Occupational Requirements Survey 

Bureau of Labor Statistics 

Production 

Revised 09/02/2015 

 

ORS Collection 

Manual 
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Table of Contents 

Preface ............................................................................................................................. v

Background Information v

Chapter 1: Collection Strategies........................................................................................ 1

1_01 Overview........................................................................................................................... 3

1_02 Collect job descriptions and other descriptive documents ahead of time ........................... 3

Use job descriptions to: 3

1_03 Identify a collection approach............................................................................................ 4

1_04 Identify potential data elements ahead of time ................................................................. 4

1_05 Prioritize collection for accuracy and efficiency.................................................................. 5

1_06 Take advantage of opportunities to observe workers on jobs............................................ 5

Chapter 2: Fundamentals.................................................................................................. 7

2_01 Understanding Work as Generally Performed.................................................................... 9

How to apply the concept ‘work as generally performed’: 9

2_02 Understanding Job Definition .......................................................................................... 11

2_03 Understanding Duration .................................................................................................. 12

How to choose the correct method for collecting Duration 12

How to collect important tasks that occur less than daily 13

How to proceed when respondent answers are incomplete 13

References for collecting Duration 14

2_04 Understanding Accommodation ...................................................................................... 16

2_05 Understanding Mitigation................................................................................................ 17

2_06 Understanding Thresholds............................................................................................... 18

Chapter 3: Occupational Information.............................................................................. 21

3_01 How to collect combination jobs...................................................................................... 23

3_02 Collecting non‐levelable NCS jobs.................................................................................... 24

3_03 How to collect traveling occupations ............................................................................... 26

3_04 How to collect occupational characteristics ..................................................................... 27

Chapter 4: Task Lists....................................................................................................... 29

4_01 Overview......................................................................................................................... 31

4_02 How to use questions to identify important tasks............................................................ 31
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4_03 How to document tasks................................................................................................... 33

4_04 Collecting ‘Driving’........................................................................................................... 35

4_05 How to compare task lists to the O*NET .......................................................................... 36

Chapter 5: Specific Vocational Preparation..................................................................... 37

5_01 Overview......................................................................................................................... 39

5_02 How to collect ‘Minimum Education’ ............................................................................... 40

5_03 How to collect ‘Pre‐employment Training’ ....................................................................... 43

5_04 How to collect ‘Experience’.............................................................................................. 45

5_05 How to collect ‘Post‐employment Training’ ..................................................................... 46

Collecting post‐employment training for non‐standard work schedules 47

5_06 Avoiding errors that can result in over‐ or understatement ............................................. 48

Coding minimum education when post‐graduate degrees are required 48

When to use “Unknown” and “Not required” 49

Coding a non‐levelable job 49

How to collect concurrent SVP time 49

5_07 Computing SVP Level ....................................................................................................... 50

Understanding SVP levels and job skill levels 50

Calculating SVP – an example 51

Chapter 6: Cognitive Elements........................................................................................ 53

6_01 Overview......................................................................................................................... 55

6_02 Collecting ‘Decision‐making’ ............................................................................................ 55

Examples of Decision‐Making for Positions within Occupations 56

6_03 Collecting ‘Supervision’.................................................................................................... 58

Examples of ‘Supervision’ 59

6_04 Collecting ‘Pace’ .............................................................................................................. 60

How to collect ‘Pace of the Work’ 60

How to collect the ‘Control of Work Pace’ 62

Examples of ‘Control of Pace’ 63

6_05 Collecting ‘Adaptability’................................................................................................... 64

How to collect the change in Work Routine: 65

6_06 Collecting ‘Work‐Related Personal Interactions’ .............................................................. 67

How to collect frequency of contact 68

How to collect the type of interaction 68

Examples: how to collect ‘Work‐Related Personal Interactions’ 70
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Chapter 7: Physical Demands.......................................................................................... 71

7_01 Overview......................................................................................................................... 73

Concurrent Physical Demands 73

How to collect Physical Demands 74

7_02 Collecting ‘Sitting’ vs. ‘Standing/Walking’ ........................................................................ 75

How to collect ‘Sitting’ vs. ‘Standing/Walking’ 75

When to collect ‘Sitting vs. Standing/Walking At Will’ 76

7_03 Collecting ‘Lifting/Carrying’.............................................................................................. 78

How to collect Lifting/Carrying: 78

When to use ‘Negligible’ and ‘None’ 80

7_04 Collecting ‘Pushing/Pulling’ ............................................................................................. 82

Understanding thresholds for ‘Pushing/Pulling’ 82

How to collect ‘Pushing/Pulling’ 84

7_05 Collecting ‘Reaching’........................................................................................................ 86

7_06 Collecting ‘Keyboarding’ .................................................................................................. 88

How to collect the four types of ‘Keyboarding’ 88

7_07 Collecting ‘Manipulation’................................................................................................. 90

7_08 Collecting ‘Stooping’, ‘Crouching’, ‘Kneeling’, and ‘Crawling’ ........................................... 92

7_09 Collecting ‘Climbing’ ........................................................................................................ 94

How to collect ‘Climbing Ramps or Stairs’ 94

How to collect ‘Climbing Ladders, Ropes, or Scaffolds’ 95

Determining the type of ‘Climbing’ with Stools and Ladders 96

7_10 Collecting ‘Vision’ ............................................................................................................ 97

7_11 Collecting ‘Communicating Verbally’ and ‘Hearing Requirements’ ................................... 98

Chapter 8: Environmental Conditions............................................................................ 101

8_01 Overview....................................................................................................................... 103

8_02 Collecting ‘Outdoors’ ..................................................................................................... 105

8_03 Collecting ‘Extreme Cold’ ............................................................................................... 106

8_04 Collecting ‘Extreme Heat’............................................................................................... 107

8_05 Collecting ‘Wetness’ ...................................................................................................... 109

8_06 Collecting ‘Humidity’ ..................................................................................................... 110

8_07 Collecting ‘Hazardous Contaminants’............................................................................. 111

8_08 Collecting ‘Proximity to Moving Mechanical Parts’......................................................... 114
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8_09 Collecting ‘Heavy Vibration’........................................................................................... 116

8_10 Collecting ‘High, Exposed Places’ ................................................................................... 117

8_11 Collecting ‘Noise Intensity Level’.................................................................................... 118

Appendix 1.................................................................................................................... 120

List of Potential Hazards......................................................................................................... 120

Air Contaminants 120

Toxic Substances 124

Mineral Dusts 125

Appendix 2.................................................................................................................... 126

Weights of Common Objects.................................................................................................. 126

Glossary........................................................................................................................ 128
v 

Preface 

The Occupational Requirements Survey (ORS) Collection Manual is the primary 

document providing instructions on survey procedures, data collection, and 

coding for the Occupational Requirements Survey. This document provides 

broad collection and coding instructions applicable across all ORS collection 

activities, and includes detailed data element definitions, explanations, and 

examples. 

This procedures manual may be updated periodically and supplemented by ORS 

Technical Memoranda and other guidance.

Background Information 

The Social Security Administration (SSA) administers two large national 

programs that provide disability benefits to individuals who cannot work due to 

mental or physical disabilities. SSA uses an adjudication process to determine if 

individuals meet eligibility requirements to receive benefits. To support this 

adjudication process, SSA needs information about the requirements of work as 

it is generally performed in the national economy. 

SSA and BLS signed an interagency agreement to begin collecting new 

occupational data for use in SSA’s disability programs. SSA chose the BLS, 

specifically the National Compensation Survey (NCS), primarily because the 

NCS collects quality data on work characteristics in the modern economy. 

In FY 2013, economists from the NCS program began feasibility testing that 

included collecting data on primary physical attributes, environmental conditions, 

and vocational preparation requirements of occupations within establishments 

representative of the broader economy. BLS added mental and cognitive 

demands of work to the data collection in FY 2014. In FY2015, BLS completed 

pre-production testing. 

The focus of this manual is to provide clear survey definitions and procedures to 

ensure consistent application during production data collection. This manual 

outlines fundamental collection concepts and technical procedures for collecting 

the data elements, including: task lists, specific vocational preparation, mental 

and cognitive elements, physical demands, and environmental conditions. 

 
vi 

BLANK PAGE 
1 

Chapter 1: Collection Strategies 

1_01 Overview........................................................................................................................... 3

1_02 Collect job descriptions and other descriptive documents ahead of time ........................... 3

Use job descriptions to:

1_03 Identify a collection approach............................................................................................ 4

1_04 Identify potential data elements ahead of time ................................................................. 4

1_05 Prioritize collection for accuracy and efficiency.................................................................. 5

1_06 Take advantage of opportunities to observe workers on jobs............................................ 5

 
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1_01 Overview 

The goal of ORS, like NCS, is to collect as much quality data as possible in an 

efficient manner. Strategies for success rely on positive respondent feedback, 

knowledgeable field economists, and expedited collection procedures. Good 

response rates are the foundation of reliable statistical data. Field economists 

collect high quality data by obtaining cooperation from a large portion of sampled 

establishments and ensuring the respondents at these establishments provide 

complete and accurate data. 

ORS presents a unique collection opportunity because most people are familiar 

with the Social Security Administration (SSA) programs. This familiarity helps 

field economists get in the door and obtain quality information for both ORS and 

NCS. 

The following tactics, explained further in this chapter, can help make a field 

economist successful: 

 Collecting job description and other descriptive documents ahead of time. 

 Identifying a collection approach. 

 Identifying potential data elements ahead of time. 

 Prioritizing collection for accuracy and efficiency. 

 Taking advantage of opportunities to observe workers on jobs. 

1_02 Collect job descriptions and other descriptive documents ahead of 

time 

Use descriptive documents to improve data quality and shorten appointment 

times. 

Use job descriptions to: 

 Validate information provided by the respondent. 

 Identify overlooked information. 

 Fill gaps in respondent-provided information. 

 Launch discussions on occupational task lists, ORS data elements, and 

leveling. 

 Provide information on job codes, work schedules, supervisory 

information, and educational requirements. 

Job descriptions may not be useful as a primary information source because they 

are not always current or accurate. 
4 

Other establishment documents, such as organizational charts, can provide 

valuable collection information. All establishment documents are valuable tools in 

expediting collection, provided field economists confirm their accuracy with 

respondents. 

1_03 Identify a collection approach 

Each field economist should determine the best collection approach based on 

personal preference, establishment size, industry, and respondent personality. 

Options include collecting: 

 One quote at a time 

 Multiple quotes, concurrently 

 A portion of the interview for one quote and a portion for multiple quotes, 

concurrently 

1_04 Identify potential data elements ahead of time 

The presence of ORS data elements may be evident from the occupational 

information obtained from job descriptions and respondent discussion. 

Invest in research ahead of time to identify: 

 Standard Occupational Classification (SOC) coding decisions 

 Task list information 

 Leveling information 

 Educational, training, licensure, and experience requirements for Specific 

Vocational Preparation (SVP) 

 Mental and cognitive information 

 Incidence of physical demand elements (e.g., writing is present, so fine 

manipulation must be present) 

 Incidence of environmental condition elements (e.g., tasks performed 

entirely in an office so working outdoors is not present) 

Clarify any conflicting information that arises between respondent information 

collected early in the interview, or through job descriptions, and answers 

provided later on. Resolve discrepancies with the respondent. 
5 

1_05 Prioritize collection for accuracy and efficiency 

Efforts must be made to collect all data for occupations. Sometimes that is not 

possible due to respondent constraints. In those situations, apply the following 

collection priorities. 

These three elements inform the conversation and coding for all of the other 

elements. Collect these elements first: 

 Task Lists 

 SVP 

 Cognitive 

Collect strength elements next: 

 Sitting vs. Standing/Walking and Sit/Stand at Will 

 Lifting/Carrying 

 Pushing/Pulling: hand/arm, foot/leg, and feet only 

Collect the remaining elements to the greatest extent possible. At a minimum, 

attempt to collect the presence or absence of each item. 

1_06 Take advantage of opportunities to observe workers on jobs 

 Notice workers and what they are doing while walking to and from the 

respondent’s office. 

 Accept offers for a company tour. 

 Ask about seeing the work if the respondent is unsure of answers. 

 Document how your observations affect coding selections. 

 
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7 

Chapter 2: Fundamentals 

2_01 Understanding Work as Generally Performed.................................................................... 9

How to apply the concept ‘work as generally performed’:

2_02 Understanding Job Definition .......................................................................................... 11

2_03 Understanding Duration .................................................................................................. 12

How to choose the correct method for collecting Duration

How to collect important tasks that occur less than daily

How to proceed when respondent answers are incomplete

References for collecting Duration

2_04 Understanding Accommodation ...................................................................................... 16

2_05 Understanding Mitigation................................................................................................ 17

2_06 Understanding Thresholds............................................................................................... 18

 
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9 

2_01 Understanding Work as Generally Performed 

ORS collection captures work as the workers in the surveyed occupations 

generally perform it. Work as generally performed may be different from one 

establishment to another. 

