Tools
for
Trainers
January 1998
STAPPA/ALAPCO/EPA
Joint Training Committee
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Tools for Trainers
Table of Contents
Acknowledgments
Introduction
Registration Form
Feedback Form
Section A: Needs Assessment
Section B: Staff Development Plans
Section C: Training Providers
Section D: Evaluation
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Acknowledgments
Tools for Trainers was prepared by the Joint STAPPAIALAPCO/EPA Training
Committee. The Work Group, which reviewed and commented on the project, was
chaired by Mary Boyer (California Air Resources Board) who is also STAPPA Chair of
the Joint Training Committee. Members of the Work Group included Tom Allen
(NESCAUM), Bob Hague (Rutgers/EOHSI), Rick St. Louis (State of Pennsylvania), Ron
Townsend (U.S EPA), and Susan Wierman (MARAMA). Bill Becker and Gail
Lewkowicz of STAPPA/ALAPCO provided assistance and input. Many state and local
agencies furnished materials which are duplicated in Tools for Trainers; the Texas
Natural Resource Conservation Commission was generous in sharing its extensive
work on staff development plans. Joel Ann Todd of The Scientific Consulting Group,
Inc. provided assistance in assembling Tools for Trainers, with funding from the
Education and Outreach Group, Office of Air Quality Planning and Standards, U.S.
Environmental Protection Agency.
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Tools for Trainers
What is Tools for Trainers?
Tools for Trainers is a notebook that contains information on many of
the tasks that trainers and training coordinators must perform, such
as how to design and conduct a needs assessment, how to evaluate
training programs, and how to develop a training curriculum for
agency staff. In addition to this “how to” information, there are
examples of materials that have been developed and used by state
agencies, local agencies, and EPA. These materials can be adapted
for use in your agency. Tools for Trainers also contains up-to-date
information on training providers.
The notebook is organized into four sections. Each section contains
an introduction to that section’s topic and examples of materials that
can be used or adapted. There is a brief description of each
example to make it easier for users to find the materials that are
most likely to be relevant.
Who Will Find Tools for Trainers Useful?
Tools for Trainers is designed for training coordinators and others in
state or local agencies who have responsibility for planning,
conducting, and evaluating training programs. It will be particularly
useful for those who are new to their jobs or who have never
performed some of these tasks before, such as conducting a needs
assessment or an evaluation.
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User Registration
Tools for Trainers
Please complete this form and send to:
Gail Lewkowicz
STAPPA/ALAPCO
444 North Capitol Street, N.W.
Washington, DC 20001
We plan to update Tools for Trainers periodically and this will ensure that
you receive these updates.
Name:___________________________________
Title:____________________________________
Agency:
Address:___________________________________
City:_____________________________
State/Zip Code:_____________________________
Telephone:
Fax:_______________________________________
E-Mail: _____________________
Thank you very much!
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Feedback Form
We want to hear from you — what do you think of Tools for Trainers? How could we
improve it? As you use Tools, please send us your ideas. Please send this form to:
Gail Lewkowicz
STAPPNALAPCO
444 North Capitol Street, N.W.
Washington, DC 20001
What do you find most helpful about Tools for Trainers?___________
What suggestions would you make for improving Tools for Trainers?.
How have you used Tools for Trainers?_______
Optional:
Name:_______________________________
Agency:
Address:___________________________________
Telephone. Fax
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Section A
Needs Assessment
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Tools for Trainers (January 1998)
Table of Contents
Training Needs Assessment Resources
Overview pf Needs Assessment . Page Al
STAPPA/ALAPCO FYI 998 Training Needs Assessment Survey Page A5
This is the most recent version of the annual STAPPA/ALAPCO training needs
assessment survey. It is intended to identify future trends in air pollution training needs
and gaps in current training from a state and local perspective. It gathers information on
the needs of the agency as a whole.
Air Compliance Inspector Basic Training Program Questionnaire Page A17
This form is intended to gather information on the needs of the agency as a whole. It was
developed for the Ohio Regional Air Pollution Control Agency in preparation for
delivery of the CABB 100 series, to further characterize the need for basic training and to
obtain information on more intermediate or advanced training needs for the future.
Training Needs Ouestionnaire Page A23
This one-page questionnaire was developed for the Michigan Department of Natural
Resources, Air Quality Division. It was designed for staff who had already attended
basic training, to learn about their needs for intermediate or advanced training and
training in areas not covered by the basic course.
Training Needs Assessment Methodology and Instruments Page A27
This material was developed for the Texas Natural Resource Conservation Commission
in 1994 and was used to conduct a needs assessment for TNRCC air program staff It
includes approaches and data collection instruments for managers, staff; and industry on
the training needs of individual staff members and groups within an agency.
Draft Needs Assessment for Personnel in Mexico Page A53
This needs assessment package was adapted from the TNRCC materials. It was designed
to be implemented by staff from the Universidad Autonoma Metropolitana in Mexico.
The draft materials are in English. It is designed to gather information on the needs of
individual staff members and groups within an agency.
Participant Profile Page.A71
This form was developed to obtain information on course participants, specifically their
level of knowledge of the subject matter coming into the course. This assisted the
Needs Assessment - Table of Contents I
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Tools for Trainers (Janua,y 1998)
instructors in tailoring their presentations to the appropriate level for the trainees and was
used to assign participants to small work groups for course exercises.
Needs Assessment - Table of Contents 2
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TooLs for Trainers (January 1998 )
Needs Assessment
Why Conduct a Needs Assessment?
Every training project should begin with some form of needs assessment. Sometimes this
assessment is very informal, involving a discussion with the supervisor of the training
participants or the potential participants themselves. In other cases, it is more formal, involving
a survey of potential trainees or ajob analysis. The needs assessment plays a vital role in
focusing the training on the most important topics and providing the training on the appropriate
level—in short, getting the most value for the resources invested.
Training needs assessments provide valuable information to training providers, enabling them to
develop and offer the courses that will be most useful to agency staff. STAPPA and ALAPCO
conduct a training needs assessment survey each year to assist training providers in planning
their programs — if your agency conducts its own internal needs assessment in preparation for
this survey, you will be able to report more accurately the types of training that you will need.
In conducting a needs assessment, it is important to differentiate between training “needs” and
training “wants” so that scarce resources can be allocated most effectively. It is also important to
probe expressions of training needs to get past symptoms of problems to the problem itself.
Finally, it is important to separate those problems or issues that can be addressed by training
from those that cannot be addressed by training and that are, in fact, management or resource
issues.
How Can Training Needs be Identified?
Some training needs can be readily identified. Training needs can arise from many events or
conditions, such as:
V changes in regulations
V installation of new equipment
V new procedures or modifications of existing procedures
V hiring of new staff or creation of new job positions.
For example, all new regulations require some staff training; in fact, STAPPA and ALAPCO
sent a letter to EPA requesting that all new regulations be accompanied by appropriate training at
the time of promulgation.
Training needs can also be identified from problems that have arisen. If staff are unable to
complete their assigned workload or if work products contain errors, there might be a need for
training.
Training can also be a morale-builder in an organizations, a way that the organization can
indicate to its employees that they are valued.
Needs Assessment - Page 1
Al
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Tools for Trainers (January 1998)
One approach to assessing training needs is a discussion within the sponsoring agency or
organization, including supervisors of the potential trainees and the trainees themselves. This
discussion should explore issues such as objectives for the training, in terms of the desired
knowledge, skill, and/or attitude changes that the training is intended to effect. If problems
related to job performance are the primary reason for the scheduling of the training, these should
be highlighted. If the training is intended to prepare staff to understand and implement new
regulations, equipment, or procedures, these should be described.
Informal discussions within the agency provide vital information but are often inadequate for a
complete and accurate needs assessment. Surveys of potential trainees and their supervisors are
useful in pinpointing training needs. These surveys can be conducted through telephone or face-
to-face interviews or through written questionnaires. These surveys can simply ask the potential
trainees what they think their needs are, or the survey can delve into the roles and responsibilities
of the potential trainees, the skills that they need to fulfill these roles and responsibilities,
existing levels of knowledge and skill, and the gaps between the existing and required knowledge
and skill.
Job analyses can also assist in identifying training needs. The job analysis consists of a
delineation of the specific tasks that are performed by staff in various positions and the
knowledge and skills that are needed to perform these tasks. The job analysis can be combined
with an assessment of existing knowledge and skill levels to identify the gaps.
Agency staff can be reluctant to discuss training needs if they believe that this will reflect badly
on them and their capabilities — they might be afraid to admit that there are aspects of their jobs
that they do not feel thoroughly competent to perform. The use of anonymous questionnaires can
overcome this reluctance, although this also reduces the agency’s ability to target the training to
those in need. Another approach is to have a third party or neutral outsider conduct the
questioning and prepare the analysis. This third party can be someone from another part of the
agency or a consultant. In the best of situations, the agency will cultivate an atmosphere in
which enhancement of knowledge and skills through training is viewed positively and
assessments of training needs are part of normal agency routine.
The needs assessment will assist in clarifying training goals and objectives. It can also gather
information on appropriate training methods. For example, it is critical to know whether the
potential training audience has access to satellite downlink sites if a satellite videoconference is
planned. Or, if CD-ROM or Internet training is under consideration, it is important to know
whether potential trainees have access to needed equipment at their own desks.
When analyzing needs assessment results, it is crucial to be as specific as possible. While it is
useful to identify broad topic areas in which training is needed, it is more useful to determine
what particular aspects of the topic are most important and whether the training should be at a
beginning, intermediate, or advanced level. The analysis should also indicate the different needs
of various subgroups within the agency staff — inspectors, permit writers, SIP developers, and
other groups might have some needs in common but also are likely to have some needs that are
very specific to their jobs and responsibilities. An accurate understanding of these different
needs will enable you to pinpoint those staff members who should attend various training events,
Needs Asse ssment - Page 2
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Tools for Trainers (January 1998 )
thus avoiding wasting resources and time by sending staff to training that is irrelevant or at an
inappropriate level for their needs.
The forms in this section of Tools for Trainers can be adapted by your agency to help you assess
your staff’s training needs. Adoption of a training plan or career ladder for staff will also help
you determine the training needs of the staff, based on a prescribed curriculum (examples of
training plans and career ladders are included in a separate section of Tools).
Tips on Using Needs Assessment Tools
This section of Tools for Trainers presents samples of needs assessment interview guides and
written questionnaires that can be used or adapted for use by your agency. The steps to follow in
designing your needs assessment include the following:
Step 1: Establish Objectives . Why are you conducting the needs assessment? To
decide how to spend training funds in the upcoming year? To focus a specific course that
you have selected? To identify individual staff members’ needs so that training resources
can be allocated among staff appropriately? To respond to the STAPPA/ALAPCO
survey? Other?
Step 2: Select an Approach . What is the best approach to achieve your objective(s) —
informal discussions, surveys of potential participants, job analyses? How much can you
learn from existing information — for example, if the training need will be created by a
new regulation, what skills and knowledge will agency staff need to implement the new
regulation? Based on the approach selected, who should be included in the respondent
pool — all or a sample of the potential trainees, their supervisors?
Step 3: Develop Materials and Procedures . Look through the materials in this section
of the Tools notebook and select formats and questions that might apply. You can take
portions of various different forms or you can use a format that you like and create new
questions within its framework. If you don’t know how you will use the answer to a
specific question, leave it out! This will keep the questionnaire short, to the point, and
easy for staff to complete.
Step 4: Pretest Materials and Procedures . If possible, you should pretest your
materials and procedures with a few selected respondents. This pretest will tell you if
your materials will gather the information you anticipate. It will also indicate those
questions that can be easily misinterpreted. It is helpful to talk with the pretest
respondents after they have completed the materials to discuss their suggestions for
improving the forms.
Finally, let staff know that their participation in the needs assessment mattered — show them that
the training planned for the agency and for individuals was based, at least to some extent, on
their feedback.
Needs Assessment - Page 3
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STAPPA/ALAPCO
FY1998
Training Needs Assessment Survey
A5
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A6
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STATE AND TERRITORIAL AIR POLLUTION DDIOI
PROGRAM ADMINISTRATORS (STAPPA)
ASSOCIATION OF LOCAL AIR POLLUTION
CONTROL OFFICIALS (ALAPCO)
FY1998 TRAINING NEEDS ASSESSMENT Su RVEYJ
AGENCY NAME: (02)
AGENCY ADDRESS: (03-07)
EPA REGION: (0
AGENCY TfPE (09) 0 STATE 0 LOCAL/MUNICIPAL 0 FEDERAL
PERSON COMPLETING THIS SURVEY:
NAME: (10)
TITLE: (11)
MAIUNG ADDRESS: (12-16) —
TELEPHONE: (17)
FAx: (18)
E-MAIL: (19)
WHAT ARE YOUR RESPONSIBILITIES FOR TRAINING AT YOUR AGENCY? (20)
0(A) TRAINING COORDINATOR
D(B) SITE COORDINATOR FOR SATELUTE BROADCASTS
O(c) BUDGETING, AUTHORIZING, AND APPROVING TRAINING
D( OTHER
DID AGENCY MANAGEMENT REViEW THESE RESPONSES? 1) 0 YES 0 NO
Please return one copy of this completed training needs assessment survey by July 15. 1997 to:
Gail Lewkowicz
STAPPAJALAPCO
444 North Capitol Street, N.W, #307
Washington, DC 20001-1512
FAX: (202) 625-7863
pageiof4 A7
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FY1998 STAPPA/ 1 4L4PC0 TRAINING NEEDSASSESSMENTSUR VEY
Does your agency have a structured staff development plan for training your air program staff? (22)
DYES ONO
If yes, please send materials describing this program when you return this questionnaire.
2. Does your agency’s staff have access to external electronic e-mail from the Internet ’? (23)
DYES ONO
3. Does your agency’s staff have access to the World Wide Web on the Internet using their own
computers at their desks (using web browsers such as Netscape Navigator, Microsoft Internet
Explorer, or NCSA Mosiac)? (24) 0 YES 0 NO
4 Can your agency’s staff use CD-ROM disks at their desk computers’? (25) 0 YES 0 NO
5A. From the list below, please check the 10 course topics that will be most important for your agency
and staff in Fiscal Year 1998 (October 1997-September 1998). (Note: this list includes topics for
which courses are currently available; question 6 addresses topics for which courses are not
currentiy available.) (26)
o (01) Inspection Fundamentals
o (02) Fundamentals of Air PolIu on Control
o (03) Air Toxics-Basic (including MACT)
o (04) Air Toxics-Advanced (including MACT)
o (05) Control of Particulate Emissions
o ( Control of Gaseous Emissions
o (07) Air Pollution Dispersion Models
o (08) Basic Health and Safety
o (09) Baseline Source Inspection Techniques
o (10) Monito ng and Source Sampling
o (II) VOC Sampling and Analysis
o (12) Combustion Evaluation
o (f Visible Emission Enforcement
o (14) Analytical Methods
o (15) Quality Assurance
0 (16) NESHAPS
o ( Ii ) Enforcement Fundamentals
0 (18) Advanced Enforcement
0 (19) Multi-Media Enforcement
o (20) Enforcement Case Development
o (21) C minal Enforcement
o (22) Permitting-Basic
o (23) Permitting-Intermediate
o (24) TitleV Operating Permits
o (25) Emissions Inventory
o Data Management and Reporting
o (27) Supplemental Environmental Projects (SEP)
o (28) Pollution Prevention
o Gasoline Distnbution and Marketing
page 2 of 4
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FY1998 STAPPA/ALAPCO TRAINING NEEDS ASSESSMENT SUR VEY
5B. For each of the 10 topics checked above in Question 5A, please go to the Question 5B
Provider/Course Preference Matrix and indicate which providers and courses you would prefer
to meet these needs. If you have no preference, check the no preference box.
6 From the listing below of topics for which courses are not currently offered (or which you do
not have access to), please choose the 5 course topics that would be most important for your
agency in FY 1998 (October 1997-September 1998).
o (01) Mobile Sources-Transporta on Control Strategies
o (02) Mobile Sources-Conformity
o Mobile Sources-l&M Techniques
o (04) Mobile Sources-Quality Assurance for l&M
o (05) Stage I and II Vapor Recovery Inspections
o (06) Emissions Inventory
o (o New Source Review
o (08) New Na onal Ambient Air Quality Standards (NAAQS) including ozone & PM 25
o (09) PM 25 Monitoring, QAIQC, and Laboratory Operations
o (10) Emission Inventory Development for PM 25 with Emphasis on Area Sources
o (II) PM 25 SIP Development Requirements, Timelines, and Procedures
o (12) Market-Based Incentives and Emission Trading Programs
o (13) Regional Transport Fundamentals and Emission Management Strategies
o (14) PAMS (Photochemical Assessment Monitoring Stations) & PAMS Data Analysis
o (15) Air Toxics (specify)
o (16) MACT Standards (specify)
o (1 MACT Standards (specify)
o (18) Other
o (IS) Other
7. Please check the 3 most important bamers to your agency’s use of government- or private-
sponsored training courses in FY 1998 (October 1997-September 1998).
o (01) There is a lack of funds for training course fees.
o (02) There is a lack of travel funds.
o (03 ) We are not allowed to travel to out-of-state training courses, regardless of cost.
o (04 The content of available courses does not meet our specific training needs.
o (05) The quality of the training is not worth the time/money expenditure
o (06) The training courses are too long and require too much staff time,
o (07) The scheduling of training courses makes it difficult to attend.
o (08) The training courses are out-of-date or need to be updated.
o (09) Management of our agency does not perceive a need for off-site training courses.
o (10) We do not have access to the technology to receive satellite courses.
o (11) It is difficult to find out what courses are offered
o (12) Other
page3of 4 A9
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FY1998 STAPFA/ALAFCO TRAIMNG NEEDS ASSESSMENT SUR VEY
8. Please check the 4 most important items that your agency needs to support training in FY 1998
(October 1997-September 1998). 0)
o (01) Long-term funding for training.
o (02) Better communication from providers about available training courses & schedules
o (03) Travel funding for staff to attend training courses.
o Upda ng of current training course mate als.
o (06) Support for stateflocal development of training courses
o (06) Travel funding to bring trainers to our agency
o (07) More courses offered on-site (in state or region)
o (08) Access to satellite downlink for distance learning courses
D (09) Other
9 How important do you consider training for the accomplishment of your agency’s mission? (31)
o (01) Vitally important
o (02) Very important
o (03) Somewhat important
o (04) Not very important
o (05) Don’t know
10. Do you have any additional comments or sugges ons’? (32)
Please return this survey by July 15. 1997 to STAPPA!ALAPCO:
Gail Lewkowicz
STAPPAIALAPCO
444 North Capitol Street, N. W, #307
Washington, DC 20001-1512
FAX: (202) 625-7863
Thank you.
page 4 of 4
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QUESTION 5B: PROVIDER PREFERENCE MATRIX
Instructions: For each of the 10 topics checked in Question 5A, please indicate which providers and
courses you prefer to meet these needs. If you have no preference, check the “no preference” box
Please indicate preferred providers and courses pjjj for those topics checked in Question 5A.
T*nQue iUon A) ProWersandC ow ew eIVun7bef4’
D Inspection Fundamentals (01) Cahfomia Air Resources Board (CARB)
o 100 Senes/101-115(5 days)
EPNNationaI Enforcement Training Institute (NEIl)
0 (b) Basic Inspector Course/CST 109 (4 days)
Rutgers/EOHSI
o (c) Fundamentals of Environmental Compliance Inspections-Level 1(3 days)
Other
o (e) No provider/course preference o (Provider/course)
o Fundamentals of Air Pollution : EPNAir Pollution Training Institute (APTI)
Control ( ) o Pnnciples and Practice oLAjr Pollution Control/452 (35 days)
California Air Resources Board (CARB)
O (b) 100 SenesIlOl-115 (5 days)
Rutgers/EOHS I
o (C) Pnnciples and Practice of Air Pollution Control-Level 1(3 days)
Other
o (a) No provider/course preference 0 ( ) (Provider/course)
o Air Toxics-Basic : EPNAr Pollution Training Institute (APTI)
(including MACT) 0 (a) Introduction to Air Toxjcs/400 (2 days)
Cahfomia Air Resources Board (GARB)
o (b) Dry Clean ing/287 (1 day)
Other
o No provider/course preference 0 (C) (Provider/course)
o Air Toxics-Advanced California Air Resources Board (CARB)
(including MACT) (04) 0 Dry Cleaners/387 (1 day)
Other
o (c) No provider/course preference 0 (b) (Provider/course)
o Control of Particulate EPNAir Pollution Training Institute (APTI)
Emissions (05) 0 a Control of Particulate Ernissionsl4l3 (4 days)
Califomia Air Resources Board (CARB)
o 1) ESPsI281 (1 day)
0 (b2) Baghousesl282 (1 day)
o (b3) Aggregate PIantsl243 (1 day)
o (b4) Concrete Batch Plants/244 (1 day)
o (bS ) Hot Mix Asphalt Facilities/242 (1 day)
Other
o No provider/course preference 0 (c) (Provider/course)
Questzon5B page lof 6 All
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Question 5B: Provider Preference Matrix
D Control of Gaseous Emissions EPA/Air Pollution Training Institute (APTI)
o Control of Gaseous Emissions/415 (4 days)
California Air Resources Board (CARB)
o (01) lncinerators/270 (1 day)
o (b2) Industrial Boilers/273 (1 day)
o Stationary Gas Turbines/272 (1 day)
o (b Landfill Gas ControlI285 (1 day)
Rutgers/EOHS I
0 (C) Nitrogen Oxides Emissions Control Technology-Level Ill (2 days)
Other
0 (e) No provider/course preference 0 ( (Provider/course)
0 Air Pollution Dispersion Models (07) EPA/Air Pollution Training Institute (APTI)
O (a) Air Pollution Dispersion Models/423 (3 days)
MARAMA
o (0) Annual Workshop
WESTAR
o (c) Advanced Modeling for PM 25 (3 days)
Other
o No provider/course preference 0 ( (Provider/course)
o Basic Health and Safety oo EPA/Air Pollution Training Institute (APTI)
• 0 (a) Inspechon Procedures and Safety/446 (2 days)
California Air Resources Board (CARB)
o (Of) Inspector SafetyIlO4 ( 5 day)
o (02) Advanced Safety/202 (1 day)
Rutgers/EOHSI
0 (c) Basic Health and Safety for Field Activities-Level 1(3 days)
Other
0 (e) No provider/course preference 0 ( (Provider/course).
o Baseline Source Inspection EPA/Air Pollution Training Institute (APTI)
Techniques (09) 0 (a) Baseline Source lnspection/445 (3 5 days)
California Air Resources Board (CARB)
o (0) Basic Air Pollution Control Equipment/i 07(5 days)
Rutgers/EOHSI
o (C) Baseline Source Inspection Techniques-Level 11(3 days)
Other
o (e) No provider/course preference 0 ( (Provider/course)
Question 5B page 2 of 6
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Question 5B: Provider Preference Matrix
‘ To (frm>Otlon5#)4 Jde a4prtSe$I Qqr$efl7S’ ,
EPNAir Pollution Training Institute (APTI)
o (0 1) Monitoring and Evaluation of Toxic Air Pollutantsl4Ol (4 days)
o (02) Source Sampling for Pollutantsl45O (5 days-lab)
o (a3) Atmosphenc Sampling/435 (4.5 days-lab)
o (04) Con nuous Emission Monitonngl474 (4 days)
California Air Resources Board (GARB)
o ( C I ) Air Quality Monitonng Concepts/114 (5 day)
o (b2) Advanced Continuous Emission Monitoring/222 (1 day)
o (b Observing Source TestsI224 (1 day)
Rutgers/EOHS I
o (ci) Emission Mon onng & Testing Continuous Emission Monitonng-Level II (iday)
o (c2) Compliance Assurance Monitonng-Level IV (2 days)
o (c3) Source Sampling for Particulates-Level IV (4.5 days)
MARAMA
O (0 ? Annual Workshop
WESTAR
o (ol) PM Monitonng Methods Workshop
O (e2) PM 5 Monitonng Regulations
Other
o Mo provider/course preference 0 (0 (Provider/COUrSe)
o VOC Sampling and Analysis (II) I EPA/Air Pollution Training Institute (APTI)
o (a) Sources and Control of Volatile Organics/482 (4 days)
California Air Resources Board (CARB)
0 ( C l) Metal Parts and Products/230 (1 day)
o (02) Aerospace lndustry/230 1 (1 day)
• 0 (b3) Auto Refinishing/230.2 (1 day)
o (04) Metal Container, Closure and Coil Coating/230 3(1 day)
o (05) Graphic ArtsI23O 4 (1 day)
o (06) Fugitive VOCs/262 (1 day)
o (b7) VOC Control DeviceslScflJbberSl284 (1 day)
RutgerslEOHSl
0 ( ci) Emission Monitonng and Testing VOC Sampling and Analysis-Level H
0 (c2) General VOC Source Regulation and Inspection-Level Ill)
• Other
o (0) (Provider/course)
o (8) No provider/course preference
:
o Combustion Evaluation (12)
:
EPA/Air Pollution Training Institute (APTI)
0 (a) Combus on Evaluabon/427 (4 5 days)
:
California Air Resources Board (CARB)
0 (b) Stationary Internal Combustion Engines/271 (1 day)
:
•
Rutgers/EOHS I
0 (c) Combustion Source Inspection-Level 11(3 days)
0 (e) No provider/course preference
:
Other
0 ( (Provider/course)
o Monitoring and Source
Sampling (10)
Question 5B page 3 of 6
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Question SB: Provider Preference Matrix
\\ TOp1 C Que stIon U)’ M W e i44 I u p Numbers
o Visible Emission Enforcement (13) EPA/Air Pollution Training Institute (APTI)
0 (a) VEE Instructors Workshop (3 5 days)
California Air Resources Board (CARB)
o (bI) Recertification in VEEI100.i (1 day)
o (b2) Night Certification in VEEI100.2 ( 5 day)
RutgersJEOHSl
o (c) Visible Emission Enforcement Training and Certification (3 days)
Other
o (e) No provider/course preference 0 (Q (Provider/course).
o Analytical Methods (14) EPA/Air Pollution Training Institute (APTI)
O (a) Analytical Methods for Air Quality Standardsl464 (5 days)
Other
o (C) No provider/course preference 0 (b) (Provider/course)
o Quality Assurance (15) : EPA/Air Pollution Training Institute (APTI)
o (a) Quality Assurance for Air Pollution Measurement Systemsl47O (4 days)
Other
o (C) No provider/course preference 0 (b) (Provider/course)
o NESHAPS (16) California Air Resources Board (CARB)
° (a) Asbestos D/R/251 (1 day)
Other
o (C) No provider/course preference : 0 (b) (Provider/course)
o Enforcement Fundamentals (17) : EPA/Air Pollution Training Institute (APTI)
° (a) Air Pollution Field Enforcementl4.44 (3 5 days)
California Air Resources Board (CARB)
o (t Fundamentals of Enforcement/i 00 (3 days)
Nabonal Enforcement Training Institute (NETI)
o (C) Basic Environmental Enforcement (3 days)
o (e) No provider/course preference o d) (Provider/course)
o Advanced Enforcement (18) California Air Resources Board (CARB)
o (a) Symposiuml300 (4 days)
EPA/National Enforcement Training Institute (NETI)
o (b) Field Citations/AIR 204 (1 day)
Other
o No provider/course preference 0 (c) (Provider/course)
Question 5B page 4 of 6
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Question SB: Provider Preference Matrix
. . ? •/ . . . :...‘ . .‘ . ... “....... .
Jop1c (from Question A) iders a ourses/(ourse Mmibe s
a Multi.Media Enforcement (19) California Air Resources Board (CARB)
o (a) Symposium/300 (4 days)
EPNNatlonal Enforcement Training lnstltute (NETI)
o i) Mul -Media lnspec onsIMLS 102 ( days)
o (b2) Muth-Media Training for RegulatorslMLS 103 (3 days)
o Advanced Muih-Media Course for Regulators/MLS 202 (3 days)
Other
a No provider/course preference 0 (c) (Provider/course)
o Enforcement Case California Air Resources Board (GARB)
Development (20) 0 (a) Mutual Settlement Wo shop/350 (1 day)
EPA/Nahonal Enforcement Training lnsbtute (NEIl)
o (COl) Interviewing Techniques for Regulators/CST 111 (1 day)
a (W2) Interviewing and Interrogahon TechniquesiCST 210 (3 days)
o Negobahon Skills/CST 113 (2 days)
o (b04) Advanced Negobabon Skills/CST 204 (2 days)
o O5) Administrabve Enforcement and Case Development/C ST 115 (3 days)
0 (W6) Administrabve Heanngs and Tnals/CST 207 (1 day)
o (bO?) Advanced Administrabve Practce/CST 302 (2 days)
o (b08) ABEL/CST 101 (1 day)
a BEN/CST 103(1 day)
o (blO) Financial Analysis/CST 118 (3 days)
o ( D I I) Intermediate Ability to Pay/CST 201 ( days)
o (b12) Financial Analysts WorkshoplGST 203 (3 days)
o (b13) Pleading and Litgabng Civil Penalbes/CST 303 (4 5 days)
o (b14) MUNIPAY/CST 305 (1 day)
0(b15) INDIPAY/CST3O6 (1 day)
Other
o No provider/course preference a (c) (Provider/course)
a Criminal Enforcement (21) EPNNahonal Enforcement Training Institute (NETI)
• a (af) Basic Cnminal Environmental lnvestgabonslCRM 105 (5 days)
o (a2 ) Basic Environmental Enforcement Training/CRM 106 (4 days)
o (a3) Basic Environmental Investigations Training/CRM 108 (3 days)
a ( 4 ) Basic Environmental lnves gations TraininglCRM 113(4 days)
Other
o (c) No provider/course preference 0 (b) (Provider/course).
a Permitting-Basic n; EPA/Air Pollution Training Institute (APTI)
a (a) Introduction to Permits/460 (5 days)
• Other
o (c) No provider/course preference : a (b) (Provider/course)
Question 5B page 5 of 6
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Question SB: Provider Preference Matrix
T* ue ti9 1: v1c ii
D Permitting-Intermediate
EPNAir Pollution Training Institute (APTI)
.
0 (a) Intermediate Pemiithng/461 (5 days)
;
Rutgers/EOHS I
D (b) Air Permitting A Technical Approach-Level Ill (2 days)
WESTAR
:
° (q Operating Perrmts-NSRIPSD (3 days)
Other
o (e) No provider/course preference
0 ( (Provider/course)
o Title V Operating Permits (24)
:
WESTAR
0 Advanced Operating Permits (3 days)
o (C) No provider/course preference
:
:
Other
o (b) (Provider/course)
a Emissions Inventory (25)
:
No choices available
o Data Management and
EPA/National Enforcement Training Institute (NETI)
Reporting (26)
:
;
:
:
0 (al) AIRS Input and Reporting/AIR 103 (3 days)
0 (a2) ACTS/NARS Training/AIR 104(2 days)
0 (a3) IDEA Basic Training/IMS 102(1 day)
a IDEA WIN for the New UserlIMS 193 ( days)
(a5) DOCKET/Case Conclusion Data Sheets/IMS 104 (? days)
a (a6) IDEA Advanced TrainingllMS 202 (.5 day)
o (c) No provider/course preference
Other
o (b) (Provider/course).
o Supplemental Environmental
EPA/National Enforcement Training Institute (NETI)
Projects (SEP) (v
:
0 (al) SEP Policy TraininglCSl 107 (1 day)
Q (a2) PROJECT-SEP TrairunglCST 205 (5 day)
o (c) No provider/course preference
Other
a a (Provider/course).
o Pollution Prevention (28)
:
EPA/National Enforcement Training lnsttute (NETI)
0 (a) Pollution Prevention for Enforcement and Compliance Officers/CPA 103 (2 days)
.
WESTAR
0 Pollution Prevention in Pemiithng (3 days)
0 (d) No provider/course preference
:
Other
0 (c) (Provider/course)
a Gasoline Distribution and
California Air Resources Board (CARB)
Marketing (29)
:
:
0 (al) Gasoline Cargo TanksI2lO (1 day)
a (a2) Gasoline Facilities Phase I and 11/263 (1 day)
0 (a3) Oil Field Production/260 (1 day)
0 (a4) Air to Liquid Ratio Testing/264 (1 day)
0 (a5) Petroleum Refining/288 (1 day)
o (c) No provider/course preference
:
•
P1
Other
0(b) (Provider/course)
ease return to Question 6.
Question SB page 6of 6
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Air Compliance Inspector
Basic Training Program Questionnaire
1 17
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Air Compliance Inspector Basic Training Program Questionnaire
EPA Order 3500.1, June 29. 1988, established an EPA agency-wide aining program for
environmental compliance and field inspectors. The order requires that EPA regional and
headquarters inspectors meet minimum aining criteria prior to conducting facility mspections.
Minimum naming curricula include Occupational Health and Safety, Basic Inspector Cumculum,
and Program Specific Curriculum. Since 1988, EPA has been developing and delivering iraming
relauve to Order 3500.1 in cooperation with state and local agencies. Many state/local inspectors
have attended these courses.
Although the order is voluntary for state/local agency inspectors, and does not specifically
establish training criteria for them, it could form the basis for state/local training programs. State
and local agency inspectors conduct the majority of compliance inspections and therefore would
benefit a great deal from similar formalized traaning. EPA/Stationary Source Compliance
Division (SSCD) in coordination with EPA Region V, Ohio EPA, and the Ohio Regional Air
Pollution Control Agencies (RAPCA) are conducting a program development demonstration
project in which state and local agency inspectors will be trained specific to their needs.
The purpose of this questionnaire is to establish a baseline for the inspector training programs
currently available to Ohio EPA and RAPCA personnel and to identify the basic level training
needs of these agencies. In responding to this survey, please answer each question as it best
represents your agency. Answers should be kept simple and should not require research or a
significant amount of time. The results will be summarized and reported back to you.
Questions concerning this questionnai.ie can be forwarded to Bruno Maier at the Ohio Regional
Air Pollution Control Agency in Dayton, Ohio at 513-225-4795, fax number 513-225-3486
Completed questionnaires should be sent to Bruno at the following address: RAPCA, 451 W. 3rd
Street, Dayton, OH 45422
A encv Profile
Survey completed by (name):
Title:
Phone Number:
Fax Number:
I How many people does your agency employ (i.e., FTE’s)?
2. How many inspectors do you have? ____________
What percentage of these inspectors would you categonze as
New (< 1 year expenence) — Experienced
3. Does your agency have requi.red training (please circle? Yes No
4. Does you agency have a training program (please circle)? Yes No
A19
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Course Information
5. Please Rank the following naining courses as 1 high prionty; 2 = medium; 3 = low;
or NA - not available.
CARB Courses
100 Fundamentals of Enforcement
101. History of Air pollution Control
102 Climatology and Meteorology
103 Classification of Air Pollutants
104 Inspector Safety
105. Concepts of Regulatory Development
106 Investigative and Report Writing Techniques
107. Basic Air Pollution Control Equipment
108 Introduction to Visible Emissions Evaluations
109 Complaint Response Procedures
110 Sample Gathering and Integrity
111. Basic Chemistry of Air Pollution
112. Evolution of Environmental Law
113 Inspector Conduct and Liability
114. Air Quality Monitoring Concepts
115 Interfacing with Related Agencies
EPA/Rutgers
1 Fundamentals of Environmental Compliance Inspections
2 Basic Health and Safety for Field Activities
3. Respiratory Protection and Use of Safety Equipment
4 Principles and Practice of Air Pollution Control
5 Basic Source Inspection
6 Emission Capture and Gas HandLing System Inspection
7 Emission Monitoring and Testing Series Source Sampling
Source Sampling and Analysis
8 Emission Monitoring and Testing Series-
Continuous Emissions Monitoring Systems
9 Emission Monitoring and Testing Series.
VOC Sampling and Analysis
10 Visible Emission Enforcement Training and Certification
11 Combustion Source Inspection
12 Asbestos NESHAP Demolition and Renovation Inspection
Procedures Workshop
13 General VOC Source Regulation and Inspection - Part I
14 VOC Fugitive Emission Source and Benzene Process - Part fl
Miscellaneous
1 Air Toxics-Basic
2. SI? Development
3 Control Measures 03. CO and N0 - Basic
4 Advanced Inspection
5 Enforcement and Case Development - Basic
6 Clean Air Act Update
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Delivery and Availability
6. For this basic training, would you have any objections to being trained with industry?
Please explain
7. Please indicate the most significant roadblocks hindering your organization’s use of
government and private sponsored training courses? (Rank the following items, 1 is the
most important).
A. Lack of training funds
B. Lack of travel funds
C. Location of course
D. Content of course
E. Quality of insm.iction
F. Length of course
G. Scheduling
H. Updates needed for current courses _________
I. Other, please specify:
Resources
8. What sources are available to meet your training’s funding needs? (Check all sources;
rank the top 3)
Now Future
A. Cooperative federal funding
B. Other state/local operating funds
C. Tuition/User fees
D. Permit fees
E. Penalties
F. 105 Grants
G. Federal tuition-free (no cost) courses _________
H. Other, please specify:
Additional (attach a seperate sheet, if necessary)
9, What key recommendations would you make to EPA to improve their efforts to provide
comprehensive basic air quality training?
10. Is there any other information or comments you would like to provide for this baseline
survey for basic level training
11. If the training were held March 15-18 and/or March 29-April 14 in Dayton, OH would
your orgaruzanon participate?
-------
Follow-up - To be answered at a later date.
12. Did uaining meet your objectives?
13. What aspects of the course(s) would you like to highlight for future u aining?
14. What aspects would you like to see improved in future raining?
15. What would you recommend as the next step in this state/local aining program
development demons ation project?
A2 2
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Training Needs Questionnaire
A23
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Training Needs Questionnaire
Michigan Department of Natural Resources, Air Quality Division
The Air Quality Division of Michigan’s Department of Natural Resources is gathering information on the
training and experience of staff to assist in planning future training programs. Your response to these
questions will enable us to develop training programs that truly meet your needs. This form is designed
for staff who were hired before October 1, 1992—a different version was designed for staff hired after
that date. If you have received the incorrect form, please contact Rebecca Patrick (517) 335-6984.
Please send the completed form no later than September 10 to:
Rebecca M. Patrick, Air Quality Division
P.O. Box 30028
Lansing, Michigan 48909.
Thank you for your cooperation
Training Needs
What types of training are you most interested in receiving in the future?
Intermediate or Advanced Compliance Inspection Courses in.
U Visible Emission Enforcement/Certification
U Source Sampling and Analysis
O Continuous Emissions Monitoring Systems
o voc Sampling and Analysis
U Combustion Source Inspection
U Asbestos NESHAP Demolition and Renovation Inspection Procedures
o General VOC Source Regulation and Inspection
U VOC Fugitive Emission Source and Benzene Process
U Specific Industrial Process Controls/Inspection (specify)
o Other
Courses in
U Basic Health and Safety
o Advanced Health and Safety
o Case Development
o Pollution Prevention
U Other_____________
A25
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A26
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Training Needs Assessment
Methodology and Instruments
A2 7
-------
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OBJECTIVES
Objectives of the Needs Assessment
1. To develop lists of skills that are required to perform
selected technical job functional categories.
2. To identify current training needs and priorities, including
the basis or reason for these needs.
3. To provide information on identified training needs that is
sufficient for overall program and specific course planning
(e.g., specific topics, levels of difficulty, numbers of
staff, location of staff, etc.).
4. To develop a process and data collection instruments that can
be used by the Technical Training Academy to update training
requirements in the future.
5. To develop a process and data collection instruments that can
by used by the Technical Training Academy to conduct needs
assessments in other program areas (e.g., water, hazardous
waste, etc.).
The needs assessment will be designed to answer the following
questions:
1. 1hat types of technical training are currently needed by what
types and how many staff? Where are these staff located?
2. What problems in air pollution control have been identified
that have training solutions?
3. What anticipated changes in the air pollution control program
or changes in the composition of the regulated community will
create future training needs?
4. What resources are available to meet these needs? What types
of training resources are most appropriate and cost-effective
to meet the identified needs?
1
A2 9
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PRELIMINARY REPORT OUTLINE
1. Executive Summary
2. Methodology
3. Findings
a. Skills Inventory
b. Problem Identification (training related and non—training
related)
c. Perceived Training Needs and Priorities (including
rationale for need)
d. Training Currently Provided/Available
4. Conclusions
a. Training Needs by Division and Section (including
priorities, number of staff, location of staff)
— Current Needs
— Projected Future Needs
b. Training Needs by Region (including priorities, number of
staff, location of staff)
— Current Needs
— Projected Future Needs
c. Potential Resources to Meet Needs
— EPA/APTI/CARB/Rutgers
— Universities
— Private Providers
Appendices
A. Data Collection Instruments
2
.3 0
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DATA COLLECTION APPROACH
There are three distinct components in the data collection
approach. They are:
1. study Population Definition
2. Skills Inventory
3. Needs Assessment Survey
Study Population Definition
The first step in the needs assessment is the definition of the
study population. Tasks and subtasks include the following:
1. Select Divisions and Sections for inclusion in the study.
2. Define functional job titles to be included in the
inventory and needs assessment, based on discussions with
Division Managers and Section Managers.
Skills Inventory
Data collection for the skills inventory will include the following
tasks and subtasks:
1. Obtain written position descriptions, performance
appraisal forms, and other materials that relate to the
functional job titles included in the study.
2. Review written materials and extract data on skills.
3. Prepare draft skills inventory based on written
materials.
4. Circulate draft skills inventory to Section Managers and
Regional Air Program Managers during interviews for
review.
5. Based on comments received from step 4, revise skills
inventory and distribute.
3
A3 1
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Needs Assessment Surveys
The needs assessment survey will include the following sources and
will use the methods indicated with each source:
Source and Number Method
Division Managers ( ) Individual interview
Section Managers ( ) Individual interview
Follow—up fOCUS group (?)
Individual Staff ( ) Written questionnaire
Selected interviews (?)
Regional Air Program ( ) Telephone interview
Managers
Regional Field Staff ( ) Telephone interview
Industry Associations ( ) Individual interview
TOTAL RESPONDENTS (
The following pages describe each of these data collection efforts
and provide draft data collection instruments.
4
A32
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DIVISION MANAGERS
Number of Respondents:
Selected Respondents:
Objectives:
• Obtain information on problems that might have technical
training solutions.
• Obtain information on anticipated changes in staffing levels
or distribution (organization), regulations, equipment,
regulated community, etc. that could create training needs.
• Obtain their perceptions of highest priority technical
training needs.
• Encourage top-level support for technical training efforts.
• Develop top-level interest in on-going training needs
assessment process and willingness to participate in annual or
semi-annual update.
Method:
• Face-to-face interview, using interview guide, by outside
consultant. Interviews should require 15-30 minutes.
• Interviews will be conducted with all Division Managers
included in the study.
• Send a letter in advance of the interview that describes the
purpose of the interview and how the information will be used,
and lists the questions that will be discussed during the
interview.
5
A3 3
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SECTION MANAGERS
Number of Respondents:
Selected Respondents:
Objectives of Interviews:
• Review/check draft functional job descriptions and skills
inventory for staff under their purview.
• Obtain information on problems that might have technical
training solutions.
• Obtain information on anticipated changes in staffing levels
or distribution (organization), regulations, equipment,
regulated community, etc. that could create training needs.
• Obtain their perceptions of highest priority technical
training needs.
• Obtain their perceptions of barriers and impediments to
training for their staff.
• Obtain their opinions on the most effective training formats
for their staff and the needs they have identified.
• Encourage support for technical training efforts.
• Develop interest in on-going training needs assessment process
and willingness to participate in annual or semi-annual
update.
Method:
• Face-to-face interview, using interview guide, by outside
consultant. Interviews should require 45-60 minutes.
• Interviews will be conducted with all Section Managers
included in the study.
• Once information from interviews has been summarized, a focus
group may be convened to discuss and refine the findings and
conclusions.
6
A3 4
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INDIVIDUAL STAFF
Number of Respondents:
Selected Functional Job Titles:
Objectives:
• Review/check draft functional job description and skills
inventory for their position.
• Obtain their perceptions of their own technical training
needs.
• Obtain information on problems they encounter in their jobs
that might have training solutions.
• Obtain their opinions on preferred methods/formats for
receiving training.
Method:
• Written questionnaire to a sample of individuals in selected
functional job categories. Written or telephone follow up to
non-respondents will be performed to obtain an adequate
response for each section or regional office. Telephone
follow up may be necessary to clarify responses.
• Samples will be developed in cooperation with Section
Managers.
7
A35
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REGIONAL SUPERVISORS
Number of Respondents:
Selected Regional Supervisors:
• Air Program Managers in Regions
• _______________ in Region 12, Houston
Objectives:
• Review/check draft functional job descriptions and skills
inventory for staff under their purview.
• Obtain information on problems that might have technical
training solutions, identifying those that might be particular
to their region.
• Obtain information on anticipated changes in staffing levels
or distribution (organization), regulations, equipment,
regulated community, etc. that could create training needs.
• Obtain their perceptions of highest priority technical
training needs.
• Obtain their perceptions of barriers and impediments to
training for their staff.
• Obtain their opinions on the most effective training formats
for their staff and the needs they have identified.
• Encourage support for technical training efforts.
• Develop interest in on-going training needs assessment process
and willingness to participate in annual or semi-annual
update.
Method:
• Telephone interview, using interview guide, by outside
consultant. Interviews should require 20-30 minutes.
• A sample of Air Program Managers will be drawn by Field
Operations, combining regions that are similar and/or have
only one or two staff.
• Introduce study to this group at their September 15 meeting in
Austin. Give them list of questions for telephone interviews
and questions for field staff for review.
8
A3 6
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INDIVIDUAL FIELD STAFF
Number of respondents:
Selected Functional Job Titles:
Field Inspectors
Monitoring Technicians
Stack Samplers
I&M Supervisors
Employee Trip Reduction Program Staff (Houston)
Obj ectives:
• Review/check draft functional job description and skills
inventory for their position.
• Obtain their perceptions of their own technical training
needs.
• Obtain information on problems they encounter in their jobs
that might have training solutions.
• Obtain their opinions on preferred methods/formats for
receiving training.
Method:
• Telephone interviews with a sample of senior field staff to be
identified by Field Operations. Interviews should require
approximately 15 minutes.
9
A3 7
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INDUSTRY ASSOCIATIONS
Nurriber of Respondents: maximum of 3
Selected Associations:
Objectives:
• Obtain their perceptions of strengths and weaknesses of TNRCC
air pollution control staff in terms of job performance.
• Obtain their perceptions of problems their member companies
encounter in dealing with TNRCC air pollution control staff
that might have training solutions.
Method:
• Face—to—face interviews, using interview guide, by outside
consultant. Interviews should require approximately 30
minutes.
• Approximately one month prior to interviews, respondents will
be sent a letter outlining the objectives of the interview to
allow them to poll their membership if desired.
10
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DATA COLLECTION INSTRUMENTS
Three types of data collection instruments have been developed for
this project:
Interview guides for face-to—face interviews
Interview guides for telephone interviews
Written questionnaire
The following data collection instruments are included in this
section:
Division Manager Interview Guide
Section Manager Interview Guide
Headquarters Staff Questionnaire
Regional Air Program Managers Telephone Interview Guide
Regional Field Staff Telephone Interview Guide
Industry Associations Interview Guide
11
A3 9
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A40
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DIVISION MANAGERS
INTERVIEW GUIDE
Introduce yourself, your affiliation, your relationship to TNRCC.
Provide overview of the interview
Estimated time: 15-30 minutes.
Objectives: obtain their perspective on training needs for
air pollution control staff and how training might improve
agency performance.
Discussion Questions:
1. What do the staff in your division do particularly well, their
strengths? Do they bring these skills to their jobs or is
this the result of training?
2. What problems do the staff in your division encounter in
performing their jobs? Have you heard any complaints about
their performance in any areas?
Probe for specifics.
3. Are there any specific areas in which you think staff need
training now? Have you identified appropriate training
resources/providers to meet these needs? What are they?
Probe for specifics.
4. What changes do you see in the future that might require
additional training for staff?
Probe for changes in
• laws/regulations (Federal and state),
• purchase and/or use of new equipment (field,
office, laboratory),
• advances in industry processes or technology,
• changes in the regulated community (new industry,
new products in existing industry),
• changes in staffing levels or organization.
5. (Quickly summarize the training needs identified in questions
2, 3, and 4.) Among these potential training needs that you
have identified, which ones are highest priority?
• Create a list of specific needs identified.
• Identify those needs that are “technical training
needs.”
• Separate the list of technical training needs into
current needs and anticipated future needs.
• Ask the respondent to rate them as (1) highest
priority, (2) important, and (3) useful but not
critical at this time.
12
A4 1
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6. Is there anything you would like to tell me about training,
training needs, and staff performance that I have not asked?
Conclude the interview by thanking the respondent and outlining the
next steps in the needs assessment.
A draft report will be circulate for review
_____________________ Would they be interested in reviewing
it?
The final report will be available ________________. Would
they like to receive a copy?
13
A42
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SECTION MANAGERS
INTERVIEW GUIDE
Introduce yourself, your affiliation, your relationship to TNRCC.
Provide overview of the interview
Estimated time: 45-60 minutes.
Objectives: obtain their perspective on training needs for
air pollution control staff and how training might improve
agency performance.
Discussion Questions:
1. Please review the draft job function descriptions and let us
know if they are complete and accurate.
Ask them to review the descriptions during the interview
period if possible. Otherwise, ask them to return
comments as soon as possible and set a mutually agreeable
deadline.
2. What do the staff in your section do particularly well, their
strengths? Do they bring these skills to their jobs or is
this the result of training?
3. Is any training offered routinely to staff in your section or
required of all staff (e.g., orientation for new employees)?
If yes, describe courses and providers.
4. What problems do the staff in your section encounter in
performing their jobs? Have you heard any complaints about
their performance in any areas?
Probe for specifics.
5. Are there any specific areas in which you think staff need
training now? Have you identified appropriate training
resources/providers to meet these needs? What are they?
6. What changes do you see in the future that might require
additional training for staff?
Probe for changes in
• laws/regulations (Federal and state),
• purchase and/or use of new equipment (field,
office, laboratory),
• advances in industry processes or technology,
• changes in the regulated community (new industry,
new products in existing industry),
• changes in staffing levels or organization.
14
A4 3
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7. (Quickly summarize the training needs identified in questions
2, 3, and 4.) Among these potential training needs that you
have identified, which ones are highest priority?
• Create a list of specific needs identified.
• Identify those needs that are “technical training
needs.”
• Separate the list of technical training needs into
current needs and anticipated future needs.
• Ask the respondent to rate them as (1) highest
priority, (2) important, and (3) useful but not
critical at this time.
8. What approaches, formats, methods do you think would be most
appropriate and cost—effective for meeting each of the needs
rated 1 or 2 above? Note specific courses mentioned.
Ask specifically about classroom training, self-study,
computer-based or computer assisted, videotapes,
interactive videoconferences.
9. What barriers or impediments do you encounter in obtaining
training for your staff?
Probe for items beyond dollars--such as time away from
the office, out-of-state travel restrictions, video or
computer equipment required, scheduling of available
courses, etc.
10. Have any training programs been particularly effective for you
or your staff in the past? What made the program(s) so
effective?
11. Is there anything you would like to tell me about training,
training needs, and staff performance that I have not asked?
Conclude the interview by thanking the respondent and outlining the
next steps in the needs assessment.
A draft report will be circulate for review
_____________________ Would they be interested in reviewing
it?
The final report will be available _________________. Would
they like to receive a copy?
15
A44
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TNRCC AIR POLLUTION CONTROL STAFF
TRAINING NEEDS ASSESSMENT QUESTIONNAIRE
The Technical Training Academy of the TNRCC is conducting a survey
to help us learn more about the types of training that air
pollution control staff need to improve their effectiveness in
their jobs.
Please fill out this form as completely and accurately as you can.
If you have any questions about the survey or the questions on this
form, please call ______________ at __________________
1. Job Title/Position
Division/Section/Location
2. What are your major job responsibilities?
3. How long have you been in this position?
If less than 5 years, what was your previous job?
4. What problems have you encountered in performing your job?
5. What is your educational background (check highest level
attained and indicate major subject)?
High School Graduate
Technical/Vocational School Graduate_______________
Junior College/Community College Graduate_________
Undergraduate College/University Graduate_________
Graduate college/University Degree
Other (describe)
16
A4 5
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6. What training have you received for your current job
(classroom, self—study, video, on—the—job)?
Course or Topic Training Provider
7. What other training have your received that has been valuable
to you in this job (classroom, self—study, video, on—the—job)?
Course or Topic Training Provider
8. What types of training would help you perform your job better?
How important is this need?
Topic
_____ Very Important Important Useful
9. For each of the topics listed in question 8, how would you
prefer to receive the training (classroom, self—study, video,
on—the—job, etc)?
Topic
______ Class room
10. Are there any other comments
your interests in training?
17
On—the—Job
Self Study Video
you would like to make
concerning
A4 6
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REGIONAL AIR PROGRAN MANAGERS
TELEPHONE INTERVIEW GUIDE
Introduce yourself, your affiliation, your relationship to TNRCC.
Provide overview of the interview
Estimated time: 20-30 minutes.
Objectives: obtain their perspective on training needs for
air pollution control staff and how training might improve
agency performance.
Discussion Questions:
1. What are the major industries in your region? Is the
regulated conununity fairly stable? Are there any new
industries?
2. What are the major air pollution problems in your region?
3. What do the air pollution control staff in your region do
particularly well, their strengths? Do they bring these
skills to their jobs or is this the result of training?
4. Is any training offered routinely to staff in your region or
required of all staff (e.g., orientation for new employees)?
If yes, please describe courses and providers.
5. What problems do the staff in your region encounter in
performing their jobs? Have you heard any complaints about
their performance in any areas?
Probe for specifics.
6. Are there any specific areas in which you think staff need
training now? Have you identified appropriate training
resources/providers to meet these needs? What are they?
7. What changes do you see in the future that might require
additional training for staff?
Probe for changes in
• laws/regulations (Federal and state),
• purchase and/or use of new equipment (field,
office, laboratory),
• advances in industry processes or technology,
• changes in the regulated community (new industry,
new products in existing industry),
• changes in staffing levels or organization.
8. (Quickly summarize the training needs identified in questions
2, 3, and 4.) Among these potential training needs that you
have identified, which ones are highest priority?
18
A47
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• Create a list of specific needs identified.
• Identify those needs that are “technical training
needs.”
• Separate the list of technical training needs into
current needs and anticipated future needs.
• Ask the respondent to rate them as (1) highest
priority, (2) important, and (3) useful but not
critical at this time.
9. What approaches, formats, methods do you think would be most
appropriate and cost—effective for meeting each of the needs
rated 1 or 2 above?
Ask specifically about classroom training, self-study,
computer-based or computer assisted, videotapes,
interactive videoconferences.
10. What barriers or impediments do you encounter in obtaining
training for your staff?
Probe for items beyond dollars--such as time away from
the office, out-of-state travel restrictions, video or
computer equipment required, scheduling of available
courses, etc.
11. Have any training programs been particularly effective for you
or your staff in the past? What made the program(s) so
effective?
12. Is there anything you would like to tell me about training,
training needs, and staff performance that I have not asked?
Conclude the interview by thanking the respondent and outlining the
next steps in the needs assessment.
A draft report will be circulate for review
_____________________ Would they be interested in reviewing
it?
The final report will be available . Would
they like to receive a copy?
19
A4 8
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REGIONAL FIELD STAFF
TELEPHONE INTERVIEW GUIDE
Introduce yourself, your affiliation, your relationship to TNRCC.
Provide overview of the interview
Estimated time: 15 minutes.
Objectives: obtain their perspective on training needs for
air pollution control staff and how training might improve
agency performance.
3.. Job Title/Position
Division/Section/Location
2. What are your major job responsibilities?
3. How long have you been in this position?
If less than 5 years, what was your previous job?
4. What problems have you encountered in performing your job?
5. What is your educational background (check highest level
attained and indicate major subject)?
6. What training have you received for your current job
(classroom, self—study, video, on-the—job)? Who provided this
training?
7. What other training have your received that has been valuable
to you in this job (classroom, self—study, video, on—the—job)?
Who provided this training?
8. What types of training would help you perform your job better?
How important is this need?
9. For each of the topics listed in question 8, how would you
prefer to receive the training (classroom, self—study, video,
on—the—job, etc)?
10. Are there any other comments you would like to make concerning
your interests in training?
20
A49
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INDUSTRY ASSOCIATIONS
INTERVIEW GUIDE
Introduce yourself, your affiliation, your relationship to TNRCC.
Provide overview of the interview
Estimated time: 30 minutes.
Objectives: obtain their perspective on the strengths and
weaknesses in air pollution control staff and how training
might improve agency performance.
Discussion Questions;
1. What types of interactions do your association and your member
companies have with TNRCC air pollution control staff (e.g.,
compliance inspections, reg development, public hearings)?
2. What do you think the strengths of the TNRCC air pollution
control staff are?
3. What do you think the weaknesses of the TNRCC air pollution
control staff are? In what areas are improvement needed?
4. What problems have you had in your interactions with TNRCC air
pollution control personnel?
At the conclusion of this discussion, note that some
problems are training related and others are not. We
will transmit all of our findings to TNRCC, but the
training group is not in a position to cure all ills.
5. What changes do you foresee in your industry that might affect
TNRCC air pollution control staff (e.g., process changes, new
technologies, expansion or contraction)?
21
A5 0
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SAMPLE TABLE SHELLS/DATA DISPLAYS
1. Rationale for Training Needs
Need
New
Staff
Response
to
Problem
New Rules!
Regulations
New
Technology
New
Equipfl er1t
New
Industry
Cells of this table could contain simple check marks or brief explanation.
2.
Training Needs by Region
Need / Region 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ells of this table could contain simple check marks, the priority of the
need within the region, or the number of staff within the region that have
the need. The table will illustrate the needs that regions have in common
and those needs that are particular to one or two regions. It will
illustrate the geographic location and size of the potential audience for
specific training programs.
Section Section Section Section SectLOfl Section SectiOn
As in table 2, cells of this table could contain simple check marks, the
priority of the need within the section, or the number of staff within the
section that have the need. The table will illustrate the needs that
sections have in common and those needs that are particular to one or two
sections. It will illustrate the geographic location and size of the
potential audience for specific training programs.
3
Training Needs by Division/Section
22
A5l
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A5 2
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Draft Needs Assessment
for Personnel in Mexico
A53
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A 5 4
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Draft
Needs Assessment
For
OAQPSfEducation and Outreach Group
Government of Mexico
Universidad Autonoma Metropolitana
A55
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A5 6
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OBJECTIVES
Objectives of the Needs Assessment
1. To develop lists of skills that are required to perform selected technical job functional
categories.
2. To identify current training needs and prionties, including the basis or reason for these
needs.
3. To provide information on identified training needs that is sufficient for overall program
and specific course planning (e.g., specific topics, levels of difficulty, numbers of staff,
location of staff, etc.).
4. To develop a process and data collection instruments that can be used to assess needs in
other parts of the country and to update training requirements in the future.
5. To develop a process and data collection instruments that can by used to conduct needs
assessments in other program areas (e.g , water, hazardous waste, etc.).
The needs assessment will be designed to answer the following questions:
1. What types of training are currently needed by what types and how many staff? Where
are these staff located 7
2. What problems in air pollution control have been identified that have training solutions?
3. What anticipated changes in the air pollution control program or changes in the
composition of the regulated community will create future training needs”
4. What resources are available to meet these needs? What types of training resources are
most appropriate and cost-effective to meet the identified needs?
1
5 7
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A5 8
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MANAGERS
Number of Respondents
Selected Respondents:
Objectives:
• Obtain information on problems that might have training solutions.
• Obtain information on anticipated changes in staffing levels or distribution (organization),
regulations, equipment, regulated community, etc. that could create training needs.
• Obtain their perceptions of highest priority training needs.
• Encourage top-level support for training efforts.
Method:
• Face-to-face interview, usmg interview guide. Interviews should require 15-30 minutes.
• Interviews will be conducted with all Managers included in the study
• Send a letter in advance of the mterview that describes the purpose of the interview and
how the information will be used, and lists the questions that will be discussed during the
interview.
2
A5 9
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LINE SUPERVISORS
Number of Respondents:
Selected Respondents:
Objectives of Interviews:
• Gather information on functional job descriptions and skills inventory for staff under their
purview
• Obtain information on problems that might have traimng solutions.
• Obtain information on anticipated changes in staffing levels or distribution (organization),
regulations, equipment, regulated community, etc. that could create training needs.
• Obtain their perceptions of highest priority training needs.
• Obtain their perceptions of barriers and impediments to training for their staff.
• Obtain their opinions on the most effective training formats for their staff and the needs
they have identified.
• Encourage support for training efforts.
Method.
• Face-to-face interview, using interview guide Interviews should require 45-60 minutes.
• Interviews will be conducted with all Supervisors included in the study.
• Once information from interviews has been summarized, a focus group may be convened
to discuss and refine the findings and conclusions.
3
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INDIVIDUAL STAFF
Number of Respondents:
Selected Functional Job Titles
Objectives:
• Gather information on functional job description and skills inventory for their position
• Obtain their perceptions of their own training needs.
• Obtain information on problems they encounter in their jobs that might have training
solutions.
• Obtain their opinions on preferred methods/formats for receiving training.
Method
• Interview and written questionnaire to all or a sample of individuals in each functional
job category. Written or telephone follow up to non-respondents will be performed to
obtain an adequate response. Telephone follow up may be necessary to clarify responses.
• If used, samples will be developed in cooperation with Managers.
4
Ml
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A6 2
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LINE SUPERVISORS: INTERVIEW GUIDE
Introduce yourself, your affiliation, and the project.
Provide overview of the interview
Estimated time: 45-60 minutes
Objectives: obtain their perspective on training needs for air pollution control staff and
how training might improve agency performance.
Discussion Questions:
1. What are the job categories or positions that you supervise 9 What are the major
functions performed by each of these positions or categories 9
2. What do the staff in your section do particularly well, their strengths? Do they bring
these skills to their jobs or is this the result of trainmg?
3 Is any training offered routinely to staff in your section or required of all staff (e.g.,
orientation for new employees)? If yes, describe courses and providers.
4 What problems do the staff in your section encounter in performing their jobs? Have
you heard any complaints about their performance in any areas 9
Probe for specifics.
5. Are there any specific areas in which you think staff need training now? Have you
identified appropriate training resources/providers to meet these needs? What are they 9
6. What changes do you see in the future that might require additional training for staff?
Probe for changes in
• laws/regulations,
• purchase and/or use of new equipment (field, office, laboratory),
• advances in industry processes or technology,
• changes in the regulated community (new industry, new products in
existing industry),
• changes in staffing levels or organization.
7. (Quickly summarize the training needs identified in questions 2, 3, and 4.) Among these
potential trainmg needs that you have identified, which ones are highest priority?
• Create a list of spec flc training needs identified.
• Separate the list of training needs into current needs and anticipated future
needs.
• Ask the respondent to rate them as (1) highest prionty, (2) important, and
(3) useful but not cntical at this time.
6
A6 3
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8. What approaches, formats, methods do you think would be most appropriate and cost-
effective for meeting each of the needs rated 1 or 2 above? Note specific courses
mentioned.
Ask specifically about classroom training, self-study, computer-based or computer
assisted, videotapes, interactive videoconferences.
9 What barriers or impediments do you encounter in obtaimng training for your staff?
Probe for items beyond dollars--such as time away from the office, out-of-state
travel restrictions, video or computer equipment required, scheduling of available
courses, etc.
10. Have any training programs been particularly effective for you or your staff in the past?
What made the program(s) so effective?
11 Is there anything you would like to tell me about training, training needs, and staff
performance that I have not asked?
Conclude the interview by thanking the respondent and outlining the next steps in the project.
7
A6 4
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AIR QUALITY MANAGERMENT STAFF
TRAINING NEEDS ASSESSMENT QUESTIONNAIRE
The Universidad Autonoma Metropolitana is conducting a survey in cooperation with SEDESOL
to learn more about the types of training that air quality management staff need to improve their
effectiveness in their jobs. Please fill out this form as completely and accurately as you can
If you have any questions about the survey or the questions on this form, please call
_________________ at _____________________
1. Job Title/Position ______________________________________________________________
Division/Section/Location_____________________________________________________
2. What are your major job responsibilities?
3. How long have you been in this position?
If less than 5 years, what was your previous job
4. What problems have you encountered in performing your job?
5. What is your educational background (check highest level attained and indicate major
subject)?
High School Graduate
Technical/Vocational School Graduate_______________________________
Junior College/Community College Graduate_______________________
Undergraduate College/University Graduate_________________________
Graduate College/University Degree
Other (describe)
8
A65
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6 What training have you received for your current job (classroom, self-study, video, on-
the-job)?
Course or Topic Training Provider
7. What other training have your received that has been valuable to you in this job
(classroom, self-study, video, on-the-job)?
Course or Topic Training Provider
8. What types of training would help you perform your job better? How important is this
need?
Topic Very Important Important Useful
9. For each of the topics listed in question 8, how would you prefer to receive the training
(classroom, self-study, video, on-the-job, etc)?
Topic Classroom SelfStudy Video On-the-Job
9
A6 6
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10. Are there any other comments you would like to make concerning your interests in
training?
10
A6 7
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A6 8
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INDIVIDUAL STAFF
INTERVIEW GUIDE
Introduce yourself, your affiliation, and the project
Provide overview of the interview
Estimated time: 30-60 minutes.
Objectives, obtain their perspective on training needs and how training might improve
agency performance
1. Job Title/Position
DivisionlSectionlLocation
2. What are your major job responsibilities?
3. How long have you been in this position?
If less than 5 years, what was your previous job?
4. What problems have you encountered in performing your job?
5. What is your educational background (check highest level attained and indicate major
subject)?
6 What traming have you received for your current job (classroom, self-study, video, on-
the-job)? Who provided this training?
7. What other training have your received that has been valuable to you in this job
(classroom, self-study, video, on-the-job)? Who provided this training?
8. What types of training would help you perform your job better 7 How important is this
need?
9 For each of the topics listed in question 8, how would you prefer to receive the training
(classroom, self-study, video, on-the-job, etc)?
10. Are there any other comments you would like to make concerning your interests in
training?
11
A6 9
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MO
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Participant Profile
A7 1
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A7 2
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PARTICIPANT PROFILE
Please complete the information below about your experience to help us design the course to better meet
your needs. Your individual response will be kept confidential.
Name____________________
Current Position (Title, Agency, City)
Program Area
() Inspections
() Permits
() Enforcement
Number of Years in This Position
() Less than 1 year () 1 to 3 years
() More than 3 years
High School
Technical/Vocational School
College/University (Degree, specialization..
Other___________
Approximately how many inspections have you participated in?
During your lifetime:
() None
() Fewerthan5
() 5to20
() 2Oormore
Last year:
() None
() Fewerthan5
() 5to20
() 2Oormore
Approximately how many inspections have you conducted solo or as team leader?
During your lifetime:
() None
() Fewerthan5
() 5to20
() 2Oormore
Last year:
() None
() Fewerthan5
() 5to20
() 2Oormore
Other Experience (if less than 3 years in current position
Education
()
()
()
()
)
A73
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How many of your inspections have led to cases?
() None () Fewer than 5 () 5 or more
How many of your inspections have gone to court?
() None () Fewer than 5 () 5 or more
What training courses have you attended to prepare you for conducting inspections, preparing reports,
and performing related duties? (Check all that you have attended, specify provider of course and
approximate length.)
Course Provider/Length
() Orientation
() Basic Health and Safety -
() Basic Inspection Techniques —
() Report Writing —
() Basic Sampling, Monitoring, Control Equipment —
() Complaint Response Procedures —
() Case Development —
() Advanced Inspection —
() ________________________________________
() __________________________________________
() ________________________________________
Please describe any self-study or on-the-job training you have received.
What types of training are you most interested in receiving in the future?.
What is your main purpose or objective for taking this course?
A74
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Section B
Staff Development
Plans
-------
Tools for Trainers (January 1998)
Table of Contents
Staff Development Plan Resources
Overview of Staff Development Plans Page B I
STAPPA/ALAPCO Training Curriculum Page B5
This plan includes lists of training topics (and providers of this training in some cases) for
8 job categories: program administration/program management, secretarial,
administrative enforcement, civil (court) enforcement, management information systems,
meteorology, air modeling, ambient monitoring, air toxics, and air permitting.
