several intermediate streams from the treatment plant
will be pumped to the ERTC as feed stocks for the small scale equipment. Thus,
at the ERTC the operator will be able to gain experience in the operation of
small scale equipment and to apply the theories and principles of operation
presented in the classroom to a realistic operating situation. Our objective
is to have as much of the small scale equipment as possible mobile so that it
can be moved to off-campus training sites for short courses and seminars.
The ERTC serves a number of useful functions to the training delivery
system. First, it provides a central repository for training support materials.
Thus, each college need not purchase expensive training aids individually. The
ERTC can obtain these aids and provide them to the colleges on a loan basis.
Secondly, development of new training materials is expensive and time consuming.
Most of the colleges do not have the resources to do an adequate job of curricu-
lum, course, or training aid development. The ERTC will centralize the develop-
ment of training materials in the state. Finally, the ERTC has served as a
focal point for the operators. There has been a noted increase in interest in
training and training-related activities. The act of establishing the ERTC has
shown the operators that there is a concern for them and that positive efforts
are underway to provide them support and assistance. The operators have responded
to the stimulus.
Environmental Resources Training Center - Current Activities
The ERTC's missions and functions relate to provision of direct training
for pollution control facility operators and to coordinate and support of
-------
C-35
community college educational programs in pollution control facility operator
training. To date, the majority of ERTC staff effort has been directed to
data gathering and planning functions leading to curricula and course content
development fo* future ERTC training activities. Principal efforts to date
have been:
1. Initiate Work Force Analysis and Training Needs Assessment. Pre-
liminary planning to develop and analyze data on the work force in wastewater
treatment has been initiated. The data gathered will be used to project training
needs and to develop training programs and delivery systems responsive to the
needs. NPDES permits will be reviewed to identify wastewater treatment facili-
ties, applicable discharge standards, and effluent monitoring, sampling and
reporting requirements. Personnel resources at treatment facilities will be
identified and evaluated through mail survey and interview techniques. Data to
project entry level training for new hires and upgrade training needs for the
existing work force will be collected. Illinois and Federal EPA construction
grant program data will be reviewed and incorporated into the analysis.
Initially, the data gathering and analysis will focus on the ten counties con-
prising Illinois EPA Region IV (Madison, St. Clair, Monroe, Randolph, Washington,
Clinton, Bond, Marlon, Fayette, and Effingham counties). Data storage and
retrieval systems have been developed. The analysis is now being expanded as a
state-wide effort. The outputs from the effort will be:
a. Manpower needs projections,
b. Identification of specific training needs,
c. Definition of curricula and delivery mechanisms to satisfy
training needs, a'ad
d. Identification of primary needs for training aids and materi-
als to support the training delivery system.
The above data will be used by the ERTC to guide decisions on specific project
and training course activities at the ERTC and will be provided to the community
colleges and their governing bodies for use in planning and developing their
program offerings in pollution control facility operator training.
Survey forms were sent to 379 treatment facilities and 309 certified
wastewater treatment plant operators last year. An additional 50 forms have
been sent to non-certified operators. Approximately 30% of facilities and
approximately 38% of the certified operators have returned completed survey
forms. Analysis of the survey data is underway but has not been completed.
2. Training Courses in NPDES Laboratory Procedures. During 1975, with
EPA grant funding, the ERTC (SIUE) sponsored a series of training courses at
eight community colleges on basic laboratory procedures to comply with Federal
and State discharge permit monitoring, sampling and reporting requirements. A
ninth course was presented at the SHTE campus. AJ1 of the above courses were
on basic parameters for municipal dischargers.
-------
C-36
The EPA grant was renewed for additional courses during 1976. The basic
parameters course was presented at three community colleges and the materials
analysis course was presented one,-. The ERTC plans to offer the NPDES series
twice during 1977.
ERTC's objective in offering the NPDES courses with the community colleges
was to have the colleges adopt the course materials and offer them as part of
their regular curriculum. Six of the colleges will be teaching the NPDES labora-
tory procedures courses during the current academic year. Three audio-visual
support packages for use by the EPA, ERTC, and the colleges are being prepared
under the grant. The A-V packages will be on Flow Measurement - Flumes, Flow
Measurement - Weirs, and Sampling Techniques.
3. Coordination with Community Colleges. In June, the Director, ERTC,
met with representatives from three community colleges, whose districts are
adjacent to the SIUE campus, to discuss how the ERTC programs could be integrated
into the vocational training programs in the Metro East - St. Louis area. Meet-
ings were also held with Illinois Office of Education and Illinois Community
College Board. These meetings led to the development of a two-day Workshop on
Post Secondary Training and Education for Environmental Control Facility Operators.
The purposes of the Workshop were to establish communication with the community
colleges and to solicit from the colleges data, information, and ideas on the
appropriate interfaces between the colleges and the ERTC and to have the colleges
assist and advise the ERTC on the specific program activities and services to be
provided by the ERTC. The Workshop was attended by representatives from 38 of
the State's 49 public community colleges. Federal and State EPA were also repre-
sented as were the State Office of Education, Illinois Community College Board
and the Illinois Board of Higher Education.
The Workshop was very successful in achieving its objectives. It was the
first time that a four-year institution had solicited an input from the two-year
institutions before embarking on a new program. As a result, a spirit of coopera-
tion now exists between the ERTC and the public community colleges. This goodwill
will provide invaluable in future development of joint ERTC/public community
college programs.
During the summer months the ERTC staff plans to visit each community
college, review and evaluate their training programs, and recommend needed modi-
fications to improve the quality of the college programs.
Environmental Resources Training Center - Future Plans
The ERTC building was completed in mid-December, 1976. Our first training
classes were offered at the ERTC facility in May and June, 1977. Several
seminars and meetings have been held at the Center. Initially, the ERTC will
concentrate on short courses to satisfy in-service, upgrade training needs.
Tentatively, the following courses appear to be priority needs:
1. Activated Sludge Process Control
2. NPDES Laboratory Procedures (Basic Skills, Basic
Parameters, and Nutrients courses)
-------
C-37
3. Package Plant Operations
4. Anaerobic Digester Operations
5. Troubleshooting 0 & M Problems at Municipal Wastewater
Treatment Plants
6. Small Water Supply Treatment Plant Operations -
Ground Water Sources
7. Small Water Supply Treatment Plant Operations -
Surface Water Sources
8. Water Supply Distribution Systems
9. Maintenance Management in Water and Wastewater
Treatment Plants
10. Trickling Filter Plant Operations
11. Stabilization Pond Operations
Each of the above courses will be taught as three or four hour sessions meeting
once or twice per week. Thus, a trainee will be able to complete each course
in ten to fourteen weeks.
In addition to full-time staff, the ERTC will retain part-time instructors
to present the above courses.
After the courses have been field tested at the ERTC, some of them will be
presented as short courses at remote sites. The short course offerings at remote
sites will be co-sponsored by the Illinois Society of Water Pollution Control
Operators. Training materials prepared for each course will be made available to
the public community college instructors for their use.
Our long-term plans are to offer a nine or twelve month full-time program
for entry level personnel. The earliest we could begin this program would be
September, 1978. This program will be modeled, somewhat, after the Neosho Water
and Wastewater Technical School program.
In terms of staffing, we propose to add two full-time instructors in FY 79
and one full-time instructor in FY 80. This will increase the full-time staff to
six professionals plus clerical personnel. We shall continue to rely heavily on
graduate and undergraduate students as classroom and laboratory assistants.