How to apply the concept ‘work as generally performed’: 

1. Obtain clarification on tasks during the establishment interview. 

● Confirm the tasks an occupation performs in a typical day. 

● Determine how workers perform these tasks. 

● Identify the tools and equipment workers need to perform these 

tasks. 

● Determine if all workers in the occupation are expected and 

required to perform these tasks. 

2. Categorize important tasks performed daily, occasionally, or infrequently. 

This optional step helps determine appropriate duration coding later. 

3. Exclude: 

● Activities that are specific to a worker and are not an expectation or 

function of the occupation. 

● Activities that occur by chance or are voluntary. 

4. Document: 

● When data is contradictory and upheld by the respondent. 

● When data is inconsistent with the expected occupational duties 

and supported by additional probing
10 

Examples of Types of Tasks 

Example 

Include work as generally performed Exclude 

voluntary/ 

chance activity 

Daily task Occasional 

task 

Infrequent task 

Accountant at 

a small 

leasing office 

Handles 

company 

bookkeeping, 

payroll and tax 

reporting. 

Replaces toner 

on her 

personal 

printer. 

Along with other 

staff, shows units, 

gives keys to new 

tenants, and 

performs unit 

upkeep as 

needed. 

Changes the 

network printer 

toner while the 

IT Tech is at 

lunch. 

Receptionist 

at a chamber 

of commerce 

Performs 

reception 

duties. 

Orders and 

picks up 

snacks for staff 

meetings as 

directed. 

Attends and 

preps facilities for 

town festival once 

a year. 

Voluntarily 

brings in donuts. 

Staff rotate 

bringing treats. 

Human 

Resource 

Specialist 

Writes 

documents and 

corresponds by 

email. 

Lifts boxes of 

recruiting 

materials for 

job fair. 

Conducts 

orientation for 

new employees 

twice annually. 

Lifts the water 

bottle onto the 

office cooler. 

Evidence 

Clerk 

Files evidence. Packages and 

mails items of 

property or 

evidence, 

when 

necessary. 

Drives a vehicle 

to pick up bulk 

property or 

evidence items. 

Voluntarily 

waters plants in 

common areas. 

Delivery 

Truck 

Unloader 

Loads and 

unloads 

packages. 

Cleans the 

truck twice a 

month. 

Drives the truck 

to a maintenance 

garage. 

Cleans personal 

materials out of 

the glove 

compartment. 

Outside 

Salesperson 

Uses a laptop 

computer to 

document sales 

calls and send 

bids. 

Attends 

networking 

meetings. 

Mentors a new 

employee. 

Follows LAN 

instructions on 

replacing a 

broken laptop 

keyboard. 
11 

2_02 Understanding Job Definition 

Occupations can vary based on characteristics other than Union/Non-Union, 

Time/Incentive, or Full-time/Part-time. This can happen within a detailed SOC (6 

digits) or O*NET SOC-8 digit grouping. 

When ORS elements vary within a job title, identify the reasons and how the 

employees are assigned to the work. 

Reasons ORS variations may occur include work preferences, different tasks 

assigned on a regular basis, and the same tasks are performed at known 

different frequencies. 

Collect and code the full range of ORS element variation within the company job 

title when the differences are due to individual employee preference, routine 

workload differences, or the employees are assigned by the company to rotate 

through all situations. 

When employees within an establishment job title are assigned to a specific 

situation and do not rotate regularly, identify the narrowest job and follow the hit 

for ORS collection. 

Examples: Narrowly defined jobs 

Scenario Action Reason 

A company has day and night shift 

janitors. During PSO, ‘janitor’ was hit 

twice, one for the day, and one for the 

night shift. The NCS leveling is the 

same, but the physical demands for 

lifting and push/pull are different. 

Collect and code these 

janitors separately. 

Job 

characteristics 

are different 

A company hires crews of 

‘landscapers’ that can be grouped as 

generic crew workers and crew 

leaders. All crewmembers perform the 

same general work, but crew leaders 

have higher responsibility and 

decision-making. During PSO, three 

‘landscapers’ were hit – two of which 

were generic crew and one was a 

crew leader. 

Collect and code the full 

ORS element range 

experienced by crew 

workers. Collect the 

generic crew as one 

narrowly defined job and 

crew leader as a separate 

narrowly defined job. 

Job 

characteristics 

are different 
12 

2_03 Understanding Duration 

Collect both the presence of an element and its duration. Duration is the total 

time a worker experiences a physical demand or exposure to an environmental 

condition. Collection of duration is extremely important, and coding “Present 

Duration Unknown” should occur only after all fallback approaches have been 

tried. 

Calculate duration using an interval of time (e.g. daily, weekly, quarterly) and 

work schedule. 

If the respondent indicates that an element is not experienced, and duration is 

zero, code: “NP” (not present). 

Note: Lifting/Carrying is an exception to duration coding. See section 7_03. 

How to choose the correct method for collecting Duration 

There are two preferred methods and two fallback methods. Preferred methods 

result in detailed statistics. 

Preferred Methods: 

1. Hours spent performing an activity – Use this method when the 

respondent can provide the actual hours spent on an activity. 

Example: A registered nurse stoops 3 hours per 12-hour shift. Code ‘3 hours 

of stooping’ in CIERA. 

2. Percent of time spent performing an activity - Use this method when the 

respondent can provide: 

 A percentage of time spent on an activity, or 

 The number of hours spent on an activity during a larger time-period. 

This method may be helpful when a worker has an unusual or variable work 

schedule. 

Example: A factory worker sits 4 hours per month during required company 

safety training. All other work time is spent standing. The work schedule is 

8/40/52. 

4 hrs. sitting/month / 173.33 hours/month = 2.31%

Fallback Methods: 

1. Range of time, or range of percentage of time, spent performing an 

activity – Use this method when the respondent is unable to provide specific 

hours or percentages. The range of time must be equal to a half a day or less 

(e.g. 2 to 4 hours of an 8-hour day). 
13 

2. SSA Duration Scale – Use this method when there is no other means of 

obtaining the data. Have the respondent identify the appropriate classification 

for the activity duration. 

 Seldom: up to 2% of the day 

 Occasional: 2% up to 1/3 of a day 

 Frequent: 1/3 up to 2/3 of a day 

 Constant: 2/3 or more of a day 

Note: This method is preferred to coding duration unknown. 

How to collect important tasks that occur less than daily 

If a task or environmental condition occurs annually, seasonally, monthly, or 

weekly, calculate the hours or percent of time spent performing an activity and 

collect duration. 

Example: 

Once per week the clerk drives to the post office to buy stamps. It takes 10 

minutes each way to drive there. The clerk works 8/40/52. 

Foot/leg control coding = 10 minutes x 2 (there and back) = 20 minutes/5 

days = 4 minutes/day/60 minutes/hour = .07 hours. 

Do not collect one-time physical demands, unusual environmental exposures, or 

environmental conditions that are not part of work as generally performed. 

How to proceed when respondent answers are incomplete 

Use the task list as a reference to probe unknown answers with the respondent. 

If a respondent is unable to provide the duration of an element, but is able to 

verify the element is present, code “PDU” (present, but duration unknown). 

Only use “PDU” after trying all other methods to establish a duration. 

If incidence is unknown, code “UNK” (unknown). 

Note: The “UNK” option is available for all questions in CIERA.
14 

References for collecting Duration 

CIERA does not accept time entered in minutes. Use the conversion chart and 

duration formula for conversions. 

Minutes to Hours 

Conversion Chart 

Minutes Hours 

5 .08 

10 .17 

15 .25 

20 .33 

25 .42 

30 .50 

35 .58 

40 .67 

45 .75 

50 .83 

55 .92 
15 

Duration Formula: 

Percent of Time = [(# of repetitions per time period x time to perform each 

repetition/time period] 

Example: 

A receptionist spends 5% of the day reaching to sort mail, and also 

answers about 50 phone calls per day. He reaches ten seconds each time 

to retrieve and replace the phone. The receptionist works an 8/40/52 

schedule. 

Calculation (Time Spent Answering Phones): 

Number of Repetitions = 50 calls/day x (1 retrieve/call + 1 replace/call) = 

100 repetitions 

Duration = 100 repetitions x 10 seconds/repetition 

= (1000 seconds) / (3600 seconds/hour) 

= .2778 hours 

= .2778 hours/8 hours per day 

 = 3.47% of 8-hour day 

Total reaching for the two tasks would be 8% of the day. 
16 

2_04 Understanding Accommodation 

Accommodations are modifications that an employer makes to meet the needs of 

an individual worker with a disability or other work constraints. Accommodations 

enable people with disabilities to compete equally in the workplace. Not all 

employers can offer the same accommodations. 

ORS collects data elements based on required job duties as generally performed 

by all workers in the occupation. Collect how work is performed without

accommodation. 

Examples Accommodation Reason 

Allowing a worker to avoid an 

important task for the job. 

Yes Employer modification 

for one worker 

Allowing selective standing for a job 

performed sitting 

Yes Employer modification 

for one worker 

Providing selective access to elevators Yes Employer modification 

for one worker 

Providing selective seating for a job 

performed standing 

Yes Employer modification 

for one worker 

Reassigning an important task for the 

job 

Yes Employer modification 

for one worker 

Allowing all workers the option to stand 

for a job generally performed sitting 

No Offered to all workers 

Allowing workers to use building stairs 

or elevators 

No Offered to all workers 

Stool offered to all workers No Offered to all workers 

Tools such as eyeglasses, contacts, 

hearing aids 

No Employer does not 

provide or restrict these 
17 

2_05 Understanding Mitigation 

Workers may need to use protective gear or devices that modify or lessen 

exposure to environmental conditions. 

If an employer installs devices or requires protective equipment, measure 

exposure as it is actually experienced. 

If, according to the respondent, protective equipment or devices eliminate 

exposure, document the use of protective equipment and code the occupation as 

having no exposure. 

Examples Action 

A ramp agent loads and unloads plane cargo on 

a tarmac with exposure to loud noise. The 

company requires the worker to wear noisecancelling headsets. 

Collect ‘Noise Intensity Level’ as 

quiet or moderate, depending on 

the level of mitigation provided by 

PPE. 

Workers wear fully enclosed protective suits 

while identifying and disposing of asbestos in 

buildings. 

Collect as no exposure to 

hazardous dust. 
18 

2_06 Understanding Thresholds 

A threshold is the level at which something will take place and below which it will 

not. Some ORS data elements must meet a threshold level before they can be 

collected. 

If the data element does not meet the associated threshold, code as not present. 

If the data element meets or exceeds the threshold, collect and code the 

duration. 
19 

Thresholds for Environmental Conditions

Environmental Condition Threshold 

Outdoors None (must meet requirements in definition) 

Extreme Cold (indoor and job 

related outdoor exposure only) 

40 degrees or below when exposed 2/3 or more of 

the time, or 

32 degrees or below when exposed up to 2/3 of the 

time 

Extreme Heat (indoor and job 

related outdoor exposure only) 

Above 90 degrees in a dry environment, or 

Above 85 degrees in a humid environment 

Wetness (non-weather only) Any contact with water or liquids and/or working in a 

wet area 

Humidity (non-weather only) Must be oppressive atmosphere 

Hazardous Contaminants Exposure that negatively affects the respiratory 

system, eyes, skin, or other living tissue via 

inhalation, ingestion, or contact. 

Proximity to Moving 

Mechanical Parts 

Must present a risk of bodily injury 

Heavy Vibration Heavy vibration (not light vibration) and 

Must cause a strain on the body or extremities 

High, Exposed Places Must be exposed and at risk of falling five feet or 

more from workers center of gravity. 

Must be at risk of bodily injury from falling 

Noise Intensity Level None (must meet requirements in definition) 

See sections 7_04 Collecting ‘Pushing/Pulling’ and 7_05 Collecting ‘Reaching’ 

for information on thresholds for these elements. 

 
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21 

Chapter 3: Occupational 

Information 

3_01 How to collect combination jobs...................................................................................... 23

3_02 Collecting non‐levelable NCS jobs.................................................................................... 24

3_03 How to collect traveling occupations ............................................................................... 26

3_04 How to collect occupational characteristics ..................................................................... 27
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23 

3_01 How to collect combination jobs 

Some workers perform jobs that span more than one occupation. These 

combination jobs are difficult to classify in one SOC code. 

When classifying a combination job: 

Follow NCS procedures for SOC selection. 

 Select the SOC that matches the highest skill level and/or primary duties 

of the job. 

 If there are two skills present that are equal, classify the SOC based on 

the duties performed most often. 

Document the correct secondary SOC code and associated duties. 

 Collect and code ORS elements based on how the worker generally 

performs the entire job. 

Examples Combination 

Job 

Reason Action 

Receptionist/Secretary handles 

phones, reception, 

correspondence, and scheduling. 

Yes Time is 

evenly 

split 

Select secretary 

SOC, as this is 

the higher skill 

level. 

Document and 

collect all duties. 

Teacher/janitor teaches shop 

during the school year; cleans the 

school during the summer. 