Training Support to Careerladders (TNRCC ) Page B5 I
The Texas Natural Resource Conservation Commission has undertaken a major effort to
develop career ladders that include skills inventories and training needs analyses, with
identification of applicable courses and course providers where available. Gaps are
identified as areas in which the Technical Training Academy might need to develop a
course. TNRCC has developed 15 career ladders to date.
California Air Resources Board Health. Safety. and Training Checklisi Page B263
This concise checklist provides new employees in the Compliance Division with a list of
requirements they must flulfihl.
Pennsylvania Long-Term Training Plan Page B271
This plan provides guidelines for new employees, technical training, supervisory training,
career development, and secretarial training. It includes central office and regional office
employees. It lists course requirements for each division, including Compliance and
Enforcement, Air Resource Management, Air Quality Monitoring, Source Testing and
Monitoring, Permits, and Regional Offices. It then provides training plans for regional
office entry level positions (environmental trainee, air pollution control engineer I, and
environmental chemist I) and central office entry level positions by division
(environmental trainee, air pollution control engineer I, environmental chemist I, air
pollution meteorologist I, and air monitoring equipment specialist). These plans include
skill and knowledge objectives, on-the-job training, in-service training, and outside
training courses.
Hillsborough County (Florida) Training Plan Page B371
This plan lists training required or desired, resources permitting, for 23 functions,
including in-house training, informal training, and formal training. The plan mcludes the
following positions: director/air management division, executive secretary, senior
secretary, enforcement and operational support supervisor, enforcement specialist,
Staff Development - Table of Contents I
-------
Tools for Trainers (January 1998)
operational support specialist, assistant director/air engineering department, air toxics
engineer, asbestos inspector, air permit specialist, air permit engineer, air compliance
specialist, air compliance engineer, assistant director/technical air operations department,
field investigation/mobile source control supervisor, mobile source controlltransportation
specialist, field investigation qualification, data handling/data quality control technician,
noise pollution control specialist, chief’air monitoring section, air monitoring field
operations supervisor, and continuous monitoring/electronic technician.
Air Pollution Training Institute Curriculum Guide Page B439
APTI’s curriculum guide provides a logical progression of specific courses for several
functional areas: engineering and enforcement, sampling and analysis, meteorology and
modeling, air quality management, mobile sources, hazardous wastes, and air toxics.
Staff Development - Table of Contents 2
-------
Tools for Trainers (January /998)
Staff Development Plans
Importance of Staff Development Plans
Staff development plans, which we are using as a broad term to encompass training plans and
career ladders as well, are an important management tool for state and local agencies. These
plans represent a long-term commitment on the part of management and the employee to a
program of training and other activities that will assist the employee in obtaining the skills and
knowledge needed to perform current duties and will also prepare the individual for a future in
the program.
There is a continuing need for staff development in state and local agencies, as new staff are
hired, staff are transferred from other programs, regulations change, and new programs are
created. Some staff development needs can be predicted, based on the requirements of a
position; others arise as changes occur.
Staff development can include formal training, through classroom courses, self-study, satellite
courses, and computer-based courses; attending professional meetings; and on-the-job training
and mentoring. At each stage of an employee’s career, the appropriate mix of staff development
resources might be different.
Two Types of Staff Development Plans
There are two broad types of staff development plans: “generic” plans for specific jobs, positions,
or duties and individual plans for each employee. These two types of plans are complementary,
in that it is much easier to plan for individual employee development if there is a generic plan
that can serve as a reference.
Tools for Trainers has gathered generic pians from several state and local agencies. Most of
these plans identify specific courses, often identifying the suggested provider as well, that should
be completed by employees in specific positions. The approach developed by the Texas Natural
Resource Conservation Commission takes the extra step of explicitly defining skills required for
each position and then identifying courses that are designed to address these skill areas.
Preparing Staff Development Plans
Staff development and staff development planning are processes; staff development plans are
living documents. The planning process is a collaboration between the supervisor and the
employee that can include the following steps:
• Assessment of the employee’s immediate needs for the job at hand (current skills and
knowledge compared to skills and knowledge needed for the position)— if your agency
has a generic staff development or training plan for the position, this assessment is much
easier since the required skills and knowledge (or required course prerequisites) will be
described.
Staff Development Plans - I
Bi
-------
Tools for Trainers (January 1998)
• Identification of potential resources to meet the needs identified.
• Development of a continuing plan for updating the employee’s skills and knowledge and
expanding skills and knowledge in new areas.
Generic staff development pians and individual staff development plans should be updated
frequently to reflect the changing environment in which agency staff work. New regulations,
new technology, new industry moving into the state, and other factors can indicate the need for
changes. Information from needs assessments can be used to update the plan and evaluation of
training courses can be used to update provider suggestions in the plan.
Staff Development Plans - Page 2
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STAP PAIALAPCO
Training Curriculum
B3
-------
STAPPA/ALAPCO
ON-THE-JOB
TRAINING CURRICULUM
FUNCTIONAL JOB CATEGORIES
Program Administration/Program Management
Secretary
Meteorology/Air Modeling
Ambient Monitoring
Data Processing
Administrative Enforcement
Civil (Court) Enforcement
Air Compliance Stationary Sources
Air Compliance Mobile Sources
Air Toxics
Air Permitting
B5
-------
B6
-------
ON-THE-JOB TRAINING PLAN
FOR
PROGRAM ADMINISTRATION/PROGRAM MANAGEMENT
NAME: ______________
JOB CLASSIFICATION:
FORMAL EDUCATION:_
DATE OJT INITIATED:
TRAINING OFFICIAL:
SUPERVISOR:
w
-------
w
cx
IN—HOUSE TRAINING
Training Task Method Date Completed
1. Introduction/Briefings Executive Director ____
A. Orientation (See Checklist)
2. Review and be familiar with:
A. Operational/Technical Procedures Briefings and
Rules or Regulations Self Instruction
B. Program Administrative SOP’s Briefings
C. State Statutes Self Instruction
D. Summary of EPA Guidance Briefing and
Self Instruction
E. EPA Program Grant Guidance Self Insturction
3. Administrative Procedures:
A. Budget Formulation Briefing
B. Program Management Information Briefing and
System Self Instruction
C. Administrative Policy Formulation Briefing
D. Affjrmitive Action/EEO Human Resources
-------
FORMAL TRAINING
4. Personnel Management
5. Budgeting
6. Management Information Systems
7. Legal Applications
8. Conflict Management
9. Ethics in the Public Sector
Human Resources
Accounting
Classroom Course
Chief Counsel
Human Resources/Seminar
Human Resources/Seminar
has satisfactorily completed all training requirements.
Supervisor
Training Official __________________________
w
-------
BlO
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ON-THE-JOB TRAINING PLAN
FOR ADMINISTRATIVE SECREThRY
NAME:______________
JOB CLASSIFICATION:
FORMAL EDUCATION:_
DATE OJT INITIATED:
TRAINING OFFICIAL:_
SUPERVISOR: ________
w
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w
Method Date Completed
orientation Checklist Briefing by supervisor
1. Explain the mission and organization
of ________ Additionally, brief the
indTvidual on:
a. specific functions of the Program
/Departmeflt/DiViSi0n/SeCt ion
b. Introduce individual to key personnel
c. Weekly and Daily Work Schedules
d. The individual’s work requirements
e. Accepted work practices
f. Leave policies
g. Temporary Travel in—and—out of state
h. Compensatory time
i. Use and care of official vehicles
j. Reporting requirements
k. Process and/or prepare requisitions
for safety equipment
2. Defensive Driving Course
3. AffirmatiVe ction
-------
IN-HOU8E TRAINING
Training Task Method Date Completed
1. Orientation (See Checklist) Briefing by Supervisor
and Self Instruction
2. Department Administrative Briefing and Self ______________
Procedures Instruction
a. Telephone Etiquette Briefing
b. Use of Office Equipment Hands-On _______________
(1) Personal Computer
(2) Facsimile
(3) Reproduction Machines
c. Administrative Files Hands-On ______________
d. Correspondence Management Hands-On _______________
(1) Document Preparation
(2) Document Formats
(3) Document Filing
FORMAL TRAINING
3. Success Skills for Secretaries Classroom ______________
4. Time Management Classroom ______________
5. Priorities Management Classroom _______________
6. Management Techniques for Classroom _______________
Secretaries
7. Computer Training Classroom/Hands-On
8. Management Information Systems Classroom ______________
9. Communication Skills Classroom/Workshops/Seminars
JO. Managing in the Public Sector Workshops/Seminars ______________
11. Conflict Management Classroom _______________
12. Ethics in the Public Sector Workshops/Seminars ______________
___________________________________ has satisfactorily completed all training requirements.
Supervisor
Training Official ______________________________________
Agency Administrator/Director
UI
-------
-------
I - .
U’
JOB CLASSIFICR?TON:
FORMAL EDUCATION:
DATE OJT INITIATED:
TRAINING OFFICIAL:
SUPERVISOR:
ON-THE-JOB TRAINING
METEORoLOGY/AIR MODELING POSITIONS
-------
w
IN-ROUSE TRAINING
1) OrIentation:
Knowledge of Air Pollution Control ACtD
Rules and Regulations, Emission
Inventory, etc.
Title V Permits
New Source Review
2) Department Orientation
3) ElectronIc Messaging
4) Department Technical Academy
5) WrIte to the Point
6) ConflIct Management
1) Negotiation Workshop
8) SupervIsory Academy (when applicable)
9) AIr Pollution Control Orientation
(SI: 422)
Briefing by Supervisor
and self—instruction
Bureau Staff
Bureau Staff
Human Resources
Bureau Staff
Department Staff
Human Resources
Human Resources
Human Resources
Human Resources
FORMAL TRAINING
Self-instruction
TRAINING TASK
DATE
METHOD COMPLETED
-------
Classroom
EOHSI, HJ
Self-Instruction
10)
11)
12)
13)
14)
15)
16)
17)
EPA - Levels 1, II and III
Basic Air Pollution Meteorology
(SI: 409)
Introduction to Dispersion Modeling
(SI: 410)
EPA 1423 - Air Pollution Dispersion
Models — Application
EPA 1451 - Introduction to PHIO
SIP Development
Beginning Environmental Statistical
Techniques (SI:473A)
EPA 1400 — Introduction to Air
Toxics
Introduction to Risk Assessment!
Risk Management (SI: 400)
Self—Instruction
Classroom
Area Training Centers
Classroom
Area Training Centers
Self-Instruction
Classroom
Area Training Centers
Self-I nstruction
- 1
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lUKE:
JOB CLASS!FTCP TION:
FORXP L EUUC?d’TOK:
DPiTE OJY INITIP 1’ED:
TlUIHIH& OFFICIAL:
SUPERVISOR:
ON-THE-JOB TRAINING
AMBIENT MONITORING POSITIONS
-------
w
Q
IN-HOUSE TRAINING
Manuals and hands—on
Provided by senior staff
Manuals and hands—on
Provided by senior staff
Manuals and hands—on
Provided by senior staff
Human Resources
Department Staff
Bureau Staff
Bureau Staff
Human Resources
Human Resources
Human Resources
Human Resources
DATE
HETHOD COMPLETED
TRAINING TASK
1) Orientation:
Principles and operating procedures of
ambient monitoring equipment
Commonwealth of PA. Air Monitoring
System computer training
Quality assurance principles and practices
2) Department Orientation
3) Department Technical Academy
4) ElectronIc Messaging Training
5) RIght to Know Training
6) Vrite to the Point
7) ConflIct Management
8) Negotiation Vorkshop
9) Supervisory Academy (when applicable)
-------
FORMAL TRAINING
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TRAINING TASK
10) EPA — Level I
11) EPA I 165.2 — Personnel Protection
and Safety
12) Basic Air Pollution Meteorology
(SI: 409)
13) EPA 1426 — Statistical Evaluation
Methods for Air Pollution Data
14) EPA 1434 — Introduction to Ambient
Air Monitoring
15) EPA 1435 - Atmospheric Sampling
16) EPA 1136 — 439 — Site Selection for
Monitoring of Specific Pollutants
17) EPA 1443 - Chain of Custody Procedures
for Samples and Data
18) EPA 1464 — Analytical Methods for
Air Quality Standards
19) EPA 1470 — Quality Assurance
for Measurement Systems
20) EPA 1471 - General QA Consideration
for Ambient Monitoring
METHOD
Classroon
EORSI, New Jersey
Classroom/Hands-On
Area Training Centers
Self-instruction
Classroom
Area Training Centers
Classroom
Area Training Centers
Classroom
Area Training Centers
Classroom
Area Training Centers
Cl aesroom
Area Training Centers
Classroom
Area Training Centers
Classroom
Area Training Centers
Classroom
Area Training Centers
DATE
COHP LETED
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DATE
TRAIHING TASK METHOD COHPLETED
21) EPA 1473 — Introduction to Classroom
Environnental statistics Area Training Centers
22) Computer Training: Classroom/Hands-On
Word, Access, Excel, Powerpoint Local Contractor
23) SpecifIc Computer Software/Hardware: Classroom/Hands—On
DEC. SUHX Contractor
-------
Draft 11/21196
TRAINiNG MODEL FOR DATA PROCESSING STAFF
IN-HOUSE ThALNJNG
IE LIMk Mdbod Pate Comoletrd
I. Orientation Briefing by supcevuor, and self kstr.ctios —
self instrudioo
L Departma t administrative procedures Briefings by appropriate administrative staff
(a) purchasing (a)
(b) inventory (b)
(c) correspondence in sgezneu1 & protocols (c)
(d) 5 g.ysteius (d)
(e) after-hours acun and thnekeeping protocols (e)
3. Existing data m* g n.i t syatenli overview Briefings by appropriate stall
(a) air quality mooitoringdata (a)
(b) emiuio inventory data
1) cnforrrmentlcompliince data (b)(i)
a) pennit data (b)(b)
) phnning data (b)(ui)
iv) mobile sources data (b)fiv)
(c) tracking syst s
t) permits (c)(i)
ii) es.fOft ’1’ t actiona (cWd)
) correspondence (c)( i)
iv) other ____________ (cXv)
(d) finandaldatasysteins (d)
(a) equipment inventory data systems (a)
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IN-HOUSE TRAINING. Cant .
4. IIardw ire aad sofiwsie
(a) equipmeat iiivwtury overview Brieliag by appropriate staff (a) ________
(b) iyst i operatio overview Briefing by appropriate staff; (b) __________
+ ulf study,
+ fo ow-up with appropriate staff ___________
5. Skills devdop i1 ii key software pidca cs Self study and prnjed3
(a) network operating .ystem’ (a) _______________
(b) data base management (b) _________
(c) urban ozone (c) _______________
(d) othtr _____________ (d) ____________
6. Modeling app1ic.tioaz Self study and projects (Sec also formal
training, below)
(a) point sources (a) _____________
(ii) moble sources (b) ________
(c) urban ozone (c) _______
(d) other _______________ (d) ______________
The nat ue of (l jth and the m oI the agcecy may dictate that d ifk 5llfl1Ini tiZ1inn ant air quality nuyfrling aic perfoimcd in a separate unit In that
e, a neral un&rstandirig of these aress will he uifflcicnt.
-------
I )
U i
FORMAL TRAINING
7. T zit Classroom
& Dealing with difficult people Classroom
9. Perso nod rUles and regulations C room
10. Human mount man emeoiJsupervizion Classroom
11. Software training appropriate to the duties
and skills of the individual as funds permit
(a) systems operation Classroom
(b) software applications Classroom
(c) _______________ Classroom
_____________________ hai uatizfsrlonly completed all training requirements.
Supervisor
Training coordinator
Agency Direttor/Administrator
-------
B26
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NAME . __________
JOB CLASSIFICATION....
FORMAL EDUCATION:
DATE Oil ENITIATED:_
TRAINING OFFICIAL
SUPERVISOR:________
ON-THE-JOB TRAINING PLAN
FOR ADMINISTRATIVE ENFORCEMENT
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ON-THE JOB-TRAINING
ADMINISTRATIVE ENFORCEMENT
I. In-House Training TRAINEE SUPERVISOR DATE
2. Indoctrination Briefings
A. Agency-Division-Department
B. Agency Policies
C. Administrative Procedures
D. Standard Operating Procedures (SOPs)
3. Review Operation/Technical Procedures, Rules or Regulations
A. Specific EPA or State Agreements
B. Statutes, Rules, Regulations
4. Safety Policies and Procedures
A. Safety Requirements (Manual)
B. Emergency Preparedness
5. Field/Site Familairization
A. Survey Regulated Facilities _________
B. Familiarity with Pertinent Air Monitoring and Air
Pollution Control Systems
6. Preparation of Enforcement Documents
A. Notice of Violations/Warning Notices
B. Consent Orders/Citations
C. BEN/ABLE or Other Penalty Calculations
-------
ON-TUE-JOB-TRAINING
ADMINISTRATIVE ENFORCEMENT
7. PROGRAMIFLJNCTIONAL TRAINING REQUIREMENTS
Mandatory DATE SUPERVISOR Electives DATE SUPERVISOR
SI:422 Air Pollution Control _____ _____________ Western State’s _____ _____________
Orientation or CARB’s Negotiations Training
100 Series
SI:43 I Air Pollution Control _____ _____________ CARB’s Source ____________
Systems for Select Industries Specific Courses
T 446: Inspection Safety Procedures_____
Or Equivelent CARB course
444: Air Pollution Field _____ _____________
Enforcement or CARB Fundamentals
Of Enforcement
CARD 300 Enforcement Symposium
Western State’s Basic Investigations
Course
CARB 350 Mutual Settlement _____ ____________
Workshop or Equivalent Course
“S I” = Self-Instructional Courses
“T” Telecourses through Satellite Broadcasting
NOTE: The completion of mandatory and elective training is predicated on availablity of funds and courses provided by EPA, APT!
and CARB.
_______________________________ Has satisfactorily completed all training requirements.
Supervisor Date:__________
Training Coordinator Date:__________
Assistant Director ___________________________________Dale:___________
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B30
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NAME: __________
JOB CLASSIFICATION
FORMAL EDUCATION:
DATE OJT INITIATED:_
TRAINING OFFICIAL
SUPERVISOR:______
ON-THE-JOB TRAINING PLAN
FOR CIViL (COURT) ENFORCEMENT
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ON-THE JOB-TRAINING
CIVIL (COURT) ENFORCEMENT
I. In-House Training TRAINEE SUPERVISOR DATE
2. Indoctrination Briefings
A. Agency-Division-Department
B. Agency Policies
C. Administrative Procedures
D. Standard Operating Procedures (SOPs)
3. Review Operation/Technical Procedures, Rules or Regulations
A. Specific EPA or State Agreements
B. Statutes, Rules, Regulations
4. Safety Policies and Procedures
A. Safety Requirements (Manual)
B. Emergency Preparedness
5. Field/Site Familiarization
A. Survey Regulated Facilities _________
B. Familiarity with Pertinent Air Monitoring and Air
Pollution Control Systems
6. Preparation of Enforcement Documents
A. Notice of Violations [ Warning Notices
B. Consent Orders/Citations
C. BEN/ABLE or Other Penalty Calculations
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ON-TI-IE-JOB-TRAINThIG
CIVIL (COURT) ENFORCEMENT
7. PROGRAMIFUNCTIONAL TRAINThIG REQUiREMENTS
Mandatory DATE SUPERVISOR Electives DATE SUPERVISOR
SI:422 Air Pollution Control _____ _____________ Western State’s _____ _____________
Orientation or CARD’s Negotiations Training
100 Series
Sl:431 Air Pollution Control _____ ____________ CARB’s Source _____ ____________
Systems for Select Industries Specific Courses
T 446: Inspection Safety Procedures_____ _____________ Western State’s _____
Or Equivalent CARD course Advanced Environmental
444: Air Pollution Field _____ _____________ Enforcement Training
Enforcement or CARB Fundamentals CST:303 Pleading
Of Enforcement And Litigating Civil Penalties
CARB 300 Enforcement Symposium_____ ____________ CRM: 101 Environmental
Western State’s Basic Investigations ______ ______________ Crimes Awareness _____
Course
CARB 350 Mutual Settlement _____ ____________
Workshop or Equivalent Course
“SI” = Self-Instructional Courses
= Telecourses through Satellite Broadcasting
NOTE: The completion of mandatory and elective training is predicated on availability of funds and courses provided by EPA, APTI
and CARD.
_______________________________ Has satisfactorily completed all training requirements.
Supervisor Date:__________
Training Coordinator Date:__________
Assistant Director __________________________________Date:
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B34
-------
U i
NAME __________
JOB CLASSIFICATION
FORMAL EDUCATION:
DATE OJT INITIATED._
TRAINING OFFICIAL:_
SUPERVISOR:_______
ON-THE-JOB TRAINING PLAN
AIR COMPLIANCE STATIONARY SOURCES
-------
txj
0 i
I. In-House Training TRAINEE SUPERVISOR DATE
2. Indoctrination Briefings
A. Agency-Division-Department
U. Agency Pulicic ________
C. Administrative Procedures _________
D Standard Operating Procedures (SOPs)
3. Review Operation/Technical Procedures, Rules oi Regulations
A. Specific EPA or State Agreements
B. Statutes, Rules, Regulations
4. Safety Policies and Procedures
A. Safety Requirements (Manual)
B. Emergency Preparedness
5. Field/Site Familiarizaiuoii
A Survey Regulated Facilities
B. Familiarity with Pertinent Air
Pollution Control Systems
6. Pieparation of Enforcement Documents
A. Notice of Violations/Warning Notices
B Consent Orders/Citations
C. BEN/ABLE or Other Penalty Calculations
-------
7. PROGRAM/FUNCTIONAL TRAINING REQUIREMENTS
Maudatoty DATE SUPERV ISOR Electives DA1E SUPERVISOR
SF422 Air Pollution Control _____ _____________ Westein State’s _____ _____________
Orientation or CARB’s Negotiations Training
100 Series
SI:43 I Air Pollution Control _____ ______________ CARB’s Source _____________
Systems for Select Industries Specific Courses
T 445 Introduction to Baseline ______ ______________
Source Inspection Techniques
T 446 Inspection Safety Proceduies______ ______________ Western State’s ______ _______________
Or Equivalent CARB course Advanced Environmental
VE 325 Visible Emissions or ______ ______________
CARB’s 101
444 Air Pollution Field _______ _________________ Enforcement Training
Enforcement or CARB Fundamentals CST.303 Pleading
Of Enforcement And Litigating Civil Penalties
450 Source Sampling foi _____ ____________
Pollutants
CARB 300 Enforcement Symposium_____ CRM 101 Environn ental
Western State’s Basic Investigations ______ _______________ Cr1 mes Awareness _____ ________________
CARB 350 Mutual Settlement _____ _____________
Workshop or Equivalent Course
“SI” = Self-Instructional Courses
Telecourses through Satellite Broadcasting
NOTE. The completion of mandatory and elective training is predicated on availability of funds and courses provided by EPA, APT!
and CARB.
__________________________________ Has satisfactorily completed all training requirements
w Supervisor Date
Training Coordinatoi _________________________Date._________
Assistant Director ______________________________________Date.
-------
B3 8
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NAME: __________
JOB CLASSIFICATION
FORMAL EDUCATION
DATE OJT INITIATED
TRAINING OFFICIAL_
SUPERVISOR:______
ON-THE-JOB TRAINING PLAN
AiR COMPLIANCE MOBILE SOURCES
bi
-------
PROGRAM/FUNCTIONAL TRAINING REQUIREMENTS
EPA’s Motor Vehicle Emissions ______
Control self-paced series
SI:422 Air Pollution Control _____ ____
Orientation or CAR B’s
lO0 Series
CSU course on auto emissions ______
Control technology, vehicle
Maintenance, and A/C operations
Hands-on intro training in basic ______
MOBILE series, CAL3A I -IC.
And VMT or related systems
411 Air Pollution Dispersion Models _____ ____
452 Principles and Practice of Air ______ _____
Pollution
“SI” = Self-instructional Courses
Telecourses through Satellite Broadcasting
480 Control Measures for ______
for CO, 03, and NOX
484 Motor Vehicle Emissions _____
Control-Diagnosis and Repair
485 Motor Vehicle Emissions _____
Control (Revised)
486 Motor Vehicle Emissions _____
Contiol—Quality Assurance lifi
JIM
NOTE; The completion of mandatory and elective training is predicated on availability of funds and courses provided by EPA, APTI
aiul CARD.
_______________________________ I-las satisfactorily completed all training iequiremcnts.
Supervisor
Training Coordinator.
Assistant Dii ector
•Date:
5.
w
Mandatory
DATE
SUPERVISOR Electives
DATE SUPERVISOR
Date:
-------
5.
PROGRAM/FUNCTiONAL TRAIN ING REQUIREMENTS
Mandatory
DATE
SUPERVISOR
Electives
DATE SUPERVISOR
EPA’s Motor Vehicle Emissions ______
Control self-paced series
SI:422 Air Pollution Control _____
Orientation or CARB’s
100 Series
CSU course on auto emissions ______
Control technology, vehicle
Maintenance, and A/C opel ations
1—lands-on intro training in basic ________
MOBILE series, CAL3AHC.
And VMT or related systems
411 Air Pollution Dispersion Models _____
452 Principles and Practice of Air _____
Pollution
“SI” = Self-Instructional Courses
“T” = Telecourses through Satellite Broadcasting
NOTE: The completion of mandatory and elective training
and CARB.
_______ 480 Control Measures for _____ _______________
for CO. 03, and NOX
_______ 484 Motor Vehicle Emissions ______ _______________
Control-Diagnosis and Repair
485 Motor Vehicle Emissions ______ _______________
_______ Control (Revised)
486 Motor Vehicle Enussions ______ ______________
(‘ontiol— ial i ty Assui aiice lot
____ l/M
is predicated on availability of funds and courses provided by EPA, APTI
I-las satisfitctonly completed all Li ainiiig iequiiements
Supei visor__________
Tiaining Coordinator
Assistant Director —
Date __________
.Date ___________
Date ___________
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B42
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NAME: ___________
JOB CLASSIFICATION -
FORMAL EDUCATION:
DATE Oil IN!TIATED:_
TRAINING OFFICIAL_
SUPERVISOR:_______
ON-THE-JOB TRAINING PLAN
FOR AIR i’OXICS SPECIALIS F
-------
ON-TUE JOB-TRAINING
AIRTOXICS SPECIALIST
I. In-House Training TRAINEE SUPERVISOR DATE
2 Indoctiination Briefings
A. Agency-Division-Depai tment
B. Agency Policies
C Administrative Piocedures
D Standard Opeiating Piocedures (SOP)
3. Review Operation/Technical Procedures, Rules or Regulations
A. Specific EPA or State Agreements
B. Statutes, Rules, Regulations
C. Clean Air Act, as amended _________
D. Specific Air Toxic Laws & Regs
.4. Safety Policies and Procedure
A. Safety Requirements (Manual)
B Emergency Pieparedness
C. Safety Equipment
D. First Aid and CPR _________
5. Field/Site Familairization
A. Survey Regulated Facilities
B. Familiaiity with Pertinent Au
Pollution Contiol Systems & Control Technology
C. Familiarity with Toxics Sources
6. Specific Air Toxics Skills/Activities
A. Agency Toxics Review Procedures _________
B Fedeial Toxics Regs.
C. Risk Assessment/Risk Management
-------
ON-THE-JOB-TRAINiNG
AIR FOXICS SPECIALIST
7. Program/Functional Training Requirements
Mandatory DATE SUPERVISOR Electives DM1 SUPERVISOR
Si:422 Air Pollution Contiol
Orientation or CARB’s
100 Series
SI:43 I Air Pollution Control
Systems for Select Industries _______________ CARBS Sow cc
T 446: Inspection Salely Pioceduies Specific Courses
or Equivelent CARB course
A. Intermediate
400-Introduction to Ilazaidous
Air Pollutants
B. Advanced
SI:404-Urban Air Toxics
SI:473B-Introduction to
Environmental
Statistics
C. Specialty -Monitoring
435-Atmospheric Sanip,ing
426-Statistical Evaluation
Methods for Au Pollution
Data
D. Specialty-Compliance
427-Combustion Evaluation
482-Sources and Control of
Volatile Organic Air
Pollutants
-------
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Mandatory DATE SUPERVISOR Electives DATE SUPERVISOR
456-Fugitive VOC Leak ____
Detection
SI:458 Hazardous Waste ____
Calculations
502 Hazardous Waste ____
Incineration
503 Acidciit aiid I tiiei geilcy —_______________
Management
“SI”=Self-lnstiuctiOnal Courses
‘T”=Telecourses through Satellite Broadcasting
NO’I’E. The completion of mandatory and elective training is piedicated on uvailablity of funds and couiscs piovided by EPA, APTI
and CARB.
______________________________________ Has satisfactorily completed all training requiienients.
Super visoi __________________________________________Date.
Training Coordinatoi Date.__________
Assistant Directoi ______________________________________DateS
-------
NAME: ___________
JOB CLASSIFICATION..
FORMAL EDUCATION.,
DATE OJT INITIATED:.. ..
TRAINING OFFICIAL:_
SUPER VISOR ______
ON-THE-JOB TRAINING PLAN
FOR AIR PERMIT SPECIALIST
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oN— Ii Iii . 10 1 1-I RAINING
AIR PERMIT SPECIALIST
I. In-House Training TRAINEE SUPERVISOR DATE
2. Indoctrination Briefings
A. Agency Division-DePartmeflt
ft Agency Policics
C. AdministiatiVe Procedures
D. Standard Operating Procedures (SOPs)
3. Review Opei at ion/Technical Procedures, Rules or Regulations
A. Specific EPA or Stale Agreements
B. Statutes, Rules, Regulations
C. Clean Au Act, as amended
D. Permit Process/ Regulatory Process
4. SafeLy Policies and Procedures
A. Safety Requirements (Manual)
B Emergency Pieparedness
5. Field/Site Familairization
A. Survey Regulated Facilities
B. Familiarity with Pertinent Air
Pollution Control Systems & Control Technology
C. Familiarity with Permitted Sources
6. Specific Permitting Skills/Activities
A. Writing Permits &Permit Conditions _________
B. Negotiation Skills
C. Familiarity with I-fearing Process __________
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13i
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ON-THE-JOB-TRAINING
AIR PERMIT SPECIALIST
7. Program/Functional Ti aining Requirements
Mandatory DATE SUPERVISOR Electives DATE SUPERVISOR
SI:422 Air Pollution Control Western States’ _____ _____________
Orientation or CARB ‘s Negotiations Training
100 Series ______ ______________
SI:431 Air Pollution Contiol
Systems for Select Industiies _____ _____________ CARB’s Souice
1 446: Inspection Safety Proceduies Specilic Cotuises ______________
Or Equivelent CARB course ____
SI :460: Introduction to Permitting
460 Intro. To Permits ____
454 Effective Permit Writing Wkshp
461 Intermediate Permitting
SI:453 Overview of PSD Regulations
“SI” = Self-Instructional Courses
= Telecourses through Satellite Broadcasting
NOTE: The completion of mandatory and elective training is predicated on availablity of funds and courses provided by EPA, APTI
and CARB.
__________________________________ Has satisfactorily completed till training ieqtuirements.
Supervisor Date:__________
Training Coordinator Date:__________
Assistant Director ___________________________________Date.
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B50
-------
Texas Natural Resource Conservation Commission
September 16, 1997
Training Support Process
for
Career Ladders
Job Analysis
(Training Needs
Assessment)
DIi’ve
B51.
-------
Training Support Process
for
Career Ladders (Continued)
Job Analysis
(Training Needs
Assessment)
Siakeholders
Deputy Executive Director
Deputy Director
Division Director
Section Manager
Subject Matter Experts
Training Academy
Staffing and Classification Section
Compensation and Benefits Section
Budget and Planning Division
Strategic Planning and Appropriations Section
Tasks
Assist with development of Knowledge and Skill Requirements (KSR)
Identify sources for supporting topics for each KSR.
Identify training requirements.
Assist in prioritizing training requirements
Deliverables
Job Specification for each classification level
Training Requirements
Training Topic Worksheets
Training Topics Currently Available From Vendors
Training Topics Currently Available From the Training Academy
Training Topics To Be Developed By the Training Academy
Training Requirements Listing
Prioritized Listing of Training Requirements
Where Do We Go From Here?
B52 2
-------
Stalceholders
Training Support Process
for
Career Ladders (Continued)
Division Director
Section Manager
Subject Matter Experts
Training Academy
External Vendors
Budget and Planning Division
Grants and Contracts Management Division
Financial Administration Division
Legal Division
• Obtain consolidated, prioritized training requirements listing from division director.
• Review on-the-shelf training topics.
- Validate goodness of fit of on-the-shelf training with identified training
requirements.
- Modify on-the-shelf training to meet training requirements.
• Research data regarding topics to be develope&
- Identify possible external and internal sources for design arid development of
training materials.
• Conduct make or buy analysis:
- Technical complexity of subject matter
- Agency-unique versus generic training content
- Availability of subject matter experts
- Anticipated demand for the training
- Costs (direct and indirect)
- Budget
- Time
- Expertise/Experience/Reputation
- Quality
- Target Audience
- Agency History and Culture
Tasks
3
B5 3
-------
• Work with division directors, program staff, and budgeting staff to identify sources of
funding.
• Develop contract package to support outsourcing of design, development, andlor
delivery, as appropriate.
• Complete the design phase for training to be completed internally:
- Construct learning objectives (to include condition, behavior, and standard) for
each KSR (coordinate with subject matter experts).
- Construct evaluation items for each objective.
- Determine the optimal training strategy.
- Determine the logical sequence for training.
Deliverables
Listing of courses to be outsourced for design, development, andlor delivery
Contract packages for the design, development, and/or delivery of courses
Listing of courses to be developed by agency staff
Learning objectives for each KSR
Evaluation items for each objective
Training strategy for each course module
Sequence of course modules and topics
B54 4
-------
Stakeholders
Training Support Process
for
Career Ladders (Continued)
Development
Division Director
Section Manager
Subject Matter Experts
Training Academy
External Vendors
Budget and Planning Division
Grants and Contracts Management Division
Financial Administration Division
Legal Division
For development of training materials by external vendors:
- Host a meeting with representatives of the external vendor and the subject matter
experts to:
-- Clarify contract issues
-- Review target dates
-- Establish support requirements
-- Validate roles and responsibilities
-- Share information regarding points of contact (such as phone numbers,
Internet addresses, and fax numbers)
- Monitor the vendor’s progress in meeting the target timetable
- Review draft products for overall quality and instructional design soundness
- Coordinate content review of draft products by subject matter experts.
- Ensure timely payment of the vendor.
• For development of traming materials by agency staff
- Select the appropriate delivery method(s).
- Develop course documentation (in conjunction with subject matter experts)
-- Course Outline
-- Class Schedule
-- Facilitator Guide (to include Lesson Plans and audiovisual aids)
5
Tasks
355
-------
-- Participant Manual
-- Pre-test/Post-test, as applicable
Deliverables
Course Outline
Class Schedule
Facilitator Guide (to include Lesson Plans and audiovisual aids)
Participant Manual
Pre-test/Post-test, as applicable
6
B5 6
-------
Slakeh olders
Training Support Process
for
Career Ladders (Continued)
Division Director
Section Manager
Subject Matter Experts
Training Academy
Field Operations Division (for training deliveries to Regional Offices)
Regional Office Managers, as appropriate
Regional Office Liaisons (TA and Legal, as appropriate)
Class Participants
For all training deliveries
- Reserve the training room.
- Construct a course description and a class announcement.
- Coordinate with TA Registration Team for data entry into software system
- Reproduce course materials.
- Coordinate construction of class signs.
- Set up the classroom
- Post proctor/instructor data on the whiteboard (Name, Phone#, and Cube#)
- Circulate the class roster for signature
- Administer class evaluations.
- Distribute course completion certificates.
- Ensure accomplishment of housekeeping activities.
- Return the room to the “standard configuration.”
- Return equipment to the storage location
- Lock cabinets and doors.
- Pass signed class rosters to the Registration Team
- Construct a project summary and forward copies to the appropnate team leader
and the TA Section Manager
7
Tasks
B57
-------
• For delivery of training by external vendors or other agency staff:
- Coordinate requirements for audiovisual equipment.
- Coordinate reproduction of handouts.
- Introduce the speaker to class participants.
- Monitor the delivery of training.
- Provide the speaker a copy of class evaluations.
- Ensure the timely payment of the vendor.
• For delivery of training by Training Academy staff:
- Reserve audiovisual equipment.
- Reproduce handouts.
- Deliver training.
Deliverables
Training for agency staff
Completed course evaluations
8
B58
-------
Stakeholders
Training Support Process
for
Career Ladders (Continued)
Division Directors
Section Managers
Subject Matter Experts
Training Academy
Field Operations Division (for taming deliveries to Regional Offices)
Regional Office Managers, as appropriate
Regional Office Liaisons (TA and Legal, as appropriate)
Class Participants
Participant Supervisors
External Vendor
• Review class evaluations to identify tends andlor course revisions.
• Provide feedback to external vendors regarding revisions to course materials or
presentation skills.
• Revise course materials or presentation skills, as appropriate, for training delivered by
agency staff.
Deliverables
Course revisions
Summary of class evaluations for management review
9
Tasks
B59
-------
Training Support Process
for
Career Ladders
Job Analysis
(Training Needs
Assessment) —
10
Training Academy
Willie Bell
(512) 239-6895
B6 0
-------
Emissions Evaluator
B6 1
-------
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Training Topics Worksheet
for
Ensissio,, Evaluator I
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic**
1.
Knowledge of applicable local, state, and federal
ordinances and laws.
a. Describe significant federal and state
Air Pollution Control Orientation Course
All
Exp, TA
legislation relating to environmental
(APTI SI:422)
contamination and remediation.
30 TAC 101 through 122 (Air Regulation)
Introduction to air-related programs
Overview of permitting and enforcement
processes
TNRCC Smoke School (Visible
Emissions Course)
Introduction to Hazardous Air Pollutants
(APT! 400)
40 CFR 60 New Source Performance
Standards and Stack Test Methods
ST
All
All
All
ST
ST
Exp, OJT
Exp, TA (TBD)
Exp, TA (TBD)
Exp, TA
Exp, TA
Exp, OJT
* AM=Ambient Monitoring Team ST=Stack Testing Team
** Ed Education (Academic) OJT Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
2. Knowledge of air sampling methodologies and Air Pollution Control Orientation Course All Exp, TA
techniques. (APTI SI:422)
TNRCC Smoke School (Visible All Exp, TA
Emissions Course)
40 CFR 60 New Source Performance ST Exp, OJT
Standards and Stack Test Methods
Principles and Practices of Air Pollution AM Exp, TA
Control (APT! 452)
Atmospheric Sampling (APT! 435) AM Exp, TA
Initial Demonstration of Analytical AM Exp, OJT
Capabilities (LDAC) for Level I
Sampling Procedures Manual for Level I All Exp, OJT
Laboratory Methods Manual for Level I All Exp, Oil
Laboratory and Mobile Monitoring AM Exp, OJT
Quality Assurance Policies and
Procedures Manual for Level I
3. Knowledge of scientific and engineering
principles, techniques, and procedures.
a. Explain operation of pollution abatement
equipment.
b. Explain operation of air sampling
equipment.
Air Pollution Control Orientation Course
(APTI SI:422)
Baseline Source Inspection Techniques
(APT! 445)
Baseline Source Inspection Techniques
(APTI 445)
All
ST
ST
Exp, TA
Exp, TA
Exp, TA
4. Knowledge of higher mathematics.
Mathematics Review for Air Pollution
Control (APT! S!:lOO)
ST
Exp, TA
5. Skill in the use and maintenance of various
scientific instruments.
Initial Demonstration of Analytical
Capabilities (IDAC) for Level I
AM
Exp, OJT
6. Skill in performing work according to standard
operating procedures.
Enforcement and Compliance Guidelines
In-House standard operating procedures
Inspection Safety Procedures (APT! 446)
ST
AM
ST
Exp, OJT
Exp, OJT
Exp, TA
Noveniber 19. 1997 2 F WBELL CA REERLThENG1NSPL EMJSSIONI 77W EEl
-------
7. Skill in performing algebraic calculations.
Mathematics Review for Air Pollution
Control (APT! SI: 100)
All
Exp, TA
8. Skill in organizing routine technical work.
a. Adhere to activities and target dates
established in project management plans.
None
All
Exp, Exp
9. Skill in communicating effectively with the
public, regulated community and professional
groups.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
Introduction to the Programs of the
TNRCC
All
Exp, TA
10. Skill in exercising good judgment.
Enforcement and Compliance Guidelines
Inspection Safety Procedures (APT! 446)
ST
ST
Exp, Off
Exp, TA
11. Skill in making technically sound decisions.
Enforcement and Compliance Guidelines
Inspection Safety Procedures (APT! 446)
ST
ST
Exp, Off
Exp, TA
12. Skill in using word processing and database
computer programs.
a. Produce documents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
Windows 3.1/Windows 95 Level I
WordPerfect 6.1 for Windows Level!
Corel Office Professional 8 Suite for
Windows 95
Quattro Pro for Windows Level I
Paradox for Windows Level I
All
All
Exp, TA
Exp, TA
Exp, TA
Exp, TA
Exp, TA
November 24, 1997 3 F. WBELL CAREERLD ENG1NSPL EM1SSIOM77W.EE!
-------
13. Skill in working in a safe manner and using
personal protection and safety equipment.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
b. Demonstrate effective CPR and First-Aid
techniques.
c. Demonstrate appropriate safety
procedures.
d. Demonstrate effective hydrogen sulfide
safety techniques.
e. Demonstrate effective safety procedures
while working at heights.
f. Demonstrate effective platform safety
procedures.
8-Hour OSHA Refresher Safety Training
24-hour OSHA Safety Training
40-hour OSHA Hazardous Materials
Cardiopulmonary Resuscitation Course
A or American Red Cross
Division training program for Level I
(South Plains College course or
Carolyn Guillory, Houston RO)
Inspection Safety Procedures (APTI 446)
Inspection Safety Procedures (APT! 446)
All
All
All
All
ST
ST
Exp, TA
Exp,TA
Exp, OJT
Exp, Ed
Exp, TA
Exp,TA
14. Knowledge of basic plant operations and those
variables that could effect representative
sampling.
TNRCC Smoke School (Visible
Emissions Course)
Baseline Source Inspection Techniques
(APT! 445)
All
ST
Exp, TA
Exp, TA
iS. Skill in evaluating basic plant operational data to
verify level of operation during testing.
Baseline Source Inspection Techniques
(APT! 445)
ST
Exp, TA
16. Skill in working at heights in excess of 150 feet.
Inspection Safety Procedures (APT! 446)
ST
Exp, TA
November 19. 1997
4
F WBELLICAREERLDIENG1NSPflEMJSS1ON 77W EEl
-------
17. Knowledge of the agency’s organizational
structure, primary functions, and operating
policies and procedures.
a. Explain the mission and goals of the Agency Orientation TA
TNRCC.
b. Apply agency policies and procedures to
the work environment.
c. Assist internal and external customers in
locating appropriate offices and staff to
resolve questions and issues.
d. Define sexual harassment terms and Equal Employment Opportunity for TA
behavior. Employees
e. Apply the agency’s policy on sexual
harassment to the work environment.
f. Define terms associated with disabilities.
g. Identify acceptable and unacceptable
terminology associated with disabilities.
h. Apply the agency’s policy on disabilities
to the work environment.
i. Define terms associated with diversity.
j. Identify organizational problems that can Valuing Diversity in the Workplace Exp, TA
inhibit the full participation of a diverse
workforce.
k. Apply the agency’s policy on diversity to
the work environment.
November 19. 1997 5 F WBELLICAREERLD1ENGJNSPLtEMJSS!OM’JTW EEl
-------
B6 8
-------
Training Topics Worksheet
for
Emission Evaluator I!
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic**
I.
Knowledge of applicable local, state, and federal
ordinances and laws.
a. Describe significant federal and state
Advanced Source Sampling Workshop
ST
Exp, TA
legislation relating to environmental
(APTI Workshop)
contamination and remediation.
Overview of PSD Regulations (APT!
S!:453)
Continuous Emissions Monitoring
Systems - Operation and
Maintenance of Gas Monitors
(APT! SI:476b)
Introduction to Permitting (APT! SI:460)
40 CFR 266-290, Appendix IX (00-
Level Test Methods)
40 CFR 51, Appendix M, (200-Level Test
Methods)
ST
ST
ST
ST
ST
Exp, TA
Exp, TA
Exp, TA
Exp, OJT
Exp, OJT
* AM=Ambient Monitoring Team ST=Stack Testing Team
** Ed = Education (Academic) OJT Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
2. Knowledge of air sampling methodologies and Advanced Source Sampling Workshop ST Exp, TA
techniques. (APTI Workshop)
Analytical Methods for Air Quality AM Exp, TA
Standards (APT! 464)
Source Sampling for Pollutants (APT! ST Exp, TA
450) ST Exp,TA
Continuous Emission Monitoring
(APT! 474) AM Exp, OJT
Gas chromatography orientation AM Exp, OJT
Urban Air Toxics (APT! SI:404) AM Exp, TA
Introduction to Ambient Air Monitoring AM Exp, TA
(APT! SI:434)
Global Positioning System Certification AM Exp, TA
“Redbook” Quality Assurance Handbook ST Exp, OJT
for Air Pollution Measurement,
Volumes I & III
Quality Assurance for Source Emission ST Exp, TA
Measurements (APT! SI:414)
Overview of PSD Regulations (APTI ST Exp, TA
SI:453)
Continuous Emissions Monitoring ST Exp, TA
Systems - Operation and
Maintenance of Gas Monitors
(APT! SI:476b)
Initial Demonstration of Analytical AM Exp, OJT
Capabilities (IDAC) for Level H
Sampling Procedures Manual for Level II All Exp, OJT
Laboratory Methods Manual for Level H All Exp, OJT
Laboratory and Mobile Monitoring AM Exp, OJT
Quality Assurance Policies and
Procedures Manual for Level II
November /9. 1997 2 F IJVHELL%CAREERLDtENGJNSPLIEMJSS!OM7TWEE 2
-------
3. Knowledge of scientific and engineering Advanced Source Sampling Workshop ST Exp, TA
principles, techniques, and procedures. (APT! Workshop)
Analytical Methods for Air Quality AM Exp, TA
Standards (APTI 464)
Source Sampling for Pollutants (APTI ST Exp, TA
450) ST Exp,TA
Continuous Emission Monitoring
(APTI 474) ST Exp, OJT
“Redbook” Quality Assurance Handbook
for Air Pollution Measurement,
Volumes I & III ST Exp, TA
Quality Assurance for Source Emission
Measurements (APT! S!:414) AM Exp, TA
Air Pollution Field Enforcement
(APT! 444) AM Exp, OJT
Gas chromatography orientation AM Exp, OJT
Urban Air Toxics (APT! SI:404) AM Exp, TA
Introduction to Ambient Air Monitoring -
(APT! SI:434) AM Exp, TA
Global Positioning System Certification ST Exp, TA
Overview of PSD Regulations (APTI ST Exp, TA
S1:453)
Continuous Emissions Monitoring ST Exp, TA
Systems - Operation and
Maintenance of Gas Monitors
(APT! SI:476b)
I-low to Comply With Good Laboratory AM Exp, TA
Practices Regulations (APT!
Workshop) _________________ __________
November /9. 1997 3 F IWBELflCAREERLDtENG!NSPLtEMISSIOM 77W EE2
-------
4. Knowledge of higher mathematics and statistics.
“Redbook” Quality Assurance Handbook
for Air Pollution Measurement,
Volumes I & III
Quality Assurance for Source Emission
Measurements (APT! SI:414)
Introduction to Ambient Air Monitoring
(APTI SI:434)
ST
ST
AM
Exp, OJT
Exp, TA
Exp, TA
5. Knowledge of basic plant operations and those
variables that could effect representative
sampling.
None
All
Exp
6. Skill in the use and maintenance of various
scientific instruments.
Gas chromatography orientation
Global Positioning System Certification
“Redbook” Quality Assurance Handbook
for Air Pollution Measurement,
Volumes I & III
Quality Assurance for Source Emission
Measurements (APT! SI:414)
RG-3ld (Regulatory Guidance)
Analytical Methods for Air Quality
Standards (APT! 464)
Initial Demonstration of Analytical
Capabilities (IDAC) for Level II
AM
AM
ST
ST
ST
AM
AM
Exp, OJT
Exp, TA
Exp, OJT
Exp, TA
Exp, OJT
Exp, TA
Exp, OJT
7. Skill in perfonning work according to standard
operating procedures.
Analytical Methods for Air Quality
Standards (APT! 464)
Time Management
AM
All
Exp, TA
Exp, TA
8. Skill in performing algebraic and statistical
calculations.
Introduction to Ambient Air Monitoring
(APT! SI:434)
“Redbook” Quality Assurance Handbook
for Air Pollution Measurement,
Volumes I & III
Quality Assurance for Source Emission
Measurements (APT!_SI:414)
AM
ST
ST
Exp, TA
Exp, OJT
Exp, TA
November 19, 1997 4 F WBELL C,4REERLD ENGJNSPLIEM!SSION1TTWEE2
-------
9. Skill in planning and organizing routine technical
work.
a. Adhere to activities and target dates
established in project management plans.
Time Management
All
Exp, TA
10. Skill in communicating effectively with the
public, regulated community and professional
groups.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
Writing That Speaks!
All
Exp, TA
II. Skill in exercising good judgment.
Time Management
Introduction to Permitting (APT! SI:460)
All
ST
Exp, TA
Exp, TA
12. Skill in making technically sound decisions.
Time Management
All
Exp, TA
13. Skill in using computers for word processing and
database manipulation..
a. Produce docwnents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
Windows 3.1/ Windows 95 Level II
WordPerfect 6.1 for Windows Level II
CANVAS/Map Expert
Paradox for Windows Level!!
Quattro Pro for Windows Level II
All
All
AM
All
All
Exp, TA
Exp, TA
Exp, Off
Exp, TA
Exp, TA
14. Ability to work in a safe manner and to use
personal protection and safety equipment.
Division training program for Level I!
AM
Exp, Off
15. Skill in evaluating basic plant operational data to
verify level of operation during testing.
None
ST
Exp
16. Skill in working at heights in excess of 150 feet.
None
ST
Exp
November 24. 1997 5 F WBELL CAREERLDtENGINSPLtEM1SS1ONt17WEE2
-------
374
S
-------
Training Topics Worksheet
for
Emission Evaluator III
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic**
I.
Knowledge of applicable local, state, and federal
ordinances and laws.
a. Describe significant federal and state
Sources and Control of Volatile Organic
ST
Exp, TA
legislation relating to environmental
Air Pollutants (APTI 482)
OJT
contamination and remediation.
40 CFR 6! (National Emission Standards
for Hazardous Air Pollutants
(NESHAPS))
SWA 846 (Solid Waste Methods)
Measuring the Emission of Organic
Compounds to the Atmosphere
(APT! SI:483)
ST
ST
ST
Exp,
Exp, OJT
Exp, TA
* AM=Ambient Monitoring Team ST=Stack Testing Team
** Ed Education (Academic) OJT = Structured On-the-Job Training Exp = Expenence (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
2. Knowledge of air sampling methodologies and Soil Sampling and Quality Assurance for AM Exp, TA
techniques. Superfund
Visible Emission Evaluation Instructors ST Exp, TA
Workshop (APT! 539)
Beginning Environmental Statistical All Exp, TA
Techniques (APT! SI:473a)
Sources and Control of Volatile Organic ST Exp, TA
Air Pollutants (APT! 482)
Sampling Procedures Manual for Level III All Exp, OJT
Laboratory Methods Manual for Level III All Exp, OJT
Laboratory and Mobile Monitoring AM Exp, OJT
Quality Assurance Policies and
Procedures Manual for Level III
Initial Demonstration of Analytical AM Exp, OJT
Capabilities (IDAC) for Level III
40 CFR 61 (National Emission Standards ST Exp, OJT
for Hazardous Air Pollutants
(NESHAPS))
SWA 846 (Solid Waste Methods) ST Exp, OJT
Measuring the Emission of Organic ST Exp, TA
Compounds to the Atmosphere
_____________________________________________________ (APT!_SI:483) ___________________ ______________
November 19, /997 2 F IWBELflCAREERLDtENGJNSPLtEMISSION 77WEE3
-------
3. Knowledge of scientific and engineering Soil Sampling and Quality Assurance for AM Exp, TA
principles, techniques, and procedures. Superftind
Visible Emission Evaluation Instructors ST Exp, TA
Workshop (APTI 539)
Air Pollution Control Systems for ST Exp, TA
Selected Industries (APTI SI:431)
Sources and Control of Volatile Organic ST Exp, TA
Air Pollutants (APT! 482)
Control of Particulate Emissions ST Exp, TA
(APT! 413)
Control of Gaseous Emissions (APT! ST Exp, TA
415)
Measuring the Emission of Organic ST Exp, TA
Compounds to the Atmosphere
(APTI SI:483)
Fabric Filter Operation Review (APTI SI: ST Exp, TA
41 2a)
Electrostatic Precipitator Plan Review ST Exp, TA
(APT! SI:412b)
Wet Scrubber Plan Review (APT! SI: ST Exp, TA
41 2c)
Basic Air Pollution Meterology (APT! AM Exp, TA
SI:409) _________________ _________
w
November 20. 1997 3 F
-4
-------
4. Knowledge of moderately complex plant Visible Emission Evaluation Instructors ST Exp, TA
operations and those variables that could effect Workshop (APTI 539)
representative sampling. Air Pollution Control Systems for ST Exp, TA
Selected Industries (APT! SI:431)
Sources and Control of Volatile Organic ST Exp, TA
Air Pollutants (APT! 482)
Control of Particulate Emissions ST Exp, TA
(APT! 413)
Control of Gaseous Emissions (APTI ST Exp, TA
415)
Measuring the Emission of Organic ST Exp, TA
Compounds to the Atmosphere
(APTI S1:483)
Fabric Filter Operation Review (APTI SI: ST Exp, TA
412a)
Electrostatic Precipitator Plan Review ST Exp, TA
(APT! SL:412b)
Wet Scrubber Plan Review (APT! SI: ST Exp, TA
412c)
5. Skill in the use and maintenance of various
complex scientific instruments.
Initial Demonstration of Analytical
Capabilities (IDAC) for Level 111
AM
Exp, OJT
6. Skill in following standard operating procedures.
Soil Sampling and Quality Assurance for
Superfund
AM
Exp, TA
7. Ability to work in a safe manner.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level III
AM
Exp, OJT
8. Skill in performing work according to standard
operating procedures.
None
All
Exp
9. Skill in performing emission estimate
calculations using field data.
Beginning Environmental Statistical
Techniques (APT! SI: 473a)
All
Exp, TA
November 19, 1997 4 F WBELL CAREERLDIENGJNSPL EMJSSION 1TW EE3
-------
10. Skill in evaluating moderately complex plant
operational data to verify level of operation
during testing.
None
All
Exp
11. Skill in effectively planning, organizing, and
completing moderately complex technical work.
a. Adhere to activities and target dates
established in project management plans.
Project Management Essentials
All
Exp, TA
12. Skill in preparing technical test evaluation
reports.
Beginning Environmental Statistical
Techniques (APTI SI: 473a)
All
Exp, TA
13. Skill in assisting in managing and planning group
efforts on environmental activities
None
All
Exp
14. Skill in communicating effectively with the
public, regulated community and professional
groups.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
Negotiating Environmental Agreements
ST
Exp, TA
15. Skill in reviewing reports and studies for
technical correctness.
Beginning Environmental Statistical
Techniques (APT! SI: 473a)
Determining technical accuracy of
essential information in a timely
manner
All
ST
Exp, TA
Exp, TA (TBD)
16. Skill in exercising good judgment.
Visible Emission Evaluation Instructors
Workshop (APT! 539)
Negotiating Environmental Agreements
ST
ST
Exp, TA
Exp, TA
November 19 1997 5 F WBELLICAREERLDtENGINSPLIEMISS!ON177WEE3
-------
17. Skill in making technically sound decisions.
Soil Sampling and Quality Assurance for
Superfund
Visible Emission Evaluation Instructors
Workshop (APTI 539)
Beginning Environmental Statistical
Techniques (APT! SI: 473a)
AM
ST
All
Exp. TA
Exp, TA
Exp, TA
18. Skill in using computers for word processing and
database manipulation..
a. Produce documents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
WordPerfect 6.1 for Windows Level III
Paradox for Windows Level III
Quattro Pro for Windows Level III
All
All
All
Exp, TA
Exp, TA
Exp, TA
19. Skill in working at heights in excess of 150 feet.
None
ST
Exp
November 19. /997 6 F WBELL CAREERLDtENGINSP1JEMJSS1ON 1TW EE3
-------
Training Topics Worksheet
for
Emission Evaluator IV
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic**
1. Knowledge of applicable local, state, and federal
ordinances and laws.
a. Describe significant federal and state
legislation relating to environmental
contamination and remediation.
Compliance Assurance Monitoring
(CAM) and Flexible Permitting
(APTI Workshop)
Advanced Inspection Techniques
(APT! 455)
ST
ST
Exp, TA
Exp, TA
2. Knowledge of air sampling methodologies and
techniques.
.
Volatile Organic Compounds Workshop
(APT! Workshop)
Gas chromatography/mass spectrometer
orientation
Reference and Automated Equivalent
Measurement Methods (APTI
SI:438)
Sampling Procedures Manual for Level
Iv
Laboratory Methods Manual for Level IV
Laboratory and Mobile Monitoring
Quality Assurance Policies and
Procedures Manual for Level JV
Initial Demonstration of Analytical
Capabilities (IDAC) for Level IV
ST
AM
AM
AM
AfvI
AM
AM
Exp, TA
Exp, OJT
Exp, TA
Exp, OJT
Exp, OJT
Exp, OJT
Exp, OJT
* AM=Ambient Monitoring Team ST=Stack Testing Team
Ed = Education (Academic) OJT Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
3. Knowledge of scientific and engineering Volatile Organic Compounds Workshop ST Exp, TA
principles, techniques, and procedures. (APT! Workshop)
Gas chromatography/mass spectrometer AM Exp, OJT
orientation
Reference and Automated Equivalent AM Exp, TA
Measurement Methods (APT!
S1:438)
Introduction to Boiler Operations ST Exp, TA
(APT! SI:428)
Emission Capture and Gas Handling ST Exp, TA
System Inspection (APT! 345)
Combustion Evaluation (APT! 427) ST Exp, TA
Orientation to Quality Assurance All Exp, TA
Management and Data Quality
Objectives
Quality Management Plans and Quality All Exp, TA
Assurance Project Plans
4. Knowledge of complex plant operations and Advanced Inspection Techniques ST Exp, TA
those variables that could effect representative (APT! 455)
sampling. Volatile Organic Compounds Workshop ST Exp, TA
(APT! Workshop)
Petroleum Refining (CARB 288) All Exp, TA
Introduction to Boiler Operations ST Exp, TA
(APT! SI:428)
Emission Capture and Gas Handling ST Exp, TA
System Inspection (APT! 345)
Combustion Evaluation (APT! 427) ST Exp, TA
Hazardous Waste Calculations (APTI SI: ST Exp, TA
458) __________________ __________
November 19, 1997 2 F tWBELflC 1 IREERLDtENGINSPflEMISSIONI1TWEE4
-------
5. Skill in the use and maintenance of various
complex scientific instruments.
Volatile Organic Compounds Workshop
(APT1 Workshop)
Gas chromatography/mass spectrometer
orientation
Initial Demonstration of Analytical
Capabilities (IDAC) for Level IV
ST
AM
AM
Exp, TA
Exp, OJT
Exp, OJT
6. Skill in performing complex emission estimate
calculations using field data.
Volatile Organic Compounds Workshop
(APTI Workshop)
Hazardous Waste Calculations (APT! SI:
458)
ST
ST
Exp, TA
Exp, TA
7. Skill in developing analytical procedures.
Gas chromatography/mass spectrometer
orientation
AM
Exp, OJT
8. Skill in performing work according to standard
operating procedures.
None
All
Exp, Exp
9. Skill in effectively managing complex technical
work.
a. Adhere to activities and target dates
established in project management plans.
Advanced Inspection Techniques
(APT! 455)
Project Management Tools & Techniques
ST
All
Exp, TA
Exp, TA
10. Skill in preparing technical test evaluation
reports.
II. Skill in evaluating complex plant operational data
to verify level of operation during testing.
Hazardous Waste Calculations (APTI SI:
458)
Compliance Assurance Monitoring
(CAM) and Flexible Permitting
(APT! Workshop)
Advanced Inspection Techniques
(APT!_455)
TA
ST
Exp, TA
Exp, TA
ST
Exp, TA
w
November 19, 1997 3 F UVBELLtCAREERLD ENGINSPLtEMJSSJON1TfWEE4
-------
12. Skill in communicating effectively with the
public, regulated community and professional
groups under difficult conditions.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
c. Represent the TNRCC as an expert
witness.
Advanced Technical Writing
Presentation Skills
None
Expert Witness Course
All
All
All
All
Exp, TA
Exp, TA
Exp
Exp, TA
13. Skill in reviewing complex reports and studies
for technical correctness.
Advanced Inspection Techniques
(APTI 455)
Orientation to Quality Assurance
Management and Data Quality
Objectives
Quality Management Plans and Quality
Assurance Project Plans
ST
All
All
Exp, TA
Exp, TA
Exp, TA
14. Skill in exercising good judgment.
None
All
Exp
15. Skill in making technically sound decisions.
Orientation to Quality Assurance
Management and Data Quality
Objectives
Quality Management Plans and Quality
Assurance Project Plans
All
All
Exp, TA
Exp, TA
16. Skill in using computers for word processing and
database manipulation.
a. Produce documents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
None
None
All
All
Exp
Exp
17. Skill in assisting in planning and developing
policies and procedures related to source testing
compliance activities.
None
ST
Exp
November 19. /997 4 F IWBELL CAREERLDtENGINSPLtEM1SS!OM 17W. EE4
-------
18. Ability to work in a safe manner.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level IV
All
Exp, OJT
19. Ability to use personal protection and safety
equipment.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level IV
All
Exp, OJT
20. Skill in working at heights in excess of 150 feet.
None
ST
Exp
November 19. /997 5 F WBELLICAREERLDLENGINSPL EM!SS1ON177W EE4
-------
B86
-------
Training Topics Worksheet
for
Emission Evaluator V
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic**
1.
Skill in the application of personnel management
principles.
a. Exercise responsibilities in employing and
Equal Employment Opportunity for
All
Exp, TA
supervising persons with disabilities.
Managers
b. Sensitize employees to appropriate
etiquette in working with persons with
disabilities.
c. Implement agency policies regarding
Performance Management System
All
Exp, TA
career ladders.
d. Resolve employee issues regarding career
ladders.
e. Develop Job Analysis Worksheets (JAW)
for job classifications.
.
f. Develop an Employee Performance Plan.
g. Administer and document disciplinary
actions in accordance with agency
policies.
h. Develop practical methods for
Managing Diversity in the Workplace
All
Exp, TA
overcoming cultural barriers in the work
environment.
* AM=Ambient Monitoring Team ST=Stack Testing Team
Ed = Education (Academic) OJT = Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
I. Intervene in situations involving potential
discrimination on the basis of race, age,
sex, ethnicity, sexual orientation, and
physical disability.
j. Balance the needs of employees with
organizational goals.
k. Apply the agency’s operating policies
and procedures to the work environment.
1. Practice core management functions of
planning, organizing, controlling,
performing, and leading.
m. Develop performance standards.
n. Document performance and behavior.
o. Provide performance feedback to
employees.
p. Enforce the agency’s policies regarding
the prevention of sexual harassment.
q. Implement the agencies policies and
procedures regarding employment.
r. Observe federal and state regulations
regarding the hiring process.
Orientation to Supervisory Skills
Performance Management System
Equal Employment Opportunity for
Managers
TNRCC Hiring Process
All
All
All
All
Exp, TA
Exp, TA
Exp,TA
Exp, TA
2. Skill
in the use and maintenance of various
Initial Demonstration of Analytical
AM
Exp, OJT
advanced
scientific instruments.
Capabilities (IDAC) for Level V
November 19, 1997
2
F WBELLICAREERLD ENGJNSPL EMJSSJOM17W EE5
-------
3. Knowledge of air sampling methodologies and Basic Statistics for Environmental All Exp, TA
techniques. Decision Makers
Engineering Foundation Conference ST Exp
Air and Waste Management Association ST Exp
Conference
Air and Waste Management Association ST Exp
Specialty Conferences
Sampling Procedures Manual for Level V AM Exp, OJT
Laboratory Methods Manual for Level V AM Exp, OJT
Laboratory and Mobile Monitoring AM Exp, OJT
Quality Assurance Policies and
Procedures Manual for Level V
Initial Demonstration of Analytical AM Exp, OJT
Capabilities (IDAC) for Level V
4. Knowledge of scientific and engineering
principles, techniques, and procedures.
Basic Statistics for Environmental
Decision Makers
Hazardous Waste Incineration (APTI 502)
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
All
ST
ST
ST
ST
Exp, TA
Exp, TA
Exp
Exp
Exp
5. Knowledge of highly complex plant operations
and those variables that could effect
representative sampling.
Hazardous Waste Incineration (APTI 502)
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
ST
ST
ST
ST
Exp, TA
Exp
Exp
Exp
6. Ability to interpret applicable local, state, and
federal ordinances and laws.
a. Descnbe significant federal and state
legislation relating to environmental
contamination and remediation.
None
All
Exp
November 24. 1997 3 F WRELL CAREERLDtENGINSPL EMJSS1OM7TWEE5
-------
7. SkilL in performing advanced emission estimate
calculations using field data.
Hazardous Waste Incineration (APTI 502)
Statistical Evaluation Methods for Air
Pollution Devices (APTI
Workshop)
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
ST
ST
ST
ST
ST
Exp, TA
Exp, TA
Exp
Exp
Exp
8. Skill in completing complex technical work.
a. Adhere to activities and target dates
established in project management plans.
None
All
Exp
9. Skill in evaluating highly complex plant
operational data to verify level of operation
during testing.
None
All
Exp
10. Skill in developing analytical or sampling
procedures.
None
All
Exp
11. Skill in performing work according to standard
operating procedures.
Basic Statistics for Environmental
Decision Makers
All
Exp, TA
12. Skill in effectively planning, directing, and
coaching less experienced staff on technical
work.
a. Identify strengths and weaknesses of team
members and assist in developing
technical and communication skil Is.
b. Lead meetings with internal and external
customers.
Coaching: Preparing Others for Success
Leading Effective Meetings
All
All
Exp, TA
Exp, TA
13. Skill in preparing technical test evaluation
reports.
Statistical Evaluation Methods for Air
Pollution Devices (APTI
Workshop)
ST
Exp, TA
November 24. 1997 4 F %WBELL CAREERLDIENGINSPL EM!SSJON 17JV EE5
-------
14. Skill in assisting in managing and planning group
efforts on environmental activities.
None
All
Exp
15. Skill in communicating effectively with the
public, regulated community and professional
groups under difficult conditions.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
None
None
All
All
Exp
Exp
16. Skill in reviewing advanced reports and studies
for technical correctness.
Statistical Evaluation Methods for Air
Pollution Devices (APT!
Workshop)
ST
Exp, TA
17. Skill in exercising good judgment.
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
ST
ST
ST
Exp
Exp
Exp
18. Skill in making technically sound decisions.
Statistical Evaluation Methods for Air
Pollution Devices (APT!
Workshop)
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
ST
ST
ST
ST
Exp, TA
Exp
Exp
Exp
19. Skill in using computers for word processing and
database manipulation.
a. Produce documents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
None
None
All
All
Exp
Exp
November 24. 1997 5 F WBELL CAREERLD1ENG!NSPL EMISSION 7TWEE5
-------
20. Skill in assisting in planning and developing
policies and procedures related to testing
activities.
