Interim Agenda of the Professional Development Committee

Kenneth Deitzler, Chairman

Pennsylvania Department of Agriculture Bureau of Ride and Measurement
Standards

Harrisburg, Pennsylvania

Reference

Key Number

###### 400 INTRODUCTION

The Professional Development Committee (Committee) submits its Agenda
for consideration by the National Conference on Weights and Measures
(NCWM) at its 2005 Interim Meeting.

Table A identifies the agenda items in the Report by Reference Key
Number, Item Title, and Page Number. The item numbers are those assigned
in the Interim Meeting Agenda. A voting item is indicated with a **"V"**
after the item number. An item marked with an **"I"** after the
reference key number is an information item. An item marked with a
**"D"** after the reference key number is a developing issue. The
developing designation indicates an item has merit; however, the item
was returned to the submitter for further development before any action
can be taken at the national level. An item marked with a **"W"** was
withdrawn by the Committee and generally will be referred to the
regional weights and measures associations because it either needs
additional development, analysis, and input or does not have sufficient
Committee support to bring it before the NCWM.

**Table A**

**Index to Reference Key Items**

**Reference**

**Key Number Title of Item Page**

[400 INTRODUCTION 1](#introduction)

[401 EDUCATION 3](#education)

[401-1 I National Training Program 3](#i-national-training-program)

[401-2 I Professional Development 4](#i-professional-development)

[401-3 I Identify Partners 4](#i-identify-partners)

[401-4 I Create a Curriculum Plan 4](#i-create-a-curriculum-plan)

[401-5 I Curriculum Coordination 5](#i-curriculum-coordination)

[401-6 I Training Innovations 5](#i-training-innovations)

[401-7 I Instructor Improvement 5](#i-instructor-improvement)

[401-8 I Certification 5](#i-certification)

[401-9 I NCWM Training 10](#i-ncwm-training)

[402 PROGRAM MANAGEMENT 11](#program-management)

[402-1 I Voluntary Quality Assurance Assessment
11](#i-voluntary-quality-assurance-assessment)

[402-2 I NCWM Associate Membership Scholarships
11](#i-ncwm-associate-membership-scholarships)

[402-3 I Safety Awareness 11](#i-safety-awareness)

[402-4 I Standard Categories of Weighing and Measuring Devices
12](#i-standard-categories-of-weighing-and-measuring-devices)

**Table B**

**Appendix**

**Appendix Title Page**

[A National Training Curriculum Outline A1](#appendixa)

[B Standard Categories of Weighing and Measuring Devices B1](#appendixb)

**Details of All Items**

**(In Order by Reference Key Number)**

###### 401 EDUCATION

####### 401-1 I National Training Program

**Source:** Board of Directors

The Board of Directors established the Professional Development
Committee at the 2003 NCWM Annual Meeting in Sparks, Nevada. The first
critical charge to the Committee was to represent the NCWM in the
development of a national weights and measures professional development
program in cooperation with our partners:

-   State and local weights and measures departments;

-   Private industry at all levels from manufacturer to repair service;
    and

-   Technical advisors from NIST Weights and Measures Division and
    Measurement Canada

Its scope embraces all matters dealing with, but in priority:

1.  The education and professional development of weights and measures
    officials and the promotion of uniformity and consistency in the
    application of weights and measures laws and regulations;

2.  The education of industry personnel with regard to weights and
    measures laws and regulations, including all areas from device
    manufacturer to service technician;

3.  Quality standards for weights and measures activities and programs;
    and

4.  Safety awareness for weights and measures-related activities.

> 5\. Another critical charge was to develop a firm partnership with the
> state and local weights and measures departments, private industry at
> all levels from manufacturer to repair service, and the National
> Conference on Weights and Measures. It is also critical that NIST
> Weights and Measures Division and Measurement Canada be full partners
> with the PDC in addition to providing technical advisors.

**Background:** In 2002 the Professional Development Committee (PDC)
(formerly the Committee on Administration and Public Affairs) met with
then Chairman Ross Andersen, who explained his vision for revising the
National Training Program. Mr. Andersen's vision included a horizontal,
hierarchical approach to training, filtering out the common elements of
general information applicable to a wide range of devices and including
the most detailed information in courses for specific devices. The
Committee developed an outline for this new training approach and
provided the NCWM membership with its draft at the 88^th^ NCWM Annual
Meeting in July 2003 (see Appendix A).

The PDC strongly supports the decision of the NCWM to create a National
Training Program that will lead to a National Certification Program for
weights and measures officials. The PDC recommends that the end product
(National Certification Program) be determined first, so the curriculum
can be developed to meet the needs of a certification program. To
achieve this goal, the PDC must be allowed to do its work for the NCWM
and maintain its focus to produce a National Certification Program.

At the 2004 Annual Meeting the NCWM voted in support of the development
of shorter courses. At its Fall 2004 meeting the Northeast Weights and
Measures Association (NEWMA) decided not to recommend the development of
shorter courses.

**Discussion:** The training responsibility should fall directly on
state and local jurisdictions. Administrator training should also be
added to the curriculum. The PDC should consider looking outside the
NCWM for training and structure. The Central Weights and Measures
Association (CWMA) will assist the NCWM PDC in determining what the
knowledge and prerequisites are for a beginning, intermediate, and
advanced inspector as part of the National Training Program development.
The Western Weights and Measures Association (WWMA) recommended that the
PDC establish identifiable course outlines that would result in shorter
training courses.

####### 401-2 I Professional Development

**Source:** Board of Directors

Develop a consensus on the necessary and uniform steps in an educational
process to raise the professional status of weights and measures and
related industry officials throughout the United States.

**Discussion:** California offered its support and the training material
used in that state. The PDC is currently using materials developed by
W&M jurisdictions and private industries. Jurisdictions are encouraged
to share training materials with the PDC. The PDC created and
distributed an informational survey to collect data to help identify the
needs of jurisdictions and to create a consensus position on the uniform
steps to follow in the development of a National Training Program.

The CWMA agreed that NCWM PDC efforts to establish a training and
certification program would be the first step in professional
development. The NCWM PDC circulated a survey/questionnaire to the
membership at the annual meeting to assess the training and professional
development needs. Once the survey responses have been compiled the PDC
will be able to focus on the areas of greatest need.

####### 401-3 I Identify Partners

**Source:** Board of Directors

Identify appropriate roles for each of the partners (e.g., NCWM, state
and local weights and measures departments, private industry at all
levels from manufacturer to repair service, NIST Weights and Measures
Division, and Measurement Canada) in implementing an educational
process.

**Discussion**: The development of a training program should follow the
steps below:

1.  Study training programs of outside agencies, as well as those of
    state and local jurisdictions.

2.  Establish knowledge goals for weights and measures officials and
    administrators.

3.  Develop exams or tests.

4.  Develop curriculum based upon the findings and results of the steps
    1 - 3 above.

The PDC is in the process of gathering and studying training programs
from outside agencies as well as those of state and local jurisdictions.
Members and Associate members of the NCWM and some outside agencies have
offered their assistance. It is important to recognize that all
stakeholders must be partners. Once the focus projects are identified,
the PDC will call upon our partners to establish focus or work groups.

The CWMA PDC is asking it's membership to start the process of
establishing who our "experts" are for all aspects of weights and
measures to expedite the establishment of work groups. Send the names
and contact information to either Agatha Shields at
[*aashield@co.franklin.oh.us*](mailto:aashield@co.franklin.oh.us) or
Celeste Bennett at
[*bennettc9@michigan.gov*](mailto:bennettc9@michigan.gov) via email.