No Primarily a 

teacher 

Split the jobs at 

PSO. 
24 

3_02 Collecting non-levelable NCS jobs 

In NCS collection, eighteen jobs cannot be leveled. Those jobs are not excluded 

from ORS collection. 

When collecting non-levelable jobs, code the ORS data elements based on how 

a worker generally performs the job. 

See 5_06 Coding a non-levelable job for examples on how to collect. 
25 

Non-levelable NCS Jobs 

SOC Code Occupational Title 

11-1031 Legislators 

23-1021 Administrative Law Judges, Adjudicators, and Hearing Officers 

23-1022 Arbitrators, Mediators, and Conciliators 

23-1023 Judges, Magistrate Judges, and Magistrates 

27-1013 Fine Artists, including Painters, Sculptors, and Illustrators 

27-2011 Actors 

27-2012 Producers and Directors 

27-2021 Athletes and Sports Competitors 

27-2022 Coaches and Scouts 

27-2023 Umpires, Referees, and Other Sports Officials 

27-2031 Dancers 

27-2032 Choreographers 

27-2041 Music Directors and Composers 

27-2042 Musicians and Singers 

27-2099 Entertainers and Performers, Sports and Related Worker, All Others

27-3011 Radio and Television Announcers 

27-3012 Public Address Systems and Other Announcers 

41-9012 Models 
26 

3_03 How to collect traveling occupations 

When occupations require work-related travel, collect the presence and duration 

of all activities involved in work as generally performed. 

Include: 

 Driving to an airport 

 Walking through an airport 

 Driving required for work that is not a regular commute 

 Lifting/carrying or pushing/pulling work-related displays, sales materials, or 

equipment 

 Sitting on a plane 

 Outdoor exposure while working 

Exclude: 

 Commuting to a job 

 Lifting or pushing/pulling personal luggage 
27 

Examples Include Durations for: Exclude 

Durations for:

A computer consultant travels by 

car and plane to client sites, 

carrying a laptop in a shoulder 

bag and wheeled personal 

luggage. 

Sitting while flying 

Walking between airport and car, 

client sites and car, and around 

airport 

Driving elements - sitting, gross 

manipulation, far visual acuity, 

foot/leg controls 

Lifting/carrying laptop 

Outdoor exposure between client 

sites, car and airport 

Pushing/pulling 

personal 

luggage 

A pharmaceutical sales rep 

drives to doctors’ offices carrying 

sample cases. 

Driving elements -- sitting, gross 

manipulation, far visual acuity, 

foot/leg controls 

Walking to and from the car while 

working 

Lifting/carrying sample cases 

Outdoor exposure between car 

and doctors’ offices 

Getting to and 

returning from 

work office as 

part of 

commute to 

and from 

residence 

3_04 How to collect occupational characteristics 

The definitions for Full-time/Part-time, Union/Non-Union, and Time/Incentive are 

the same as NCS. 

 
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29 

Chapter 4: Task Lists 

4_01 Overview......................................................................................................................... 31

4_02 How to use questions to identify important tasks............................................................ 31

4_03 How to document tasks................................................................................................... 33

4_04 Collecting ‘Driving’........................................................................................................... 35

4_05 How to compare task lists to the O*NET .......................................................................... 36

 
30 

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31 

4_01 Overview 

A task list itemizes the typical tasks performed within an occupation. A task is a 

distinct activity in the logical and necessary steps of work performed by an 

individual that results in a meaningful outcome. 

Task lists are similar to job duties used in NCS leveling and the information used 

to select SOCs for occupations. For guidance on how to collect task lists, draw 

on prior experience with NCS. Steps for creating a task list: 

1. Identify important tasks. 

2. If the selected quote is a combination job, include all duties assigned. 

3. Document typical tasks. 

4_02 How to use questions to identify important tasks 

Ask the following questions: 

Why does the job exist? 

This question identifies the function of the job or the reason that the job is 

present within the organization. 

What tasks do the workers in this occupation perform? 

This question determines the action of the occupation. 

How are these tasks performed? 

This question clarifies the manner in which a worker executes a task. The answer 

to this question may be more significant at some locations than others. For 

example, “moves materials by manually pushing carts” provides additional 

information related to the physical demands required by the job. 

With what do workers in an occupation work?

The types of data, tools, and/or equipment may have implications for a worker’s 

tasks. 

For example, Linus and Lucy are both research assistants, but Linus conducts 

survey research using computers and analytical software. Lucy works in a 

biology lab using robotic liquid handling systems and bio analyzers. 

Without the additional detail on the type of equipment used, the two jobs may 

seem similar.

With whom do workers in an occupation work? 

Learning about the people with whom workers interact helps inform cognitive 

data elements. 
32 

For example, if a worker is primarily interacting with a mentor, the job may be 

entry level. If the worker is coordinating with staff, the job may be supervisory. 

When do workers perform tasks? 

This question helps identify the frequency at which workers perform tasks and 

clarifies the description of a worker’s day. 

From where are the materials/information coming? 

This question addresses the source of materials or information used in work, and 

may provide insights into some of the physical tasks performed by the 

occupation. Is the worker gathering the materials needed to complete the job or 

is someone delivering them? 

To where are the materials/information going? 

This question addresses the destination of the materials or information used in 

work, and provides insight into some of the physical tasks performed by the 

occupation. 

Is the worker delivering the product to the next location? Is the location of the 

work the product’s final destination? Does the product go to another location by 

another means? 
33 

4_03 How to document tasks 

Field economists are not required to follow a certain format when documenting 

tasks, but using a simple approach similar to the one used by O*NET makes 

comparisons more straightforward: 

 Start with a verb to state the action. 

 State the object of the action (if any) and, when relevant, the 

frequency. 

 State the purpose of the action (if relevant). 

 Keep bulleted items brief and uniformly formatted. 

 Include considerable information. 

 Enter task lists on the Task List screen in CIERA. 

Example – Task Lists 

Example: Using the approach above as a guide, a field economist discusses with 

a respondent the tasks of a janitor in an elementary school. 

Respondent says: 

“The janitor cleans all of the classrooms and public spaces such as 

hallways, restrooms, and some outside areas. One of the biggest jobs is 

emptying the waste receptacles throughout the building. This includes 

emptying all of the classroom trashcans as well as the large cans in the 

hallways and cafeteria daily. 

Additionally, he/she has to empty recycle containers throughout the 

building as needed. The janinitor routinely uses a commercial vacuum to 

clean floors in classrooms and public areas, and waxes floors using a 

buffer as needed. 

Since the building is full of children, there are many spills requiring spot 

cleaning. He/she also uses a small snow blower and/or a shovel to clear 

the entryway into the building, so the children may safely enter and exit 

the building. The janitor maintains and makes minor repairs to the boiler 

system as needed. 

The duties of this occupation are typically performed after the children 

have left school for the day, as it would be difficult to do many of the tasks 

with children present.” 

Sample Task List Documentation: 

 Empties all building waste receptacles daily, including large cans in the 

cafeteria. 

 Empties all building recycle bins as needed. 
34 

 Vacuums all building spaces routinely using a commercial vacuum. 

 Maintains and makes minor repairs to boilers as directed by 

Maintenance Supervisor. 

 Waxes building floors using a buffer as directed by Maintenance 

Supervisor. 

 Spot cleans as needed. 

 Clears snow from building entry using snow blower and/or shovel. 

Note: In this example, the janitor interacts with the supervisor, but has few 

interactions otherwise. In other jobs, where working with others is an 

important part of duties, indicate these interactions in the task list. 
35 

4_04 Collecting ‘Driving’ 

Driving is the operation of a 

passenger vehicle or other 

conveyance. A passenger vehicle is 

an automobile, van, or bus. 

Collect the type of vehicle (passenger 

or other). 

If the vehicle type is “other,” 

document the type of vehicle. Other 

vehicles may include equipment (e.g. 

forklifts), trains, or aircraft. 

Driving may affect the following physical demand data elements: 

 Far Visual Acuity. Far Visual Acuity is assumed when Driving is 

present. 

 Near Visual Acuity and peripheral vision. Workers often need these to 

drive, but do not assume their presence. 

 Gross Manipulation and foot/leg controls. Time spent driving will be the 

base duration for Gross Manipulation and foot/leg controls. 

 Pushing/Pulling, if the minimum threshold is met. Secure verification 

from the respondent and document. 

 Reaching, if the minimum threshold is met. 

Do not assume the presence or duration of any physical demand based upon 

vehicle type. Many modern large trucks, buses, and equipment may require little 

or no more physical exertion than driving a passenger car. 
36 

4_05 How to compare task lists to the O*NET 

Comparing collected task lists to the O*NET helps aid in the SOC selection 

process and provides verification that the best 8-digit SOC has been selected. 

After the appointment, do the following: 

1. Identify the eight-digit SOC for the occupation and locate the O*NET task 

list. 

2. Compare the list provided by the respondent to the first ten items on the 

O*NET list. 

3. Identify any unexpected tasks. 

NOTE: The task lists collected can be used as part of SOC verification. If the task 

list provided by the respondent is significantly different from the O*Net list, review 

the SOC coding. 

O*NET tasks are very detailed and will likely be more detailed than the ORS task 

list. Use professional judgment to determine whether a specific O*NET task 

reasonably falls within a broader task obtained during collection. For ORS, it is 

not necessary to capture tasks at the same level of detail as O*NET. 

 
37 

Chapter 5: Specific Vocational 

Preparation 

5_01 Overview......................................................................................................................... 39

5_02 How to collect ‘Minimum Education’ ............................................................................... 40

5_03 How to collect ‘Pre‐employment Training’ ....................................................................... 43

5_04 How to collect ‘Experience’.............................................................................................. 45

5_05 How to collect ‘Post‐employment Training’ ..................................................................... 46

Collecting post‐employment training for non‐standard work schedules

5_06 Avoiding errors that can result in over‐ or understatement ............................................. 48

Coding minimum education when post‐graduate degrees are required

When to use “Unknown” and “Not required”

Coding a non‐levelable job

How to collect concurrent SVP time

5_07 Computing SVP Level ....................................................................................................... 50

Understanding SVP levels and job skill levels

Calculating SVP – an example
38 

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39 

5_01 Overview 

Specific Vocational Preparation (SVP) is the amount of preparation time required 

by a typical worker to learn the techniques, acquire the information, and develop 

the facility needed for average performance in a specific job/worker situation. 

We collect the following four elements: 

 Minimum Education 

 Pre-Employment Training 

 Experience 

 Post-Employment Training 

SVP does not measure the type of knowledge required, only the vocational 

preparation time. 

If a company provides a range of time or several combinations of education, 

training, or experience, collect the option that involves the least amount of time. 

Note: All four elements are needed to calculate SVP. If a respondent cannot 

provide information on one of the SVP elements, probe further before coding 

“Unknown.” 
40 

5_02 How to collect ‘Minimum Education’ 

‘Minimum Education’ measures the 

minimum level of formal coursework 

required of an occupation. 

If an establishment requires a diploma or 

degree, collect: 

● The degree requirement 

● Vocational time to complete 

coursework relevant to the occupation 

Exclude the portion of time for general education. 

Use the list of degrees and associated vocational time in the Education SVP 

Chart. 
41 

Education SVP Chart

Degree Vocational Time Reason 

4 years of High School None All time is general education 

4 years Vocational High 

School 

2 of 4 years 2 years are general 

education 

2 years Associate’s 

Degree 

1 of 2 years 1 year is general education 

2 years Vocational 

Associate’s 

2 years All time is vocational 

4 year Bachelor’s 2 of 4 years 2 years are general 

education 

5-Year 

Bachelor’s/Master’s 

3 of 5 years 2 years are general 

education for undergraduate 

Master’s All post-graduate years 

(usually 1 to 2 years) 

All time is vocational 

Professional All post-graduate years 

(usually 2 to 4 years) 

All time is vocational 

Doctorate 4 years All time is vocational 

Modified from The Revised Handbook for Analyzing Jobs, U.S. Department of 

Labor, Employment, and Training Administration, 1991, Chapter 8. 

If no formal education is required, collect the requirements for reading and 

writing. The ability to read and write includes any language used in the 

establishment. 

Verify reading and writing requirements, even when a driver’s license is required 

– not all states require a written driver’s license test. 
42 

Examples of ‘Minimum Education’ Action Reason 

An accountant at a manufacturing facility is 

required to have a 4-year Bachelor’s degree 

in Accounting. 

Collect 2 years of 

vocational 

education 

Exclude 2 years 

of general 

education 

A research biologist is required to have a PhD 

in the biological sciences. The respondent 

says that after a Bachelor’s degree, a PhD 

typically requires 3 years of coursework and 

between 1 to 5 years to complete a 

dissertation. Average time to complete a 

dissertation is 3 years. 

Collect 2 years, 

Bachelor’s + 3 

years, PhD 

coursework + 1 

year, dissertation. 