-------
APPENDIX D
Problems Affecting Manpower Development
and Training Programs
-------
The Problem of Manpower Development
Seen from the FederaTPerspective
The basic dilemma in developing training programs in the environmental -
technical occupations (such as wastewater treatment plant operator) is the
yawning gap between the training needs, as carefully perceived by training
directors, operations specialists (and the like) on the one hand, and the
relatively scarce resources allocated to meet these needs by those in high
level policy-making positions. Neither of these points needs to be
elaborated on at great length; everyone of you involved in manpower develop-
ment in the environmental field knows the many courses and hours of instruc-
tion that need to be delivered to literally thousands of operators across
this country in order to raise their skill levels. Moreover, you know that
this is only the tip of the iceberg, for behind the delivery of these courses
often lies planning, curriculum development, extensive survey and coordination,
and even the building -- both physical and organizational -- of whole new
institutions. On the other side of the coin, you know from personal experience
the size of the pool of 104(g)l funds, the small sums available through various
interagency agreements, and the limited resources allocated to the whole
environmental manpower field on levels other than federal. The problem is
quite clear; the question staring us in the face is "What can be done to
overcome this situation?"
Seen from the federal perspective as federal policy now stands, the
answer is simply that resources from areas other than EPA must be found,
developed, and utilized because greater support from EPA is simply not
going to be forthcoming in the near future (unless there is a dramatic
shift in EPA priorities and a much higher place on the ladder is given
to training and manpower development). You might well ask what I mean by
other areas of resources. The most obvious places are those that we have
already suggested on other occasions, such as the vocational education
systems and the CETA program. Some of you are not particularly enthusiastic
about seeking funding from these areas, if for no other reason than the fact
that such sources of funding carry implications of control from the outside
and a loss of autonomy for your immediate unit of organization. However, I
would like to suggest that such an outcome is not inevitable. It may well
be that with careful negotiation and cooperation a unit can obtain funding
or some other form of resource contribution without a major loss of control.
For instance, a training program funded by a vocational education system
need not automatically be swept up into the existing bureaucracy of that
system; with skillful negotiation, it might possibly be established as a
semi-autonomous unit, connected to both the vocational education system
and the state environmental agency. Moreover, there is another strong
reason for the use of resources from the vocational education system; in
many states, where university-level education has suffered severe cutbacks
since 1970, vocational education ahs been infused with considerable amounts
of funds.
Considerable attention should should also be given to the CETA program
because of the vast increase in funds it recently received, plus the
strong likelihood that there will be additional appropriations of major
size in the months and years to come. We should note, though, that CETA
-------
D-2
slots do not fall from heaven; the agency or organizational unit that
hopes to get some must effectively apply and compete with others seeking
CETA positions. This can be done, however, by use of careful timing and
skillful application.
There are, however, other potential sources of help which we need
to explore. For instance, the idea has been mentioned that the Wastewater
Equipment Manufacturers Association (WEMA) might have an interest in
funding selected training courses, in order to help insure that the
equipment produted by their members brings good results, and thus
contribute to a favorable reputation for their products. While this
might be somewhat of a longshot, it needs to be explored. Similarly,
other innovative ideas need to be brought forth and tried.
Some of you who are not very enthusiastic about these funding sources
outside federal and state government have asked me why more support is not
forthcoming from EPA or state government. Perhaps this is a suitable
moment to answer that question.
Although I cannot give particular reasons as to why the support for
manpower is at such-and-such level in each state, I can comment on the
reasons why is does occupy its current status within EPA. To the extent
that state government actions are influenced by US EPA priorities, this
explanation should also contribute to understanding the status of manpower
efforts within state EPAs.
The problem begins .with the legislation governing EPA's pollution
control activities, e.g. Public Law 92-500. Training is simply not
targeted as a major or outstanding objective of the mandate given by the
Congress. Rather, it is a fairly low-profile activity (e.g. section 104[g]')
among literally dozens of other pollution control tasks. As a result, when
bureaucratic executives set their priorities, they will be much more likely
to give greater weight to those pollution control tasks which figure more
prominently in the legislative mandate, if for no other reason than the
fact that they believe Congress will hold them most accountable in regard
to those tasks which occupy a more dominant place in the legislation.
However, legislative mandates are not the entire explanation. Anyone
familiar with the workings of the executive branch of our government knows
that policy decisions regarding the setting of priorities are also heavily
influenced by the weight of different groups speaking on behalf of various
interests. This source of sway is particularly important in cases where
agencies face a wide variety of complex tasks mandated by legislation and
insufficient resources to meet them all --a case epitomized by EPA. As
an example of the lobbying process, we could cite the activities of
citizens' groups pressing for preservation of wetlands or industry
associations arguing for certain regulatory standards. There are many
other examples of this sort, and clearly many of them have an effect.
By contrast, however, no one speaks for manpower. In saying this, I mean
that there is no organization speaking on behalf of manpower at the national
level, pressing for an increase in the stature of training activities in the
environmental field. Just as importantly, there is no one explaining to high-
level decision-makers that the environmental goals they are trying to reach
-------
D-3
can be achieved only if an ample labor force has been properly trained.
These facotrs, combined with the rather modest place training occupies in
the legislation, almost guarantees that manpower development will continue
to be of relatively low rank in the hierarchy of pollution control tasks.
All of the above leads back to one point: manpower development
officers in the environmental field must actively seek resources from
institutions other than merely state or federal government. Unless there
is a significant change in priorities at the national level -- presumably
to be induced by a new vioce speaking out on behalf of manpower -- the
levels of support necessary to meet training needs will simply not be forth-
coming from the federal government. In fact, current levels may even drop.
Regional, state and local manpower specialists must come to grips with this
situation and see to it that greater resources are brought to the tasks
of manpower development through one means or another.
Prepared and Presented by
Joel Margolis
U.S. EPA, Region V
Chicago, Illinois
-------
D-4
The State Perspective
Willard Sexauer
Minnesota Pollution Control Agency
In order for me to present my views on the future of wastewater treat-
ment operator training I must reflect back to the time I started getting
involved in training. In 1962 I started with the MDH and at that time the
only training existing in Minnesota was the annual "Sewer School," a three-
day conference that began in 1938 by the Minnesota League of Cities, the U
of M, and the MDH. We now have progressed to calling it the "Wastewater
Operator Institute," as we work to change the operator image and program.
I became involved in the planning of this school to a limited degree in the
early '60's. After a period of several years of looking at the program con-
tent and who was planning it, I could see that we were not meeting the needs
of the operators. However, at first I had very little impact on the program
committee's thinking (over the years we put actual operators on the program
committee) and fortunately, several of the new people had the same concerns
as mine. We proceeded with the idea of developing basic and intermediate
level training courses taught by an operator for ten weeks in the evening
at a local Vo-Tech school.
As a result of the success of this program the Minnesota Department of
Education was approached in 1969 to send a traveling instructor to the many
operators in remote areas of the state. This program continued until July,
1976, when the instructor was reassigned to a new position in the Department
of Education. I was not overly concerned about losing the instructor because
during the last year of this program I had developed some reservations in
regard to the quality of this course instruction (Examples).
I had also developed some reservations, and still have them, that we
should not be doing training programs in the evening hours. I think govern-
ment and industry should give their employees the time off necessary to
attend training courses.
In 1969 I was assigned solely to training and struggled alone in the
Agency trying to develop more specific types of operator training along with
deciding how to implement a newly adopted state law requiring manditory
certification.
A few programs we developed in 1972, with the help of an EPA grant of
$20,000, was four Activated Sludge Workshops. In 1974 we received a grant of
$11,000 to do nine Stabilization Pond Schools and in 1974 we received an
$18,000 grant to conduct seven laboratory training courses. The reason I
mention these grants is that the intent of EPA grants was to develop a state
capability to deliver operator training, and that's just what I feel happened
by the addition of two permanent positions to the OTU. However, when I look
at other states' programs, I don't feel they have established this state capa-
bility. In fact, one state in 1976 received grant money to do training very
similar to what we did in Minnesota in 1967.
-------
D-5
When I look at the millinos of dollars that EPA has poured into waste-
water training nationally over the past years, I have difficulty finding
something for Minnesota to use in our training programs. If materials have
been developed that we could use I haven't seen them outside of what Howard
has done in Michigan and Ken Kerrie has developed at Sacramento State with
the two home study courses.