####### 401-4 I Create a Curriculum Plan 

**Source:** Board of Directors

> \(a\) Develop and maintain a curriculum plan in cooperation with our
> partners that establishes uniform and consistent training objectives
> for weights and measures professionals in all fields and at all levels
> from novice to seasoned veteran.
>
> \(b\) The objectives should represent a consensus of our partners and
> should be organized by scope, sequence, and level of complexity to
> assist those developing the curriculum materials.

**Discussion:** The PDC will begin using working groups to develop
courses that could be used as self-study or in classroom settings. The
initial priority may be high profile devices (e.g., motor fuel
dispensers and retail scales). Survey results may alter the Committee's
priorities and plans. The CWMA commented that the PDC should draw upon
other sources, both external and internal, for establishment of
curriculums.

The WWMA recommends that the PDC review current training courses on the
NIST website at [*http://www.nist.gov/owm*](http://www.nist.gov/owm) to
establish and identify various levels of training (see 401-1). The PDC
should review and update all existing NIST training courses and post
them on the NIST website. The WWMA's Administration and Public Affairs
Committee reported that it would initiate a review of the current
edition of the course material on retail motor fuel dispensers for
review at its 2005 meeting. The Northeast Weights and Measures
Association (NEWMA) recommends that the PDC set standards for education
that includes provisions for field tests.

####### 401-5 I Curriculum Coordination 

**Source:** Board of Directors

> \(a\) Coordinate the development of curriculum materials to be used in
> the delivery of training (i.e., testing guides, digital presentations,
> slide shows, lesson plans, etc.) using a variety of formats (e.g.,
> from self-study to traditional instruction).
>
> \(b\) Consider creating a network of interested parties to establish
> priorities, share training resources, foster cooperation to reduce
> redundancy, and promote uniformity and consistency.

The PDC should consider curriculums from other sources to develop a
National Training Program. The CWMA agreed that the PDC should draw upon
several sources, both external and internal, for establishment of
curriculums.

####### 401-6 I Training Innovations 

**Source:** Board of Directors

Gather and share information from trainers on highly effective
techniques, visual aids, etc., that have been used to facilitate
learning. The PDC will use as many resources as possible. The Committee
reviewed the notes from the NIST sponsored administrators workshops held
in Denver and Baltimore and plans to explore many of these ideas.

The CWMA PDC recommends that focus groups also be used to identify
training innovations and that each group be assigned at least one person
with teaching or training background to ensure that different learning
styles are recognized and utilized in developing the final product.

####### 401-7 I Instructor Improvement 

**Source:** Board of Directors

Coordinate activities to improve the competence of instructors and the
uniformity of delivery of the curriculum. The PDC agrees that an
integral part of instructor improvement includes training on effective
methods of instruction. The PDC thinks classroom training should be used
for preparing instructors to teach others. Outside courses will also be
considered. To be effective in training assistance the PDC recommends
the NCWM should maintain a list of certified trainers.

The CWMA commented that this item is not as high a priority as other
agenda items and should be looked at for its appropriateness in
inclusion in the PDC agenda. If it is not an appropriate item for the
PDC to address then consideration should be given to removing it from
the agenda.

####### 401-8 I Certification 

**Source:** Board of Directors

Develop an NCWM certification program based on the curriculum plan with
measurable levels of competency.

**Discussion:** Weights and measure officials must pass written
examinations to receive certification. Certificates should be presented
at the NCWM Annual Meeting to administrators and weights and measures
officials who complete training classes and pass the course examination.
Chairman Dennis Ehrhart expressed his support for certification and
indicated that NCWM Board of Directors would consider requests to fund
training. The PDC is exploring certification of weights and measures
officials as a means to demonstrate competency.

The WWMA recommends that the NCWM certify weights and measures officials
for competency upon successful completion of training courses. The WWMA
also recommended that the testing and certification of weights and
measures inspectors be funded by inspector membership in the NCWM and
training course fees. The WWMA also commented that training courses be
combination of self-guided CD Rom-based classes as well as on-line
classes.

The CWMA commented that there might be too many agenda items for the PDC
to accomplish any of them effectively. The PDC should develop an action
plan or give priority designations to the agenda items. Having an Action
Plan or Strategic Plan for the Committee would be helpful in maintaining
focus and vision despite committee changeover. CWMA believes the
certification of inspectors is a high priority and should be the number
one focus of the PDC.

To that end, the CWMA put together the following certification
recommendation at the request of the PDC chairman. Once the
certification program is in place then the other priorities can be
addressed. The CWMA membership requested that this proposal be
considered at the 2005 Interim Meeting. They also requested that the
certification proposal be included in the body of the PDC agenda and not
just tacked on as an addendum since addendums do not get the same
attention as items within the report itself.

**NCWM FULL CERTIFICATION PROPOSAL**

**(Submitted by the Central Weights and Measures Association)**

NCWM strategic plan has established a 2006 target date for establishing
a certification program for individuals and programs. The Professional
Development committee has been charged with developing a NCWM
certification program based on the curriculum plan with measurable
levels of competency.

**Proposed Program:**

**[NCWM Certificate of Competency]{.underline}**

**[Introduction]{.underline}**

NCWM has successfully implemented a National Type Evaluation Program
(NTEP) that issues a Certificate of Conformance for devices to ensure
that devices conform to all applicable requirements. Many jurisdictions,
associations and agencies have also established proven methods to verify
the competency of their members or processes. The Central Weights and
Measures Association has a exam for the registration of service
personnel. The ISWM has a 900-question test for service personnel.
Sanitarian registration is also based on testing. Certified Fraud
Examiners must pass an exam for certification. A full NCWM certification
program would draw upon the strengths of these programs and would
incorporate the successes of the NTEP into a Certificate of Competency
program for inspectors.

This plan establishes NCWM as the certifying authority that maintains
full control by establishing who gives the tests, scoring the
certification tests and issuing the certificates. This plan is the
strongest for universal acceptance and value because it provides for
national control measures to ensure that everyone is tested and scored
in the same manner and has the same level of competency.

**[Implementation]{.underline}**

**Step One:** [The Board of Directors (Board) hire a Certificate of
Competency Director (full time or part time)]{.underline} to work with
PDC and oversee certification tasks (patterned after the role of the
NTEP Director). The PDC is operating with a different chair each year.
When working on long-term projects the committee will lack continuity
and historical prospective from year to year as membership changes and
the committee chair changes. When an outgoing chairperson leaves, it is
difficult to track and maintain information that has been previously
compiled by the committee. The Director would liaison between the PDC
and the Board and would be directly accountable to the Board. A
Certification Director would provide the working committee with
continuity, accurate committee reports, provide technical guidance and
have other designated responsibilities as designated in steps two
through ten and as determined by the board.

**Step Two:** [Establish direct, identifiable links for training related
functions]{.underline} with all major jurisdictions, trade associations
and weights and measures related federal agencies. Most agencies have
established either formally or informally a person who is responsible or
assumes responsibility when needed for training. In the absence of a
designated trainer, every agency or organization has someone who is
capable of training and at some point assumes this responsibility. Use
these contacts as direct links to the PDC for dissemination of
materials, development of test questions, development of working groups,
certification templates, etc. Having a direct link will ensure that more
jurisdictions are involved and there is a ready source for dissemination
and gathering information, and a contact for gathering names for
specialized workgroups. Having a name and address of someone directly
involved in training will ensure reaching the correct person when
sending out information or gathering information without having a busy
director be the \"middle man.\" The direct links can be used to divide
and conquer large otherwise unmanageable tasks as identified in Steps
Three through Ten.