1 year for 

dissertation - 

count only the 

minimum time 

required 
43 

5_03 How to collect ‘Pre-employment 

Training’ 

‘Pre-employment Training’ is the amount of 

time needed to complete required training 

before being hired. 

Include: 

 Formal apprenticeship training 

 Vocational training 

 Training required prior to a licensure 

or certification test 

 Licensure and certification classes 

Exclude: 

 Licensure or certification examination time 

 Time spent on optional exam preparation classes 

 Licenses or certifications that require no classroom time 

If the same pre-employment training occurs in different lengths of time or 

configurations, collect the pre-employment training time in hours. See the 

example of the after-school childcare workers, below. 
44 

Examples of ‘Pre-employment Training’ Action Reason 

The company hires journey-level welders. 

The union requires that welders complete 3-

months of classroom training and a 4-year 

apprenticeship to be designated journeylevel. 

Collect all 51 

months preemployment 

training time 

Meets criteria 

After-school childcare workers are required to 

complete a 5-hour CPR/Lifesaving course 

prior to employment. The course is typically 

offered in one 5 hr. class, or 5 one-hour 

classes. 

Collect 5 hours as 

pre-employment 

training time 

Meets criteria 

The state requires all restaurant servers be 

certified food handlers. Certification involves a 

written test and no class time. 

Do not collect Certification is a 

test only 

A fundraiser pursues certification from a 

professional association. Certification is not 

required for her job. 

Do not collect Certification is 

not a job 

requirement 
45 

5_04 How to collect ‘Experience’ 

 ‘Experience’ measures the amount of 

prior relevant work activity. 

Include:

● Skills acquired or used in a similar 

job 

● Progressively responsible levels of 

work 

● Broad, yet related, vocational capabilities

Exclude non-vocational experience requirements, such as attendance history or 

a general requirement of previous employment. 

If the respondent provides a range, document the range and code the least 

amount of time required. 

If a company requires either education or experience, collect the option that 

involves the least time. 

Do not code minimum education and minimum experience unless the company 

requires that combination. 

Examples Action Reason 

An office requires that secretaries have at least one 

year of prior clerical experience. 

Collect 

one year 

Meets criteria 

A police captain must have one-year of experience 

as a sergeant and one year of experience as a patrol 

officer. 

Collect two 

years 

Meets criteria 

A fast food worker must have a history of good work 

attendance. 

Do not 

collect 

Non-vocational 

experience 

A cashier must have one year of general work 

experience to demonstrate reliability. 

Do not 

collect 

Non-vocational 

experience 
46 

5_05 How to collect ‘Post-employment 

Training’ 

 ‘Post-employment Training’ measures 

the amount of training time occurring 

after an employee has been hired. 

Include: 

 Time an employee takes to 

learn basic job tasks while 

being actively taught by a 

supervisor or more experienced employee. 

 This includes on-the-job training with verbal and written instruction, 

demonstration and observation, hands-on practice, or imitation. 

 Coursework - vocationally relevant classes or training needed to do the 

job, including in-plant or internal company training 

 Time spent shadowing 

Exclude: 

 Continuing education 

 Time spent learning tasks that are beyond the basic requirements of 

the job 

 Orientation on topics such as company policies, work place rules, or 

company benefits 

 Time during the probationary period that does not overlap active 

training 

 Coaching for job development 
47 

Examples Action Reason 

A meat cutter is required to take a one-week food 

safety course during the first month of employment. 

Collect 1 

week 

Meets criteria 

A newly hired custodian shadows a lead worker for 

one day to learn how to operate a buffing/waxing 

machine and use chemicals. 

Collect 1 

day 

Meets criteria 

New restaurant servers receiving OJT from 

experienced servers on a 3-hour lunch shift. 

Collect 3 

hours 

Count only time 

spent in training 

New teachers are assigned an experienced teacher 

as a mentor that provides guidance throughout the 

new teacher’s first year. 

Do not 

collect 

No active training 

occurs 

New and experienced firefighters are required to do 3 

hours of training per shift on an ongoing basis. 

Do not 

collect 

Continuing 

education 

Collecting post-employment training for non-standard work schedules 

If a work schedule is not 8/40/52 and post-employment training time is less than 

1 month: 

 Clarify whether training time follows the work schedule or has a unique 

schedule. For example, a part-time worker may work full-time on 

training days. 

 Collect and code the total number of hours of training. 

Coding post-employment training: standard vs. non-standard schedules 

Training Full Time (8/40/52)

Code As 

Full Time (12/36/52)

Code As 

Part Time (4/20/52)

Code As 

1 week 1 week 36 hours 20 hours 

1 day 1 day 12 hours 4 hours 

2 weeks 2 weeks 72 hours 40 hours 
48 

5_06 Avoiding errors that can result in over- or understatement 

Coding minimum education when post-graduate degrees are required 

If a Master’s, Professional, and/or Doctorate degree are present, a Bachelor’s 

degree must also be coded. 
49 

When to use “Unknown” and “Not required” 

An SVP component that cannot be determined is different from an SVP 

component that is not required. 

If an SVP component cannot be determined or is unavailable, code it “unknown” 

in CIERA. 

If an SVP component is not present, code it as “not required” in CIERA. 

WARNING: Coding “Not required” for an SVP component when presence or 

duration is unavailable may understate the actual SVP. 

Example: Respondent does not know if there is a minimal educational 

requirement, but can confirm a requirement for one-year prior experience. 

Code: ‘Minimum Education’ is “unknown” and ‘Experience’ is 1 year. 

Coding a non-levelable job 

If a job is non-levelable and it is not possible to collect an SVP element 

accurately, code the SVP element as “unknown.” 

Coding “0” or “not required” will give the job an artificially low SVP level. 

Example: Lead Actor in a Theatre Company

Preparation Required Code As: 

None specified, but respondent states that they would 

not cast someone with no prior acting experience as the 

lead actor. 

Experience “Unknown” 

Four yr. drama degree. Five yrs. prior acting experience 

and 2 yrs. on-the-job experience. 

Bachelor’s degree – 2 

years; Experience – 7 

years 

How to collect concurrent SVP time 

Count overlapping time elements (‘Experience’, ‘Pre-‘and ‘Post-Employment 

Training’ time) once to avoid overstating the SVP requirements of the occupation. 

Code overlapping time between ‘Pre-employment Training’ and ‘Experience’ as 

‘Experience’. 

Code the presence of the certification or license requirement. 
50 

Example 1: Concurrent time, experience, pre-employment 

Scenario: To get a job as a police detective in a small municipality, a worker 

needs a minimum of two years prior experience as a police officer. At the 

same time, candidates must complete coursework and a written exam. 

Code: The candidate completes the coursework concurrently with the two 

years of prior experience as a police officer. Indicate the requirement for prior 

experience, and code ‘2 years’ for experience time. Code ‘Yes’ for preemployment training and code ‘0’ for training time. Written exams do not 

count for SVP. 

Example 2: Concurrent time, overlapping experience, certification 

Scenario: To be hired as a project manager, a worker needs a minimum of 

five years prior experience in project management. Candidates must also be 

PMP certified, which requires at least 3 years prior experience and 35 hours 

of training to sit for the exam. 

Code: The candidate completes the certification hours within the 5 years of 

experience. Code ‘5 years’ for experience time. Indicate the presence of a 

certification requirement and code ’0’ for training time. 

Example 3: Concurrent time, overlapping training, post-employment 

Scenario: A BLS field economist (FE) spends 6 months completing on-the -

job training. During this period, the FE takes one week of National Office 

collection training. 

Code: The week of training happens during the 6-month OJT period. Code ‘6 

months.’ There is no separation of post-employment training types. 

 5_07 Computing SVP Level 

Field economists do not need to calculate the overall SVP level of an occupation. 

CIERA assigns the overall SVP level by summing the time entered for each of 

the four individual SVP components. 

Note: If any of the four SVP elements is coded as “Unknown,” the system cannot 

compute an overall SVP level. 

Understanding SVP levels and job skill levels 

It is essential to have a conceptual understanding of how each element sums to 

derive an overall SVP. 

Lower- skilled jobs have shorter preparation times than higher-skilled jobs. As a 

result, a small increase in preparation time can significantly change the SVP level 

for unskilled and semi-skilled occupations, while having little impact on the SVP 

levels for skilled occupations. 
51 

SVP Calculations and Levels 

Skill Level SVP 

Level 

Preparation-Time 

Unskilled 1 Short Demonstration Only (4 hours or less) 

2 Anything beyond short demonstration up to and including 1 

month 

Semiskilled 

3 Over 1 month up to and including 3 months 

4 Over 3 months up to and including 6 months 

Skilled 5 Over 6 months up to and including 1 year 

6 Over 1 year up to and including 2 years 

7 Over 2 years up to and including 4 years 

8 Over 4 years up to and including 10 years 

9 Over 10 years 

Calculating SVP – an example 

The example below illustrates what is included and excluded from SVP as well 

as how overall SVP level is calculated. 

Job Title: Bookkeeper 

Job Description Requirements: At least 6 months experience in 

bookkeeping or an Associate’s degree 

Additional Information Provided by Respondent: 

 Need high school diploma or GED 

 Works with an assistant who demonstrates what to do for about 3 

weeks. 

 90 day probationary period 

 Verified accuracy of job description 

SVP Calculations and Level 

When either experience or education will meet requirements, count the one 

that involves the least time. Do not include probationary periods. 

Minimum Education = High School only = 0 SVP 
52 

Experience = 6 Months = 26 Weeks SVP 

Pre-Employment Training = None = 0 SVP 

Post-Employment Training = 3 Weeks OJT = 3 Weeks SVP 

SVP = Education + Experience + Pre-Employment Training + PostEmployment Training 

0 + 26 + 0 + 3 = 29 Weeks 

29 Weeks = 6.692 Months = SVP 5 

NOTE: In the example above, the probationary period is not counted as postemployment training. 
53 

Chapter 6: Cognitive Elements 

6_01 Overview......................................................................................................................... 55

6_02 Collecting ‘Decision‐making’ ............................................................................................ 55

Examples of Decision‐Making for Positions within Occupations

6_03 Collecting ‘Supervision’.................................................................................................... 58

Examples of ‘Supervision’

6_04 Collecting ‘Pace’ .............................................................................................................. 60

How to collect ‘Pace of the Work’

How to collect the ‘Control of Work Pace’

Examples of ‘Control of Pace’

6_05 Collecting ‘Adaptability’................................................................................................... 64

How to collect the change in Work Routine:

6_06 Collecting ‘Work‐Related Personal Interactions’ .............................................................. 67

How to collect frequency of contact

How to collect the type of interaction

Examples: how to collect ‘Work‐Related Personal Interactions’
54 

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55 

6_01 Overview 

The cognitive demands of an occupation are the need to use judgment, make 

decisions, and adapt to changes in the job. 

ORS collects the following cognitive demand elements: 

 Decision-making 

 Supervision 

 Pace 

 Adaptability 

 Work related personal interactions 

6_02 Collecting ‘Decision-making’ 

Ask the respondent about the type of decision-making required to perform the 

tasks of an occupation. 

Collect the highest level of decision-making used, NOT the number of decisions 

that a worker is required to make in a work period. 

Levels of decision-making vary by the amount of independent judgment a worker 

uses to form a decision. A worker may use one of four different levels of 

decision-making: 

1. Little or no decision-making. A worker performs routine tasks with little or 

no variation or need for judgment. 

2. Makes straightforward decisions from a set of choices in familiar 

situations. The worker experiences familiar situations and chooses from a 

limited number of appropriate actions. The worker is trained to recognize 

facts, identify situations, and respond appropriately using a limited amount 

of information. The specific action the employee needs to take is 

predetermined. (If A, then B). 

3. Makes straightforward decisions by assessing situations and possible 

outcomes. A worker must identify familiar situations and choose between 

various options to respond. Information to make decisions is available, but 

the worker must use a degree of judgment to determine the best possible 

response. (If A, then B or C). 

4. Makes decisions by assessing uncertain or conflicting situations. This last 

level is broad and covers many different types of decision-making. At this 

level, a worker must consider the facts that are immediately present and 

use judgment to evaluate the choices and consequences of each option. 

Include any decision-making that meets or exceeds this description in this 

level. 
56 

Examples of Decision-Making for Positions within Occupations 

Decisionmaking Job Title Description 

Little or No 

Decisionmaking 

Nursing Aide Changes linens, delivers and removes food 

trays, and records basic information as 

instructed. 

Billing and 

Collections Clerk I

Enters invoicing and billing data and 

generates reports. 

Straightforward 

Decisions from 

Set Choices 

Nursing Assistant 

I 

Takes vital signs, collects specimens, and 

requests information from the patient based 

on the diagnostic tests scheduled. 

Billing and 

Collections Clerk 

II 

Notifies customers of delinquent accounts. 

Posts payments, prepares statements, and 

refers delinquent accounts to collections. 

Guard Checks identification and grants access to 

guests as they enter the premises. Makes 

phone calls as necessary for authorization. 

Denies entry to unauthorized visitors, and 

calls for assistance if needed. 