Engineering Foundation Conference
Air and Waste Management Association
Conference
Air and Waste Management Association
Specialty Conferences
ST
ST
ST
Exp
Exp
Exp
21. Ability to work in a safe manner.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level V
All
Exp, OJT
22. Ability to use personal protection and safety
equipment.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level V
All
Exp, OJT
23. Skill in working at heights in excess of 150 feet.
None
ST
Exp
November 24. 1997 6 F WBELL1CAR.EERLD ENG!NSPL%EM1SS!OM77W EE5
-------
Training Topics Worksheet
for
Emission Evaluator VI
Knowledge or Skill
I. Skill in the application of personnel management
principles.
a. Exercise responsibilities in employing and
supervising persons with disabilities.
b. Sensitize employees to appropriate
etiquette in working with persons with
disabilities.
c. Implement agency policies regarding
career ladders.
d. Resolve employee issues regarding career
ladders.
e. Develop Job Analysis Worksheets (JAW)
Supporting Topic(s)
None
Team*
All
Source for
Satisfying Topic**
Exp
for job classifications.
f. Develop an Employee Performance Plan.
g. Administer and document disciplinary
actions in accordance with agency
policies.
h. Develop practical methods for
overcoming cultural barriers in the work
environment.
i. Intervene in situations involving potential
discrimination on the basis of race, age,
sex, ethnicity, sexual orientation, and
physical disability.
.
* AM=Ambient Monitoring Team ST=Stack Testing Team
* * Ed = Education (Academic) OJT = Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
-------
13i _________________________________________ ______________________________
j. Balance the needs of employees with None All Exp
organizational goals.
k. Apply the agency’s operating policies
and procedures to the work environment.
I. Practice core management functions of
planning, organizing, controlling,
performing, and leading.
m. Develop performance standards.
n. Document performance and behavior.
o. Provide performance feedback to
employees.
p. Enforce the agency’s policies regarding
the prevention of sexual harassment.
q. Implement the agencies policies and
procedures regarding employment.
r. Observe federal and state regulations
regarding the hiring process.
2. Skill in interpreting applicable local, state, and
federal ordinances and laws.
a. Describe significant federal and state
legislation relating to environmental
contamination and remediation.
None
All
Exp
3. Knowledge of air sampling methodologies and
techniques.
Sampling Procedures Manual for Level
VI
Laboratory Methods Manual for Level VI
Laboratory and Mobile Monitoring
Quality Assurance Policies and
Procedures Manual for Level VI
Initial Demonstration of Analytical
Capabilities (IDAC) for Level VI
Initial Demonstration of Analytical
Capabilities (IDAC) for Level VI
AM
AM
AM
AM
AM
Exp, OJT
Exp, OJT
Exp, Oil
Exp, OJT
Exp, OJT
November 19, 1997 2 F WBELLtCAREERLD ENGJNSPflEM!SSION TTW EE6
-------
4. Knowledge of scientific and engineering
principles and techniques.
None
All
Exp
5. Knowledge of highly complex plant operations
and those variables that could effect
representative sampling.
None
All
Exp
6. Skill in supervising and planning group efforts on
environmental activities.
None
All
Exp
7. Skill in operating and maintaining advanced
technical equipment and various detection
instruments.
Initial Demonstration of Analytical
Capabilities (IDAC) for Level VI
AM
Exp, OJT
8. Skill in planning and developing policies and
procedures.
None
All
Exp
9. Skill in training personnel on highly complex
technical aspects of the job.
None
All
Exp
10. Skill in performing work according to standard
operating procedures.
None
All
Exp
11. Skill in performing highly advanced emission
estimate calculations using field data.
None
All
Exp
12. Skill in evaluating highly complex plant
operational data to verify level of operation
during testing.
None
All
Exp
13. Skill in effectively planning, directing, and
coaching less experienced staff on technical
work.
a. Identify strengths and weaknesses of team
members and assist in developing
technical and communication skills.
b. Lead meetings with internal and external
customers.
None
None
All
All
Exp
Exp
November /9 /997 3 F WBELL CAREERLDtENGJNSPL EM1SS!OM77WEE6
(fl
-------
14. Skill in completing advanced technical work.
a. Adhere to activities and target dates
established in project management plans.
None
All
Exp
15. Skill in preparing technical test evaluation
reports.
None
All
Exp
16. Skill in communicating effectively with the
public, regulated community and professional
groups under stressful conditions.
a. Communicate clearly and accurately with
internal and external customers.
b. Review documents for administrative
accuracy.
None
None
All
All
Exp
Exp
17. Skill in reviewing highly advanced reports and
studies for technical correctness.
None
All
Exp
18. Skill in exercising good judgment.
None
All
Exp
19. Skill in making technically sound decisions.
None
All
Exp
20. Skill in using computers for word processing and
database manipulation.
a. Produce documents such as letters, lists,
and charts using standard agency
software.
b. Enter data, search databases, and extract
data to support reports and analyses
None
None
All
All
Exp
Exp
21. Skill in assisting in planning and developing
policies and procedures related to sampling
activities.
None
All
Exp
22. Ability to work in a safe manner and use personal
protection and safety equipment.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
Division training program for Level VI
All
Exp, OJT
w
November 19. 1997
4
F % WBELL CAREERLDILENGINSPLIEMISSJOMT71V EE6
-------
23. Skill in working at heights in excess of 150 feet. None All Exp
w
November 19, /997 5 F IWBELLtCAREERLDtENG1NSPL EM1SSIOM77WEE6
-------
B9 8
-------
Modeling and Assessment
Specialists and Interns
-------
Bi 00
-------
Training Topics Worksheet
for
Modeling & Assessment Intern I
Knowledge or Skill
Supporting
Satisfying Topic*
Exp, OJT, TA
i.
Knowledge of statistical procedures,
mathematics, and computer programming.
analyses.
Paradox Level I
El, MOPS
a. Assist in conducting graphical
Quattro Pro Level I
FoxPro Programming Level I
Paradox Level I
El
b. Assist in developing emissions
Quattro Pro Level I
inventories.
Principles and Practices of Air Pollution
Control (APTAJI)
Air Pollution Control Orientation Course
(APTA/l)
Operating Permits Division
training videos (Job Aid)
Global Positioning System Certification
El
c. Assist in conducting GIS spatial analyses.
—
* Ed = Education (Academic) OJT = Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
** El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
0
-------
Exp, OJT, TA
Paradox Level I
Quattro Pro Level I
FoxPro Programming Level I
Paradox Level I
Quattro Pro Level I
Operating Permits training videos (Job
Aid)
Global Positioning System Certification
2.
Knowledge of the principles and practices of
environmental science and applied science.
a. Assist in conducting graphical analyses.
b. Assist in developing emissions
inventories.
Assist in conducting GIS spatial analyses.
C.
El, MOPS
El
El
3. Skill in assisting in the preparation of technical
reports and other appropriate documentation.
a. Assist in developing emissions
inventories.
Writing That Speaks!
El
Exp, OJT, TA
4. Skill in using computers for word processing and
database manipulation.
a. Assist in developing emissions
inventories.
b. Assist in producing documents such as
letters, lists, and charts using standard
agency software.
c. Review documents for administrative
accuracy.
d. Enter data, search databases, and extract
data to support reports and analyses.
e. Assist in conducting GIS spatial analyses.
Paradox Level I
Quattro Pro Level I
Windows 3.1 Level I
WordPerfect 6.1 for Windows Level I
Corel Office Professional 8 Suite for
Windows 95
Paradox Level I
Quattro Pro Level I
FoxPro Programming Level I
Global Positioning System Certification
El, MOPS
All
All
El
All
Exp, OJT
5. Skill in following policies and procedures.
Agency Orientation
Performance Management System
Overview
Career Ladder Overview for Employees
October 16. 1997
2
WBELLICAREERLDtENGINSPL OD SS% WI INT
-------
7. Knowledge of the agency’s organizational
structure, primary functions, and operating
policies and procedures.
a. Explain the mission and goals of the
TNRCC.
b. Apply agency policies and procedures to
the work environment.
c. Assist internal and external customers in
locating appropriate offices and staff to
resolve questions and issues.
d. Define sexual harassment terms and
behavior.
e. Apply the agency’s policy on sexual
harassment to the work environment.
f. Define terms associated with disabilities.
g. Identify acceptable and unacceptable
terminology associated with disabilities.
h. Apply the agency’s policy on disabilities
to the work environment.
i. Define terms associated with diversity.
j. Identify organizational problems that can
inhibit the full participation of a diverse
workforce.
k. Apply the agency’s policy on diversity to
the work environment.
An Employee’s Guide to the Americans
With Disabilities Act
October 16, 1997
F WBELLICAREERLDtENGJNSPL’MOD&ASS’ ’I INT
6. Skill in complying with appropriate OSHA safety
El, NSR, SIP
Exp, TA
standards.
a. Operate in a potentially hazardous area
8-Hour OSHA Refresher Safety Training
Course
observing appropriate safety procedures.
24-hour OSI-IA Safety Training
40-hour OSHA Hazardous Materials
Training Course
All
Exp, OJT, TA
Agency Orientation
Sexual Harassment Prevention for
Employees
Valuing Diversity in the Workplace
0
3
-------
B104
-------
Training Topics Worksheet
for
Modeling & Assessment Assistant I
Knowledge or Skill
Supporting Topic(s)
Satisfying Topic*
Exp, OJT, TA
I.
Knowledge of statistical procedures,
mathematics, and computer programming.
Paradox Level I
El, MOPS
a. Assist in conducting graphical analyses.
Pro Level I
Quattro
FoxPro Programming Level I
Paradox Level I
El
b. Assist in developing emissions
Pro Level I
inventories.
Quattro
Principles and Practices of Air Pollution
Control (APTAII)
Air Pollution Control Orientation Course
(APTAJI)
NAAQS Standards (APTAII)
Federal Clean Air Act (APTAJI)
RE:lOO Prerequisite Reading on Control
Technology (APTA/l)
Operating Permits training videos (Job
Aid)
Global Positioning System Certification
El
c. Assist in conducting GIS spatial analyses.
Paradox Level I
El, MOPS
d. Convert data into database format.
Quattro Pro Level I
FoxPro Programming Level I
* Ed = Education (Academic) OJT = Structured On-the-Job Training Exp Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
** El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
Knowledge of principles and practices of both Exp, OJT, TA
environmental science and applied science.
a. Assist in conducting graphical analyses. Paradox Level I El, MOPS
Quattro Pro Level I
FoxPro Programming Level I
b. Assist in developing emissions Paradox Level I El
inventories. Quattro Pro Level I
Operating Permits training videos (Job
Aid)
c. Assist in conducting 015 spatial analyses. Global Positioning System Certification El
d. Review current literature. All
e. Assist in conducting site visits. 8-Hour OSHA Refresher Safety Training El
24-hour OSHA Safety Training Course
40-hour OSHA Hazardous Materials
Training Course _________________
3. Skill in using computers for word processing and Exp, OJT, TA
database manipulation.
a. Assist in developing emissions Paradox Level I El
inventories. Quattro Pro Level I
b. Assist in evaluating ambient air quality NAAQS Standards MOPS
data.
c. Assist in producing documents such as Windows 3.! Level I All
letters, lists, and charts using standard WordPerfect 6.1 for Windows Level I
agency software. Corel Office Professional 8 Suite for
Windows 95
d. Review documents for administrative
accuracy.
e. Enter data, search databases, and extract Paradox Level I All
data to support reports and analyses. Quattro Pro Level I
FoxPro Programming Level I
f. Assist in conducting GIS spatial analyses. Global Positioning System Certification El
g. Convert data into database format. Paradox Level I El, MOPS
Quattro Pro Level I
FoxPro Programming Level I _________________
October 16, 1997 2 F. WBELL CAREERLDEN010LS Th’ T
-------
4 Skill in assisting in preparing technical reports
and other appropriate documentation.
a. Assist in developing emissions
inventories.
Writing That Speaks!
All
All
Exp, OJT, TA
5. Skill in following policies and procedures.
Agency Orientation
Performance Management System
Overview
Career Ladder Overview for Employees
El, NSR, SIP
Exp, TA
6. Skill in complying with appropriate OSHA safety
standards.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
8-Hour OSHA Refresher Safety Training
24-hour OSHA Safety Training Course
40-hour OSHA Hazardous Materials
Training Course
w
I .
0
October 16, 1997 3 T
- 1
-------
All Exp,OJT,TA
7 Knowledge of the agency’s organizational
structure, primary functions, and operating
policies and procedures.
a. Explain the mission and goals of the
TNRCC.
b. Apply agency policies and procedures to
the work environment.
c. Assist internal and external customers in
locating appiopiiatc offices ai l staff to
resolve questions and issues.
d. Define sexual harassment ternus and
behavior.
e. Apply the agency’s policy on sexual
harassment to the work environment.
f. Define terms associated with disabilities.
g. Identify acceptable and unacceptable
terminology associated with disabilities.
h. Apply the agency’s policy on disabilities
to the work environment.
i. Define terms associated with diversity.
j. Identify organizational problems that can
inhibit the full participation of a diverse
workforce.
k. Apply the agency’s policy on diversity to
the work environment.
An Employee’s Guide to the Americans
With Disabilities Act
Agency Orientation
Sexual Harassment Prevention for
Employees
Valuing Diversity in the Workplace
8. Skill
in communicating effectively.
All
Exp, OJT, TA
a.
Communicate clearly and accurately with
Writing That Speaks!
internal and external customers.
b.
Using available resources, provide
Introduction to the Programs of
accurate responses to customer inquiries
regarding agency organization and
functions.
ber 16, 1997
4
F. I HRELLICAREERLDtENG)NSPLIMOD&ASS ’IlTJ
-------
9. Skill in organizing multiple tasks under close All Exp, OJT, TA
supervision.
a. Assist in prioritizing assigned tasks to Project Management Essentials
ensure completion within established Time Management
target dates.
w
October 16. 1997 5 F.
-------
B i lO
-------
Training Topics Worksheet
for
Modeling & Assessnieni Assistant II
Paradox Level 11
Quattro Pro Level II
A 42 Compilation of Air Polluticrn
mission Facto (Job Aid)
MathematicaL Statistics With
j plicatiQi , Mendenhall (Job
Aid)
Environmental Statisftc Ott (Job Aid)
Control of Gaseous Emissions (APTAI1)
Sources and Control of Organic Air
Pollutants (APTA!!)
Control of Particulate Emissions
( APTA/I )
Source for
Satisfying Topic*
— Exp,OJT
* Ed = Education (Academic)
PR = Professional Requirement
OJT Structured On-the-Job Training
MQ = Minimum Qualification
Exp = Experience (Tenure)
TA = Training Academy
** El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
S1P=State Implementation Plan Modeling
I Team
Supporting Topic(s)
El, NSR, SIP
Knowledge or Skill
Skill in applying modeling, statistical
procedures mathematics, and computer
programming.
a. Assist in performing quality assurance of
emissions inventories.
b. Assist in conducting surveys to improve
inventOfleS.
El
U I
I .- .
-------
2. Knowledge of principles and practices of both
environmental science and applied science.
a Assist in pci fanning quality assurance of
emissions inventories.
b. Research current literature.
c. Assist in conducting surveys to improve
inventories.
3 Skill in assisting in organizing and analyzing
data, organizing and planning workloads, and
expressing ideas clearly and concisely.
a. Assist in developing emissions
inventories.
b. Assist in developing emissions growth
factors.
c. Assist in prioritizing assigned tasks to
ensure completion within established
target dates.
d. Communicate clearly and accurately with
internal and external customers.
e. Using available resources, provide
accurate responses to customer inquiries
regarding agency organization and
functions.
f. Interact with other agencies.
g. Assist in conducting surveys to improve
inventories.
Paradox Level II
Quattro Pro Level II
AP-42 Compilation of Air Pollution
Emission Factors (Job Aid)
Mathematical Statistics With
Applications , Mendenhall (Job
Aid)
Environmental Statistics. Ott (Job Aid )
Paradox Level II
Quattro Pro Level II
Paradox Level II
Quattro Pro Level II
Project Management Tools & Techniques
Customer Service
Customer Service
Exp, OJT
El
All
El
Exp, Oil’, TA
El
El
All
All
All
El
El
AP-42 Comoilption of Air Pollution
Emission Factors (Job Aid)
Mathematical Statistics With
Applications , Mendenhall (Job
Aid)
Environmental Statistics . Ott (Job Aid)
C.::!-’- 1 C 1097
2
F: WBELLlC4REERLD%ENGJNSpLtMQJ3&ASS’%77WA2 T
-------
4. Skill in assisting in preparing technical reports
and other appropriate documentation.
a. Assist in performing quality assurance of’
emissions inventories.
b. Assist in developing emissions
inventories.
Paradox Level II
Quattro Pro Level II
Paradox Level II
Quattro Pro Level II
El
EL
Exp, OJT, TA
5. Skill in using computers for word processing and
database manipulation.
a. Assist in performing quality assurance of
emissions inventories.
b Produce documents such as letters, lists,
and charts using standard agency
soflware.
c. Review documents for administrative
accuracy.
d. Enter data, search databases, and extract
data to support reports and analyses.
e. Assist in conducting surveys to improve
inventories.
Paradox Level IL
Quattro Pro Level II
Windows 3.1 Level II
WordPerfect 6.1 for Windows Level II
Paradox Level II
Quattro Pro Level II
AP-42 Compilation of Air Pollution
Emission Factors (Job Aid)
Mathematical Statistics With
Applications, Mendenhall (Job
Aid)
Environmental Statistics, Ott (Job Aid)
El
All
All
All
El
Exp, OJT, TA
6. Skill in following policies and procedures.
All
Exp
w
October /6. 1997 3 F WBELLICAREERLDIENGINSPLtMOD&ASS’117WA2. 7’
(p.1
-------
7. Skill in communicating effectively. Exp, OJT
a. Communicate clearly and accurately with Customer Service All
internal and external customers.
b. Using available resources, provide Customer Service All
accurate responses to customer inquiries
regarding agency organization and
functions.
c. Assist in conducting surveys to improve AP-42 Compilation of Air Pollution El
inventories Emission Factors (Job Aid)
Matlieniatical Statistics \Vitli
Applications , Mendenhall (Job
Aid)
Environmental Statistics . Ott (Job Aid)
8. Skill in organizing multiple tasks under close
supervision.
a. Assist in prioritizing assigned tasks to
ensure completion within established
target dates.
Project Management Tools & Techniques
All
Exp, OJT, TA
9. Skill in complying with appropriate OSHA safety
standards.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
El, NSR, SIP
Exp
er 16, 1997 4 F. IWBELL%CAREERLDtENGINSPLtMOD&ASS’tTTW
-------
10. Knowledge of the agency’s organizational All Exp
structure, primary functions, and operating
policies and procedures.
a. Explain the mission and goals of the
TNRCC.
b. Apply agency policies and procedures to
the work environment.
c Assist iiitcrnal and external customers in
locating appropriate offices and staff to
resolve questions and issues.
d Define sexual harassment terms and
behavior.
e. Apply the agency’s policy on sexual
harassment to the work environment.
f. Define terms associated with disabilities.
g. Identify acceptable and unacceptable
terminology associated with disabilities.
h. Apply the agency’s policy on disabilities
to the work environment.
i. Define terms associated with diversity.
j. Identify organizational problems that can
inhibit the full participation of a diverse
work force.
k. Apply the agency’s policy on diversity to
the work environment.
w
Ui
October 16. 1997 5 F tWBELLtCAREERLD ENGJNSPL MOD&ASS’tTTWA2 T
-------
-------
Training Top i i fVorksIlCet
for
Modeling & Assessment Specialist I
Knowledge or Skill Supporting Topic(s) Team* Source for
Satisfying Topic*
Skill in applying modeling, statistical procedures, Exp, OJT, TA
higher mathematics, and computer programming.
a. Assist in performing statistical analyses. Basic Statistics for Environmental MOPS, NSR, SIP
Decision Making
Beginning Environmental Statistical
Techniques (APTAII)
b. Conduct graphical analyses. Basic Statistics for Environmental El, NSR, SIP
Decision Making
c. Organize and validate ambient air quality SAS Programming Level I MOPS, NSR
data. TJNISYS/CANDE
Gas chromatography data validation
TURBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
d. Evaluate ambient air quality data. NSR
e. Assist in developing emissions Overview and Update on Air Emissions El
inventories. From Wastewater Treatment
Systems and Landfills (APTAII)
f. Assist in developing GIS products. El
* Ed = Education (Academic) OJT Structured On-the-Job Training Exp Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
g. Conduct GIS spatial analyses. El, SIP Exp, OJT, TA
h. Perform systems administration. FoxPro Programming Level IL El, MOPS, SIP
SQL Programming Level I
i. Perform all pollution dispersion NSR
modeling.
j. Assist in generating emissions projections Basic Statistics for Environmental El, SIP
for future years. Decision Making ___________________
2. Knowledge of principles and practices of Exp, OJT, TA
environmental science and applied science.
a. Assist iii performing statistical analyses. Basic Statistics for Environmental All
Decision Making
b. Conduct graphical analyses. Basic Statistics for Environmental
Decision Making
c. Organize and validate ambient air quality LJN1SYS/CANDE All
data. Gas chromatography data validation
TURBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
d. Evaluate ambient air quality data. MOPS, NSR
e. Assist in developing emissions NSR
inventories.
f. Assist in developing GIS products. El
g. Conduct GIS spatial analyses. EL
Ii. Perform systems administration. FoxPro Programming Level II El, MOPS, SIP
SQL Programming Level I
I. Perform air pollution dispersion NSR
modeling.
j. Assist in generating emissions projections Basic Statistics for Environmental El
for future years. Decision Making __________________
October 16, 1997 2 F. tWBELL%CAREERLD ENG!NSPLtMOD&ASS’tfl’WI T
-------
Exp, OJT, ‘IA
3. Knowledge of applicable laws, regulations, and
policies.
a.
w
I - .
Organize and validate ambient air quality
data.
b. Evaluate ambient air quality data.
c. Assist in developing emissions
inventories.
d. Describe significant federal and state
legislation relating to air pollution.
e. Perform air pollution dispersion
modeling.
f. Assist in generating emissions projections
for future years.
LJNISYS/CANDE
Gas chromatography data validation
TIJRBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
SAS Programming Level I
MOPS, NSR
MOPS, NSR
EL
All
NSR
El
October 16. 1997
3
F WBELLt CA REERLDIENGINSPL MOD&ASS’% 171 V I. T
-------
Knowledge of the state of the art in the specialty
area and related specialties.
a. Perform statistical analyses.
b. Conduct graphical analyses.
c. Organize and validate ambient air quality
d. Evaluate ambient air quality data.
e. Assist in developing emissions
inventories.
f. Assist in developing GIS products.
g. Conduct GIS spatial analyses.
h. Perform systems administration.
i. Perform air pollution dispersion
modeling.
j. Assist in generating emissions projections
for future years. _________
Basic Statistics for Environmental
Decision Making
SAS Programming Level I
Basic Statistics for Environmental
Decision Making
SAS Programming Level I
UNISYS/CANDE
Gas chromatography data validation
TURBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
SAS Programming Level I
Basic Statistics for Environmental
Decision Making
NSR
El
El
El, SIP
El, SIP
NSR
El
U i
‘ 4.
data.
Exp, OJT, TA
All
All
MOPS, NSR
October 16. 1997
4
F. T
-------
Exp, OJT, TA
5. Skill in organizing and analyzing data,
organizing and planning workloads, and
expressing ideas clearly and concisely.
a. Assist in performing statistical analyses.
w
I — .
b Conduct graphical analyses.
c. Organize and validate ambient air quality
data.
d. Evaluate ambient air quality data.
e. Assist in developing emissions
inventories.
f. Communicate clearly and accurately with
internal and external customers.
g. Using available resources, provide
accurate responses to customer inquiries
regarding agency organization and
functions.
h. Assist in developing GIS products.
i. Conduct GIS spatial analyses.
j. Perform systems administration.
k. Perform air pollution dispersion
modeling.
1. Assist in generating emissions projections
for future years.
m. Develop growth factors.
Basic Statistics for Environmental
Decision Making
SAS Programming Level 1
Basic Statistics for Environmental
Decision Making
UNISYS/CANDE
Gas chromatography data validation
TURBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
SAS Programming Level I
FoxPro Programming Level II
SAS Programming Level I
SQL Programming Level I
Basic Statistics for Environmental
Decision Making
Basic Statistics for Environmental
Decision Making
El, MOPS
El
All
All
El
El, SIP
El, MOPS, SIP
All
All
MOPS, NSR
October 16. 1997
NSR
El
El
5
F WBELL CAREERLD ENGINSPL OD&ASSW ’I T
-------
w
NJ
NJ
6. Skill in assisting in the preparation of technical
leports and oilier appropriate documentation.
a. Organize and validate ambient air quality
data.
b. Evaluate ambient air quality data.
c. Assist in developing emissions
inventories.
d. Report AIRS Data to EPA.
Advanced Technical Writing
FoxPro Programming Level II
SAS Programming Level I
SQL Programming Level I
SAS Programming Level I
MOPS, NSR
Exp, OJT, TA
EPA AIRS System Uploads
EPA AIRS System Retrievals
FoxPro Programming Level II
SQL Programming Level I
MOPS, NSR
EL
e. Provide ad hoc air quality reports.
f. Perform air pollution dispersion
modeling.
g. Assist in generating emissions projections
for future years.
h. Develop growth factors.
MOPS
MOPS
NSR
Basic Statistics for Enviromnental
Decision Making
Basic Statistics for Environmental
Decision Making
El
El
October 16, 1997
6
F. IJVBELLt CAREERLD ENGINSPL MOD&ASS’I7TW!. T
-------
Exp, OJT, TA
b. Conduct graphical analyses.
c. Organize and validate ambient air quality
data.
d. Evaluate ambient air quality data.
e Assist in developing emissions
inventories.
f. Produce documents such as letters, lists,
and charts using standard agency
software.
g. Review documents for administrative
accuracy.
ii. Enter data, search databases, and extract
data to support reports and analyses.
i. Assist in developing GIS products.
j. Conduct GIS spatial analyses.
k. Perform systems administration.
I. Administer PC databases.
Basic Statistics for Environmental
Decision Making
SAS Programming Level I
Basic Statistics for Environmental
Decision Making
UNISYS/CANDE
Gas chromatography data validation
TURBOCHROME
CAMS data validation
LEADS data validation
Data Quality Objectives Workshop (EPA)
SAS Programming Level 1
FoxPro Programming Level II
SQL Programming Level I
Basic Statistics for Environmental
Decision Making
El, MOPS
El
All
All
All
El
El, SIP
El, SIP
MOPS
NSR
El
7. Skill in using computers for word processing and
database manipulation.
a. Assist in performing statistical analyses.
All
All
MOPS, NSR
m. Perform air pollution dispersion
modeling.
n. Assist in generating emissions projections
for future years.
w
I - .
F ’)
8. Skill in following policies and procedures.
All
Exp, OJT
Oclober 16, 1997
7
F:IFVBELflCAREERLDtENGINSPLtMOD&ASS’tlTWI. T
-------
Skill in complying with appropriate OSHA safety
standards.
a. Operate in a potentially hazardous area
observing appropriate safety procedures.
El, NSR, SIP
Exp, TA
10.
Knowledge of the agency’s organizational
All
Exp, OJT
structure, primary functions, and operating
policies and procedures.
a. Explain the mission and goals of the
TNRCC.
b. Apply agency policies and procedures to
the work environment.
c. Assist internal and external customers in
locating appropriate offices and staff to
resolve questions and issues.
d. Define sexual harassment terms and
behavior.
e. Apply the agency’s policy on sexual
harassment to the work environment.
f. Define terms associated with disabilities.
g. Identify acceptable and unacceptable
terminology associated with disabilities.
h. Apply the agency’s policy on disabilities
to the work environment.
i. Define terms associated with diversity.
j. Identify organizational problems that can
inhibit the full participation of a diverse
workforce.
k. Apply the agency’s policy on diversity to
the work environment.
October 16, 1997
8
F’ ØIBELLtCAREERLDtENG!NSPL 1OD&ASS’h 17
Wi. T
9.
-------
Training Topics Worksheet
for
Modeling & Assessineist Specialist II
Knowledge or Skill
Supporting Topic(s)
Team*
Source
Satisfying Topic*
OJT, TA
I.
Skill in applying modeling, statistical procedures,
Ed, Exp,
higher mathematics, and computer programming.
El
a. Conduct surveys to improve inventories.
PM- 10 SIP Development
El, NSR
b. Generate emissions projections for future
to
Environmental Statistics
years.
(APTA/l)
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
Environmental
El, NSR
c. Develop emissions growth factors.
Intermediate/Advanced
Statistics (UT)
Palisades Statistical Software Package
Orientation to Quality Assurance
Management
Quality Management Plan and Quality
Assurance Project Plan Seminar
(APTAJI)
d. Develop guidance documents.
All
NSR
e. Evaluate air pollution dispersion
Atmospheric Sampling
modeling.
El, NSR
f. Provide guidance to applicants.
MOPS, NSR
g. Provide meteorology and modeling
training.
* Ed Education (Academic) OJT = Structured On-the-Job Training Exp Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
** El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
w
2. Knowledge of principles and practices of Ed, Exp, OJT, TA
environmental science and applied science.
a Conduct surveys to improve inventories. Preparation of Emission Inventories EL
(APTAI I)
b. Generate emissions projections for future Intermediate/Advanced Environmental El, NSR
years. Statistics (UT)
Palisades Statistical Software Package
Fabric Filter Operation Review (APTA/1)
Electrostatic Precipitator Plan Review
(APTA/I)
Controlling VOC Emissions from
Leaking Process Equipment
(APTA/t)
Air Pollution Control Systems for
Selected Industries (APTA/I)
Intermediate/Advanced Environmental
Statistics (UT)
c. Develop emissions growth factors. Palisades Statistical Software Package El, MOPS, NSR
REMI Model Maintenance and Operation
EGAS Model Maintenance and Operation ________________ __________
her 16. 1997 2 T
-------
All Ed,Exp,OJT,TA
w
d. Develop guidance documents.
Fabric Filter Operation Review (APTAII)
Electrostatic Precipitator Plan Review
(APTAII)
Controlling VOC Emissions From
Leaking Process Equipment
(APTA/l)
Air Pollution Control Systems for
Selected Industries (APTAII)
Introduction to Air Toxics (APTAII)
Air Pollution Dispersion Models-
Application (APTAJI)
Combustion Evaluation (APTA/1)
Principles and Practices of Air Pollution
Control (APTA/I)
Orientation to Quality Assurance
Management
Quality Management Plan and Quality
Assurance Project Plan Seminar
Atmospheric Sampling (APTA/I)
e. Evaluate air pollution dispersion
modeling.
f. Provide guidance to applicants.
g. Provide meteorology and modeling
training.
h. Manage air monitoring equipment.
NSR
El, NSR
NSR
MOPS
October 16. 1997
3
F. I WBELLlCAREERLD ENGINSPLbi1OD&ASS%77W2. T
-------
w
I-
I ’. ) ___
3. Knowledge of applicable laws, regulations, and Ed, Exp, OJT, TA
policies.
a. Describe significant federal and state All
legislation relating to air pollution.
b. Develop guidance documents. Fabric Filter Operation Review (APTA/1) All
Electrostatic Precipitator Plan Review
(APTA/1)
Controlling VOC Emissions from
Leaking Process Equipment
(APTA/1)
Air Pollution Control Systems for
Selected Industries (APTA/I)
Orientation to Quality Assurance
Management
Quality Management Plan and Quality
Assurance Project Plan Seminar
c. Evaluate air pollution dispersion Introduction to Air Toxics (APTAII) NSR
modeling. Air Pollution Dispersion Models-
Application (APTA/1)
Combustion Evaluation (APTAII)
Principles and Practices of Air Pollution
Control (APTA/I)
d. Provide guidance to applicants. El, NSR
e. Provide meteorology and modeling NSR
training.
f. Manage air monitoring equipment. Atmospheric Sampling (APTAII ) MOPS _______________
‘ober 16. 1997 4 F. WBELLtCAREERLD ENG!NSPLtMOD&ASS’ l ’ 2 .T
-------
4. Knowledge of the state of the art in the specialty
area and related specialties.
a Conduct surveys to improve inventories.
b. Generate emissions projections for future
w
c Develop emissions growth factors.
e. Evaluate air pollution dispersion
modeling.
f. Provide guidance to applicants.
g. Provide meteorology and modeling
training.
h. Manage air monitoring equipment.
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
REMI Model Maintenance and Operation
EGAS Model Maintenance and Operation
Fabric Filter Operation Review (APTAJI)
Electrostatic Precipitator Plan Review
(APTAII)
Controlling VOC Emissions from
Leaking Process Equipment
(APTA/l)
Air Pollution Control Systems for
Selected Industries (APTAJI)
Introduction to Air Toxics (APTAII)
Air Pollution Dispersion Models-
Application (APTAJ I)
Combustion Evaluation (APTAII)
Principles and Practices of Air Pollution
Control (APTAII)
Atmospheric Sampling (APTAII)
El
El, NSR
years.
Ed, Exp, OJT, TA
d Develop guidance documents.
El, MOPS, NSR
All
NSR
E1,NSR
NSR
MOPS
October 16, 1997
5
F
-------
( J ____
0 --
5. Skill in organizing and analyzing data, organizing Ed, Exp, OJT, TA
and planning workloads, and expressing ideas
clearly and concisely.
a. Conduct surveys to improve inventories. El
b. Generate emissions projections for future El
years.
c. Develop emissions growth factors. REMI Model Maintenance and Operation El, MOPS
EGAS Model Maintenance and Operation
d. Develop guidance documents. All
e. Evaluate air pollution dispersion NSR
modeling.
f. Provide guidance to applicants. El, NSR
g. Provide meteorology and modeling NSR
training.
h. Manage air monitoring equipment. MOPS
i. Lead meetings with internal and external Atmospheric Sampling (APTA/1) All
customers. Leading Effective Meetings _________________
October 16. 1997 6 F. % WBELL%CAREERLDENGINSPLM0D&ASSI ’ 2 .T
-------
6. Skill in preparing technical reports and other
appropriate documentation.
a. Conduct surveys to improve inventories.
b. Generate emissions projections for future
e. Evaluate air pollution dispersion
modeling.
f. Provide guidance to applicants.
g. Provide meteorology and modeling
training.
h. Manage air monitoring equipment.
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
REM! Model Maintenance and Operation
EGAS Model Maintenance and Operation
Fabric Filter Operation Review
Electrostatic Precipitator Plan Review
Controlling VOC Emissions from
Leaking Process Equipment
Air Pollution Control Systems for
Selected Industries
Orientation to Quality Assurance
Management
Quality Management Plan and Quality
Assurance Project Plan Seminar
Introduction to Air Toxics (APTAII)
Air Pollution Dispersion Models-
Application
Combustion Evaluation
Principles and Practices of Air Pollution
Control
EI,NSR
NSR
MOPS
7 F. WBELLICAREERLDtENG!NSPL OD&ASS ’ 2 T
years.
c. Develop emissions growth factors.
d. Develop guidance documents.
Ed, Exp, OJT, TA
1
El
El, NSR
El, MOPS, NSR
All
NSR
w
I . . )
I- .
Atmospheric Sampling (APTAIL)
October 16, 1997
-------
Ed, Exp, OJT, TA
7. Skill in using computers for word processing and
database manipulation.
a. Conduct surveys to improve inventories.
b. Generate emissions projections for future
d Produce documents such as letters, lists,
and charts using standard agency
software.
e. Review documents for administrative
accuracy.
f. Compose documents such as letters,
memoranda, and lists using standard
agency software.
g. Enter data, search databases, and extract
data to support reports and analyses.
h Evaluate air pollution dispersion
modeling.
i. Provide guidance to applicants.
j. Provide meteorology and modeling
training.
k. Manage air monitoring equipment.
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
Paradox Level Ill
Quattro Pro Level III
Intermediate/Advanced Environmental
Statistics (UT)
Palisades Statistical Software Package
REMI Model Maintenance and Operation
EGAS Model Maintenance and Operation
Paradox Level Ill
Quattro Pro Level 111
UNIX Korn Shell Programming
El
E1,NSR
NSR
NSR, El
NSR
MOPS
years.
c. Develop emissions growth factors.
El, MOPS, NSR
All
All
All
All
Atmospheric Sampling (APTA/I)
8. Skill in following policies and procedures.
All
Exp
( ‘ 3 ’er /6, 1997
8
F I WBELL C4REERLD ENG1NSPL MOD&ASS W 2 T
-------
9. Skill in complying with appropriate OSHA safety All Exp, OJT, TA
standards.
a. Operate in a potentially hazardous area
observing appropriate safety procedures. _______________________________________
October 16. 1997 9 F tWBELLICAREERLD ENGINSPL OD&ASS’ mV 2 T
-------
3134
-------
Training Topics Worksheet
for
Modeling & Assessment Specialist III
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic*
1.
Skill in applying modeling, statistical procedures,
Ed, Exp, OJT, TA
higher mathematics, and computer programming.
UT, Dr.
MOPS, NSR, SIP
a. Evaluate photochemical modeling
Introduction to
Allan
analyses.
David
All
b. Develop and evaluate new techniques
SIP, NSR, MOPS
c. Perform quality assurance of
All
meteorology.
Course
NSR
d. Conduct special studies.
Expert Witness
SiP
e. Testif ’ in hearings and/or trials.
Estimation Models
SIP, NSR, El
f. Perform biogenic emissions modeling.
BEIS Emission
Biome Emission Estimation Models
SIP, NSR, MOPS
g. Test the model’s sensitivities.
Level III
SIP, NSR, MOPS
h. Process meteorological data for input.
FoxPro Programming
NSR, MOPS
i. Process emissions inventory before input.
MOPS
j. Select air monitoring sites.
MOPS
k. Manage air monitoring equipment.
MOPS
I. Conduct real-time analyses of air quality
and meteorological data.
All
m. Provide techmcal training.
On-the-Job (OJT) Training
* Ed = Education (Academic) OJT = Structured On-the-Job Training Exp Experience (Tenure)
PR = Professional Requirement MQ Minimum Qualification TA Training Academy
** El = Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
Sterling COOL-GEN
ii. Develop databases (JAD).
Composer)
Oracle Database Programming
Visual Basic Programming Level I
Crystal Reports
Exp, OJT, TA
2.
Knowledge of principles and practices of
science.
environmental science and applied
of
SIP, NSR, MOPS
a. Perform quality assurance
meteorology.
Expert Witness Course
All
b. Conduct special studies.
trials.
NSR
c Testify in hearings
modeling.
BEIS Emission Estimation Models
SIP
d Perform biogenic emissions
Biome Emission Estimation Models
SIP, NSR, El
e. Test the model’s sensitivities.
SIP, NSR, MOPS
f. Process meteorological data input.
before input.
FoxPro Programming Level 111
SIP, NSR, MOPS
g. Process emissions inventory
sites.
NSR, MOPS
h. Select air monitoring
MOPS
i. Manage air monitoring equipment.
of air quality
MOPS
j. Conduct real-time analyses
and meteorological data.
and
MOPS
k. Conduct air quality forecasting
analyses.
On-the-Job (OJT) Training
All
1. Provide technical training.
Sterling COOL-GEN (formerly TI
MOPS
m. Develop databases (JAD).
Composer)
Oracle Database Programming
Visual Basic Programming Level I
F WBELLICA
w
C. ’
October20. 1997
2
-------
3. Knowledge of applicable laws, regulations, and
policies.
a. Conduct special studies.
b. Testify in hearings and/or trials.
c Perform biogenic emissions modeling.
d. Process emissions inventory before input.
e. Select air monitoring sites.
f. Manage air monitoring equipment.
g. Conduct real-time analyses of air quality
and meteorological data.
h. Conduct air quality forecasting and
analyses.
i. Provide technical training. ______
Expert Witness Course
BEIS Emission Estimation Models
Biome Emission Estimation Models
FoxPro Programming Level III
All
NSR
SIP
SIP, NSR, MOPS
NSR, MOPS
MOPS
MOPS
MOPS
All
Exp, OJT, TA
On-the-Job (OJT) Training
October20, 1997
3
F T
-------
Ed, Exp, OJT, TA
Knowledge of the state of the art in the specialty
area and related specialties.
a. Evaluate photochemical modeling
analyses.
b. Develop and evaluate new techniques
c. Perform quality assurance of
meteorology.
d. Conduct special studies.
e. Testify in hearings and/or trials.
f. Perform biogenic emissions modeling.
Introduction to Photochemistry, UT,
Dr. David Allan
SIP, NSR, MOPS
Expert Witness Course
All
SIP, NSR, MOPS
BEIS Emission Estimation Models
Biome Emission Estimation Models
All
NSR
Slip
g. Test the model’s sensitivities.
h. Process meteorological data for input.
i. Process emissions inventory before input.
j. Select air monitoring sites.
k. Manage air monitoring equipment.
1. Conduct real-time analyses of air quality
and meteorological data.
m. Conduct air quality forecasting and
analyses.
n. Provide technical training.
o. Develop databases (JAD).
FoxPro Programming Level III
SIP, NSR, El
SIP, NSR, MOPS
SIP, NSR, MOPS
NSR, MOPS
MOPS
MOPS
MOPS
On-the-Job (OJT) Training
Sterling COOL-GEN (formerly TI
Composer)
Oracle Database Programming
Visual Basic Programming Level I
All
MOPS
October 20, 1997
4
F WBELLiCAREERLDlENG1NSPL 0D ’W 3 .T
-------
5. Skill in organizing and analyzing data, organizing I Exp, OJT, TA
and planning workloads, expressing ideas clearly
and concisely, and addressing groups effectively.
a. Perform quality assurance of
meteorology. SIP, NSR, MOPS
b. Conduct special studies. All
c. Testify in hearings andlor trials. Expert Witness Course NSR
d. Perform biogeriic emissions modeling. BEIS Emission Estimation Models SIP
Biome Emission Estimation Models
e. Test the model’s sensitivities. SIP, NSR, El
f. Process meteorological data for input. SIP, NSR, MOPS
g. Process emissions inventory before input. FoxPro Programming Level 111 SIP, NSR, MOPS
h. Select air monitoring sites. NSR, MOPS
i. Manage air monitoring equipment. MOPS
j. Conduct real-time analyses of air quality MOPS
and meteorological data.
k. Conduct air quality forecasting and MOPS
analyses.
I Provide technical training. On-the-Job (OJT) Training All
m. Develop databases (JAD). Sterling COOL-GEN (formerly TI El, MOPS
Composer)
Oracle Database Programming
Visual Basic Programming Level I
Crystal Reports
n. Prepare and give presentations. Presentations 3.0 All
Presentation Skills ____________________
w
October 20, 1997 5 F T
‘.0
-------
Skill in preparing technical reports and other Exp, OJT, TA
appropriate documentation.
a. Perform quality assurance of SIP, NSR, MOPS
meteorology.
b. Conduct special studies. Expert Witness Course All
c. Testify in hearings andlor trials. NSR
d. Perform biogenic emissions modeling. BEIS Emission Estimation Models SIP
Biome Emission Estimation Models
e. Test the model’s sensitivities. SIP, NSR, El
f. Process emissions inventory before input. FoxPro Programming Level I II El, MOPS, NSR,
Crystal Reports SIP
g. Select air monitoring sites. On-the-Job (OJT) Training NSR, MOPS
h. Provide technical training. El
I. Conduct air quality forecasting and MOPS
analyses.
Octobe: 20, 1997 6 F WBELLtGAREERLD NGINSPL OD&ASSI W 3 T
-------
7 Skill in using computers for word processing and
database manipulation.
a. Perform quality assurance of
meteorology.
b. Conduct special studies.
c. Testify in hearings and/or trials.
d. Perform biogenic emissions modeling.
e. Test the model’s sensitivities.
f. Process meteorological data for input.
g Process emissions inventory before input.
h. Select air monitoring sites.
i. Manage air monitoring equipment.
j. Conduct real-time analyses of air quality
and meteorological data.
k. Conduct air quality forecasting and
analyses.
1. Provide technical training.
m. Develop databases (JAD).
Expert Witness Course
BEIS Emission Estimation Models
Biome Emission Estimation Models
SIP, NSR, MOPS
All
NSR
SIP
SIP, NSR, El
SIP, NSR, MOPS
SIP, NSR, MOPS
NSR, MOPS
MOPS
MOPS
MOPS
All
El, MOPS
Exp,OJT,TA
FoxPro Programming Level III
On-the-Job (OJT) Training
Sterling COOL-GEN (formerly TI
Composer)
Oracle Database Programming
Visual Basic Programming Level I
Crystal Reports
Presentations 3.0
Presentation Skills
n. Prepare and give presentations.
8. Skill in following policies and procedures.
All
Exp
All
Ociober 20. 1997
7
F I WBELLICA REERLD ENGJNSPLIMOD&ASS’11TW3. T
-------
Bi 42
-------
Training Topics Works/ice!
for
Modeling & Assessment Specialist IV
Knowledge or Skill
Supporting Topic(s)
Satisfying Topic*
Exp
I
Skill in applying modeling, statistical
procedures, higher mathematics, and computer
programming.
a. Defend workmanship (reports and
All
presentations).
El, NSR, SIP
b. Participate in national
workgroups, e.g. OTAG.
NSR
c. Testify in hearings and/or trials.
SW, El
d. Run UAM base cases.
SIP, EL
e. Select study episodes.
All
f. Write the Scope of Work for
All
g. Evaluate contractor performance.
the
All
h. Provide technical advice to
Commission via policy.
All
i. Provide technical advice to the
Commission via written and oral
communications.
at
All
j. Publish documents and present findings
conferences
El, NSR, SIP
k. Run specific control scenarios.
* Ed = Education (Academic) OJT = Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
** El Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
control scenarios.
MOPS
quality forecasting and
negotiate grants.
Negotiating Environmental
Agreements
El, NSR, SiP
El
air quality control
combustion strategies.
NSR
Exp
and practices of
and applied science.
All
workmanship (reports and
national technical
El, NSR, SIP
e.g. OTAG.
SIP, El
cases.
episodes.
SIP, El
All
of Work for contracts.
All
contractor performance.
All
advice to the
via policy.
All
advice to the
via written and oral
and present findings at
All
control scenarios.
El, NSR, SIP
SIP, NSR, El
control scenarios.
MOPS
quality forecasting and
negotiate grants.
El, NSR, SIP
El
air quality control
.
NSR
combustion strategies.
October 16. /997 2 F WBELL cAREERLDENG!NSPL MOD&ASS Wd T
-------
3. Knowledge of applicable laws, regulations, and Exp, TA
policies
a. Defend workmanship (reports and
presentations). All
b Participate in national technical
workgroups, e.g. OTAG. El, NSR, SIP
c. Run UAM base cases. SIP, El
d. Select study episodes. SIP, El
e. Write the Scope of Work for contracts. All
f. Evaluate contractor performance. All
g. Provide technical advice to the All
Commission via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
Publish documents and present findings at All
conferences.
j Run specific control scenarios. El, NSR, SIP
k. Run general control scenarios. SIP, NSR, El
1. Conduct air quality forecasting and MOPS
analyses.
in. Propose and negotiate grants. Negotiating Environmental Agreements El, NSR, SIP
n. Develop border air quality control El
programs.
o. Develop combustion strategies . NSR ___________
w
October 16, 1997 3 F T
-------
Knowledge of the state of the art in the specialty Exp, TA
area and related specialties.
a. Defend workmanship (reports and All
presentations).
b. Participate in national tecimical El, NSR, SIP
workgroups, e.g. OTAG.
c. Run UAM base cases. SiP, El
d. Select study episodes. SiP, El
e. Write the Scope of Work for contracts. All
f. Evaluate contractor performance. All
g. Provide technical advice to the All
Commission via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
i. Publish documents and present findings at All
conferences.
j. Run specific control scenarios. El, NSR, SIP
k. Run general control scenarios. SIP, NSR, El
1. Conduct air quality forecasting and MOPS
analyses.
m. Propose and negotiate grants. Negotiating Environmental Agreements El, NSR, SiP
n. Develop border air quality control El
programs. _________________ _________________
o. Develop combustion strategies . NSR _________________
October 16, 1997 4 F. WBELLtCAREERLDtENGINSPL OD&ASSt
W4 T
-------
5. Skill in organizing and analyzing data, Exp, TA
organizing and planning workloads, expressing
ideas clearly and concisely, and training others.
a. Defend workmanship (reports and All
presentations).
b. Participate in national technical EL, NSR, SIP
workgroups, e.g. OTAG.
c. Run UAM base cases. SIP, El
d Select study episodes. SIP, El
e. Write the Scope of Work for contracts. All
f. Evaluate contractor performance. All
g. Provide technical advice to the All
Commission via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
i. Publish documents and present findings at All
conferences.
j. Run specific control scenarios. El, NSR, SIP
k. Run general control scenarios. SIP, NSR, El
I. Conduct air quality forecasting and MOPS
analyses.
m. Propose and negotiate grants. Negotiating Environmental Agreements El, NSR, SIP
n. Develop border air quality control El
programs.
o. Develop combustion strategies . NSR
October 16, 1997 5 F tWBELLICAREERLD1ENGINSPLtMOD&ASS’t ’
W4T
-------
Skill in preparing technical reports and other Exp, TA
appropriate documentation.
a. Defend workmanship (reports and All
presentations).
b. Participate in national technical El, NSR, SIP
workgroups, e.g. OTAG.
c. Run UAM base cases. SIP, El
d. Select study episodes. SiP, El
e. Write the Scope of Work for contracts. All
f. Evaluate contractor performance. All
g. Provide technical advice to the All
Commission via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
i. Publish documents and present findings at All
conferences.
j. Run specific control scenarios. El, NSR, SIP
k. Run general control scenarios. El, SIP, NSR
1. Conduct air quality forecasting and MOPS
analyses.
m. Propose and negotiate grants. Negotiating Enviromnental Agreements El, NSR, SIP
n. Develop border air quality control El
programs.
o. Develop combustion strategies . NSR ___________
October 16. 1997 6 F WBELLICAREERLD ENGINSPL OD&ASS’
W4 T
-------
7. Skill in using computers for word processing and Exp, ir
database manipulation.
a. Defend workmanshiP (reports and All
presentations).
b. Participate in national technical El, NSR, SIP
workgroups, e.g. OTAG.
c. Run U base cases. SIP, El
d. Select study episodes. SiP, El
e W te the Scope of Work for contracts. All
f. Evaluate contractor perfo anCe. All
g. Provide technical advice to the All
ComnhiSSiOfl via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
Publish documents and present findings at All
conferences.
j. Run specific control scena os. El, NSR, SiP
k. Run general control scena OS. SIP, NSR, EI(MS,
El
i. Conduct air quality forecasting and MOPS
analyses.
m Propose and negotiate grants. Negotiating Environmental Agreements El, NSR, SIP
n. Develop border air quality control El
programs.
o. Develop combusLion strategies. NSR
p. Develop in-house air pollution custom Visual Basic Programming Level II MOPS
applications.
October 16. 1997 7 F
-------
8. Skill in following policies and procedures, as Exp, TA
well as planning and developing new policies and
procedures.
a. Defend workmanship (reports and All
presentations).
b. Participate in national technical El, NSR, SIP
workgroups, e.g. OTAG.
c. Run UAM base cases. SIP, El
d. Select study episodes. SIP, El
e. Write the Scope of Work for contracts. All
f. Evaluate contractor performance. All
g. Provide technical advice to the All
Commission via policy.
h. Provide technical advice to the All
Commission via written and oral
communications.
i. Publish documents and present findings at All
conferences.
j. Run specific control scenarios. El, NSR, SIP
k. Run general control scenarios. SIP, NSR, El
I. Conduct air quality forecasting and MOPS
analyses.
m. Propose and negotiate grants. Negotiating Environmental Agreements El, NSR, SIP
n. Develop border air quality control El
programs.
o. Develop combustion strategies . NSR
October 16, 1997 8 F. WBELL CAREERLD ENGINSPL OD&ASS’tITh’ 4 T
-------
tii
01
Skill in representing the agency as an expert
witness on matters not requiring registration as a
professional engineer.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
d. Sekct study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
t . Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
1. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
Develop combustion strategies.
0.
All
El, NSR, SIP
SIP, El
SIP, El
All
All
All
All
All
9.
Exp, In
Negotiating Environmental Agreements
El, NSR, SIP
SIP, NSR, El
MOPS
El, NSR, SIP
El
NSR
10. Skill
in directing and supervising staff members.
and weaknesses of team
Coaching: Preparing Others for Success
a
Identify strengths
members and assist in
skills.
technical and communication
internal and external
b.
Lead meetings with
customers.
October /6. 1997
9
F l WBELLICAREERLDENGINSPL OD&ASS W 4 .T
-------
Skill in applying federal, state, and agency laws, All Exp, TA
policies, and procedures to work-related issues.
a. Exercise responsibilities in employing and A Manager’s Guide to the Americans
supervising persons with disabilities, with Disabilities Act (ADA)
b. Sensitize employees to appropriate
etiquette in working with persons with
disabilities.
c. Implement agency policies regarding Career Ladder Overview for Supervisors
career ladders.
d. Resolve employee issues regarding career
ladders.
e. Develop Job Analysis Worksheets (JAW) Developing JAWS and Writing
for job classifications. Performance Plans
f. Develop an Employee Performance Plan.
g. Administer and document disciplinary Disciplinary Action
actions in accordance with agency
policies.
I i. Develop practical methods for Managing Diversity in the Workplace
overcoming cultural barriers in the work
environment.
i. Intervene in situations involving potential
discrimination on the basis of race, age,
sex, ethnicity, sexual orientation, and
physical disability.
j. Balance the needs of employees with Orientation to Supervisory Skills
organizational goals.
k. Apply the agency’s operating policies
and procedures to the work environment.
1. Practice core management functions of
planning, organizing, controlling,
performing, and leading. ____________________________________
October 16, 1997 10 F T
-------
in. Develop performance standards. Performance Management System All Exp, TA
Training
n. Document performance and behavior.
o. Provide performance feedback to
employees.
p. Enforce the agency’s policies regarding Sexual Harassment Prevention for
the prevention of sexual harassment. Managers
q. Implement the agencies policies and TNRCC Hiring Process
procedures regarding employment
r. Observe federal and state regulations
regarding the hiring process. ______________________________________
Ociober /6, 1997 1! F tWBELL CAREERLD1ENGINSPL MOD&ASS’ I ’ 4 T
-------
‘B154
-------
Training Topics Worksheet
for
Modeling & Assessment Specialist V
Knowledge or Skill
Supporting Topic(s)
Team*
Source for
Satisfying Topic*
1.
Skill in applying modeling, statistical
All
Exp
procedures, higher mathematics, and computer
programming.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Testify in hearings andlor trials.
d. Run UAM base cases.
e. Select study episodes.
f. Write the Scope of Work for contracts.
g. Evaluate contractor performance.
h. Provide technical advice to the
Commission via policy.
i. Provide technical advice to the
Commission via written and oral
communications.
j. Publish documents and present findings at
conferences
k. Run specific control scenarios.
I. Run general control scenarios.
* Ed = Education (Academic) OJT Structured On-the-Job Training Exp = Experience (Tenure)
PR = Professional Requirement MQ = Minimum Qualification TA = Training Academy
El Emissions Inventory
MOPS = MOPS--Data Management, Statistical Sciences, and Air Pollution Meteorology
NSR = New Source Review Permits Modeling
SIP=State Implementation Plan Modeling
-------
m. Conduct air quality forecasting and
All
Exp
analyses.
n. Propose and negotiate grants.
o. Develop border air quality control
programs.
p. Develop combustion strategies.
2.
Knowledge of principles and practices of
All
Exp
environmental science and applied science.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies.
October 16. 1997 2 F WBELL CAREERLEMENGJNSPL MOD&ASSWJ ’ 5 T
-------
3. Knowledge of applicable laws, regulations, and All Exp
policies.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
1. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. ______________________________________ __________________
w
October 16. 1997 3 F WBELL%CAREERLDtENGJNSPL MOD&ASS’ 77W5 T
-------
4. Knowledge of the state of the art in the specialty All Exp
area and related specialties.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e g. OTAG.
c. Run UAM base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. ______________________________________
October 16, 1997 4 F WHELflCAREERLDtENGJNSPL MOD&ASS ’ 5 T
-------
5. Skill in organizing and analyzing data, All Exp
organizing and planning workloads, expressing
ideas clearly and concisely, and training others.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. ______________________________________
w
October 16, 1997 5 F tWflELflcAREERLD ENG1NSPL MOD&ASS’177W5.T
-------
w
I - .
° 6. Skill in preparing technical reports and other All Exp
appropriate documentation.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. _____________________________________ __________________ __________
October 16, 1997 6 F IWBEL1)CAREERLDtENG1NSPL MOD&ASS’ 77W5 T
-------
7. Skill in using computers for word processing and All Exp
database manipulation.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAIvI base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
1. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. ______________________________________ __________________ ____________
U i October 16, 1997 7 F WBELflCAREERLDtENGJNSPLtM0D&ASS’ TT
W5T
-------
8. Skill in following policies and procedures, as All Exp
well as planning and developing new policies and
procedures, as necessary.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. _______________________________________ ___________________ _____________
October 16, 1997 8 F IWRELL GAREERLD ENG1NSPLtMOD&ASS’11 T
JV5 T
-------
9. Skill in representing the agency as an expert All Exp
witness on matters not requiring registration as a
professional engineer.
a. Defend workmanship (reports and
presentations).
b. Participate in national technical
workgroups, e.g. OTAG.
c. Run UAM base cases.
d. Select study episodes.
e. Write the Scope of Work for contracts.
f. Evaluate contractor performance.
g. Provide technical advice to the
Commission via policy.
h. Provide technical advice to the
Commission via written and oral
communications.
i. Publish documents and present findings at
conferences.
j. Run specific control scenarios.
k. Run general control scenarios.
I. Conduct air quality forecasting and
analyses.
m. Propose and negotiate grants.
n. Develop border air quality control
programs.
o. Develop combustion strategies. __________________
10. Skill
in directing and supervising staff members.
All
Exp
a.
Identify strengths and weaknesses of team
members and assist in developing
technical and communication skills.
b.
Lead meetings with internal and external
customers.
October 16. 1997 9 F WBELL CAREERLDtENG1NSPLtMOD&ASS’I7
WiT
C..)
-------
11. Skill in applying federal, state, and agency laws, All Exp
policies, and procedures to work-related issues.
a. Exercise responsibilities in employing and
supervising persons with disabilities.
b. Sensitize employees to appropriate
etiquette in working with persons with
disabilities.
c. Implement agency policies regarding
career ladders.
d. Resolve employee issues regarding career
ladders.
e. Develop Job Analysis Worksheets (JAW)
for job classifications.
f. Develop an Employee Performance Plan.
g. Administer and document disciplinary
actions in accordance with agency
policies.
h. Develop practical methods for
overcoming cultural baniers in the work
environment.
i. Intervene in situations involving potential
discrimination on the basis of race, age,
sex, ethnicity, sexual orientation, and
physical disability.
j Balance the needs of employees with
organizational goals.
k. Apply the agency’s operating policies
and procedures to the work environment.
I. Practice core management functions of
planning, organizing, controlling,
performing, and leading. ____________________________________ _________________ ____________
October 16, 1997 10 F WBEWCAREERLD ENG1NSPL MOD&ASS’I1T
W5. T
-------
m. Develop performance standards.
All Exp
n. Document performance and behavior.
o. Provide performance feedback to
employees.
p. Enforce the agency’s policies regarding
the prevention of sexual harassment.
q. Implement the agencies policies and
procedures regarding employment
r. Observe federal and state regulations
regarding the hiring process.
12. Skill in communicating technical information
within the organization boundary and with
customers; delivering presentations at technical
functions and meetings; and composing reports
such as updates, briefs, sunimaries, and
memoranda.
a. Facilitate team meetings using appropriate
techniques for assuring attention to task
and relationships.
b. Build, lead, and evaluate teams formed to
achieve specific results within resource
constraints.
c. Identify sources of conflict.
d. Practice communication skills.
e. Mediate disputes using an appropriate
model.
f. Assist in developing team goals and
objectives.
g. Propose policies relating to air pollution.
h. Prepare responses to legislative initiatives
and public inquiries.
Facilitating Groups
Leading, Building, and Evaluating High
Performance Teams
Excellence in Leadership
Mediation Skills (Advanced)
Facilitation Skills
Management Development Course
October 16, 1997 11
F I WBELLICAEERLDIENGINSPLIMOD&ASS’177
W5 T
All
Exp
w
I - .
U ’
-------
B166
-------
Environmental Investigator
B167
-------
B ]. 68
-------
ENVIRONMENTAL SPECIALIST II
(ENVIRONMENTAL INVESTIGATOR 1)
GENERAL DESCRIPTION
MINIMUM QUALIFICATIONS
CLASS NO. 2681A
PAY GROUP B5
Performs work at the trainee level in the fields of
air, water, or waste pollution. Work is performed
under close supervision with minimal latitude for
the use of initiative and independent judgment.
EXAMPLES OF WORK PERFORMED
Prepares draft correspondence.
Operates technical equipment and various detection
instruments.
Makes preliminary evaluations of samples and data
obtained during inspections.
Assists in routine inspections, surveys, and
complaint investigations, and prepares technical
reports and practical recommendations regarding
findings.
Assists in collecting samples and conducting field
studies.
Assists in the preparation of environmental
seminars and educational presentations.
Performs related work as assigned.
Ninety semester hours from an accredited college or
university.
One year of full-time experience in the field of
environmental activities which are directly related
to the examples of work performed may be
substituted for each year (30 semester hours) of the
required education.
OR
Three years of full-time TNRCC experience in an
administrative capacity* or in clerical work in
environmental investigations or similar program
area.
*Adminictrative capacity is work where primary
duties consist of performing administrative tasks of
an office, excluding work such as clerical,
secretarial, sales, equipment operations, and
manual labor.
KNOWLEDGE, SKILLS, AND ABILmES
Knowledge of the operation and care of scientific
equipment and of scientific principles and
techniques.
Ability to read and understand state and federal
laws and regulations; to communicate effectively; to
exercise good judgment; to make technically sound
decisions; to function as a member of a team; and
to use word processing, spreadsheet, and database
computer programs.
TNRCC
3DM 97-S/SEPTEMBER 1997
B16 9
-------
ENVIRONMENTAL QUALITY SPECIALIST ifi
(ENVIRONMENTAL INVESTIGATOR H)
GENERAL DESCRIPTION MINIMUM QUALU1CAIIONS
This is the entry point of the Environmental
Investigator career ladder. Performs routine work
in the fields of air, water, or waste pollution. Work
is performed under moderate supervision with
limited latitude for the use of initiative and
independent judgment.
EXAMPLES OF WORK PERFORMED
Conducts technical inspections and surveys, and
evaluate the results.
Conducts routine follow-up inspections.
Prepares technical papers on studies of this type of
work.
Prepares technical reports and recommendations
regarding findings.
Prepares draft correspondence.
Distributes educational materials concerning the
program.
Operates and performs minor maintenance of
technical equipment and various detection
instruments.
Assists in the collection and analysis of
environmental samples.
Assists in the preparation of educational
presentations as required.
Performs related work as assigned.
A bachelor’s degree from an accredited college or
university.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year (30 semester hours) of the required
education.
OR
Two years of full-time TNRCC experience as an
Environmental Investigator I.
KNOWLEDGE, SKILLS, AND ABILiTIES
Knowledge of applicable local, state and federal
ordinances and laws; of environmental protection
practices and techniques; of scientific principles
and techniques; and of the operation and care of
scientific detection equipment.
Ability to communicate effectively; to exercise good
judgment; to make technically sound decisions; to
function as a member of a team; and to use word
processing, spreadsheet, and database computer
programs.
TNRCC
JDM 96-8INOVEMBER 1996
CLASS NO. 4062A
PAY GROUP 15
B 170
-------
ENVIRONMENTAL QUALITY SPECIALIST IV
(ENVIRONMENTAL INVESTIGATOR ifi)
GENERAL DESCRWIION MENIMUM QUALIFICATIONS
Performs moderately complex technical work in the
fields of air, water or waste poLlution. Work is
performed under general supervision %%ith
moderate latitude for the use of initiative and
independent judgment.
EXAMPLES OF WORK PERFORMED
Conducts and leads technical inspections, surveys,
follow-up investigations and studies, and prepares
reports.
Conducts environmental monitoring and may lead
a team conducting such monitoring; prepares
technical papers on studies of this type of work.
Participates in special projects and may direct the
efforts of other environmental investigators in such
projects.
Reviews routine plans and draft permits.
Operates, maintains, and calibrates technical
equipment used in the field of environmental
pollution.
Provides limited technical assistance to the public,
regulated community and other interested groups.
Provides advice to interested parties regarding the
application of appropriate regulations.
Assists in the training of environmental
investigators.
May conduct educational presentations on general
environmental subjects.
Performs related work as assigned.
A bachelors degree from an accredited college or
university plus one year of full-time experience in
environmental activities directly related to the
examples of work performed.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year (30 semester hours) of the required
education.
OR
One year of full-time TNRCC experience as an
Environmental Investigator II.
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of applicable local, state and federal
ordinances and laws; of environmental principles in
the field of industrial and municipal solid waste
management, air pollution, water pollution or
water resources; and of environmental monitoring
techniques and analysis.
Ability to operate and maintain complex technical
equipment and various detection instruments; to
communicate effectively; to supervise and plan
group efforts in environmental activities; to review
reports and studies for technical correctness; to
exercise good judgment; to make technically sound
decisions; to function as a member of a team; and
to use word processing, spreadsheet, and database
computer programs.
ThRCC
1DM 96-8INOVEMBER 1996
CLASS NO. 4063A
PAY GROUP 17
B17].
-------
GENERAL DESCRIPTION
This is the top of the Environmental Investigator
career ladder. Performs or manages complex
technical work in the fields of air, water, or waste
pollution. Work involves performing or managing
the work of others in complex environmental
investigations, inspections, surveys, studies, or
other environmental projects; writing and
reviewing highly technical reports; providing advice
and complex technical assistance; providing
scientific or technical public education programs;
interpreting rules, regulations, and environmental
policies. Reviews complex plans and draft permits,
interprets scientific data and makes appropriate
recommendations. Work is performed under
mininini supervision with considerable latitude for
the use of initiative and independent judgment.
EXAMPLES OF WORK PERFORMED
Performs or manages complex investigations,
inspections, surveys, follow-up investigations,
studies, and reviews regarding facility compliance
or permit activities.
Plans and manages projects and the work of other
employees on those projects in air, water, and
waste pollution activities.
Prepares technical articles and papers for
presentation to professional groups or reviews
reports from environmental investigators.
Reviews collected data, maintains appropriate tiles,
prepares reports, and makes recommendations as
required.
Reviews complex plans and draft permits.
Interprets statutes, regulations, and policy for
applicability to individual situations.
Advises and provides complex technical assistance
to representatives of the public, the regulated
community, and professional groups.
Analyzes and evaluates special conditions and
situations involving environmental problems.
Operates, maintains, and calibrates technical
equipment used in the field of environmental
pollution.
Assists in, or trains other environmental
investigators.
May be responsible for activities relating to the
monitoring of environmental cont2rnin tion and
evaluation of data.
May use of supervise the use of various instruments
in sampling, collecting, and analyzing information
and data.
May interact with federal, state or local
governments, media, regulated community, and the
general public.
May prepare scientific, technical, or other
publications related to environmental topics.
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from an accredited coUege or
university plus three years of full-time experience
in the field of environmental activities directly
related to the examples of work performed.
One year of full-time experience in the field of
environmental activities which are directly related
to the examples of work performed may be
substituted for each year (30 semester hours) of the
required education.
OR-
A master’s degree from an accredited college or
university with a major in engineering, basic
science, math, environmental science, computer
science or a related field, plus two years of full-tin
experience in the field of environmental activities
directly related to the examples of work performed.
OR
Two years of full-time TNRCC experience as an
Environmental Investigator ilL
ENVIRONMENTAL QUALITY SPECIALIST V
(ENVIRONMENTAL INVESTIGATOR IV)
CLASS NO. 4064A
PAY GROUP 19
TNRCC
JDM 96-SINOVEMBER 1996
B172
-------
ENVIRONMENTAL QUALITY SPECIALIST V ci ss NO. 4064A
(ENVIRONMENTAL INVESTIGATOR IV) PAY GROUP i
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of, and ability to, interpret applicable
local, state, and federal laws, regulations, and
policies.