*[PDC responsibilities]{.underline}:* Solicit and gather the names and
contact information for all potential direct links located within their
regional area, confirm the direct link's acceptance to be a direct link
and submit the information to the Certification Director. Chairman would
be responsible for federal agency contacts.

*[Certification Director responsibilities]{.underline}:* Maintain the
database of Direct Link names and resources for the PDC. Send out
requests for information to direct links and receive and compile
information from direct links.

*[Direct Link responsibilities]{.underline}:* Provide correct contact
information and be willing to assist the PDC as designated in steps
three through 10.

**Step Three:** [Identify what the core competencies and
knowledge]{.underline} requirements are for basic (beginning) and
advanced (journey level) inspectors for a general W&M inspector, for
specific devices and W&M disciplines as listed in the training outline
already developed by the PDC. This can be facilitated using workgroups.
They can build on existing job descriptions that identify what the
prerequisites are for advancement within a specific job classification
since many of these clearly delineate between entry and advanced level
competencies and knowledge. Use the direct links as a resource to
broaden the reach of the PDC when attempting to identify experts to
establish the workgroups.

*[Certification Director responsibilities]{.underline}*: Send out
requests to direct links to identify specialists in devices and/or in
W&M disciplines. Receive and compile information for PDC review and work
group assignments. Once workgroups are established track progress and
compile information submitted. Assist as necessary.

*[PDC responsibilities]{.underline}:* Review the list of direct link and
resource names and set up workgroups to work on tasks related to
identifying core competencies and knowledge.

*[Direct Link responsibilities]{.underline}:* Solicit and gather the
names and contact information for all potential work group members
within their jurisdiction or organization, confirm their acceptance to
be on a work group (if selected) and submit the information to the NCWM
Certification Director.

**Step Four:** [Develop certification tests and field competency
verification methods]{.underline} to test the core competencies and
knowledge requirements as established in step three. Establish work
groups that can utilize a secure area of the NCWM website to conduct
their work without having costly meetings or conference calls. Request
that each Direct Link submit questions to be used in development of the
tests. This will establish a wide pool of potential questions for
certification test. Use the ISWM 900-question model and others for
\"development,\" \"recycling\" and \"updating\" test questions. Each
direct link that submitted the question would also be the designated
source responsible for annual review and if necessary updating of the
question they submitted. This will ensure that as handbook requirements
change all questions will remain current. Reviewing only a few questions
should not be overly burdensome on any one jurisdiction or organization.

*[Certification Director responsibilities]{.underline}: Maintain the
list of questions and random method for printing the tests, see that the
tests get printed, keep track of the annual reviews of questions and
their updates to ensure this is done and only accurate, current
questions are used in the tests*

*[PDC responsibilities]{.underline}: Members will be assigned a
workgroup to assist and of which to be a part of.*

[Direct Link responsibilities]{.underline}: Submit questions for
specific devices or disciplines as assigned. Conduct an annual review of
the questions submitted to make sure they are still current and in
agreement with conference documents.

**Step Five:** [Establish confidentially, testing and field verification
protocol]{.underline} for the tests to ensure the integrity of the test
and testing validity are maintained. This is crucial given the wide
scope of testing and the need to offer testing in every state. The ISWM
testing protocol and other successful testing procedures should be
studied to build on current successes. The Certification Director will
provide the test proctors with all materials and instructions necessary
to monitor the proctor\'s documentation that the protocol was followed.

*[Certification Director responsibilities]{.underline}: Work with PDC to
set up guidelines and procedures for the tests.*

*[PDC responsibilities]{.underline}: Work with Certification Director to
set up guidelines and procedures for the tests.*

*[Direct Link responsibilities]{.underline}: Assist as requested.*

**Step Six**: [Establish test sites, proctors and cost for
certification]{.underline} based upon the recommendations of the
Certification Director. Do a careful review of all potential sites and
proctors to maintain confidentiality of the test materials and have
consistency of administering the tests. There might also be a
possibility of conducting some testing via computer terminals with a
sign on if there are controls in place to maintain integrity of the test
and to positively verify applicant's identification.

*[Certification Director responsibilities]{.underline}: Review submitted
test sites and proctor names for potential use in giving the tests. Give
recommendations to ensure that the membership needs are met in giving or
offering the test. Determine cost of testing.*

*[PDC responsibilities]{.underline}: Provide potential sites and names
of potential proctors for review. Do final selection recommendations to
the board.*

*[Direct Link responsibilities]{.underline}: Provide potential sites and
names of potential proctors for PDC review.*

**Step Seven:** [Establish testing minimums for certification of every
test]{.underline}. PDC and working groups for each device and discipline
will determine the minimum test score for certification. Use acceptable
guidelines already established by other agencies (i.e. must pass 75 % of
the questions to be certified)

*[Certification Director responsibilities]{.underline}: Scoring the
tests after they have been taken.*

*[PDC responsibilities]{.underline}: Assist as necessary.*

*[Direct Link responsibilities]{.underline}: Assist as directed.*

**Step Eight**: [Determine testing certification needs within each
jurisdiction.]{.underline} Identify what tests are needed in which
jurisdictions and when. Identify which are willing to sponsor testing or
provide assistance in getting staff certified.

*[Certification Director responsibilities:]{.underline} To be
developed.*

*[PDC responsibilities:]{.underline} To be developed.*

*[Direct Link responsibilities:]{.underline} To be developed.*

**Step Nine:** [Conduct testing.]{.underline} Certification Director
will coordinate testing times and locations with proctors based upon
requests for testing. Establish proctors in each state that has signed a
Memorandum of Understanding and has agreed to give and monitor tests in
accordance with established guidelines.

*[Certification Director responsibilities:]{.underline} To be
developed.*

*[PDC responsibilities:]{.underline} To be developed.*

*[Direct Link responsibilities]{.underline}: To be developed.*

**Step Ten**: [Issue a NCWM Certificate of Competency]{.underline} to
inspectors based upon demonstration of successful completion of the test
and field verification, if required.

*[Certification Director responsibilities]{.underline}: The
Certification Director will score, print, issue, track and monitor all
Certificates of Competency issued to inspectors.*

*[PDC responsibilities]{.underline}: To be developed.*

*[Direct Link responsibilities:]{.underline} To be developed.*

Full NCWM certification expected outcome: consistency of enforcement,
uniformity, respect, integrity, and acceptance of end product.
Inspectors will be able to compete in marketplace and be recognized as
professionals in their field.

[Additional considerations/issues that the PDC and/or Certification
Director and/or BOD will need to address:]{.underline}

-   Who signs the certificate?

```{=html}
<!-- -->
```
-   Certificate must clearly state the discipline in which the person is
    certified in (similar to an NTEP Certificate of Conformance). This
    will prevent an applicant from receiving a general certificate and
    passing it off as being for all devices or a sealer from using
    service person certificate to demonstrate competency.

```{=html}
<!-- -->
```
-   Should the device certificates be renewable every five years for a
    lesser fee (1/2 of original fee)? If the person seeking the renewal
    can demonstrate they are active in participating in the activity
    they are renewing then no recertification test would be necessary.
    If not have a recertification test the person must past to
    demonstrate they possess the necessary knowledge to perform the
    device inspection. Alternative methods of recertification may be
    developed.

```{=html}
<!-- -->
```
-   Should there be recertification criteria for general certification?
    This might be based upon active or inactive work status of the
    inspector.

```{=html}
<!-- -->
```
-   Would the certification tests be available for everyone to take
    under a proctor condition regardless of their learning method or
    their employment or jurisdictional status or the membership in the
    NCWM? i.e. service companies could take the test and be certified?
    Individual inspectors could take the test and be certified even if
    their jurisdiction did not participate in the certification process
    as long as the test was taken in accordance with established
    guidelines?

```{=html}
<!-- -->
```
-   Would jurisdictions be allowed to charge for giving the test to
    cover the cost of administering the test?

```{=html}
<!-- -->
```
-   Couldn't the Certification Director also coordinate and/or conduct
    training seminars/workshops? The Certification Director could
    reasonably deliver a set number of workshops or tests in conjunction
    with conference activities (e.g., breakout sessions). This would
    give some states justification to submit and receive approval for
    attendance by more then one member since training activities are
    considered essential to state functions whereas Conference
    attendance might not be. This would have the added benefit of
    allowing inspectors to be certified by NCWM even if their
    jurisdiction didn\'t choose to participate in the testing.