There is one thing useful that comes to my mind when I mention EPA and
that is IRIS. For those of you not familiar with this it is a compilation
of Water Quality Instructional Resources. Those of us in the training field
must keep this product alive and improve it. The real problem is that we
still don't know what has been done and what is being done elsewhere, and
what is worthwhile for us to borrow for our own program.
When you talk about doing training you have to talk money and in Minnesota
we have one unique feature that I feel has added a great deal to the training
program. In 1972 we added, in a house cleaning bill for our Agency, a state-
ment allowing us to collect money and set up an account dedicated for training
operators. This account amounts to about $35,000/year of income. This income
offsets the meals, materials, etc. However, it does not reflect any staff
costs to our program. Linda has outlined many of our programs to you and in
all of the programs we charge a registration fee of $30.00. If we make a
profit on any course we use this to develop materials such as you see on the
display table.
If any state can develop this type of account, I feel this would strengthen
the position of training and give the program independence as it did in
Minnesota.
What are some of the problems which affect all of us in conducting training
programs as I see them?
The lack of communication between the state, local government, and
industry is a constant problem. We are trying to overcome this to some degree
by publishing an operator training and certification bulletin. I just read
in the ABC Newsletter that the Wisconsin Operator Newsletter has been revived.
Why haven't we received the newsletter? It would strengthen communication
between our states.
Communication during the past year or so between the states and EPA has
not been the best and can also be improved. Communication within EPA itself
has been lacking and is probably one reason that training is taking a kick
in the pants in EPA.
Communication between states has been non-existent. We should share
ideas and materials, in fact maybe we should look at joint training programs in
some specialized areas. We have had Wisconsin operators attend our training,
we even had an operator from Arizona attend a pond school.
The first major step in solving this communication problem within the
states is this meeting. A second step I would like to propose is a national
training organization. Working together for the same end result is much easier
than working alone. Think about this for the rest of the conference.
-------
D-6
The WPCF has made some progress in this area of communication. In 1969
they put on the first national meeting in Dallas bringing training people
together and one result of this meeting came Deeds and Data. But WPCF have
not given training the priority it deserves.
Amother major problem I see in some states is the control and coordi-
nation of wastewater training programs. This training has been fragmented
with Vo-Tech schools going in their own direction and the Universities far
behind the real needs of operators (they never have any contact with the
operator).
I have been accused of building an empire but I feel very strongly that the
training function must be controlled by one single board or agency. Whether it
is the Department Of Education, the Department of Health, the State PCA or DNR,
it must have strong control to eliminate the duplication of effort and provide
quality training, not just train for large numbers.
Before I finish I must reflect back in my talk to my statement regarding
Voc Education. It looks as though the new approach from EPA is more involvement
with Voc Education Schools in providing the delivery of wastewater operator
training. The Minnesota Voc Education System is one of the finest in the coun-
try. However, they have not developed the capability to provide the quality
and specialized training which is needed in wastewater.
What is important is to use the proper mix of all the areas of delivering
the training. I have seen some very good training provided by Voc-Tech
Community Colleges and Universities in some states.
EPA has also asked our Agency for reasons why we don't use the $150,000
provided in Section 109(b) of PL 92-500. This meager amount of money cannot
build much of anything as you can see from the $2,000,000 spent on this faci-
lity at ERTC. Nor can I be convinced that any expenditure of this amount of
construction money, not considering the operating costs of this type of faci-
lity, is a sane investment of dollars.
Our Agency Director has testified at the recent hearing on PL 92-500 and
we will put in writing to the EPA our comments on Section 109(b) which we feel
that the use of these funds should be more flexible.
I feel that training must be taken to the operators such as the approach
that Wisconsin is providing. What better training facility can be provided
than using the plant an operator runs. Wisconsin has what I consider the ideal
delivery system.
I would like to eventually have Regional trainers as they do in Wisconsin.
However, there are associated problems of fragmented duties with this plan and
control and coordination fo the program is very important. Internal control
within an Agency is necessary. We can't have regional trainers if they are
used to check septic tanks.
To summarize in just a few words - training in the future must be geared
to job performance and the best way to accomplish this is a mixture of class-
room and on-the-job training. This is going to take well qualified people as
instructors, and in Minnesota I feel I have a unit of people that build excel-
lent training programs but the results will only be as good as the instructor
puts forth.
-------
APPENDIX E
Wisconsin Department of Natural Resources
Performance Objectives for Eva luting
Training Effectiveness
-------
E-l
WISCONSIN DEPARTMENT OP NATURAL RESOURCES
BASIC (Ml) WATERWORKS OPERATOR'S COURSE
-------
E-2
Developed by:
Wisconsin Department of Natural Resources
Operator Instructors
John Berg, Lake Michigan District Headquarters
Guy Hansen, North Central District Headquarters
Mike Harden, Northwest District Headquarters
Gunilla Montgomery, Southeast District Headquarters
Ralph O'Conner, Southern District Headquarters
Glean Smeaton, Vest Central District Headquarters
Completed August, 1975
Revised March, 1977
-------
E-3
TABLE OF CONTENTS
Page No.
Objectives 1
General Format 2
Unit A -
DNR Regulations .3
Insert A
Insert B &
Unit B -
Groundwater .5
Unit C -
Well Construction g
Unit D -
Pumping, Equipment, and Controls 7
Unit E -
Chemical Addition 8
Unit F
Distribution System 9
Unit G -
Chemical and Bacteriological Quality 11
Unit H -
Meters 12
Unit 1 -
Public Service Commission Regulations 13
-------
E-4
OBJECTIVES
These objectives were developed by the Wisconsin Department of Natural
Resources Operator Instructors during 1974 and 1975. They are to insure
that each Waterworks Operator who successfully completes a basic (M-l)
course will know what he/she needs to know to operate an M-l type
waterworks. Each objective is rated as follows:
1. The operator must be able to do this in order to operate
her/his waterworks correctly and satisfy legal requirements.
This material will be taught In each M-l Course, and each
operator must do It to successfully complete the course.
2. The operator should be able to do this in order to operate
her/his waterworks correctly. This material will be taught at
the discretion of the Instructor as time allows. It would be
to the benefit of the operator to do it, but she/he will not
be expected to know it for exams if it Is not taught.
3. The operator will have occasions when he/she should be able to
do this, although she/he would probably be able to use training
and operation manuals or outside personnel for help. This
material may be of value to the operator, but will not be
taught in any basic course and she/he will not be expected to
know it.
W. These objectives will be covered on a written exam.
P. These objectives will be demonstrated by the operator at
her/his treatment plant in a practical exam.
- 1 -
-------
E-5
GENERAL FORMAT
Units are generally sequenced In order of water flow: groundwater —
well — distribution system — meter. Chemical addition and testing
units are inserted to break up slide-lecture sessions. Long-term
projects (locating documents) are Inserted early to allow time for
completion. Some abstract concepts are also introduced early so they
may be repeated several times. Within units, objectives are sequenced
in order of general Information, normal operation and problems or
troubleshooting.
Objectives which will be evaluated by written questions will include
written questions for individual's learning exercise. This "homework"
is necessary because of the statutory requirement for written evaluation
of objectives which may best be evaluated in many ways.
- 2 -
-------
E-6
UNIT A - DNR REGULATIONS
Rating Objective
The Operator will:
2 1. Be given a copy of NR-114 and "Application for Operator
Certification"; fill the application out completely and
correctly and mail it to the appropriate address with fee
by the stated deadline.
P&W 1 2. Answer correctly at least 70% of the specified questions
concerning content of DNR code on waterworks operation
(NR 111). - See insert A.
P 1 3. Record chemical addition, water level data, flow, etc.,
on Form 3300-1 as required.