Knowledge of the organization and structure of
environmental protection organizations; of
environmental and/or ei ineering principles in the
field of industrial and municipal solid waste
management, air pollution, water pollution or
water resources; and of environmental monitoring
techniques and analysis.
Ability to prepare and present technical papers and
studies to professional groups; to mpnage and plan
group efforts in environmental activities; to operate
and maintain complex technical equipment and
various detection instruments; to communicate
effectively under stressful conditions with the
public, regulated community, and professional
groups; to review reports and studies for technical
correctness; to exercise good judgment; to make
technically sound decisions; to function as a
member of a team; to use word processing,
spreadsheet, and database computer programs; and
to plan and develop policies and procedures.
TNRCC
3DM 96-S1NOVEMBER 1996
B17 3
-------
CLASS NO. 4065A
PAY GROUP 21
GENERAL DESCRIPTION
Performs highly complex technical work at a
professional level in the fields of air, water, or
waste pollution. Work involves conducting,
orgnni7ing, managing, or coordinating programs
and actwities in highly complex environmental
investigations or projects; initiating special studies;
serving as a technical resource; conducting public
meetings; reviewing and making recommendations
regarding complex permit applications; providing
complex technical assistance and information to the
public, the regulated community, other
governmental agencies, public officials, and the
news media; determining compliance with
schedules, orders, or permit requirements;
planning or assigning work and/or directly
supervising other employees. Ensures that all work
assignments are carried out in accordance with
applicable rules, regulations, policies, and/or
standards of good scientific andior engineering
practices. Work is performed under direction with
extensive latitude for the use of initiative and
independent judgment.
EXAMPLES OF WORK PERFORMED
Performs or manages highly complex investigations
and reviews regarding facility compliance or permit
activities.
Organizes, assigns, supervises, and coordinates
programs, projects, and activities in the planning
and execution of environmental projects.
Serves as a mentor or trainer to other
environmental investigators.
Evaluates data for adherence to specified
requirements in applicable laws and regulations
and reports from environmental investigators.
Interprets statutes, regulations, and policy for
applicability to individual situations.
Reviews collected data, maintains appropriate files,
prepares reports, and makes recommendations as
required.
Reviews and approves staff recommendations
regarding highly complex plans and draft permits.
Edits reports and special publications; aids in the
preparation of program budget requests.
Advises and provides highly complex technical
assistance to representatives of the public, the
regulated community, and professional groups.
Interacts with federal, state, or local governments,
media, regulated community, and the general
public.
May aid in the preparation of program budget
requests.
May plan, assign, andior supervise the work of
other employees, including the direct supervision
of staff through performance evaluations.
May be responsible for or supervise activities
relating to the monitoring of environmental
contamination and evaluation of data.
May use or supervise use of various instruments in
sampling, collecting, and analyzing information and
data.
May initiate or recommend special studies, reduce
data to specific findings, and recommend
resolutions.
May conduct public meetings and group discussions
relative to environmental problems.
May prepare educational materials including
training and operational manuals used in
implementing a specific environmental program.
May prepare scientific, technical, or other
publications related to environmental topics.
May review and prepare recommendations
regarding applications for complex permits for air,
water, or waste projects.
May assist in the formulation of rules, regulations
and policies.
Performs related duties as assigned.
MINIMUM QUALIFICATIONS
Two years of fuli-tixne ThRCC experience as an
Environmental Investigator J *
*Progression to the Environmental Investigator V
(pay group 21) is strictly tied to the business needs
of the agency.
KNOWLEDGE, SKILLS, AN]) ABILITEES
TNRCC
JDM 96-WNOYEMBER 1996
ENVIRONMENTAL QUALITY SPECIALIST VI
(ENVIRONMENTAL INVESTIGATOR V)
B174
-------
ENVIRONMENTAL QUALITY SPECIALIST VI CLASS NO. 4065A
(ENVIRONMENTAL INVESTIGATOR V) PAY GROUP 21
Knowledge of environmental and/or engineering
principles in the fields of industrial and municipal
solid waste m n gement, air pollution, water
pollution, or water resources and of environmental
monitoring techniques and analysis; and in the
application of personnel management principles.
Ability to interpret applicable local, state, and
federal laws, regulations, and policies to individual
situations; to interact with federal, state, or local
goverimients, media, the regulated community, and
the general public and provide advice on highly
complex technical issues to representatives of the
public, the regulated community, and professional
groups; to prepare and present technical papers
and studies to professional groups; to supervise and
plan group efforts in environmental activities; to
operate and maintain complex technical equipment
and various detection instruments; to communicate
effectively under stressful conditions with the
public, the regulated community, and professional
groups; to review reports and studies for technical
correctness; to exercise good judgment; to make
technically sound decisions; to function as a
member of a team; to use word processing,
spreadsheet, and database computer programs; to
plan and develop policies and procedures; and to
train personnel on highly complex technical aspects
of the job.
TNRCC
1DM 96-8INOVE ER 1996
Bi 75
-------
B176
-------
Traii:iiag Topics Worksheet
for
(Environmental Investigator 1)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Knowledge of the operation and care of scientific
equipment:
a. Calibrate equipment.
b. Identify faulty equipment.
c. Follow referral procedures for
maintenance.
d. Use equipment according to established
standards.
Exp, OJT, TA
2. Knowledge of scientific pnnciples and techniques:
a. Use proper classic scientific methods.
b. Perform calculations correctly.
c. Perform evidence collection according to
standardized procedures (sampling).
d. Prepare and maintain field notebook.
e. Identify proper equipment or method for
given task.
f. Make detailed field observations.
Exp, OJT
3. Skill in reading and understanding state and
federal laws and regulations:
a Distinguish structure and format of rules
and regulations.
b. Distinguish between state, federal, and
permit applicable rules and regulations.
Exp, OJT
* Ed = Education (Academic) OJT = On-the-Job Training
Exp = Experience (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
4. Skill in communicating effectively: Exp, OJT, TA
a. Introduce oneself correctly to inspection
site staff.
b. Determine when and who to refer
information requests made by the:
i. Regulated community.
ii. Public.
iii. Staff.
c. Attend meetings with regulated
community and TNRCC staff and observe
interactions.
5. Skill in exercising good judgement: Exp, OJT, TA
a. Follow personal safety and protection
guidelines.
b. Use state equipment properly.
c. Follow basic right of entry procedures
including what waivers or other documents
not to sign.
d. Determine when and who to refer
information requests made by the:
i. Regulated community.
ii. Public.
iii. Staff.
6. Skill
in making technically sound decisions:
Exp, TA
a.
Use equipment according to guidance.
b.
Follow TNRCC policies and procedures.
c.
Determine when and who to refer issues
following established guidelines.
d.
Follow correct evidence collection
procedures.
e.
Determine applicable regulations.
August 21. 1997 2 F WBELL cAREERLD%ENVJR1NJ’ 7TW I
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7. Skill in functioning as a member of a team:
a. Identify role within all levels of the
agency.
b. Contribute ideas and solutions when
possible.
Exp, TA
8. Skill in using word processing, spreadsheet, and
database computer programs:
a. Use baselined software.
Exp, TA
August 20. 1997 3 F tWBELLIc,IREERLDtENVJRJNV17TW I
-------
B180
-------
Training Topics Worksheet
for
(E,tvjro,,,,,en(aI In vesligator II)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Knowledge of applicable local, state, and federal
ordinances and laws:
a. Reference applicable rules and regulations.
b. Apply to appropriate situation.
Exp
2. Knowledge of environmental protection practices and
techniques:
a. Conduct basic inspections.
b. Identify basic processes employed by industries
and regulated community.
c. Identify basic process control equipment (what it
looks like, how it functions, when is it working
improperly.
d. Utilize risk-based assessment.
e. Identify appropriate remediation techniques.
.
Exp, OJT, TA
3. Knowledge of scientific principles and techniques:
a Assist in required analysis.
Exp
4. Knowledge of the operation and care of scientific
detection equipment.
a. Perform some minor preventive maintenance.
Exp, OJT
* Ed = Education (Academic) OJT On-the-Job Training
Exp = Experience (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
aD
-------
5. Skill in communicating effectively; Exp, OJT, TA
a. Conduct entry and exit interviews.
b. Participate in enforcement conferences; describe
site inspection observations.
c. Provide technical assistance to regulated
community.
d. Write reports and other correspondence according
to technical and business writing standards.
e. Interact with media according to TNRCC
guidelines.
f. Act as a witness according to TNRCC guidelines.
6. Skill in exercising good judgement:
a. Identif ’ personal hazards.
b. Answer some questions previously required to be
referred.
Exp
7. Skill in making technically sound decisions:
a. Make some decisions previously required to be
referred.
b. Recognize own level of expertise.
Exp
8. Skill in functioning as a member of a team:
a. Contribute more.
b. Assume more responsibility.
-
Bxp, TA
9. Skill in using word processing, spreadsheet, and database
computer programs.
Exp
August 21, 1997 2 F WBELL c’AREERLD ENV!RINV TTW2
-------
Training Topics Worksheet
for
(En viron,nental liwestigator HI)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
Knowledge of applicable local, state and federal
ordinances and laws:
a. Locate resources and perform research using in-
house and outside resources including written
interpretations.
b. State the background and intent of applicable
regulations and rules.
Exp
2. Knowledge of environmental principles in the field of
industrial and municipal solid waste management, air
pollution, water pollution or water resources:
a. State the theoretical background of industrial
processes and technology. -
b. Identify available environmental control devices.
c. State how environmental control devices work.
Exp
3. Knowledge of environmental monitoring techniques and
analysis:
a. Determine if monitoring performed by regulated.
entity is in compliance.
b. Perform monitoring and analysis of regulated
entities.
Exp
* Ed = Education (Academic) OJT = On-the-Job Training
Exp = Experience (Tenure) PR Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
U I
-------
4. Skill in operating and maintaining complex technical
equipment and various detection instruments:
a. Perform preventive maintenance on equipment.
b. Trouble shoot equipment.
c. Take corrective action on defective equipment.
d. Operate equipment correctly.
Exp
5. Skill in communicating effectively:
a. Give presentations:
i. Technical.
ii. Public outreach.
iii. Public hearings.
iv. Public meetings.
v. Enforcement conferences.
b. Serve as an expert witness.
Exp
6. Skill in supervising and planning group efforts in
environmental activities:
a. Assume lead role on inspections:
i. Coordinate interviews.
ii. Assign roles.
iii. 1dentif ’ multimedia issues.
b. Conduct meetings.
c. Act as mentor to less experienced inspectors.
Exp
7. Skill in reviewing reports and studies for technical
correctness:
a. Review:
I. Reports by regulated community.
ii. Permits.
b. Provide peer review without alienating peer.
Exp
8. Skill in exercising good judgement:
a. Assess ideas submitted by regulated community
or public and explain process for new ideas.
Exp
9. Skill in making technically sound decisions.
Exp
August 2/, 1997 2 F UVBELLIC’AREERLDIENV!RJNVITTW 3
-------
10. Skill in functioning as a member of a team.
11. Skill in using word processing, spreadsheet and database
computer programs.
Exp
Exp
August20, 1997 3
F %WBELL cAPEERLDIENVIR!N 3
-------
B186
-------
Training Topics Worksheet
for
(Enviromnental Investigator IV )
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I Knowledge of and ability to interpret applicable local,
state, and federal laws, regulations, and policies:
a. Determine compliance/non-compliance.
b. Make enforcement referral determination.
c. Compare state and federal regulations and
determine which apply to situation.
d. Ask and answer questions on interpretation of
state and federal regulations.
Exp
2. Knowledge of the organization and structure of
environmental protection organizations:
a. Describe the purpose and organization of:
i. Other state and federal agencies having
any kind ofjurisdiction over
environmental issues.
ii. Civic groups.
iii. Formal environmental groups.
iv. Local programs.
Exp
3. Knowledge of environmental and/or engineering
principles in the field of industrial and municipal solid
waste management, air pollution, water pollution or
water resources.
Exp
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
ti,
-------
4. Knowledge of environmental monitoring techniques and
analysis.
Exp
5. Skill in preparing and presenting technical papers and
studies to professional groups:
b. Public speaking.
c. Presentation skills:
i. Preparation.
ii. Visual aids.
d. Independent research.
e. Multimedia knowledge outside main area of
expertise.
f. Hot issues.
Exp
6. Skill in managing and planning group efforts in
environmental activities:
a. Assume lead role in multimedia inspections.
b. Mentor less experienced inspectors.
c. Generate new ideas.
d. Participate in team and committee work.
e. Provide input to regional workplan.
f. Coordinate outside projects.
g. Provide peer review without alienating peers.
Exp
7. Skill in operating and maintaining complex technical
equipment and various detection instruments:
a. Mentor less experience inspectors.
b. Train all preventive maintenance.
c. Repair some instrumentation.
Exp
w
August 20, 1997
2
F tWBELL CAREERLDIENV1PJNV 17W 4
-------
8. Skill in communicating effectively under stressful
conditions with the public, regulated community, and
professional groups:
a. Demonstrate high level of diplomacy.
b. Deal with hostile individuals one-on-one and in
public meetings.
c. Deal with intimidating conditions one-one and in
meetings.
d. Deal with stress.
Exp
9. Skill in reviewing reports and studies for technical
correctness:
a. Perform final review.
b. Perform diplomatic peer review.
c. Demonstrate leadership skills.
d. Assume responsibility for office when program
manager away.
Exp
10. Skill in exercising good judgement.
Exp
11. Skill in making technically sound decisions.
Exp
12. Skill in functioning as a member of a team:
a. Mentor less experienced inspectors.
b. Demonstrate team leadership skills.
Exp
13. Skill in using word processing, spreadsheet, and database
compuler programs.
Exp
14. Skill in planning and developing policies and
procedures:
a. Describe nile- and policy-making process.
b. Demonstrate team leadership skills.
Exp
tjj
August 20, 1997 3 F tWBELLIcAREERLDtENVIRJNVI7TW4
-------
s190
-------
Training Topics Worksheet
for
(Environmental Investigator I’)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Toplc*
1. Knowledge of environmental and/or engineering
principles in the fields of industrial and municipal solid
waste management, air pollution, water pollution, or
water resources.
Newest technologies (professional and scientific
conferences and seminars)
Exp
2. Knowledge of environmental monitoring techniques and
analysis.
Exp
3. Knowledge of application of personnel management
principles.
Exp
4. Skill in interpreting applicable local, state, and federal
laws, regulations, and policies to individual situations.
Exp
5. Skill in interacting with federal, state, or local
governments, media, the regulated community, and the
general public.
Exp
6. Skill in providing advice on highly complex technical
issues to representatives of the public, the regulated
community, and professional groups.
Exp
7. Skill in preparing and presenting technical papers and
studies to professional groups.
Exp
8. Skill in supervising and planning group efforts in
environmental activities.
Project Management Tools and Techniques
Exp, TA
Exp
MQ
Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
* Ed
w
I .
-------
9. Skill in operating and maintaining complex technical
equipment and various detection instruments.
Exp
10. Skill in communicating effectively under stressful
conditions with the public, regulated community, and
professional groups.
Advanced presentation skills
Advanced people skills
Advanced communication skills
Exp
11. Skill in reviewing reports and studies for technical
correctness.
Exp
12. Skill in exercising good judgement.
Exp
13. Skill in making technically sound decisions.
Exp
14. Skill in functioning as a member of a team.
Exp
15. Skill in using word processing, spreadsheet, and database
computer programs.
Exp
16. Skill in planning and developing policies and
procedures:
a. Drafl procedures for field ops rule making.
b. Assess regulator initiatives for impact on field
ops.
Exp
17. Skill in training personnel on highly complex technical
aspects of the job.
Instructional systems design skills
Exp
D i
‘ 0
Training Academy
2
17W 5
-------
Environmental Permit
Specialist and Assistant
B193
-------
B194
-------
ENVIRONMENTAL PERMIT ASSISTANT II
(Engineering Assistant II)
GENERAL DESCRIPTION
Performs basic environmental quality and
engineering work in one of the Agency’s
environmental permitting programs. Work involves
performing permitting activities related to pollution
conti ol including wastewater/sludge permitting, air
quality permitting, tudustial and hazardous waste
permitting, and municipal solid waste permitting
Ensures that all assignments are performed according
to standards of good scientific and engineering
practices Works under a high level of supervision
with moderate latitude for the use of initiative and
independent judgement.
EXAMPLES OF WORK PERFORMED
Reviews permit applications and prepares draft
permit packages to comply with state and federal
laws and regulations and good engineering
judgement
Performs engineering calculations
Reviews technical reports associated with permitting
activities at the Agency and provides
recommendations as appropriate.
Provides basic regulatory and technical information
to the regulated connnunity.
Reviews data, applications, calculations, and reports,
maintains appropriate files, prepares reports, and
makes recommendations as appropriate.
May work with computer models.
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelor ’s degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field.
Passing the Fundamentals of Engineering
Examination may be substituted for six months of
experience
CAREER LADDER PROGRESSION
This is the enfly point to the TNRCC career ladder
for Environmental Permit Specialists.
KNOWLEDGE, SKILLS, Ar D ABILITIES
Class No. —
Group 15
Ability to communicate technical information to a
technical audience.
Ability to evaluate or analyze technical data and
make recommendations
Knowledge and skill in the use of various scientific
instruments and computer software programs.
Ability to effectively communicate in wntulg.
B195
-------
ENVIRONMENTAL PERMIT ASSISTANT Ill
(Engineering Assistant Hi)
GENERAL DESCRIPTION
Performs basic environmental quality and
engmeenng work in one of the Agency’s
environmental permitting programs Work involves
performing permitting activities related to pollution
control including wastewater/sludge permitting, air
quality permitting, industrial and hazardous waste
permitting, and municipal solid waste permitting
Ensures that all assignments are performed according
to standards of good scientific and engineering
practices. Works under a high level of supervision
with moderate latitude for the use of initiative and
independent judgement.
EXAMPLES OF WORK PERFORMED
Reviews permit applications and prepares draft
permit packages to comply with state and federal
laws and regulations and good engineering
judgement.
Performs technical engineering work.
Reviews technical reports associated with permitting
activities at the Agency and provides
recommendations as appropriate.
May assist in the development of guidance
documents
Provides basic regulatory and technical information
to the regulated community.
May provide testimony in contested case hearings.
May assist in pohcy and rule development activities.
Reviews data, applications, calculations, and reports,
maintains appropriate files, prepares reports, and
makes recommendations as appropriate.
May work with technical computer models
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field, plus one (1) year of full-time experience in
performing engineering, technical, or related
assignment in environmental permitting or control
activities
Passing the Fundamentals of Engineering
Examination may be substituted for six months of
experience. Registration as a Professional Engineer
Class No. —
Group 16
with a valid Texas License may be substituted for
one year of experience. A masters degree or a
doctoral degree from a recognized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of one year.
CAREER LADDER PROGRESSION
One year of full-time TNRCC experience as an
Environmental Permit Assistant II.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to apply engineering techniques and concepts
to basic permitting issues
Ability to communicate technical information to a
technical audience.
Ability to evaluate or analyze technical data and
make recommendations.
Knowledge and skill in the use of vanous scientific
instruments and computer software programs.
Ability to effectively communicate in writing.
Knowledge of selected local, state, and federal
environmental laws, regulations, and policies.
Ability to provide a basic analysis of permit
applications.
Ability to operate routine computer applications used
by the permitting division.
-------
ENVIRONMENTAL PERMIT SPECIALIST I
(Engineering Specialist I)
GENERAL DESCRIPTION
Performs routine environmeritai quality and
engineering work in one of the Agency’s
environmental permitting programs Work involves
performing permitting activities related to pollution
contiol including wastewater/sludge permitting, air
quality permitting, industial and hazardous waste
permitting, and municipal solid waste permitting
Ensures that all assignments are performed according
to standards of good scientific and engineering
practices. Works under general supervision with
moderate latitude for the use of initiative and
independent judgement.
EXAMPLES OF WORK PERFORMED
Reviews moderately complex permit applications and
prepares draft permit packages to comply with state
and federal laws and regulations and good
engmeenng judgement.
Performs engtheering calculations.
Reviews technical reports associated with permitting
activities at the Agency and provides
recommendations as appropriate.
Develops guidance documents.
May provide public outieach efforts, representing the
Agency at seminars and other public forums.
Provides technical advice to, and interacts with,
federal, state, and local governments, mdustty
representatives, the general public, legislature, and
other programs of the agency.
May provide testimony in contested case hearings
May assist in policy and rule development activites
Reviews data, applications, and reports, maintains
appropriate files, prepares reports, and makes
recommendations as appropriate.
May work with computer models.
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelofs degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field, plus two (2) years of full-time expenence in
performing engineering, technical, or related
assignment in environmental permitting or contiol
activities
Class No.
Group 17
Passing the Fundamentals of Engineering
Examination may be substituted for six months of
experience. Registiation as a Professional Engineer
with a valid Texas License may be substituted for
one year of experience A masters degree or a
doctoral degree from a recognized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of two years.
CAREER LADDER PROGRESSION
One year of full-time ThRCC experience as an
Environmental Permit Assistant I II.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to apply engineering techniques and concepts
to moderate to routine permitting issues.
Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
Ability to provide a thorough analysis of permit
applications
Ability to complete multiple projects within the
guidelines of the permitting division.
Knowledge of the agency’s operations and
organization, and interaction of divisions.
Knowledge and skill in the computer applications
used by the permitting division
Ability to communicate technical information
effectively to a variety of audiences.
Knowledge of field and laboratory studies and
protocols.
General knowledge of the apphcaton of
environmental contiols
Abthty to prepare concise reports and technical
papers.
B197
-------
ENVIRONMENTAL PERMiT SPECL4LIST U
(Engineering Specialist 1.1)
GENERAL DESCRIPTION
Performs routine to moderately complex
cnvrooxnental qu.ality and engineering work in one
of the Agency’s environmental permitting programs.
Work involves planning. coordma ng, and
performing permitting activittes related to pollutson
con ol including wastewater/shidge perrtht g, air
quality permitting. indus iaI and hazardous waste
permitting, and municipal solid waste pexmitbng.
Ensmcs that all assignments are performed according
to standards of good scientifIc and engineering
practices. Works under general to limited supervision
with moderate latitude for the use of lmtia Ve and
independent judgement.
EXAMPLES OF WORK PERFORI D
Reviews moderately complex permit applications and
prepares draft permit packages to comply with state
and federal laws and regulations and good
eugmeering judgement.
Performs engineering calculations.
Reviews technical reports associated with permitting
activities at the Agency and provides
reco1Tnn ndanozzS as appropriate.
Develops guidance doc ients.
May provide public ou each efforts, representing the
Agency at ser n rs and other public forums.
Provides technical advice to, and interacts with,
federal, state, and local governments, indus 7
representa VeS , the general public, legislature, and
other programs of the agency.
May provide tesnxnony in contested case bearings.
May assists in policy and rule development activities
Reviews data, applicatons, calculatiocs, and reports,
maintains appropriate les, prepares reports, and
makes reconimendauons as apjiropnate.
Uses and evaluates the results of computer models.
Performs related work as assigued
MD ’ilMUM QUALIFICATIONS
A bachel s degree from a recognized ixisttutioc of
lugher education with a major in engineering.
physical science, enviroeutai science, ox related
field, plus three (3) years of full-time experience in
performing engineering, technical, or related
assignment in environmental permitting or conn ol
acth’ities.
Class No. —
Group 18
Passing the Fundamentals of Engmeering
Examination may be substituted for six months of
experience. Registation as a Professionil Engineer
with a valid Texas License may be substituted for
one year of experience. A masters degree or a
doctoral degree from a recoguized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of two years.
CAREER LADDER PROGRESSION
One year of full-time ThRCC experience as an
Environmental Permit Specialist I.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to apply engineering techniques and concepts
to moderate to complex permitting issues.
Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
Ability to provide a thorough analysis of permit
applications.
Ability to complete multiple projects within the
guidelines of the permitting division.
Knowledge of the agenc s operations and
organization, and interaction of divisions.
Knowledge and skill in the computer applications
used by the permitting division.
Ability to cornrnimicate technical information
effectively to a variety of audiences.
Knowledge of field and laboratory studies and
protocols.
Knowledge and skill in the application of
environmental contols.
Ability to prepare concise reports and technical
papers.
B198
-------
ENVIRONMENTAL PERMIT SPECIALIST Ill Class No.
(Engineering Specialist ifi)
GENERAL DESCRIPTION
Performs moderately complex environmental quality
and engineering work in one of the Agency’s
environmental permitting programs. Work involves
planning, coordinating, leading, and performing
permitting activities related to pollution conti ol
including wastewater/sludge permitting, air quality
permitting, mdus al and hazardous waste
permitting, and municipal sohd waste permitting
Ensures that all assignments are performed according
to standards of good scientific and engineering
practices Works under limited supervision with
considerable latitude for the use of initiative and
independent judgement.
EXAMPLES OF WORK PERFORMED
Reviews moderately complex permit applications and
prepares draft permit packages to comply with state
and federal laws and regulations and good
engineering judgement
Performs engineering calculations and interprets
results as to their impact on the pemilt and the
environment.
Reviews technical reports associated with perrmttirig
activities at the Agency and provides
recommendations as appropnate.
Develops guidance documents and may prepare
scientific, technical, or other publications related to
air/water pollution contiol, which assist the regulated
community and/or the general pubhc.
Provides public outieach efforts, representing the
Agency at seminars and other public forums.
Provides technical advice to, and interacts with,
federal, state, and local governments, industy
representatives, the general public, legislature, and
other programs of the agency
May provide testimony in contested case hearings.
Assists in policy and rule development activities.
Reviews data, applications, calculations, and reports,
maintains appropriate files, prepares reports, and
makes recommendations as appropriate.
Uses and evaluates the results of computer models
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field, plus four (4) years of full-time experience in
performing engineering, technical, or related
assignment in environmental permitting or contiul
activities.
Passing the Fundamentals of Engineering
Examination may be substituted for six months of
expenence. Registiation as a Professional Engineer
with a valid Texas License may be substituted for
one year of experience. A masters degree or a
doctoral degree from a recognized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of two years.
CAREER LADDER PROGRESSION
One year of full-time TNRCC experience as an
Environmental Permit Specialist II.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to apply engineering techniques and concepts
to complex permitting programs
Thorough knowledge of applicable local, state, and
federal environmental laws, regulations, and policies
Ability to provide a thorough analysis of permit
applications.
Ability to complete multiple projects within the
guidelines of the permitting division.
Knowledge of the agency’s operations and
organization, and interaction of divisions.
Knowledge and skill in the computer applications
used by the permitting division.
Ability to communicate technical information
effectively to a variety of audiences.
Understanding and the ability to interpret field and
laboratory studies and protocols.
Knowledge and skill in the application of
environmental confrols.
Ability to prepare concise reports and technical
papers.
Group 19
B199
-------
ENVIRONMENTAL PERMIT SPECIALIST 1V
(Engineering Specialist IV)
GENERAL DESCRLPTION
Performs complex environmental quality and
engineering work in one of the Agency’s
environmental perrnimng programs Work involves
planning, coordinating, leading, and performing
permitting activities related to pollution control
including wastewater/sludge permitting, air quality
permitting, industi-ial and hazardous waste
permitting, and municipal solid waste permitting
Ensures that all assignments are performed according
to standards of good scientific and engineering
practices. Works under minimal supervision with
considerable latitude for the use of Initiative and
independent judgement.
EXAMPLES OF WORK PERFORMED
Reviews complex permit applications and prepares
highly technical draft permit packages to comply
with state and federal laws/regulations and good
engineering judgement.
Performs engineering calculations and interprets
results as to their impact on the permit and the
environment
Reviews technical reports associated with permitting
activities at the Agency and provides
recommendations as appropriate.
Develops guidance documents and may prepare
scientific, technical, or other publications related to
air/water pollution control, which assists the
regulated community and/or the general public
Provides public outreach efforts, representing the
Agency at seminars and other public forums.
Provides technical advice to, and interacts with,
federal, state, and local governments, industry
representatives, the general public, legislature, and
other programs of the agency.
May provide testimony in contested case hearings
May plan, review, and/or coach the work of other
employees.
Provides expertise during policy and rule
development activities and may act as lead in
development of policy and rules.
Reviews data, applications, calculations, and reports,
maintams appropnate files, prepares reports, and
makes recommendations as appropriate.
May initiate special studies, reduce facts to specific
findings and recommend resolutions
Uses and evaluates results of computer models.
Performs related work as assigned
MINIMUM QUALIFICATIONS
A bachelor’s degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field, plus six (6) years of full-time experience in
performing engineering, technical, or related
assignment in environmental permitting or control
activities
Passing the Fundamentals of Engineering
Examm non may be substituted for six months of
experience Registration as a Professional Engineer
with a valid Texas License may be substituted for
one year of experience. A masters degree or a
doctoral degree from a recognized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of two years.
CAREER LADDER PROGRESSION
Two years of full-time TNRCC experience as an
Environmental Permit Specialist ifi This position is
the top of the career ladder progression.
KNOWLEDGE, SKILLS, A? ’D ABILITIES
Ability to apply engineering techniques and concepts
to complex permitting programs.
Thorough knowledge of applicable local, state, and
federal environmental laws, regulations, and policies.
Ability to provide a thorough analysis of permit
applications.
Ability to complete multiple projects within the
guidelines of the permitting division.
Thorough knowledge of the agency’s operations and
organization, and interaction of divisions.
General knowledge of multimedia permitting and
other agency environmental programs
Knowledge and skill in the computer applications
used by the permitting division.
Ability top review, and/or coach the technical
work of others
Ability to comxnj.inicate technical information
effectively to a variety of audiences
Understanding and the ability to interpret field and
laboratory studies and protocols
Class No.
Group 20
B2 00
-------
Knowledge and skill m the apphcation of
environmental controls
Ability to prepare concise reports and technical
papers
E201
-------
ENVIRONMENTAL PERMIT SPECIALIST V
(State Classification Title To Be Determined)
GENERAL DESCRIPTION
Performs highly advanced environmental quality and
engineering work in one of the Agency’s
environmental permitting programs. Work involves
planning, coordinating, leading, and performing
permitting activities related to pollution control
including wastewater/sludge permitting, air quality
permitting, industrial & hazardous waste permitting,
and municipal solid waste permitting. Ensures that
all assignments are performed according to standards
of good scientific and engineering practices Works
under direction with extensive latitude for the use of
initiative and independent judgement. This position
is designed for non-supervisory staff
EXAMPLES OF WORK PERFORMED
Reviews complex permit applications and prepares
highly technical draft perrrut packages to comply
with state and federal laws/regulations and good
engineering judgement.
Performs engineering calculations and interprets
results as to their impact on the permit and the
environment
Reviews technical reports associated with permitting
activities at the Agency and provides
recommendations as appropnate.
Develops guidance documents and may prepare
scientific, technical, or other publications related to
air/water pollution control, which assists the
regulated community and/or the general public
Provides a variety of public outreach efforts,
including speeches and other public presentations,
requmng thorough knowledge of permitting
program.
Provides detailed technical advice to, and interacts
with, federal, state, and local governments, industry
representatives, the general public, legislature, and
other programs of the agency
May provide testimony in highly contested case
hearings, may act as backup for less experienced
staff
Provides expertise during policy and rule
development activities and may act as lead in
development of policy and rules
Plans, develops, and/or leads the activities of an
environmental permitting initiative.
May plan, review, and/or coach the work of other
Class No. —
Group 21
employees
Reviews data, applications, calculations, and reports,
maintains appropriate files, prepares reports, and
makes recommendations as appropriate
Initiates special studies, reduces facts to specific
findings and recommends resolutions.
Uses and evaluates results of computer models
Performs related work as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from a recognized institution of
higher education with a major in engineering,
physical science, environmental science, or related
field, plus eight (8) years of full-time experience in
performing engineering, technical, or related
assignment in environmental permitting or control
activities.
Passing the Fundamentals of Engineering
Examination may be substituted for six months of
experience Registration as a Professional Engineer
with a valid Texas License may be substituted for
one year of experience. A masters degree or a
doctoral degree from a recognized institution of
higher education in the specified fields may each be
substituted for one year of experience with a
maximum substitution of two years
CAREER LADDER PROGRESSION
This position is a competitive position on the career
path.
KNOWLEDGE, SKILLS, AND ABILI1TES
Ability to apply engineering techniques and concepts
to complex permitting programs
Thorough knowledge of applicable local, state, and
federal environmental laws, regulations, and policies.
Ability to provide a thorough analysis of complex
technical permit applications
Ability to complete multiple complex projects within
the guidelines of the permitting division
Thorough knowledge of the agency’s operations and
organization, and interaction of divisions
Good understanding of multimedia permitting and
other agency environmental programs
Knowledge and skill in the computer applications
used by the permitting division.
B20 2
-------
Ability top1 review, and/or coach the technical
work of others
Ability to effectively represent the agency regarding
complex and difficuit technical issues.
Ability to communicate technical information
effec ve1y to a variety of audiences.
In-depth understanding and the ability to interpret
field and laboratory studies and protocols
Understanding of the application of multimedia
environmental contols
Ability to prepare concise reports and technical
papers
B203
-------
B204
-------
Training Topics JVorkslieef
for
(En vironinental Periiiit Assistant I
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Toplc*
1. Skill in communicating technical information to a
technical audience.
Presentation Skills
Exp, TA
2. Skill in evaluating or analyzing technical data and
making recommendations.
Exp, OJT
3. Skill in using the computer applications used by the
permitting division.
Agency baseline-software
Exp, TA
4. Skill in communicating effectively in writing.
Writing That Speaks
Exp
OJT
PR
TA
* Ed
Exp
MQ
0
U i
= Education (Academic)
= Experience (Tenure)
= Minimum Qualilication
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
-------
B206
-------
Training Topics Worksheet
for
(Environmental Peru: it Assistant III)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Skill in applying engineering techniques and concepts to
basic permitting issues.
Exp, OJT
2. Skill in communicating technical information to a
technical audience.
Presentation Skills
Exp, TA
3. Skill in evaluating or analyzing technical data and
making recommendations.
Exp, OJT
4. Skill in using various scientific instruments and
computer software programs..
Exp, OJT
5. Skill in communicating effectively in writing.
Writing That Speaks
Exp
6 Knowledge of selected local, state, and federal
environmental laws, regulations, and policies.
Exp, OJT
7 Skill in providing a basic analysis of permit applications.
Exp, OJT
8. Skill in using the computer applications used by the
permitting division.
Agency baseline-software
Exp, TA
* Ed = Education (Academic) OJT = On-the-Job Training
Exp Experience (Tenure) PR Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
B2 08
-------
Training Topics Worksheet
for
(Ei:viroisi,:e,zlal Permit Specialist I)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Skill in applying engineering techniques and concepts to
moderate to routine permitting issues.
Exp
2. Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
Exp
3. Skill in providing a thorough analysis of permit
applications,
Fundamentals of engineering, environmental, and
physical science
Ed, MQ
4. Skill in completing multiple projects within the
guidelines of the permitting division.
Exp
5. Knowledge of the agency’s operations and organization,
and interaction of divisions.
Exp
6. Skill in using the computer applications used by the
permitting division.
Agency baseline-software
Exp, TA
7. Skill in communicating technical information effectively
to a variety of audiences.
Technical writing
Basic presentation skills
Exp, TA
8. Knowledge of field and laboratory studies and protocols.
Exp
9. Knowledge of the application of environmental controls.
Exp
10. Skill in preparing concise reports and technical papers.
Exp
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
w
-------
/
B2 10
-------
Traii:ing Topics Worksheet
for
(Environmental Permit Specialist II)
I(nowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Skill in applying engineering techniques and concepts to
moderate to complex permitting issues.
Preparation for Fundamentals of Enginecring (FE) Exam
Ed, OJT, TA
2. Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies,
Local, state, and federal environmental laws, regulations,
and policies
Exp, OJT, TA
3. Skill in providing a thorough analysis of permit
applications.
Basic permitting process
Technical industrial processes
Structure of ruics and regulations
Pollution source characteristics
Application review process
Modeling and impact review
Site map interpretation
Interpretation of appropriate guidance documents
Interpretation of applicable rules and regulations
Exp, OJT, TA
4. Skill in completing multiple projects within the
guidelines of the permitting division.
Project management
Time management
Exp, TA
5. Knowledge of the agency’s operations and organization,
and interaction of divisions.
Introduction to the Programs of the TNRCC
Exp, TA
6. Skill in using computer applications used by the
permitting_division.
AgencyfDivision/Section/Team-baselined software
Exp, TA, OJT
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
* Ed
Exp
MQ
w
I ’-,
-------
7. Skill in communicating technical information effectively
to a vanety of audiences.
Communicating tecimical information to the non-
technical audience
Public meetings
Expert witness
Exp, TA
8. Knowledge of field and laboratory studies and protocols
EPA/state approved protocols
Exp, OJT, TA
9. Skill in the application of environmental controls.
Environmental controls
Ed, Exp, OJT
10. Skill in preparing concise reports and technical papers.
Permit writing
Permit documentation and correspondence
Fact sheets
Notice summaries
Guidance documents
Exp, OJT, TA
C tFILES WP TTW 2
August26, 1997 2
-------
Training Topics JVorksl:eet
for
(En viron,,,e,,tal Permit Specialist III)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Skill in applying engineering techniques and concepts to
moderate to complex permitting issues.
Ed, Exp
2. Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
Rule interpretation
Exp, OJT, TA
3. Skill in providing a thorough analysis of permit
applications.
Exp
4. Skill in completing multiple projects within the
guidelines of the permitting division.
Exp
5. Knowledge of the agency’s operations and organization,
and interaction of divisions.
Division/section details - subjects To Be Determined
(TBD)
Exp, TA
6. Skill in using computer applications used by the
permitting division.
Exp
7. Skill in communicating teclmical information effectively
to a variety of audiences.
Conference presentations (communicate to 100 or more
people)
Exp, OJT, TA
8. Skill in interpreting field and laboratory studies and
protocols.
Exp
9. Skill in the application of environmental controls.
Exp
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
* Ed
Exp
MQ
w
t )
U)
-------
I-
110. Skill in preparing concise reports and technical papers. Exp
,4upust 26. 1997 2 C: FlLEStWPtTTW3
-------
Training Topics Worksheet
for
(En viro,unental Permit Specialist IJ<)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Skill in applying engineering techniques and concepts to
moderate to complex permitting issues.
Specialized technical topics (TBD)
Preparation for the Principles and Practices of
Environmental Engineering Exam
Exp, TA
2. Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
Exp
3. Skill in providing a thorough analysis of permit
applications.
Exp
4. Skill in completing multiple projects within the
guidelines of the pennitting division.
Exp
5. Knowledge of the agency’s operations and organization,
and interaction of divisions.
Cross-program interactions
OJT, TA
6. Knowledge of multimedia permitting and other agency
environmental programs
.
Exp, OJT, TA
7. Skill in using computer applications used by the
permitting division.
Exp
* Ed = Education (Academic) OJT = On-the-Job Training
Exp = Experience (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
w
I — .
C’
8. Skill in planning, reviewing, and/or coaching the
technical work of others.
Governor’s Center for Management Development
(GCMD)
Agency policy-related topics
Mentoring
Coaching
Leadership skills
Supervisory skills
Other management courses (TBD)
Exp, TA
9. Skill in communicating technical information effectively
to a variety of audiences.
Exp
10. Skill in interpreting field and laboratory studies and
protocols
Specialized technical topics (TBD)
Exp, OJT, TA
11. Skill in the application of environmental controls.
Exp
12. Skill in preparing concise reports and technical papers.
Exp
2
August 26, 1997
C FJLES Wfl7TW4
-------
Training Topics Worksheet
for
(En viron,,zental Permit Specialist J’ )
Knowledge or Skill
Supporting Topic(s)
Source for
Satislyiug Topic*
1. Skill in applying engineering techniques and concepts to
complex permitting issues.
Exp
2. Knowledge of applicable local, state, and federal
environmental laws, regulations, and policies.
OPRD
Exp, TA
3. Skill in providing a thorough analysis of complex
technical permit applications,
Impact of pennits on other agency areas! programs!
multimedia
Exp, OJT, TA
4. Skill in completing multiple projects within the
guidelines of the permitting division.
Exp
5. Knowledge of the agency’s operations and organization,
and interaction of divisions.
Exp, OJT, TA
6. Knowledge of multimedia permitting and other agency
enviromnental programs
Pollution prevention
Interaction with other programs
Exp, OJT, TA
7. Skill in using computer applications used by the
permitting division.
Exp
8. Skill in planning, reviewing, and/or coaching the
technical work of others.
Exp, TA
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
I- . .
-------
9. Skill in effectively representing the agency regarding
complex and difficult technical issues.
Federal and state contacts
EPA
State agencies
Local programs
Resource Witness
Exp, OJT, TA
10. Skill in communicating technical information effectively
to a variety of audiences.
Exp
11. Skill in interpreting field and laboratory studies and
protocols.
Exp, OJT, TA
12. Skill in the application of environmental controls.
Exp
13. Skill in preparing concise reports and technical papers.
Exp
w
I ’. )
I - .
August26. 1997
2
C F1LES WPl1TW 5
-------
Engineering Specialist
B2 19
-------
-------
GENERAL DESCRIPTION
Performs engineering work requiring judgment in the
evaluation, review, selection, adaptation, and
modification of standards, techniques, procedures, and
criteria. Any work requiring certification under the
provisions of the Texas Engineering Practice Act as
amended, Article 327 Ia, Vernon’s Annotated Texas
Statutes, must be certified by the supervising
registered professional engineer. Work may be
performed in an office, laboratory, or field
environment.
Work is performed under moderate supervision of a
registered professional engineer, with latitude for the
use of initiative and independent judgment.
EXAMPLES OF WORK PERFORMED
Plans, schedules, coordinates or conducts routine
engineering work for projects as assigned. Work may
include:
technical review of permit or bond
applications
• compilation of point source emissions
inventories
• development and assessment of pollution
control strategies
• review of site assessments andlor corrective
action reports
• performance of compliance determinations
• collection and analysis of data
• development of simulation models
• review or preparation of engineering plans
and specifications, evaluations,
hardware/software specifications, or reports
• performance of site or construction inspection
• design, development, building, and
integration of hardware and software systems
• support of regulations development and
contracts management
• preparation of correspondence and technical
reports
• interaction with local, state, and federal
agencies, regulated community, and general
public.
Assist in the training of less experienced employees.
May serve as a technical task or project manager.
MINIMUM QUALIFICATIONS
CLASS NO. 2158A
PAY GROUP 18
A bachelor’s degree in engineering from an accredited
college or university, plus three years of satisfactory
full-time engineering experience;
AND
Must have passed the Fundamentals of Engineering
Exam (E.I.T. certification), or have had this exam
waived by the Board of Registration for Professional
Engineers.
A master’s degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one year of
experience.
A Ph.D. degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one additional year
of experience.
One year of satisfactory experience as an Engineering
Assistant I V with E.I.T. certification will qualify for
promotion to Engineering Specialist I.
KNOWLEDGE, SKILLS, AND ABILITIES
Working knowledge of, and skill in applying:
engineering theory, techniques, procedures, and
higher mathematics.
Working knowledge of principles and practices of
engineering as applied to environ nental, health, and
safety issues.
Working knowledge of applicable laws, regulations,
and policies.
Working knowledge of precedents in the specialty
area and related specialties.
Proven ability to: organize and plan workload; deal
tactfully with the public; express ideas clearly and
concisely; address groups effectively; and tram others
Ability to prepare technical reports and other
appropriate documentation.
TNRCC DRAFT
06106/97
ENGINEERING SPECIALIST I
B2 21
-------
ENGII EERING SPECIALIST I CLASS NO. 2158A
PAY GROUP 18
Knowledge of computers and application software.
Demonstrated ability to follow policies and
procedures.
Ability to effectively represent the agency as an expert
witness on matters not requiring registtation as a
professional engineer.
TNRCC DRAFr
06/06/97
B222
-------
ENG1NEERTh G SPECIALIST II
GENERAL DESCRIPTION
Performs complex engineering work at a professional
level requiring judgment in the evaluation, review,
selection, adaptation, and modification of standards,
techniques, procedures, and criteria. Any work
requiring certification under the provisions of the
Texas Engineering Practice Act as amended, Article
3271a, Vernon’s Annotated Texas Statutes, must be
certified by the supervising registered professional
engineer. Work may be performed in an office,
laboratory, or field environment.
Work is performed under general supervision of a
registered professional engineer, with considerable
latitude for the use of initiative and independent
judgment.
EXAMPLES OF WORK PERFORMED
Plans, schedules, coordinates or conducts routine
engineering work for projects as assigned. Work may
include:
• technical review of permit or bond
apphcauons
• compilation of point source emissions
inventories
• development and assessment of pollution
control strategies
• review of site assessments and/or corrective
action reports
• performance of compliance determinations
• collection and analysis of data
• development of simulation models
• review or preparation of engineering plans
and specifications, evaluations,
hardware/software specifications, or reports
• performance of site or construction inspection
• design, development, building, and
integration of complex multitasking, realtime
hardware and software systems
• support of regulations development and
contracts management
• preparation of correspondence and technical
reports
• interaction with local, state, and federal
agencies, regulated community, and general
public
May assist in coordinating the work of engineering
specialists or assistants, and technicians on specific
CLASS NO. 2160
PAY GROUP 19
assignments. Assist in the training of less expenenced
employees. May serve as a technical task or project
manager.
MINIMUM QUALIFICATIONS
A bachelor’s degree in engineering from an accredited
college or university, plus four years of satisfactory
full-time engineering expenence;
AND
Must have passed the Fundamentals of Engineering
Exam (E.I.T. certification), or have had this exam
waived by the Board of Registration for Professional
Engineers.
A masters degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one year of
experience.
A Ph.D. degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one additional year
of experience.
One year of satisfactory experience as an Engineering
Specialist I with E.I.T. certification will qualify for
promotion to Engineering Specialist II.
KNOWLEDGE, SKILLS, AND ABILiTIES
Working Imowledge of, and skill in applying:
engineering theory, techniques, procedures, and
higher mathematics.
Working Imowledge of principles and practices of
engineering as applied to environmental, health, and
safety issues.
Working owledge of applicable laws, regulations,
and policies.
Working imowledge of precedents in the specialty
area and related specialties.
Proven ability to. organize and plan workload; deal
tactfully with the public; express ideas clearly and
concisely; address groups effectively; and tiain others.
Ability to prepare technical reports and other
appropriate documentation
ThRCC DRAFT
06/03/9.7
B2 23
-------
ENGINEERING SPECIALIST II CLASS NO. 2160
PAY GROUP 19
Knowledge of computers and application software.
Demonstrated ability to follow policies and
procedures.
Ability to effectively represent the agency as an expert
witness on matters not requiring registration as a
professional engineer.
TNRCC DRAFr
06/03/97
B2 24
-------
ENGINEERING SPECIALIST ifi
GENERAL DESCRIPTION
Performs highly complex engineermg work at a
professional level requiring judgment in the
evaluation, review, selection, adaptation, and
modification of standards, techniques, procedures. and
criteria. Any work requiring certification under the
provisions of the Texas Engineering Practice Act as
amended, Article 3271 a, Vernon’s Annotated Texas
Statutes, must be certified by the supervising
registered professional engineer. Work may be
performed in an office, laboratory, or field
environment.
Work is performed under broad general supervision of
a registered professional engineer, with considerable
latitude for the use of initiative and independent
judgment.
EXAMPLES OF WORK PERFORMED
Plans, schedules, coordinates or conducts detailed
engineering work for projects as assigned. This work
may include a variety of complex features. Work may
include:
• technical review of permit or bond
applications
• compilation of point source emissions
inventories
• development and assessment of pollution
control strategies
• review of site assessments andior corrective
action reports
• performance of compliance determinations
• collection and analysis of data
• development of simulation models
• review or preparation of engineering plans
and specifications, evaluations,
hardware/software specifications or reports
• performance of site or construction inspection
• design, development, building, and
integration of complex rnuititaslong, realtime
hardware and software systems
• support of regulations development and
contracts management
• preparation of correspondence and technical
reports
• interaction with local, state, and federal
agencies, regulated community, and general
public.
May assist in supervising or coordinating the work of
CLASS NO. 2162
PAY GROUP 20
engineering specialists or assistants, and technicians on
specific assignments. Assist in the training of less
experienced employees. May serve as a technical task
or project manager.
MINIMUM QUALIFICATIONS
A bachelor’s degree in engineering from an accredited
college or university, plus five years of satisfactory
full-time engineering experience;
AND
Must have passed the Fundamentals of Engineering
Exam (E.l.T. certification), or have had this exam
waived by the Board of Registration for Professional
Engineers
A masters degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one year of
experience.
A Ph.D. degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one additional year
of experience.
One year of satisfactory experience as an Engineering
Specialist II with E.I.T. certification will qualify for
promotion to Engineering Specialist III.
KNOWLEDGE, SKILLS, AND ABILITIES
Thorough Iciowledge of, and skill in applying:
engineering theory, techniques, procedures, and
higher mathematics.
Thorough knowledge of principles and practices of
engineering as applied to environmental, health, and
safety issues.
Considerable knowledge of applicable laws,
regulations, and policies.
Broad knowledge of precedents in the specialty area
and related specialties.
Proven ability to: organize and plan workload; deal
tactfully with the public; express ideas clearly and
concisely; address groups effectively; and train others.
Proven ability to prepare technical reports and other
appropriate documentation
TNRCC DRAFt’
06/06/97
B2 25
-------
ENGINEERING SPECIALIST UI CLASS NO. 2162
PAY GROUP 20
Knowledge of computers and application software.
Demonstrated ability to follow policies and
procedures, and ability to plan and develop new
policies and procedures as necessary.
Ability to effectively represent the agency as an expert
witness on matters not requiring registration as a
professional engineer.
TNRCC DRAFT
06106/97
•B226
-------
ENGINEERING SPECIALIST IV
GENERAL DESCRIPTION
Performs supervisory or highly complex engineering
work at a professional level requiring judgment in the
evaluation, review, selection, adaptation. and
modification of standards, techniques, procedures, and
criteria. Any work requiring certification under the
provisions of the Texas Engineering Practice Act as
amended, Article 3271a, Vernon’s Annotated Texas
Statutes, must be certified a registered professional
engineer.
May represent the agency in legal proceedings. Plans,
organizes, and directs work of subordinate engineering
specialists, assistants, or technicians. Receives broad
general direction on assignments.
EXAMPLES OF WORK PERFORMED
May supervise, coordinate, and review the work
subordinate staff, and may be assisted on projects by
engineers, other professionals, or technicians
Typical duties may include one or more of the
following:
I) In a supervisory capacity
• plans, develops, coordinates and
directs the activities of engineering
or technical staff
• estimates personnel needs, initiates
personnel actions, prepares budgets,
and schedules and assigns work to
meet completion dates.
2) As a project manager or office specialisV
• develops and evaluates plans and
criteria for a variety of projects and
activities to be carried out by others
• assesses the feasibility and
soundness of proposed engineering
evaluation tests, products, or
equipment when necessary data are
insufficient or confirmation by
testing is advisable
• usually performs as an office
advisor and consultant in technical
matters and program functions
• estimates personnel needs, prepares
budgets, and schedules and assigns
work to meet completion dates.
Work may result in the development of new
CLASS NO. 2164
PAY GROUP 21
or refined techniques, procedures, equipment,
processes, products, andior scientific
methods.
May coordinate the work of division level technical
staff. Assist in the training of less experienced
employees.
Work may include review of permit or bond
applications, compilation of emissions inventories,
development and assessment of pollution control
strategies, review site assessments andior corrective
action reports, perform compliance determinations,
collection and analysis of data, development of
simulation models, review or prepare engineering
plans and specifications, evaluations,
hardware/software, or reports, perform site or
construction inspection, design, develop, build, and
integrate complex muki-taskthg, real-time hardware
and software systems, supporting regulations
developme t and contracts management, preparation
of correspondence and technical reports, and
interaction with local, state, and federal agencies,
regulated community, and general public.
MIMMUM QUALIFiCATIONS
A bachelor’s degree in engineering from an accredited
college or university, plus six years of satisfactory
full-time engineering experience;
AND
Must have passed the Fundamentals of Engineering
Exam (E.LT. certification), or have had this exam
waived by the Board of Registration for Professional
Engineers
A master’s degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one year of
experience.
A Ph.D. degree in engineering, environmental
science, or related fields from an accredited college or
university may be substituted for one additional year
of experience
One year of satisfactory experience as an Engineering
Specialist III with E.I T. certification will qualify for
promotion to Engineering Specialist IV.
TNRCC DRAFr
06/06/97
B227
-------
ENGINEERING SPECIALIST IV CLASS NO. 2164
PAY GROuP 21
KNOWLEDGE, SKILLS, AND ABILITIES
Extensive kxiowledge of, and skill in applying:
engineering theory, techniques, procedures, and
higher mathematics.
Extensive knowledge of principles and practices of
engineering as applied to enviionmentai, health, and
safety issues.
Thorough knowledge of applicable laws, regulations,
and policies.
Extensive knowledge of precedents in the specialty
area and related specialties.
Proven ability to: organize and plan workload; deal
tactfully with the public; express ideas clearly and
concisely; address groups effectively; and train others.
Proven ability to prepare technical reports and other
appropriate documentation.
Knowledge of computers and application software.
Demonstrated ability to follow policies and
procedures, and ability to plan and develop new
policies and procedures as necessary.
Ability to effectively represent the agency as an expert
wimess on matters not requiring registration as a
professional engineer.
TNRCC DRAFr
06106/91
B2 28
-------
Training Topics Worksheet
for
(Engineering Specialist I)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1 Skill in applying engineering theory.
Exp
2. Skill in applying engineering techniques.
Exp
3. Skill in applying engineering procedures.
Exp
4. Skill in applying higher mathematics.
Exp
5. Knowledge of principals and practices of engineering as
applied to environmental, health, and safety issues.
Exp
6. Knowledge of applicable laws, regulations, policies.
Exp
7. Knowledge of precedents in the speciality area and
related specialities.
Exp
8. Skill in organizing and planning workloads.
Exp
9. Skill in dealing tactfi.illy with the public.
Exp
10. Skill in expressing ideas clearly and concisely.
Exp
11. Skill in addressing groups effectively.
Exp
12. Skill in training others.
On-the-Job (OJT) Training
Exp, TA
13. Skill in preparing technical reports and other appropriate
documentation.
Exp
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Conti flu ing)
= Training Academy
U,
-------
Skill in following policies and procedures.
15.
Exp
14. Knowledge of computers and application software.
Exp
16. Skill in effectively representing the agency as an expert
witness in matters not requiring registration as a
professional engineer.
Bxp
August29. 1997
2
F:lWBELflCAREERLD E
NG!NSPL GENERAL 77
f-p
‘1
-------
Training Topics Worksheet
for
(Engineering Specialist II)
Knowlcdge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Skill in applying engineering theory.
Exp
2. Skill in applying engineering techniques.
Exp
3. Skill in applying engineering procedures.
Exp
4. Skill in applying higher mathematics.
Exp
5 Knowledge of principals and practices of engineering as
applied to environmental, health, and safety issues.
Exp
6. Knowledge of applicable laws, regulations, policies.
Exp
7. Knowledge of precedents in the speciality area and
related specialities.
Exp
8. Skill in organizing and planning workloads.
Exp
9. Skill in dealing tactfully with the public.
Exp
10. Skill in expressing ideas clearly and concisely.
Exp
11. Skill in addressing groups effectively.
Exp
12. Skill in training others.
Exp
13. Skill in preparing technical reports and other appropriate
documentation.
Exp
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
Training Academy
w
r’J
-------
14. Knowledge of computers and application software.
Exp
15. Skill in following policies and procedures.
Exp
16. Skill in effectively representing the agency as an expert
witness in matters not requiring registration as a
professional engineer.
Exp
August 29, 1997 2 F WBELL cAREERLD E
NGJNSPL GENERAL 7T
W.2
-------
Training Topics Worksheet
for
(Engineering Specialist III)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Skill in applying engineering theory.
Exp
2 Skill in applying engineering techniques.
Exp
3. Skill in applying engineering procedures.
Exp
4. Skill in applying higher mathematics.
Exp
5. Skill in applying principals and practices of engineering
as they apply to environmental, health, and safety issues.
Exp
6. Skill in applying applicable laws, regulations and
policies.
Exp
7. Skill in applying precedents in the speciality area and
related specialities.
Exp
8. Skill in using computers and application software.
Exp
9. Skill in organizing and planning workloads.
Exp
10. Skill in dealing tactfWly with the public
Exp
11. Skill in expressing ideas clearly and concisely.
Exp
12. Skill in addressing groups effectively.
Exp
13. Skill in training others.
Exp
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
* Ed
Exp
MQ
w
U)
-------
15. Knowledge of computers and application software.
Exp
14. Skill in preparing technical reports and other appropriate
documentation.
Exp
16. Skill in following policies and procedures.
Exp
17. Skill in planning and developing new policies and
proced tires.
Exp
18. Skill in effectively representing the agency as an expert
witness in matters not requiring registration as a
professional engineer.
Exp
F UVBELLtCAREERLD ENGJNSPflGENE
RA L 7TW 3
August 29, 1997
2
-------
Training Topics Worksheet
for
(Engineering Specialist IV
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Skill in applying engineering theory.
Exp
2. Skill in applying engineering techniques.
Exp
3. Skill in applying engineering procedures.
Exp
4. Skill in applying higher mathematics.
Exp
5. Skill in applying pnncipals and practices of engineering
as they apply to environmental, health, and safety issues.
Exp
6. Skill in applying applicable laws, regulations and
policies.
Exp
7 Skill in applying precedents in the speciality area and
related specialities.
Exp
8. Skill in organizing and planning workloads.
Exp
9. Skill in dealing tactfully with the public.
Exp
10. Skill in expressing ideas clearly and concisely.
Exp
11. Skill in addressing groups effectively.
Exp
12. Skill in training others.
Exp
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
c l i
I ’ . ,
(n
-------
( )
0 \
13. Skill in preparing technical reports and other appropriate
documentation.
Exp
15. Skill in following policies and procedures.
Exp
16. Skill in planning and developing new policies and
procedures.
Exp
17. Skill in effectively representing the agency as an expert
witness in matters not requiring registration as a
professional_engineer..
.
Exp
Skill in using computers and application software.
14.
Exp
F . WBELL CAREERLDtENGINSPLlGENE
RALI7TW. 4
August 29, 1997
2
-------
Enforcement Coordinator
Specialist and Trainee
B237
-------
B238
-------
ENGINEERING ASSISTANT I
(ENFORCEMENT COORDINATOR
TRAINEE I)
CLASS NO. 2151A
PAY GROUP 14
GENERAL DESCRIPTION
Performs trainee entry Ievel* work at a professional
level in the environmental quality or engineering
field not requiring certification under any
provisions of the Texas Engineering Practice Act as
amended, Article 3271a V.A.C.S. Performs entry
level work in the fields of air, water, or waste
enforcement. Work involves reviewing technical
inspections, surveys, and complaint investigations;
preparing enforcement documents and maldng
recommendations; preparing draft correspondence;
conducting case follow-ups; and assisting in the
preparation of environmental education programs.
Work is performed under close supervision.
* Entry level is the beginnhig level for acquiring the
basic knowledge and skills of the enforcement
program.
EXAMPLES OF WORK PERFORMED
Reviews basic technical inspections and surveys;
evaluates results and determines compliance with
applicable regulations, statutes, and policies.
Prepares concise and accurate enforcement reports,
documents, and Letters using standardized formats.
Schedules, coordinates, and observes enforcement
meetings in a professional manner.
Collects and analyzes additional information for
further case development.
Inputs and maintains the enforcement tracking
systems (i.e. databases).
Participates as a trainee in field investigations and
discusses compliance issues with the regulated
community.
Provides entry level limited technical assistance to
the public, regulated community, other interested
groups and public officials.
Attends TNRCC agendas, administrative hearings,
and civil trials as an observer of expert testimony.
Assists in the preparation of environmental
education programs and observes presentations.
Performs related work as assigned.
MINIMUM QUALIFICATIONS
Ninety semester hours from an accredited college or
university.
OR
One year of TNRCC full time experience as an
Environmental Investigator I.
OR
Four years of full time experience in an
administrative capacity* or in clerical work in
environmental investigations or similar program
area.
* Administrative capacity is work where primary
duties consist of performing administrative tasks of
an office, excluding work such as clerical,
secretarial, sales, equipment operations, and
manual labor.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to read and understand state and federal
law and regulations; to effectively plan and
organize entry level enforcement work; to
communicate effectively; to exercise good
judgment; to make technically sound decisions; to
function as a member of a team; and to use word
processing, database and other computer
programs.
TNRCC
JDM 96-S/NOVEMBER 1996
B239
-------
CLASS NO. 2153A
PAY GROUP 15
GENERAL DESCRIPTION
This is the entry point of the Enforcement
Coordinator career ladder. Performs trainee entry
level* work to routine work at a professional level
in the environmental quality or engineering field
not requiring certification under any provisions of
the Texas Engineering Practice Act as amended,
Article 3271a V.A.C.S. Performs entry level work
in the fields of air, water, or waste enforcement.
Work involves reviewing technical inspections,
surveys, and complaint investigations; preparing
enforcement documents and making
recommendations; preparing draft correspondence;
conducting case follow-ups; and assisting in the
preparation of environmental education programs.
Work is performed under close supervision.
sEn .y level is the beginning level for acquiring the
basic knowledge and skills of the enforcement
program. To perform the job of an Enforcement
Coordinator (EC) Trainee II requires more
knowledge, skills, techniques, experience, and
ability to recognize and resolve technical issues than
is required to perform the duties of an
Enforcement Coordinator Trainee I position.
EXAMPLES OF WORK PERFORMED
Reviews basic technical inspections and surveys;
evaluates results and determines compliance with
applicable regulations, statutes, and policies.
Prepares concise and accurate enforcement reports,
documents, and letters using standardized formats.
Schedules, coordinates, and observes enforcement
meetings.
Collects and analyzes information for further case
development.
inputs and maintains the enforcement tracking
systems (i.e. databases).
Participates as a trainee in field investigations and
discusses compliance issues with the regulated
community.
Provides semi-routine, limited, technical assistance
to the public, regulated community, other
interested groups, and public officials.
Attends TNRCC agendas, adminictrative hearings,
and civil trials as an observer of expert testimony.
Assists in the preparation of environmental
education programs and presentations.
Performs related work as assigned.
MIMMUM QUALIFICATIONS
A bachelor’s degree from an accredited college or
university.
OR
One year of TNRCC full-time experience as an
Enforcement Coordinator Trainee I.
OR
Two years of full time experience as an
Environmental Investigator I.
KNOWLEDGE, SKILLS, AND ABILITIES
Ability to read and understand state and federal
law and regulations; to effectively plan and
organize entry level enforcement work; to
communicate effectively; to exercise good
judgment; to make technically sound decisions; to
function as a member of a team; and to use word
processing, database, and other computer
programs.
ENGINEERING ASSISTANT II
(ENFORCEMENT COORDINATOR TRAINEE II)
TNRCC
JDM 96-8/NOVEMBER 1996
B240
-------
ENGINEERING SPECIALIST I
(ENFORCEMENT COORDINATOR I)
GENERAL DESCRIPTION
Performs routine* technical work at a professional
level in the environmental quality or engineering
field not requiring certification under any
provisions of the Texas Fngineering Practice Act as
amended, Article 3271a V.A.C.S. Performs routii
work in the fields of air, water, or waste
enforcement. Work involves reviewing technical
inspections, surveys, complaint investigations, and
technical reports; preparing enforcement
documents and making recommendations;
preparing draft correspondence; conducting case
follow-ups; and assisting in the preparation of
environmental education programs. Work is
performed under general supervision.
* For the purpose of this job description routine
means common place or repetitious. To perform
the job of an Enforcement Coordinator (EC) I
requires more knowledge, skills, technique,
experience and ability to recognize and resolve
technical issues than is required to perform the
duties of an Enforcement Coordinator Trainee
position.
EXAMPLES OF WORK PERFORMED
Reviews routine technical inspections, reports, and
survey; evaluates results and determines
compliance with applicable regulations, statutes,
and policies.
Prepares concise and accurate enforcement reports,
documents, and letters, including technical
recommendations by applying sound scientific
principles.
Schedules, coordinates, and conducts enforcement
meetings, including preparation of written
summaries to the files for the meetings.
Collects and analyzes additional information for
further case development.
Maintains enforcement tracking systems (i.e.
databases).
Participates in field investigations and discusses
compliance issues with the regulated community.
Provides limited technical assistance to the public,
CLASS NO. 2127G
PAY GROUP 17
regulated community, other interested groups and
public officials.
Provides expert testimony at TNRCC agendas,
administrative hearings, and civil trials on routine
cases.
Assists in preparation of environmental education
programs and presentations.
Performs related duties as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from an accredited college or
university, plus eighteen months of full time
experience in the field of environmental activities
directly related to the examples of work performed.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year of the required education.
OR
Eighteen months as an Enforcement Coordinator
Trainee II.
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of applicable local, state, and federal
ordinances and laws; of environmental protection
practices and techniques; of scientific principles
and techniques.
Ability to plan and organize routine technical woric
to communicate effectively with the public,
regulated community and professional groups; to
exercise good judgment; to make technically sound
decisions; to function as a member of a team; and
to use word processing and database computer
programs.
TNRCC
1DM 96-8INOVEMBER 1996
B241
-------
ENGINEERING SPECIALIST II
(ENFORCEMENT COORDINATOR II)
GENERAL DESCRIYI1ON
Performs moderately complex* technical work at a
professional level in the environmental quality or
engineering field not requiring certification under
any provisions of the Texas Engineering Practice
Act as amended, Article 3271a V.A.C.S. Performs
moderately complex work in the fields of air,
water, or waste enforcement. Work involves
reviewing technical inspections, surveys, complaint
investigations, and technical reports; preparing
enforcement documents and making
recommendations; preparing draft correspondencç
conducting case follow-ups; and preparing
environmental education programs. Work is
performed under general direction.
* For the purpose of this job description
“moderately complex” means medium degree of
difficulty. To perform the job of an Enforcement
Coordinator (EC) U requires more knowledge,
skills, technique, experience and ability to
recognize and resolve technical issues than is
required to perform the duties of an EC I position.
EXAMPLES OF WORK PERFORMED
Revie moderately complex technical inspections,
reports, and surveys; evaluates results and
determines compliance with applicable regulations,
statutes, and policies.
Prepares concise and accurate enforcement reports,
documents, and letters, including technical
recommendations by applying sound scientific
principles.
Prepares environmental education programs and
presentations.
Schedules, coordinates, and conducts enforcement
meetings in a professional manner, including
preparation of written summaries for files.
Collects and analyzes additional information for
further case development.
Maintains enforcement tracking systems (i.e.
databases).
Participates in field investigations and discusses
compliance issues with the regulated community.
Provides technical assistance to the public,
regulated community, other interested groups and
public officials, on moderately complex cases.
CLASS NO. 2128G
PAY GROUP 18
Provides expert testimony at TNRCC agendas,
administrative hearings, and civil trials.
Performs related duties as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from an accredited college or
university, plus two and a half years of full-time
experience in the field of environmental activities
directly related to the examples of work performed.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year of the required education.
OR
One year as an Enforcement Coordinator I.
KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge of, and ability to interpret, applicable
local, state and federal ordinances, and laws.
Knowledge of organization and structure of other
state and federal agencies with jurisdiction on
environmental protection regulations; of
environmental and/or engmeering principles in the
field of industrial or municipal solid waste,
petroleum storage tanks, air pollution, waste
pollution, or water resource management; and of
environmental monitoring techniques and analysis.
Ability to effectively plan, organize, and complete
moderately complex technical work; to prepare and
present technical papers and studies to professional
groups; to assist in managing and planning group
efforts on environmental activities; to connn micate
effectively with the public, regulated community
and professional groups; to review reports and
studies for technical correctness; to exercise good
judgment; to make technically sound decisions; to
function as a member of a team; and to use word
processing, and database computer programs.