Expected outcome: The Strategic Plan also calls for non-dues funding
sources by 2006.

-   What type of fee should be charged for the issuance of the
    certificates? Should it be sufficient to cover the conference cost
    or a little more? Every certification in the private sector has a
    fee associated with it. Typically \$150 for several certifications.
    It not only provides a source of revenue to cover issuance but also
    prevents applicants from continuing to take the test at will until
    they finally pass it. Applicants wait to take the test until they
    are ready if money must be expended every time they take the test.

```{=html}
<!-- -->
```
-   Should work be done to establish an NCWM national certification of
    service personnel? The Certification Director might be able to
    choose the test questions that apply to this knowledge factor and
    develop a certification program for service personal.

```{=html}
<!-- -->
```
-   Should development of a Certification of Administrators also be
    worked on in conjunction with the BOD, a liaison from NIST WMD?

```{=html}
<!-- -->
```
-   Should the certificate have a picture I.D. similar to what is done
    for registration of service personnel? The person could submit their
    picture electronically or one could easily be taken if NCWM was
    administering the test.

[The Certification Director]{.underline} would assume responsibilities
for: meeting minutes, receiving and maintaining test questions,
maintaining the database for certification of individuals and programs,
collection and accountability of testing fees, scoring the tests, be
responsible for maintaining the list of certified inspectors and
tracking certification updates. Assist in developing a list of training
courses and materials available. Be the focal point for states to submit
training courses and training materials. Ensure proper formatting of
documents to ensure the documents are clear and concise.

**Budget considerations:**

-   A full time or part time salary expense commensurate with the area
    the position is located (location may not be a big issue since much
    of the work will be done by U.S. mail or at conference sites).

```{=html}
<!-- -->
```
-   Travel sufficient to attend NCWM Interim and Annual meetings.

```{=html}
<!-- -->
```
-   Supplies and Materials: Printing costs for tests, mailings, web page
    updates.

```{=html}
<!-- -->
```
-   Equipment: Optical scanner if this type of testing is done,
    computer, Internet access, etc.

**Revenue possibilities:**

-   Initial basic certification fee (everyone must have).

```{=html}
<!-- -->
```
-   Fees for endorsements added to initial certification (a device type
    or activity fee) Service Person registration fees.

```{=html}
<!-- -->
```
-   Workshop fees.

```{=html}
<!-- -->
```
-   Study guides.

```{=html}
<!-- -->
```
-   Increased value in membership if a two-tier testing fee is used
    member fee vs. non-member fee.

**Revenue examples:**

-   Application for registered sanitarian in Ohio is \$150,
    sanitarian-in-training is \$75 and reciprocity is \$150.

```{=html}
<!-- -->
```
-   Association of certified fraud examiner charges an exam application
    fee of \$250, but the fee is only \$150 if you also purchase the
    prep course training materials for \$715.

```{=html}
<!-- -->
```
-   The Certified Financial Planner Board of Standards, Inc. charges a
    \$595 examination fee.

####### 401-9 I NCWM Training

**Source:** Western Weights and Measures Association (WWMA)

**Recommendation**: The WWMA recommended that the NCWM should establish
and maintain a database of classroom training programs completed by
individual weights and measures officials where the training used NCWM
courses (or equivalent) and certified trainers. The NCWM should also
issue certificates to individual weights and measures officials for
course completion.

**Background:** The WWMA A&P Committee recognized the value of formal
training for inspection staff and the credibility these programs
provide. Some jurisdictions have formal licensing programs for weights
and measures staff and rely on informal programs. The WWMA recognized
that the NCWM is a logical entity to provide standardized training and
accreditation programs.

**Discussion:** The PDC acknowledges the comments from WWMA. They will
be taken under advisement during the formulation of this committee. The
PDC would like to know if NIST will participate in the NCWM training and
certification program and would like to see a NIST liaison added to the
Committee. The PDC would like to maintain NIST involvement with the
National Training Program. NIST reported they have and will continue to
develop training materials that will be made available for use in a wide
variety of training classes. The standards used to inspect devices are
technical therefore the training and development of these standards
requires a wide variety of technical expertise and the NEWMA feels there
should be technical and administrative support for the PDC from NIST.
The PDC will solicit partnerships with other interested parties.

###### 402 PROGRAM MANAGEMENT

####### 402-1 I Voluntary Quality Assurance Assessment

**Source:** Board of Directors

The Committee will continue to promote the development of quality
programs through the Voluntary Quality Assurance Assessments (VQAA). The
Committee would like to see more participation in the VQAA. The
Committee discussed the use of the ISO/IEC/EN 17025 *"General
Requirements for the Competence of Calibration and Testing
Laboratories*" for state and local field enforcement programs. The
Committee concluded that the ISO 17025 standard does not apply to state
and local field enforcement programs and recommends that the NCWM
develop its own certification standards for state and local field
enforcement programs. The PDC encourages all member states to utilize
the VQAA and provide information to the PDC. The assessments can be a
valuable tool in determining training needs. The PDC noted that in 2003
several certificates were presented at the annual meeting but that no
requests for review were received in 2004. The PDC would like to remind
the membership that the VQAA forms and other information are available
on the NCWM web site and that the results are confidential. The CWMA
commented that it believes that jurisdictions interested in having the
assessments made have already done so and that there is no interest
among its membership in developing additional VQAAs.

####### 402-2 I NCWM Associate Membership Scholarships 

**Source:** Board of Directors

If funding is available, oversee a system to evaluate applications and
award scholarships. Provide a report on the scholarships awarded each
year.

No funds were made available for scholarships for the calendar year
2003. Continued interest in scholarships has been expressed by state and
local jurisdictions. Guidelines for the Associate Membership Committee
(AMC) Scholarships can be found in NIST Special Publication 992 of 2003,
Report of the 87th National Conference on Weights and Measures. The
applications for AMC Scholarships were sent out within the timelines
established in Publication 992 of 2003.  They will be reviewed during
the 2005 Interim Meeting.

The WWMA expressed appreciation to the AMC for their continued support
of various NCWM needs and encourages the Associate Membership to fund
future training scholarships if funds become available.

####### 402-3 I Safety Awareness 

**Source:** Board of Directors

Continue work to identify safety issues in the weights and measure
field. Coordinate activities to increase safety awareness.