4. Locate the following and bring them to class when requested:
PI a. Current map of distribution system
PI b. Valve and hydrant records
1 c. Meter records
2 d. Well driller's log
2 e. Specifications and operation and maintenance manuals
for each piece of pumping and control equipment
3 f. Copy of utilities rules filed with PSC (if applicable)
2 g. Most recent sanitary survey of system by DNR
2 h. Most recent survey of system by Insurance Services
Office
INSERT A
DNR REQUIREMENTS FOR SAMPLING, REPORTING, AND OPERATION (NR 111, Part 2)
Rating Question
P 1 a. Kow many bacteriological samples must be sent in from
your system each month?
W 1 How is the mlnlmun number of monthly bacteriological
samples determined?
W 1 b. Where should these samples be collected?
W 1 c. When during the month should these samples be collected?
W 1 d. What should you do if a sample report comes back "unsafe"?
2 e. Given a community's population, determine the minimum
number of samples to be submitted per month.
W 1 f. If your water is chlorinated, how often should bacterio-
logical samples be collected from each well?
W 1 g. If fluoride is added to your water, how often must the
operator test the fluoride In the system?
W 1 h. How often must a sample be sent to the State Laboratory
of Hygiene for fluoride analysis?
W 1 1. If fluoride is added, it should be kept at a concentration
of mg/1 to ng/1.
W 1 j. If a groundwater supply is chlorinated, how often must
the operator test the chlorine residual In the system?
W 1 k. If a groundwater source Is chlorinated, there should be
at least »g/l of free residual chlorine throughout
the system.
- 3 -
-------
E-7
W 1 1. After a reservoir has been cleaned or repaired, how many
bacteriologically safe samples must be taken before it
is put back into service?
W 2 m. Who must own and maintain a water main that passes through
private property if the main is connected to the water
system at more than one place?
W 2 n. What are the minimum and maximum water pressures allowed
in distribution systems under normal conditions?
W 1 o. What is the minimum pressure allowed in the water system
under fire flow conditions?
P 1 p. Describe the schedule your system has for flushing deadend
mains, Inspecting the reservoir, inspecting valves and
hydrants.
P 1 q. Describe the program your system has for controlling
cross onnections between the public water system and
other sources.
2 r. Are there specific requirements and procedures for sealing
abandoned wells to prevent groundwater contamination?
Where are they found?
W 1 s. After the "Monthly Report on Pumpage, Chemical Addition and
Water Levels" is be filled out, what should be done
with the original and copies?
2 t. Why is It required to have an up-to-date map showing all
mains, valves, hydrants, etc.?
2 & 3 u. What systems are included in the definition "public
water supply system"? (NR 111.03 Definitions or
NR 114.02).
INSERT B
CERTIFICATION RULES (NR 111)
Rating Objectives
W 1 a. How many operators at each public water system must
be certified?
P 1 b. What la the classification of your waterworks? (NR 114.10)
P 1 c. What grade operator is needed for your system?
W 1 d. When does your certificate expire and how do you renew a
certificate?
-------
E-9
UNIT B - GROUKDWATER
Rating Objectives
The operator will:
P 1 1. Make diagram of flow of water pumping, storage, and
chemical addition of her/his system.
2 2. Identify the parts of the hydrologic cycle shown in
AWWA manual M-21.
2 3. Match each of these terms with its definition:
aquifer, artesian well, discharge area, evaporation,
percolation, recharge area, water table.
W 1 4. Make a sketch showing how wells can interfere with
each other.
3. 5. Name two forces responsible for the movement of ground-
water .
2 6. Explain how well depth and aquifer type affects mineral
content of water.
2 7. Explain how water levels are affected by the seasons.
2 8. From memory, name the type of aquifer in each of
her/his wells.
-------
E-10
UNIT C - VEU. CONSTRUCTION
Rating Objectives
The operator will:
2 1. Name three types of well construction.
2 2. Correctly name the type used In each of her/his wells.
3. 3. Identify two types of drilling procedures from slides
of well-drilling rigs.
W 1 4. Name three sanitary hazards that should not be near
a well.
3 5. Observe well test pumping and determine whether it is
being done properly (M-21).
W 1 6. Name three steps taken in well construction to protect
againet contamination as in M-21.
W 1 7. Identify the static and pumping water levels and draw-
down, when given a sketch of a cross section of a well
showing the cone of depression.
P 1 8. Use an altitude gauge to determine the static and pumping
water levels in a well house.
W&P 1 9. Given the above data plus the pump capacity; calculate
the specific capacity of a well.
2 10. List two reasons for a drop in static water level.
2 11. Tell how to determine cause of drop in pumping water
level.
2 12. Give two reasons for drop in specific capacity of a well.
2 13. Explain some remedial measures for each reason listed
above.
2 14. Evaluate one of her/his wells and determine which components
are properly or Improperly Installed and which are absent,
using DNR sanitary survey checklist and NR 111.
3 15. Bring deficiencies found in well to attention of local
authorities and Implement corrective action.
- 6 -
-------
E-ll
UNIT D - PUMPING. EQUIPMENT. AND CONTROLS
Rating Objectives
The operator will:
3 1. Demonstrate proper starting sequence for a deep well
turbine pump and for a single stage centrifugal pump.
2 2. Determine capacity and efficiency and a given total
dynamic head using a pump curve.
3 3. From manufacturer's data, determine which of her/his
pumps are flat curve and steep curve pumps. Give one
reason each pump is or is not correct type for the
application.
2 4. Recognize symptom of cavitation when she/he hears it.
2 S. List two causes of cavitation.
2 6. Explain correction for each cause listed above.
2 7. Use a troubleshooting chart to locate a source of trouble
in: a) vertical turbine pump, b) electric motor.
P 1 8. With manufacturer's equipment manuals, have or prepare a
maintenance schedule for pumping equipment including
operation and maintenance of standby power in one-veil
house. Include name of equipment part, type and frequency
of inspection and specifications for maintenance materials
(e.g. lubricant).
2 9. Given a diagram of a vertical turbine pump, label six
main parts.
W 1 10. Describe how to tell when a well or booster pump needs
new packing.
P 1 11. Describe (or demonstrate) proper replacement of packing
of a) deep well turbine pump or, b) horizontal centri-
fugal pump.
3 12. Demonstrate replacement of Impeller and casing wearing
rings, shaft sleeve and bearings on a horizontal centri-
fugal pump.
P 1 13. Demonstrate changeover from normal drive to standby
engine for a well pump, if present. Change back to
normal,
U 1 14. Tell how often this should be done.
2 15. Tell how often this is done. Explain.
P 1 16. Identify remote reading and control systems in her/his
waterworks, If present.
2 17. List points to look for in a routine inspection of remote
systems to locate problems In the system.
2 18. Describe operation of the pump failure alarm for her/his
waterworks.
P 1 19. Tell what operator should do in her/his community in case
of a power failure.
W&P 1 20. Determine daily pumpage using the meter Installed at
the well.
P 1 21. Tell what operator should do in case of well pump
failure.
-------
E-12
UNIT E - CH5HICAL ADDITION
Rating Objectives
The operator will:
2 1. List three chemicals used in waterworks and explain use.
P 1 2. List all chemicals used in her/his waterworks and
explain the purpose of each.
P 1 3. For each type of chemical used in her/his system, name
the chemical compound used and have the name, address
and phone number of supplier in convenient location.
P 1 A. List safety precautions for all chemicals used in her/his
system.
2 5. Demonstrate startup of a liquid chemical feeder.
P 1 6. Demonstrate flow adjustment of a liquid chemical feeder.
2 7. Demonstrate calibration of a liquid chemical feeder.
W&P 1 8. Using a family of graphs ("nomograph") of water pumpage
vs. volume of chemical solution used, determine proper
dosage of a chemical when pumpage and volume of chemical
is given.
Demonstrate startup of gas chlorinator.
Calculate amount of chlorine added (Ibs. per day) using
scale.