TNRCC
3DM 96-8(NOVEMBER 1996
B242
-------
ENGINEERING SPECIALIST ifi
(ENFORCEMENT COORDINATOR ifi)
GENERAL DESCRIPTION
Performs complex” technical work at a professional
level in the environmental quality or engineering
field not requiring certification under any
provisions of the Texas Engineering Practice Act as
amended, Article 3271a V.A.C.S. Performs, or
m1 ri ges, complex work in the fields of air, water,
or waste enforcement. Work involves performing
complex enforcement investigations or other
compliance and enforcement projects; writing and
reviewing technical reports and inspections,
surveys, and complaint investigations; preparing
enforcement documents and providing advice,
complex technical assistance, and
recommendations; preparing draft correspondence;
conducting case follow-ups; providing scientific or
technical public education programs; interpreting
rules, regulations and environmental policies;
and/or coaching (assisting in technical decision
making) less experienced staff in technical matters.
Work is performed under general direction with
some latitude for initiative and independent
judgment.
* For the purpose of this job description “complex”
means difficulty in scrutini nng, analyzing and
resolving. To perform the job of an Enforcement
Coordinator (EC) Ill requires more knowledge,
skills, technique, experience and ability to
recognize and resolve technical issues than is
required to perform the duties of an EC II
position.
EXAMPLES OF WORK PERFORMED
Reviews moderately axnplex technical inspections,
reports, and surveys; evaluates results and
determines compliance with applicable regulations,
statutes and policies.
Prepares, and may minimally coach, less
experienced technical staff in preparation of conci
and accurate enforcement reports, àcuments, and
letters, including technical recommendations.
CLASS NO. 2129G
PAY GROUP 19
Schedules, coordinates, conducts, and may
minimally coach staff in conducting enforcement
meetings, including preparation of written
summaries to the files for meetings.
Collects and analyzes additional information for
further case development, including use of
advanced investigative techniques.
Maintains enforcement tracking systems (i.e.
databases).
Responsible for preparation of environmental
education programs and presentations.
Participates in field investigations and discusses
compliance issues with the regulated community.
Provides technical assistance to the public,
regulated community, other interested groups, and
public officials, which may involve sensitive and
highly technical enforcement matters.
Provides expert testimony at TNRCC agendas,
administrative hearings, and civil trials on complex
issues.
Performs related duties as assigned.
MINIMUM QUALIFICATIONS
A bachelor’s degree from an accredited college or
university, plus three and a half years of full time
experience in the field of environmental activities
directly related to the examples of work performed.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year of the required education.
OR
A master’s degree from an accredited college or
university with a major in engineering, basic
science, math, environmental science, computer
science or a related field, plus two and a half years
of full-time experience in the field of environmental
activities directly related to the examples of work
performed which included one year as an
enforcement coordinator.
OR
ThRCC
JDM 96-S1NOVEMBER 1996
B24 3
-------
ENGINEERING SPECIALIST ifi CLASS NO. 2129G
(ENFORCEMENT COORDINATOR 111) PAY GROUP 19
One year as an Enforcement Coordinator II.
KNOWLEDGE, SKILLS, AND ABILiTIES
Knowledge of, and ability to interpret, applicable
local, state, and federal ordinances, and laws.
Knowledge of orgRni7 ation and structure of the
environmental protection organizations; of
environmental andlor engineering principles in the
field of industrial or municipal solid waste,
petroleum storage tanks, air pollution, water
pollution or water resources management; and of
environmental monitoring tediniques and analysis.
Ability to effectively plan, direct, and lead technical
work; to prepare and present complex technical
papers and studies to professional groups; to
manage and plan group efforts on environmental
activities; to communicate effectively with the
public, regulated community, Sand professional
groups under difficult conditions; to review
complex reports and studies for technical
correctness; to exercise good judgment; to make
technically sound decisions; to function as a
member of a team; to work with several TNRCC
programs or groups; to use word processing, and
database computer programs; and to assist in the
p1 Trning and developing of policies and procedures.
TNRCC
3DM 96-8!NOVEMBER 1996
B244
-------
ENGINEERING SPECIALIST IV
(ENFORCEMENT COORDINATOR IV)
GENERAL DESCRJP’llON
This is the top of the Enforcement Coordinator
Career Ladder. Performs highly complex* technical
work at a professional level in the environmental
quality or engineering field not requiring
certification under any provisions of the Texas
Engineering Practice Act as amended, Article
3271a V.A.C.S. Performs or manages highly
complex work in the fields of air, water, or waste
enforcement. Work involves performing highly
complex enforcement investigations or other
compliance and enforcement projects; writing and
reviewing technical reports and inspections,
surveys, complaint investigations; preparing and
supervising preparation of enforcement documents
and providing advice, complex technical assistance
and recommendations; preparing draft
correspondence; conducting case follow-ups;
providing scientific or technical public education
programs; interpreting rules, regulations and
environmental policies; and/or coaching (assisting
in technical decision making ) less experienced staff
in technical matters. Work involves development ci
plans for effective enforcement project
management in a specific environmental media.
Work is performed under general direction with
wide latitude for use of initiative and independent
judgment.
* For the purpose of this job description” highly
complex” means highest degree of difficulty to
scrutinize, analyze and resolve. To perform the jcb
of an Enforcement Coordinator (EC) IV requires
more knowledge, skills, technique, experience and
ability to recognize and resolve technical issues than
is required to perform the duties of an EC ifi
position.
EXAMPLES OF WORK PERFORMED
Reviews highly complex technical inspections,
reports, and surveys; evaluates results and
determines compliance with applicable regulations,
statutes, and policies.
Prepares and may co h less experienced technical
CLASS NO. 2130G
PAY GROUP 20
staff in preparation of concise and accurate
enforcement reports, documents, and letters,
including recommendations.
Schedules, coordinates, conducts, and may coach
the development of enforcement meetings including
preparation of written stimmaries to the files for
the meetings.
Collects and analyzes additional information for
further case development, including use of
advanced investigative techniques.
Maintains and may review enforcement tracking
systems (i.e. databases).
Responsible for preparation of environmental
education programs and presentations.
Participates in field investigations and discusses
compliance issues with the regulated community.
Provides technical assistance to the public,
regulated community, other interested groups, and
public officials, which may involve sensitive and
highly technical enforcement matters.
Provides expert testimony at commission agendas,
administrative hearings, and civil trials on highly
complex cases.
May serve as coach for less experienced technical
staff providing technical expertise and/or
consultation on specific environmental issues and/
technical issues.
Performs related duties as assigned.
MINIMUM QUALIFiCATIONS
A bachelor’s degree from an accredited college or
university, plus five years of full time experience in
the field of environmental activities directly related
to the examples of work performed.
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year of the required education.
OR
A master’s degree from an accredited college or
university with a major in engineering, basic
TNRCC
JDM 96-8INOVE ER 1996
B245
-------
ENGTh EERING SPECIALIST IV CLASS NO. 2130G
(ENFORCEMENT COORDD ATOR IV) PAY GROUP 20
science, math, environmental science, computer
science or related field, plus four years of full-time
experience in the field of environmental activities
directly related to the examples of work performed
which included two and one half years as an
enforcement coordinator.
OR
Eighteen months of full-time experience as an
Enforcement Coordinator LU.
KNOWLEDGE, SKILLS, AND ABILITrES
Knowledge of, and ability to interpret, applicable
local, state, and federal ordiminces and laws; of
organization and structure of the environmental
protection org2ni7J tIons; of environmental and/or
engineering principles in the field of industrial or
municipal solid waste, petroleum storage tanks, air
pollution, water pollution or water resources
mpnagement; and of environmental monitoring
techniques and analysis.
Ability to effectively plan, direct, and coach less
experienced staff on technical worlq to prepare axxl
present complex technical papers and studies to
professional groups; to manage and plan group
efforts on environmental activities; to commmicate
effectively with the public, regulated community,
and professional groups under difficult conditions;
to review complex reports and studies for technical
correctness; to exercise good judgment; to make
technically sound decisions; to function as a
member of a team; to work with several TNRCC
programs or groups; to use word processing, and
database computer programs; and to assist in the
plpnning and developing of policies and procedures.
TNRCC
3DM 96-8INOVEMBER 1996
B246
-------
(ENFORCEMENT COORDINATOR V)
GENERAL DESCRIPTION
Advises management and staff on highly complex
technical issues. Performs highly complex technical
work at a professional level in the environmental
quality or engineering field not requiring
certification under any provisions of the Texas
Engineering Practice Act as amended, Artide
3271a V.A.C.S. Performs or manages highly
complex work in the fields of air, water, or waste
enforcement. Work involves performing highly
complex enforcement investigations or other
compliance and enforcement projects; writing and
reviewing technical reports, technical inspections,
surveys, and complaint investigations; preparing
and supervising preparation of enforcement
documents and providing advice, complex technic
assistance and recommendations; preparing draft
correspondence; conducting case follow-ups;
providing scientific or technical public education
programs; interpreting rules, regulations and
environmental policies; andlor coaching the work
of less experienced staff in technical matters.
Work involves development of plans for effective
enforcement project management in a specific
environmental media. Work is performed under
minimal direction.
* For the purpose of this job description “ highly
complex” means highest degree of difficulty to
scrutinize, analyze, and resolve. To perform the job
of an Enforcement Coordinator (EC) V requires
more knowledge, skills, technique, experience and
ability to recognize and resolve technical issues than
is required to perform the duties of an EC IV
position. (l’his position is designed for non-
supervisory staff).
EXAMPLES OF WORK PERFORMED
Advises management and staff on highly complex
technical issues.
Reviews highly complex technical inspections,
reports, surveys, evaluates results, and determines
compliance with applicable regulations, statutes
and policies.
Prepares and may co h less experienced technical
staff in preparation of concise and accurate
enforcement reports, documents, and letters,
including recommendations within the specified
time frames.
Prepares environmental education programs and
presentations.
Provides technical guidance and expertise for staff
in compliance and enforcement matters.
Provides technical assistance to the public,
regulated community, other interested groups, and
public officials, which may involve sensitive and
highly technical enforcement matters.
Provides expert testimony at Commission Agendas,
Administrative Hearings, and civil trials on highly
complex cases.
Collects and analyzes additional information for
further case development, including use of
advanced investigative techniques.
Maintains and may review enforcement tracking
systems (i.e. databases).
Participates in field investigations and discusses
compliance issues with the regulated community.
Serves as coach for less experience technical staff
providing technical expertise and/or consultation CE
specific environmental issues and/or technical
issues.
Performs related duties as assigned.
MINIMUM QUALIFICATIONS
A bachelors degree from an accredited college or
university, plus six years of full time experience in
the field of environmental activities directly related
to the examples of work performed
One year of full-time experience in the field of
environmental activities directly related to the
examples of work performed may be substituted for
each year of the required education.
OR
TNRCC
ThM 96-8INOVEMBER 1996
ENVIRONMENTAL QUALITY SPECIALIST VI
CLASS NO. 4065G
PAY GROUP 21
B2 47
-------
ENVIRONMENTAL QUALITY SPECIALIST VI CLASS NO. 4065G
(ENFORCEMENT COORDINATOR V) PAY GROUP 21
A master’s degree from an accredited college or
university with a major in engineering, basic
science, math, environmental science, computer
science or related field, plus five years of full-time
experience in the field of environmental activities
directly related to the examples of work performed,
which included three and one half years of as an
enforcement coordinator.
OR
One year of full-time experience as an
Enforcement Coordinator IV.
KNOWLEDGE, SKILLS, AND ABILiTIES
Knowledge of, and ability to, interpret applicable
local, state, and federal ordinances, and laws; of
org2ni71 tion and structure of the environmental
protection organizations; of environmental andlor
engineering principles in the field of industrial or
municipal solid waste, petroleum storage tanks, air
pollution, water pollution or water resources
management; and of environmental monitoring
techniques and analysis.
Ability to effectively plan, direct, and communicate
knowledge on specific technical fields; to prepare
and present complex technical papers and studies to
professional groups and TNRCC staff; to mpnage
and plan group efforts on environmental activities;
to communicate effectively with the public,
regulated community, and professional groups
under difficult conditions; to review complex
reports and studies for technical correctness; to
exercise good judgment; to make technically sound
decisions; to function as a member of a team and
a technical expert; to use word processing, and
database computer programs; and to assist in the
pimming and developing of policies and procedures.
TNRCC
JDM 96-S!NOVEMBER 1996
B2 48
-------
Training Topics Worksheet
for
(Enforcement Coordimiator Trainee
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Skill in reading and understanding state and federal laws
and regulations.
a. Identify structure of rules and regulations
b. Distinguish between state and federal permit
application rules and regulations
Introduction to the Programs of the TNRCC
Exp, TA
2. Skill in effectively planning and organizing entry-level
enforcement work.
Enforcement process
Project Management Essentials
Time Management
Exp, TA
3. Skill in communicating effectively.
Public/customer service
Presentation Skills
Writing That Speaks!
Observation skills
Exp, TA
4. Skill in exercising good judgement.
Decision making
Exp
5. Skill in making technically sound decisions.
Decision making
Exp
6. Skill in functioning as a member of a team.
Teambuilding
Exp
7. Skill in using word processing, database, and other
computer programs.
Appropriate applications
Exp, TA
* Ed = Education (Academic) OJT On-the-Job Training
Exp = Experience (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
B250
-------
Training Topics Worksheet
for
(Enforcement coordinator Trainee II,)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Skill in reading and understanding state and federal laws
and regulations.
a. Identify structure of rules and regulations
b. Distinguish between state and federal permit
application rules and regulations
Exp
2, Skill in effectively planning and organizing entry-level
enforcement work.
Exp
3. Skill in communicating effectively.
Exp
4. Skill in exercising good judgement.
Exp
5. Skill in making technically sound decisions.
Exp
6. Skill in functioning as a member of a team.
Exp
7. Skill in using word processing, database, and other
computer programs.
EXp, TA
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
= On-the-Job Training
Professional Requirement (Continuing)
= Training Academy
w
Ui
-------
B25 2
-------
Training Topics Worksheet
for
‘Enforceinent Coordinator I)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Knowledge of applicable local, state and federal
ordinances and laws.
OSI-IA
RCRA
Overview of Chapters 342, 361, and 26 of Health and
Safety Code
Overview of Chapters 335, 337, 330 or successor
(enforcement rules) of the TAC
FCAA
FCWA
Exp, OJT, TA
2. Knowledge of environmental protection practices and
techniques:
a. Apply investigation and inspection processes and
policies to events.
Field Investigator Training Course
Exp, TA
* Ed
Exp
MQ
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
w
01
( J
-------
w
F J
01
3. Knowledge of scientific principles and techniques. Intro to groundwater investigations Exp, OJT, TA
Principles and techniques of risk assessment
Hazardous materials constituents
4OCFR - 260-270
Sampling techniques (QAQC)
Chain of custody
Soil, surface and groundwater, waste
Utilize reference books
Basic statistics
Intro to closure/post closure
Remediation techniques
English grammar 101
4 Skill in planning and organizing routine technical work.
Time Management
Project Management Tools and Techniques
Seven Habits of Highly Successful People
Exp, TA
5. Skill in conununicating effectively with the public,
regulated community and professional groups.
Writing That Speaks!
Conflict management (dealing with difficult people)
Presentation Skills
Public service skills (customer service)
Negotiation and settlement (political interactions)
Conducting and controlling meetings
Facilitation skills
Exp, TA
6. Skill in exercising good judgement.
Exp
7. Skill in making technically sound decisions.
Basic scientific laws and techniques
Exp
8. Skill in functioning as a member of a team.
Team building
Exp, TA
9. Skill in using word processing and database computer
programs.
WP6.1
Quattro Pro
Paradox
FoxPro
Exp, TA
August 20, 1997 2 F WBELflcAREERLDtENFORCcD11TW I
-------
Training Topics Worksheet
for
(Enforcement coordinator I
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Knowledge of and ability to interpret applicable local,
state and federal ordinances and laws.
Air permitting 3OTAC, Chapter 305
Exp
2 Knowledge of organization and structure of other state
and federal agencies with jurisdiction over
environmental protection regulations.
Exp
3. Knowledge of environmental and/or engineering
principles in the field of industrial or municipal solid
waste, petroleum storage tanks, air pollution, waste
pollution, or water resource management.
Specialized technical courses
.
Exp, TA
4. Knowledge of environmental monitoring techniques and
analysis.
Basic statistics
Sampling techniques
Advanced groundwater investigation
Exp, TA
5. Skill in effectively planning, organizing, and completing
moderately complex technical work.
Orientation to Supervisory Skills
Seven Habits of Highly Successful People
Project management
Time Management
Personal organization
Exp, TA
6. Skill in preparing and presenting technical papers and
studies to professional groups.
Public speaking
flow to make effective technical presentations
Exp, TA
* Ed = Education (Academic) OJT = On-the-Job Training
Exp = Expenence (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
7. Skill in assisting in managing and planning group efforts
on environmental activities.
Exp
8. Skill in communicating effectively with the public,
regulated community and professional groups.
Exp
9. Skill in reviewing reports and studies for technical
correctness.
Exp
10. Skill in exercising good judgement.
Exp
11. Skill in making technically sound decisions.
Exp
12. Skill in functioning as a member of a team.
Exp
13. Skill in using word processing and database computer
programs.
Exp, TA
w
a’
August 20. 1997
2
F:%WBELL CAREERLD ENFORCCD 1TW 2
-------
Train ing Topics Worksheet
for
(Enforcement Coordimialor III)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1 Knowledge of and ability to interpret applicable local,
state and federal ordinances and laws.
Exp
2. Knowledge of organization and structure of the
environmental protection organizations.
Structure of environmental organizations
Exp
3. Knowledge of environmental and/or engineering
principles in the field of industrial or municipal solid
waste, petroleum storage tanks, air pollution, water
pollution or water resource management.
Specialized technical (TBD)
Superfund risk assessment
Exp, TA
4. Knowledge of environmental monitoring techniques and
analysis.
Exp
5. Skill in effectively planning, directing and leading
technical work.
Exp
6. Skill in preparing and presenting complex technical
papers and studies to professional groups.
Advanced technical writing
Advanced presentation skills
Advanced communication techniques
Advanced organizing communications (appropriateness)
Exp, TA
7. Skill in managing and planning group efforts on
environmental activities.
Exp
* Ed = Education (Academic) OJT = On-the-Job Training
Exp Experience (Tenure) PR Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
8. Skill in communicating effectively with the public,
regulated community and professional groups under
difficult conditions.
Expert Witness Course
Exp, TA
9. Skill in reviewing complex reports and studies for
technical correctness.
English grammar
Exp
10. Skill in exercising good judgement.
Exp
11. Skill in making technically sound decisions.
Exp
12. Skill in functioning as member of a team.
Exp
13. Skill in working with several TNRCC programs or
groups.
Introduction to the Programs of the TNRCC
Exp, TA
14. Skill in using word processing and database computer
programs.
Exp, TA
15. Skill in assisting in planning and developing policies and
procedures for the section.
a. Rule development procedures
b. Small and rural community outreach
Exp, TA
F ’.)
co
August20, 1997
2
F WBELflCAREERLDtENFORCCD 7TW.3
-------
Training Topics Worksheet
for
(Enforcement (‘oordi,:a for IV ,)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
1. Knowledge of and ability to interpret applicable local,
state and federal ordinances and laws.
Agency policies: air, water, waste, multimedia
Exp, TA
2. Knowledge of organization and structure of the
environmental protection organizations.
Exp
3 Knowledge of environmental and/or engineering
principles in the field of industrial or municipal solid
waste, petroleum storage tanks, air pollution, water
pollution or water resource management.
Advanced risk assessment methodologies
Treatment/remediation techniques
Goundwater monitoring
Fate and transport modeling
Aquifer testing
Advanced statistics
Toxicology
Superfund risk assessment
Basic chemistry
Exp, TA
4. Knowledge of environmental monitoring techniques and
analysis.
Exp
5. Skill in effectively planning, directing and leading
technical work.
Leadership techniques
Coaching skills
Exp, TA
6. Skill in preparing and presenting complex technical
papers and studies to professional groups.
Exp
* Ed = Education (Academic) OJT = On-the-Job Training
Exp = Experience (Tenure) PR = Professional Requirement (Continuing)
MQ = Minimum Qualification TA = Training Academy
-------
7. Skill in managing and planning group efforts on
environmental activities.
Exp
8. Skill in communicating effectively with the public,
regulated community and professional groups under
difficult conditions.
.
Exp
9. Skill in reviewing complex reports and studies for
technical correctness.
Exp
10. Skill in exercising good judgement.
Exp
11. Skill in making technically sound decisions
Exp
12. Skill in functioning as member of a team.
Exp
13. Skill in working with several TNRCC programs or
groups.
Exp
14. Skill in using word processing and database computer
programs.
15. Skill in assisting in planning and developing policies and
procedures for the section.
a. Rule development procedures
b. Small and rural conmiunity outreach
Exp
Exp
August 20, 1997 2 F WBELL%GAREERLDIENFORCcD%7TW 4
-------
Training Topics Works/sect
for
(Enforcement Coordinaior J/)
Knowledge or Skill
Supporting Topic(s)
Source for
Satisfying Topic*
I. Knowledge of and ability to interpret applicable local,
state and federal ordinances and laws.
Exp
2. Knowledge of organization and structure of the
environmental protection organizations.
Exp
3 Knowledge of environmental and/or engineering
principles in the field of industrial or municipal solid
waste, petroleum storage tanks, air pollution, water
pollution or water resource management.
Exp
4. Knowledge of environmental monitoring techniques and
analysis.
Exp
5. Skill in effectively planning, directing and leading
technical work.
On-the-Job (OJT) Training
Exp, TA
6. Skill in preparing and presenting complex technical
papers and studies to professional groups.
Exp
7 Skill in managing and planning group efforts on
environmental activities.
Exp
8. Skill in communicating effectively with the public,
regulated community and professional groups under
difficult conditions.
Exp
= Education (Academic)
= Experience (Tenure)
= Minimum Qualification
OJT
PR
TA
On-the-Job Training
= Professional Requirement (Continuing)
= Training Academy
* Ed
Exp
MQ
w
I- . .
-------
Skill in reviewing complex reports and studies for
technical correctness.
Exp
10. Skill in exercising good judgement.
Exp
11. Skill in making technically sound decisions.
Exp
12. Skill in functioning as member of a team.
Exp
13. Skill in working with several TNRCC programs or
groups.
Exp
14. Skill in using word processing and database computer
programs.
Exp
15. Skill in assisting in planning and developing policies and
procedures for the section.
a. Rule development procedures
b. Small and rural community outreach
Exp
August 20. /997 2 F IWBELLICAREERLD1ENFORCCD 7TW5
-------
California Air Resources
Board
Health, Safety, and
Training Checklist
B26 3
-------
B264
-------
HEALTH,
SAFETY & TRAINING
CHECKLIST
February 1997
AIR RESOURCES BOARD
COMPLIANCE DIVISION
B265
-------
B266
-------
HEALTH, SAFETY & TRAINING CHECKLIST
As a new employee of the California Air Resources Board’s Compliance Division, there are
requirements you must meet and responsibilities you must take to ensure your health and safety
while performing various duties.
Below is a new employee orientation checklist. The checklist includes training “action” items
you are responsible to complete before participating in an inspection. The checklist also includes
additional training which management supports to better your performance as an employee of the
Compliance Division. All “action” items are required to have your manager’s signature as well
as your signature upon completion. Action items are indicated by an “*“ All questions, should
be directed to your manager. Your manager may also have a section orientation program to assist
you in your new position.
Scheduled Supervisor Employee
ADMJN1STRATION
Annual Physical (new employee)
Annual Checkup
Safety (Equipment)
Safety Boots
Hard Hat
Eye/Ear Protection
Gloves
Respirators
Half
Full
NoMax Coveralls
Photo Identification
Building Access Card
Business Cards
General Services Card
Telephone Card
Copy of Injury & Illness
Prevention Plan
3267
-------
Toxic Exposure Record
PES Account No.
Training is a key element in the Compliance Division. The management strongly encourages all
employees to take as much training as possible in the betterment of not only the employee, but
also as a representative of the Compliance Division. An explanation of the various courses is
attached for your information. Any questions, please direct them to your manager.
TRAINING
Fundamentals of Enforcement (FOE)*
This program is designed to train air pollution control professionals on the fundamental air
pollution issues and, in particular, on visible emission evaluations. The FOE program is
required for Compliance Division personnel.
Scheduled PassedlFaded Supervisor Employee
Fundamentals of Enforcement
Uniform Air Quality Training Program (UAQTP) - 100 Series*
The UAQTP is a week-long series of 15 courses providing a comprehensive introduction to air
pollution, air pollution control, and the basics of compliance inspections. The program is
intended for entry-level compliance inspectors, regulatory agency staff, and environmental
specialists in business and government. As an employee in the Compliance Division, you are
required to attend all these courses in addition to FOE and the Enforcement Symposium, before
receiving your badge.
Scheduled Passed/Failed Supervisor Employee
101 -History
102 - Meteorology
103 - Classification of
Air Pollutants
104-Inspector Safety
105 - Regulatory Develop.
106 - Inspection/Report
107 - Basic Equipment
108 - Intro VEE
109- Complaint Response
110 - Sampling
111 -Chemistry
B268
-------
112 - Environmental Law
113 - Inspector Conduct
114 - Monitoring Concepts
115 - Interfacing
Uniform Air Quality Training Program (UAQTP) - 200 Series (Optional)
The 200 series courses offer advanced training in a wide variety of source specific industrial
processes and air pollution control equipment involving actual on-site “mock” inspections. Each
200 series course covers general process descriptions for the specific industrial category,
emissions of concern, applicable air pollution regulations and compliance inspection techniques.
These courses are job-related courses designed to assure adequate performance in current
assignments.
Scheduled Passed/Failed Supervisor Employee
202 - Health & Safety
210 - Gasoline Cargo Tanks
211 - Fuel Specification
214 - AgfForestiy Burn.
221 - CEM
222 - Ambient Monitor.
224 - Obser. Source Tests
230 - Surface Coating:
Metal Parts
230.1 - Surface Coating:
Aerospace
230.2 - Surface Coating:
Auto Refinish.
230.3 - Metal Container,
Closure & Coil _____ _____ _____
230.4-Graphic Arts ____ ____ ____
242 - Hot Mix Asphalt _____ _____ _____
243 - Aggregate Plants _____ _____ _____
244 - Concrete Batch Plants _____ _____ _____
245 - Cement Plants _____ _____ _____
251 - Asbestos DemofRenov._____ _____ _____
260 - Oil Field Production _____ _____ _____
262 - VOC Inspections _____ _____ _____
263 - Gasoline Facilities:
Phase I & II
264 - Air to Liquid Ratio
270 - Incinerators
271 - IC Engines
272 - Stat. Gas Turbines
281 -ESP
B26S
-------
282 - Baghouses
283 - Soil Decontamination
284 - VOC Controls
287-Dry Cleaning
288 - Petroleum Refining
Uniform Air Quality Training Program (UAQTP) - 300 Series
The 300 series courses are comprised of symposiums, seminars, and workshops that address
current environmental issues such as cross media training, legal issues, case development and
variance/hearing board requirements.
Scheduled Passed/Failed Supervisor Employee
300 - Symposium*
321 - Variance Workshop
322 - Advance Variance
340 - Gasoline Facilities:
Phase I & II
350 - Mutual Settlement
387 - Dry Cleaner ATCM
ENFORCEMENT*
Scheduled Passed/Failed Supervisor Employee
VEE Recertification
(6 months)
SCOTT/SCRAM (6 months)
CPR(l year)
First Aid (3 years)
Driver’s Training (4 years)
HazMat (1 year)
B27 0
-------
Pennsylvania
Long-Term Training
Plan
B271
-------
B272
-------
DEPARTMENT OF ENVIRONMENTAL PROTECTION
BUREAU OF AIR QUALITY
LONG-TERM
TRAINING PLAN
NOVEMBER 1995
B2 73
-------
B274
-------
10/27/93
Revised 10/31/95
BUREAU OF AIR QUALITY
LONG-TERM TRAINING PLAN
The objective of this program is to provide guidelines for the
training of both regional and central office employees of the
Bureau of Air Quality. The generic guidelines are divided into the
following four areas:
1) New Employees
2) Technical Training
3) Supervisory Training
4) Career Development
5) Secretarial
New Employees
The majority of candidates for entry level positions are college
graduates with degrees in engineering or one of the natural
sciences. Other than general environmental education, most have
little or no course work or experience with air quality control.
This training guide is designed to provide the knowledge and skills
necessary to perform those duties and responsibilities fundamental
to the Bureau of Air Quality.
During the first year of employenient, a work—training plan will be
followed in order that the new employee is satisfactorily oriented
regarding the Department’s policies and procedures, the Bureau’s
various programs, the requirements of the Pennsylvania Air
Pollution Control Act and its Rules and Regulations.. It will be
the responsibility of management and supervisory staff of the
Bureau to insure that this program is completed.
Technical Training
Duty assignment for technical employees will vary depending on the
assigned area of responsibility. Training will be necessary to
provide the knowledge required to address specific types of
pollutants, industries, new technology, etc. The training
recommended in Table I (attached) is organized by regional work
unit and central office section. This training should be taken as
work assignments require, and to keep abreast of emerging
technology, usually through professional or industrial conferences.
Supervisory
Most employees are promoted into supervisory positions based on
technical merit with only some subjective appraisal of
1
5275
-------
supervisory/management skills. The training guidelines offered
here will focus on the initial supervisory training as well as
courses needed to maintain a level of expertise.
Supervisory Academy
Performance Evaluations
Interviewing and Selection Course
Interaction Management
Affirmative Action Workshop
Americans with Disabilities Act
Project Management
Career Development
The Department should provide employees an opportunity to
participate in training to improve their technical and
non-technical skills and abilities and/or prepare for possible
promotions. Such career development training must be tailored to
the individual, course availability and resources. Listed below
are areas to be considered for career development training.
Training will also be made available (In-House and Out—Service) to
staff relative to program areas impacted by Federal/State
legislation.
Communication Skills (verbal & written)
Negotiation Skills
Managing in the Public Sector
Technical/Environmental Studies at Accredited
Colleges and Universities
New Federal/State Regulations
Inter/Intra Bureau Assignments
Conflict Management
Secretarial
Secretarial employees must possess the clerical skills (typing,
shorthand, etc.) necessary to meet job specifications to be
eligible for employment. However, it is important that the
Department orient these employees regarding the organiztion,
provide appropriate PC training and in-house training relative to
administrative procedures. Additional training should be provided
in the other areas listed below to develop skills and abilities
appropriate to the individual job assignment.
DEP Orientation
Success Skills for Secretaries
How to Proofread
Develop your Image as a Successful Woman
Computer Training
Time Management
Priorities Management
Management Techniques for Secretaries
DEP Clerical Conference
Miscellaneous Conferences & Workshops
2
B2 76
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TABLE I
LONG-TERM TRAINING PLAN
ASSISTANT DIRECWR’S OFFICE
MANAGEMENT INFORMATION & ANALYSIS SECTION
Management Training :
Conflict Negotiations
Management Techniques
Computer Training :
Advanced Training in Microsoft Access
Annual Environmental Computing Conference
Formal X.12 EDI training
Systems Analysis/Design
Coding Training
Oracle Training
Professi na1 Conferences
Annual EPA Emission Inventory Conference
Quarterly X.12 Conference
Annual AIRS Conference
Annual AWMA Conference
Annual AIChE Conference
Mjscellaneous
Data Modeling
Miscellaneous Telecourses
3
B277
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TABLE I
gRJ !RkIIThG NA!
DIVISICI OF Q HPI11JCE AID EIF0Rcan wr
Co liance Continuc Abatement
Certification Compliance Monitoring
Section Section Section
Air Toxica :
Introduction to Air Toxi (#4(X)) I I I
Site Specific Monitoring for Air Toxics I
Air Toxks Conference Conducted by AWRA x
EPA/Professiona.l Air Toxics Workshoçs
Stac± Testing :
contimio i ion Monitoru (1474) I
C Level II Ii pection Tediniques - In-Ho e I I
Source Sampling for Particulates (1450) I I
Source Sampling for Gaseo Pollutants (1468) 1 1
EPA/Professional Source Sampling Worksbops I
Ii pection Methodu :
Hospital Waste Incineration I
Control Measures for 0), 0 , and M) 1 I I I
Control of Particulate kissiw I I I
Sources & Control of VOCS I I I
Ca tion Evaluation I
Inspection Procedures and Safety I I I
Air Pollution Field Enforcement I I I
Baseline Source Inspection Tedmiques I I I
Advanced Inspection Techniques I I I
Fugitive VOC Leak Detection I I
B27 8
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Coçlianco Continuous Abateient
Certification Co liance onitoring
Section Section Section
EPA/Professional Inspection Workshops X I I
Asbestos :
Asbestos Raz. Eval. & Abate. Workshop I
Practice & Procedure in Asbestos Control I
Inspection/Ranag. Plan. for Ash. Control I
Asbestos Contractor Certification I
Asbestos Haz. Elerg. Respo1 e Act Workshop I
Asbestos Conferences conducted by AWEA I
EPA/Professional Asbestos Workshops I
Hazardous Waste & ergency Resi onse :
ilazardous Waste Incineration I
Air irv. for Haz. Waste Raterials I
Personnel Protection & Safety I
Environnental Risk Asses ent I
Haz. Waste Conferences conducted by AWIIA I
EPA/Professional Hazardous Waste Workshops I
Other :
Leve]sI,IIandIII I I I
Other EPA, AWEA, MARAJIA, etc.
Professinal Workshops, Seiiinars,
Conferences & Training I I I
Clean Air Act Aiendient Related Conferences/
Workshops, Seuinars I I I
Air Pollution Control Orientation (S1422) I I I
Introduction to Environmental Statistk (S1473) I I I
Gasoline Vapor Control I
In—field Experience I I I
5
B2 79
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Ca liance Continuoi Ibatonent
Certification Cc lian onitorinq
Section Section Section
Departhent Provided Courses:
Conflict Ianageient, H otiatioi Workshops,
Supervisory Acadely, ADA, Etc. X I I
Writing Workshop I I I
I I I
Iiscelianeo Telecourses I I I
6
B2 80
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TABLE I
L0 G-TERN TRA.TJThG PUI
DPJISI0 01’ AIR RESOURCE IIAHACBEWT
lobile Stationary Air Quality
Sour S ces odelinq
Section Section Section
Air Toxi :
Introduction to Air Toxica (1400) I I I
Air Toxica Hodelinq Seiinar I
1 ta Handling :
Introduction to Environmental Statistica I I I
Statistical Eval. ethoth for Air Poll. I ta I I I
Ii pection etboth :
Control easures for 6), 03, and I
Control of Caseo issioi s I
Sour s & Control of VOCs I I
Co i tion Evaluation I
EPA/Professional I*rkshops I I I
Haxardoi Waste & Eviergency Response :
Eazardoi Waste Incineration I
Enyironaental Risk Assessaent I I
teoroloqy :
Dispersion Hodels-Fundanentals I I I
Air Pollutant Dispersion ode1Ing I
EPA/Professional Heteoroloqy Workshops I
7
B2 81
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Ilobile Stationary Air Quality
Sources Sources ode1ing
Section Section Section
Other :
Ikvels l,IIandIII I I I
Other ‘A, A A, ARAJIA , etc. I I I
Professinal Workshops, Seiinars
and Thaining
Co ut& q I I I
I partEnt Provided Courses:
Conflict 1anag ent, 1egotiatio Workshops,
Supervisory Acadely, ADA, Etc. X I I
1isce11aneo fele urses I I I
Clean Air Jct Anandeiits :
Enhanced lonitoring I
1 RACT I
O ual
TitleVPer.its I I
1ev Source Reviev I I
Surface Coating leg. Enfor ent I
8
B282
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TABLE I
L IC-TERX YRAJIIJG PLAN
D1VISIO OF AIR QUALIYY W) I!ORIIC
!oxics Central Field
onitoring Operations Operations
Air Toii : Section Section Section
Introduction to Air Toxics (1400) I
Site Specific Ionit.orinq for Air Toxics I
Air Toxics Sanpling Equipient Operations I
Air Toxics Conferences Conducted by A A I
EPA/Professional Air Tozics Workshops I
Anbestos :
Asbestos Eonitoring & Audit Procedures I
S ce Testinq :
Conthinons Eiission Eonitorinq (1474)
Source Sai linq for Particulat (#450) 1
Source Sampi. for Gaseons Pollutants (1468) I
A ient Air Quality onitori
Introduction to Anbient Air onitoring (#434) 1 I I
Ataospheric Sai ling (1435) I I I
Site Selection for Nonitoring of
Specific Pollutants (1436—439) I I I
ai xs central & Re,ote Station
Operation & Maintenance I I
Operation & Maintenance of Specific Sensors I
Analytical Methods for Air Quality
Standards (#464) I I
EPA/Professional onitorinq Workshops I I I
9
B283
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Toxics Central Field
Hoiütorinq eratio erations
Section Section Section
Quality ance :
General QA Coesideration for Aubient
Air Nonitroing (#471) I I
PA Quality Issurance and Audit Procedures I I
Quality Assurance for Air Pollution
asureient Systei (1470) I I
Data Handling :
Introdnction to Hnvironaental
Statistics (1473) I I
Statistical Evaluation Metho for
Air Pollution Data (#426) I I
thai.n of OEtody Procedures for
SaiplesandData( 1443) I
aWAAS erating System I
Specific Bicroprocessor Languages
(Assenbly, C, Fortran, BASIC) I I
Specific Conputer Software/Hardware
(IJ C, HX) I I
Specialty Conferences, Workshops &
Seninars I I
Lespection Hethods :
Control of Particelate issioi (1413) I
Control of Caseces issioes (1415) 1
Sources A Control of VOCs (1482) I
Inspection Procedures & Safety (1446) 1
Fugitive VOC Leak Detection (#4%) I
Ha!ardo E Waste & ierqency Response :
Eazardons Waste Incineration (1502) I
10
B28 4
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Central Field
!onitorinq ( erations ( eratioi
Section Section Section
Air Surv. for Haz. Waste Raterials (1165.4) X
Personnel Protection & Safety (1165.2) I I I
Environ enta1 Risk Ass icc nt (1165.6) 1
Baa. Waste Conferences cond ted by AWBA I
Advan Air Sampling for llaaardo
Baterials (1165.16) I
EPA/Professional llazardci Waste Workshops I
teoro1oqy :
Basic Air Pollution Beteorology (1409) I I I
Introduction to Dispersion Iode]inq (1410) I
Air Pollution Dispersion Wodeling (1423) I
Safety :
A rican Red Cross Basic First Aid I I I
Cardiopulmonary Resa citation I I I
Compressed Cylinder Safety I I I
Safety Workshops & Seminars I I I
Other :
LevelI I I I
Levelil I
Level In I
Other EPA, AWBA, BARAIA, etc.
Professinal Workshops, Seminars,
Conferences & ?raining I I I
flisceUaneo4. Telecourses I I I
11
B285
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7oxi Central Yield
ionitoriivj Operations Operations
Section Section Section
Indoor Air Eonitoring & Evaluation I
Equipment lanufacturer’s Trainii I I I
I I I
Departient Provided Courses:
Conflict Management, legotiations ortsbops,
Supervisory lcadeuy, A , Etc. I I I
12
B286
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TABLE I
LCØG-TERX TRAJIIIC PL&J
DIVISIO! OF SOURCE TLSTIEG & W 1TOR1IG
Continuo Source
ission Testing
onitoring Section
Air Toxics :
Introduction to Air Torics (I 4 )) I I
Air Toxics Conferences Conducted by AI !A I I
EPA/Professional Air Toxics Workshops I I
Source Testing :
Continuo ission Eonitorinq (1474) I I
Source Sa ling for Pollutants (#450) 1 1
Advanced Source Sanplinq (#457) I I
Special Pollutant Sapling Procedures - In-floese I I
Tolics (1-5, yost) SanpliDg & Analysis - In-Boi e I I
VOC (1-25) Sa 1inq - In-Ho e I I
C I I ( eration & Ii pect.ion Workshop - In-Roese
(S1476A, 476B) I I
( eration and laintenance - In-Bo e I I
Specific Equipaent laintenance - 1n-Hoi e I I
Air Pollution Control for Selected Industries
($1431) I
19$ and ME APS Sapling I
EPA/Professional Source Sa 1inq Workshops I I
Quality Assurance :
PA iality Assurance and Audit Procedures I I
Quality Assurance for Source issious
Measurenents (1414) I I
13
B2 87
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Continu Source
ission Testing
Monitorinq Section
ality Assurance for Air Pollution
Measureient System (1470) I I
Data Handling :
Introduction to ronmental
Statistics (1473) I
thain of Q tody Procedures for
Saiples and Data (#443) I I
1 S Operating Syste — In—HoiFe I I
Specific Microprocessor languages
(Asse ly, C, Fortran, BASIC) I
Specific Conputer Software/Hardware
(DEC , JRI, D& ’ and WAS) I
Specialty Conferences, Woãsbops 4
I
Ii pection Metho :
Control of Particelate Kiissii (l413) I I
Control of Caseo issions (1415) I I
Sources & Control of VOCs (1482) I I
Co estion Evaluation (#427) I I
Ii pection Procedures & Safety (1446) I I
Visible issioes Observation H I
Fugitive VOC Leak Detection (#456) x
Baseline Source Ii pection Tediniques (#445) I
EPA/Professional Ii pection Workshops I I
HazardoE Waste & erqency Res oi e :
Bazardo Waste Incineration (#502) I I
14
B288
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Contiiwo Source
ission Testing
onitoring Section
Personnel Protection & Safety (#165.2) 1
Baz. Kateria]s Incident Iespo e (#165.5) I
Hat. Waste Conferen conducted by A A I
EPA/Professional Ha:ardo Waste Workshoçis I I
Safetv
Alerican Red Cross Basic First Aid I I
Cardiopulonary Resoscitation I I
Co ressed Cylinder Safety I I
Safety Workshops & Seiinars I I
AIDS Training I I
Other :
LevelsI,flandIII I I
Equipaent Banufacturer’s Training I I
Control heasures for a), 03, and (#480) 1
— I I
Other EPA, AWilA, NARAMA , etc.
Professinal Workshops, Seninars,
Conferences & Training I I
Departient Provided Courses:
Conflict lanagenent, Neqotiatio Workshops,
ipervisory Acadeny, ADA, Etc. I I
gisce1laneo Telecourses I 1
15
B2 89
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TABLE I
LONG-TKRR ThAIIUG
DiVISION OF PERNITS
Rev Source Technical
Review Support
Section Section
Air Tonics :
Introduction to Air Toxics (1400) I
Site Specific Ronitorinq for Air Tonics I
Air Tonics Conference Conducted by AWNA I
Inspection Netbods :
Hospital Waste Incineration I
Control Heasures for 00, O , and ND 1 I
Control of Partiallate issions I
Sources A Control of VOCs I I
Co Etion Evaluation I I
Inspection Procedures and Safety I I
Air Pollution Field Enfor ent I
Baseline Source pecUon Techniques I I
Advanced Inspection Techniques X I
Fugitive VOC Leak Detection I I
flazard Waste & iergency Response :
Hazardous Waste Incineration I I
Environmental Risk Assessment I I
Baz. Waste Conferences conducted by AWIA I I
EPA/Professional Hazardous Waste Workshops I I
16
B290
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1ev Technical
Source Support
1eviev Section
Other :
Levelsl, Handlil I I
Air Permitting, A Tectnical Approach I I
Effective Permit Writing (1454) I I
Other A, AWJIA, JJ RANJ , etc.
Profnssinal Workshops, Seminars,
Conferences & Training I X
Clean Air Act A nd nt Related Conferences,
Workshops, Seminars I I
Training
Departient Provided Courses:
Conflict Xanage nt, Negotiations Workshops,
Supervisory Acadeiy, AD&, Etc. I I
Niscellaneo !ele urses I
B291
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TABLE I
miic
RECI( AL 0FF1CE
Special
gineering Title V Projects
( eratioi Services Section Section
Fund s :
Control of Particolate issioi (1413) I I X
Control of Gaseo s issioi (1415) I X I
Co tion Evaluation (I427) I I
Aix Pollution Field iforceient (1444) I
Ii pection Procedures & Safety (1446) I I
Baseline Source Ii pection Tediniques (1445) I I I
Effective Permit Writing Workshop (1454) I I
Fundaientals of Effective Permit Drafting (S 1454) I I
Introduction to Permits (1460) I I
Intermediate Permitting I I
LevelI I I I I
Levelli I I I I
LevelilI I I I I
Toxi :
Introduction to Baxardo Air Pollutants (1400) I I I I
Risk Assp cs ent Qiidance (#165.6) I
Intro to Risk Assessment/Risk gnt (SI400) I
Intro to Air Pollution Toxicology ($1300) I
Air Bonitoring for HarardoiE Waterials (1165.4) I
Urban Air Toxics (51404) 1
Applied Technology & Risk Assessment I
I%eteoro loqv :
Air Pollution Dispersion Bodels (1113)
18
B2 92
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Special
Engineering Title V Projects
( eratioi Services Section Section
Intro to Dispersion Modeling (51410) I
Basic Air Pollution Meteorology (S1409) I I I
Ii pection Metbo :
Sources Control of V0 (1482) 1 I I
Control Measures for ), 03 and M) (1480) I I I
Fugitive VOC Leak Detection (1456) I I I
Multi-nedia Inspection Training I
Asbestos :
Asbestos Certification & Training I I
Asbestos Recertification I I
Hazardons Waste :
Bazardo Waste Incineration (1502) I
Ha ardo Waste Ca1ailatioi Workshop (1458) I
Eazardons Materials Incident Response (1165.5) I I
8k. Refresher-HER I I
Other :
Air Pollution Control Orientation (SI 422) I I I I
HIT and PM Review Courses I I
Source Sanpling (In—lioi e) I I I
Continuons ission Monitoring - In-Honse I I I I
Continuous kission Monitoring (1474) I
Baghonse Plan Review (S1412A) I I I
19
B2 93
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Special
Engineering Title V Projects
( eratio n s Services Section Section
Electrostatic Precipitator (S1412B) I I I
Refinery Training I
At.ospberic Sanplinq (1435) I
Wet Scrubber Plan Review (SI412C) I I I
Problen Workbook (SI 412D) I I I
Visible issions Certification I I I I
Co iterTraining I I I I
lisoeflaneons AWNA, A & Other
Professional Conferences & Workshops
Regarding: Transportation, ETR, RYC,
LEVs, Congestion ‘itigation, AQ
Iiprov ent Progran ( AC), Stage II
Vapor Recovery, Pollution Prevention,
issions Trading, $ev Control
Technologies, Enissions hon Waste
Treatnent Plants, ia.l.l iness
Assistance Progran, Ozone, etc. I I I I
Departient Provided Courses: Technical Acadeny,
Conflict Eanagenent, Negotiations Workshops,
Supervisory Acadeny, ADA, Etc. I I I I
liscellaDeons Telecourses I I I I
Clean Air Act Anend ent :
Rev Regulation Overviews I I I I
20
B294
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DEPARIMFNI 1 OF V]J lMFNFAL r3 YnL’rIct 1
JRF?1J OF IR U’I?
ILV L
PLAN
/ 24BER 1995
B 295
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3296
/
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INTRODUCTION
The air program training plan for entry level employees was developed
from training guidance provided in previous training plans, new
training courses (DER Academy, the new air pollution training center
in Piscataway, NJ, etc.) currently available, and updated training
needs assessments by both regional and central office
managers/supervisors.
The plan is structured to provide easily accessible guidance for all
new and technical employees based upon classification (regional
offices) and work assignment (central office). The regional offices
are all similarly organized and, therefore, work assignment
differentiation for the regions is not necessary. In central
office, employees in the same classification are assigned to
Divisions with diverse work assignments. Therefore, the central
office portion of the plan is also segmented by work assignment. The
plan is designed to be used as a checklist for scheduling training
during new employees’ first 18 months to two years.
Additional in-house training for implementation of new regulations
will be developed in consultation with the regional offices and
provided to the degree staff time is available. This type of
in—house training may more properly be directed towards supervisors
and/or veteran staff as opposed to new employees.
The usual focus life of plans and/or reports is very short. We all
tend to file these documents on a shelf or in a drawer pending
eventual disposal when space is needed for something else.
Hopefully, all air program managers and supervisors will recognize
that this plan can and should be a ready reference for both
scheduling training and an ongoing review of training status for all
new employees.
1 B297
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REGIONAL OFFICES
ENTRY LEVEL POSITIONS
1) ENVIRONNENThL TRAINEE
2) AIR POLLUTION CONTROL ENGINEER I
3) ENVIRONMENTAL CHEMIST I
B298 2
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R I L OFFICES
c in ic flfflG PL? N
Wfl L B ES
G al Stat t of Purpose
be able to aid in resolvir existirq ar pot tial air pofl iticz prthl ar to
take a xx pr-iate tiai to prevant pi:thl Lr .iu oa irriT . & i ti shall be
acc eup1ist 1 in a mr r istent with the P ir y1vania Air Pollutia Qixtrol
t, the Riles ar 1 ulati of the I rtn t, the F eral Clean Air t ar
Depart21 It Policy.
Jfl flW :
Thrcujh se1f—sb. 1y ar discn i c is with supervisor ar staff:
1. Gain a rkix ]a l of:
a. Air Polluticz i Q. trol both state ard federal
b. Air a1ity Riles ard I ulati
c. Air a1ity Policy ard Pro es (Permit Manual)
d Fø ral re julati (Ps), NSPS, ? ard N SiAP)
2. Gain urxlerstan:thij of the role of the Air Q ia1 ity SpeciAlist .
a. fl ii f nni1 iar with the is of R ional Air iality Proy u .
b. Be xzi fami 1 iar with the f zctia of the qiz ering Serv oss Secticx
azxl the C ,eratic Sectic .
c. BeCICII fam 1 iar with the types of air cxwitami.natia s m s, they
d ard what air ztaminants are nitted.
d. Be x f nn 1 iar with the types of air pofluticn cxiittül e uipi nt, 1 J
they ar re they are a lia1.
3. Gain ahi 1 ity to xt ir pa tiaE of air tainiriaticzi s xr for
reissuance of p rinits ard far determining cxanp]iaice.
a. Be( fami I tar with iz p ti i t niques ard &,Qin ntati n tboc .
b. Be’c familiar with 1x to pr re cçeratir permit.
c. Becx famil iar with what plan a ovals ard plan a roval
aglicatirs are ard the iofuzmaticz available in then.
d. Beocm fAr i liar with lu, the permit syst is teed to ix intain
liar .
e. T r to i. e available jiipaent in perforinin j inspectia s.
f. T a _ rn to interpret s ir test results.
g. Be’ r famil I ar with the c ini ssjc x i tS g rated fi u cxBltinlxxs
n sjcg) nmi.tarirl3 syst x5.
4. Gain ability to be an effective field inspector.
a. B x familiar with the cr 1l iar tradd.rg systea.
3
B299
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b. T arn Ix i cvinplaint mv tigati are haidled.
C. Devel fact fisxlirtj aid ervatiak skills.
d. 1 alize inp,rtarx,e of &x,imentin dservati .
e. T ern tedinia to effectively aid politely xmiTunic te with
cx iplainant(s) aid sair aar r(s).
f. Becxzi faini liar with it ii ii ti Field activity
Qiidelines.
g. T r to write Noti of Violati (! 1).
h. familiar with the vari fuz u of e fuzx ea it that n be i d
b& re iKX i mp 1 x e i.s fQird.
i. Beixue familiar with the n t th, pri:x ures aid ar of rn
whicth are rd in a fac!ility t l iar inspectia i. ____
j. Bei ’ fami 1 iar with the req4r its of the CXxi liar e History Fuz. .
k. B&xm familiar with irEpectiaa x,rt fus tS .
be t ed.
5. Gain tasic u erstardir of the ni s5i I inv itory syst — AIrS.
a. Learn to id tify ttx irces of air cxzitamiimnt ni s icris thith
st xild be irchded in the syst n.
b. Learn to cala late all ble, acb l aid pot itial ni ic i rates for
s aid staid the inpimrtarx of t e.
c. B xine famil i ar with the varicLE n ettoth ed to ±tain pertin t
iithirn ti * aid t i to inpit it to the systen.
d. T r to x1ix. t desk aid c, ite a vii ts , utfli 2ji1J oo ural
e. Bec familiar with tJ ir rj ____
tI e s oes ld be inpit to the systen.
f. Tk stand l i to e Stai n1 Itd trial ( 1 i ficatiai (SIC)
6. Gain basic ux stardirg of other Air Quality P ji iu fLzKtia s.
a. Learn the role of the imerirKJ Setvices Secticxl in y ir regic .
b. tfr rstand the district off ic ku ries.
c. Be able to take a wni l ai nt fiutu the pihi ic aid be able to refer it to
the aj nit tradcirg systes.
d. T r that the De rth t’s tecrologist does .
e. T rfl the role of ¶I nic l Services in relati i to stadc teat aid 1
revi .
f. T r eafur i. it ctptia aid role of cxz liar specialists.
g. B ru aa ainted with r i Pannit 1 ulatici (Title V).
h. Becxm aa uaintecI with k t 14 re rding nninicipal notificatic .
i. ‘ ue aauainted with the permit aid sni iai fee systei .
7. Gain ic urderstardirq of the AsbestcE aid Air 1 dc piX)gUdfl .
a. Learn to x t a estcs ir pecti to .xxlfirm ainpliar e with 40
(i R Part 61, Sut part (M). ______
b. l ve1 an urxierstardir of the Air ‘lbxi Pr xj iu whidi is dee]qixg
it of the requir nts irxx rparated in Title III aid Title V of the
1990 1 eral Clean Air ?ct.
8. Be aware of safety eqjiipi, t r d aid ea during iiispecticw . At all
tm cl t dte safety a rer es — in ibt, ask!
4
B3 00
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a7r-s wrcE AflW :
Oirr tly Provided
Provided By
Level I: EPA Classrocan
F an nta1s of wixc . Q p. Ii p ti
Basic Health & Safety for Field k±ivities
1 spiratory Protecti & I e of Safety B uip.
Prir iples & Pratic of Air Poll.
Level II: Yes Classrocrt
Basic Sc*irc IrEpectial ¶I niques
Visible Fini ssiai fui. i t Trainhr j
Evaluatial of Staticn iary Sc*ir Fini c sia
c pture, Transport & ¶L tirxj Syst
Qzltirnx*.E F i ja tR1itarisxj SystalE
)OC Sanip].irq & Analysis
level III: Yes EPA Classroczn
Qxh tic S Inspectiai
Asbestos NE P D oliticn & vaticii
Inspecticn Proc ures WrksI
G& ral OC Sxirc R ulatic & Inspectial
CC x itive Fini sc j
Hazat Materials IrKi Tt Yes EPA Classroc /
I e c eratia
Asbestos & er ir/Inspector D t. of Cla n/
Welfare } (
O2it.iiu Finis siai t )torng Yes EPA Classtocz /
C I I
Visible P nissia Certificatici Yes Harx Q
Wter ses:
Dcr l Yes Sunrise Ibi -Qi
Pc xpoint Yes Sunrise Haz -Q
Yes Sunrise Hex -Q
Yes Sunrise Ham -Q i
IN-S flW :
DEP Ori itaticwi Yes DEP Classroc n
DEP Acai ny: Yes Classrocxn/
Lab Orientation Harx CIl
First Aid/CFT
B301
-------
Right-th-K z
Ethics
LyfiE Disease Prevention
Slipfftip/Fafl Hazard Avoidance
AIDS
flict m tn icaticz
Int try Perspective of D
liedia Relatict
Risk Ominicetia / flict
LEgal: C J1]pc2 ts of t1 Regulatory
O ip1aint Process
thfar t ¶EboLs
N tiation SkilLs
t1a
IuLio to C piter Sys Available at D
Def ive Driving
Disas r A r s
Qrienteeri j
Inspection Procedures
InspectiQ
_ Ha li
Intervie nng 1 miq s/F eicise
Thx xfJthicles/crxitairezs
a try s
MUltin dia bpectic*is
DH E :
AD5 ‘frainir j Yea Q Staff Har Q
C 21 Trainir Yes ZiQ Staff Hai
Steck T t Trainirq Yea Q Staff Hax
P1J Training Yes Q Staff Har Q i
B302 6
-------
‘n AINIrK PLAN F
AIR UIJIIC2I 1I L GD E I
General Stat t of Rirpee
lb be able to c’ 1 eta qineerin3 review of applicaticx for issuaix,e of D plan
a pxNal. &xth revi iis shall be perfarn 1 for ai ifornarx e with r ulatory
requir its, p w policy aid sand ii eriiig principles aid practices. Also,
r rforn ir tia of s ces granted plan a çroval to terzthne c 1iari with
tI Q it cr of tha plan approval.
Thrcxx h s I f-stidy aid dis ia with supervisor aid staff:
I- W :
1. Gain a r1cir ki l&I e of:
a. Air Polluticm Qitro]. t both state aid federal
b. Air Q al ity Rules aid 1 ulatici
c. Air Q a1ity Policy aid Procedures (Permit ? nual)
d. F ral regulati (Ps), ! S, N aid N PS)
2. Gain ability to perf in p 4 tia re ri .
a. ‘ familiar with app1i ticr fuiiz .
b. familiar with reviewi’ aid furn ts of plan approval aid I
to prepare tbese & ain ts.
c. famU iar with tj types of air cxritamir ticm &iir , ttEy
rk aid t air o ita nts are atted.
d. Beecr familiar with tha types of air pollutici a. iL l iip it, 1
tbey rk aid e they are applied.
3. Gain ability to c dix t p mit inspectior .
a. B&,cz famil jar with cçeratir j permit inspacticrt t niqt s aid
in tatic i tI .
b. rii familiar with I , to prepare cçeratir permit.
c. Learn to i e available eijliplEnt in performir ir pectia to
determine cçeraticzi paranEter.
4. Gain F .4c urderstardimj of s irce tests aid thair i. e in c letir
reviews ai 1 determinis c xp1ia .
a. B i familiar with s ce testir proo iures.
b. B&xm familiar with s zrce test pre-test plan aid scx test
c Eervatia i 1T ir furm it.
c. Learn 1 to interpret s .ir test results.
d. Learn to erve s x test.
7 B303
-------
5. Gain basic urderstaniir of itinu is nissicB nx iitorir (CEM) systa
ar 1 their t e in determinir cxiiip1iaix e.
a. Becxme familiar with varicxis types of CFM systa s.
b. Beorii fami]iar with the C ( nual.
6. Gain ic ur rstari1ir of other Air lity PixX jic u fur ticrs ar their
in perfarmin permit reviews.
a. Learn what infur tia is available fzxin the PEI)S/Afl’ syst is.
b. Ur erstani the disb’ict off i bourdaries.
c. Be able to take a i bliflt f r an the piblic ar be able to refer it to
the a ropriate dis ict.
d. T ’arfl what the Departii rt’s n taxrologist role is in pt it revi .
e. T a the role of Tethnical Services in relaticxi to st& tests arxl
CFX revi .
f. T rn ifuLC iI 1t cçtic ar role of caupliarx specialists.
7. Be awsre of safety jiipi nt r 1 ard ices durisx inspectia . At
all ti ii c r r 1r - 4 tte safety awsr s — in & .ibt, ask!
aJr-S WIcE AflL :
O.irr rtly Provic i
provi I By
Level I: Yes EPA CassroQn
Fii nta1 q of vir . Oznp . Irpectici
Basic Health & Safety for Field k±ivities
1 spiratory Protecti i & t e of Safety_fl uip.
Priixiples & Pr tice of Air Poll. it i].
Level II: Yes EPA Classrcxin
Basic Source Ii pectic i ‘I iniq
Vi i hi e Th i sia thfuL it aiithxj
Evalinticzi of Staticaiary Source 1 ni siai
Capture, Transport & Testir j Syst is
itinu x ia ) ütorir Systaxs
\iOC S 1ir & Analysis
Level III: EPA Classrain
tiai S ce Inspecticzi
Asbestc NE .P D olitiai & x,vatiai
Inspecticx Procethjres b rks1
Ger ral ‘ OC S ce 1 ulaticri & Ir pectic i
iOC Ft itive Thissj
Introdix±ia to Permits Yes EPA
ti tic Evaluatiai Yes EPA Classro n
C itwl of Partia late F zni si EPA Classroczi
B304 8
-------
O tiul of Gas Thni c cjc A classroc
±er
Yes Sunrise Harz -Q
R rpoint Yes Sunrise Har -Q
? eoess Yes Sunrise Hari -Qi
‘ ‘brd Yes Sunrise Narx -C*
IN-S VIcE flW :
DEP iaitatic Yes ClassroQn
DEP h : classroc n/
lab Ori taticzi } c
First Aid/(W
Right to-}czu
Ethic
Lyii Disease Prev itia i
supmi.p/Fa]i l zard A’voidar,
Afl
c f1ict Q manücati
Ird try P tive of D
l. dia Relatia
Risk unicati /(Xmflict
Leg 1: v ts of tt gulat y
M J1 aint Process
Faiforc t bols
Ne ,tiatic S dJis
osic /S iti n tit Ojit .i].
Litiu to ( mpiter Sys Available at D t
Def ive Drivir
Disaster A r iess
Orienteeri
ilosc y of Permittir
¶L ypes of Permits
Permit Pi Overview
Qordii ated Permits
I viewirI3 of plicatic
a 1iarx Histhrj
Fiz rcia1 spc ibility
Public to Files
Public Ileeti.ris
T q 1 Rejtiir i its
Writi.r a Permit
Permit ctiai
Urxlerstaniing 1 les/1atic shi
IN E AIND :
AD Trainir Q Staff Classrocmi
R ICP Q Staff ClassEocHa
9 B305
-------
Title V Permittir AQ Staff Classruxa
Trainir Yes Q Staff } r i
St k ‘i t Trainir Yes Q Staff Har Cki
B306 10
-------
R XI(1lAL OFFICES
G lflUC ADhING PLAN
I L Q S
c A-’IME ADffl&:
ctjective ) tI d
Uerstarx inj tX role of t Self —Sbzly
wixmtal ist Disa sicn
th erstarxth State Air Qiality Self -Stirly
QAktwl regulatia Dsc& sic
erstariiisx t1 c eratic of Self -Sb 1y
analytical eiui iiw it Disc i sicri
V r Trainin j
U erstardii fm ticBial units Self -Sb y
within t & reau Discussicm
Be able to arxl ie x rt test Self —Stuly
results Diso sici
Be able to cxzdirt c liarx,e Ct ervatia
iILs
Safety Ct5ezvatic1
WP-S JICE fl AflhI G:
Qirr tly Provided
Provi i By
Level I: Yes PA
of Dwix . O up . Ir p& ti
Basic Health & Safety fQr Field h tivities
i spiratary Protacti & L e of Safety Ekuip.
Pririñples & Practice of Air Poll. QxitLOl
Level II: Yes PA
Basic Sc iroe Inspecti i niqj s
Visible FThi ssjai fOL t Trai.nir
Evaluaticm of statiaiary S ce ic si
Capture, Transport & Testir Syst
itinLK s 1 ni I utaring Syst iE
VOC 5an l irvj & Analysis
Level III: Yes Classroc n
Q ib ticz S ce Ir tim
Asbestc N PP DBloliticzi & i vaticn
1]. B307
-------
Ir p tim Proo es bbrkskx
G ra1 ‘JOC Scxirce Regulation & IrEpectial
‘ C Fi itive 1 ni
Introdu±iai to ir ‘I xicz Yes C].a o
Hazar ) terials Ir i t
RespcffEe C eraticrs Yes EPA Classrocin/
fl -S VI E IP flU :
DEP Oi itatic i Yes DEP C1 o
1 P ?ed y: Yes Classroc f
Lab Orientation I r (il
First Aid/c
Right-to-I
Ethi
Lyme Disesse Prevention
Slip/Trip/Fali Hazard Avoidarx e
AI
Q itiict uinicaticx
IrdL try ective of I
) tii i Re1atia
Risk crminicatiors/Crriflict
L l: c x ents of tk Regulatory
Px ess
foro t o1s
N tiaticzl Skills
tl
Er E1 S t ol
Litw to Qxpiter Sys Availihle at DER
t f ive Drivir
Disaster ss
Orienteerinj
tiona1 Break-Oat S’ si
U E kUW :
}S1, RICP Yes Staff Classrac n
Title V Permittirx Yes Q Staff Clas om
B308 12
-------
cE2IIRAL OFFICE
ILV rsm s
1) DVI ME2 TAL AIN
2) MR OII171’I 1I QJ11I L GINEER I
3) V O*NI?IL isr I
4) AIR I UD I( MEI LOGIS’I’ I
5) AIR )TI D E J]B1ENP SPkCIALIST
13 B309
-------
C N1RAL OFFICE
l IC INIW PI.AN KR
AIR rouurict 14 1’ OGISPS I
DIVISI( i OF AIR RE3XJI E )9 W i RI’,
AIR LTI’i S X llcI :
I IRk1N [ 1 :
g ral pirpose of this trainirçi is to t erstar tbe Beresu of Air
Quality C ol ‘s air res irce n a it program cxveririg w* i le s iroes,
statiaiary ar wtsorological ticz . !It trainir plan far snrx ,ii j
years varies with sp ific jth title, duties ar resp ibilities.
Thrc*4’i seif-stedy az disc, siai with supervisor arxl staff, gain a orkirq
J E J] Je of:
a. Air Iblluticii (Xait ol ?ct
b. Thiles ar 1 ulaticw
c. F ic sic Inv itory Systea (A]J )
d. Permit ?‘ nual
e. FU eral R ulatia i lizlirq P , NSPS ar*1 NE PS
f. I ctboc s ar ott b& r iri1 terials availalile
x:m famil i r with t miq s to estimte cviii ia £i u point, arm,
highway, off—roed, ar ] 1D l ir s oas.
BPwi acquainted with regiaia]. ir pectiai veports.
nc acquainted with tt pennit database. Similarly, becxm familiar with
A iUetin Boarde ar Clesrizxhc e.
Begin writiz sinpie rEVorts ar nv V- s , arKi ar &ireau c .u espor ien e uix r
close supervisicrt to urx erstard office procedures ar forn ts.
B ii famil iar with tba role of s irce tests ai xtiru.xxzs ni ixiijtors
(C ).
As an erver, att d n tirr cm,erniix OIV, NET, etc. air quality
iss s. Att i staff n eth .
As arraj its can be i iø , sp id tiiiv with regiczial az other persciir l
cxr 1zrtiz inspectia s, withessing s iroes tasbi, a!ditiz tbe cçeratiz* j of ,
arx otbar activities.
Qrr itly Provided
Provided By
wr-S JIcE Aflffl :
er ses:
Excel Yes Sunrise Harx i
B310 14
-------
Pc rpoint Yes Sunrise Hanis-Q
ess Yes Sunrise Har —C
Ward Yes Sunrise Hr -( t
fl -S EcE AflW :
DEP Orientation Yes DEP C1a .c ro i
DEP Acar1 iy: Yes ClassrocmV
I b Orientation Hari C
First Aid/CW
Right-to-KJXM
Ethics
L Disease Prevention
SlipfPripJFall Hazard Avoidarce
AI
flict cYImTI1T1icatiQ
Irxh try Persp tive of D
ls1c dia Pe1aticz
Risk CIr ir.Tr1ica.tionS/CrJr1flict
L a1 : Qizçc its of tt I gulatory
cY ip1 i nt Pr’ x
thforc t Ibols
N tiation Skills
t1anth
c ion/Scdiiiw it
Intiu to ( ipiter Sys Available at DER
Defa ive Driviiij
Disaster r ss
Orienteer ij
c tic l Break-alt Se sions
ALL-IN-i Ea trtmic sain Yes AQ Staff Hai (kt
Personal Qxpiter L N (Pat1 rks) Yes AQ Staff Hai Q
) ile 5A Yes Q Staff Hari Qi
EPA Self-Stixly arxl ( rrespczE3er ( irses: Yes EPA
51:422 - Air Ekllution QALt l Ori tation C irse
SI:451 — Introdix±ion to RIJIJ SIP Devel4n t
SI:409 - Basic Air Pofluticzi ? tarology
SI:4 10 - Introd xtion to Dispersion Widelir
SI: 473A — BeginniDg awirxBlnEltai Statistical
Tele es:
0480 - CX trol ) asures f CX), 03, ard EPA
15 B3].].
-------
FW]I AL OFFKE
,i ic ¶1I A]NII PLAN p
E WI1 L 1 fl
DIVISIcIJ ‘ AIR R JI E WI 4 NI,
I [ E S XJ SBCTI i:
Aflffl(:
‘ft g ral p.irpose of this trainirg is to tu rstarx1 the nesu of Air
Q a1ity a t )l’s air resc ir n r it pu3 - cx veriiq ‘ wthi le s .trc s,
statia ry aid n teorologi 1 secti . ttainir plan for snr dirq
years varies with specific jcb tiUe, duties aid respc ibilities.