Assessing 

Situations and 

Possible 

Outcomes 

Nursing Assistant 

II 

Recognizes differences between patient's 

conditions, ability for self-care, and varies the 

nursing care accordingly. 

Billing and 

Collections Clerk 

III 

Approves new credit accounts. Resolves 

invoicing and payment issues. Provides 

management with short-term accounts 

receivable collection forecasts. 

Security Guard I Determines when and how situations require 

additional resources for response, including 

type of assistance (EMT, Police, Fire). Also, 

directs responders once they arrive and 

monitors the situation. 

Community 

Health Nurse 

Performs home visits, provides nursing 

services, and identifies counseling, referral, 

and follow-up care for adults and families. 
57 

Assessing 

Uncertain or 

Conflicting 

Situation 

Billing and 

Collections Clerk 

IV 

Manages portfolio of accounts, works with 

internal and external groups to resolve 

payment issues, advises all parties of any 

action due and assists in the month-end 

accounting close. 

Security Guard II Is trained to deal with a variety of situations, 

and actively decides the best course of action 

for any situation that arises. Takes an active 

role in controlling the situation until 

emergency services arrive. 
58 

6_03 Collecting ‘Supervision’ 

This question refers to work direction 

and review received. Does the 

supervisor monitor the occupations very 

closely and/or give verbal instructions? 

There are four levels of supervision: 

1. Detailed instruction and help 

are always provided. A worker 

receives frequent and thorough 

review of work, including basic reminders on how to perform routine tasks. 

Work is thoroughly checked for accuracy or completeness. In some cases, 

this check may be automated, but a supervisor receives quality reports 

and provides feedback. 

2. Detailed instruction and help are provided when needed. Review of 

work may be frequent, but emphasizes the quality of completed 

assignments rather than monitoring each detailed step necessary to 

complete the work. 

3. General instructions are provided and help is given when requested.

Review of work is occasional and emphasizes accomplishments of broad 

work objectives. 

4. Only broad objectives are provided. Review of work is infrequent and 

focuses on effectiveness. 
59 

Examples of ‘Supervision’ 

Supervision Job Title Description 

Detailed Instruction 

and Frequent 

Review

Telemarketer Works under constant 

monitoring to ensure 

adherence to law and policy. 

Production worker helper Works under constant 

monitoring. Assist production 

workers by supplying and 

holding materials or tools. 

Detailed Instruction 

and Review of 

Quality for 

Completed 

Assignments

Factory Worker Receive instruction when 

beginning job, results are often 

evaluated in the product not 

on an individual basis. 

Wait Staff Receives standards and 

expectations for customer 

service, table service, and 

food delivery. Restaurant 

manager verifies standards 

are being followed. 

General Instruction 

and Review of 

Broad Work 

Objectives 

Junior Sales Representative Receives instructions then 

determines how to meet 

objectives. The supervisor 

ensures objectives are met. 

Broad Objectives 

Provided and 

Review of Results 

Only 

Factory Plant Director Is made aware of objectives, 

and is only evaluated on the 

efficiency and achievement of 

those objectives. 

Senior Sales Representative Receives assignments and 

overall timelines. Performance 

is reviewed based on 

response rates and overall 

quality achieved. 
60 

6_04 Collecting ‘Pace’

Pace of work is the speed needed for 

performing the work tasks. 

Pace can be the actual rate required of 

workers to complete repetitious tasks, 

or the rate at which workers are 

expected to respond to a variety of incoming projects. 

An example of an occupation where 

repetitious tasks drive the pace is a production line worker. An example of an 

occupation that must respond quickly to a variety of tasks is an operations 

manager. 

There are two components to ‘Pace’: 

 Pace of Work 

 Control of Work Pace 

How to collect ‘Pace of the Work’ 

Collect the rate at which a worker performs tasks. There are four rates: 

1. A slow pace is unhurried and the workload is constant. A worker may have 

sufficient time between tasks to complete the previous one and may 

spend time observing or waiting. 

2. A moderate pace is steady and the workload is constant. On rare 

occasions, there may be episodes of faster paced work. 

3. A fast pace is rapid and the workload is constant. A worker has little 

downtime between completing a task and performing another task or 

receiving a new assignment. 

4. A variable pace means that the pace changes repeatedly throughout the 

day or from day-to-day. There are frequent and markedly faster and 

slower periods of work driven by changing workload demands. 
61 

Pace of 

Work 

Job Title Description 

Slow Pace 

Security guard A Watches over property or people. Large 

portions of time are spent waiting and 

monitoring from a stationary location. 

Lab technician Monitoring experiments and tests, assists in 

running equipment and endures long 

pauses while testing proceeds

Moderate 

Pace 

Security Guard B Screens employees and visitors entering the 

facility; and walks standard patrols on a 

rotating basis with other guards

High school teacher Teaches classes, prepares lesson plans, 

and sponsors school organization. The 

teacher maintains a regular schedule of 

classes. 

Fast Pace 

Stock exchange floor trader Constantly makes inquiries into stock prices; 

and buys and sells stocks in a bustling 

environment.

Customer service representative Answers incoming calls from an automated 

queue. Calls are constant and productivity is 

monitored. 

Variable 

Pace 

Tollbooth cashier Collects tolls and makes change. The 

pace of work depends on the number of 

vehicles using the road 

Police officer Monitors the police band, fills out 

paperwork, and responds to calls. The 

work is a mix of occasional fast-paced 

situations and slow-paced duties. 

Event planner Makes logistical arrangements for 

clients, contacts vendors, and 

supervises events. The pace of work 

varies at each stage of logistics. 
62 

How to collect the ‘Control of Work Pace’ 

The ‘Control of Work Pace’ captures what controls the rate of work. There are 

two options: 

1. Work-driven. Work process drives the pace and the worker must keep 

up and continuously meet production standards. Typically one of the 

following conditions exists: 

● The worker has limited or no ability to control the work pace. 

● The worker must complete tasks with little or no influence on the 

timeline. 

● The worker in a production environment interacts with moving 

parts, assembly lines, and machines whose speed cannot be 

controlled by a single worker. 

● The worker performs tasks in response to an external demand, 

such as a customer placing a counter order. 

2. Worker-driven. Worker controls the pace. Typically the following 

conditions exist: 

● Tasks are worker-driven when the worker has flexibility in how 

assignments are completed. 

● The worker can adjust when and how quickly tasks are 

completed. 

● There may be tight, broad, or no deadlines, but the worker has 

some control over the amount of work completed within any 

specific period. 

If the employee has some control over certain tasks and not over others, code 

this as ‘Work Driven.’ 
63 

Examples of ‘Control of Pace’ 

 Collect 

As 

Reason 

A firefighter responds to emergency calls 

received. 

Workdriven External demand 

A retail sales person responds to customer 

needs. 

Workdriven External demand 

A website technician prepares, uploads, and 

creates links to content within 4 hours of 

receiving assigned material. 

Workdriven Task is completed on a 

predetermined timeline 

An assembler is expected to complete at least 

16 widgets per shift. 

Workdriven Production environment 

A sales representative determines whether to 

schedule appointments or write up schedules, 

number of calls per day, etc. to meet goals. 

Workerdriven Worker controls the 

daily pace within larger 

timeline 

A researcher determines the overall project 

timeline, tasks, and work accomplished on 

specific days. 

Workerdriven Worker controls the 

schedule 
64 

6_05 Collecting ‘Adaptability’ 

Some occupations require adaptation to 

changes in work routines. An 

occupation’s work routine consists of 

its work tasks, work schedule, and work 

location as generally performed. 

The need to adapt is measured through 

the frequency and the source of 

change. Change does not have to be 

unpredictable to be counted as a change to work routine. 

Collect a separate answer for each element of the work routine: work tasks, work 

schedule, and work location. 

Work Tasks are the regular duties of an occupation. Changes in work tasks 

include new work assignments, tasks that occur infrequently throughout the year 

or irregular tasks. Do not consider a supervisor changing priorities from one 

normal job task to another as a change in work tasks. 

Use the following aids when collecting work tasks: 

 Task list 

 Scope of the job 

 Specific physical actions required to complete work 

 How and with what (tools, equipment) tasks are completed. 

Work Schedule is the regular work hours and days for the occupation. A change 

in work schedule includes unscheduled overtime, unexpected weekend hours, or 

an unexpectedly shortened workday. Do not consider standard variable or 

rotating shifts, such as those experienced by nurses or police, as changes to the 

work schedule. 

Work Location is the site where a worker performs typical duties of an 

occupation. Include location changes that are required by the job, such as when 

emergency workers respond to calls or construction workers change sites. 

Changes in work location may accompany changes in work tasks or schedule. 

Do not consider moves to different buildings located in the same vicinity (such as 

a single corporate campus), unless the move to a different building is not part of 

the regular routine. 
65 

How to collect the change in Work Routine: 

Determine the frequency at which work tasks, schedule, and location change for 

an occupation. Collect a separate answer for each. 

There are four rates of change: 

 Rarely or never changes. There is no change, unless it is a permanent 

change. 

 Sometimes changes. There are changes several times a year to meet 

business needs, including temporary changes and seasonal variations. 

Include changes that occur on a predictable basis throughout the year. 

 Often changes. Changes occur on an unpredictable basis to meet 

business needs. Changes are forces internal to the organization. 

 Always changes. Change to the work routine is frequent and driven by 

forces external to the organization. For example, a psychologist working 

with a natural disaster response team experiences changes to work 

location and schedule. 
66 

Examples of how to collect Adaptability 

Job Description Work Task Work 

Schedule 

Work 

Location 

An elementary school 

music teacher teaches 

classes at ABC 

elementary on M, W, F, 

and XYZ elementary on T, 

TH from 9 AM to 3 PM 

each day. Winter and 

spring concerts may be 

held at other locations. 

Rarely or 

never 

changes 

Rarely or 

never 

changes 

Sometimes 

changes 

A cashier at a local 

grocery store works the 

register on shifts that 

frequently change. When 

staff is short, the cashier 

also helps with stocking 

shelves and unpacking 

deliveries. 

Sometimes 

changes 

Often 

changes. 

Rarely or 

never 

changes 

A landscaping 

crewmember rotates 

between the lawnmower, 

string trimmer, and leaf 

blower at different work 

sites throughout the day. 

Shifts vary seasonally. 

Rarely or 

never 

changes 

Sometimes 

changes 

Often 

changes 

A firefighter fights fires in 

high-rise commercial 

buildings or private 

residences. Through the 

course of the year, the 

firefighter rotates through 

various roles on the truck 

and may assist with forest 

fires. 

Sometimes 

changes 

Sometimes 

changes 

Always 

changes 
67 

6_06 Collecting ‘Work-Related Personal 

Interactions’ 

Interaction is the ability to cooperate 

with others, handle conflict, and 

respond to social cues, requests, and 

criticism. 

‘Work-Related Personal Interactions’ 

measures both the frequency and type 

of work-related verbal interactions, 

while distinguishing between regular and other types of contacts. 

Regular contacts are those people with whom a worker has an established 

working relationship. Regular contacts include: 

 Co-workers with whom the worker regularly works 

 Clients, customers or students seen on a regular basis 

 All other contacts with whom the occupation regularly works 

Regular contacts may not include everyone in the worker’s organization or work 

location. 

People with whom the worker has no established working relationship, including 

the public, fall in the ‘Other’ category. 
68 

Examples Collect 

As 

An accountant works with a clerk assigned to his/her department. Regular 

A treasurer works with the same CPAs for two weeks, twice annually, to 

complete audits. 

Regular 

An elementary teacher works with students in his/her class. Regular 

A non-local builder goes to the city council to get a variance for a housing 

development plan. 

Other 

A professor of law and professor of psychology both work on the same 

campus for the same large public university, but do not work together. 

Other 

How to collect frequency of contact 

Collect the frequency of work-related verbal contact with ‘Regular contacts’ and 

‘Other contacts.’ Exclude exchanges that are optional social contact, not required 

to perform the work. If the frequency of contact changes during the workday, 

code the most frequent level experienced. Use the following frequency 

categories: 

 Ongoing (Constantly, every few minutes) 

 Several times an hour (More than once per hour, but not constantly) 

 Hourly or Semi-Hourly (More than once per day, but not more than once 

per hour) 

 Daily or Less (No more than once per day; includes never) 

How to collect the type of interaction 

Collect the type of work-related verbal interaction the occupation has with 

‘Regular contacts’ and ‘Other contacts.’ If there is variation, use the following 

categories: 

 Very structured (Exchanging straightforward, factual information) 

 Structured (Coordinating work with others, solving recurring problems 

with cooperative parties) 

 Semi-structured (Some gentle persuading, soft selling, discussing) 

 Unstructured (Influencing, hard selling, asserting control in situations) 

 Very unstructured (Resolving controversial or long-range issues, 

defending, negotiating) 
69 

Type of 

Interaction 

Job Title Description 

Very 

Structured 

Fast food 

worker 

Notifies another worker that customer food 

orders are ready. 