Check chlorine room for safety and compliance with NR 111.
Demonstrate use of canister gas mask or self-contained
breathing apparatus.
Have on hand near chlorine room, current canister gas
mask. Have access to self-contained breathing apparatus.
Demonstrate location of chlorine leak with ammonia
bottle.
Use troubleshooting guide to locate problems in mal-
functioning liquid chemical feeder and/or gas chlorinator,
If the operator is feeding sodium hypochlorite and
switches to calcium hypochlorite, what problems might
be encountered?
W 1 17. If the operator is feeding calcium hypochlorite and
switches to sodium hypochlorite, what problems might
be encountered?
P 1 18. Test fluoride feeder for backslphonage.
2 19. Evaluate injection point of any chemical operator is
feeding.
W 1 20. Given a chart, calculate the amount of chlorine compound
needed to disinfect a pipe or a reservoir with a dosage
of 50 ppm.
P
P
P
P
P
W
2
1
1
1
1
1
2
1
9.
10.
11.
12.
13.
14.
15.
16.
Note: Items 9-14 apply to those waterworks which use chlorine gas.
- 8 -
-------
E-13
UNIT F - DISTRIBUTION SYSTEM
Rating Objective
The operator will:
2 1. List three major factors that affect the water pressure
in a system.
W 1 2. Name one remedy if static pressure Is too high.
W 1 3. Name one remedy if system pressure is too low.
U 1 4. Briefly explain one problem with low pressure and one
problem with high pressure.
W 1 5. Given a loss of pressure in the system, list two possible
causes and one way to correct each.
2 6. Have a pressure gauge on hand per PSC 165.
3 7. Demonstrate measurement of hydrant pressure and flow
under fire flow conditions.
2 8. List four factors involved in the fire rating of a
community.
W 1 9. Be able to label on a sketch, of the water service from
the main through the meter the following: (main, curb
stop, corporation stop, gooseneck, service line, meter.
2 10. Given a sketch of a section of a new water distribution
system, mark location of needed blocking and tie rods.
P 1 11. Point out safe and unsafe practices in actual (or slide
of) trenching operation.
W 1 12. Name one way electrical continuity is assured during
installation of cast Iron water mains. Explain Importance
of this.
W 1 13. List three steps to be taken before a new main Is placed
In service.
W 1 14. Describe how valves and services can be cut in under
pressure.
U 1 15. Describe one reason for cutting in valves and services
under pressure.
V 2 16. Have on hand name, address and phone number of nearest
source of large tapping equipment.
W 1 76. Mark location for corporation stop on a diagram showing
circumference of main to be tapped for service. Explain
choice.
W 1 18. List two different ways to locate a leak in a water main.
2 19. Demonstrate one way to locate a leak in a main.
W&P 1 20. On a distribution map, show hov a break can be isolated
with valves so that the fewest customers are affected.
3 21. Use a sleeve to repair leaky main.
W 1 22. Name one way to stop water flow in a copper service so
that a leaky curb stop can be fixed.
2 22. List two advantages of storage facilities In a water
distribution system.
W 1 24. List the two ways steel storage tanks can be protected
from corrosion.
2 25. List three steps necessary for an effective paint job
on a steel storage tank.
W 1 26. List two qualities required of paint that will be in
contact with drinking water.
P 1 27. Determine storage capacity of each tank in her/his
system from records or blueprints.
- q -
-------
E-14
2 28. Name three main type of valves In a water system and one
use for each type.
W 1 29. List four Items necessary on a valve record card.
P 1 30. Explain how she/he knows If a distribution system valve
is fully opened.
W 1 31. Explain what may happen If a valve is closed too fast.
W 1 32. List four items to be checked In hydrant Inspections.
W 1 33. Given a loss of water pressure in the lines, list four
possible causes and one way to correct each.
W 1 34. Know which state agency has a code on safe trenching
practices.
W&P 1 35. With manufacturer's equipment manuals, have or prepare
a maintenance schedule for valves, hydrants and reservoirs.
W 1 36. Explain how to thaw metallic water pipes.
W 1 37. Explain how to thaw nonmetallic water pipes.
W 1 38. Recognize a potential cross connection from a picture or
drawing and select proper backflow preventer.
- 10 -
-------
E-15
UNIT G - CHEMICAL AND BACTERIOLOGICAL QUALITY
Rating Objectives
The operator will:
2 1. List five characteristics of good quality water.
W 1 2. List the recommended limits for each of the following in
public water supplies: fluoride, iron, nitrate* manganese.
P 1 3. Demonstrate test for residual chlorine.
2 4. Name one advantage of SFADNS test.
P 1 if 5. Demonstrate SPADNS test for fluoride accurate within
0.1 mg/1 of standard sample. Name 2 interfering chemicals.
P 1 if 6. Measure pH to + .2 units with indicator or pH meter.
W 1 7. Name sample that must be collected in thiosulfate -
containing bottle.
W 1 8. Name sample that must not be collected in thioaulfate-
contalnlng bottle.
P 1 9. Using sample bottle provided by instructor, select proper
sampling location and collect safe water sample for
bacti analysis using torch and sterile bottle and submit
sample for collform analysis.
W&P 1 10. Explain procedure for submitting bactl sample.
W 1 11. Explain difference between "coliform" and "pathogen".
3 12. Demonstrate testing of a double check valve on a cross
connection.
2 13. Name frequency required of cross connection testa.
3 14. Report cross connections test as required on 3300-28.
W 1 IS. Given a water quality problem in her/his system pin-
point cause and carry out corrective action.
a) rusty water
b) slime in water mains
c) unsafe sample from well
d) stale tasting water
e) odor
W&P 1 16. Given the Bay1is curve and alkalinity and pH data for
operator's water supply, determine whether her/his
water is corrosive.
W 1 17. Explain the water quality significance of:
(Know at least 6 out of 8)
W 1 fluoride
W 1 chlorine
W 1 pH
W 1 nitrate
W 2 oxygen
W 1 manganese
W 1 hydrogen sulfide
W 1 iron
W 1 hardness
W 2 alkalinity
- 11 -
-------
E-16
UNIT H - METERS
toting Objectives
The operator will:
2 1. List two reasons for metering water.
2 2. Identify three types of meters and list one application
of each type.
3 3. With appropriate tools, dismantle, clean and reassemble
a 5/8-inch meter.
2 4. Label five of the six main parts of a dismantled meter.
2 5. Name part of 5/8-inch meter most likely to be damaged
If the meter freezes.
2 6. Given system pressure and needed customer pressure and
flow, select the correct type and size of meter using
meter table,
2 7. Test a 5/8-inch meter for accuracy using a meter bench
and according to PSC 185. Record the results and state
whether they are acceptable.
2 8. List three items to check when testing a meter.
2 9. List three items to record for good meter maintenance.
2 10. Demonstrate use of records meeting requirements listed
above.
2 11. List one advantage of remote reading devices available
for meters.
3 12. Demonstrate Installation of a remote reading device.
3 13. Check a remote reader for proper operation. Identify
Problem In operation and correct it.
- 12 -
-------
E-17
WISCONSIN DEPARTMENT OF NATURAL RESOURCES
WASTEWATER OPERATORS LEARNING OBJECTIVES
-------
Prrtre.'itinrnt
The operator will:
3osic 1. List the different types of prctroatment uned in his wa.Ttevator treatment
plant.
,dv. 2. List '» different types of pretreat-ncnt.
lV-iv. 3. Describe the reasons for the pretreatment units in his treatment plant.
,dv. 'i. Describe the reasons for h types of pretreatment.
5. Inspect bar screen, comminutor, or barminutor.
6. Clean screens and corrnlnutor (rock sump).
7. Dispose of debris from bar screen.
0. Hose down screen area.
9. Lubricate conninutor.
10. Order maintenance repairs on comminutor.
11. Make minor adjustments in comminutor (teeth).
12. Measure and record amount of screenings removed.
Iv. 13. List 2 ways to dispose of debris from bar screens.