Thrc 4i self-stLdy arid disc’issi with supervisor aid staff, in a botkurxj
Ju la e of:
a. Air I lluticzi O.n ttul ?ct
b. R l1es aid i gu1atia
C. I iii iai Invaitary Syst n (AI? )
d. Permit ) raial
e. F L-dl i gulatia iixthx1ii Ps), I S arid N PS
f. T cthoc cs arid oti t icgr ird naterial.s available
B x familiar with t niqt s to estimt.e ‘sni ssiC £L a point, ares,
highway, of f-ro 1, aid biogenic s xr s.
B acx uainted with regiczial inspectic rep rts.
Ber acquainta with the permit database. Similarly, becx familiar with
il A &ifletth Boarth aid Clearirx E*1se.
Begin writir j sinpie Lrc ) tS arid arid ar KesU O LL I3 * e ur
close supervisiai to ur rstarid pi 4 er off ic proc 1ures arid foui ts.
B x familiar with the role of iroe t ts arid ocntizmis nic ia1 niiütors
(C ).
As an c± erver, att x1 n etir cx rnuri OIC, 1 11NEr, arid S PPA air quality
issues. Attend staff n etirir .
As arrar jan its can be ii wie, sp ii ti with regica a1 arid other pei zir 1
o xidirtir inspectia , withessing s ir tests, ai.rliting the cçeratixg of C ,
aid atk activities.
B312 16
-------
Qirrently Provided
Providai By ___
Wr-S WIcE ADWG:
a l Yes Sunrise Haz -(
Pc rpoint Yes Sunrise HaTx -Gi
ess Yes Sunrise }bx -( i
Yes Sunrise Hawls-Qi
D1-S JIcE ¶ERAflW :
D Ori ntathm DFR cla roan
D Classro ’
Lab Orientdtia Hai
First Aid/
Rigt t-ta-I i
EtIiic
L Disease Preventi
slipflrip/FaU Hazard Avoidarx
AUE
flict T vl1nicati
IrK Et y Per ctwe of D
iR Relati
Risk CtTrIIriicatiCYLs/CXriflict
L 1: c Ents of tJ I gulat y
o i laint Pr*x c s
¶L ols
Ne ptiaticwi Skil]s
t1a
FrosfrlVSPdi nt Q. IEU O1
Iutgu to ()xpiter Sys Available at DH
E fG ive Drivinj
Di ster r s
Orienteerir
c tia a1 Bresk-O t Sessi
fl AflW :
ALL-IN-i Ele..-thxiic ) ssagirq Yes i 1 Q Staff Hai —Qi
Persaial Qxpiter I N (Patt zi ) Yes Q Staff Hai -th
Mthile 51 Yes Q Staff Harx -(X
FPA Se1f-StLx y aixi QJLL espc denCe ( irses: Yes PA
SI:422 — Air Rlluti i O.nitrx,l OrientatiQ C irse
51:451 - Introdirtim to I!I JJ SIP vel in it
SI: 409 — Basic Air I 11uticz Met ro1ogy
17 B313
-------
SI:410 — IrrLrodLx±i 1 to Dispersicri )‘ de1ir
SI:473A — Beginnin flwir xmita]. Statistic 1
1ecx irses:
0480 — (Xzitrol ) asures far CX), 03, ar Yes EPA
B314 18
-------
C ifl AL OFFICE
G N IC ‘fl AINIW PLJiN
AIR r oi iri i a in fl INEE1 I
DIV]SIa 0F AIR R W i i wr,
}I BItE Th FS S ri :
¶ AThfl :
g ral pirpose of this training is to urx rstard UE eau of Air
iality itrol’s air resc irce nen IEnt pt JL-cIIu cnveriiq rrihile
stathxiary s zr , and n t rological s ti . The training plan for snr edir j
years varies with sp if Ic jcb title, duties and respc i hi ii ties .
Thr ujh self-sbxIy and disaissicr with su rvisor and staff, gain a orkinj
kr 1er e of:
a. Air Pollutia OjutLOl ?ct
b. Riles and gulaticr
c. i s ia InvEltal:y Systan (ADs)
d. Pe ait ! rnial
e. Federal R ulati ii lizIixrj Ps), PS and NE PS
f. ‘I xthoaks and otber bedcgrc*irxl terials available
Becxz familiar with t miqt s to estinste £ri u point, area,
highway, off—roed, and biogenic s irces.
B aa inted with regi al ir pectia reports.
Beoc aaiuainted with tbe peimit dat hase. Simi 1 rly, beoc fami 1 iar with
PA &dletin Boarth and clearixv h x e.
Begin writing si ple r orts and n kiS , and arr &lreau coEL pcrw x e under
close supervisicr to urxierstand p er office procedures and fornats.
fami 1 i rn - with tbe role of s ir t ts and cczitirm.is cmi jcz itors
(C ).
As an etver, att neeth cxrceming am, Er, and S]?PPA air 1fty
issues. Att staff nEetings.
As arrang its cen be iT wi , spend tiii with regi l and otber pesc irEl
mhx±iri zisp ticr , witi ssin tests, a x1itizw tbe operatiiv of C ,
and otber activities.
19 B315
-------
Qrr Uy Provided
Provic By
wr-S vIcE 1 A]Xfl :
level I:
F a itals of thvircii. Ozip. Inspecti . Yes EPA Classrocin
Basic lth & Safety for Field 7 ctivities
Respiratory Protecticr & t e of Safety_Ekuip it
Prirciples & PracticE of Air Poll. C&xitrul
Level II: Yes Clas ’cc n
Basic Sc ircE Inspectiai Tediniques
Visible i ___
Evalt tion of Static ary Sc*iroe F ni sic
capture, Trar port & Testir Syst
Q itin x T ni ia P itor1r j Syst
C .C iplir j & Analysis
Level III: Yes C1a oc i
Q th tic S ce Ir pecti
Asbestos N Mt P D oliticn & RBovatiai
Ir pecti Pro es *rks
G& ral Sciirce Pegulatia & IrEp&ticrI
C F%xjitive ) i iq j
pxter c ses:
F cEl Yes Simrise Haix -ai
F rpoint Yes Sinrise Hai -Cki
? eoess Yes Sunrise Har -Q
Yes Sunri.se HaI -cri
IN-SERVIcE AflW :
DEP Ori itatica Yes DEP Cla r n
DEP Aic Tiy: Yes ClassrorjT /
lab Ori tatia . . ,
First Aid/CB
Right-to-Kix
Ethi
I Disease Preventia
Slipffrip/F ll Hazard Avoidarce
AIDS
iflict mminicati
Int EtIy Pt pective of DER
Media RelatiaE
Risk (ninicatior /(X iflict
Legal : Qxi x nts Of t Regulatory
cxxuplaint ProcEss
E far nt o]s
Negotiatic* Skills
Wetlar s
20
B3 16
-------
Er i /S&Jir rit Q tw1
Lit o to O xpiter Sys Available at D
Def ive Drivi.r
Disaster r ss
Ori teerir
cpticr a1 Break—Qxt Seesi
flH 1EE AINI} :
M11-IN-1 le tt xiic ) ssa3irxJ Yes Q Staff Harx -Q
Persaial a ipiter UIN (Path rts) Yes Q Staff Hards-Cri
Mrkn 1 e 5 Yes iQ Staff Hwds-Q
A Self—Stiily aM C rr pc i1er Q irses: Yes FPA
SI :422 — Air Poflutia Q.intn]. rL 1t itLa1 Qiirse
51:451 — Iri od U.cti to SIP I re1c pi it
5 1:409 - Basic Air Uutia i )‘ taxo1ogy
51:410 — Introdix±icm to Dispersial x 1ir
SI:473A — Begi.rinir fl1vircI 1ta1 Statistic 1 1 niques
Te1 ses:
0480 - CiLuLwl ) es for CD, 03, aM Yes
21 B317
-------
CkNJ1 AL OFFICE
G N IC IBAINI PLAN F R
AIR LJ1JflC1 1]B]L IN 1 I
DIVISIC J OF AIR R J E ) CEME2II’,
SI TI Y S X11 S SEX TI :
i- E-JC M fl :
¶It g ral pirpose of this training is to ui rstard the &ireau of Air
iality QauLwl ‘s air r irce u nag it p!X c2w cxvering it i le sc it ,
staticz ary s ces, aid nEt rological secticx . ‘I trainurxj plan far s x dir
years varies with sp ific jc* title, duties aid resp ibiIities.
Thrcuh self-sbzly aid disc sicr with supervisor aid staff, n a xrkirq
kr l e of:
a. Air Polluticri Q tiLr l k t
b. Riles aid I ulaticx
c. F ins jcii Inv itary Systan (AIP )
d. Permit Manual
e. F eral 1 ulations i ltdir , } S aid NE PS
f. cthoc cs aid other I cgr nd i ateriaJs available
B xxi famfl iar with t iniqj. s to esti.nate c iiissic £x u point, area,
hig y, of f-ro 1, aid bioy nic
D iainted with r icr al inspecti reports.
B’ y acx ainteI with the permit dataP se. Similarly, b&xme familiar with
PA Bulletin B rth aid Clearinghi:x e.
Begin writir si ple £uz t aid aid ai & eau LL1e pord ce izder
clc e supervisicri to urderstarxl pi u r office pto bires aid fuLu tS.
Bc xxip familiar with the role of sairce tests aid cxjitini. is c ia i nxziitars
(CE ).
As an erver, att9 I n etirx 1 erniT air, I 14NEr, aid J APPA air quali ty
issues. Atta d staff ii etin3s.
As ax - x t its can be w , sp -d ti with regiaial aid other perscrir l
cm1 x ting r p&±icr , witr ssirvj s c tests, ai ii ting the operatir of C ,
aid other activities.
B318 22
-------
O.rr it1y Provided
Provi By
Wr-SERVICE ADW :
Level I:
Fi it rit i1 of &ivirc . Qrp. Lpe ti . Yes Cla nx
Basic Health & Safety for Field k±ivities
Respiratar y Prot ±ic & T. e of Safety_E juipn t
Primiples & Practice of Air U. Q iLu1
Level II: Classroc n
Basic Scurce Ir cr T thniq
Vlsi hi e I ni sc j F ifor n t Thaininj
Evalt .tion of Stationary S ce 1 ni ssion
Capture, Trar port & ¶I stir Syst
Q itiiu nic ior )biitorir Systa
VOC simpi inj & Analysis
Level III: Yes EPA Classroc n
Qztmti i S ce Irzsp ticm
Asbestcs NE .P D oliticn & r vatia
Irspecticm Proc ures W rks
G ral \k C Sc irce Regulaticni & Ir pection
VOC FLY ltive F l1i qj
Q piter zses:
E ccel Yes Sunrise Haix -Qi
RMerpoint Yes Sunrise HarE -Qi
ss Yes Sunrise Hari -Q i
)rd Yes Sunrise Harx -O i
IN-S WI AflW :
DEP Ori itatiQi Yes DEP Classrcxxi
DEP cwi Ry: DEP Classroc /
Lab OreLItdtLc H a
First Aid/CE
Riqht-to-I
Ethics
LynE Disease Prev tic i
Slip/Trip/Fail Hazard A’voidaix,e
AB
iflict Qm inic tia
Irxk try P tive of DEP
Media Re1atici
Risk Cr mmirticatior /Conflict
Legal: C np nts of the Regulatory
plaint Pr ss
I ifar nt Tt oLs
Ne ,tiation Skills
tlar
23 B319
-------
Er EiJI/S 1i.nerIt O ritn ].
Iut to Q ipiter Sys Available at DEP
E feJEive Drivin
fined
Diz ter Awarer ss
Orienteer
c ,tiaia.l Break-Qit SP sicg
IN-}D E AflW :
ALL—IN —i El truüc M sagir Yes ? Q Staff Hax -Q i
Persaial C ipiter Li N (Patk rics) Yes Q Staff Har —Q
)t±)ile SA Yes Q Staff Harx -Qi
EPA Self-Sb.xiy ard Qrresp r aiirse: Yes EPA
SI:422 — Air Pollution Cuiit ,1 Ori tatic i irse
SI:451 — Introdix±iai to SIP De elopi tt
SI:409 — sic Air Pollution 1 t rti1ogy
5 1:410 — In odixtion to Dispersion 1t deling
SI:473A — B innir 1vir mEnta1 Statistical ‘I d niq s
B320 24
-------
ENI1 AL OFFIcE
IC ¶IPAItW PLAN F
I L Afl E
DIVISK1 c ’ AIR R ] E
ma i 3JJ S SEL’2Ic 4:
- -J AThfl :
g ral pirpose of this trainiixj is to wderstaxxl tbe reau of Air
Quality QA1tLO1 ‘s air reacitroe nag it p i w covering iir l i 1 e s ir’ ,
staticziaxy s roes, ard n tearo1ogica]. sectia . training plan for s xx s ’di ng
years varies with specific j title, duties ard respctlRihilities.
Thruxh self-stu2y ard dis , ia with supervisar aid staff, gain a r.king
kimzie je of:
a. Air lluti i Qxntrol Act
b. Thiles aid Regulatia
c. nissic i Inv itory Systan (ADs)
d. Permit Marn J.
e. F ral 1 gulatic irclixlinj P , ! S aid N PS
f • xthoc Ics ard ot t rcxird neterials avail ih1e
B&x m familiar with tethniqL to estinate ni ia fiuiu point, area,
highway, off-road, an! biog ic s irces.
U= _ aa uaintei with regic al iaspectici cts.
Beor aaiuainted with the permit thtatase. Similarly, b&x familiar with
‘A aifletin Boar aid Clearizqte.
Begin writing siir le rt x ts an! n s , aid ar &ireau correspczx3arE tnder
clcse supervisia to i.nxlerstard pz. r off i pro dures an! funmits.
B ym famil iar with the role Of tests aid tini s c ni ic i i iitors
(C ).
As an server, atte n etir cmeming alt, , etc. air quality
issues. Att staff n etings.
As arrangaiwts c n be mci , sp 1 tine with regicml aid other persc el
acrd rting irepectia s, witr sing tests, at 1itir tie cçerating of C ,
aid otI activities.
25 B321
-------
O. rrently Provided
provi 1 By
Wr-S VICE Afl D :
Level I:
Fix JT -!fltT 1 s of iviron. Qzip. Ir pecticx . PA
ic Health & Safety for Rield ictivities
Respiratory Prot tion & t e of Safety kiuip xt
Prircipies & Pr ti of Air F U. itrol
Level II: Yes Classrorn
Basic Sc rc Inspection T thniqt
Visible ni sc jc, 1or ’ it Thainin
Eval tion of Stationary Sc*irc 1 ii ion
capture, Trar art & Testing Systai
tizm Th irT W iitoring Systai
\ C Saii ,l i r & Ax 1ysis
Level III: Yes
c tion S Inspection
Asbeaths N .P 1ition & ovation
ection Proo es xç
G a_1 )C Sc .irce Regulation & Inspection
iOC Fi 4tive ni s.qj
ter ses:
Yes Sunrise Hai -Q
PcMerpoirlt Yes Sunrise Hai -Qi
kx ess Yes Sunrise Harx -Qi
Wird Yes Sunrise Hai -CZi
N-S VIc ‘ ADW :
DEP Orietation Classroc n
DEP c l as src
Lab Orientation H C
First Aid/
Right-to-Kr
Ethics
I e Disease Prevention
Slipfl ip/Fafl Hazaxd Avoidarce
AIDS
cx flict ___icBti
Irxb try I pective Of DEP
W iip Relati
Risk inicsti / flict
I l: O x nts of the Regulatory
B322 26
-------
c 1 aint
thfoL nt nibols
Neptiatia Skills
tla
Fz iai/Seiizrertt OuttOl
Iut to Q ipiter Sys Avai1 le at t P
t f ive Drivir
Disaster A S
0ri teeri j
c tic ia1 Break-mit Sessic
flHU E ni1 AflW :
A lL-IN-i El t iic I sagiz Yes i Q Staff
sc ial (Xxpiter IIIN (Pati rks) Yes Q Staff Har .-ai
1 t)e 5 Yes Q Staff Hai -Qi
A Self-StLxiy arxl Q L’ cprr Je C)iirses: Yes
SI:422 — Air Poll.utiai Qzitj ul 0ri itatia, ( irse
SI:451 — In odirtia to SIP I velcpm it
SI:409 - ic Air RlluticMi P teorology
SI:410 - IntluI z tia i to Dispersiai 1 liz
SI:473A — Beginnirq flwiz ital Statistic ]. ni miqi
1 Ie ses:
0480 - Q iit l ) asures far ), 03, arK! N) Yes PA
27 B323
-------
1]I AL OFTh E
G IC ‘fl Afl fl PL?JN
fl fl L D E
DIVISIcII P 1 PLIAW E & E 4Ewr,
PLIN z xjx.L TIc2 r ric 1:
U -JC AflWG:
g ral pxrp e of this trainir is to staid tba & esu of Air
Qial ity xtrol’s k yi.dn with k asis ai cxxpliari issues.
1. Thix h self-sbxly aid disc ia with pen11sor aid staff, in a
rking 1a lec of Air Pol1uti i Ozitrol ct, Ibiles aid Regulaticr , State aid
F ral Oxp]Jmx !roc hires. aid ref ce naterial available in tba Divisic .
2. Becxzi f mi1 iar with ii ectiai tediniqt aid ckx m itaticm
I re a n regicrial ir pecticr re cts .
3. Bec i f mi ii ar with tba cuiipliar history aid rtifictiQ1 ly
revi ing tba a p±er databases aid a i cant ati .
4.. Begin writing iip1e L jt S aid ruida and ai & asu
cx4rt e pct i under cicEe ipezvisiczi to ur stard pu.. r off ica proc tires aid
forn ts.
5. Att d Divisicx staff ii etix to b *ii famil lar with tba citic of
ot secti .
6. Att d n etir j of tba field cçeraticz diiefs to be xii fami iar with
cxizp1iai policies aid issues.
7. Gain an uii rstardiri j of tba i’ .1 exity of tba field operaticr k r
ilirt tiii cx axbx±ing inspecticr aid att ir n etix with
industry. This will involve a tarçorary assignixi it to a field off ice.
cUP-S 7IcE AflID :
Oxrr itly Provi
Provi 1 By
Level I:
____ of rviror . fl ip . Ir ±ici
Basic Bealth & Safety for Field ? ctivities
Respiratory Prot&ticzi & Use of Safety quip.
Prirx4ples & Practic of Air Poll. O itwl
Level II: Yes PA Ca r xi
B324 28
-------
Level II: Yes Classroc
Basic S ir Ir p&±i m T8thniques
Visible Pmi-c sicm fl forc rit Training
Evaluati of Staticn ary Scairc ni scdon
capture, Tra port & tir Syst
itinix 1 ni sia 1triitorir Systai
\?OC SanipLin & Analysis
I.evel III: Yes EPA Classroczi
cxth ti i S Kve Insp tia
AsbestcE NE P t iD1itic i & R x vatiai
Ir p ticw Pzvcethires rksIx
G ra.l ‘ C S c I ulatic i & Ixpe ti
1K C F itive Rni
Q piter ses:
Yes Sunrise Hai -Qi
Po werpoint Yes Sunrise Har -Q
_____ Yes Sunrise Har -Q
brd Yes Sunrise Har -Qi
b itix 1 E lassr /
o irses to inprove writirxj skills
Public speakii
irses to inprove piblic speaki.ri j skills
EPA S ninars ai ‘.*xksh çs Yes EPA Classrocan
Saninars to explain new EPA prtx JL-dn
fl -SERVI IRAfllD :
DEP ri itati i DEP Classroc n
DEP hYir ny: Yes Classroc /
Lab i itatia Harx c
First Aid/
Right-to-
Ethics
L ’nE Disease Preventic
Slip/I ip/Fa1l Hazard Avoidai
AI
cX iflict c mninicatia
Ir k try Persp tive of DEP
Malia Relatia
Risk Ca3nicatic1na/Crz flict
Iejal : n xx nts of t1 R julatary
Qirplaint Pro ss
E Lfor it Tools
N tiatia Skills
t1ar
Erc icm/Sedi nt CDntLOl
Int O to ( ipiter Sys Available at DEP
29 B325
-------
Def& ive Drivirq
fined
Disaster As r iess
Orienteeri
Icnal Pro es
1 ck Inspectia
Legal: Evi x e Hard1i
Intervi i /E ercise
TrLriçN Jic1es/czrxtairers
ar 1 *ry Is&
) j1tiii iia Ir cxvi - Pennit Disc si
DH E Afl :
AtL-IN-l E1 t’ .thc ll sagirq Q Staff Harx -Q-t
Persmal Q piter U N (Pat1 rks) Yes Q Staff Hai -Q
B326 30
-------
cF2nI AL OFFI
GE I RIC ¶I1 AINI PLè1 FU
I1 L Sr
DIVISIc14 OF X 4PLIAN E & E I E74ENI:
1PLIAN E C in i TIc11 S L’llc21:
Jt AflW :
g ral p pose of this training is to wdersthd the u of Air ia1ity
Qiut il’S pL(XjLdu With enphasis 1 Cxinpl iai
1. Thxx z h seif-stidy aid dis ia with supervisor aid staff, in a
warkjrx3 kr ,1ec of Air Pollutic Q.Ait.wl ? t, 1 les aid Bagulatixis, State aid
F ral ( rp1iaix e proc iures, aid refererx i terial available in the Divisi i.
2. B&X familiar with pw r imp tiai t miqi s aid c1x i itaticgi
the k ’ reviewir regic l inspecticr reports.
3. Berx ne f mi liar with the cxmp].iarK e history aid certifictia by
revievii the cxzprter data aid a ç1icent tatic .
4. Begin writir simple reports aid im rarxia aid ar Bireau
wder cicee supervisiai to ui rstard 1 oper office proo ktres aid
fornats.
5. Att d Divisi i staff n etin to b&xi fami I iar with the cç tia of
other s ticais.
6. Attad n etir of the field c ,erati thiefs to b&x familiar with
cxz liaix policies aid i ies .
7. Gain an urderstaxdirrj of the -ii il exity of the field c itia by
sp&dir ti cxuhx tir ir pecti aid attaidirg €nfu t metinc with
irdustry. This will involve a te çoraxy a ignn it to a field office.
W2-SERVIc AIXD :
QirrerEtly Provic
Provid By
Level I: PA Classrom
Fw ita]s of flwircm Q . Ir pecti
Basic Health & Safety for Field ?ctivities
I spiratary Protecticzi & Use of Safety_fluip.
Prir iples & Practice of Air Poll. Q itLul
Level II: PA Classrcx n
Basic Sc irce Ir pectic i ‘II thniques
31 B327
-------
Visible i ssjc thforc t Trainhrv
Evali. ti i of Static ary Scxirce i c sia i
capture, Transport & ‘1 tir Syst
iti.ntxx F ni itorir SystalE
‘ C S m l ir & na1ys1s
Level III: Yes EPA Clssrccza
c tt tic Scxirce Ir p&ti
Asbestcs ! P D liticm & RE wati
Ir pectic Pro ur€s * rksIx
G al \ C Scurce Regulatiai & Ir pecticm
C FLqitive •F i i ssia
O p er ses:
Yes Sunrise Harx s-Q
P Qerpoint Yes &inrise Har -
? ss Yes Sunrise Hai -ai
rd Yes Sunrise Hai -Q,
Writir b r1cs s Cl roan/
ses to inproize writizq skills Hank (
Public Speakirx No
Qxirses to inprove piblic speakirq skills
EPA S nir rs ai *rks s EPA Classrcxin
S8ni.r rs to cplain x EPA pro - u
fl1-S /IcE AflID :
DEP Ori itatic
DEP classrcan/
Lab Orientati
First Aid/cm
Right-to-Knc
Ethi
Lyn Disease Preventic
Slip/] rip/Fall Hazard AvoidarK e
AilS
Q flict ninicati
Ir try Persp tive of DEP
) dia 1 laticz
Risk Oc iixunications/Cxn fLtct
legal : (X np its of t1 1 gulatary
o_t Pro s
E ifar t ThoLs
Ne tiatia Skills
tlarx
Eicn /Se1in nt O iitiol
Inttu to ( piter Sys Available at DEP
I f ive Driving
ined
B328 32
-------
Disaster Awar s
Orieriteerirq
opti ia1 Break-c*it Sp gi a
fl -FU E ¶ flW :
Mis-IN-i Eiu t ic J ssagiz iQ Staff Ha —Q i
Pers ia]. Q uter 11 N (Patk rics) Yes Q Staff I rx -Q i
B329
-------
c iiiw OFFICE
GE l RIC ¶I AflW PL JN }
AIR LWrIC1 Q l’i E 1 INE I
DWISI OF PLIA) E & E FiENr,
irnw ]4PI N S TICZ :
!Ihe Air lluticBt Quitzul Fxigi.neer I will have r xitine sessior with the
S ticzi thief of £i. ii a to t io 1un s eath, ie to three tii s per , for Lz n
a to three nixiths. These s i will acquaint the trainee with if icE arxl
tai].s of his/her jth.
‘The Air PoUutia C zitro1 &gineer I will partici ate in r xti.ne S&ticz staff
n etii of f u a to luirs th )c. e n eth & int ir er
with: that ever in the Sa±ia is o.irrently thing, S tiai issues ar
prthl is, aixi furx±ia of the S ticz . e n tir js thvelcç nicatic
skil].s, gr p prthlGn solving skil].s, arxi urxierstarding of ters arxi Sectiak
c esia .
‘ihe Air Pollutiai itro]. ir er I will att xi Divisicr staff n tir to
partlailate in the dissanir ti of infur ticn arxl to b xi familiar with the
upt L-dtC of Other s&ticz .
‘Ihe Air R)Uutic Q trol &qix er I will be assigr I to a r icria]. off ic for
a ci. telyfc* r e cs to participate in ii spectine, field sanplirq, c uplaint
investigati , arxi other experieix es to axiuaint him/her to field ac±ivities.
a7r-s JIcE 1RAflffl :
Oirr it1y Provided
Provic 1 By Me d
level I: Yes PA Classtxx n
Fw ini tals of &wfrc . Q]np. Inspecti
ic Health & Safety far Field ictivities
I piratary Protectia & t e of Safety uip.
Prir iples & Practice of Air 1kU - Q 1 t i
1 nicBl Writing Yes OI!4 C1asszv
Visible nissi Thairüi /Certificaticn Classrcxxi/
Har c
er ses:
Yes &inrise Haix —Q i
Pc arpoirit Yes &ririse Hai -Qi
B330
-------
Yes Sunrise Har -Q
‘Ebrd Yes Sunrise Har -Qi
IN-S flcE fl fl :
DEP Orientation Yes DEP Cla o
DEP kyi iR1y: Yes C1assrocxi /
tab Orientation Hai (
First Aid/
t-to-
Ethics
Lyn Disease Prevention
SlipJTrip/Fall Hazard Avoidaix
c Lflict m jcatjc
Ir try rk sp tive of DEP
) dia I lati
Risk crxzainicatiors/Crxiflict
legal : Qx onents of the Regulatory
: 1 aint Prooess
forc nt ‘Ibols
Negotiation Skills
tla
osicri/Sedin it CuiAtjul
InLw to C ipxter Sys Available at 1 P
Def&sive Driving
Disaster r ss
Orienteeri
tiona]. Break-O.xt Sessicx
IN- E AINfl :
AlL-IN—i Eie trrnic )‘ ssagirx Q Staff Hai -O i
Persona]. Q zpiter LAN (Path rks) AQ Staff Hai -Q
EPA Self-Sttxly xrses: Yes EPA
Trar nissc1Ieter Systa (SI:476A)
Al’ O riUOi Systa for
Sel& t In tries (SI:431)
cx itirnx s on M itarirxj
Syst is (SI:476B)
Intro, to Baseline S
Ir tion Tediniques (SI:445)
35 B331
-------
C fl AL OFFICE
c i ic ¶I AIND1 PL?JN
VI FAL 1 ATh
DIVISI PLI1i* E & DlF NP,
a rrnw O14PI N S CTIC i:
Ifl FnviramEntal Trainee will have rcR1tr sessi with the Sectiai thief of
to b IKxws e i, a to three tiii per , for fr iu to three
naithe. These spc iu will ao uaint the trainee with sp&ifics ani details of
hisflier j .
‘fl ivir iii ital Trainee will participate in rc*itine S ticwi staff meetir
of fr n to b l 1rs 1 . ‘I! e n etii ax ueint xp.r r with: that
everya in the S ticm is irrently thing, S ticni issues ar pi l , ard
furcticx of the S tion. se n etirx devel c mnü ti skills, gr ip
LacI)l n solving skills, and tzderstariliu of rkers arti S ticm sic i.
E ivir xm ital Trainee will att xI Divisicri staff n tir to partiailate
in the dis nir ticxi of infuLuetic*i and to b 1E familiar with the cçeratia of
other secticr .
‘fl flivircrmxtal Trainee will be assigr to a regicHial off ic for
a .proxi.nate1yfcxir weeks to participate in inspectins, field sanplirq, cxm laint
itigaticr , and other experiences to aa uaint hiw/her to field tivities.
air-SERVICE ADffl :
o rrently Provi
Provi By
Level I: PA Classrom
Fw w T ta1 S of &ivircri. C p . Inspecticr
Basic Health & Safety for Field k±ivities
Respiratory Pot ticH & Use of Safety uip.
Prirviiples & Prectice of Air E 1l. Q trol
cthnical Writing Yes Classroan
Visible 1nissia Training/Certificatic*i Yes Classrocm /
ter ses:
Yes Sunrise Hai -Cki
RMerpoint Yes Sunrise Harx -Qi
Yes Sunrise Harx —Qi
rd Yes Sunrise Har -Qi
B332 36
-------
ni-sERvIcE Afl D :
DEP Ori tati i DEP C1 rocBn
DEP ? ril W: DEP C1assroc /
Lab Ori tdU
First Aid/(W
Right-to-
Ethi
L Disease Pre ienticwi
slipfrrip/F 1l Hazard A’voidai
cYiiflict imicatic s
IrdL tty P ,ective of DEP
)4 1ia Relaticx
Risk Cr2TITI1r1catc /(Xz1flct
L l: Q zip z ts of tk RB ulatozy
( ii ç,1aint Process
Lfar t rft,ols
Ne ,tiatia Skills
tla
osicm/Seii it Cuiitr u1
Irittu to Criipiter Sys Available at t*P
I fa ive Driving
cxztined -
Disaster A r s
Ori teeri
1r Prc s
Inep&tiQ
1 : Evi e Hardlir j
Intexvi i /E ertise
T ndçP thic1es/crzita i ners
k a tiy Is s
) iltii!i ia Ir pectici - Permit Disc siai
fl1- E :
ALIt-IN-i Ele±rnic Messagirg Yes Q Staff HaI -Cm
Per ial Ozpiter LAN (Path rks) Yes AQ Staff Har —Qi
EPA Self-Sbxly ( irses: Yes EPA
Trar nissci ter Syst is (SI:476A)
AP CutitLOl SystalE for
Sel t&I ird tries (SI:431)
Oiitiiuxis i sia I4xzitorir
SystaTs (SI: 476B)
IntLO. to Baseline Sc* rce
irsp tia ‘I thniques (SI:445)
Air PoUuti i QAItLu1 Orientaticqi (SI :422)
37 B333
-------
fl1 AL OFFI Z
cic ‘IRADW PLAN RR
VI L
DIVISI i ‘ O 4PLThN E & D R1 4ENP,
am ir UIflU IN S ri :
‘D general pirpose of this trainiTx is to aa iire a gerEral b dcgrc*ird in air
polluticz cxzAti iA ar s specific experierx with c or lcx term projects
to acquire experiexx e in ‘rr with c r ers ai a basic urxierstardirq of
ordimatir j i projects.
1. )ecific projects assigr 1 will be di ed in detail to clarifythe
a.itcxine expected. Pro ures to be will be disc . seI alaig with fu ikats to be
i a1. t ily di i siai with ti supervisrir or l ker will be i. ed to i itify
aM clarify rk pL1 r . b itten c xtp ts will be revi in draft form to nx)ld
into starxiard 3iresu formats.
2. 1 vi , aM bec,Tw familiar with DIP’s Qu pcxiEx e aM dministrative
Pro es .
3. Attcnl Divisicri staff n etir to participate in the dissanimti of
infozii ticri aM to b ’ familiar with the cçerati s of other secticr .
4. Gain an ur ierstardir of the c”r’ l e adty of the field opt i-citicr thrc 4i a
t orary fc,ir c assigrm nt to a District office of the Sciitlx tral I ia .
rk will iixl x e the irispecticri of facilities thidi have scxirces or wni i a
of the type beirxj i z ideraI in the r ular rk assi gr i in the lczig term
project(s) ñisc i i above.
wr-s VIcE 9I nw :
O.irrently Pro ided
Provi By ___
Prii iples & Practice of Air Po1lutia Qzitrol A a ;rL
Three thy c se given as part of A Level
I trairiin
er ses:
Yes Sunri.se Harx -Qi
PcMer xi.nt Yes &zirise Harx -
____ Yes &inri.se HarE -ai
b rd Yes Sunrise Hards-Qi
B334 38
-------
fl -S RVIcE AflW :
DEP Ori tatiai D P Clcc n
DEP wi my: DFP Classrmn/
Lab C i taticm
First Aid/Cm
Right-to-}
Ethics
Lynn Disease Preventic
SlipffripfFafl Hazard Avoidai
Afl
flict a inimicstia
Ir try P !tive of DEP
} dia I lati
Risk (izriicatici /Czmflict
Legal: C u x nts of the I ulatary
‘1 aint Prc ss
fuL t ¶ft0]s
Ne tiatic Skills
tla
ErosicB1/S 1i ii it Cuntji.,l
IuUO to Q mpiter Sys Available at DEP
I f ive Drivii j
Dis ter A r ss
Ori teeri
fl timl Proc es
ck Inspectia
Legal: Evi e Ha
Inter i ir i s/ ercise
Tnx1cfJdLicles/ca 1tainers
? oess a try Is&
Multiii ia Ir p ±i - Pennit Disci sic
EPA Self-SbxIy ( jrses: Yes EPA
SI 422 - Air Iklluticni Oj tt l i taticzi
IN-} EE AD D :
ALL-IN--i Ele±r mic I4essagir Staff Har -Q
Persc ial Qiipxter I1. N (Path rks) Staff Hai —Cr
B335
-------
c I’IBAL OFFICE
G l RIC ¶I QsINIW PLAN F
AIR IOILUI’IC 1 Q]fl1 L INEF1 I
DIVISK*J OF P 4TIS,
NEW S(XJ REVIEW SB I( :
ga eral pirpose of this training is to izx erstari1 the & u of Air
ia1ity QjnUul’s peLiliittthj i aw thr 4i both the plan ag roval ai operatirij
permit poc ; ar tI pLtJyL S to m irtirxjj oversight ar assistir in 1±
pr Msion of guithrL to the r iciml periuittirij p m.
1. Thr xxh self-sb .xly ar dis ia with supervi r ard staff, gain a
rking krx l 1ge of:
a. Air Rflution O nLwl ?ct
b. lbfles ani Regulaticr
c. Permit I bnual
d. F al regulati iixthilirxj P , t PS, aid NE PS
e. L cthoc cs aid other I dcgr xird iz terials available in
Division r ei&. shelv aid files
2. B x famil i with plan appDval review activities by riewin
tation of regional activities to wderstaid ifarmity with a licable
regulatia aid policies. in its revie d imhx1e the follar irij:
a. Plan a zoval a licatic aid plan a çroval furiii
b. Plan a roval review szmm ’ries
3. B&xzie fami 1 iar with iru r inspect.iczi t8±niq1 aid .ku n itatiai
by reviewinj regixmi inspection re ttb .
4. Beoc familiar with the permit thta e thx h ham -ai use of the
syst n to dix t infoxukatial seard s aid to proc.tx e L AJL L used in the
Division’s activities. Si mi larly, I m famni 1 i ar with A aifletin Boar aid
C1earir hcx1ses.
5. Begin writirq siii le r t aid aid ar r & r u ni loe
urder close supervision to urrierstard j w r off ic p ocakires aid furunits.
6. B m faini 1 iar with the role of the tests aid axitim x ni sion
nrBütars ( ) in the pennittir pi oo tbrcu h the review of regulatory aid
permittirv r& uir Ents with Division pereonnel.
7. As an ct erver, att d nEetir with cx ittul eq%1p M?nt v du aid
potential applicants. Atterd permit staff neetin .
8. As arrai ts c n be mutic , sperxl t.imi with regional aid other perscxuiel
cx thtir inspecticx , witnessir s tests, itiz the cçeratir of C ,
aid other permit review activities.
B336 40
-------
a7r-S RVIcE nw :
anrently Provided
Provic By
lEvel I: Yes PA Classroan
Furdan nta]s of ivir . O . r pectia
Basic I alth & Safety f Field tivities
Respiratory Protecticx & L e of Safety Xijiip.
PrirKiples & Prectice of Air Poll. Q.witwl
level lU: Cla roan
Qib tici s ce Ir pecticxi
AsbestcE NF P D liti i & Ren vaticzi
ir ecticri Proo 1res b*x5cs1x
G ral C Sc .irce Regulatiai & Inspecticn
C Fuitive nissic
fter KSes
a,el Yes ainri.se Hax -Q
Ek erpoi1It Yes Sunrise Hai -Q i
Yes Sunrise Har -Q
Yes Sunrise Hai -C
Effective Pernit Writirq (1454) Yes Classrom
Sc .2rces & kiittu]. of VOC 1a roan
flI-SERVI 1PAflW :
D P Oi taticYt DEP c1 tociu
DEP k r : assxoaiV
Lab i tdtia1 Har
First Aid/a
Rig1it-to-
Ethice
Lynn Disease Prev itiai
Slip/’rrip/Fall Hazard Avoidaixe
iflict Ct mnmicati
Irz1L tty Perspective of DEP
Media Relatic
Risk n icati(X /O fliCt
Legal: aiu x fltS of tI I ulatary
o- ,laint Process
forc flt 1 ols
Negotiaticri Skills
41 B337
-------
t1a
Erosic /S&i ir rit Q tLol
Inttu to O piter Sys Available at P
t famive Driving
Disaster A ss
Ori teerui
P! iloscçhy of Permitting
1 pes of Permits
Permit Process O ,ervi
Q ardis t Permits
1 viewirq of A lic tia
1 i a e History
Fir n ia1. RespcBEibility
Public x s to Files
Public etin
1 s
Writir a Permit
Permit ?ctiai
A i a1s
Urxlerstardirl3 ibles/RelaticB hi s
Par l Di siai — Ir pectars fLl.lu ( ,eratiais
PA Self Staxly irses: Yes PA
O ,erviev of P ) Rø ulatic (#453)
Air Pul1utic i ailtEol Syst for Se1 ta1 Ir hEtres
D E kThD :
R CIY Yes Staff Classrcczi
Title V Permitting Yes Staff Classroan
ML-]] -l Electt’uiiic Messaging Yes Staff H -Q i
Peisczial C ipiter IIIN (Path rks) Yes Staff Hai -Qi
B338 42
-------
fNII AL OFFL
NF1UC ‘ AININ P1111 F
AIR i.uyricv 11 INE I
DIVISIt I OF P mS,
T 1NI L &WE P S rIcei:
1- ABW :
‘I! g ral p.irpose of this trainir j is to t derstand t & esu of Air
ia1ity itrol’s permittir pro 3 idnl thr 4i both tl plan ap z ocial aM eratin
permit pr ; aM t1 w to c dixtiii oversight aM assistirq in
cwisicx of guidar to tI r i l permittis riim .
1. Thr x gh self-stLxIy aM di icZE with supervisor aM staff, gain a
rcrkir J i]ec e of:
a. Air Polluticni Ci.A1b .1l 7 t
b. Rules aM Regulaticr
c. Permit 1 rn l
d. ral r julatic irx lizIir Ps), I PS, aM NE PS
e. xthocJcs aM ott I grc*ird mterials available in
Divisicm s1 lves aM files
2. B ’ familiar with plan alzova]. review ai±ivities by reviewirg
&x in tatiai of r ia al &±ivities to uMerstarxl cx iformity with arpli hle
r julatia aixl ixlicies. its revi 1 ir 1tde tl fo1lc drq;
a. Plan ar oval a p]ic ticx aM plan ar oval fazii
b. Plan a oval review simmw ries
3 • Beocm f rmfl iar with pr r irispa tiai tetthniq . aM ck . itatiza
tix,th by reviewing r icx al irEpecticn r cts .
4. Becxm familiar with tI permit datakase thrcM4l hai -cm i e of the
systan to cxz tx± u ti s rd s aM to prodL i xrts i ed in tl
Divisi ’s activities. Similarly, Isa’ famil ar with A B.ifletin Boarda aid
clearizqIxR es.
5. iri writir siiiple r xirts aid aid ai Boreau OLLSpJLÔm’ee
urx]er clc e supervisicm to ui rstard p u r off ic proo ures aid fOru tS.
6. Becx f mi 1 jar with tt role of t1 s ir tests aid cxxitirnx ni jai
nx itors ( ) in tl permittirç 1axx thrcxz h tt review of regulatoty aid
permittirg repiir ts with Divisicti persczn l.
7. s an erver, att xI meetirx with . x Lwl eguipient ver rs aid
potaiitial a p]i nts. Atteid permit staff neeth .
43
B3 39
-------
8. As arrari its cen be m%tip , s [ x1 tiiw with r L(Z1a1 ar otber persCBli l
ocxitxtir inspecticz , withessir s zve tests, a’xi tirig t1 cçeratixi j of C ,
az otber permit revi i activities.
wr-s VIc E ADW :
Qirr tly Provided
Provi 1 By Met1 d
level I: Classroan
p nwq ita1s of Eflvirc . C . Ir pecti
Basic ! alth & Safety for Field tivities
Thespiratory Protecti i & t e of Safety B jiip.
Prir ip1es & Practice of Air Pen. QAJt ul
level III:
ticri S ce IrEpectc*
Asbestos N P I o].itia i & x,vatia i
inspecticri Procedures Wiri x
Gar ral C Source i u]atiai & ir pecticn
C FLzjitive ni iQ E
nwise I
— Sunrise
_ & ise
&nwise H
Effective Permit Writirx (1454) Yes FPA ClassrocE
Sources & Cb ttol of )C Yes Classrociu
IN-SERVIcE AfllB&:
i Ori taticn DFP classrocmi
DEP e& ny: Yes Classrnai /
tab Ori itatiai i
First Aid/at
Right-to-
Ethic
I Disease Preventia
Slipfrrip/Fall Hazard Avoidar
AI
oxiflict Ccxiui nicatLcr
I i. try Perspective of I
Media Relatia
Risk (a riicaticr&s/Ccriflict
TpiyiI : Qz xw nts of tbe I ulatury
c 1aint Pr
& forc rrt o1s
Ne tiatica Skil]s
B340 44
-------
t1ar
ErcsicVS Ii1 r1t COntrol
Iiitiu to Q zpiter Sys Available at DEP
L fo ive Drivir
caifin
Disaster Awar
Orientesrnij
ilcsc iy of Permittis g
1 pes of Permits
E rinit Pro s Overview -
COardinatal Permits
i ri.ewirxj of A çlicaticr
C p1i e History
Finaix ia1 Respcz’ ibiity
Public ? ss to Files
Public Meetir
Ie l R uir ts
Writir a Permit
Permit ?cticri
Ar pi1 s
Urderstardir J les,elaticr shi s
PaT l Discx si i - Ir p tors £ u erati
Yes E PA
Overview of P ) 1 ulaticfE (#453)
Air E ].1utiai C taol Syst far Sel& t 1 Irxt. stries (#431)
Uthan Air i d.cz (#404)
Hazarth.s ste Iri inerator (#502)
flH E AflW :
PICI’ Yes Staff C1aszroc n
Title V PermittiTI Yes Staff Classroan
ALL-IN- -i e ti .a ic ) ss irg Yes Staff Har -th
Persa a]. ampiter L N (Path rks) Yes Staff HarI -Qi
45 8341
-------
]I AL OFF [ E
IC AflW PLAN
VI L
DIVISIctI fl’ AIR ta’ry } Ti PD ,
w ws )DITI RB S PI :
cbjecti
Prirciples ar I cçeratii proc 1ures of ! rn a]s ar Har -Q
air t cic nKxütorI equi m* Provi 1 by s iar staff
Intro&E±ia to tt als of air tr dcz binELs arxl Harx -Ori
mitarisi Provided by sEilor staff
IntrodLctia to t “Q iç lium of HetIx3th ) m ]s arxl Hexx -Qi
for 1 cic Organic Qiupc*irx ’ Provided by s ior staff
CXYr-SUWICE ADW :
Oirr tly Provided
Provid e d By MEU d
Level I: Yes Classrocn
Fuz u tals of &Tvira1. Orip . Inspeicticw
Basic Health & Safety for Field k tivities
I spiratory Protectic & t e of Safety !k jiip .
Pririiples & Pr tic of Air Poll. QxJtLul
Level II: Classr
Basic Scxir Inspecticxi_‘I thniqjies
Visible 1 nic ia flfor. m it Trainhrxj
Eval mticri of Statiawy S wc mic ic 1
capture, Trar port & Testirg Syst
itiraxx i ssia } itorirx Systai
\ OC Sauiplir & Ar ].ysis
Level III: !PA
( tiai S Irisp tici
Asbestos NE P D xoliti & R x vatiak
Ir pectia Pro Iures xrks
G Era]. C Scxiros i ulaticxi & Inspectiai
V Ftxjitive nis jc
inrothxtic to Air 1t,xicz PA Classro
B342 46
-------
Q er ses:
ccel Yes Sunrise Hai -ai
PcMerpoint
- Yes Sunrise Hai -Qi
rd Yes Sunrise Harx -Q
fl -SERVIcE AflW :
DEP Ori itatia Yes D P Cla roc n
DEP : ciassro ,
Lab Ori tatiQ1 Harx
First Aid/(
Right-to-Kz
Ethics
Lynn Disease Pre itian
Slip/I ip/Fa1l Hazard Avoidaxx e
AIDS
C flict mic tia
Ird try Perspective of DEP
Media Pe1aticx
Risk Crriiriicatic is/( flict
Te y 1: cxz xz its of t I gulatary
1aTht
foro t ¶bols
N tiatic Skills
tla
Er ic /S iiiiiv nt Q iL l
InL to o ipiter Sys Available at DEP
Defer ive Drivi.ri
fi ed
Disaster rer ss
Ori teer
c ,tiaial Break-Qit Sessiais
DH E fl :
A lL -f l -i Elei.tuAlic MessagirK Yes Q Staff }arx -Q i
Persc a]. Crrpiter LAN (Path rks) Yes AQ Staff Har - i
Right to xr Yes AQ Staff Classro
47
B3 43
-------
c AL OFFE E
c e ic ‘iI A]Xt PLAN R
lVI Oifl1ThL 1iEl’USIS I
DIVISI 2 AIR LIT I Iflt1Wi3,
) lfl W S RI :
jectives
Prir iples azil cçerath procedures of ) iua]s arxl Bar -Q
air t cicz itarii iipi nt Provided k s ior staff
Introd tici to g a1s of air t cics ) wa]s azxl } -Q
imx itori.rig Provided 1 ’ s üor staff
Introdix tia to t 1itnn of Met1i th ) rn Ls ai } -Q
for xic Organic Qxçc ints” Provided by s üor staff
wr-s vi Aflfl]1:
Qxrr tly Provided
Provided By
level I: Yes
F zda itals of vira . CX . Thspectic s
Basic Health & Safety for Field ctivities
I spiratary Protecticr & i e of Safety Fk uip.
Prir iples & Pr tic of Air fl. O.jiiti l
Level II: Yes Classrcun
Basic Scxirc Ir pecticr ¶L niqLEs
Visible F ni s.cj forc n it Training
Eval tia of Static xy S s i i
Capture, Transport & 1 tir j Systa
itirnx 1 n ssiaE ) itoririg Syst
\ C c ip1 ir & Analysis
Level III: U fl
Q th ti S oe Irisp ±iai
Asbestxs NF 1A P D iolitiai & x,vatiai
IrEpectia Proce&xres brks
G ra1 ‘A3C Scxirx Regulati i & Inapatiai
dOC Ft itive fli Sj E
introdix±ia i to Air I cci PA
B344
-------
Qxp er Q rses:
cel S ise H&
Pci erpoint &nwise Ha -
& wise Ha -
ise Ha
fl -S RVI fl D :
DEP Ori tatiai DEP classroczn
DEP c : DEP Classro n/
Lab ri ibtticm H arx1s-Q
First Aid/CE
Right-to-Kr
Ethics
LyD Disease Prev iticn
Slip/Prip/Fall Hazard Avoidar
AIDS
c flict c anücatia
IT try P tive of DEP
M lia i latic E
Risk Cm inicati / if].ict
legal : ( x!pc1ErIts Of tte ulatary
( iplaint Process
ifarc nt ols
N tiaticri Skills
tl
ErosiaVSeIiJ1 nt C x tro].
InL to ( rpiter Sys Available at DEP
Defer ive Driving
cx in S
Disaster Awara iess
Orienteerini
c ticB-Ial Break-Oft Sessi E
flHUEE AThfl :
AtL-IN-l Ele±ratic ) ssa ing Yea Q Staff Hai -Q-i
Pers al (Xmp.iter L JN (Path r1cs) Yea AQ Staff Hai —O a
Rig t-’Ib-I nc J Yes ? Q Staff Classrom
49
B34
-------
fl1 AL OF I E
c ic ‘I AINI PL?JN
AIR II17I’IC1 aIfl L I
DIVISI 4 ‘ AIR LITY ) 2U 1 I ,
c NIR AL OP TI SkX ll :
AThI :
thjectives ) 4 tl d
Prirciples ar cçerati.ng prcx ures of ) rn. ls ar Har -Q i
a] bi it air i iitorirt ui it Provi 1 I s iar staff
c er trainizxj 1s
Provi i I s iiar staff
1ity ai prirciples aM pr tioes ) rnnls aM I r -Q
Provided by s iiar staff
Intro xti to e1viX 1ta1 statistics Harxis-th provided by
saüor staff
Wr-s /I A]NflG:
Level I: Classrocmi
F u i-qita1 s of wir . Q:mip. Ir ticr
sic H lth & Safety for Field k±ivities
Respiratory Prota tic & t e of Safety jiip.
Prirciples & Pr tic of Air Poll. Q witt A
iality s irarx e fo AP 1 asur rit Syst Yes
er ses:
e1 Yes Sunrise t r -Q
Powerpoint Yes Sunrise Har -Qi
ss Yes Sunrise l rx -Qi
Yes Sunrise Hai -Qi
flf-S Wt Aflffl :
DEP Ori rtatixi Yes DEP Classrcan
DEP id iiy: Yes DEP Classroc f
tab Orientatic Har th
rst Aid/cW
Rightto-Krx
Ethics
B346 50
-------
Lyn Disease Preventicgi
Slip,’Trip/Fall Hazard Avoidaix e
AIDS
flict c innunicati
IrxhEtry Persp& tive of DEP
i ia Relati
Risk Caaaznicatioris/Confllct
Lerjal : Qxipc nts of tk R ulatory
Q laint Process
D for t ¶ o]s
Nei,tiaticri Skills
t1a
Ercsic /S iin it Q iitrol
L L to Q ipzter Sys Available at DEP
Defa ive Drivir j
Q f
Disast er A r ess
Orienteering
tia al Break-Qxt Sessicz
fl E D :
AtL—flf-]. l L .iiic Messagixg Q Staff Har -Q
Persmal O piter LAN (PatI rics) Q Staff Hai —Q i
Right to E Ui1 Yes Q Staff Classi ia
EPA Telexx rses:
IntrodLEticzl to Anbient Air ! IitOr1ng Yes
51 B347
-------
1 AL OFFI
c ic ‘]I ADWK PL JN F
AIR B& SPEX IMJSIS
DIVISI AIR LITf_)O fl fl 3,
RAL OP TIcKS S X PI :
( bjectiv s MetI d
Priixiples ar cçerating pr dures of brn Ls ard Ibr -Qi
anbient air n mitarin e uip t Provi t seniar staff
1 a ]s arE! Har
Provided by senior ff
iality irar irE ip1es arE! practio ? rn 1s ard 1 ix1s-Qi
Provided by senior staff
WP-S 1Ic ‘ AflW :
Qirrently Provided
Provided By ___
Level I: Yes
____ ___ of kivirt . ( tip . Ii p ti
ic H lth & Safety for Field ictivities
Respiratory Protectia & t e of Safety_ uip.
Prirciples & Pr tioe of Air Poll. Q. iLu].
Yes Q. tL- tor Harx i
D -S VIcE ]XE1 :
DEP Qrientaticwi DEP
DEP d :__
Lab Ori itdti
First Aid/an
Right-to-Kr
Ethics
I Disease Preventic i
52
B3 48
-------
Slip/trip/Fall Hazard Avoidane
AIDS
aa f1ict nmmicatic
Irxh try Perspective of DEP
P dia Relatia
Risk inmicatioris/( nflict
L l: Qx its of the Psulatriry
1ajj t o ss
F ifoL flt 1 ,ls
Negatiati Skills
tla
CuiiLrul
Iut to Qxpiter Sys Available at DEP
E fe ive DrivT
fir
Disaster A ess
Orienteer
opticral Break-Oit Seasia
IN-IUZE A :
AlL -IN-i Electr ic ? ss irq Yea Q Staff Hai -Cn
Persaial Oc ip.xter LAN (Pathct irks) Yea Q Staff Hai -Q i
Right to Kn Yes Staff Cla oc n
EPA [ ] irses:
Ir1trodLx tiQ to Airtii&it Air I iithrirvj Yes EPA
B349
-------
CFN11 AL OFFICE
G 1FRIC ‘ I Aflffl PLN4 FOR
AIR JIR SP CI LISIS
DIVISIC 1 OF AIR Lrrf } TIORD ,
FTFTID OP I’I S & ?IAWE SFX I’IcJ :
A- HE Afl1fl :
jectjves
Prirciples arxl operatir procedures of !‘bnuals ar Harx -Qi
anbient air nx itarir uip it Provi ty senior staff
(XWA) a piter trainir 1 m Js arxl H& -
Provided by senior staff
Qiality as aix prizxiples arxl practi ) nuals ard Har -Qi
Provided by senior staff
cUT-S wIcE Afll]1 :
Qirrently Provi
Provided By
Level I: Yes PA Classroan
Fui n rit a1 s of Fflvfr . ( . Ir p tia
Basic Health & Safety for Field ctivities
1 spiratoty Protecti & t e of Safety Fkjuip.
Prirciples & Pr tioe of Air I U. Q twl
p er Q rse:
Excel Yes Sunrise Haix -Qi
rk rpoirit Yes Sunrise Harx -Qi
Yes &inrise Harx -C
Yes Sunrise Hari —C1i
D1-S wIcE 1I Aflffl :
DEE’ Orientatic Yes DEP Cla rx&n
DEE’ k adcmy: Yes DEP
lab Orientatic Harx (
First Aid/aR
Right-to-}
Ethic
Lynn Disease Preventi -i
Slipffrip/F U Hazard Avoidarce
AI
B350 54
-------
Q flict u icatic Ls
Irxk try Perspective of DEP
dia Relatic
Risk inicatiar /(rrif1ict
Jeg 1 : Qinpcx its of t1 R ulatary
aint Pro ss
F fuLL flt ¶ft,OLS
N otiaticri Skills
tl
FrosiczVSeiJJrErIt O itLol
IntW to Cxzpiter Sys Available at DEP
Defø ive Driving
finei
Disaster A r ess
OriGlteerllq
tic al eak-cut Sessi
- E ThD :
AtZr-fl -1 Electra iic 1 ssagir ?Q Staff Hai -ai
Perscria]. oxpiter I N (Pat1 rics) Yes Q Staff Hai -(ki
Right to Yes ?Q Staff Classroan
EPA ¶1 l rses:
Introd x±ia to Azrbi t Air Wriitorin j Yes EPA
55 B351
-------
N AL OFFICE
GE I RIC ADlD PLAN F
AIR iowiricz Q ii L INEE1 I
DIVISI( OF AIR I.flY II(IW ,
yrKtfl OP ATI 1 S & W INIThN sEcrIa4:
c21-’]!1E- B L1 AiNII :
cbjutives
Prirxiples ard c erat1r procedures of )bnuais aril Haxx -Q
az ieit air nitorirvj iip t Provided k ’ s iar staff
]s ard Haxx -
Provided saüor staff
1 ity iraxx prixx iples ard practices ) nuaLs ard H rx -
Provided I ’ s iar staff
Introd x±i to a virx m ital statistics Har* -(k provided kq
s ior staff
S ard Ref er ) t de
Wr-S VICE 9 AflW :
OlrrEitly Provided
By
level I: Yes Cla oan
imw ta1 s of ivirc . C inp . Ir e ticB
sic H lth & Safety for Field Activities
Respiratory Prot ticzi & T. e of Safety_Ekluip.
Prirx ip1es & Practice of Air U. Ci twl
Qiality AssuraI for AP ) asur it Syst n PA Classrocin
fter a ses:
Yes Sunrise Haii —(ki
Powerpoint Yes Sunrise Hari -()
Yes Sunrise Har - i
Yes Sunrise Hai -Cki
-SERVI Afl flG:
DEP orientatia Yes classroc n
DEP Ac 1 Tty: Yes DEP C1assroc /
B352 56
-------
Lab Ori itaticri Hari (
First Aid/CPR
Right-to-Krx i
Ethics
Lynn Dis se Preventia
slip/rrip/Fall Hazard Avoidar e
AflE
flict Q nimicatic
Irdi try Pt p&tive of DEP
Wdia Relati
Risk Tunicaticz /Qx flict
T qa1: Qmxg its of t1 1 u1atory
Ont s
D fuL flt Ols
Negotiaticzi Skills
I t1&ds
osicx /Sedimerxt O It 1 .,1
Iuttu to Qitpiter Sys Available at DEP
t fa ive Drivir
c iifir
Dis ter A r s
Ori teeri
c ti l & k-Qit Sessi
flH E AflW :
ALL-ni-i El tt ic Messaging Yes Staff Har -(ki
1 rscziai Qzipiter L N (Path rks) Yes AQ Staff Haz -C*
Right to Kr i Yes Q Staff
EPA Thl wses:
Introdix±iri to Mbi rt Air Wziitoring Yes EPA
57 B353
-------
L OFFI
IC 1 AThD PL?JN F
AIR R II171’IC i 1I L fl D I
DIVISIt I OF scxi 1 TB & W fl IN,
ri 2PB S IIcI :
i-qi AD :
¶fl cbjective of this segn it is to povide tk ) w ic ) 1ekjt aid skills
far enti y level 1 oyees to perform tIx se duties aid respcz si hi 1 ities
fuidan ital to tbe Divisicm of S irce 1 tizij & )kmitarirg aid to provide a lid
fc*irx3atia up è ith tI e enployees c n build a iwf ia al c rear.
These ic skills are g raUy tai4it thrcujb infornal -ai-aa etirx with
sador staff aid thrc*igh dis .EsiaE at staff etir :
Safety
—
c alibratia Tedmi
Drivinj (St c t ThrJ s)
State/ deral I gulatia
nta afr
St Test ctservatio
St 3c T st Protcwlsfl vi s
Office Pro ures
wr-s wICE Afllfl :
This segn it provi tbe fui.iuc*]. trainirg nry to perfarm tbe tathni l
aspects of tbe positiczi. This parti is jct specific aid is assigr I in tbe
area of tbe layea’s respc ibility. This trairthvj is r sary to provide tbe
1 i1 required in the ar of safety as a çlied to. tta specific jck) duties,
tbe varicxis pollutants aid tbe cp r-cttia of tbe varia. tiul jiipicnt i 1 aid
tbe tI ry aid practices of acbual st san lin .
Several of tbe EPA axirses listed bel will be takai via tbe Harrisburg
(kAQn]zil site as sd duled. kIliticiial ses r t listed bela.i nay also be
assigned as sd eiulin permits.
Qirreritly Provided
Pxwided By
Level I: Yes EPA Classrom
FLn an ntals of wircri. Q . Ir pectic s
Basic Haalth & Safety for Field k tivities
Respiratai:y Protecticni & 1 e of Safety iip.
Prurxiples & Practice of Air Poll. Q t l
B354 58
-------
level U: Yes EPA Classrocin
Basic S irt Ir p ticx ‘I8thniqt s
Visible i icm fur. i it Training
Evaluati of Staticriary Sc* Th i si 1
capture, Transport & ‘I tir j Systei
cx tirm nis ia ) itoring Syst
OC i lir & Analysis
Q er z es:
E cce1 Yes Sunrise Hii -(ki
Ik rpoint Yes Sunrise Har -Qi
____ Yes Sunrise Harx -Q
rd Yes Sunrise BaT -Q i
Introdix*.icrt to Air !Ltecicz (1400) Yes C1a roan
S ce San ling for l1uthnts (1450) Yes EPA Classrom
IrEp ticzi Proc es & Safety (#446) Cl ocsn
ç i ity Ass zarce for Air lluti i
irEr rts Syst n (1470) EPA Cl oan
Q tLEticrI Eval ticri (#427)
fl -S QI 1 AflW :
DEP 0ri tatia
DEP ciass ro /
lab orlaitaticri Barx ai
First Aid/
Rigt it-to-Krx i
Ethi
Lynn Disease Pr 1ticR
Slip/] rip/Fall Hazard AvoidarEe
AI
c nict __nic thx
In1 Etry F €ctive of DEP
) I r1i RelatJ.
Risk cmm i tions/ iflict
T gai : Qzipcments of t Rejulatory
( y j l aint Pro ss
fl f t ols
Negotiaticri Skills
tla
Ei /Sethi nt O ttol
LLt LU to C ipiter Sys Available at DEP
Def Eive Driving
Qx
Disaster A reness
Orienteering
optimal Break—Qxt Sessic
59 B355
-------
fl -}U E AIN :
R CP Yes Q Staff Classrocmi
Title V Pennittirg Yes ? Staff Clag r mi
ALL—IN-i E1ec ic l4essaging Yes PQ Staff I -Q &
Persaial ( ipiter LAN (Pathcorks) Yes Q Staff Hai -Q i
B356 60
-------
C H AL OFFICE
GENERIC ‘IBADWG PI)JN
WH L
DIVISI 4 S 1 T 2I’Ik & W 1TIUW ,
ii 2PI) S I]X1 :
ctjective of this sign rit is to provide tbe t i s ki l e ar skills
n& ary far t U)r level q1oyees to perform tk se duties ar respc ibi1ities
furdaii ntal to tbe Divisiai of Sriir ¶I tirx & ! itarin aixi to provide a solid
f ir atic i t tiidi tbese iplayeea n b.iild a wf iaial
These l- sic skills are g raily tai4it thr x3h infnr 1 c ie-a - n ethx with
s üar staff ar thr 4 dis( si a at staff neetiri :
Safety
Bui t xili
1 ratjc Tethüqt
Drivi (Stack st i )
Fil Syst
State/F ra1 I ulatia
uip t n e/R fr
St T t ctEervatax
St T t Protc ls/ vie
Office Pro ures
WF-SFRVICE AI!ffl :
This segn t provides tbe fon al trainiTxj riec sary to perform tbe tathnicel
aspects of tbe x siti i. This parti i is iiut jc specific ar is assigned in U
area of ip1oyee’s respc ibility. This trainirq is r oessary to provide U
]a le e ru jiired in tbe areas of safety as applied to tbe specific jct duties,
tbe varica pollutants aixi tbe cçeratia s of tbe varicx it ol iuipi xt ed ar
tbe t ry aril practices of acthal stack c amp1ixg.
Several of tbe EPA irses listed belcM will be takea via tbe Harrisbxrg
ã inlinkirxj site as sd led. k11itia 1 ses r t listed belc i flB also be
assigned as sdiedulir permits.
Qirr itly Provided
Provic i By
Level I: Yes xn
fluxianEntaLs of ivira . ( . Ir pecti
61
B357
-------
Basic Health & Safety for Field ? ctivities
1 pirataty Protectic & T e of Safety jiip.
Prin iples & Practice of Air Poll.
Level II: Yes Classrocxa
Basic Sc*irce Inspecticwi_1 miq s
V i cd hi e F tii s-qjc ifo it ¶I aininj
Evalt tian of Staticnary Scxiroe rtis ica
capture, Thar ji t & 1 tirrj Syst is
Qxttixm F n iaE P itorixig Systai
X)C mp1ir & Analysis
uter sea:
ccel Yea &nirise Ha1 -Qi
!k werpoi.nt Yes Sunrise Hari -Qi
Yes Sunrise Hari -Q
brd Yes Sunrise Haz -Qi
IntrodLz±ial to Air ‘I d (1400) C]. toan
Sc,it Sanplix far PollUtcuitS (1450) Yes EPA Classroc n
Irpectiai Pro es & Safety (1446) Yes
( .iality Assuraim for Air Pollutiai
l its Systes (1470) Yes C].a rouu
b. ticr Eal ticri (1427)
N-S 1I IBAiBD :
DEP Oriaitaticz classr n
I b r: Yes Cla x n/
tab Ori tia
First Aid/(
Right-to-K1u
Ethics
Lynn Disease Preventicn
Slipfrrip/Fafl Hazard Avoith
A S
flict Oi ininicatia
Ini tty P &.tive of DEP
) ia Re1atia
Risk Criimunications/Corif].ict
T qal : c c ts of tI I gulatory
O! laint ‘ Process
uiC flt ols
NegotiaticB Skills
tla
& ‘osic 1/S 1inExt C LLOl
Iutw to C tpiter Sys Available at DEP
E f ive Drivii
fine
62
B3 58
-------
Disaster Awar ess
Orientesrin
cptia al Break-Oit Sessia
fl -}UEE ]N :
Title V Permittit
A lL-IN-i Ele. Lt iic } ssagir
Pers al piter t N (Path rks)
Yes
Yes
Yes
Yes
Staff Classnxzn
? Staff Classram
? Staff C].a ir x a
Q Staff }Iar -Q i
63
E35 9
-------
1IB L OFFI
c ic ‘IRAINI?K PLAN
AIR LWTIVZW a l’I1 L INE I
DIVISI 1 3 ] ri 2I’IW3 & PI Ifl ]N,
Q ffDWE tSSK1i c iri n S fl :
q1 DW :
‘fl pirpose of cz -t -jcb traizüxg is to provide the loyee with an
irx1erstardir j of tt proo ures i ed to au x± tI r itir tiviti of tk
CXx1tirILxx Pinissicii )triitariri j Sectiai. Trairii.r j is i jli.sl d tq direct
supeLvisia of tt ployee - I o ts i tivity. ar of a -t -jct
traini ir ltx e:
P 1 1 view:
se I nxriitariiig systan ls
se II t t protocDls
Level IV t t protocx)ls
1 t eniatic :
ase II perfu i 1 specificticw testirq
Level IV systen perfarmi aixilt testiuj
rt I vi :
I1 e III perf n rx specifictia t t report
Level IV system perfon rx aixlit report
( Ir pecticr :
level II system aiilit iz pectic
AL 1it 1 tir :
Level III arelyzer audit testh
Level IV syst i perforiiei audit t tirq
• y: __
Hard ( 1 quarterly L’e sorts
Floç disk CE1 quarterly reparts
Safety
B ui it Hardliig
c li1irati thni s
Drivirg (St T st Th )
Filfrq
State/Federal I gulatia
B ft Jnta Repafr
St 1 t servati
St Test Protols/ vie
Off ic o ures
B360 64
-------
air-SERVIcE AflIfl :
This segn it provides the formi trainir r c ary to perform the tethnical
aspects of the posiUc . This x rtiai is nj.i jc± specific arxl is igi d in the
area of the Glployee’s respcr ibi1ity. This trainirq is rP aty to provide the
]1 required in the ar of safety as a lied to the s if Ic jct duties ,
the variciis pollutants aM the t jtkT of the vari i.i.i tju1 iipnent t ed aM
the tI ry aM practices of t 1 stad samplinj.