**Recommendation:** This is an area where activities should be increased
to promote safety awareness.

**Discussion:** Past-Chairman Dennis Ehrhart has explained that the
Voluntary Quality Assurance Assessment program, the NCWM Associate
Membership Scholarships, and Safety Awareness efforts were carryover
items from the Committee on Administration and Public Affairs but
recommended that the PDC make training its highest priority. The PDC
continues to encourage jurisdictions to send their safety reports and
issues to their regional safety liaison, who in turn sends reports to
Charles Gardner, the NCWM Safety Coordinator. The PDC would like reports
published in the NCWM newsletter. Two safety reports were received from
the Central Weights and Measures Association. The CWMA reported that a
CD-Rom on safety produced for the U.S. Environmental Protection Agency
would be made available for review by the PDC at the 2005 Interim
Meeting.

####### 402-4 I Standard Categories of Weighing and Measuring Devices 

**Source:** Western Weights and Measures Association

**Recommendation:** See Appendix B

**Discussion:** The Western Weights and Measures Association (WWMA)
Administration and Public Affairs (A&P) Committee recommends that
standard categories of weighing and measuring devices be adopted to
facilitate development of technical standards, inspector training, data
collection, and program management.

**Background:** The final report of the *Survey of Inspection Statistics
Collected by State Weights and Measures Programs \[2002\]* conducted
during mid-2003 observed that the absence of standard categories for
weighing and measuring devices was a serious obstacle to data
collection. For example, weights and measures programs categorize scales
by type, use, or capacity and capacity ranges often vary considerably.
For example, retail motor-fuel dispensers are currently being counted
either by dispenser, grade, or number of hoses or meters. The need for
reliable weights and measures statistics is summarized in the conclusion
of the final report as follows:

> Accurate statistics would be helpful in many ways at both the state
> and national level. For instance, it is difficult to develop
> performance measures without statistics. Also, work plans require
> accurate and detailed statistics. In addition, budget, staffing, and
> other elements of each state program demand statistics on inspection
> workloads. Finally, neither individual states nor the NCWM will be
> able to estimate and advertise the value of the nation's weights and
> measures programs unless reliable statistics are available.

To correct this problem, the WWMA has developed *Standard Categories for
Weighing and Measuring Devices* and recommends that standard categories
for weighing and measuring devices be adopted in order to facilitate the
development of technical standards, inspector training, inspection data
collection, and weights and measures program management.

[^1]

[]{#appendixa .anchor}**Appendix A**

**National Training Curriculum Outline**

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 0%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 4%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 0%" />
<col style="width: 4%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="6"><strong>Weights &amp; Measures General/State
Policies</strong></td>
<td colspan="11"><p><strong>Market Practices</strong></p>
<p><strong>Laws and Regulations</strong></p>
<p><strong>NIST Handbook 130</strong></p></td>
<td colspan="9"><p><strong>General Devices</strong></p>
<p><strong>NIST Handbook 44</strong></p></td>
<td colspan="10"><strong>Weights &amp; Measures
Administration</strong></td>
<td colspan="11"><strong>Laboratory Metrology</strong></td>
<td></td>
</tr>
<tr class="even">
<td rowspan="2"></td>
<td colspan="11"></td>
<td colspan="35"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="9"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="9"></td>
<td colspan="9"></td>
<td colspan="9"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="9"><ul>
<li><p>State Administrative Issues</p>
<ul>
<li><p>Completion of administrative forms</p></li>
<li><p>Review of rules and policies</p></li>
</ul></li>
<li><p>History</p></li>
<li><p>Roles in Society</p></li>
<li><p>Need for W&amp;M</p></li>
<li><p>System of W&amp;M</p></li>
<li><p>W&amp;M in U.S. &amp; Your State</p></li>
<li><p>Metrology</p></li>
<li><p>State Laws</p></li>
<li><p>Relationship to National &amp; International W&amp;M</p></li>
<li><p>Associations</p>
<ul>
<li><p>Regional, State, Federal</p></li>
</ul></li>
<li><p>Federal Agencies</p></li>
</ul></td>
<td colspan="2"></td>
<td></td>
<td colspan="9"><p><strong>Price Verification</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>NIST H-130 Specifications &amp; Requirements</p></li>
<li><p>Safety</p></li>
<li><p>Support Equipment</p></li>
<li><p>General Enforcement Guidelines</p></li>
</ul></td>
<td colspan="10"><h4 id="test-purchases">Test Purchases</h4>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>EPO</p></li>
<li><p>Purchasing Process</p></li>
<li><p>Check for Validity of Purchase</p></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="7"><p><strong>E-Commerce</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>NIST H-130 Requirements &amp; Specifications</p></li>
<li><p>Packaging &amp; Labeling Regulations</p></li>
<li><p>Exemptions</p></li>
<li><p>Indirect Sale of Random Packages</p></li>
</ul></td>
<td colspan="9"><p><strong>Fuel Quality</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>NIST H-130 Specifications &amp; Requirements</p></li>
<li><p>Uncertainty</p></li>
<li><p>Safety</p></li>
<li><p>Support Equipment</p></li>
<li><p>Sampling</p></li>
<li><p>General Enforcement Guidelines</p></li>
</ul></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="6"></td>
<td colspan="38"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="15"></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="14"><p><strong>Commodities General</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>Wet/Dry Tare</p></li>
<li><p>NIST H-133 Specifications &amp; Requirements</p></li>
<li><p>Uncertainty</p></li>
<li><p>Safety</p></li>
<li><p>Support Equipment</p></li>
<li><p>General Enforcement Guidelines</p></li>
</ul></td>
<td colspan="9"></td>
<td colspan="10"></td>
<td colspan="6"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="4" rowspan="2"></td>
<td colspan="8"></td>
<td colspan="15"></td>
<td colspan="18"></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="11"></td>
<td colspan="8"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="3"></td>
<td colspan="9"><p><strong>Standard Pack (WT)</strong></p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Test Equipment</p></li>
<li><p>Examination</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="10"><p><strong>Random Pack (WT)</strong></p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Test Equipment</p></li>
<li><p>Examination</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="10"><p><strong>Sale by Volume</strong></p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Test Equipment</p></li>
<li><p>Examination</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="9"><p><strong>Sale by Count</strong></p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Test Equipment</p></li>
<li><p>Examination</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="13"></td>
<td colspan="16"><p><strong>General Devices NIST Handbook
44</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>NIST Handbook 44</p></li>
<li><p>Fundamental Consideration</p></li>
<li><p>Uncertainty</p></li>
<li><p>Safety</p></li>
<li><p>Support Equipment</p></li>
<li><p>Seals</p></li>
<li><p>Supports</p></li>
<li><p>General Enforcement Guidelines</p></li>
</ul></td>
<td colspan="19"></td>
</tr>
<tr class="even">
<td colspan="20"></td>
<td colspan="17"></td>
<td colspan="9" rowspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="15"></td>
<td colspan="17"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="13"><p><strong>Weighing Devices</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>Scale Types</p></li>
<li><p>Technology</p></li>
<li><p>Suitability</p></li>
<li><p>User Requirements</p></li>
<li><p>Operation/Markings</p></li>
<li><p>Scale Classes &amp; Tolerances</p></li>
<li><p>Basic Scale Test Procedures</p></li>
<li><p>Basic Inspection</p></li>
</ul></td>
<td colspan="16"><p><strong>Measuring Devices</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>Measuring Device Types</p></li>
<li><p>Technology</p></li>
<li><p>Suitability</p></li>
<li><p>User Requirements</p></li>
<li><p>Operation &amp; Markings</p></li>
<li><p>Tolerances for LMDs</p></li>
<li><p>Basic LMD Test</p></li>
<li><p>Basic LMD Inspections</p></li>
</ul></td>
<td colspan="17"><p><strong>Other Devices</strong></p>
<ul>
<li><p>Terminology</p></li>
<li><p>Other Device Types</p></li>
<li><p>Technology</p></li>
<li><p>Suitability</p></li>
<li><p>User Requirements</p></li>
<li><p>Operation &amp; Markings</p></li>
<li><p>Tolerances for LMDs</p></li>
<li><p>Basic Test</p></li>
<li><p>Basic Inspections</p></li>
</ul></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="41"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="6"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td colspan="4"></td>
<td colspan="10"></td>
<td colspan="7"></td>
<td colspan="2" rowspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="5"><p><strong>Retail Computing Scales</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>Examination Specifications</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="9"><p><strong>Platform Scales</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="9"><p><strong>Vehicle Scales</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul>
<p><strong>Vehicle Scales Advanced</strong></p>
<ul>
<li><p>Initial Verification.</p></li>
</ul></td>
<td colspan="10"><p><strong>Railroad Track</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="11"><p><strong>Hopper</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
</ul>
<h4 id="fieldpractical-exercises">Field/Practical Exercises</h4></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="5"><h4 id="section"></h4></td>
<td colspan="9"><h4 id="section-1"></h4></td>
<td colspan="5"><h4 id="section-2"></h4></td>
<td colspan="14"><h4 id="section-3"></h4></td>
<td colspan="13"><h4 id="section-4"></h4></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="14"></td>
<td colspan="5"><h4 id="section-5"></h4></td>
<td colspan="4"><h4 id="section-6"></h4></td>
<td colspan="10"><h4 id="section-7"></h4></td>
<td colspan="2"><h4 id="section-8"></h4></td>
<td colspan="8"><h4 id="section-9"></h4></td>
<td colspan="3"><h4 id="section-10"></h4></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="14" rowspan="2"><h4 id="section-11"></h4></td>
<td colspan="9"></td>
<td colspan="5" rowspan="2"><h4 id="section-12"></h4></td>
<td colspan="5" rowspan="2"><h4 id="section-13"></h4></td>
<td colspan="7" rowspan="2"><p><strong>Point-of-Sale Scales</strong></p>
<ul>
<li><p>Common traits</p></li>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="6" rowspan="2"><p><strong>Precision Scales</strong></p>
<h4 id="class-iii">Class I/II</h4>
<ul>
<li><p>Common traits</p></li>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation, &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="9"><h4 id="section-14"></h4></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 0%" />
<col style="width: 9%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="4" rowspan="2"></td>
<td colspan="6"><h4 id="measuring-devices">Measuring Devices</h4></td>
<td colspan="4"></td>
<td colspan="2" rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="4"></td>
<td colspan="6"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
<td colspan="5"></td>
<td></td>
<td rowspan="2"></td>
<td rowspan="2"></td>
</tr>
<tr class="even">
<td colspan="2"><p><em><strong>Retail Motor-Fuel
Dispensers</strong></em></p>
<ul>
<li><p>Common Traits</p></li>
<li><p>Examination Specifications</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="3"><h4 id="liquid-propane-gas-meters---basic">Liquid
Propane Gas Meters - Basic</h4>
<ul>
<li><p>Common Traits</p></li>
<li><p>EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="5"><h4 id="vehicle-tank-meters">Vehicle-Tank Meters</h4>
<ul>
<li><p>Common Traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="4"><p id="loading-rack-meters---basic"
class="heading">Loading-Rack Meters - Basic</p>
<ul>
<li><p>Common Traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td></td>
<td colspan="5" rowspan="2"></td>
<td colspan="5" rowspan="2"></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="2"><p><strong>Liquid Propane Gas Meters –
Advanced</strong></p>
<ul>
<li><p>Initial Verification</p></li>
</ul></td>
<td colspan="2"></td>
<td colspan="3"><p><strong>Vehicle-Tank Meters – Advanced</strong></p>
<ul>
<li><p>Initial Verification</p></li>
</ul></td>
<td colspan="2"></td>
<td colspan="3"><p><strong>Loading-Rack Meters – Advanced</strong></p>
<ul>
<li><p>Initial Verification</p></li>
</ul></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2" rowspan="2"><h4 id="section-15"></h4>
<h4 id="section-16"></h4></td>
<td colspan="10"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="2"><h4 id="section-17"></h4></td>
<td colspan="6"><h4 id="water-meters">Water Meters</h4>
<ul>
<li><p>Common Traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation,</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="4"><h4 id="mass-flow-meters">Mass Flow Meters</h4>
<ul>
<li><p>Common Traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
<td colspan="2"><h4 id="others">Others</h4>
<ul>
<li><p>Common Traits</p></li>
<li><p>Contents of EPO</p>
<ul>
<li><p>Examination Specifications</p></li>
<li><p>User Requirements</p></li>
<li><p>Suitability</p></li>
<li><p>Test Equipment</p></li>
<li><p>Examination, Installation &amp; Maintenance</p></li>
<li><p>Test Specifications</p></li>
<li><p>Evaluation</p></li>
</ul></li>
<li><p>Field/Practical Exercises</p></li>
</ul></td>
</tr>
</tbody>
</table>