Ik. List the maintenance to perform on comminutors at his plant.
v. 15. Collect grit sample for volatile solids analysis.
v. 16. Adjust speed of flow through grit chamber.
v. 17. Measure speed of flow through grit chamber.
v. 18. Adjust air flow to aerated crit chamber.
19. Bypass grit chamber for cleaning.
20. Remove grit from ftrit tank.
21. Dispose of erit properly.
22. Hose down grit chamber.
23. Record amount of grit removed.
2*4. Operate mechanical grit removal unit.
25. Inspect mechanical crit removal unit.
26. Lubricate mechanical grit removal unit.
If
ii
I
DNR Rules: Certification nnd Discharge Permits
The operator will: $
I
1. With a copy of MR 111* and an application for operator certification, '$
fill out the application correctly, and mail it with the required fee £
to the correct address by the stated deadline.
2. Determine which grade he/she is eligible for, using IJR 111*. P'
3. Classify the treatment plant according to NR 11^.
h. Have on hand a copy of the WPDES perrait for the plant. ^
5. List the effluent limits for BOD, suspended solids, pH, fecal coliform, $•
chlorine residual and any other parameters listed in the plant's permit. fj
6. Correctly fill in the required data on the plant's solf monitoring report :
form. J,
7. List the parts of NR 110 that apply to the operation of a treatment plant. f.f
o. List the operational requirements included in MR 110. i$
m St
-------
E-19
Waste Characteristics
The operator will:
civ. , 1. List two factors which may cause change in the temperature of rnw sewage.
Jv. 2. Explain how temperature affects the operation of:
a) settling tanks
b) biological treatment
c) disinfection
isic 3. Identify by odor, samples of fresh sewage, septic sewage and oily waste.
lv. 1». Name one possible cause of each of the following colors in raw sewage:
Bray, green, white, black, red and yellov.
lv. 5« Name one probable cause of a change in the turbidity of raw sewage.
v. 6. Use a flow meter chart to explain variations in flow rate.
7. Estimate values of pit, suspended solids and BOD found in normal domestic
sewage.
v. 8. Name one cause of a significant increase or decrease in pH, suspended
solids or BOD.
9. Define:
• settleable solids
suspended solids
v. dissolved solids
v. total solids
v. fixed solids
v. volatile solids
v. organic matter
v. inorganic matter
pH
BOD
D.O.
fecal coliform
Industrial Wastes
The operator will:
1. List three wastes which are prohibited from being discharged to a
municipal treatment system by NR 211.10.
2. Explain the effect on the plant's operation of each of the following
industrial wastes: milk, whey, blood, cannery waste, paper pulp, plating
waste, cooling water, acid or caustic wash water, oil, grease, or fuel oil
3. Explain whnt could be done (a) at the treatment plant and (b) at the
industry to minimize the effects of the wastes listed above on the plant's
effluent.
1*. State whether the municipality h-\s a sewer use ordinan-1.
5. Explain how the sewer use ordinance can be used to rer.c - industrial waste
nrnHl
-------
E-20
Operator vill:
Basic 1. Operate sludge collectors and skinner.
B 2. Pump or draw-off sludge.
B 3. Rer.ove scun.
B '». Clean scum trough and sludge collector.
Advanced 5- Reraove settling tanks frora service and return to service.
B 6. Check baffles and veirs.
Bif 7. Check oil level in gear drive.
B 8. Check torque limiting system.
Adv. 9- Identify types of primary settling tanks and explain basic details
of construction.
Adv. 10. State the fundamental design considerations of prinr.ry tre^.ti^nt
devices including wtirs, baffles, sludge hoppers and scur: collectors,
Explain the importance of each.
B 11. Develop a sludga and scun pumping schedule-for the riant.
Adv. 12. Identify, determine the cause and select corrective measures for
operational problems including poor removal of settl-??.ble solids,
excess scum, broken collectors and rising slu:x,»e.
B 13. Perform the settleable solids test in infl-uen . and primary effluent.
B lU. Use the settlenble solids to determine whether settling tank in
operating properly.
3 15. Measure the depth of sludge in the print"ry settling tank.
ImhpjTf tankjs
B 16. Inspect gas vents, veirc and settling compartreat.
3 17. Break up scura in gas vents.
3 18. .Squeegee settled solids through the slot.
3 19. Clean the slot.
Bif 20. Reverse the flov in the tank as necessary.
B 21. Backflush sludge- draw-off line with water.
3 22. Add hydra ted lim-? if necessary.
B 23. Name one vay to loosen sludge in the hooper
-------
E-21
Anaerobic
The operator will:
Basic 1. Operate valves and pumps to pump raw sludge 1'rom p
clarifier to the digester.
1) 2. Check digester sludge recirculation equipment, dir
exchanger and record temperature of heating vat or D-"-'l di^.rster.
B 3. Check water sight Range on digester heating equipment.
B ^. Select proper level of superr.ate draw-off.
B 5. Withdraw supernate and record amount,
Bif 6. Transfer sludge from primary digester to secondary digester.
B 7- Withdraw digested sludge.
Bif 8. Read and record gas pressure and gas production.
B 9- Drain ges line drit> traps.
Adv. 10. Check waste gas burner to determine if it i s working.
B 11. Check flame arresters, pressure and vacuum relief rilves.
Adv. 12. Collect samples for solids analysis on raw yiud^e, ! 5 post"!
sludge and supernate.
Adv. 13. List k main goals of anaerobic sludfe digestion.
Adv. 1**. List h operations that affect the digestion process.
Adv. 15- Explain the effects of each of these h operation:;.
B lo. Tell how many gallons of digested sludge can be removed at r :;e
tirae without hurting the digestion proce^r;.
Adv, 17- Explain why too much sludge should not be removed from the ^ic^s^
at one tine.
Adv. 18. Determine the holdinc capacity in gallons of the d: -carter :'r-.r-
desi^n information or calculations.
Adv. 19- Calculate hydraulic detention tfme for the di";<..;ter b:j.:;^i co
sludge pumpap;e.
Adv. 20. Calculate solids retention time for the digester based or. sir.e
and solids pumped in and out.
Adv. 21. Explain how heating equipment for the digester works.
B 22. Name the best temperature ranges for digesting sludge ani digeste
heating water.
B 23- Prepare a maintenance schedule for:
a) Pressure and vacuum relief valves
b) Flame traps
c) Drip traps
d) Heat exchanger
e) Mixing equipment
f) Gas system.
Adv. 2h . Locate blueprints of the digester.
B 25. Explain why air and methine should not be mixed in the di^-'-riter .
B 26. Name* one way air and methane can bf rixor! t.o^ ;.•'•>*?" :r r>. r;->- -;*-,er.
Adv. 27. Calculate pojnds of solids recycJeri from th'? digester, .^iv^.-j
volume and total solids concentration of ^up^rnate.
Adv. 28. State whether this recycle i,nd.i.ca:"'es an operational problem.
Adv. 29- Start-up a digester after cleaning.
-------
E-22
Aerobic Sludge Digestion
The operator will:
Basic 1. Waste sludge to the digester.
B 2. Measure and record amount of sludge vasted to the digester.
B 3. Stop aeration, withdraw supernate, restart aeration.
B 1». Remove digested sludge.
Advanced 5- List two purposes of aerobic sludge digestion.
Adv.' 6. Explain the process of aerobic sludge digestion and give
typical detention time.
Adv. 7- List four advantages of aerobic vs. anaerobic sludge digestion.
Adv. 8. List tvo disadvantages of aerobic vs. anaerobic sludge
digestion.
Adv. 9« List three process control tests uced in aerobic digester
operations and explain their significance.
Adv. 10. Given an operational problem, choose precedures to correct it.
Adv. 11. Detemine when sludge is sufficiently digested to be removed.