Several of the EPA irses listed belc ri will be takai via the Harrislxu:g
& nlinkirg site as sd uled. I1itiaia1 cxiirses r t listed belcxri my also be
ass as sc±i th permits.
Qirr itly Provided
Provided By
Level I: Yes EPA Classroan
F amnth]s of ( p . Ir pecti
! ic Health & Safety f Field tivities
Respixatory Prot tic i & I e of Safety_E iip.
Prin Iples & Pr tice of Air E ll. QAltwl
Level II: Yes
___c Sc .trce Ir pecti ¶I thniq
Visible i icri ifo i t TraIning
Evaluaticzi of Statia iazy ScAirce T mic siai
capture, Trar port & I tir SystalE
Qmtirn.1c .E 1 ni j ) Litori_r Syst
OC SalTpl ng & Analysis
Level III: Yes EPA Classroan
ti ScA ve Ir pecticri
Asbestcs NE P DElolitiaI & REovaticil
IrEpectia Procethires b* rksIx
G ra1 C ScxIrcE I ulaticxi & irspecticzi
‘X)C F*. itive F ni
tin1. xE Rmi i i )kx itaring (#474) EPA Classro /
Ha Q
Sc 1roe c Iir for Ikllutants (#450) EPA C1ass U*iI
Q.iitwl of Partiailate 1 ni si (#413) Yes EPA Classrcx n
Ir pectiai Pro ures & Safety (1446) EPA Cl ro n
( tL tim Evaluatiat (#427) Yes EPA Classroc /
} c*
Q ter ses:
Excel Yes Sunrise 1ar -Q i
Ek)werpoint Yes Sunrise }iarx —QL
65 B361
-------
I x ess Yes Sunrise Harx -Qi
rd Yes Sunrise HaI -Q i
1B-S /I E AIN] :
DEP j tatic Yes DEP Cl roczn
DEP t- wi iy: Yes DEP Classroan/
tab Ori tatic i r s Q
First Aid/Cm
Rt- to-}
Ethic
Lynn Disease Prev tia
Slip/rrip/Fall Hazard Avoidaixe
AIDS
cxziflict ___icatia
Irrh try PeLb tive of t*P
Media Relatia
Risk (iiminicatia / fliCt
Le 1 : Qx ci ts of the Regulatory
01!plai.rxt Process
ifuL flt boLs
NegDtiatia Skills
tla
ErosiaVSerli i t O.juti l
IULLU to Qxpiter Sys Available at DEP
r f ive Drivi.r j
Disaster Awar s
Ori teerin
Optia l Break-Qit Sessicr
EPA Self-Sb x1y cx irses: Yes EPA
Air Pollutia Ori itati (SI: 422)
IrEp ticwI Safety (SI:446)
c ( Operaticx a & Mainta ar e (SI:476 & SI:476B)
D E AINfl :
) c R L’r Yes Staff Classroc n
Title V Permittiz Yes Q Staff Classrcc n
AtL-IN-l E1&±rC*iiC MessagirY Yes AQ Staff Har -Q
Persc ial ( tpiter L N (Pathc r1cs) Yes Q Staff Harx -Qi
B362 66
-------
ENIPAL OFFICE
Ic t n AmD PLM
P &I L D S
DIVISIcII S ] ¶J pDC & )ulfl EW,
cX21TflW ISSI V Dm n SB rIcI1:
flW :
q p pose of a -t1 -jct trainimj is to pra’ride tI 1oyee with w
nx1erstariilr of tt pru ires to cxt x t t1 rc*itine tivities of
C tizmE nissiai ! itarmj Sectici . ainii is i 1 is d k direct
supervisi Q 1 of ipl es es I ocxxk ts ‘ tivity. ‘fl of cu—tI —jcb
traini ir l :
Prcçosal i vi i:
Th e I iitcxri.ng syst i
Riese II test Wotcwls
lEvel IV test protocx)ls
i t c ti :
se II perfti r e specificticm testir
Level IV systen perfo ar e a i1it testir
Re ri i:
In perf ix e specificticr test rEçurt
IV syst n p rfarmri e iw1it rqort
Irq tia :
Level II systen atwiit irEpectcz1
Aizlit T sting:
Level In ar 1yzer atviit testirq
Level IV systan perfarx arx e iit testiz
ta & y: __
} rd qi rterly rep cts
F1cW disk c q rterly xtçcats
Safety
t Hwdl
1i atia ±mi
Driv (St 1 t T cs)
Fili
State/ ral I ulati
p t nt / r
st t a ervati
St c T t Proto ]s/I vie
Office Proo Iures
67 B363
-------
WF-S VICE nin :
This seqiw Jt rrov’i tIE fuL1I i1 ba1fl].I i ess ry to perfat tIE t ±niical
asp ts of tIE 1 x idticz . This porticn is jth spec ific ai is a igrEd in U
ares of iployes’s zt xit ibi ity . This trainirEJ is z ry to p ovic tIE
JuxIJledcJB re ’ired n tIE areas of safety as ijiplied to tIE sp r’ if Ic j duties,
tI varic pollutants aM tIE L ticxE of tIE varic*E a.til ol e ijiipmit ed ard
tIE tI ty aM tic s of acb l stad sa 1thg.
Several of tIE EPA irses listed belc i will be tak i via tIE Harrisberg
à mlinkirg site as sd hila1. ItiaE1 o ses rxt listed be1c i y aL be
Rssignad as sc±&uthig per nits.
Oirr itly Provi
Provided By
Level I: Yes Cl rocin
s of Fnvirc,i. C1t . IrEpecti
Basir lth & Safety for Field tivities
i spirathry Prot ±ic & t e of Safety_ k uip.
Priixiples & Pr tice of Air Foil. Q tkxJ].
Level II: Yes
Basic S ce Inspecticm ni
V lsi hi e P ni iai fuL II5 t Thainii
Evalt ticri of Staticr ary S ce mic sicn
c pture, TrarEport & ¶I stir SystalE
tism 1 nis ia P ithriz Systais
C Sm i ng & Analysis
Level III: Yes Cl r Jfl
Q1rbEticz S iroe Ixsp tia
Asbesths 1 P i olitiai & i vaticn
Ir tia Procedures *zicsI
G Eral C Sc .irce 1 ulaticzi & Irs tiai
C F .r itiw Thu ssj
Qxitirm F ni iai Wz itorir (1474) Cl ro xi
Scx S tp1ing for Pollutants (1450) EPA Cl czrrXiO
Qxitrol of Particulate Th issiorE (1413) Yes EPA Clas o
Ir ticrt Pro ures & Safety (1446) Yes EPA Classroan/
ib tia i Ealtatia (1427) EPA Classrocmi
ses:
ExcEl Yes Sunrise Hrx -Q i
B364 68
-------
Pc rpoint Yes Sunrise Hai -Q i
? ess Y Sunrise Ha —Q
‘brd Yes Sunrise Hai -Q
IN-SERVI fl D :
DEP Ori xtaticK DEE’ classro i
DEP c : Cl SS O /
Lab OrientaticM
First Aid/
Right-th-I11u
Ethicz
Disease Prev tion
Slip/’ftip/Fall Hazard Avoidaz
Qxtflict nicatia
Irik try Perspective of DEP
dia Rs1ati
Risk QinicatiarE/Q nfliCt
I l: (Xmipcr its of tI Regulatory
aint Pro s
fu nt Thols
N tiatiai SkiLls
tla
EsicB L/S 1iE1ent Cuzitro].
Iutku to Qxpiter Sys Available at DEE’
DeferEive flrivii
fin
Disas r rer s
Ori tearii
c tia al Break-Qxt Sessic
EPA Se1f—StaK 1y irses: Yes EPA
Air Rlluticxi OrientaticM k (SI: 422)
IrEpectia Safety (SI:446)
D1 ciperaticri & ! iritenaix (SI: 476A & SI: 476B)
D1- E 1I AflW :
} x RiCr Yes Q Staff Cla
Title V Pennitting Yes ?Q Staff Classrocxi
ALL-IN -i Electrcziic ? ssagirY j Yes iQ Staff Har -ai
Persa al O ipiter LAN (Path rks) Yes Q Staff Harx -Qi
69 B365
-------
c L OFFI
G RIC ADID P1111 F
WI L
SSISI Nr Dfl E i 1 ’S OFfi cE, ____
n i’i:cai & A) ,LYSIS s1 ric 1:
ai- ADW :
Gain a ticir ]a 1 e of tt foUc iir thr igh se1f-sb y and ttuxujh
dis i icz with supervisor and with staff:
1. Be’ xi fami 1 iar with tt bling l iji slaticn of air pollutia iitLul
im 1uiing t1 PenrEylvania Air Polluticii Qi-it ol t and t federal Clean Air ict.
2. B xm fami 1 iar with tt 1 iles and 1 u1ati of air pllutia ciaithj] .
irithdir 25 Pa. ( pip , inmrily thapters 121 - 143 and tk relevant sut rts of 40
R.
3. YIi . fami_liar with tI x çic i toies far air data ix lixling a Air
Infarnatiai ) r t it Systea (A ) and ‘A/s t. w tric Iflfuiii ticz lètrieval
Systes (AI ).
4. familiar with har cIcs and l dcgrcxn I im its irx 1ixliig
AP—42 arxi tk A1J Strategy and Analysis z z. ts .
5. B&xi familiar with t alministrative kinjs of t and both
its efu]z es irclixliz F4ui ets, orderir su lies, travel rules, c1eric 1
ct, w ri th1 e, etc.
6. familiar with tIE furctiaial str x ture of tIE air X jLøiu and of
tIE rth t.
cX7r-S VICE ABI]]G:
Level I: C lassroczn
iau iita1s of Fnvira . ( . Ii pa±ixs
Basic I lth & Safety far Field tivities
r spiratary Protøticri & ii e of Safety uip.
Prir iples & Pr tice of Air PoU. Q.x Liol
ter ses:
a l Yes Sunrise Har —Q i
B366 70
-------
Pc ierpoint Yea Sunrise Hai -Cki
Yea Sunrise Harx -ai
rd Yea Sunrise Har -(1 t
IN-S RVI q1 A]1fl :
DEP Ori taticzi Yea r p ___
DEP k i r: Y DEP classroc /
Lab )riei tatic - .
First Aid/(
Right-to-Kr i
Ethics
L yE Disease Preventic
slip/Trip/Fail Hazard Avoidar e
AIDS
if1ict c ninicatia
Ird try Per ective of DEP
Media Re1ati
Risk Cc imirnicaticxis/Czriflict
L 1 : O npc its of the r gulatory
O i ,1aint Pro s
E for nt Ibols
N tiatic SkilLs
t1a
Erosicr /Sedi.n nt Cuzitz ].
IntJO to CXzipIter Sys Available at DEP
I fe! ive Drivinj
Q fined
Disaster A r s
Ori teeri j
c ia l eak-c zt S si
BHU E M W :
AUrIW1 El&±raiiC Messagiri Q Staff Hai -ai
Persciia]. Qzpiter LAN (Pat1 i1s) ? Q Staff Har —C i
71
B367
-------
‘nw., oFFIc
c IERIc ¶1 AIND PI)JN
A ZL7I’IcM i1 L GIN I
A ISThNT D 1U ’S OFFIcE, ____
D F PI 2I WW 4 1P & LYSIS SR I’Ia :
QI- UW :
Gain a rkin krx il e of ttE fofladng thr 4i self-sb y ai thrcu h
disa sia with supervisor ard with staff:
1. familiar with tt eriablirxj legislatia of air poUuti x L ] .
ir lix1irx tt P lrEylvania Air Polluticil itzo]. ct ard t feaera]. Cl n Air k;t.
2. Becxzie familiar with t1 IbJies ard Regu].atia of air pofluticii
irxthxlirg 25 Pa. fl , Article III ani tk relevant sukçarts of 40 ( R.
3. Ywmp familiar with z çc i taries for a.ir data iTxllIiirxj ci Air
InfuzJlkiticrl r Lt Systan (MP ) ard ‘A’s 1 tidc I uziuatiai trieval
Systam (Afl ).
4 • rj familiar with cur t n oc cs ani b JcgrciinI cIx inøits iz luliiq
AP—42 ani tk AD Strategy ard Analysis i s.ats .
5. Ber,m . familiar with t iinis ative b rkirv Of tt ard both
its t efu1r s imthxlir t-i sI ets, c ring su ]ies, travel rules, clerical
rt, di U tele Iu , etc.
6. Beoc familiar with t1 furctiaial strvx ture of tI air proj zu ani of
ti arb t.
WP-S WIcE AflW :
Qirr xtly Provided
Provided By
Level I: Yes
nta]s of Oz . Inspectia
Basic Health & Safety for Field ktivities
Respiratoiy Prote±iczi & t e of Safety_Ekjuip.
Priix iples & Pr&±ice of Air Poll. Q.ALtLO1
ter C rses:
Yes Sunrise Har -Qi
Po erpoint Yes Sunrise Bar -Q i
____ Yes Sunrise Har -Ql
&n ise Ha -
72
B3 68
-------
-S WI fl1D :
Qirrently Provided
Provided By Metlx,d
DEP Orientation yes DEP Cl ra
DEP 1 ’: Yes DEP Classzma/
Lab Orientation
First Aid/a
Rig it-to-Ki
Ethics
Lyi c Disease Prevention
slip/Trip/Fall Hazaz Avoidar e
AI
anflict QxwaalicaticEs
Irxb by Persp tive of DEP
) dia l latia
Risk ( iiinicsti /CXriflict
Ieg l : c iç ts of the 1 ulataty
o ii 1a.int Proc ss
fl f c t ‘1 ols
Ne#iation SkilLs
tla s
&csicB1/S ii1I 1t Q iitrul
IutW to Qxpiter Sys Available at LEP
Def &i.ve Driving
fined
Disaster r s
OrienteerisK
optional Break-Oit SessiclE
DH EE ADW :
A lL-IN -i El ±ronic ss ing Yes AQ Staff Hai -Q i
Persci ]. C ipiter LAN (Path rks) Yes . Q Staff HaI -Qi
¶ le ses:
Pr aration of F ni ssjon Inventories Yes Q Staff Classrocan
IntrodLK±ion to H PS Yes ?iQ Staff Classr n
Baseithe Sc rc IrEp tion Tedmiques Yes ? Q Staff Classroc n
IrEp&tion Pro es Yes Q Staff Classroc n
IntrodLx±ion to Permittir Yes Q Staff Ciassro i
B369
-------
B37 0
-------
Hilisborough County
(Florida)
Training Plan
B371
-------
B372
-------
tlj
( J
IjJ
_phe_Job -Traifliflg
Director Air Management Division
NAME: ___________________________ TRAINER:_
JO TITLE: SUP ISOR _______________
DATE INITIATED:_________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Brieflflge
A. Agency Executive Director
3. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPS and HIS
C. IICEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC
E. Chapter 403, Florida Statutes
F. summary of the Clean Air Act of 1990 as Amended
0. State Implementation Plan (SIP) for uilleborough County
H. EPA Air Grant Guidance
I. Annual EPC Report for the most current calendar year
J. Air Division Requirements:
(1) Field Investigations
(2) Air Compliance (Inspection of Industrial Facilities)
(3) Noise Monitoring
(4) NESIIAPS (Asbestos in Particular)
(5) Open Burning
(6) Air permitting
(7) Enforcement
(8) Air Toxica
(9) Air Monitoring (Location of Air Monitors)
(10) Mobile Source Control Program
-------
-J
On-The-Job-Training
Director Air Management Division (Continued )
EMPLOYEE SUPERVISOR DATE
K. Adminiatrative Procedurea
(1) Planning, Programming, and Budget Formulation
(2) Management Infoz mation SyatemB
(3) Poeition Reclaaaificationa/Upgradee; New Poaition
Juetificatione
(4) FLSA
(5) Adminiatrative Policy Formulation
(6) Affirmative Actlon/EEO
(7) Agency Wide Supply Protocole
4i Informal Training
TRAI NI HG
Elective COORDINATOR DATE
A. Peroonnel Management
B. Budgeting
C. Statistical Methods
D. Management Information Systems
E. Legal Environment
has satiafac .prily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator_______________________ Date
-------
w
w
U,
on-The-Job—Training
Executive Secretary
NAME: TRAINER:_________________
JOB TITLE:_____________________ SUPERVISOR:______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefings
A. Agency Executive Director
B. M4D Director’s Briefing
3. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management Division’s SOPs
4. Working knowledge of the following:
A. Department Administrative Procedures
(1) Telephone Etiquette
(2) Time Sheets
(3) Logging in Checks
(4) MaLl Control
(5) Open Burning Permit Administrative Procedures
(6) Office Supply Inventory
B. Administrative Files
(1) Filing Plan
(2) Filing System
(3) Air Engineering Files
C. Technical and Training Libraries
(1) Index Preparation
(2) Filing
D. Use of Office Equipment
(1) Typewriter
(2) Panasonic Wordprc. essor
(3) IBM PC
(4) Copy Machine
(5) FAX Machine
-------
D i
(J)
O i
On-The-Job-Training
Executive Secretary (Continued )
EMPLOYEE SUPERVISOR DATE
In—House Training
E. Correepondence Management
(1) Document Preparation
(2) Famillari ation with Representative Document Formats
(3) Document Filing
5. Formal Training
A. Desirable secretarial courses
has satisfactorily completed all training requirements.
Supervisor________________________________ Date_
Training Coordinator______________________ Date_
Assistant Director ___________ Date_
-------
w
c J
on_The-Job-Training
Senior Secretary
NAME: TRAINER:_________________
308 TITLE: SUPERVISOR:______________
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Training
I. County orientation
2. Introduction/Briefings
A. Agency Executive Director
B. AMD Director’s Briefing
3. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agencye Administrative SOPs
B. Air Management Division’s SOPs
4. Working knowledge of the following:
A. Department Administrative Procedures
(1) Telephone Etiquette
(2) Time Sheets
(3) LoggLng in Checks
(4) Mail Control
B. Administrative Files
(1) Filing Plan
(2) Filing System
(3) Air Engineering Files
C. Technical and Training Libraries
(I) Index Preparation
(2) Filing
D. Use of Office Equipment
(1) Typewriter
(2) Panasonic Wordproceeaor
(3) IBM PC
(4) Copy Machine
(5) FAX Machine
-------
On -The -Job-Training
Senior SecretarY (ContinUedL
EMPLOYEE SUPERVISOR DATE
In-House Traininci
E. correepondence Management
(1) Document Preparation
(2) FamiliarizatiOn with Repreoentative Document Formate
(3) Document Filing
5. Formal Training
A. Deeirable aecretarial couraea
haa satiafactorily completed all training requiremunta.
Supervieor________________________________ Date
Training Coordinator_____________________ Date_
Aaeietant Director_________________________ Date
-------
w
(A)
(0
fl_ e-Job-Training
Enforcement and operational Support supervisor
NAME: TRAINER:_________________
JOB TITLE: SUPERVISOR:______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefinge
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) DrIver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
A. Agency Policies & Procedures
B. AMD Procedures
C. Specific Operating Agreement
D. 105 Grant Commitments for Enforcement
E. ARMS Manual
F. 40 CFR, Parts 60 and 61
G. CAAA Amendments, 1990, Title VII (Enforcement)
H. Annual EPC Report for thc most current calendar year
I. FDEP/Local operating Agreement
J. FDEP organizational Charts
K. EPC Data Orientation
-------
On-The-JOb-Tra thing
Enforcement and operational support supervisor (ContinUed )
EMPLOYEE SUPERVISOR DATE
S. Working knowledge of the following:
A. SOPs
(1) Agency Enforcement
(2) AMD Enforcement
B. AHO Penalty Guidelines
C. EPA Guidance Documents
(1) Timely & Appropriate Enforcement
(2) Enforcement Agreement
D. Legislative Acts, Statutes, Rules:
(1) Chapter 84—446, Lawn of Florida
(2) Chapter 403.121 & 403, 182, F.S.
(3) Chapter 1—1 through 1—12 of the Rules of EPC
(4) Chapter 62—210 Through 62—297
E. Preparation of Enforcement Documents
F. Exceedances and Air Pollution Episodes
G. IBM PC: Wordperfect, AREV, ARMS
H. New Employee screening and Selection
6. Field Inspections
A. 5 Inspections w/Air Engineering (Industrial)
B. 5 Inspections w/Technical Air Ope. (Comn%eriCal , Open
Burning, Mobile Src., CFC)
7. Formal Training
TRAINING
Desirable (Resources Permittincil COORDINATOR DATE
SI :422 Air Pollution Control Orientation
SI:431 Air Pollution Control Systems for Select Industries
T 446 Inspection Safety Procedures
Performance Management for Supervisors (Civil Service)
Employee Discipline (Human Resources)
Enf 101 State Enforcement Workshop
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03
I- .
On-The-Job-Training
Enforcement and operational Support supervisor 1 ontinued )
TRAINING
Elective COORDINATOR DATE
CARBB 100 SerieB
444: Air Pollution Field Enforcement
Legal Environment
Peroonnel Management
Budgeting
“SI” = Self—Instructional Courses
= Telecourses through Satellite Broadcasting
_____________________ has satLafactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator_____________________ Date
Assistant Director________________________ Date
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B3 82
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L)
co
L)
_The-.Job-Trftininq
Enforcement Spec ialist
NAME: TRAINER:_________________
JOB TITLE: SUPERVISOR:______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County orientation
2. Introduction/Brief inga
A. Agency Executive Director
B. AND Director’B Briefing
3. Safety Policies and Procedures
A. Safety Requirementa (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. hurricane Preparedness
4. Review and be familiar with the following:
A. Agency Policies & Procedures
B. AMO Procedures
C. Specific operating Agreement
D. 105 Grant Commitments for Enforcement
E. ARMS Manual
F. 40 CFR, Parts 60 and 61
G. CA A Mendments, 1990, Title VII (Enforcement)
5. working knowledge of the following:
A. SOPs
(1) Agency Enforcement
(2) AND Enforcement
B. AND Penalty Guidelines
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1 .)
On-The-Job-Training
Enforcement specialist (continued )
EMPLOYEE SUPERVISOR DATE
C. EPA Guidance Documents
(1) Timely & Appropriate Enforcement
(2) Enforcement Agreement
D. Legislative Acts, Statutes, Rules:
(1) CM. 84—446, Laws of Florida
(2) CII. 403.121 & 403, 182, F.S.
(3) C I I. 1—1, 1—2, 1—3, 1—4, 1—6, 1—8, and
1—10, Rules of the Commission
(4) CII. 62—210 Through 62-297
6. Field Inspections
A. 10 Inspections wfAir Engineering (Industrial)
B. 10 Inspections wfTechnical Air Ops. (Commerical, Open
Burning, Mobile Src., CFC)
7. Preparation of Enforcement Documents
A. Notices of Intent
B. Consent Orders
C. Citations
D. Penalty Calculations
8. Computer Training
A. WordPerfect
B. AREV
C. ARMS
-------
a)
U’
On-The-Job-Training
Enforcement Specialist (Continuedl
9. Formal Training
TRAINING
Desi,rable (Resources Permittin COORDINATOR DATE
SI:422 Air pollution Control Orientation
SI:431 Air Pollution Control Syateme for Select Induetriea
T 446 Innpection Safety Proceduree
Enf 101 State Enforcement Workohop
TRAINING
Elective COORDINATOR DATE
CARBe 100 Seriee
444: Air Pollution Field Enforcement
“SI” = Seif—Inetructional Coureee
= Telecoureeg through Satellite Rroadcaoting
_______________________ hae eatiefactorily completed all training requiremente.
Superviuor__________________________________ Date_
Training Coordinator_______________________ Date_
AeBiatant Director -__________________ Date_
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B386
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l U
L)
o
_The JOb-Training
operational Support specialist
NAME: TRAINER:___________________
JOB TITLE: SUPERVISOR ______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County orientation
2. Introduction/Briefings
Pt. Agency Executive Director
B. ItMD Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Air Division SOPs
B. Agency’s Administrative SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
0. Chapter 1—1 through 1—12 of Rules of EPC
E. CAA Admendmente 1990, Title I, II, III, V, VI & Parts of
VII & VIII
F. FDEP DAPJ4 office Operations
G. Procedures of DRI’s
H. Chapter 403, Florida Statutes
I. Annual EPC Report for latent calendar year
3. FDEP/Local Operating Agreement
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co
cc
_me_Job-Training
pp rationa1 Support Specialist (Continuedl
5. working knowledge of the following
A. Technical Training Requirements for AND
B. AND Administrative Procedures
C. AND Telephone and PC Network
D. Use, preparation, and completion of Enforcement Forms
(Complaint Report, Warning Notice, Nol, and Citation)
E. Title V Tracking and Accounting
F. Section 105 Workplan Integration and Tracking
G. EPC strategic Plan
H. MID pollution Prevention Program
I. Comprehension of Inter -Agency Agreements between
EPC/DOF/DEP/HCFD
6. Formal Traiflifl
TRAINING
Desirable (Resources permitting ) COORDINATOR DATE
A. Visible Emissions School (Classroom Smoke Reading)
B. EPA Courses:
(1) CARB 100 Level Series
(2) 446 Inspection Safety Procedures
(3) 444 Air pollution Field Enforcement
Elective
A. Personnel Management
B. Budgeting
c. Management Information Systems
D. Traffic Demand Management
E. Courtesy Under Pressure (Irwin VoTech)
has satisfactorily completed all training requirements.
Supervisor__________________________________ Date_
Training coordinator — Date
Assistant Director________________________ Date
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( J
w
on-The-Job-Trft ining
Assistant Director (Air ngineerin Department] -
NAME: _________________________
JOB TITLE: SUPERVISOR:
DATE INITIATED:________________
EMPLOYEE SUPERVISOR DATE
In—House Training
1. County Orientation
2. roduction/ Brief ings
A. Agency Executive Director
B. AND Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs ____
B. Air Management SOPs _____
C. HCEPC Act (Chapter 84-446, Laws of Florida) _____
D. Chapter 1-1 through 1-12 of the Rules of EPC
E. FDEP 62—200 Series _____
F. Chapter 403, Florida Statutes _____
0. 40 CFR 50-75 _____
H. Annual EPC Report for the moot current calendar year
I. FDEP Latest Annual Work Plan _____
J. FDEP/Local operating Agreement _____
K. ARMS Manual _____
L. PATS Manual _____
H. DARN’S Guidance Manual _____
N. FDEP organizational Charts
0. EPC Data orientation
-------
EMPLOYEE
SUPERVISOR
Formal Training
Desirable (Resources Permitting
h. Visible emission school (classroom and smoke reading)
B. Performance Management for Supervisors (Civil Service)
C. Employee Discipline (Human Resources)
0. EPA Courses:
TRAINING
COORD I NATOR
0
on-The-Job-Training
Assistant Director (Continued )
5. Working knowledge of the following:
Pt. ExceedanCes and Air pollution Episodes (Division)
B. Industrial Source Application Review Procedures (Division)
C. nesponding to Complaints and Issuing Warning Notices (Agency)
D. Agency Enforcement (Agency)
E. Enforcement Procedures (Division)
F. New Employee Screening and Selection (Agency)
6.
DATE
DATE
-------
l- )
I - .
on-The-Job-Training
J ssistant Director (Continuedi
TRAINING
COORDINATOR DATE
(1) SI:422 Air Pollution Control Orientation
(2) S 1i445 Introduction to Baseline Source Inspection Techniques
(3) S 1i410 Introduction to Dispersion Modeling
(4) 400 Introduction to Hazardous Air Pollutants
(5) 413 Control of Particulate Emissions
(6) 415 Control of Gaseous Emissions
(7) T460 Introduction to Permits
(8) 474 Continuous Emission Monitoring
(9) 462 sources and Control of Volatile Organic Air Pollutants
“SI” = Self—Instructional courses Telecourses through Satellite Broadcasting
Aflepresent core courses which should be completed in the first year. Others should be taken at the
rate of approximately 2 classes per year.
TRAINING
Elective COORDINATOR DATE
A. Courtesy Under Pressure (Irwin Votech)
_________________ has satisfactorily completed all training requirements.
Training coordinator______________________ Date
Director _______________________ Date
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B39 2
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(.J
On -The-Job-Training
Air Toxics Engineer
tI AME: ¶rRAINER:
JOB TITLE: SUPERVISOR
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefings
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safely Policies and Procedures
A. Safety RequLremente (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs _____
B. Air Management SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1-1 through 1—12 of the Rules of EPC _____
E. FDEP 62—200 Series
F. Chapter 403, Florida Statutes _____
C. 40 CFR 50—75
II. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan _____
J. FDEP/Local Operating Agreement
K. ARMS Manual
L. PATS Manual
H. DARM’e Guidance Manual _____
N. FDEP Organizational Charts _____
0. EPC Data Orientation _____
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txi
ofl- e-Job-Training
Air Toxics Engineer (Continued )
EMPLOYEE SUPERVISOR DATE
5. working knowledge of the followingz
A. Agency complaints SOP (Tab C.13)
B. Agency Accident Prevention Program SOP (Tab A.9)
C. Agency Enforcement SOP (Tab C.ll)
D. Air Division Toicice Review Procedures SOP (Tab F)
E. Air Division Enforcement SOP (Tab 0)
6. Formal Traiflifl
TRA IN I MG
Desirable (Resources permittinci ) COORDINATOR DATE
A. Visible emission school (classroom and smoke reading)
B. Performance Management for supervisors (Civil Service)
C. Asbestos TP.EEO Course — 5 day ( [ or supervisor)
0. EPA Courses (A Denotes courses to be completed within first 12 months):
*(l) SI:422 Air pollution Control orientation Course
*(2) 51:445 Introduction to Baselin Source Inspection Techniques
*(3) APT 1446 Inspection Procedures and Safety
continuing Education Courses
_____ ________ LS 1409] L423
452] [ S 1406 I [ S 1410] ( 424
r400 ___________ ______ _____ _________ ___
401 1 [ 413 [ 4601 [ 427 [ 456]— —] 502]
I 514041 1 415 1 435 [ 482] L503 ]
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( )
tJ’
on-The-Job-Training
Air Toxics Engineer (ContiflUed
TRAINING
COORDINATOR DATE
(1) 400 introduction to Air Toxice
(2) 452 Principles & Practice of Air pollution Control
(3) sI,406 Effective Stack Height/Plume Rise
(4) 81:409 Basic Air PollutLon Meteorology
(5) sI:410 introduction to Dispersion Modeling
(6) 423 Air pollution Dispersion Models — Application
(7) 424 Source Receptor Modeling Workshop
(8) 401 Monitoring and Evaluation of Hazardous Air Pollutants _____
(9) 81 404 Urban Air Toxico
(10) 413 Control of particulate Emissions
(11) 415 Control of Gaseous Emissions
(12) 460 Introduction to Permits
(13) 427 Combustion Evaluation
(14] 435 Atmospheric Sampling _____
(15] 456 Fugitive VOC Leak Detection
(16] 482 Sources & control of Volatile organic Air Pollutants _____
(17] 502 Hazardous & Waste Incineration
(18 503 Accident & Emergency Management
“SI. = Self—instructional Courses “T” Telecourses through Satellite Broadcasting
TRAI NI MG
Elective COORDINATOR DATE
A. Courtesy Under Pressure (Irwin Votech)
_________________ has satisfactorily completed all training requirements.
Supervisor _Date
Training Coordinator_____________________ Date
Assistant Director________________________ Date
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B3 96
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Lb
On-The-Job-Training
Asbestos InsDector
NAME: __________________________ TRAINER:_
JOB TITLE: SUPERVISOR:
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County orientation
2. introduction/Briefings
A. Agency Executive Director
B. AND Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the followings
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOP _____
B. Air Management SOP _____
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1-1 through 1—12 of the Rules of EPC _____
E. FDEP 62—200 Series
F. Chapter 403, Florida Statutes _____
C. 40 CFR 50-75
LI. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan _____
J. FDEP/Local Operating Agreement
K. ARMS Manual
1... PATS Manual
H. DARN’s Guidance Manual _____
N. FDEP Organizational Charts _____
0. EPC Data Orientation _____
-------
ofl_The -Job-Traifliflg
Asbestos Inspector (ContiflUe I
EMPLOYEE SUPERVISOR DATE
5. working knowledge of the following:
A. Agency Complaint SOP (Tab C.13)
B. Agency Accident Prevention Program SOP (Tab A.9)
C. Agency Enforcement SOP (Tab C.1l)
D. Air Diviuion Demo/RenO SOP (Tab E)
E. Air Division Enforcement (Tab 0)
6. complete the followLng
A. OSIIA ’S “More Than a Paycheck”
B. OSHA’s “Asbestos: The Way to a Dusty Death”
C. OSIIA’s “Asbestos: Finding the Hidden”
0. OSHA’s “Doing It Right”
E. ouldelinen for Asbestos NESIIAP Demo/Reno Inspection
procedures (Reference Training Library)
7. Formal Training
TRAI N 1MG
Mandatory COORDINATOR DATE
A. Visible emission school (classroom and smoke reading)
B. Performance Management for Supervisors (Civil Service)
C. TREEO’e “Asbestos Project Management Supervision”
D. courses (A Denotes courses to be taken within first 12 months)
(** Annual refresher must be completed to keep certification)
A(1) S 1s422 Air Pollution Control orientation Course
*(2) 31:445 Introduction to Baseline Source Inspection Techniques
*(3) APT 1446 Inspection Procedures & Safety
(4) SI 443 Chain of Custody procedures
(5) APTI35O Asbestos NESHAP inspection & Safety Procedures Workshop
Aa(6) TREEO5 Annual ‘Project Management supervisor” Refresher
“SI” = Self—Instructional Courses
-------
tTl
( )
0
On-The-Job—Training
Asbestos Inspector (Continuedl
TRAINING
Elective COORDINATOR DATE
A. Courtesy Under Pressure (Irwin Votech)
________________ has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director - Date
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-------
0
ofl_The Job—Traifliflg
Air permit spepia1i
NAME: TRAINER:
JOB TITLE: SUPERVISOR:
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Train1fl
1. County Orientation
2. Introduction/Briefiflge
A. Agency Executive Director
B. NID Director’O Briefing
3. safety PolicLee and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. HCEPC Act (Chapter B4—446, Laws of Florida)
D. chapter 1—1 through 1—12 of the Rules of EPC _____
E. FDEP 62-200 Series _____
F. Chapter 403, Florida Statutes
0. 40 CFR 50-75 _____
II. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan
3. FDEP/Local operating Agreement _____
K. ARMS Manual
I.. PATS Manual _____
H. DARM’s Ouidance Manual
H. FDEP organizational Charts
0. EPC Data orientation
-------
On-The-Job-Training
Air Permit Specialist (Continued )
EMPLOYEE
SUPERVISOR
6. Formal Training
Desirable (Resources Permitting )
A. Visible emission school (classroom and smoke reading)
B. EPA Courses:
SI:422 Air Pollution Control Orientation
S1s445 Introduction to Baseline Source Inspection Techniques
T446 Inspection Safety Procedures
450 Source Sampling for Pollutants
Sit 409 Basic Air Pollution Meteorology
SI:410 Introduction to Dispersion Modeling
423 Air Pollution Dispersion Models
SI :473A Beginning Environmental Statistical Techniques
SI :473B Introduction to Environmental Statistics
Self—Instructional Courses
TRAINING
COORDINATOR
TRAIING
COORDINATOR
Telecoursen through Satellite Broadcasting
*Represent core courses which should be completed in the first year. Others should be taken at the
rate of approximately 2 classes per year.
w
I ’ )
5. working knowledge of the following:
A. Industrial Source Application Review Procedures (Division)
B. Enforcement Procedures (Division)
C. Responding to Complaints and Issuing Warning Notices (Agency)
D. Agency Enforcement (Agency)
DATE
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
DATE
DATE
-------
U i
.
0
I - ’ )
on-The-Job-Training
Air Permit Specialist (Continued )
TRAINING
Elective COORDINATOR DATE
A. Cour eey Under Preeeure (Irwin Votech)
________________ hae øatiofactorily completed all training requiremente.
Supervieoc________________________________ Date
Training Coordinator______________________ Date
Aeeietant Director Date
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B404
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U i
CD
U i
On_The-Job-Training
Air permit Engineer
NAME: __________________________ TRAINER:_
JOB TITLE: sUpERVISOR:
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/RriefiflgB
A. Agency Executive Director
B. AND Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC
E. FDEP 62—200 Series
F. Chapter 403, Florida Statutes
C. 40 CFR 50—75 _____
H. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan
J. FDEP/Local operating Agreement _____
K. ARMS Manual
L. PATS Manual
H. DAR}Ps Guidance Manual
N. FDEP organizational Charts
0. EPC Data Orientation
-------
On-The-Job-Training
Air Permit Engineer (Continued )
EMPLOYEE
SUPERVISOR
6. Formal Train1n
Desirable (Resources Permitting )
A. Visible emission school (classroom and smoke reading)
B. Performance Management for Supervisors (Civil Service)
C. EPA Couraesz
S 1s422 Air Pollution Control Orientation
S1s445 Introduction to Baseline Source Inspection
T446 Inspection Safety Procedures
T460 Introduction to Permits
T461 Intermediate Permitting
482 Sources and Control of Volatile Organic Air Pollutants
413 control of Particulate Emissions
415 Control of Gaseous Emissions
Techniques
TRAINING
COORDI NATOR
w
5. WorkIng knowledge of the followingi
A. Industrial Source Application Review Procedures (Division)
B. Toxice Review Procedures (Division)
C. Responding to Complaints and Issuing Warning Notices (Agency)
D. Agency Enforcement (Agency)
E. Enforcement Procedures (Division)
DATE
DATE
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
TRAINING
COORDI NATOR
DATE
-------
w
on_The Job-Tr&ining
Air permit Engineer (ContiflUa!IL
TRAINING
Mandatory COORDINATOR DATE
(9) s 1s453 overview of PSD Regulations
(10) S 1i454 Fundamentals of Effective Permit Drafting and Analysis
(11) 454 Effective Permit Writing Workshop
“SI” = Self—Instructional Courses “T” = Telecourses through satellite Broadcasting
aRepresent core courses which should be completed in the first year. Others should be taken at the
rate of approximately 2 classes per year.
TRAINING
Elective COORDINATOR DATE
A. Courtesy Under Pressure (Irwin Votech)
_________________ has satisfactorily completed all training requirements.
supervisor__________________________________ Date
Training Coordinator_____________________ Date
Assistant Director — Date
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B40 8
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On-The-Job-Training
Air Compliance Specialist
NAME: TRAINI Th
JOB TITLE: SUPERVISOR:
DATE INITIATED:_________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. introduction/BriefingS
A. Agency Executive Director
B. M4D Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the followings
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs _____
C. HCEPC Act (Chapter 64—446, Laws of Florida) _____
D. Chapter 1—1 through 1—12 of the Rulen of EPC
E. FDEP 62—200 Series _____
F. chapt-r 403, Florida Statutes
C. 40 CFR 50-75 _____
H. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan
J. FDEP/Local operating Agreement _____
K. ARHS Manual _____
L. PATS Manual
H. DARM’e Guidance Manual
U. FDEP organizational Charts
0. EPC Data orientation
-------
EMPLOYEE
SUPERVISOR
Formal Training
Desirable (Resources Permitting )
A. Visible emission school (classroom and smoke reading)
B. Performance Management for Supervisors (Civil Service)
C. EPA Courses:
TRAINING
COORDINATOR
SI :422 Air Pollution Control orientation
sI :445 Introduction to Baseline Source Inspection Techniques
T446 Inspection Safety Procedures
450 Source Sampling for Pollutants
444 Air Pollution Field Enforcement
474 Continuous Emission Monitoring
On-The-Job-Training
Air compliance specialist (Continued )
5. Working knowledge of the following:
A. Type I Audit Procedures (Division)
B. Type II Audit Procedures (Division)
C. CDS Type III Audit Procedures (Division)
D. Continuous Emission Monitor Audit Procedures and Strategy
(Division)
K. Agency Enforcement (Agency)
F. Enforcement Procedures (Division)
G. Responding to Complaints and Issuing Warning Notices (Agency)
6.
DATE
DATE
(1)
(2)
(3)
(4)
(5)
(6)
TRAINING
COORDINATOR
DATE
-------
w
On-The-Job -Training
Air Compliance Specialist (Continued )
TRAINING
COORDINATOR DATE
(7) T419 Preparation of Emission Inventories
(8) sn412 Fabric Filter Operation Review
S 1t4128 Electrostatic Precipitator Plan Review
SI,412C Wet Scrub) r Plan Review
(9) 413 Control of Particulate Emissions
(10) 415 Control of Gaseous Emissions
(11) 421 Combustion Evaluation
(12) 482 Sources and Control of Volatile Organic Air Pollutants
(13) 455 Advanced Inspections Techniques
“SI” Self—Instructional Courses “T” Telecoursea through Satellite Broadcasting
ARepresent core courses which should be completed in the first year. Others should be taken at the
rate of approximately 2 classes per year.
TRA IN I HG
Elective COORDINATOR DATE
A. Courtesy Under Pressure (Irwin Votech)
_________________ has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator_____________________ Date
Assistant Director ---- ________________ Date
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B4 12
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On-The-Job-Training
Air Compliance Engineer
NAME: _____________________________ TRAINER:_
JOB TITLE: ____________________ SUPERVISOR:
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefings
A. Agency Executive Director
B. AHD Directors Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the followingt
Operational/Technical Procedures, Rules or Regulations
A. Agencys Administrative SOPs
B. Air Management SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC _____ _____
E. FDEP 62—200 Series _____ _____
F. Chapter 403, Florida Statutes _____
G. 40 CFR 50—75 _____ _____
H. Annual EPC Report for the most current calendar year
I. FDEP Latest Annual Work Plan _____ _____
J. FDEP/Local Operating Agreement
K. ARMS Manual _____ _____
L. PATS Manual _____ _____
H. DARHs Guidance Manual _____ _____
“. FDEP Organizational Charts _____ _____
0. EPC Data Orientation _____
-------
EMPLOYEE
SUPERVISOR
Formal Tralnin
Desirable (Resources Permitting )
A. Visible emission school (classroom and smoke reading)
B. Performance Management for Supervisors (Civil Service)
C. EPA Courses:
TRA I N I MG
COORD INATOR
SI:422 Air Pollution Control Orientation
SI:445 Introduction to Baseline Source Inspection Techniques
T446 Inspection Safety Procedures
450 Source Sampling for Pollutants
444 Air Pollution Field Enforcement
474 Continuous Emission Monitoring
on -The-Job-Training
JUr Compliance Engineer (CoritinuedL
5. Working knowledge of the following:
A. Type I Audit Procedures (Division)
B. Type II Audit procedures (Division)
C. CDS Type III Audit Procedures (Division)
D. Continuous Emission Monitor Audit Procedures and Strategy
(Division)
E. Agency Enforcement (Agency)
F. Enforcement Procedures (Division)
C. Responding to complaints and Issuing Warning Notices (Agency)
6.
DATE
DATE
(1)
(2)
(3)
(4)
(5)
(6)
TRAINING
COORD I NATOR
DATE
-------
01
On-The-Job-Training
Air Compliance Engineer (Continued )
TRAINING
COORDINATOR DATE
(7) T4l9 Preparation of Emission Inventories
(8) SI:412A Fabric Filter Operation Review
SI 4l2B Electrostatic Precipitator Plan Review
sI:412C Wet Scrubber Plan Review
(9) 413 Control of Particulate Emissions
(10) 415 Control of Gaseous Emissions
(11) 427 Combustion Evaluation
(12) 482 Sources and Control of Volatile organic Air Pollutants
(13) 455 Advanced Inspections Techniques
“SI” = Self—Instructional Courses “T” = Telecourses through Satellite Broadcasting
‘Represent core courses which should be completed in the first year. Others should be taken at the
rate of approximately 2 classes per year.
TRAINING
Elective COORDINATOR DATE
A. Courtesy Under Pruusure (Irwin Votech)
_________________ has satisfactorily completed all training requirements.
Supervisor___________________________________ Date_
Training Coordinator______________________ Date_
Assistant Director - _________________ Date
-------
B4 16
-------
On_The-Job-Training
Assistant Director-Technical Air operations Department
NAME: TRAINER:_________________
JOB TITLE: 5 ISOR ______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In—House Training
1. County Orientation
2.. Introduction/Briefings
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. hurricane Preparedness
4. Review and be familiar with the following:
operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. chapter 1—1 through 1—12 of the Rules of EPC
E. Annual EPC Report for the most current calendar year
F. Air Monitoring Standard operating Procedures
C. State of Florida Quality Assurance Plan
H. 40 CFR Part 50 — Air Quality Standards
I. 40 CFR Part 58 — Ambient Air Quality Surveillance
J. EPA Guideline Documents and Technical Assistance Documents
K. Manufacturer’s Manuals for Ambient Air Monitoring Equipment
L. Quality Assurance Handbook for Ambient Air Quality
Monitoring Systems Vol I, II and IV
M. FDEP DARK office operations
N. Fully comprehend County comprehensive Growth Management Plan
0. Chapter 62—2, F.A.C., “Air Pollution”
P. Clean Air Act and the Clean Air Act Amendments, 1990
Q. Ozone SIP
-------
on-The-Job-Training
Assistant Director—Technical Air Operations Department (Continuedl
EMPLOYEE SUPERVISOR DATE
R. Parts II and III of Transportation Engineering , by J.C. Yu
S. Motor Vheilce Emissions Control . self—paced series, provided
by US EPA
T. Conformity Regulation, 40 CFR 51 and 93
U. Maintenance Plan and 1990 Baseline Emissions Inventory
V. Procedures of DRI’s, EIS’s, the LRTP, and the TIP
W. ISTEA and Federal Transportation Policy
5. Working knowledge of the following:
A. Office administrative procedures
B. Office telephone and PC network
C. Complete 2 weeks escorted field investigation operations
D. Use, preparation, and completion of enforcement forms
(Complaint Report, Warning Notice, NOl, and citation)
E. sample—gathering and procedures on sample collection
F. continuous Analyzers, Operation, calibration
G. Particulate Sampling
H. Network Design and Probe Siting
I. Air Quality Index/Episode Monitoring
J. Quality Assurance/Quality Control
K. Data Handling/IBM PC computer
L. Preparation of Technical Specifications for Air
Monitoring Equipment
H. Calibration, operation, checks and services on all
Noise Analyzers
6. Formal Training
TRAINING
Desirable (Resources permitting COORDINATOR DATE
A. CSU or equivalent course, or OJT period of training on automobile
emissions control technology, vehicle maintenance, and mobile
A/C operations
B. Hands-on introductory training in basic MOBILE series, CM..3AHC,
and VHT or related inputs systems such as FSIJTHS
-------
on-The-Job-Training
Assistant Director-Technical Air operations Department (ContinUed
TRAINING
COORDINATOR DATE
C. EPA Coursest
(1) 400 introduction to Air Toxics
(2) 411 Air Pollution Dispersion Models
(3) 413 Control of Particulate EmissiOns
(4) 415 Control of Gaseous Emissions
(5) 435 Atmospheric Sampling
(6) 452 Principles and Practice of Air Pollution Control _____
(7) 463 Ambient Air Quality Monitoring Systems
(8) 464 Analytical Methods for Air Quality StandardB _____
D. Fully comprehend Chapter 62—256, FAC _____
E. Fully comprehend Chapter 51—2, FAC
F. Fully comprehend Interagency Agreements between EPC/DOF/DEP/HCFD
0. Complete refresher review of Chapter 1—4, Rules of EPC/IIC
H. Complete noise training manual
i. Fully comprehend Part II, Handbook of Environmental Engineering _____
J. CARB 100 Level Series
TRA IN I HG
Elective COORDINATOR DATE
A. Personnel Management
B. Budgeting
has satisfactorily completed all training requirements.
Training coordinator______________________ Date
Director Date
-------
B42O
-------
On-The-Job-Training
Field Investigation/Mobile Source Control superyisoz
NAME: ___________________________ TRAINER:_________________
JOB TITLE:_____________________ SUPERVISOR:______________
DATE INITIATED:_________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County orientation
2. II%troductlon/Brieflngfl
A. Agency Executive Director
B. AND Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the followingi
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOP
B. Air Division SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
0. Chapter 1—1 through 1—12 of the Rules of EPC
E. Annual EPC Report for the most current calendar year
F. FDEP DARN office operations
C. Fully comprehend County Comprehensive Growth Management Plan
H. Chapter 62—2, F.A.C., “Air pollution”
I. Title I, II, VI of the Clean Air Act Amendments, 1990
J. Ozone SIP
K. Parts II and III of Tranpsortati .on Engineering , by J.C. Yu
L. Motor Vehicle Emissions Control self—paced series, provided
by US EPA
H. Conformity Regulation, 40 CFR Si and 93
N. Maintenance Plan and 1990 Baseline Emissions Inventory
0. Procedures of DRI’s, ElS’s, the LRTP, and the TIP
-------
On-The-Job-Training
Field Investigation/Mobile Source Control Supervisor (Continued )
EMPLOYEE SUPERVISOR DATE
5. Working knowledge of the following:
A. Office administrative procedures
B. Office telephone and PC network
C. Complete 2 weeks escorted field investigation operations
D. Use, preparation, and completion of enforcement forms
(Complaint Report, Warning Notice, NOT, and Citation)
5. Sample—gathering and procedures on sample collection
F. calibration, operation, checks and services on all
Noise Analyzers
6. Formal Training
TRAINING
Desirable (Resources permitting ) COORDINATOR DATE
A. CSU or equivalent course, or OJT period of training on automobile
emissions control technology, vehicle maintenance, and mobile
A/C operations
B. Hands-on introductory training in basic MOBILE series, CAL3AIIC,
and VK? or related inputs systems such as FSUTMS
C. EPA Courses:
(1) 411 Air Pollution Dispersion Models
(2) 452 Principles and Practice of Air Pollution Control
D. CARB 100 Level Series
E. Fully comprehend Chapter 62—256, FAC
F. Fully comprehend Chapter 51—2, FAC
C. Fully comprehend Interagency Agreements between EPC/DOF/DEP/IICFD
H. complete refresher review of Chapter 1—4, Rules of EPC/HC
-------
w
U)
On-The-Job—Training
Field Investigation/Mobile Source Control. supervisor (continued )
TRAINING
Elective COORDINATOR DATE
A. Personnel Management
B. Budgeting
C. Statistical Methods
D. Management Information Systems
________________ has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director_______________________ Date
-------
3424
-------
U ’
o The-Job-Training
Mobile Source Control/Transportation Specialist
NAME: TRAINER:__________________
JOB TITLE: SUPERVISOR:_______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Trainifl
1. County orientation
2. Introduction/Briefinga
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safety Policies and procedures
A. Safety RequirementB 4Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Air Division SOPs
B. HCEPC Act (Chapter 84-446, Laws of Florida)
C. Chapter 1—1 through 1—12 of the Rules of EPC
D. FDEP DAPH office operations
E. Fully comprehend County Comprehensive Growth Management Plan
F. Chapter 62—2, F.A.C., “Air pollution”
G. Title I, II, VI of the Clean Air Act Amendments, 1990
H. Ozone SIP
1. Parts II and III of Transportation Engineering , by J.C. lu
J. Motor Vehicle Emissions Control self—paced series, provided
by (iS EPA
K. Conformity Regulation, 40 CFR 51 and 93
L. Maintenance Plan and 1990 B ’ne1ine Emissions Inventory
H. Procedures of DRI’s, EIS ’s, the LRTP, and the TIP
-------
On-The-Job-Training
Mobile Source Control/Transportation Specialist (Continued )
EMPLOYEE SUPERVISOR DATE
5. Working knowledge of the fo1lowing
A. Office administrative procedures
B. Office telephone and PC network
c. complete 2 weeks escorted field investigation operations
D. Use, preparation, and completion of enforcement forms
(Complaint Report, Warning Notice, NOl, and Citation)
E. sample—gathering and procedures on sample collection
6. Formal Training
TRAINING
Desirable (Resources Permittin 1 COORDINATOR DATE
A. CSU or equivalent course, or OJT period of training on automobile
emissions control technology, vehicle maintenance, and mobile
A/C operations
B. Hands—on introductory training in basic MOBILE series, CAL3MIC,
and VHT or related inputs systems such as FSUTMS
c. EPA Courses:
(1) 411 Air Pollution Dispersion Models
(2) 452 Principles and Practice of Air pollution Control
D. CARB 100 Level Series
Elective
A. Personnel Management
B. Budgeting
C. Statistical Methods
D. Management Information Systems
E. Traffic Demand Management
________________ has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director _____________________ Date
-------
On-The-Job-Training
Field Investigation qualification
NAME:___________________________ TRAINER:_________________
JOB TITLE: _____________________ SUPERVISOR:______________
DATE INITIATED:_________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/BrietingB
A. Agency Executive Director
B. AMD Directors Briefing
3. Safety Policies and Procedures
A. Satety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Air Division SOPs
B. HCEPC Act (Chapter 84—446, Laws of Florida)
C. Chapter 1—1 through 1—12 of the Rules of EPC
13. FDEP DARM office operations
5. working knowledge of the following:
A. Office administrative procedures
B. Office telephone and PC network
C. Complete 2 weeks escorted field investigation operations
D. Use, preparation, and completion of enforcement forms
(Complaint Report, Warning Notice, fbI, and Citation)
E. Sample-gathering and procedures on sample collection
-------
On-The-Job-Training
Field Investigation qualification (Continued )
6. Formal Training
TRAINING
Desirable (Resources Permitting ) COORDINATOR DATE
A. Visible Emission Observer Certification
B. EPA Courses:
(1) 452 Principles and Practice of Air Pollution Control
C. CARB 100 Level Series
TRAINING
Elective COORDINATOR DATE
A. Personnel Management
B. Budgeting
C. Statistical Methods
D. Management Information Systems
has satisfactorily completed all training requirements.
Supervisor________________________________ Date
Training Coordinator______________________ Date
Assistant Director Date
-------
t E l
‘.0
On-The-Job-Training
Data Handling/Data quality Control Technician
NAME: TRAIN :_________________
JOB TITLE: _____________________ SUPERVISOR:______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefings
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOP
B. Air Management SOP
C. HCEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC
E. Air Monitoring standard Operating Procedures
F. Annual EPC Report for the most current y ar
F. State of Florida Quality Assurance Plan
G. 40 CFR Part 58 — Ambient Air Quality Surveillance
H. Quality Assurance handbook for Ambient Air Quality
Monitoring Systems Vol I, Section 1.4.17
5. working knowledge of the following:
A. Air Quality Index Generation
B. Basic Data Quality Control
C. Routine Strip—Chart QC and Handling
D. Basic Familiarization with Equipment
E. Filing Data Reports
-------
.
t )
On-The-Job-Training
Data Handling/Data quality Control Technician (Continued )
EMPLOYEE SUPERVISOR DATE
F. IBM-PC Operation
G. Strip Chart Interpretation
II. Analyter Daily Checks
I. Review of Daily Data Reports
3. IBM-PC Routine Data Handling
K. strip Chart Troubleshooting
L. Data Logger Initialization and Troubleshooting
H. IBM — PC Data Editing
N. Manual Network Data QC
0. Calibration Vez-ficationo
6. Formal Training
TRA IN I MG
Mandatory COORDINATOR DATE
A. 435 Atmospheric Sampling
9. 464 Analytical Methods for Air Quality Standards
C. 470 Quality Assurance for Ambient Air Monitoring Systems
TRAINING
Elective COORDINATOR DATE
A. State Sponsored Air Monitoring and Quality Assurance Workshops
B. Statistics
________________ has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director --____________________ Date
-------
tlj
( J
On-The-Job-Training
Noise Pollution Control Specialist
NAME: ___________________________ TRAflTh2 :_________________
JOB TITLE:_____________________ SLJP RVISOR:______________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In—House Training
1. County Orientation
2. Introcluction/ Briefings
A. Agency Executive Director
B. AMD Directors Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOP
B. Air Management SOP
C. IICEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC
E. Completion of Field Investigation OJT Plan
5. working knowledge of the following:
A. Calibration, operation, checks and services on:
(1) Lucas/CEL Mod 282 calibrator
(2) Quest 2800/08100
(3) Quest CA—128 Calibrator
(4) GenRad 1565—B SLM
(5) Genflad GR1933 SLM/Octave Analyzer
(6) GenRad 1986 Omnical SLM
-------
On-The-Job-Training
Noise Pollution Control Specialist (Continued )
EMPLOYEE SUPERVISOR DATE
(7) Hetrosonica Mod dB307 SLM
(8) Hetroaonica Hod dB604 SLA
(9) Lucas/CEL. Hod 231 SLM
(10) Hetrosonica Calibrator Mod CL3
B. Use, preparation, and completion of Noise monitoring Report
forms and Noise Data Sheets
C. Use of IBM-PC integration with appropriate Sound Level
Analyzers
6. Formal Training
TRAINING
Mandatory COORDINATOR DATE
A. Complete the Smith training manual
B. Fully comprehend Chapter 1-10, Rules of the EPC/HC
C. Read Part II, Handbook of Environmental Engineering
has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director Date
-------
On-The-Job-Training
Chief Air Monitoring Section
HAME: _________ ‘mAINER:_________________
JOB TITLE: - SUPERVISOR:_____________
DATE INITIATED: _________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefinge
A. Agency Executive Director
B. MID Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following!
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. IICEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1-1 through 1—12 of the Rules of EPC
E. Annual EPC Report for the most current calendar year
F. Air Monitoring Standard Operating Procedures
C. State of Florida Quality Assurance Plan
H. 40 CFR Part 50 — Air Quality Standards
I. 40 CFR Part 58 — Ambient Air Quality Surveillance
.1. EPA Guideline Documents and Technical Assistance Documents
K. Manufacturer’s Manuals for Ambient Air Monitoring Equipment
L. Quality Assurance Handbook for Ambient Air Quality
Monitoring Systems Vol I, II and IV
-------
w
On-The-Job-Training
Chief Air Monitoring Section (Continued )
EMPLOYEE SUPERVISOR DATE
5. working knowledge of the following:
It. Continuoue Analyzere, Operation, Calibration
B. Particulate Sampling
C. Network Deeign and Probe Siting
D. Air Quality Index/Epluode Monitoring
E. Quality AeBurance/Quality Control
F. Data Handling/IBM PC computer
G. Preparation of Technical Specificatione for Air
Monitoring Equipment
6. Formal Training
TRAINING
Desirable (Resources Permitting ) COORDINATOR DATE
A. 400 Introduction to Air Toxice
B. 435 Atmoepheric Sampling
C. 463 Ambient Air Quality Monitoring Syoteme
B. 464 Analytical Hethode for Air Quality Standarde
E. Air Pollution Meteorology
TRAINING
Elective COORDINATOR DATE
A. Pernonnel Management
B. Budgeting
_________________ hae satiafactorily completed all training requiremente.
Supervinor_______________________________ Date
Training Coordinator_____________________ Date
Aoaietant Director ________ Date
-------
On—The-Job-Training
Air Monitoring Field operations Supervisor
NAME: ____________________________ TRAINER:__________________
JOB TITLE:_____________________ SUPERVISOR:______________
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Briefings
A. Agency Executive Director
B. AND Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. HCEPC Act (Chapter 84—446, Laws of Florida)
0. Chapter 1—1 through 1—12 of the Rules of EPC
E. Annual EPC Report for the most current calendar year
F. Air Monitoring Standard OperatLng Procedures
G. State of Florida Quality Assurance Plan
H. 40 CFR Part 50 — Air Quality Standards
I. 40 CFR Part 58 — Ambient Air Quality Surveillance
.1. EPA Guideline Documents and Technical Assistance Documents
K. Manufacturer’s Manuals for Ambient Air Monitoring Equipment
L. Quality Assurance Handbook for Ambient Air Quality
Monitoring Systems Vol I, II and IV
-------
(JJ
(T’
on-The-Job-Training
Air Monitoring Field operations supervisor (Continued )
EMPLOYEE SUPERVISOR DATE
5. Working knowledge of the following:
A. Continuous Analy erB, Operation, Calibration
B. Particulate Sampling
C. Network Design and Probe Siting
D. Air Quality Index/Episode Monitoring
E. Quality Assurance/Quality Control
F. IBM PC Operation
G. Data Handling/IBM PC computer
H. Preparation of Technical Specifications for Air
Monitoring Equipment
6. Formal Training
TRAINING
Desirable (Resources Permitting ) COORDINATOR DATE
A. 435 Atmospheric Sampling
B. 463 Ambient Air Quality Monitoring Systems
C. 464 Analytical Methods for Air Quality Standards
has satisfactorily completed all training requirements.
Supervisor__________________________________ Date
Training Coordinator______________________ Date
Assistant Director________________________ Date
-------
w
o -The-Job-Trainiflg
Continuous Monitorlncl/EleCtrOfliC Technician
NAME: TRAINER:__________________
JOB TITLE: SUPERVISOR:______________
DATE INITIATED: __________________
EMPLOYEE SUPERVISOR DATE
In-House Training
1. County Orientation
2. Introduction/Brieflflg s
A. Agency Executive Director
B. AMD Director’s Briefing
3. Safety Policies and Procedures
A. Safety Requirements (Manual)
(1) Driver Training
(2) Safety Equipment
(3) Equipment Training
(4) First Aid and CPR
B. Hurricane Preparedness
4. Review and be familiar with the following:
Operational/Technical Procedures, Rules or Regulations
A. Agency’s Administrative SOPs
B. Air Management SOPs
C. IICEPC Act (Chapter 84—446, Laws of Florida)
D. Chapter 1—1 through 1—12 of the Rules of EPC
E. Annual EPC Report: for the moot current calendar year
F. Air Monitoring Standard operating Procedures
G. State of Florida Quality Assurance Plan
H. 40 CFR Part 50 — Air Quality Standards
I. 40 CFR Part 58 — Ambient Air Quality Surveillance
3. Manufacturer’s Manuals for Ambient Air Monitoring Equipment
K. Quality Assurance Handbook for Ambient Air Quality
Monitoring Systems Vol II
L. EPA Guideline Documents and Technical Assistance Documents
(those pertaining to equipment or pollutant monitored
by technician)
-------
w
L)
On-The-Job-Training
continuous Monitoring/Electronic Technician (Continued )
EMPLOYEE SUPERVISOR DATE
5. Working knowledge of the following:
A. Analyzer Daily Checks
B. Analyzer Calibrations and Span/Precision Checks
C. Analyzer Maintenance
D. Analyzer Troubleshooting and Repair
E. Chart Recorder Calibration
F. Chart Recorder Maintenance
G. Chart Recorder Troubleshooting and Repair
H. Data Logger Daily Operation
I. Data Logger Calibration
J. Data Logger Maintenance
K. Data Logger Troubleshooting and Repair
L. Wiring Configurations for Air Monitoring Systems
H. Strip Chart Documentation
N. Data Quality Control
0. Calibration of Support Equipment
6. Formal Training
TRA IN I NG
Desirable (Resources Permitting ) COORDINATOR DATE
A. 435 Atmospheric Sampling
B. 464 Analytical Methods for Air Quality Standards
TRAINING
Elective COORDINATOR DATE
A. State Sponsored Air Monitoring and Quality Assurance Workshops
B. Manufacturers training courses for specific equipment
has satisfactorily completed all training requirements.
Supervisor________________________________ Date
Training Coordinator______________________ Date
Assistant Director Date
-------
Air Pollution Training
Institute Curriculum
Guide
B439
-------
B4 40
-------
Compliance Assurance
Intermediate
Specialty Areas
Visible Emissions Instructor
Advanced
VE325
F 350 1
380
B441
-------
Sampling and Analysis
Intermediate Advanced Specialty Areas
__________ Ambient Monitoring
S 1434
S 1446
Control
B4 42
-------
Meteorology and Modeling
Intermediate
Advanced
Specialty Areas
Dispersion Modeling
B44 3
-------
Air Permitting
Intermediate Specialty Areas
Operating Permits
SI 460 Prevention of Significant Deterioration
1 iJ
B444
-------
Hazardous Air Pollutants
Intermediate Advanced Specialty Areas
Monitoring __________
________ S 1404 435 H 426
400 Compliance __________ _________
S 1473B 427 H 482 H 456 H
L SI 458 H 502 H 503
B445
-------
Engineering
Intermediate Advanced Specialty Areas
Source Sampling _________
______ — i IJ II IIIIIJi 457
Continuous Emission Monitoring
________ —f S1476A H S1476B H
________ Combustion and Waste
_________ 458 H__503 H__502
Engineering Inspections
—f_S1416 H S1417 H S1445 Hs1446 H 445
L 446 [ 444 455 450
RE100
r 412A
S1412B
[ iI412C
S1431
S1454
B4 46
-------
LISTING OF AVAILABLE TRAINING COURSES
Titles of Training Courses
The APTI conducts about 10 different courses each year from a total of 38 titles available
through the Air Pollution Centers. The following is a list of all courses. If you are interested in
having one of these courses presented, please contact the closest Air Training Center or
Academy.
Compliance Training
345 Emission Capture and Gas Handling Systems Inspection
350 Asbestos NESHAP Inspection and Safety
380 VOC Emission Source Inspection
Technical Air Quality Training
400 Introduction to Hazardous Air Pollutants
401 Monitoring and Evaluation of Hazardous Air Pollutants
403 Statistical Analysis and Interpretation of Data for Toxic Air Pollutants
411 Air Pollution Dispersion Models - Fundamental Concepts
413 Control of Particulate Emissions
415 Control of Gaseous Emissions
419 Preparation of Emission Inventories
420 Air Pollution Microscopy
421 Environmental Management and Urban Systems Workshop
423 Air Pollution Dispersion Models - Applications
424 Source Receptor Modeling
426 Statistical Evaluation Methods for Air Pollution Data
427 Combustion Evaluation
435 Atmospheric Sampling
444 Air Pollution Field Enforcement
445 Baseline Source Inspection Techniques
446 Inspection Procedures and Safety
450 Source Sampling for Pollutants
452 Principles and Practices of Air Pollution Control
454 Effective Permit Writing
455 Advanced Inspection Techniques
456 Fugitive VOC Leak Detection
457 Advanced Source Sampling Workshop
458 Hazardous Waste Calculations Workshop
460 Introduction to Permits
461 Intermediate Permitting
464 Analytical Methods for Air Quality Standards
468 Source Sampling and Analysis of Gaseous Pollutants
B4 47
-------
470 Quality Assurance for Air Pollution Measurement Systems
474 Continuous Emission Monitoring
480 Control Measures for CO, 03 and NOx
482 Sources and Control of Volatile Organic Air Pollutants
502 Hazardous Waste Incineration
503 Accident and Emergency Management
539 Visible Emission Instructors Workshop
B4 48
-------
-------
Section C
Training Providers
-------
Tools for Trainers (January 1998)
Table of Contents
Training Providers
Overview of Training Providers Page Cl
Air Pollution Training Institute Page C3
APTI is part of the U.S. EPA, Office of Air Quality Planning and Standards, Education
and Outreach Group. APTI offers courses via satellite as well as classroom courses at
several universities and self-study courses.
California Air Resources Board (CARB ) Page CS
CARB offers basic and intermediate training as well as an advanced enforcement
symposium. CARB’s training outside of the State of California is provided through the
National Air Compliance Training Delivery Project with support from EPA. This project
enables CARB to offer the basic 100 series and the intermediate 200 series in states
throughout the nation.
MARAMA Page C13
The Mid-Atlantic Regional Air Management Association offers workshops designed for
air directors and staff of state and local agencies in the mid-Atlantic region. MARAMA
also provides funding for individuals to attend other training courses.
METRO 4 Page C17
Metro 4 provides training for state and local agencies in EPA Region 4. It also provides
support for individuals to attend other courses.
National Enforcement Training Institute (NETI ) Page C19
NETI offers training for compliance and enforcement personnel at the federal, state, local,
and tribal levels. NETI manages three training sites, in Washington, DC; Lakewood, CO;
and Glynco, GA.
Rutgers/EOHSI Air Pollution Training Center Page C21
The Ruthers/EOHSI Training Center offers a curriculum designed to meet the
requirements of EPA Order 3500.1 for compliance inspection personnel. The curriculum
includes basic, intermediate, and advanced levels and is supported by EPA.