Structured Shift 

manager 

Coordinates the tasks and breaks of fast 

food crewmembers. 

Semistructured 

Store 

manager 

Resolves worker issues, and discusses 

strategies for meeting franchise sales 

goals with shift managers and 

crewmembers. 

Unstructured Regional 

manager 

Increases sales by engaging store 

managers and staff in new sales 

strategies; leads meetings to explain 

policy changes; and implements changes. 

Very 

Unstructured 

Franchise 

owner 

Negotiates with the corporate office for a 

better deal, and works with regional 

managers to resolve issues that have a 

long-term impact on franchise growth and 

sales. 
70 

Examples: how to collect ‘Work-Related Personal Interactions’ 

 Regular or 

Other 

Frequency 

of Contact 

Type of 

Contact 

A tollbooth worker takes payments and 

makes change for more than 500 

drivers passing through the toll lanes 

during an eight-hour shift. Each day 

the worker attends a ten-minute staff 

meeting where the supervisor reviews 

basic information and safety issues. 

Regular 

contacts 

(supervisor, 

co-workers) 

Daily or 

Less 

Structured 

Other contacts 

(public) 

Ongoing Very 

Structured 

A psychologist meets with clients 

seeking help with personal issues. 

Most clients schedule recurring 

appointments. However, once every 

few weeks, a client comes once and 

never returns. 

Regular 

contacts 

(recurring 

clients) 

Hourly or 

semi-hourly 

Semistructured 

Other contacts 

(one-time 

clients) 

Daily or 

Less 

Semistructured 

 
71 

Chapter 7: Physical Demands 

7_01 Overview......................................................................................................................... 73

Concurrent Physical Demands

How to collect Physical Demands

7_02 Collecting ‘Sitting’ vs. ‘Standing/Walking’ ........................................................................ 75

How to collect ‘Sitting’ vs. ‘Standing/Walking’

When to collect ‘Sitting vs. Standing/Walking At Will’

7_03 Collecting ‘Lifting/Carrying’.............................................................................................. 78

How to collect Lifting/Carrying:

When to use ‘Negligible’ and ‘None’

7_04 Collecting ‘Pushing/Pulling’ ............................................................................................. 82

Understanding thresholds for ‘Pushing/Pulling’

How to collect ‘Pushing/Pulling’

7_05 Collecting ‘Reaching’........................................................................................................ 86

7_06 Collecting ‘Keyboarding’ .................................................................................................. 88

How to collect the four types of ‘Keyboarding’

7_07 Collecting ‘Manipulation’................................................................................................. 90

7_08 Collecting ‘Stooping’, ‘Crouching’, ‘Kneeling’, and ‘Crawling’ ........................................... 92

7_09 Collecting ‘Climbing’ ........................................................................................................ 94

How to collect ‘Climbing Ramps or Stairs’

How to collect ‘Climbing Ladders, Ropes, or Scaffolds’

Determining the type of ‘Climbing’ with Stools and Ladders

7_10 Collecting ‘Vision’ ............................................................................................................ 97

7_11 Collecting ‘Communicating Verbally’ and ‘Hearing Requirements’ ................................... 98
72 

BLANK PAGE 
73 

7_01 Overview 

Physical Demands are the physical activities required of an occupation. We 

collect the following ten categories: 

 Sitting vs. Standing/Walking 

 Lifting/Carrying 

 Pushing/Pulling 

 Reaching 

 Keyboarding 

 Manipulation 

 Stooping, Crouching, Kneeling, Crawling 

 Climbing 

 Vision 

 Communication 

Concurrent Physical Demands 

There are many situations where an occupational task includes more than one 

physical demand. While it is important to look at the total amount of time coded 

for an occupation, it is not automatically “wrong” if the total adds up to more than 

the daily work hours. 

Examples: 

 Writing involves both gross manipulation and fine manipulation. 

 Pushing a heavy cart while standing up includes, among other things, 

pushing with hands/arms, pushing with feet/legs, gross manipulation, 

and standing/walking. 

 Making a phone call may include holding the receiver (gross 

manipulation) with one hand while dialing the phone with the other (fine 

manipulation and communicating verbally). 
74 

How to collect Physical Demands 

1. Collect presence and duration. See section 2_03 for details on calculating 

duration. 

2. Certain elements have unique collection guidelines: 

 Lifting/Carrying has unique collection guidelines. See section 7_03. 

 Climbing Ramps/Stairs - Structure has unique collection guidelines. 

See section 7_09. 

 Do not collect duration for Vision or Hearing. 

3. Apply thresholds to Pushing/Pulling and Reaching Overhead. 

4. Do not collect the physical demands related to a worker’s commute. 

5. Collect the presence of ‘One or Both’ hand/arm (foot/leg) for the following 

physical demand data elements: 

 Pushing/Pulling – hand/arm, foot/leg, and feet only 

 Manipulation – Gross, Fine and Foot/Leg Controls 

 Reaching – At/Below Shoulder and Overhead 

Collect work as generally performed. Exclude accommodations. 

If any task requires BOTH hands/arms (feet/legs), code as BOTH. 

Code as ONE only if all of the work can be completed using one hand/arm 

(foot/leg). 

6. To avoid overstatement, do not break the Physical Demands elements 

into narrower individual components. 

For example, code an Administrative Assistant typing on a computer as 

Keyboarding, only, and do not include this time in Gross and Fine 

Manipulation. 
75 

7_02 Collecting ‘Sitting’ vs. 

‘Standing/Walking’ 

There are three components to this 

element: 

 Sitting 

 Standing/Walking 

 Sitting vs. Standing/Walking at 

Will 

A worker is always either ‘sitting’ or ‘standing’. 

How to collect ‘Sitting’ vs. ‘Standing/Walking’ 

 ‘Sitting’ is present when one of three conditions exists: 

 A worker remains in a seated position. This includes active sitting. For 

instance, a bicyclist sits but pushes/pulls with his feet/legs. 

 A worker is inactive and seated or prone. For instance, a medical resident 

on call for a thirty-hour shift taking a strategic nap is sitting. 

 The worker may choose between sitting and standing. 

‘Standing/Walking’ is present whenever a worker is not sitting or prone. 

Collect the actual daily hours that a worker spends sitting OR standing/walking. 

The total amount of time coded for these two elements must add up to the 

daily work schedule. 

Example: A teller chooses whether to sit or stand for 3 hours per day while 

working at the drive-thru window. The rest of the day the teller is either 

standing at the counter, stooping to access the under-counter safe, or walking 

to escort customers to safety deposit boxes. The work schedule is 8/40/52. 

Collect: 

Sitting: 3 hours per day 

Standing/Walking: 5 hours per day 

Total: Sitting for 3 hrs. + Standing for 5 hrs. = 8 hour work day. 
76 

Examples - Choosing Between ‘Sitting’ and ‘Standing/Walking’ 

Sitting 

An OTR truck driver drives a tractor- trailer. 

A police officer rides a bicycle to patrol traffic. 

A landscaper mows a residential lawn with a seated mower. 

Standing/Walking A pest control worker crawls in an attic to apply pesticides. 

A landscaper stands on a zero-turn-mower to mow residential 

lawns. 

When to collect ‘Sitting vs. Standing/Walking At Will’ 

Collect the presence (yes/no) of ‘Sitting vs. Standing/Walking at Will.’ 

The ability to alternate between sitting and standing/walking at will is present 

when the following conditions exist: 

 A worker has the flexibility to choose between sitting and standing 

throughout the day. 

 There is no assigned time during the day to sit or stand. 

 No external factors determine whether an employee must sit or stand. 

When collecting for this element, include documentation for the activities 

described in the typical day. 

Exclude scheduled breaks and lunch breaks. 

Note: Driving does not necessarily negate the ability to sit/stand at will. If the 

employee may stop as needed, the ability to alternate between sitting and 

standing at will is present. 
77 

Examples of ‘Standing At Will’ Collect 

As

Reason

A pharmaceutical sales rep driving to clients can choose 

when to make trips and additional stops. 

At Will is 

‘Yes’ 

Meets criteria 

An office clerk can choose when to file and typically 

stands while filing invoices. 

At Will is 

‘Yes’ 

Meets criteria 

An event parking lot attendant must stand when cars are 

entering the parking lot to accept payment and direct 

cars. 

At Will is 

‘No’ 

External 

factors 

A security guard chooses to sit or stand, except when he 

walks to investigate suspicious situations. 

At Will is 

‘No’ 

Worker does 

not choose 

An over-the-road truck driver must meet a delivery 

schedule. He stops only for fuel and weigh stations. 

 At Will is 

‘No’ 

Worker does 

not choose 
78 

7_03 Collecting ‘Lifting/Carrying’ 

‘Lifting’ is raising or lowering an object 

from one level to another. This includes 

upward pulling. 

Example: An assembly line worker lifts 

cans, jars, or bottles from cardboard 

boxes and places them on a conveyor. 

‘Carrying’ is transporting an object, 

usually by holding it in the hands, arms, or on the shoulders. 

Example: A construction worker carries lumber around the worksite by hand 

and uses a tool belt to carry a hammer, flat bar, screwdriver and other hand 

tools. 

How to collect Lifting/Carrying: 

1. Collect the presence and duration of task-related lifting/carrying that 

occurs as work is generally performed. Use the duration levels to 

categorize the data. The duration levels are: 

 Seldom: up to 2% of the day 

 Occasional: 2% up to 1/3 of a day 

 Frequent: 1/3 up to 2/3 of a day 

 Constant: 2/3 or more of a day 

2. Document when a lifting/carrying an object does not require hands. For 

example, a worker carrying a tool belt experiences gross manipulation 

when lifting the belt and zero gross manipulation while carrying it. Collect 

this as lifting/carrying and document the gross manipulation. 

3. Ask the following questions when collecting data: 

What is the most weight ever lifted/carried by the occupation? 

It takes more strength to lift something for longer lengths of time, so the 

weight that a worker lifts ‘up to 2% of the day’ is often heavier than that 

lifted more frequently. 

How often is this weight lifted/carried? 

Verify that the weight lifted and duration are an expectation of the 

occupation and are not by chance or voluntary.

What is the most weight carried at every other duration level? 

As the frequency of a task increases, workers often carry less weight. The 

maximum weight collected may decrease as duration increases. 
79 

4. Use the Weight and Duration Chart below to code the weight lifted/carried 

by duration. Always round weight up to a whole number. 

Weight and Duration Chart 

Constantly

(2/3 or more) 

Frequently

(1/3 up to 2/3) 

Occasionally

(2% up to 

1/3) 

Seldom

(Up to 2%)

None Negligible (up to 1 

lbs.) 

Up to 10 lbs. Up to 10 

lbs. 

Negligible (up to 1 

lbs.) 

Up to 10 lbs. 11-20 lbs. 11-20 lbs. 

Up to 10 lbs. 11 to 25 lbs. 21 to 50 lbs. 21 to 50 

lbs. 

11-20 lbs. 26 to 50 lbs. 51 to 100 lbs. 51 to 100 

lbs. 

>20 lbs. >50 lbs. >100 lbs. >100 lbs. 

The most weight lifted ever will be the same as the most weight lifted seldom. 

Using the duration chart, select the appropriate weight range in the Seldom

column and code this in the ‘Up to 2%’ category in CIERA. 

Code the most weight collected Constantly in the ‘2/3 or more’ category in 

CIERA. This will be the same or less than the amount collected at the 

Frequently duration level. 

Code the most weight lifted Frequently in the ‘1/3 up to 2/3’ category in CIERA. 

This weight will be the same or less than the amount collected for Occasionally. 

Code the most weight lifted Occasionally in the ‘2% up to 1/3’ CIERA category. 

This weight will be the same or less than the amount collected for Seldom. 

Example: 

A worker seldom lifts 50 lbs. This is the most he ever lifts. He spends 4 hours 

of every eight-hour day lifting 20 lbs., but never lifts anything constantly. 
80 

Example: 

As part of a landscape crew, workers, performing detail trim and clean-up 

work, operate either weed trimmers or leaf blowers. Workers lift/carry the 12-

pound gas-powered lawn equipment the entire day. Three times per day, for 

10 minutes, the workers must lift portable fuel tanks to refuel equipment. The 

portable fuel tanks hold 5 gallons of gas and weigh approximately 30 

pounds. The workers do not need to lift or carry anything else. The work 

schedule is 8 hours/day, 40 hours/week, 52 weeks/year. 

When to use ‘Negligible’ and ‘None’ 

Use the terms ‘negligible’ and ‘none’ when collecting weight for specific duration 

categories. 

‘None’ means there is no weight lifted or carried. Use this only when coding 

weight lifted 2/3 of the time or more. 

‘None’ is not an option for the ‘frequently’ range. If a worker is not lifting or 

carrying anything frequently (that is, between 1/3 and up to 2/3 of the time), code 

this as ‘negligible.’ 

‘Negligible’ means the weight is so small that measurement is not meaningful. 