B 12. Explain how you decide when to pump out digested sludge.
B 13' Name best D.O. range for aerobic digestion.
-------
E-23
Trickling Filter
The operator vill:
Basic 1. Clear nozzles.
B 2. Flush distributor arms.
B 3. Level arns with guy rods.
B b. Check distributor bearings.
B 5« Point out distributor lube points.
B 6. Check the ventilation.
B 7« Adjust recirculation rate.
B 8. Flush underdrains.
B 9. Stop the arm safely for cleaning.
Advanced 10. Calculate the organic leading in pounds of BOD per 1000
cubic feet of media for your treatment plant.
Adv. 11. Calculate hydraulic loading in gallons per day per square
foot for your filter.
B 12. Estimate percent of recirculation through your filter.
Adv. 13. Calculate percent of recirculation through your filter.
Adv. lU. Diagram three different ways of recirculating flow through
a filter.
Adv. 15- Point out in your plant how the flow is, or can be recirculated.
Adv. 16. Describe the filter media.
Adv. 17- List two other types of filter media.
Adv. 18. Evaluate the condition of the filter media in your plant.
Adv. 19. Describe the appearance of the filter surface.
Adv. 20. Describe the appearance of trickling filter sline vhen seen
through a microscope.
Adv. 21. Explain the relationship of growth on the rocks to treatnent
obtained by a trickling filter. Include a discussion of
aerobic and anaerobic slime, sloughing of the filter growth
and the need for secondary settling after a trickling filter.
Adv. 22. Compare the operation of a trickling filter with that of a
rotating biological surface.
Adv. 23. Explain the purpose of filter under drains.
Adv. 2k. Describe the underdrains of your own filter.
25. Explain the need for ventilation in a filter.
Adv. 26. Name two ways to test the ventilation in a filter.
Adv. 27. Name two ways to improve a filter ventilation.
Adv. 28. Calculate percent removal of BOD or suspended solids by
a trickling filter.
B 29. Determine how evenly flow is distributed on your filter.
B 30. Evaluate the condition of the distributor. Is it old, new,
vorn? Are deflectors or spray nozzles plugged or missing?
Are end gates open or closed? Is rotation fast or slow?
Adv. 31. Explain the purpose of end gates. Explain why they should
not be open all the time.
Adv. 32. Explain what can be done to slow a distributor that is
moving too fast.
Adv. 33. Explain why the speed should be slowed down.
Adv. 3*»- Explain what can be done to speed up a distributor that
is moving too slow.*
Adv. 35. Explain why the speed'should be increased.
B 36. Prepare a trickling filter operation and maintenance
schedule including a list of operations, maintenance
and testing to be done daily, weekly, monthly, etc.
B 37- For the following problems, suggest possible courses and
cures as described in HPCF Manual of Practice No. 11:
-------
E-24
a) Floating sludge in the final clarifier
b) Ponding
c) Excessive filter flies
d) Odor problems
e) Icing of the filter
f) Icing of the final clarifier
Adv. 38. Tell whether the secondary clarifier sludge is pumped to
the primary settling tank or directly to the digester.
Adv. 39. Name the lab test which is the best indicator of trickling
filter operating efficiency.
-------
E-25
Activated Sludge
The operator vill:
Basic 1. Point out where in the plant sewage and return activated
sludge enter the aerauion tank(s) and where mixed liquor
leaves the aeration tunk(s).
Advanced 2. Identify the type of activated sludge process used at the
plant.
Adv. 3. Show how the type of process can be changed, if possible.
Adv. ^. Show how individual aeration tank(s) and/or final clarifier(s)
can be bypassed for repairs.
B 5- Adjust sludge return rate and wasting rate.
6. Measure and record sludge return rate and wasting rate if:
B (a) Flow measurement can be directly read.
A (b) Flow measurement must be improvised.
B 7- Explain his procedure for deciding how much sludge to return
and how much to waste.
Adv. 8. Use calculations and lab tests to determine how much sludge
to return and how much to waste.
B 9- Name maximum and minimum aeration tank D.O. recommended for
the plant.
B 10. Adjust aeration rate.
Adv. 11. Measure D.O. in the aeration tank using either a D.O. probe
or the Vinkler method.
Adv. 12. Explain what can be done if the inlet end of the aeration
tank has low D.O. and the outlet end has excess D.O.
Adv. 13. Calculate sludge age given the formula, gallons in the aeration
tank and final clarifier, return activated sludge and mixed
liquor suspended solids and gallons per day of sludge wasted.
Adv. I**. Explain how "wasted" solids might return to the activated
sludge system in your plant.
Adv. 15- Calculate pounds of B.O.D. and solids being recycled back to
the activated sludge system.
Adv. 16. Calculate gallons of sludge you need to waste, given a desired sludge
age, the formula, volumes of aeration tanks and final clarifiers
in gallons, and return activated sludge and mixed liquor sus-
pended solids.
Adv. 17. Calculate Sludge Volume Index (SVl), given the formula
mixed liquor suspended solids and mixed liquor sludge Bettlea-
bility.
B 18. Explain how to change sludge age.
B 19. Determine whether a given SVI indicates light, normal or heavy
sludge.
B 20. Given the SVl and visual observations of aeration tanks and
final clarifiers, determine if sludge is old or young.
Adv. 21. Use a microscope to identify free swimming ciliates, stalked
ciliates, rotifers and filamentous bacteria.
Adv. 22. Explain what dominance by each of the groups indicated about
the condition of activated sludge.
Adv. 23. List 3 ways to prevent filamentous growths from dominating an
activated sludge system.
Adv. ' 2^4. Explain 2 ways to get rid of filamentous growths in an aeration
tank.
-------
E-26
Adv. 25. Identify the type of aeration in your plant: mechanical
or diffused air; coarse or fine bubble.
Adv. 26. Outline startup procedures for a new activated sludge system.
Adv. 27. Identify six types of activated sludge upsets (blivit,
bulking, pin floe, ashing, septic, vashout and colloidal
turbidity) given sets of color slides of aeration tanks
and final clarifiers under different upset conditions
and the following data for each set of slides: design and
actual flow, MLSS, RAS, aeratjon tank D.O., sludge settleability,
slides of settled sludge after 30 minutes and 2 hours settling
times, settling curves of mixed liquor, and a slide of 1:1
diluted mixed liquor after 30 minutes settling time.
Adv. 28. Diagnose cause and select corrective measures for each of the
upset conditions given the data above.
B 29. Measure the depth of the sludge blanket in the final clarifier.
B 30. Perform the settling test and the diluted settling test.
RCO:Jm
11/17/76
-------
Chlorination
Basic
B
B
B
B
B
B
Advanced
B
B
B
B
Adv.
Adv.
Adv.
Adv.
Adv.
Adv.
Adv.
Adv.
Adv.
B
B
B
Adv.
B
Adv.
1.
2.
3.
fc.
5.
6.
7.
8.
9.
10.
11.
12.
13.
15.
16.
17.
16.
19-
20.
21.
22.
23.
2k.
25.
26.
27.
E-27
The operator will:
Check for a chlorine leak.
Measure and record weight of chlorine used.
Measure and record cnlorine residual.
Read chlorine feed rate on the rotameter in Ibs./day.
Change chlorine cylinders.
Adjust chlorine feed rate.
Collect sample for chlorine residual tests.
Check vater pressure to injector.
Clean screen in water line to injector.
Check for floating debris and sludge deposits in contact tank.
Put on and use a self-contained breathing apparatus or
cannister gas mask.
Safely move and store cylinders of chlorine.
Describe the difference "between disinfection and sterilization,
State vhether disinfection or sterilization is used in waste-
water treatment.
List two methods used for disinfecting wastewater.
Describe what happens chemically when chlorine is added to
treatment plant effluent.