WESTAR Page C25
The Western States Air Resources Council (WESTAR) offers training courses and
workshops, primarily for member states, although events have been opened to others.
The focus of the workshops is emerging EPA regulations and programs; WESTAR does
not provide compliance and enforcement training.
Providers - Table of Contents I
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Tools for Trainers (January 1998 )
Training Providers
This section of Tools for Trainers presents brief overviews of some of the major providers of air
quality-related training. Each description includes information on how to contact the provider as
well as the provider’s mission, target audience, training courses offered, training methods, and
other pertinent information. Many of the providers have Web sites on the Internet where you can
find the most up-to-date course schedules.
Providers - Page 1
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USEPA,Education & Outreach Group Information Sheet
Agency: US Env. Protection Agency, OAR, OAQPS,
Information Transfer and Program Integration Division
Education & Outreach Group
Ag.Contact: Howard Wright, Group Leader Or Ron Townsend, Coordinator
Education & Outreach Group Air Pollution Training Institute
Telephone: (919) 541-5584 (919) 541-2498
E-mail add: wright.howard@epamail.epa.gov townsend,roncijepamail.epa.gov
EOGWebPg: www.epa.gov/oar/oaqps/eog
Mission: EOG manages the Air Pollution Training Institute(APTI) whose mission
is to provide technical air pollution training, principally to State and local
Air agencies to enhance skills necessary to understand and implement air
programs and policies. In addition, the Env. Education program mission is
to increase K-12 students’ environmental literacy, encourage youth to
pursue env. careers and enhance students’ env. stewardship. Finally the
Outreach Program strives to build new partnerships and strengthen
existing ones in air areas by reaching out to non-traditional
audiences with relevant information in a way that they can understand.
Students: 18,000 -approx. no. of students trained in FY 1997.N.B.: This represents
about 26,000 student days of training.
Trg Mthds: Classroom
Satellite Downlink
Self-study- including written materials, audio and video materials.
Grth Area: Our biggest growth area is in satellite training. Over the past four and
one half years, the air pollution distance learning network (APDLN) has
grown to about 110 down-link sites across the US and simultaneously
the popularity of the telecasts has grown.
Networks: Other networks with which we are involved include: EPA Regional
Offices, University-based Area Training Centers across the US, the
Air and Waste Management Association, ACS, National Technological
University and Univ. Of Tennessee System(for Small Business broadcasts).
Mkt Niche: Our niche in the training market is as follows: Geographically-we are a
national training resource dedicated to the training needs of State and local
air agencies. Subject - first-hand info. On emerging rules and regulations
Delivery-Only National network of Downlink sites at SIL air agencies
Funding: Technical Training: 105 Grant funds; Env. Ed. & Outreach: EPA dollars.
Personnel to support all of the above are provided by EPA funds.
Needs: We financially support and provide assistance in the Annual Needs
Assessment conducted by STAPPAIALAPCO
Info: Training information is available by e-mail, on diskette, via Internet
and in catalog form.
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NATIONAL AIR COMPLIANCE TRAINING
DELIVERY PROJECT: CARE V
I. Agency, agency contact, phone number, e-mail address, www site.
California Air Resources Board
Mazy M. Boyer
(916) 322-6037
e-mail: mboyer arb.ca.gov
http://arbis.arb.ca.gov/cd/training.htm
2. Audience of your training.
State/locallfederalltribal, as well as industry and environmental organization
attendees; students predominantly compliance inspectors with engineers and planners in
somewhat smaller numbers.
3 Mission statement.
The National Air Compliance Training Delivery Project is a multi-year, federal,
state and locally funded program to demonstrate and deliver onsite California Air Resources
Board 100 Basic Compliance Inspector training and to demonstrate, develop and deliver Series
200 specific source category training.
4. Number of students trained in last fiscal year 96/97.
A total of 108 class days were presented during fiscal year 96/97. This translates
into a total of 2,626 student days of training.
5. Method of training, i.e. classroom, downlink.
All CARB 5 courses are conducted onsite by an ARB staff specialist and/or
retired seniors that are hired as instructor/trainers through the National Council on Aging. The
courses include classroom discussions, lectures, video/slide presentations with manuals. The
Series 200 courses include a site visit as part of the course.
6. What is the biggest growth area for your courses/training?
The largest demand is the Series 200 courses, specifically the CEMs and
observing source testing courses. We have scheduled the 200 courses already for 1999.
7. What “networks” are you involved with that are not represented by this group?
CARB works with all of the training coordinators for most of the 50 states and all
of the ten EPA regions. CARB also works with the NETI, APTI and WESTAR.
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8. What is your niche in the training market: geographically, subject and delivery?
Our courses have been taught to students from the entire United States, including
Alaska and Hawaii. CARB 5 “niche” has been that the training has been onsite to maximize
convenience and minimize travel costs for the state and local agencies that participate in the
courses. Also the focus of the courses is compliance.
9. Source of funding?
All of the CARB 5 courses are funded through 105 funds.
10. Do you (1) do an annual needs assessment and (2) did you participate in EPA needs
assessment?
The Air Resources Board does an annual needs assessment for the staff within the
State of California. ARB also participated in EPA’s assessment. ARB staff have been involved
with the EPA needs assessment and have used the results to play for future training courses for
the National CARB 6 program.
11. Is your training information available electronically, by email or on disk?
The training schedule for CARB 5 is located on the STAPPAJALAPCO training
web page. Attached is a hard copy of that schedule. Also ARB’s training schedule is on the web
page indicated at the top of this paper.
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100 SERIES - - 1997-1998 CARB-6 SCHEDULE AND S1 ATE CONTACT
PATE PROGRAM LOCATION REGION STATE CONTACT
October 20-24 100 Series Hartford, Connecticut 1 Dennis Demchak
(860)424-3446
November 17-21 100 Series Columbia, Sc 4 Dennis Camit
(803)734-3653
December - - - - 100 Series DO NOT SCHEDULE
January 5-9 100 Series Honolulu, HI 9 Kathy Hendricks
(808) 586-4200
February 2-6 100 Series Louisville, KY 4 Michele Kent
(502) 573-3382
March 9-13 100 Series Murfreesboro, TN 4 Ron Culberson
(615) 532-0561
April ?? 100 Series Kansas City, KS 7 Debbie Titus
(913) 551-7712
May 11-15 100 Series Philadelphia, PA 3 Humberto Monsalvo
(215) 566-2163
June ?? 100 Series Oklahoma City, OK 6 David Gann
(405) 290-8247
July 13-17 100 Series Tampa, Florida 4 John Hughes
(904) 921-9605
August ?? 100 Series None Scheduled
September ?? 100 Series Indian Nations 7 Ira Salvini
(913) 551-7817
October 100 Series None scheduled
Revised November 5, 1997
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1998: OCTOBER
1998: NOV 1BER -- Phoenix, AZ
1998: DEC ER -- DO NOT SCHEDULE
Revised: September 24,1997
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200 Series CARB-6- - 1997-1998-- SCHEDULE A2 1D STATE CON ACT
OCTOBER 1997
Oct 6-9 200 Phoenix, AZ 9 Barbara Roach
(602) 506-6945
HMA - Al Danzig
VOC Controls - Al Danzig
Graphic Arts - Al Danzig
Solvent Cleaning - Al Danzig
October 20-23 200 Tuscon,AZ 9 Kathie Lawrence
(520) 740-3369
Baghouses - Al Danzig
Industrial Boilers - R.C. Smith
Fugitive VOC - Al Danzig
Stationary Gas Turbines - R.C. Smith
NOVEMBER 1997
November 17-20 200 Miami, FL 4 Ray Gordon
(305) 372-6925
Gas Facilities - Pete Gates
VOC Controls - Pete Gates
Fugitive VOC - Al Danzig
ESP’s - Al Danzig
DECEMBER 1997
December 8-11 200 Houston, TX 6 Mary Knotts
(713) 767-3719
VOC Control Devices/Scrubbers - Al Danzig
Fugitive VOC - Al Danzig
Petroleum Refining - Pete Gates
JANUARY 1998
January 12-15 200 Seattle, Washington 10 Rosemary Busterria
(206) 689-4021
Solvent Cleaning - - Al Danzig
ESP -- Al Danzig
Soil Decontamination - - Mark Tavianini
Incinerators - - Mark Tavianini
FERRUARY 199
February 2-5 200 Oklahoma City, Oklahoma 6 David Gann
(405) 290-8247
Aggregate Plants -- Al Danzig
Concrete Batch Plants - - Al Danzig
Oil Field Production - - Pete Gates
Gasoline Facilities -- Pete Gates
February 23-26 200 Honolulu, Hawaii 9 Kathy Hendricks
(808) 586-4200
Concrete Batch Plants - Al Danzig
Solvent Cleaning - Al Danzig
Ambient Air Monitoring - R.C. Smith
Industrial Boilers - R.C. Smith
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M RCR 1998
March 16-19 200 Columbia, S.Carolina 4 Dennis Camit
(803) 734-3653
Surface Coating:Metal - Al Danzig
Landfill Gas Facilities - Al Danzig
Fugitive VOC - Pete Gates
Gas Fac I & II - Pete Gates
APRIL 1998
April 6-9 200 Series Salt Lake City, Utah 8 Mary Maxell
(801) 536-4082
Aggregate Plants - - Al Danzig
Concrete Batch Plants - - Al Danzig
Ambient Air Monitoring -- R.C. Smith
Industrial Boilers -- R.C. Smith
MAY 1998
May 11-14 200 Lexington, MA (NESCAtJM)1
Gasoline Facilities -- Pete Gates
VOC Controls - - Pete Gates
Fugitive VOC -- Al Danzig
Solvent Cleaning - - Al Danzig
JUNE 1998
June 8-11 200 Helena, Montana 8 Chuck Homer
(406) 444-5279
Cement Plants - - Sue Wyman
Hot Mix Asphalt -- Sue Wyman
ESP - - Al Danzig
Baghouses -- Al Danzig
June 29-2 200 Philadelphia, PA 3 Hurnberto Monsalvo
(215) 566-2163
Surface Coating:Metal -- Terone Preston
Surface Coating:Aerospace -- Terone Preston
Industrial Boilers -- whoever
Stationaiy Gas Turbines -- whoever
JULY 1998
July 13-16 200 Madison, Wisconsin 5 Penny Kanable
(608) 264-8892
Surface Coating:Metal -- Terone Preston
Surface Coating:Auto -- Terone Preston
Graphic Arts -- Al Danzig
VOC Controls - - Al Danzig
AUGUST 1998
August 10-13 200 Tampa, Florida 4 John Hughes
(904) 921-9605
HMA - Al Danzig
Concrete Batch Plants - Al Danzig
CEM - R.C. Smith
OST - R.C. Smith
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August 24-27 200 Kansas City, KS 7 Debbie Titus
(913) 551-7712
Preferences not in yet
SEPTEMBER 1998
Sept. 14-17 200 Phoenix, AZ 9 Barbara Roach
(602) 506-6945
Pz e erences not in yet
FY 1998-3.999
OCTOBER 1998
October 19-22 200 Series Salt Lake City, UT 8 Mary Maxell
(801) 536-4082
CEM -- R.C. Smith
OST -- R.C. Smith
OFP -- Pete Gates (Classroom)
OFP - - Pete Gates (Field Visit)
NOVI MBER 1998
November 16-20 200 Seattle, WA 9 Rosemary Busterina
(206) 689-4021
Course Preferences not in yet
DECEMBER 1998
December 14-18 200 Series Columbia, SC 4 Dennis rnit
(803)734-3653
OST -- R.C. Smith
AMM -- R.C. Smith
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MARAMA 1997 Accomplishments
MARAMA Workshops and supported training sharpened member’s skills:
October 1996 Air Monitoring Workshop
December 1996 support for attending NARSTO-NE Symposium
January 1997 Workshop on New Ambient Standards
February 1997 Title V Permits Workshop
April 1997 Support for attending EPA PAMS Ozone Monitoring Workshop
May 1997 Ozone Map Workshops with NESCAUM and OTC
June 1997 Eastern States PM 25 Monitoring Workshop
‘July1997 Workshop on Communicating the new Air Quality Standards
August 1997 support for attending EPA-STAPPA-ALAPCO Air Toxics Workshop
September 1997 support for attending NCVECS Mobile Sources Conference
MARAMA contracts helped share information and accomplish regional goals:
Developed the 1995 Ozone Atlas for the Mid-Atlantic Region
• Helped fund the NESCAUM-MARAMA-OTC regional ozone mapping project,
producing the first daily ozone maps for the entire Mid-Atlantic-Northeast regions
• Upgraded Mid-Atlantic air monitoring software to help create the ozone map
Provided ongoing support for ozone modeling in the Baltimore-Washington areas
• Contributed to a NARSTO-NE project developing 1995 MM5 wind fields
Met emergency needs at PAMS monitoring sites in Baltimore and DC
• Supported public education and technician training for advanced vehicle
emissions inspection and maintenance programs
MARAMA encouraged cooperation and coordination among its members:
• Published a directory of key staff at member agencies and EPA
Issued weekly regional ozone reports during the summer
• Initiated the region’s first air quality data analysis plan
• Sponsored quarterly meetings of the MARAMA Air Directors
• Held numerous conference calls among technical committees and working groups
Strengthening the skills and capabilities of member agencies, and helping them
work together to prevent and reduce air pollution in the Mid-Atlantic Regibn
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Plans for 1998
MARAMA will continue to emphasize workshops and sponsored training.
Plans include:
• Monitoring and Air Quality Data Analysis Workshop in October 1997
• Ozone Map End of Season Workshop in November 1997
• Vehicle Emissions Testing Workshop in December 1997
• PM 25 Monitoring Training in January and June 1998
• Air Toxics workshop in February 1998
• Dispersion Modeling for Permit Writers in March 1998
• Enforcement Meeting
• Title V Permit Workshop & CAM Rule
• VOC Sampling and Controls
MARAMA contracts will be developed to meet the needs of member
agencies. Projects are expected to include an air quality data analysis
report, futher development of the ozone map, assistance with workshops,
as needed support for PAMS monitoring, regional ozone modeling work,
and support for high enhanced vehicle emissions inspection programs.
Coordination activities will continue to be an important MARAMA
function, including quarterly Air Director’s meetings, periodic technical
conference calls, an updated MARAMA Directory, and the regional
air quality data analysis plan.
MARAMA gratefully acknowledges the financial and technical support of the
US Environmental Protection Agency, with particular assistance from
EPA Region Ill, the Office of Mobile Sources, and the
Office of Air Quality Planning and Standards.
Mid-Atlantic Regional Air Management Association
711 W. 40th St., Ste. 318, Baltimore, MD 21211-2109
410-467-0170
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MARAMA FY 98 WORKSHOP PLANNING SCHEDULE
Updated
December 9, 1997
Month Workshop Location
October Monitoring and Data Analysis Workshop Oct. 15-16 Rehoboth Beach
Chromatography Data Handling Users Meeting San Jose, CA
(travel assistance) October 22-24
MARAMA Executive Board Meeting Oct. 25 At STAPPA/ALAPCO
in Michigan
November Ozone Map Workshop (with NESCAUM & OTC) Baltimore
November 5-7
MARAMA Data Analysis Conference Call Nov. 12 Conference Call
NARSTO Continental Critical Review West Palm Beach, FL
(travel assistance) November 16-19
December MARAMA Mobile Sources meeting plus Philadelphia
“Understanding ASM Testing” Workshop by CSU
December 16-18
January MARAMA Executive Board Annual Meeting Jan. 26 Williamsburg
PMLS Network Design Workshop Jan. 26-27 Williamsburg
February MARAMA Toxics Workshop Feb. 18-19 Baltimore
March Dispersion modeling for point sources workshop Philadelphia
(tentatively scheduled for Mar. 24-26
April MARAMA Executive Board Meeting April 4 At STAPPA/ALAPCO
in Alabama
April/May VOC Sampling & VOC Control Technologies? DC suburbs
schedule with Rutgers & ICAC
(possibly switch timing wI Title V in Sept?)
May/June PM 2 . 5 Monitoring Operation Workshop? (TBD.—Phily lab?)
Maybe have data analysis training concurrently?
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July MARAMA Executive Board Meeting (TBD) (TBD)
Workshop with Board Meeting? (TBD)
September Title V & CAM Rule? (TBD)
(possibly switch timing WI VOC in spring?)
Requested workshops to be scheduled :
Nitrogen emissions forum (Delaware request)
Statistics Training for Air Quality Analysis—probably S+
VOC sampling and analysis—bring Rutgers class to Baltimore area
VOC control technologies—to be presented by the Institute of Clean Air Companies
PMLS training
Late summer or fall 1998—Hands-on Equipment Operation Training
Title V Permitting—Board has requested annual workshop
Training session on creating overhead slides
Health effects of ozone and fine particulates—maybe in Baltimore or RTP (with EPA and local
health experts)
Workshop on new CAM rule
Sept/Oct—MARAMA Executive Board Meeting with STAPPA/ALAPCO meeting—likely to be
late October
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I Agency, agency contact, phone no , e-mail address, www site
METRO 4, INC
Joan Liu, President METRO 4, INC
Joan Liu, President
METRO 4, INC
700 North Tryon Street
Charlotte, NC 28202
Phone 704-336-5500
Fax 704-336-4391
www hucs@mail charmeck nc us
Raymond Gregory, Training Coordinator, METRO 4, INC
Raymond Gregory
METRO 4, INC Training Office
2221 Preachtree Rd N E
Suite D-626
Atlanta, GA 30309
Phone 404/3 52-8808
Fax. 404/352-8818
E mail metro4@worldnet att net
Web Page www metro4 org
2 Audience of your training
Staff and management of the eight states and sixteen local air pollution control agencies
in EPA Region 4
3 Mission Statement The objectives of METRO 4, [ NC , are
(a) To be a forum for communicating common local concerns to EPA Region 4,
(b) To function as a coordinating body with ALAPCO, mc, and Headquarters EPA,
(c) To develop and improve cooperative relationships between local, federal and state
governmental regulatory agencies,
(d) To function as a focal point for exchanging technical and regulatory information on air
pollution control, and
(e) To serve as a recipient of funds and disbursing agent for the furtherance of education, training
and related travel for persons engaged in air pollution control activities within the area comprising
US EPA Region 4
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4 No Of students trained in fiscal year 95/96
Three training courses were conducted in fiscal year 1996, 75 students attending
in addition, 200 students were assisted with training/travel expenses
S Method of Training, i e classroom, downlink
Classroom is the primary method of training
6 What is the biggest growth area for your coursesJtraining’
Increasing demand for courses
7 What networks are you involved with that are not represented by this group?
in addition to Group, other air pollution training consortia
8 What is your niche in the training market geographically, subject and delivery?
Geographically METRO 4, Inc. covers the eight states in EPA Region 4
Subjects Any training of benefit to air pollution control agencies in Region 4
Delivery Presently classroom training
9 Source of funding
A Section 103 grant form Region 4
10 Do you (1) do an annual needs assessment and (2) did you participate in EPA needs
assessment?
(1) The first one was part of the recent Training Coordinators’ Meeting (Sepiember 1997)
(2) Member agencies did participate in the FY 1997 survey (15 agencies)
ii Is your training information available electronically, by e-mail or on disk?
A Web Page is in the final testing phase and will shortly contain the schedule
www.metro4.org
Current course list There are three sessions of a CEM Auditing course and of a Stack
Sampling for HAPS course scheduled
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A leadership for
enforcing
I environmental laws
NATIONAL ENFORCEMENT TRAINING INSTI11JTE
Purpose and History of NE TI
NETI is responsible for training Feth. . i, State, Local and Tribal lawyers,
inspectors, civil and criminal investigators and technical experts in the
enforcement of the nation’s environmental laws. Congress created the
National Enforcement Training Institute as a part of the Pollution Prosecution Act
of 1990 (P.L. 10 1-592, 42 Usc 4321) and is the only Congressionally mandated
training entity within the U.S. Environmental Protection Agency. As of
September 30, 1995, NETI is a division in the Office of Criminal Enforcement,
Forensics and Training within the Office of Enforcement and Compliance
Assurance.
In fiscal year 1996, NIETI and its partners trained almost 4700 environmental
enforcement professionals in approximately 50 civil and criminal
environmental enforcement training courses.
Facilities and Training Available
NETI’s strategy is to promote a balanced training approach using traditional
classroom training, distance learning, and cooperative agreements with other
organizations. NET! and its partners offer quality training courses for enforcement
personnel in a number of areas, such as:
- case support: courses for attorneys, inspectors and technical staff that
cover things such as basic and multimedia inspections, case development,
negotiation 3kills, and administrative hearings and trial experience.
- specific statute enforcement: courses for inspectors, investigators and
attorneys that cover inspection techniques, regulations and specific issues
for a statute.
- compliance assistance: courses for personnel that provide compliance
assistance to the regulated community.
- environmental criminal enforcement: courses for criminal investigators,
local law enforcement, arid attorneys that cover techniques in recognizing
and investigating environmental crime.
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Besides providing training in EPA’s Regional offices around the country and at
other state locations, NET! manages three training sites:
- NETI-HQ in Washington, DC, includes state-of-the-art training space
such as a computer development laboratory, a video conferencing room
arid a mock courtroom;
- NETI-West in Lakewood, CO, a suburb of Denver, offers a convenient
training location for much’ of the western half of the U.S.; and
- Fl ETC, or the Federal Law Enforcerier’ Training Center, in G1 nco, G
provides training for EPA’s criminal enforcement personnel.
Newest Course Offerings
NETI piloted a new course in a nationwide satellite broadcast in November 1996:
“Environmental Enforcement Negotiations Skills — The Basics.” This new
course teaches a variety of tools and tactics used to reach settlement, how to plan
and prepare for a successful negotiation, and how to manage time wisely. The
course materials, including video tapes, reference materials and facilitated
simulations, will allow this course to be taught in a variety of settings.
NETI staff are developing a new computer-based course, “Environmental
Statute Review,” that will provide an overview of seven major environmental
statutes for which EPA is responsible. The course will be distributed on
CD-ROM and will use graphics, animation, video, and narration to examine tht
background, major provisions, and enforcement authorities associated with each
statute. NET! expects this course to be available in the spring of 1997.
For More Information...
M .ny NET! documents, such as the Catalogue and Schedule of Courses, can be
faxed to you --just call our NETI Hotline at 1-800-EPA-NETI. Visit our NETI
World Wide Web Home Page at http://es.inel.gov/neti, or contact us on the
EnviroSense Bulletin Board System by setting your modem to call
703-908-2092.
U.S. EPA - National Enforcement Training Institute
401 M St., SW (Mailcode 2235A)
Washington, DC 20460
Phone: 202-564-2430 Fax: 202-564-0075
December 1996
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RutgersIEOHSI Air Pollution Training Center
1. Agency: Environmental and Occupational Health Sciences Institute
Public Education and Risk Communication Division
681 Frelinghuysen Road, P.O. Box 1179, Piscataway, NJ 08855
Contact: Dr. Robert Hague (732) 235-5443 e-mail haguero umdnj.edu
2. Audience: Federal, state and local air pollution personnel and private industry
3. Mission Statement: The Air Pollution Compliance Training Center uses a
curriculum-based approach to training; rather than as individual short courses. Our goal is
to provide quality training to the air pollution regulatory community using a stepwise
graded curriculum. The curriculum was originally designed in collaboration with USEPA
for the purpose of providing the federal air pollution inspector with the minimum training
necessary to conduct inspections under EPA Order 3500.1, however the program has
found broad acceptance with state and local air pollution control agencies. The
curriculum is six weeks in length and is broken down into two-week blocks of training
known as Levels I, II, and III. These Levels were designed as a progression with each
succeeding level being more technical in nature, with separate topics covered in one to
four-day modules. By following the progression of training levels, the student avoids
overlapping courses and is presented with the necessary skills to conduct effective field
inspections.
4. Number of students trained m the last year: 620
5. Method of training: combination of classroom, site visit, hands-on laboratory, and (new
this year) Internet-based distance education.
6. The largest growth area remains state and local enforcement agencies. The Center has
had considerable success in the past year in conducting both the basic and advanced
training levels at sites away from our base in New Jersey. It is our intention to continue to
make our courses available throughout the U.S.
7. The Center is also affiliated with the University Network for Environmental Training
(UNET), the Universities Occupational Safety and Health Educational Resource Center
(UOSHERC), the Mid-Atlantic Asbestos Training Center (MAATC), USEPA Air
Pollution Training Institute (APT!) and is a NIOSH training site.
8. Niche: Eastern U.S., Subjects: Air Pollution, Safety and Health, Compliance Inspection
Procedures, Advanced Monitoring and Compliance Evaluation
9. Funding Source: EPA training contract, student tuition
10. Annual needs assessment: Yes
11. Training information available at www.eohsi.rutgers.edulcet
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RutgersfEOHSI Air Pollution Training Center
1997-1998 EOHSI Air Pollution Training Schedule
Level I
Overview of the Clean Air Act Amendments of 1990 Jan.26, 1998
Oct. 12, 1998
Principles and Practice of Air Pollution Control Jan. 27-30, 1998
Oct. 13-16, 1998
Basic Health and Safety for Field Activities Feb. 2-4, 1998
Oct.19-21,1998
Fundamentals of Environmental Compliance Inspections Feb. 5-6, 1998
Oct. 22-23, 1998
Level II
Basic Source Inspection Techniques Feb. 23-25, 1998
Sept. 14-16, 1998
Continuous Emissions Monitoring Systems Feb. 26-27, 1998
Sept. 17-18, 1998
VOC Sampling and Analysis March 2, 1998
Sept. 21, 1998
Evaluation of Source Emission, Capture Transport & Testing Systems March 3-6, 1998
Sept. 22-25, 1998
Level III
General VOC Source Regulation and Inspection Oct. 27-29, 1997
Apr. 27-29,1998
Nov. 2-4, 1998
VOC Fugitive Emissions Oct. 30-3 1, 1997
Apr. 30- May 1, 1998
Combustion Source Inspection Oct. 22-24, 1997
Apr. 22-24, 1998
Oct. 28-30, 1998
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Level IV
Asbestos NESHAP Demolition & Removal
Inspection Procedures Workshop
NOx Emissions Control
Compliance Assurance Monitoring
Source Sampling for Particulates
VOC RACT Compliance for Industrial Sources
June 1-2, 1998
Spring, 1998
Oct. 6-7, 1998
Sept. 7-10, 1998
Apr. 13-14, 1998
TBA
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WESTAR Council
Western Regional Air Quality Training Center
Information Sheet
EST4R
1. Western States Air Resources (\VESTAR) Council Information:
Principal Contact Jeffrey P Gabler, Training Programs Manager
Phone (503) 220-1660
FAX (503)220-1651
email jgabler westar org
web site http //www westar org
2. Audience
WESTAR’s training courses and workshops are designed for air regulatory agency staff (only) and range
from introductory materials to advanced, policy-oriented workshops intended for expenence staff
3 Mission Statement
“It is the Mission of the Western States Air Resources (WESTAR) Council to provide a forum to address
air quality issues of common concern, to promote the exchange of information among the member states
and to provide a foundation for effective air resource management”
4. Number of Student Trained During 1995, 1996 & 1997
1995 participants totaled 450, 1996 participants totaled 430, 1997 participants totaled 511
5. Method of Training Delivery
WESTAR courses and workshops are all conducted by onsite instructors at convenient hotels within the
western states Personal interaction between the participants and the instructors is a very important element
of WESTAR courses Workshops often include panels consisting of staff from state/local air agencies
sharing information on how they have solved common problems
6. Area of Largest Growth in WESTAR’s Training Program
Prior to 1997 the largest demand for WESTAR training has been in the area of Title V Operating Permit
writing and policy In 1997, as expected, demand for WESTAR’s PM2 5 Monitoring workshops was
enormous and replaced Title V as our most popular workshop among member states During the upcoming
year WESTAR expects continued large demand for particulate matter courses and additional courses are
planned in this area
7. Other Networks
WESTAR works with the member states that sponsor our training courses to identify program and course
pnorities
8. WESTAR Niche in the Training Market
Our courses and workshops address emerging EPA programs and regulations that impact state/local air
agencies and in areas where member states have indicated a high demand for training Courses are offered
within the western United States and are exclusively face-to-face
9. Funding
All WESTAR courses our funded through 105 funds from the member states, EPA Regions 8, 9 or 10
and/or EPA OAQPS Education and Outreach Group (EOG)
10. Training Assessments
WESTAR’s member states participate in STAPPA/ALAPCO needs assessment survey and conducts an
annual a WESTAR member states needs assessment, if needed The Air Directors and WESTAR’s
Western Regional Air Quality Training Advisory Committee members determine future training topics
11. Training Information
More information on course scheduling, agendas and locations are available on WESTAR’s web page
(www westar org)
12. 1998 Training Schedule
As of December II, 1997, courses for CY 1998 are tentative Please check WESTAR’s web page
(www westar org) for updated current mformation
C25
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WESTAR Council
Western Regional Air Quality Training Center
CY 1998 Training Schedule
Tentative as of January 15. 1998
WESTAR
The following training courses, conferences and meetings are scheduled to be offered by WESTAR during the CY 1998 The
information contained in WESTAR’s CY 1998 Training Schedule is tentative and subject to change, please check WESTAR’s web
site at WWW WESTAR ORG for up-to-date information These training courses, conferences and meetings are sponsored by
WESTAR, EPA OAQPS’s Education and Outreach Group, and EPA Region VIII, IX and X states. For more information please
contact Jeff Gabler at (503) 220-1660 orjgabIer westar org
Training Course Schedule for CY 1998
Feb. 9 - 11th Permitting Processes for Stationary Sources: PSDfPermitting Honolulu, Hawaii
This workshop, sponsored by WESTAR, the State of Hawaii and EPA Region IX, is being conducted for state,
regional and local air staff to provide practical information and updates on Prevention of Significant
Deterioration and Permitting Discussions will include PSD Permit Review (definitions, applicability for New
Sources and Modifications, significant emissions), New Source Review, and Operating Permits (introduction,
applicability, permit contents, revisions and modifications)
April 1998 Compliance Assurance Monitoring Rule and Credible Evidence Phoenix, Arizona
The central focus of the Compliance Assurance Monitoring workshop is to examine the various aspects of the
final CAM Rule promulgated October 1997 The workshop will address the CAM Rule’s implementation
schedule and requirements, and explore the relationship between the CAM and Credible Evidence Rules This
workshop will include potential revisions or guideline changes to the regulation(s) WESTARs Western
Regional Air Quality Training Center, EPA’s OAQPS EOG and the State of Arizona will sponsor this
workshop
April 1998 Review of the Tribal Authority Rule for Regulatory Agencies Phoenix, Arizona
WESTARs Western Regional Air Quality Training Center, in cooperation with EPA OAQPS EOG, will host
this workshop to bring together federal, state and local air agency staff responsible for working with tribes as
they implement the Tribal Authority Rule (TAR) through new tribal air programs This workshop facilitated
by Northern Arizona University’s Institute for Tribal Environmental Professionals will provide an overview of
the soon-to-be-promulgated TAR The goals of the workshop are primarily to provide training for the states by
informing the participants of key elements, exploring the legal structure and program requirements, discussing
perspectives on tribal sovereignty issues and air program developments, and discussing working options for
effective and cooperative implementation of the TAR
May 1998 Transportation Conformity Rule Reno, Nevada
WESTARs Western Regional Air Quality Training Center, in cooperation with EPA OAQPS EOG, will host
this workshop to bring together federal, state and local air agency staff responsible for working with the
Transportation Conformity Rule This workshop will address the amendments to the Transportation
Conformity Rule and include discussions on the Rules provisions such as buildlno build tests, areas not
required to submit SIPs, mismatch in SIP/plan time frame, non-federal projects, and modeling requirements
Potential revisions to this rule will be included in this workshop
C26
Page 1 of 4
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May 1998 Smoke Management/Prescribed Fire/Wildiand Fire Policy Boise, Idaho
This workshop will bring together federal, state and local air staff The purpose of this workshop is to inform
federal, state and local air agency staff on the policy and resource impacts to their respective organizations
from issues associated with the FACA Wildiarid Fire Policy as it relates to wildiand and prescribed fire impacts
to the NAAQS and Regional Haze programs, and the role of the federal land managers Sponsored by
WESTAR’s Western Regional Air Quality Training Center arid EPA’s OAQPS EOG
June 2- 4th Stationary Source Salt Lake City, Utah
WESTAR’s Western Regional Air Quality Training Center, in cooperation with EPA’s OAQPS EOG, will host
this workshop to bring together federal, state and local air agency staff This annual workshop will focus on
updating air staff members on recent changes and new applicable federal air quality rules
Summer 1998 PM2.5 Monitoring: Quality Assurance/Quality Control (Field TBA: Regions 8, 9 and 10
and Laboratory)
The PM2 5 Monitoring workshop, sponsored by WESTAR’s Western Regional Air Quality Training Center
and EPA’s OAQPS EOG, will be developed for state and local FRM field and laboratory technicians This
workshop is intended to provide hands-on experience for staff The training will provide field technicians the
opportunity to explore FRM operation, calibration, data handling and auditing, and laboratory technicians the
opportunity to expenence filter handling and weighing techniques Due to the scope of the workshop the
number of participants will be limited
July 1998 Meteorological Model Version 5 (MM5) Seattle, Washington
The focus of this workshop is for federal, state and local air agency staff members to gain an understanding of
prognostic modeling capabilities with specific emphasis on those products generate by MM5 The workshop
will provide a conceptual understanding of the physics, scales-of-motion, limitations, advantages and input
options associated with MM5 The goal of this workshop is to educate participants on the potential uses of
MM5 modeled meteorological fields as they relate to regulatory applications (e g, PSD, SIP and NSR) This
workshop is geared toward air quality modeling personnel with extensive modeling experience This
workshop is lecture-based Sponsored by WESTAR’s Western Regional Air Quality Training Center and
EPA’s OAQPS EOG
July 1998 Regional Strategies Centers and Regional Air Management Portland, Oregon
Partnerships (RAMPs)
This session will bring together state and local air Directors and staff to review concepts of Regional Strategy
Center and RAMPs Topics to be discussed include scope and direction of Strategy Centers, emission and
meteorological inventory development, resource and time requirements This session is sponsored by
WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS EOG
August 1998 Emissions Inventory for PM2.5 and Implications Reno, Nevada
This workshop will bring together federal, state and local air agency staff members responsible for PM2 5
planning and modeling The focus of this workshop will be to review emission inventory needs for SIP
planning and modeling requirements Sponsored by WESTAR’s Western Regional Air Quality Training
Center and EPA’s OAQPS EOG
Page 2 of 4
C27
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August 1998 Regional Haze & Visibility Salt Lake City, Utah
The purpose of this workshop is to explore the revisions to the existing visibility regulations and review the
impacts that these revisions will have on state and local air agencies. Topics include: initial SIP and
subsequent SIP revision requirements; progress targets; emission control strategies; and stakeholder
relationships. Sponsored by WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS
EOG, and possibly FLMs.
September 1998 Woodstove Curtailment Program Portland, Oregon
This workshop will examine the effectiveness of residential wood combustion episodic control strategies
instituted to control PMJO emissions in the West and look at the applicability of these programs under the
PM2.5 NAAQS revisions. WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS
EOG will sponsor this workshop.
October 1998 Open-Market Trading Albuquerque, New Mexico
This workshop, sponsored by WESTER’s Western Regional Air Quality Training Center and EPA’s OAQPS
EOG, will bring together federal, state and local air staff members involved in Open-Market Trading. This
course will review EPA’s policy on Open-Market Trading and the impacts on state and local air agencies
including OM trading requirements and accountability.
October 1998 Basic Permitting Coeur d’ Alene, Idaho
This workshop offers the basic skills necessary to write preconstruction permits. The course will cover
calculations of emissions and regulatory evaluations. Title V will not be covered in this course. The workshop
is sponsored by WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS EOG.
November 1998 Small Business Assistance Program/Air Toxics Denver, Colorado
This workshop will bring together federal, state and local air agency staff members responsible for working
with Small Business Assistance Programs (SBAP)/Air Toxics. This second annual workshop will provide
training and updates on new applicable federal air quality rules. This workshop will be sponsored by
WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS EOG.
Tentative WESTAR Workshops for CY 1998
December 1998 New Source Review ReformfPSD Reno, Nevada
This workshop, sponsored by WESTAR’s Western Regional Air Quality Training Center and EPA’s OAQPS
EOG, will review the soon-to-be promulgated New Source Review (NSR) Reform. The goal of the workshop
is to familiarize federal, state and local air agency staff on the changes to the NSR program. Execution of this
workshop is reliant on promulgation of the NSR Reform program (anticipated promulgation late CY 1998).
Other WESTAR Meetings & Conferences for CY 1998
Page 3 of 4
C28
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Feb. 4 - 5th Pollution Prevention in Permitting Pilot Project (P4 Project) Seattle, Washington
This workshop is designed to familiarize senior state permitting staff with the practice of incorporating
pollution prevention and operational flexibility into Title V Pennits. The workshop will include examples
from successful P4 pilot projects, criteria for selecting candidate P4 sources and case study exercises This
workshop is sponsored by WESTAR, and Ross & Associates
March 9 - 11th WESTAR’s Spring Business Meeting San Diego, California
WESTAR Director’s Spring Business Meeting
TBA Training Center Advisory Committee Meeting TBA
TBA Fall Technical Conference TBA
TBA Fall Business Meeting TBA
Page4of4 C29
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C3 0
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Section D
Evaluation
-------
Tools for Trainers (January 1998)
Table of Contents
Training Evaluation Resources
Overview of Evaluation Page Dl
M 4 4.RAMA Workshop Evaluation Page D5
This is a one-page form to evaluate the workshop as a whole, including things
participants liked, suggestions for improvement.
CARE Course Evaluation Page D9
This is a one-page form that is used to gather feedback on participant satisfaction.
CARB Evaluation by Trainees On-Site Page Dl 3
This is an in-depth form used in evaluating the CARB 100 series program. It includes a
profile of the respondent, as well as assessment of course content, materials, and
instructors.
Daily Evaluation Form-Air 211/Row to Investigate and Prepare aPSD/NSR Case Page D19
This is a one-page form that was completed at the end of each day of a three-day course
during the pilot test of the course. Participants were asked to rate each session from
excellent to poor and to provide comments and suggestions.
In-Depth Evaluation Form-AIR 211 Page D27
This in-depth form was completed by participants at the end of the training course. It was
used in conjunction with the daily evaluation form.
Session Evaluation Form Page D33
This in-depth form was designed to be completed at the end of the training program. It
includes questions on course design and content, materials, instructors, and facilities.
National AIRS Conference Page D39
This one-page form asks participants to rate each session as excellent, good, or poor, and
to provide comments on the reverse side of the page.
Participant Evaluation Form-Ecological Risk and Decisionmaking Workshop ... Page D43
This form used a combination of check-off questions and open-ended questions. It was
used in evaluating the pilot test of the course.
Evaluation - Table of Contents I
-------
Tools for Trainers (January 1998)
Operating Permit Program Training-Workshop I & U Evaluation Page D49
This form was used in evaluating workshops presented by the Minnesota Pollution
Control Agency. It includes questions designed to obtain feedback on how well the
participants think they understand the material presented as well as feedback on
facilitators, materials, facilities, etc.
Evaluation Form for Videoconference Training Page D59
This form was used to evaluate a satellite video broadcast training program. In addition
to standard questions on course content and materials, it includes questions concerning
the videoconference process and effectiveness.
Observation Sheet Page D65
This form was used by a participant-observer to evaluate a presentation of the CARB 100
series. The results were used in conjunction with participant feedback on the course.
Evaluation - Table of Contents 2
-------
Tools for Trainers (January 1998)
Evaluation
Why Conduct Evaluations?
Training involves a considerable investment of staff time and, generally, agency funds. It is
important to determine whether the training met its objectives and was effective. It is also
important to determine whether additional training needs remain. Evaluation can provide the
answers to these questions and can also help an agency decide which courses to select in the
future, based on their past effectiveness.
Approaches to Evaluation
Evaluation of training programs can use several different approaches. These include:
+ Participant Feedback . This feedback can ascertain whether participants found the
course useful, understandable, too short or long, too difficult or easy, and other factors.
However, this type of evaluation often reflects whether the participants liked the
instructors, were comfortable in the room, and other “satisfaction” measures—not
necessarily whether he course met their needs or was effective. This form of feedback is
generally obtained through a written feedback form, designed to be easy to complete.
• Tests or Ouizzes . Tests can be administered at the end of the course only (post-tests) to
determine knowledge or skill level at the completion of the course. A better approach is
to administer a pre-test before the course in addition to the post-test to enable the
evaluator to determine the improvement that was due to the course. Post-test results can
also indicate needs for further training.
• Instructor Feedback . Feedback from instructors is particularly useful when pilot testing
new courses. The instructors can provide valuable insights into participant reactions as
well as whether they thought the flow of their session was appropriate, the logic was
solid, the content was complete, etc.—factors they could only know by actually
delivering the course. This feedback can be obtained through informal discussions
following each day or the entire course or through more formal interviews.
• Participant-Observation For a new course, it is useful to have an evaluator sit through
the course as a “participant-observer” taking notes and observing the instructor and
participants. The participant-observer can see if participants are paying attention and if
the instructors are speaking effectively. They can also document the actual content of the
course, beyond what is contained in the instructor manual or promised in a provider
catalog. This technique is also useful if your agency is considering a course for your
staff, if you can observe the course as it is delivered to another agency.
• F alow-up Interviews or Ouestionnajres . Follow-up interviews and questionnaires can
be used to supplement the immediate reactions to the course obtained through the
methods listed above. These interviews can involve the participants as well as their
Evaluation - Page 1
Dl
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Tools for Trainers (January 1998)
supervisors and should address whether the course provided useful information, whether
items should be added to the course or emphasized, or whether items should be deleted
from the course or dc-emphasized. The follow-up can also obtain examples of how the
training assisted the participant in improving his or her job performance.
Tips on Designing and Conducting Evaluations
The materials in this section of Tools for Trainers provide examples of the various types of
evaluations you might conduct. The key element in designing an evaluation is defining the
objectives of the evaluation — what questions should it answer or what decisions will it affect?
Examples, and the implications for the design include:
• Course improvement . If a course is offered more than once, it is useful to obtain
feedback from participants so that the course can be improved for its future delivery. To
meet this objective, the evaluation should address the course content and materials that
could be changed in the future, such as topics that should be added or deleted; level of the
course (basic to advanced); usefulness of materials; relevance of small group exercises;
and quality of visual aids. Participant feedback, participant-observation, and instructor
feedback are particularly useful.
• Selection of instructors . Some instructors are more effective than others. Evaluation
can help you select the best instructors and to provide assistance or training-of-trainers to
those whose delivery skills need improvement. Participant feedback and participant-
observtion are most useful.
• Selection of courses from various alternatives . There might be several providers who
offer courses on a given topic. Evaluation can assist you in selecting the best course for
your agency stalL In these cases, it is useful to establish some criteria, such as length of
the course, method of delivery, and level of the course, and then to evaluate the various
alternatives that meet the criteria. Participant-observation is the best approach, if you or
another representative of your agency can attend the course in another location.
• Documentation of results . You might be asked to document the results of training — the
return on the training investment. In this case, participant satisfaction is less important
than changes in knowledge and skill that led to improvement in job performance. Test
results are useful to provide quantitative documentation. Follow-up interviews with
trainees and their supervisors are useful in providing anecdotes and examples. If the
training was intended to resolve a specific problem, follow-up measurement or
examination of the problem will be needed.
• Promotion of training or specific courses . In competing for scarce resources, you
might find it necessary to promote the value of training in general or specific courses. In
this case, it is most important to determine what types of information will have the most
effect with the target audience. Documented results are generally effective, with some
participant feedback such as quotes on course quality and usefulness. A combination of
quantifiable results, such as an increase in number and proportion of successful
Evaluation - Page 2
D2
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Tools for Trainers (Januaiy 1998)
enforcement cases, with anecdotes that illustrate improved performance is often the most
effective.
Post-tests can also be used to determine whether trainees should receive some form of credit or a
certificate for the course.
Evaluation results feed back into needs assessment Areas that were not covered adequately in
the course, based on trainee feedback, may constitute continuing training needs. Trainees might
recognize additional training needs as a result of their participation in a related course or, as
trainees improve their skills in one area, supervisors might recognize needs in another area.
It is helpful to work with the training provider on the course evaluation and to share the results.
In some cases, the provider will have their own participant feedback forms that are tailored to the
course and its individual sessions. The provider might also administer pre-tests and/or post-tests.
Whenever possible, your evaluation should include some form of follow-up with trainees, their
supervisors, or even the regulated community. This follow-up is very useful in documenting
changes in knowledge or skill that can be attributed to the training program, problems that have
been overcome, and issues that have been resolved. It also provides feedback on what proved to
be more useful and less useful to the trainees in their jobs. After they have had an opportunity to
apply their new knowledge and/or skills, the trainees can identify strengths or weaknesses in the
training that might not have been apparent during the course. Comments such as “I found that I
didn’t really understand this process (method, rule, etc.) as well as I thought I did or “the course
didn’t address this aspect of the process (method, rule, etc.)” can identify continuing training
needs and can also assist training providers in improving their courses.
Evaluation - Page 3
D3
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D4
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MARAMA
Workshop Evaluation Form
-------
D6
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MARA.MA. Workshop Evaluation
Name of Workshop Date___________
Your agency
Three things you liked best about this workshop.
1)
2)
3)
Three things needing improvement (please speciFj how you think we can improve them
next time)
1)
2)
3)
How will this workshop help you do your job better?
What other assistance or training from MARAMA would help you do a better job?
Please return this form to Susan Wierman before the end of the workshop. Thanks for
coming. Have a safe trip home
D7
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D8
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CARB Course Evaluation
D9
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D1O
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CALIFORNIA AIR RESOURCES BOARD
UNIFORM AIR QUALiTY TRAINING PROGRAM
COURSE EVALUATION
LOCATION:
COURSE TITLE:.
DATE:
INSTRUC1 OK:,
CURRENT POSITION:
1. Did the ins uctor present the material in a san .s aCtOrY manner?
Yes _No - Somewhat
2. Were questions asked in class
—__Yes No
-
Comments:
3. Were the handouts and learning ic!c of value
to
the presentatiort’
—__Sotnewbat
Comments:
4. Did the course meet your expectations?
—_Somewhat
Comments:
5. Was the presentauon relevant to your job?
—__Yes No
Comments:
. Other Comments?
—
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D12
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CARB Evaluation by Trainees
On-Site
D13
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D14
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CALIFORNIA AIR RESOURCES BOARD
NATIONAL AIR COMPLIANCE TRAINING DELIVERY PROJECT
UNIFORM AIR QUALITY TRAINING PROGRAM
100 LEVEL COURSES
EVALUATION BY TRAINEES ON—SITE
SURVEY PROFILE
In order to make future training more effective, it is necessary to
understand the needs of participants. To that end, please provide the
following inforrration:
1. Your affiliation:
______ Federal agency
______ State agency
______ Local agency
______ Other (please specify) ________________________________________
2. Your profession/position/title: ___________________________________
3. Approximate number of years in this type of position: ____________
4. Brief description of your responsibilities/interests:
5. Are the courses appropriately designed for someone with your
background?
too advanced 1 2 3 4 5 too elementary
5a. Why or why not?
6. Were the course objectives clearly stated for each course? yes no
7. If they were stated, were they met? yes no
1 D15
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8. If they were not met, which ones were not?
9.
10.
11.
COURSE CONTENT
12. Perceived applicability of course to current work
right on target 1 2 3 4 5 missed the mark
13. Perceived usefulness of course to current work
critical 1 2 3 4 5 not useful
14. Did you find the courses to be stimulating?
fascinating 1 2 3 4 5 deadly!
15. How challenging are the courses?
too challenging 1 2 3 4 5
16. Did examinations reflect course content?
COURSE MATERIALS
17. How would you rate the videos and/or slides?
clarif led topics 1 2 3 4 5
and ideas
18. How would you rate the quality of the printed material?
useful 1 2 3 4 5 worthless
19. How would you rate the quantity of the printed material?
too much just right inadequate
20. Was the distribution of printed materials timely and relevant?
too early just in time too late
Was
the
amount of time
allotted each course appropriate?
yes
no
Was
the
time allowed for
questions/discussions
adequate?
yes
no
Were
the
topics/materials
well organized?
yes
no
not challenging at all
yes no
confusing or unclear
21. How was the reproduction quality of the handouts?
readable 1 2 3 4 5 unreadable
D16
2
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22. Was there sufficient opportunity for interaction!
discussion? yes no
23. Were the instructors’ presentations well coordinated? yes no
24. Were the training materials consistent? yes no
25. Were the instructors able to hold your attention?
always sometimes rarely
26. Were the instructors knowledgeable about their subjects?
very knowledgeable knowledgeable limited knowledge
27. Were the instructors sufficiently experienced in their subject areas?
very experienced experienced limited experience
28. Were the instructors well prepared for their sessions?
always usually seldom
29. Were the instructors able to answer your questions satisfactorily?
always usually seldom
30. Were the instructors readily understood?
always usually seldom
31. Did the instructors begin and end on time?
always usually seldom
32. Was the training site setting (e.g., room size, temperature,
brightness) suitable? yes no
33 Was the audio/visual reception satisfactory? yes no
34. How did these courses compare to all others that you have taken?
one of the best 1 2 3 4 5 one of the worst
35. Did the courses meet your expectations? yes no
35a. If not, why not?
36. Were the courses eff ciently managed?
well managed 1 2 3 4 5 needs improvement
37. Which courses were especially beneficial and why?
3 D17
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38. Which courses were least beneficial and why?
39. How would you improve on any of the courses?
Please use the bottom of this page for any additional corr nents.
Please include any corr nents about this form as well.
Thank you for taking the time to complete this form. We hope you enjoyed
this course.
D18 4
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Daily Evaluation Form
Air 211-How to Investigate and Prepare
a PSD/NSR Case
D l 9
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D20
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DAILY EVALUATION FORM
AIR 211 - PRACTITIONERS WORKSHOP FOR THE EPA REGIONS
HOW TO INVESTIGATE AN]) PREPARE A PSDINSR CASE
DAY1
Please rate the sessions offered today from 5 (Excellent, Very Valuable) to 1 (Poor, Not at All
Valuable). Please explain any ratings of “1” so we can learn from your comments. Other
comments are also encouraged.
Welcome/Course Logistics 5 4 3 2 1
Introduction
Opening Remarks 5 4 3 2 1
Importance of PSDINSR Enforcement 5 4 3 2 1
Background on PSDINSR 5 4 3 2 1
Ce ,mmentcz/Sii oi ectic,nc
Choosing the Facility to Investigate
The Need for Targeting in PSD/NSR Cases
Targeting Particular Industry Sectors
Targeting Particular Facilities
Targeting Exercise
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
Comments/Suggestions
Collecting Evidence
Documentary Evidence from Sources other than Facility
5
4
3
2
1
Inspection of the Facility
5
4
3
2
1
Use of 114 Information Requests
5
4
3
2
1
Comments/Suggestions
Name (Optional)_
D21
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D22
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DAILY EVALUATION FORM
AIR 211 - PRACTITIONERS WORKSHOP FOR THE EPA REGIONS
HOW TO INVESTIGATE AND PREPARE A PSDINSR CASE
DAY2
Please rate the sessions offered today from 5 (Excellent, Very Valuable) to 1 (Poor, Not at All
Valuable). Please explain any ratings of”1” so we can learn from your comments. Other
comments are also encouraged.
Review and Analysis of Evidence
Overview
How to Review a Permit for Potential Violations
Overview of Netting and Key Terms
Examples of Netting Calculations and Issues Raised
Overview of Emissions Data and Data Issues
Debottlenecking
Breakout Groups on Netting and Debottlenecking
Impact Analysis
Federal Enforceability
Comments/Suggestions
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Name (Optional)
D23
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D24
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DAILY EVALUATION FORM
AIR 211 - PRACTITIONERS WORKSHOP FOR THE EPA REGIONS
HOW TO INVESTIGATE AND PREPARE A PSDINSR CASE
DAY3
Please rate the sessions offered today from S (Excellent, Very Valuable) to 1 (Poor, Not at All
Valuable). Please explain any ratings of “1” so we can learn from your comments. Other
comments are also encouraged.
Turning Evidence into a Judicial Case
Notice of ViolationlStop Work Orders
Use of Pleadings and Discovery to Prove your Case
Potential Issues Raised in Litigation
Expert Testimony
Settlement of the Case
(‘nn, yr. øntc/ i I nnac,tinn C
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
CaseStudies 5 4 3 2 1
Comments/Suggestions
Name (Optional).
D25
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D26
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In-Depth Evaluation Form
Air 211
D27
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D28
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IN-DEPTH EVALUATION FORM
AIR 211 - PRACTITIONERS WORKSHOP FOR THE EPA REGIONS
HOW TO INVESTIGATE AND PREPARE A PSDINSR CASE
In the questions that follow, please circle the number that best describes your opinion or the
words “yes” or “no”. Use the last page of the form to continue your comments or for overall
comments.
1. Overall, was the course content useful and applicable to your current work?
[ right on target]
5 4 3 2 1
[ missed the mark]
2. Was the material appropriate for your background?
[ too advanced]
5 4 3 2 1 [ too elementary]
3, Was the length of the course appropriate?
[ too long]
5 4 3 2 1 [ tooshort]
4
Was the amount of time
allowed
for ques
tions an
d answe
rs adequate?
[ too much time]
5
4
3
2
1
[ not enough time]
5 Were the exercises useful?
Yes
No (please explain)
D29
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6 Should any topics be deleted from the course? Yes (please explain) No
7 Should any topics be added to the course? Yes (please explain) No
8. Do you think the Participant Resource Notebook will be useful? Yes No (please explain)
9. Do you have any suggestions for improving the Participant Resource Notebook?
10. How would you rate the instructors in the course?
[ Very knowledgeable] 5 4 3 2 1 [ Not knowledgeable]
11 How would you rate the training facility?
[ Excellent] 5 4 3 2 1 [ Poor]
D30
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12. What were the best elements of the course?
13. What improvements do you suggest?
13. Other comments?
Name (Optional)
THANK YOU - YOUR FEEDBACK WILL BE VERY I ELPFUL IN REVISING TIlE COURSE.
D31
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D3 2
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Session Evaluation Form
D3 3
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D34
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SESSION EVALUATION FORM: Session
DRAFT
Participant Profile
1. Affiliation:
2. PositioniTitle:
___ Federal Agency
____ State Agency
____ Local Agency
_ Other___
____ Inspector
OtherS
3. Years in this type of position: —
In the following questions, circle the number of your response and place comments on the lines
provided. If addi’ional space is needed, use the lost page.
Session DesiEn and Content
4. Was the material useful and applicable to your current work?
[ Right on target]
1 2 3 4 5 [ Missedtbemark]
5.
Was the material app
ropriate for yo
ur background?
[ Too advanced] 1
2
3 4 5 [ Too elementary]
6.
Was the amount
of time allo
ted for this session appropriate?
Yes
No,
time was insufficient No, too much time alloted
D35
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7. Was the amount of time allowed for questions and discussion adequate?
Yes No, time was insufficient No, too much time allowed
8.
9.
Should any material
or topics be deleted from this session?
Yes
No
Should any material,
information, or
topics be add
ed to this session?
Yes
No
Session Materials
10. How would you rate the videos, films, slides, or other audiovisual aids in this session?
[ Excellent] 1 2 3 4 5 [ Poor]
11. How would you rate the quality of the printed material provided for this session?
[ Excellent] 1 2 3 4 5 [ Poor]
12. How would you rate the quantity of the printed material provided for this session?
Too much Just the right amount Too little
D3 6
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13. Were the exercises practical and useful?
[ Very useful] 1 2 3 4 5 [ Not at all useful]
Session instructors
13. Did the instructors have the necessary knowledge and experience for this session?
Yes To some extent No
14. Were the instructors able to convey the material for this session effectively?
Yes To some extent No
Facilities
15. Was the training facility suitable and comfortable?
Yes No
Additional Comments
D37
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D3 8
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National AIRS Conference Form
D3 9
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D40
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National AIRS Conference
November 1 6-20, 1992
Facility Subsystem Conference Evaluation Form
This evaluation is designed to enable EPA Headquarters personnel to judge the effectiveness of the
National AIRS Conference. Please indicate your opinion by checking the appropriate block and
return this form to the conference registration office.
General Session Evaluation
EXCELLENT GOOD POOR
KEYNOTE ADDRESS ____________ _____________ ____________
AIRS GRAPHICS _____________ _____________ _____________
AIRS - SEDM CONNECTION ___________ ____________ ___________
DATA:THE GOOD, THE BAD & THE UGLY ___________ ___________
Facility Session
OVERVIEW
SEMINARIWORKSHOP: ”ACTION LINKING”
ACCOMPLISHMENTS
CHALLENGES
PERMITS & RELATED TITLE 7 ACTIVITIES
PC/MAINFRAME RELATIONSHIP
DATA INTERGRATION MERGING
COMPLIANCE AND SIP El TOPICS
SPECIAL STATE/LOCAL RO PRESENTATIONS
USER FRIENDLINESS PANEL DISCUSSION
AFS & AMS SUCCESS STORIES
PLEASE ADD YOUR COMMENT ABOUT THE CONFERENCE ON THE REVERSE SIDE.
D41
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D42
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Participant Evaluation Form
Ecological Risk and Decisionmaking
Workshop
D43
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D44
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Ecological Risk and Decision
Participant Evaluation Form
Making Workshop
& I
Name (optional)
Office
Title
Please mark the appropnate box
Overall
How would you rate the overall workshop’?
El
Excellent
El
Good
0
Fair
D Poor
Workshop Sessions
How would you rate the six main units’?
Introduction
Ecology and Ecological Effects
Framework for Ecological Risk Assessment
Communicating with the Public on
Ecological Issues
Ecological Risk Management and Decision Making
Workshop Summary
0
0
El
0
0
0
Excellent
Excellent
Excellent
Excellent
Excellent
Excellent
0
0
El
El
El
0
Good
Good
Good
Good
Good
Good
El
0
El
El
0
0
Fair
Fair
Fair
Fair
Fair
Fair
El Poor
0 Poor
El Poor
0 Poor
0 Poor
0 Poor
Comments
Group Exercises
In which group exercise did you participate’?
What is your opinion of the group exercise in which you participated’? (How informative/educational was it’?)
Use the space below for comments
Background El Excellent 0 Good 0 Fair El Poor
Problem Formulation 0 Excellent El Good 0 Fair 0 Poor
Analysis 0 Excellent 0 Good 0 Fair 0 Poor
Risk Characterization El Excellent 0 Good 0 Fair El Poor
Decision Making El Excellent 0 Good El Fair 0 Poor
Comments
Participant Evaluation Form F-i
D45
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&EPA
Please rate the following
Visual Aids Excellent 0 Good 0 Fair 0 Poor
Vvorkshop Manual 0 Excellent 0 Good 0 Fair 0 Poor
Which aspects of the workshop were most beneficial and why’?
Were any parts of the course or course materials confusing or difficult to understand’? ______________________
After participating in this workshop, do you feel you have a better understanding of ecological nsk assessment
and the decision making process’? 0 Yes 0 No
Do you have any suggestions on how information could be presented more effectively’?
Are there aspects of the workshop that you think need more/less emphasis’?
Participant Evaluation Form F-2
D46
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a
Did the workshop meet your expectations ’ 0 Yes 0 No
Please provide any other comments or suggestions in the space below
Thank you for your assistance!
Participant Evaluation Form F-3
D47
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D48
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Operating Permit Program Training
Workshop I and II Evaluation
D49
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D50
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Operating Permit Program Training
WORKSHOP I EVALUATION
Directions: Please complete the form below to let us know what you liked and what you
would like to see improved in Operating Permit Program Training, Workshop I. We will
do our best to incorporate changes into future workshops. Thank you for your
cooperation.
Please circle your answer
Strongly
Disagree
Agree Strongly
Agree
1. As a result of this Workshop, I can now apply the necessary skills to effectively:
a. understand the new Air Quality Operating Permit
Program as administered by MPCA
b. identify pollutants regulated by the CAAA and
State Air Quality Rules
1
c. identify my responsibilities as an air quality permit
applicant.
d. understand the basic flow of the permit application:
• describe my facility 1
• locate and describe emission i nits I
• determine potential to emit 1
• identify the best type of permit for my facility.
5
e. identify additional resources for completing my
permit application.
g. understand the complaint system
Comments:
2 3 4 5
2 3 4 5
2 3 4 5
1 2 3 4
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
2 3 4 5
2 3 4 5
D51
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Strongly Agree Strongly
Disagree Agree
2. There was agreement between the announced Workshop I objectives and what
was presented.
1 2 3 4 5
3. How do you rate the facilitators’ performance?
a. The facilitators were knowledgeable about contents
of the modules
1 2 3 4 5
b. The facilitators’ presentations were well organized
1 2 3 4 5
c. The facilitators were approachable and responsive.
1 2 3 4 5
Comments:
4. How do you rate the balance of facilitator’s remarks, presentation materials,
classroom tools and handouts?
a.Goodbalance 1 2 3 4 5
b. suflicient facilitator remarks 1 2 3 4
5
C: adequate reading materials 1 2 3 4 5
d. appropriate and enough examples 1 2 3 4 5
e. appropriate tools for classroom discussion. 1 2 3 4
5
Comments:
D52
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6. What was your reaction to the workshop? Please circle your answer.
Excellent Very Good Good Fair Poor
1 2 3 4 5
Please explain your reaction:
6. How do you feel about the pacing of the program?
a. Too fast
b. Appropriate
c. Too slow
7. What are your on-going training needs? In what way did the program meet or
not meet your need? Please explain your answer.
8. How could Air Quality Division best meet your need? Please explain your
possible need for additional activities and specific training topics:
9. What did you enjoy most about this workshop?
10. What did you like least about this workshop?
11. How can Workshop I be improved?
12. Please add any additional comments that will help us to improve our future
workshops (e.g. additional activities, specific training topics, geographical region
preferences, cost of workshop, and size of class)
D5 3
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D54
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Operating Permit Program Training
WORKSHOP II EVALUATION
Directions: Please complete the form below to let us know what you liked and what you would
like to see improved in Operating Permit Program Training, Workshop II. We will do our best to
incorporate changes into fixture workshops. Thank you for your cooperation.
Please circle your answer Strongly Agree Strongly
agree disagree
1. As a result of Workshop U, I can now apply the necessary skills to effectively:
a. identify the basic flow of the permit application from application submittal through permit
issuance.
1 2 3 4 5
b. identify the twelve steps in filling out a permit application.
1 b2 3 5
c. identi ,’ the requirements an air emission source ma ’ be subject to.
1 2 3 4 5
d. complete the GI-09 “Requirements” form for my facility.
1 2 3 4 5
e. keep track of development of new state rules and federal regulations
1 2 3 4 5
f. identiFy compliance requirements within each phase of the permitting process
1 2 3 4 5
g. identiFy the criteria for determining compliance status at the time of applying for an air
emissions permit
1 2 3 4 5
h. understand the process of certiFying and submitting my “complete” application
1 2 3 4 5
i. descnbe the process that NWCA uses to make enforcement decisions
1 2 3 4 5
D55
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Strongly Agree Strongly
agree disagree
j. describe the concept of permit shield.
1 2 3 4 $
k define categories of modification; explain the difference between a modification arid an
amendment.
1 2 3 4 5
1. describe the emission calculations necessaiy for a modification.
1 2 3 4 5
in. identIfy the different sections of an air emission perrriit, and locate various requirements
within a permit.
1 2 3 4 5
cm rn ents:
I now feel quaiifled to complete a permit application.
1 2 3 4 S
3. There was agreement between the announced Workshop II objectives and what
was presented.
2 3 4 5
4. flow do you rate the facilitators performance?
a. The facilitators were knowledgeable about contents of the modules
2 3 4 5
b. The facilitators’ presentations were well organized
2 4 5
C. The facilitators were approachable and responsive
1 2 3 4 5
Comments:
D56
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Strongly Agree Strongly
agree disagree
5. How do you rate the balance of facilitator remarks, presentation materials,
classroom tools and handouts?
a. Good balance 1 2 3 4 5
b. Sufficient facilitator remarks 1 2 3 4 5
c. Adequate reading materials 1 2 3 4 5
d. Appropriate tools for classroom discussion 1 2 3 4 5
e. Appropriate and sufficient examples 1 2 3 4 5
Corn men ts:
6. What was your reaction to the workshop? Please cIrcle your answer.
Excellent Very Good Good Fair Poor
1 2 3 4 5
Please explain your reaction
7. How do you feel about the pacing of the program?
a Too fa.st
b Appropriate
c. Too slow
D5 7
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8. What are your on-g&ng training needs? In what way did the program meet or not meet
your need? Please explain your answer.
9. How could Air Quality Division best meet your needs? Please explain your possible need
for additional activities and specific training topics:
10. What did you enjoy most about this workshop?
11. What did you like least about this workshop?
12. How can Workshop U be improved?
13. Please add any additional comments that will help us to improve our future workshops.
(e.g. additional activities, specific training topics, geographical region preferences, cost of
workshop, and size of class)
D58
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Evaluation Form for Videoconference
Training
D59
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D6 0
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Evaluation Form for Videoconference Training
OVERALL RATING
Overall, I think this course was:
a. excellent
b. very good
c. good
d. fair
e. poor
2. Were the overall objectives of the course met?
a. yes
b. no
c. more than expected
d. less than expected
3. The amount of time allotted for course was:
a. sufficient
b. too long
C. too short
Ii. TECHTN1CAL CONTENT
Course content was:
a. beneacial for improving cu.rrent inspection techniques
b. too general to apply to specifc job requirements
c. too complex
d. not applicable
2. Course content was presented in an interesting manner.
a. agree
b. disagree
C. no opinion
3. Panel members were quite ow1edgeable about their subject areas.
a. agree
b. d apee
C. no opinion
It!. INSTRUCTIONAL MATERIALS
Were the handouts appropriate for the cou.rse content?
a. yes
b. no
c. more than I expected
less than I expected
D6 1
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2. Were the handouts helpful in understanding the presentation of the
workshop?
a. yes
b. no
C. no opinion
3. The audio .vi.sual materials (i.e., slides, view grapb.s) aided my understanding
of the topics presented.
a. agree
b. disagree
c. no opinion
IV. VIDEOCONFERENCE EVALUATION
Was the video presentation clear and easy to view?
a. yes
b. no
c. no opinion
2. Were you able to hear the instructor?
a. yes
b. no
C. no opinion
3. Did the telephone interaction by the viewing audience coniribute to the
program?
a. excellent
b. good
c. fair
d. poor
4. Was the onsite coordinator helpful?
a. yes
b. no
c. no opinion
5. How would you rate the audience’s ability to get their questions answered
using videoconference u ’airiing?
a. excellent
b. good
c. fair
d. poor
6. Was the time allotted for questions su.fficient?
a. yes
b. no
c. no opinion
D6 2
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7. Rate how the overall objective of the course was met using video-
conference tr2 ning?
a. excellent
b. good
c. fair
d. poor
8. Classroom environment and facilities were:
a. excellent
b. good
c. fair
d. poor
V. GENERAL COMMENTS
1. I consider the most needed improvements in the course are:
2. The ‘best parts of this course were:
3. Additional comments:
D63
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D64
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Observation Sheet
D65
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D66
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Observer:_____________
OBSERVATION SHEET
Session Name:
Time/Date:
Instructor(s):
1. Approximately how much time was devoted to each of the following (record actual times, e.g.,
2:00-2:30, or estimate total time for each category):
Lecture
Questions and Answers___________________________________________________
Video
Exercises
Break, Other
2. Did the instructor(s)
Yes Somewhat No
Know the subject matter
Speak clearly
Use visual aids well
Answer questions well
Use good, relevant examples/stories
Comments
3. Did the participants
Yes Somewhat No
Listen attentively
Lose interest at times, seem bored
Ask questions that indicated interest
Ask questions that indicated they were lost
Participate enthusiastically in exercises
Comments
D67
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4. Content
Yes Somewhat No
Did the material seem too easy?
Did the material seem too difficult?
Was the material complete>
Was the “state twist” adequate
Was the material too “California-oriented”?
Note as many examples of “state twist” as possible.
Note material that seemed too “California-oriented”
General Comments
D68
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