For instance, the weight of a pen, or a few sheets of paper, is not meaningful. If 

an object weighs more than one pound, it is NOT ‘negligible’. 

Use ‘negligible’ only when coding weight lifted 1/3 of the time or more. 
81 

Example: 

A sales representative, while visiting customers throughout a typical day, lifts 

pens and paper. Sometimes the representative needs to lift cabinet samples, 

weighing six pounds each, to show potential clients design and color choices. 

The cumulative time spent lifting the cabinet samples is less than 2.67 hours 

per day. 

The sales representative must also lift boxes of display materials while setting 

up a booth at the annual sales show. The boxes weigh 30 pounds each and 

the total time spent lifting these is 10 minutes. The representative does not lift 

any object for more than 5 hours and 20 minutes in a day. The work schedule 

is 8 hours/day, 40 hours/week, 52 weeks/year. 

Duration Max Weight Collected

2/3 or more None 

1/3 up to 2/3 Negligible 

2% up to 1/3 6 pounds 

Up to 2% 30 pounds 
82 

7_04 Collecting ‘Pushing/Pulling’ 

‘Pushing’ is exerting force upon an 

object so that the object moves away 

from the force. 

‘Pulling’ is exerting force upon an object 

so that the object moves toward the 

force. 

Understanding thresholds for 

‘Pushing/Pulling’ 

‘Pushing/Pulling’ is a measure of strength, not dexterity. Force or exertion must 

meet a threshold for ‘Pushing/Pulling’ to be present. 

Pushing/Pulling is present when one of two conditions exist: 

1. A worker uses ten pounds of force or more 

2. A worker uses any amount of force at a production rate 2/3 or more of 

time 

A production rate includes a constant repetition of a negligible amount of force, 

requiring considerable strength at any weight. 

Any pushing or pulling done for less than 2/3 of time requires greater force to 

meet the push/pull threshold. Any use of less than ten pounds of force that 

occurs less frequently than a production rate fails to meet the threshold for 

pushing/pulling. 

Force is an interaction that changes the motion of an object. Factors affecting 

the amount of force needed are: 

 Weight of object(s) being pushed/pulled 

 Friction, specifically pushing/pulling on a smooth vs. coarse surface 

 Incline 

Example: 

The amount of force required for a worker to pull a dolly with a weight on it 

across a flat surface or a 30-degree incline is (approximately): 
83 

Weight Flat Surface Incline 

25 lbs. 2 force pounds 11 force pounds

50 lbs. 6 force pounds 14 force pounds

100 lbs. 11 force pounds 18 force pounds

Meeting the Threshold of ‘Pushing/Pulling’ 

Examples Meets the 

Threshold 

Reason 

Pulls down a garage door manually. Yes Meets the force 

threshold 

Pulls open large drawers containing 

cadavers in the county morgue. 

Yes Meets the force 

threshold 

Pushes a patient in a wheelchair. Yes Meets the force 

threshold 

Pushes/pulls a chipper/shredder machine. Yes Meets the force 

threshold 

Pushes/pulls a commercial floor waxing 

machine 

Yes Meets the force 

threshold 

Pushes a treadle when using an industrial 

sewing machine 80% of the day. 

Yes Meets the production 

rate threshold 

Pulls open an office desk drawer, 

occasionally. 

No Does not meet either 

threshold 

Pushes a brake pedal in a passenger 

vehicle, driven occasionally. 

No Does not meet either 

threshold 

Pushes an IV stand across a patient’s 

room, occasionally. 

No Does not meet either 

threshold 

Pushes open a typical household door, 

occasionally. 

No Does not meet either 

threshold 
84 

How to collect ‘Pushing/Pulling’ 

Collect the presence and duration of pushing and pulling together. 

Separate pushing and pulling based on the part of the body used. Collect as: 

 Hands/Arms, when the upper body is used. 

 Feet/Legs, when the lower body is used. 

 Feet Only, when the pushing is done primarily by the feet from a seated 

position and upper leg muscles do not create the force. 

Note: Most pushing and pulling that occurs while walking uses arms and legs to 

apply force. 

Types of Pushing/Pulling using arms and legs include: 

 Wheelchairs 

 Commercial carpet cleaners 

 Carts 

 Walk-behind lawn mowers 

Exclude pushing/pulling actions involved in climbing ropes, ladders or 

scaffolding. 

If a task that requires a worker to operate foot/leg controls meets the minimum 

threshold for pushing/pulling, collect as ‘Pushing/Pulling.’ 

If pushing/pulling involves varying amounts of force, some of which do not meet 

the threshold, probe to get information on the type and duration of 

pushing/pulling. If the total is more than 2/3 of the workday, submit an SO-70 for 

further guidance. Code only the duration for the higher-level force when it is less 

than 2/3 of the day. Document how duration coding was determined. 
85 

Examples of ‘Pushing/Pulling’ Collect One/Both Collect 

Duration 

A technician sits and pushes, with one 

hand, a 75 lbs.-equipment cart. The 

total time pushing is 30 min. per day. 

One hand/arm only. No legs, 

because the worker sits. 

30 

minutes 

A librarian walks behind and pushes a 

very heavy two-shelf cart full of books. 

Hands/arms and feet/legs; 

both sides of the body for 

each. 

3 hours 

A swim instructor swims 4 hours out of 

an 8-hour day. 

Hands/ arms and feet/legs; 

both sides of the body for 

each. 

4 hours 

A textile worker stands at a commercial 

loom pushing/pulling with two hands to 

weave fabric for 7 hours of an 8-hour 

day. 

Both hands/arms. 

A rare example of 

standing/walking with 

hands/arms only; no feet/legs 

and no sitting. 

7 hours 

A police officer patrols a very hilly city 

on a bicycle for 6 hours of an 8-hour 

day. 

Both feet/legs. 

A rare example of push/pull 

feet/legs; no hands/arms. 

6 hours 

An excavating machine operator uses 

arms and legs to operate controls and 

pedals (clutch) for 6 hours of an 8-hour 

shift. 

Both arms and both legs 6 hours 
86 

7_05 Collecting ‘Reaching’ 

‘Reaching’ is extending the hand(s) and arm(s) in 

any direction. 

There are two types of ‘Reaching’: 

 Overhead Reaching 

 At/Below the Shoulder Reaching 

‘Reaching’ requires the straightening and extension 

of the arm and elbow, and the engagement of the 

shoulder. A worker can bend his arm at any time 

while reaching. 

Collect the duration for the entire range of motion for 

‘Reaching’, not just the time at full extension. 

‘Overhead Reaching’ is present when the hand goes higher than the head AND 

one of these conditions exists: 

1. A person bends the elbows, and the angle at the shoulders is about 90 

degrees or more. 

2. A person keeps the elbow extended, and the angle at the shoulder is 

about 120 degrees or more. 

‘At/Below the Shoulder Reaching’ is present when there is ‘Reaching’, but it 

does not meet the threshold for ‘Overhead’. 

‘Overhead’ and ‘At/Below the Shoulder Reaching’ can be present in the same 

task. 

To avoid overstatement, do not collect reaching that is involved in ‘Crawling’ or 

‘Climbing Ladders, Ropes, and Scaffolding’. 
87 

Examples: Collect As: Reason 

Picking apples from the tops of 

mature trees. 

Overhead Meets the threshold 

Filing folders in uppermost 

overhead cabinets. 

Overhead Meets the threshold 

Spotting children on uneven bars. Overhead Meets the threshold 

Hanging an IV bag on a stand. Overhead Meets the threshold 

Opening and closing stage 

curtains with a rope and pulley. 

Overhead Meets the threshold 

Reaching across a desk to answer 

the phone. 

At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Checking a car’s oil. At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Reaching in bins for sandwich 

ingredients. 

At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Loading a commercial dishwasher. At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Inserting screws into widgets. At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Reaching for the control to open a 

bus door. 

At/Below 

Shoulder 

Present, below threshold for 

‘Overhead Reaching’ 

Pruning trees and shrubs. Both types of 

Reaching 

Meets all criteria 

Attaching drywall to studs. Both types of 

Reaching 

Meets all criteria 
88 

7_06 Collecting ‘Keyboarding’ 

‘Keyboarding’ is entering text or data into 

a computer or other machine by means of 

a keyboard. 

Although ‘Keyboarding’ requires both 

‘Fine’ and ‘Gross Manipulation’, it is a 

separate element. 

‘Keyboarding’ is a measure of repetitive 

motion requiring the use of the whole hand. For example, collect typing as 

‘Keyboarding’. 

How to collect the four types of ‘Keyboarding’ 

Traditional Keyboard. Include using a stenographer’s machines, typewriters, 

laptops, computer mouse, and all aspects of using a desktop computer. 

Example: A customer service rep spends 5 hours per day entering 

information into an order system on a desktop computer. 

10-Key Pad. Include 10-key number pads, adding machines, and other devices 

with a numeric keypad. Exclude traditional phone, fax, and copy machines. 

Example: An accounting clerk uses an adding machine to settle accounts. 

Touch Screen Device. Include tablet computers; touch screen mobile phones; 

devices used by delivery drivers; and touch screen systems used in restaurants, 

bars, and fast food restaurants. 

Examples: 

 A bartender puts an order into a touch screen order-system. 

 A delivery driver records deliveries on a handheld device. 

Other. Include keyboarding devices that do not fit into one of the other three 

categories. When collecting ‘Other’ keyboarding devices, include documentation 

in the remarks section. 

Examples: 

 A salesperson communicates with customers using a Blackberry. 

 A cashier at a grocery store uses a register with a hybrid keyboard that 

has 72 flat keys and a 10-key pad. 

If a worker uses multiple devices, capture the duration for each device. 

If the respondent cannot identify the type of device used, OR the respondent 

cannot break out the duration between devices, collect duration as ‘Traditional 

Keyboard’ if this is one of the devices. Code as “Other” in remaining cases. 
89 

If a worker must use a computer monitor or a screen on another electronic 

device, then code Near Visual Acuity “yes” as a default. 

Exclude: 

 Activities that require hitting only a few keys and do not involve multiple 

fingers on the hand, such as key entries on traditional phone, fax, 

copy, and time-clock machines. Include these activities in Fine 

Manipulation. 

 Tasks collected as a part of ‘Reaching’, ‘Fine Manipulation’, or ‘Gross 

Manipulation’. 
90 

7_07 Collecting ‘Manipulation’ 

There are three types of ‘Manipulation’: 

 Gross Manipulation 

 Fine Manipulation 

 Foot/Leg Controls 

‘Gross Manipulation’ is seizing, 

holding, grasping, turning, or otherwise 

working with the hand(s). It is often 

present when lifting involves the hands. 

For ‘Gross Manipulation’, fingers are involved only to the extent that they are an 

extension of the hand to hold or operate a tool such as tin snips or scissors. 

Example: A worker uses fingers to turn a switch or shift automobile gears. 

Collect the presence and duration of gross manipulation for one or both arms. 

To avoid overstatement, do not include keyboarding, the use of a mouse, or the 

gross manipulation involved in ‘Climbing Ropes, Ladders, and Scaffolds’. 

Lifting that involves a part of the body other than hands is not considered “Gross 

Manipulation.’ 

‘Fine Manipulation’ is picking, pinching, or otherwise working primarily with 

fingers rather than with the whole hand or arm, as in ‘Gross Manipulation’. 

Collect the presence and duration of fine manipulation for one or both hands. 

A worker can use both gross manipulation and fine manipulation while 

performing a task. 

Example: A worker grasps a tape roll with one hand and pinches the tape 

lead with the other.

To avoid overstatement, do not collect keyboarding or the use of a mouse as 

“Fine Manipulation.’ 

Note: ‘Fine Manipulation’ involved in driving is rare. If it is present, collect it and 

document the circumstances. 

‘Foot/Leg Controls’ is the use of one or both feet or legs to move controls on 

machinery or equipment. Controls include, but are not limited to, pedals, buttons, 

levers, and cranks. 

Do not include time operating foot/leg controls in the duration of pushing/pulling 

with legs/feet unless it also meets the minimum exertion threshold of 

pushing/pulling. 
91 

If time operating foot/leg controls meets the threshold for pushing/pulling, collect 

it for Foot/Leg Controls and Pushing/Pulling. See section 7_04. 

Examples of ‘Manipulation’ 

Gross 

Handling a conventional phone receiver. 

Grasping combs and scissors in a salon. 

Holding lumber and handling tools when building cabinetry.

Lifting and moving packages. 

Driving a delivery van using a steering wheel. 

Using a pipe wrench. 

Fine 

Pushing buttons on a copy machine. 

Counting coins and paper money. 

Pinning and sewing garments. 

Separating groups of documents with paper clips. 

Inserting small parts on a production line. 

Adjusting calibration equipment. 

Sorting through bins of eyeglass screws. 

Stringing small beads on a wire to make a bracelet. 

Collecting tickets and handing-out receipts. 

Gross and Fine Writing. 

Foot/Leg 

Pressing a gas pedal in a delivery truck. 

Stepping on a lever to lower and raise salon chairs. 