Explain what is meant by:
(a) Total Chlorine Residual
(b) Free Chlorine Residual
(c) Combined Chlorine Residual
(d) Chlorine Demand
List 3 effluent properties that vill affect chlorine residual.
List 3 effluent properties that will affect disinfection.
Calculate mg/1 chlorine added, given the flow, weight of
chlorine added and the formula.
List DNR requirements (NR 110.23) for the layout of and
equipment in a gas chlorine room.
Check the chlorine room in the plant for safety and compliance
with DNR code.
List procedures to use in case of a suspected gas leak.
Explain first aid to use if a victim is overcome by chlorine.
Troubleshoot a gas chlorinator that is not adding chlorine
properly. Locate problem and correct it.
Explain why chlorine gas should be kept evey from wet metal
and electrical controls.
Clean chlorine contact tank.
B 28. Adjust the feed rate of a hypochlorinator.
Adv. 29- Calibrate a hypochlorinator.
Adv. 30. Start up a hypochlorinator.
B 31. Use a graph of flow vs. amount of chlorine solution used to
calculate mg/1 chlorine added.
B ,32. List storage and handling precautions to take with sodium
, hypochlorite (bleach).
B 33. List storage and handling precautions to take with calcium
hypochlorine (HTH).
RCO:Jm
11/17/76
-------
E-28
Laboratory
The operator will:
Advanced 1. List tvo purposes of lab analysis.
Basic 2. List the analysis required for your plant to meet
perait conditions.
B 3- Collect samples at the most representative locations at
your plant for influent and effluent analysis required
by your permit.
B |*. Define: grab sample, composite sample.
B 5. State which of these require grab and vhich require
composite samples for permit analysis: BOD, suspended
solids, ph, chlorine residual and fecal coliforas.
Adv. 6. Calculate the amount of sample to collect each hour
to get a flow proportional composite sample for BOD
analysis, given the hourly flow data.
B 7« Label a collected sample.
Adv. 8. List two possible errors found in all lab procedures.
B 9- List possible safety hazards in the lab. Include names
of chemicals which are poisonous, will burn skin and
should not be pipetted by mouth.
B 10. Explain how water and concentrated acid should be mixed.
B 11. Measure the temperature of raw sewage and digesting sludge.
B 12. State whether the temperature measured is °F or °C.
B 13. Use a color test 3fit or ptf meter to measure the ph of
raw sewage and final effluent samples.
B lk. State the pit results indicate: a) plant operating problems.
b) effluent limit violation.
B 15- Perform chlorine residual test by colorimetric or iodometric
procedure.
B 16. State whether the chlorine residual indicates:
a) plant operating problems
b) effluent limit violation.
Adv. 17- Explain the importance of D.O. to fish and aquatic life.
B 18. Collect a sample for Winkler analysis of D.O.
B 19. Measure D.O. using either a D.O. meter or the Winkler
procedure.
Adv. 20. Use chemical catalogs to select reagents for the lab tests
required by your permit.
B 21. Explain what the BOD indicates.
Adv. 22. Explain the Importance of the BOD test.
Adv. 23- List four nutritional and environmental factors that nust
be controlled to get precise and accurate BOD test results.
B 2l». Prepare BOD dilution water from pre-raixed reagents.
B 25. Perform the BOD test and get results that are within 30,t
of the lab of hygiene's results on a split sample.
B 26. Calculate BOD results to, two significant figures given
initial D.O., 5-day D.O. sample size, bottle size and
the formula.
Adv. 27- List three possible sources of error in the BOD test.
' Adv. 28. Give one reason the BOD test is not good for operational
control.
Blf. 29- Perform BOD test on chlorinated effluent.
Bif. 30. Calculate the BOD of a seeded sample.
-------
£-29
B 31. Perform suspended solids tent (results within 10% of lab
of hygiene) and calculate result:,.
Adv. 32. State the significance of phosphate in surface vaters.
Adv. 33. Give one reason phosphate must be removed by some treatment
plants.
Bif. 31*. Perform the total ^.hosphate test (within .2mg./l. of lab
of hygiene) and calculate results.
Adv. 35. Collect samples of digester contents for volatile acid
and alkalinity tests.
Adv. 36. Perform volatile acid and alkalinity tests.
Bif. 37. Perforn MPN or MF test for fecal colifona.
Bif. 36. Use MPN table to calculate MPN.
Bif. 39* Calculate the geometric mean of fecal coliform results
using log tables and EPA "Effluent Monitoring Procedures"
handbook.
Adv. 1*0. Perform total solids test on sludge samples.
-------
The operator will:
Adv. 1. Explain hov each of the following pumps move a fluid: centrifugal, screw,
piston, air lift, diaphrara.
Basic 2. Identify 10 of the main parts of n centrifugal :;ewage pump including:
impeller, shaft, sleeve, bearings, coupling, casing, wear plate, packing
gland, lantern ring, suction elbow, stuffing box, clean-out.
Adv. 3. List the function of 10 of the above parts in a centrifugal pump.
Adv. U. Explain how to tell if each of the following is worn or damaged: bearing,
coupling, shaft, sleeve.
Adv. 5- State one advantage of an open impeller and one advantage of a closed
impeller in a pump.
Adv. 6. List two things that may affect packing life.
Adv. 7- List two things to look for in "trouble shooting" each of the following
situations.'
a) Pump motor running but no water delivered,
b) Pump running but not enough water delivered.
B 8. State what to do first before working on a pump or other piece of electrical
equipment.
B 9. Identify 5 of the following parts of a piston sludge pump: piston, suction
valve, discharge valve, air chamber, cylinder crank.
Adv. 10. List two advantages of a piston sludge pump.
Adv. 11. List two routine maintenance items for a piston sludge pump.
1 12. Start-up, adjust and shutdown an air lift pump.
idv. 13. Calibrate a pump in the plant.
^dv. Ik. Replace a) shaft sleeve
idv. b) bearing
idv. c) mechanical seal
1 d) packing
,dv. 15. Adjust and determine clearance between impeller and wear plate.
.dv. 16. Describe possible effects of misalignments of pump and motor.
17. Given symptoms, state the possible causes and solution for each:
dv. a) short packing life
dv. b) overhead bearing
dv. c) shaft vibration
dv. d) noisy bearing
lO. Inspect pump for normal operation.
19- Start up and shut down pumps.
20. Inspect pump activating controls.
21. Lubricate pump.
?.?.. Order maintenance repairs.
5/77
):b3
-------
E-31
Ponds
I. Stabilization Ponds
The operator will:
Basic 1. Know how to control muskrats.
B 2. Know how to control weeds.
B 3. Know how to break up scum mat.
B 4. Know how to control vegetation on dikes.
B 5. Name one way to control excess algae.
B 6. Know how to recirculate or bypass Individual cells.
B 7. Check fencer gate and lock.
II. Aerated Lagoons
The operator will:
B 1. Control air
B 2. Interpret pH and D.O. data.
B 3. Interpret visual observations.
B 4. Check fence, gate and lock.
B 5. Inspect blowers, air Intake, temperature and pressure.
B 6. Explain fill and draw operation of lagoons.
Flow Measurement
The operator will:
Basic 1. Identify type of flow measuring device in her/his plant.
B 2. Read totalizer and determine daily flow.
B 3. Read indicator and flow chart and determine flow in gpm for a
given time.
B 4. Use a chart to check flow through a weir or flume.
B 5. Calibrate his/her flow meter.
B 6. Examine the mechanical operation of her/his flow meter (clean
weir, check for level, check float operating properly, or
check air line).
B 7. Change chart paper and refill ink for pen.
Adv. 8. Evaluate installation of flow meter.
Adv. 9. Troubleshoot problems with flow recording, e.g. grease
plugging air line.
-------
V-vj "™:.r ..--.t-l Protection irs
.:, :.i r::r> (fPL-16)
:•. De:j.rooir^ Street, lioum 167Q
o.xgo, IL 60604
------- |