+----------------+-----+--------+---+---+-------+----+---+---------------+
|                |     | ###    |   |   |       |    |   |               |
|                |     | ## Wei |   |   |       |    |   |               |
|                |     | ghts & |   |   |       |    |   |               |
|                |     |  Measu |   |   |       |    |   |               |
|                |     | res Ad |   |   |       |    |   |               |
|                |     | minist |   |   |       |    |   |               |
|                |     | ration |   |   |       |    |   |               |
+----------------+-----+--------+---+---+-------+----+---+---------------+
|                |     |        |   |   |       |    |   |               |
+----------------+-----+--------+---+---+-------+----+---+---------------+
|                |     |        |   |   |       |    |   |               |
+----------------+-----+--------+---+---+-------+----+---+---------------+
| **Weights &    |     |        |   |   | ####  |    |   |               |
| Measures       |     |        |   |   | Labor |    |   |               |
| Ad             |     |        |   |   | atory |    |   |               |
| ministration** |     |        |   |   |  Metr |    |   |               |
|                |     |        |   |   | ology |    |   |               |
| -              |     |        |   |   |  Admi |    |   |               |
|  Understanding |     |        |   |   | nistr |    |   |               |
|     the        |     |        |   |   | ation |    |   |               |
|     Commercial |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
|    Measurement |     |        |   |   |    Pu |    |   |               |
|     System     |     |        |   |   | rpose |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Re         |     |        |   |   |    of |    |   |               |
| sponsibilities |     |        |   |   |       |    |   |               |
|     of W&M     |     |        |   |   |   the |    |   |               |
|     Regulatory |     |        |   |   |       |    |   |               |
|     Official   |     |        |   |   | Labor |    |   |               |
|                |     |        |   |   | atory |    |   |               |
|                |     |        |   |   |       |    |   |               |
|   -   Consumer |     |        |   |   | -   R |    |   |               |
|                |     |        |   |   | espon |    |   |               |
|     Protection |     |        |   |   | sibil |    |   |               |
|                |     |        |   |   | ities |    |   |               |
|     -   Fair   |     |        |   |   |       |    |   |               |
|                |     |        |   |   |    of |    |   |               |
|    Competition |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   the |    |   |               |
|     -          |     |        |   |   |     M |    |   |               |
|   Facilitating |     |        |   |   | etrol |    |   |               |
|         Value  |     |        |   |   | ogist |    |   |               |
|                |     |        |   |   |       |    |   |               |
|    Comparisons |     |        |   |   | -     |    |   |               |
|                |     |        |   |   |  NIST |    |   |               |
| -   Funding    |     |        |   |   |       |    |   |               |
|                |     |        |   |   |    Ex |    |   |               |
| Considerations |     |        |   |   | pecta |    |   |               |
|                |     |        |   |   | tions |    |   |               |
|                |     |        |   |   |       |    |   |               |
|  -   Licensing |     |        |   |   |    of |    |   |               |
|         of W&M |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   the |    |   |               |
|        Devices |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Labor |    |   |               |
|                |     |        |   |   | atory |    |   |               |
|  -   Licensing |     |        |   |   |       |    |   |               |
|         of     |     |        |   |   | -     |    |   |               |
|                |     |        |   |   |  Rati |    |   |               |
|        Service |     |        |   |   | onale |    |   |               |
|                |     |        |   |   |       |    |   |               |
|       Agencies |     |        |   |   |   for |    |   |               |
|                |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   the |    |   |               |
|  -   Conflicts |     |        |   |   |       |    |   |               |
|         of     |     |        |   |   |    Re |    |   |               |
|                |     |        |   |   | quire |    |   |               |
|       Interest |     |        |   |   | ments |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Roles of   |     |        |   |   |   for |    |   |               |
|                |     |        |   |   |     R |    |   |               |
|   Stakeholders |     |        |   |   | ecogn |    |   |               |
|                |     |        |   |   | ition |    |   |               |
|     -          |     |        |   |   |       |    |   |               |
|  Manufacturers |     |        |   |   |    of |    |   |               |
|                |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   the |    |   |               |
|  -   Packagers |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Labor |    |   |               |
|                |     |        |   |   | atory |    |   |               |
|  -   Retailers |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
|                |     |        |   |   |  Impo |    |   |               |
|    -   Service |     |        |   |   | rtant |    |   |               |
|                |     |        |   |   |       |    |   |               |
|       Agencies |     |        |   |   |  Cons |    |   |               |
|                |     |        |   |   | idera |    |   |               |
| -   Powers &   |     |        |   |   | tions |    |   |               |
|     Duties of  |     |        |   |   |       |    |   |               |
|     Officials  |     |        |   |   |   for |    |   |               |
|                |     |        |   |   |       |    |   |               |
|     -          |     |        |   |   | Labor |    |   |               |
|    Weighmaster |     |        |   |   | atory |    |   |               |
|                |     |        |   |   |       |    |   |               |
| Considerations |     |        |   |   |  Oper |    |   |               |
|                |     |        |   |   | ation |    |   |               |
| -   Type       |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
|    Evaluation, |     |        |   |   |    Fa |    |   |               |
|     Initial    |     |        |   |   | ctors |    |   |               |
|                |     |        |   |   |       |    |   |               |
|   Verification |     |        |   |   |    Dr |    |   |               |
|     &          |     |        |   |   | iving |    |   |               |
|     Subsequent |     |        |   |   |       |    |   |               |
|     Inspection |     |        |   |   |    Ch |    |   |               |
|                |     |        |   |   | anges |    |   |               |
|                |     |        |   |   |       |    |   |               |
|   -   Economic |     |        |   |   |    in |    |   |               |
|         Impact |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Labor |    |   |               |
| -   Complete   |     |        |   |   | atory |    |   |               |
|     Scope of   |     |        |   |   |       |    |   |               |
|     Weights &  |     |        |   |   |    Re |    |   |               |
|     Measures   |     |        |   |   | quire |    |   |               |
|                |     |        |   |   | ments |    |   |               |
|    Inspections |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
| -   Concurrent |     |        |   |   |    Qu |    |   |               |
|     Federal &  |     |        |   |   | ality |    |   |               |
|     State      |     |        |   |   |     S |    |   |               |
|                |     |        |   |   | ystem |    |   |               |
|   Jurisdiction |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
| -   Federal    |     |        |   |   | NVLAP |    |   |               |
|                |     |        |   |   |       |    |   |               |
|    Pre-emption |     |        |   |   |   Acc |    |   |               |
|                |     |        |   |   | redit |    |   |               |
| -              |     |        |   |   | ation |    |   |               |
| Organizational |     |        |   |   |       |    |   |               |
|     Structure  |     |        |   |   | -     |    |   |               |
|                |     |        |   |   |  Hier |    |   |               |
| -   Budget     |     |        |   |   | archy |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Personnel  |     |        |   |   |    of |    |   |               |
|                |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Labor |    |   |               |
| -   Knowledge, |     |        |   |   | atory |    |   |               |
|         Skills |     |        |   |   |       |    |   |               |
|         &      |     |        |   |   |  Stan |    |   |               |
|                |     |        |   |   | dards |    |   |               |
|      Abilities |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -   C |    |   |               |
|                |     |        |   |   | alibr |    |   |               |
|   -   Training |     |        |   |   | ation |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Strategic  |     |        |   |   |  Inte |    |   |               |
|     Planning & |     |        |   |   | rvals |    |   |               |
|     Goals      |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   for |    |   |               |
| -   Education  |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   All |    |   |               |
|                |     |        |   |   |       |    |   |               |
|  -   Officials |     |        |   |   |  Stan |    |   |               |
|                |     |        |   |   | dards |    |   |               |
|     -          |     |        |   |   |       |    |   |               |
| Administrative |     |        |   |   | -   A |    |   |               |
|         Staff  |     |        |   |   | nnual |    |   |               |
|                |     |        |   |   |       |    |   |               |
|     -   Public |     |        |   |   |  RMAP |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Publicity  |     |        |   |   | Round |    |   |               |
|                |     |        |   |   |     R |    |   |               |
| -   Public     |     |        |   |   | obins |    |   |               |
|     Relations  |     |        |   |   |     & |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -              |     |        |   |   |   Tra |    |   |               |
|  Communication |     |        |   |   | ining |    |   |               |
|                |     |        |   |   |       |    |   |               |
| -   Record     |     |        |   |   | -     |    |   |               |
|     Keeping    |     |        |   |   | Labor |    |   |               |
|                |     |        |   |   | atory |    |   |               |
| -   Forms      |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   Fac |    |   |               |
| -   Legal      |     |        |   |   | ility |    |   |               |
|                |     |        |   |   |       |    |   |               |
| Considerations |     |        |   |   |    Re |    |   |               |
|                |     |        |   |   | quire |    |   |               |
|     -   Due    |     |        |   |   | ments |    |   |               |
|                |     |        |   |   |       |    |   |               |
|        Process |     |        |   |   | -   U |    |   |               |
|                |     |        |   |   | ncert |    |   |               |
|     -   Stop   |     |        |   |   | ainty |    |   |               |
|         Orders |     |        |   |   |       |    |   |               |
|                |     |        |   |   |   Ana |    |   |               |
|                |     |        |   |   | lysis |    |   |               |
|  -   Standards |     |        |   |   |       |    |   |               |
|                |     |        |   |   | -     |    |   |               |
|    Development |     |        |   |   | Manag |    |   |               |
|                |     |        |   |   | ement |    |   |               |
|     -          |     |        |   |   |     R |    |   |               |
|    Prosecution |     |        |   |   | eview |    |   |               |
|                |     |        |   |   |       |    |   |               |
|     -   Court  |     |        |   |   |    of |    |   |               |
|                |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Labor |    |   |               |
|                |     |        |   |   | atory |    |   |               |
|                |     |        |   |   |       |    |   |               |
|                |     |        |   |   | Opera |    |   |               |
|                |     |        |   |   | tions |    |   |               |
+----------------+-----+--------+---+---+-------+----+---+---------------+

+----------+----------+-----------+-----------+----------+----------+
|          |          | ##### La  |           |          |          |
|          |          | boratory  |           |          |          |
|          |          | Metrology |           |          |          |
+----------+----------+-----------+-----------+----------+----------+
|          |          |           |           |          |          |
+----------+----------+-----------+-----------+----------+----------+
|          |          |           |           |          |          |
+----------+----------+-----------+-----------+----------+----------+
|          |          | **C       |           |          |          |
|          |          | oncepts - |           |          |          |
|          |          | Basic**   |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Int   |           |          |          |
|          |          | roduction |           |          |          |
|          |          |           |           |          |          |
|          |          | -   S     |           |          |          |
|          |          | tatistics |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Un    |           |          |          |
|          |          | certainty |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Me    |           |          |          |
|          |          | asurement |           |          |          |
|          |          |           |           |          |          |
|          |          | Assurance |           |          |          |
|          |          |           |           |          |          |
|          |          | -         |           |          |          |
|          |          |  Standard |           |          |          |
|          |          |           |           |          |          |
|          |          | Operating |           |          |          |
|          |          |     P     |           |          |          |
|          |          | rocedures |           |          |          |
|          |          |           |           |          |          |
|          |          |           |           |          |          |
|          |          |  -   Mass |           |          |          |
|          |          |           |           |          |          |
|          |          |     -     |           |          |          |
|          |          |    Volume |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Ca    |           |          |          |
|          |          | libration |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Cal   |           |          |          |
|          |          | culations |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Tra   |           |          |          |
|          |          | ceability |           |          |          |
+----------+----------+-----------+-----------+----------+----------+
|          |          |           |           |          |          |
+----------+----------+-----------+-----------+----------+----------+
|          |          | *         |           |          |          |
|          |          | *Concepts |           |          |          |
|          |          | --        |           |          |          |
|          |          | A         |           |          |          |
|          |          | dvanced** |           |          |          |
|          |          |           |           |          |          |
|          |          | -         |           |          |          |
|          |          |   Program |           |          |          |
|          |          |     P     |           |          |          |
|          |          | hilosophy |           |          |          |
|          |          |           |           |          |          |
|          |          | -   New   |           |          |          |
|          |          |     T     |           |          |          |
|          |          | echnology |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Ca    |           |          |          |
|          |          | libration |           |          |          |
|          |          |           |           |          |          |
|          |          |    Design |           |          |          |
|          |          |           |           |          |          |
|          |          |  Concepts |           |          |          |
|          |          |           |           |          |          |
|          |          | -   Com   |           |          |          |
|          |          | puterized |           |          |          |
|          |          |           |           |          |          |
|          |          | Workshops |           |          |          |
|          |          |           |           |          |          |
|          |          | -   S     |           |          |          |
|          |          | tatistics |           |          |          |
|          |          |     for   |           |          |          |
|          |          |           |           |          |          |
|          |          |   Quality |           |          |          |
|          |          |           |           |          |          |
|          |          |     -     |           |          |          |
|          |          |   t-tests |           |          |          |
|          |          |           |           |          |          |
|          |          |     -     |           |          |          |
|          |          |   F-tests |           |          |          |
|          |          |           |           |          |          |
|          |          | -         |           |          |          |
|          |          |  Workshop |           |          |          |
|          |          |     on    |           |          |          |
|          |          |           |           |          |          |
|          |          |    Errors |           |          |          |
|          |          |           |           |          |          |
|          |          | -         |           |          |          |
|          |          |  Advanced |           |          |          |
|          |          |     Unce  |           |          |          |
|          |          | rtainties |           |          |          |
|          |          |           |           |          |          |
|          |          | -         |           |          |          |
|          |          |  Software |           |          |          |
|          |          |           |           |          |          |
|          |          |  Workshop |           |          |          |
|          |          |           |           |          |          |
|          |          | -   In    |           |          |          |
|          |          | tegration |           |          |          |
|          |          |     of    |           |          |          |
|          |          |           |           |          |          |
|          |          |  Advanced |           |          |          |
|          |          |           |           |          |          |
|          |          |  Concepts |           |          |          |
+----------+----------+-----------+-----------+----------+----------+

[]{#appendixb .anchor}**Appendix B**

**Standard Categories of Weighing and Measuring Devices**

The WWMA A&P Committee has drafted the following recommendation for
consideration by the PDC. The standard categories of weighing and
measuring devices are based on capacity ranges rather than type or use.
It is assumed that the inspection test procedures for scales and meters
within these capacity ranges are generally similar. Weights and measures
programs can adopt the recommended standard categories without changing
the manner in which they presently keep records of device inspections by
simply adding an extra data field.

NCWM DEVICE CATEGORY CODES

  ---------- ----------------------- ---------------- ------------------------
  DEVICE     CATEGORY                CAPACITY         EXAMPLES
  CODE                                                

  SP         Scale, Precision        \< 5 g scale     jewelry, prescription
                                     division         scales

  SS         [S]{.underline}cale,    \< 100 lbs.      retail computing scales
             [S]{.underline}mall                      

  SM         [S]{.underline}cale,    100 -- 5,000 lb  dormant, platform scales
             [M]{.underline}edium                     

  SL         [S]{.underline}cale,    \> 5,000 lb      livestock, recycler
             [L]{.underline}arge                      scales

  SV         [S]{.underline}cale,    \>40,00 lb       vehicle, railway track
             [V]{.underline}ehicle                    scales

  MS         [M]{.underline}eter,    \<30 gpm[^2]     retail motor fuel
             [S]{.underline}mall                      dispensers

  MM         [M]{.underline}eter,    30-100 gpm       loading rack,
             [M]{.underline}edium                     vehicle-tank meters

  ML         [M]{.underline}eter,    \>100 gpm        agri-chemical meters
             [L]{.underline}arge                      

  MF         [M]{.underline}eter,    All              heated tanks of corn
             [M]{.underline}ass Flow                  syrup (soft drinks)

  MW         [M]{.underline}eter,    All              water sub-meters for
             [W]{.underline}ater                      mobile homes &
                                                      apartments

  MG         [M]{.underline}eter,    All              propane sales
             LP[G]{.underline}                        

  MT         [M]{.underline}eter,    All              Taximeters
             [T]{.underline}axi                       

  DT         [D]{.underline}evice,   All              clocks in parking
             [T]{.underline}iming                     garages

  DL         [D]{.underline}evice,   All              cordage meters
             [L]{.underline}ength                     
             Measuring                                
  ---------- ----------------------- ---------------- ------------------------

Two-letter device category codes could be employed to categorize devices
in weights and measures jurisdictions for reporting to the NCWM during
annual surveys. Otherwise, the data collection procedures already in
place would be unaffected. It would be helpful also to add the
two-letter device category code to inspection reports.

Other measuring devices \[e.g., MFM, LPG, LMD, etc.\] may not require
capacity-based categories like scales or liquid measuring devices.

This briefing paper was provided by the WWMA to serve as a basis for
further discussion and development of this item.

[^1]: ^^Kenneth Deitzler, Pennsylvania, Chairman

    Celeste Bennett, Michigan

    Jerry Buendel, Washington

    Agatha Shields, Franklin County, Ohio

    Richard W. Wotthlie, Maryland

    C. Gardner, Suffolk County, New York, Safety Liaison

    John Moore, Lore Consulting, Associate Membership Committee
    Representative

    **Professional Development Committee**

[^2]: Retail motor-fuel dispenser counts should be based on meters
    except that mid-grades should be added for blenders.