Pressing a floor button to raise a dental chair. 

Pressing a knee lever to operate a sewing machine. 
92 

7_08 Collecting ‘Stooping’, ‘Crouching’, ‘Kneeling’, and ‘Crawling’ 

There are four posture positions: 

 Stooping 

 Crouching 

 Kneeling 

 Crawling 

Workers may use these postures to lower themselves, position themselves over 

something, or get closer to the ground. A worker cannot stoop, crouch, kneel, or 

crawl at the same time. 

The demands of a job may dictate, or the establishment may require, the use of a 

specific movement. In some cases, workers may choose the position they 

assume to perform tasks. 

If workers may choose their body position, then collect the position typically used 

to perform the job. 

Stooping Crouching

Kneeling Crawling
93 

‘Stooping’ is bending the body forward and down, bending the spine at the waist 

and leaning down towards an object or the ground. Stooping requires the full use 

of the lower extremities and back muscles. 

Examples: 

 A mechanic stoops over a car engine while making repairs. 

 A janitor stoops while emptying trashcans. 

 A hairstylist stoops while washing hair. 

‘Crouching’ is bending the body downward and forward by bending the legs and 

spine. 

Examples: 

 A bricklayer crouches to spread mortar and position bricks on lower 

parts of walls. 

 A clerk crouches when using the lower drawers of file cabinets. 

 An HVAC repairperson crouches to inspect a malfunctioning air 

conditioner. 

 A physical education teacher crouches to demonstrate the catcher 

position while playing softball. 

‘Kneeling’ is bending the legs at the knees to come to rest on the knee or knees. 

Examples: 

 A carpet installer kneels while pressing carpet firmly in place over 

strips without tacks, using hand tools. 

 An electrician kneels to connect wiring to fixtures located in cramped 

places. 

 A plumber kneels while installing piping for a radiant floor heating 

system. 

 A pest control worker kneels while placing live traps under a deck. 

‘Crawling’ is moving about on hands and knees or hands and feet. 

Examples: 

 A concrete worker crawls while smoothing and finishing the surface of 

poured concrete sidewalks. 

 An HVAC repairperson crawls through narrow spaces to reach all parts 

of a furnace. 

 An insulation installer crawls through a home’s crawlspace. 
94 

7_09 Collecting ‘Climbing’ 

‘Climbing’ is the act of ascending or descending 

stairs, ramps, ladders, ropes or scaffolding and 

similar structures using feet and legs, or 

hands/arms. 

There are two types of climbing: 

 Climbing Ramps or Stairs 

 Climbing Ladders, Ropes, or Scaffolds 

If the type of climbing present does not directly 

correspond to either of the two data elements, 

select the element that most closely resembles the 

action performed by the worker and document 

accordingly. 

Note: Do not include the use of hands, arms, and legs associated with climbing 

in the durations for gross manipulation, pushing/pulling, and reaching. These 

physical demands are contained within both types of ‘Climbing’. 

How to collect ‘Climbing Ramps or Stairs’ 

‘Climbing Ramps or Stairs’ is present when a worker ascends or descends 

ramps or stairs primarily using feet and legs. A worker may use arms and hands 

for balance only, as in holding a stair railing. 

When ‘Climbing Ramps or Stairs’ is present, determine if it is work related or 

structure related, and code accordingly. Work related means that the job would 

require climbing regardless of the company’s building. 

Climbing is work related if: 

 A worker would need to climb ramps or stairs to perform occupational 

duties in a single-level workplace. 

 A worker climbs ramps or stairs while making deliveries, home visits or 

visiting other businesses. 

 A worker uses a stepladder with wide treads and low rise, similar to stairs, 

to access materials on upper shelves. 

When climbing is work related, collect duration. 

If work related climbing is present for an occupation that typically works in only 

one place, document how the climbing relates to work. 

Examples: 

 A home health worker climbs stairs to enter a home or access different 

floors within the home of a patient. 
95 

 An apartment property manager ascends steep driveways while 

maintaining rental properties. 

 A machine operator climbs stairs to access the machine platform. 

 A worker climbs a ramp to load and unload material from a truck. 

Climbing is structure related if a single-level workplace would eliminate the 

need to climb ramps or stairs. 

If climbing is structure-related, collect presence. Do NOT collect duration. 

Examples: 

 A teacher escorts children up and down stairs in a three-story building. 

 An office manager must use stairs to access files and supplies located 

on another floor. 

How to collect ‘Climbing Ladders, Ropes, or Scaffolds’ 

‘Climbing Ladders, Ropes, or Scaffolds’ is present when a worker ascends or 

descends ladders, scaffolding, ropes, or poles, using feet/legs, and hands/arms. 

A worker typically uses both upper body and lower body in some capacity when 

climbing ladders, ropes, or scaffolds. 

If workers must climb something that requires the use of both the upper and 

lower body to climb, include it in this element. 

Examples: 

 Ascending poles to install or repair power lines.

 Climbing scaffolding to plaster a ceiling.

 Climbing a short ladder using arms and legs to reach the cab of a 

(semi) truck.

 Using arms and legs to scale the rock wall at a gym.
96 

Determining the type of ‘Climbing’ with Stools and Ladders 

There are many different types of stools and ladders. The movements involved in 

using each type as well as their visual appearance varies. 

Categorize stools and ladders as follows: 

Type Description Collect As 

Single Step 

Stool 

A small stool with one-step often used to reach 

a higher-level cabinet in a kitchen or used to 

access the top shelf in a library. A worker does 

not need to use the upper body. 

Climbing 

ramps/stairs 

Household 

Double Step 

Stool 

A stool that folds out into two stair-like steps. 

Ascent is forward and up rather than vertical. A 

worker does not need to use the upper body. 

Climbing 

ramps/stairs 

Step Ladder A ladder, typically between eight and twelve 

feet tall, with steps that fit most of the foot. 

Ascent is vertical rather than stair-like. A worker 

must use the upper and lower body. 

Climbing ladders, 

ropes, or 

scaffolds 

Traditional 

ladder 

Ladders, including extension ladders, designed 

to reach the tops of structures, with rungs rather 

than steps. A worker must use both the upper 

and lower body. 

Climbing ladders, 

ropes, or 

scaffolds 
97 

7_10 Collecting ‘Vision’ 

There are three vision elements: 

 Near Visual Acuity 

 Far Visual Acuity 

 Peripheral Vision 

‘Near Visual Acuity’ is clarity of vision at 

approximately 20 inches or less, as when 

working with small objects or reading small print. Always collect near visual 

acuity when using a computer, regardless of distance. 

Examples:

 A watch repairperson must see small parts within the watch. 

 A payroll clerk enters information in HR software. 

 A technician must read small numbers printed on electronic parts such 

as circuit board components. 

‘Far Visual Acuity’ is clarity of vision at 20 feet or more. This includes the ability 

to see a person or object at a distance and to recognize features. 

Examples:

 A park ranger observes a forest from a remote fire lookout station. 

 A delivery truck driver drives a truck in city traffic. 

 A surveyor must see distances to locate property lines. 

Code “Yes” for near visual acuity and far visual acuity when a worker is required 

to see with clarity at designated distances. 

Code “No” for near visual acuity and far visual acuity when a worker is required 

to have vision but not clarity. 

Always code ‘Far Visual Acuity’ for driving. 

‘Peripheral Vision’ is what is seen above, below, to the left or right by the eye 

while staring straight ahead. Peripheral vision may be present with driving. If it is, 

confirm its presence with the respondent and document. 

Examples:

 A security guard watches all doors and TV monitors to look for unusual 

activities. 

 A warehouse worker must stay clear of forklifts. 

 A heavy equipment operator must keep watch in all directions to 

ensure safety. 
98 

7_11 Collecting ‘Communicating 

Verbally’ and ‘Hearing 

Requirements’ 

‘Communicating Verbally’ is using the 

spoken word to exchange information 

with clients, the public, or coworkers. 

Include: 

 The ability to give detailed spoken 

instructions to other workers accurately, loudly or rapidly. 

 One directional speaking, such as lectures, broadcasts and other public 

speaking activities. 

When ‘Communicating Verbally’ is present, collect the amount of total 

conversation time, not just the time in which the worker is actually speaking. 

Examples: 

 A TV news anchor reports news in a pleasant, well-controlled voice. 

 A human resources manager explains benefits to a new employee. 

‘Hearing Requirements’ are the ability to hear, understand, and distinguish 

speech and/or other sounds, such as machinery alarms or medical codes/alarms. 

Collect the presence of ‘Hearing Requirements’ needed to complete work as 

generally performed. There are five types: 

One-on-one (in person). 

Group or conference (in person). 

Telephone (and similar remote communication devices). Include the 

ability to hear a ringing telephone, or similar device, before it is answered. 

Passage of hearing test. This refers to an occupational requirement to 

pass a hearing test prior to employment in order to perform occupational 

duties. Exclude hearing tests that simply determine pre-employment 

hearing levels. 

Other sounds. Collect job-related safety alarms on machinery in ‘Other 

Sounds.’ Exclude alarms that are not job-related, such as fire, tornado, 

weather, and other public safety alarms. 
99 

Examples of Hearing Requirements 

One-on One 

 A pollster talks with a respondent to collect data. 

 A sales representative hears a customer’s request. 

 A hospital nurse, discharging patients, listens to and answers 

questions while providing instructions. 

Group 

Conference 

 A secretary takes minutes during a board meeting. 

 A politician participates in a town hall style debate and 

responds to audience comments. 

Telephone 

 A dispatcher answers 911 calls and sends help to the given 

location. 

 A bus driver uses a walkie-talkie to communicate with her 

operator regarding the route status. 

Hearing Test A pilot must pass a hearing test prior to hire. 

Other Sound 

 A veterinary tech identifies problems by listening to sounds 

from animals under care. 

 An RN must hear and respond to patient alarms. 

 A machine operator listens for alarms to stop the machine and 

clear jams. 

 A day care center worker listens for a crying baby. 

Do Not Collect 

 A teacher must be able to hear a tornado alarm to get children 

to safety. 

 Workers in a Florida company must be able to hear and 

respond to a hurricane warning. 

 A factory worker takes a hearing test prior to start and then 

annually to measure work-related hearing loss. 

 
100 

BLANK PAGE 

 
101 

Chapter 8: Environmental 

Conditions 

8_01 Overview....................................................................................................................... 103

8_02 Collecting ‘Outdoors’ ..................................................................................................... 105

8_03 Collecting ‘Extreme Cold’ ............................................................................................... 106

8_04 Collecting ‘Extreme Heat’............................................................................................... 107

8_05 Collecting ‘Wetness’ ...................................................................................................... 109

8_06 Collecting ‘Humidity’ ..................................................................................................... 110

8_07 Collecting ‘Hazardous Contaminants’............................................................................. 111

8_08 Collecting ‘Proximity to Moving Mechanical Parts’......................................................... 114

8_09 Collecting ‘Heavy Vibration’........................................................................................... 116

8_10 Collecting ‘High, Exposed Places’ ................................................................................... 117

8_11 Collecting ‘Noise Intensity Level’.................................................................................... 118
102 

BLANK PAGE 
103 

8_01 Overview 

Collect the following Environmental Conditions: 

Environmental conditions are the surroundings in which a job is performed. We 

collect ten conditions: 

 Outdoors 

 Extreme cold 

 Extreme heat 

 Wetness 

 Humidity 

 Hazardous contaminants 

 Proximity to moving mechanical parts 

 Heavy vibration 

 High, exposed places 

 Noise intensity level 

When to collect duration for Environmental Conditions: 

 A worker experiences the condition while performing typical occupational 

duties. 

 Conditions meet any of the specified thresholds. 

 Personal protective equipment (PPE) required by the employer only 

partially mitigates exposure. 

How to collect Environmental Conditions 

Collect the duration of exposure for all environmental conditions, except ‘Noise 

Intensity Level’. Measure exposure as the worker experiences it with protective 

equipment. Document the use and type of protective equipment 

A threshold is a level at which something begins or changes. Thresholds vary for 

each condition. 
104 

Thresholds for Environmental Conditions

Environmental 

Condition 

Threshold 

Outdoors None (must meet requirements in definition) 

Extreme Cold 

(indoor and job 

related outdoor 

exposure only) 

40 degrees or below when exposed 2/3 or more of the time, or 

32 degrees or below when exposed up to 2/3 of the time 

Extreme Heat 

(indoor and job 

related outdoor 

exposure only) 

Above 90 degrees in a dry environment, or 

Above 85 degrees in a humid environment 

Wetness (nonweather only) Any contact with water or liquids and/or working in a wet area 

Humidity (nonweather only) Must be oppressive atmosphere 

Hazardous 

Contaminants 

Exposure that negatively affects the respiratory system, eyes, 

skin, or other living tissue via inhalation, ingestion, or contact 

Proximity to Moving 

Mechanical Parts 

Must present a risk of bodily injury 

Heavy Vibration Heavy vibration (not light vibration) 

Must cause a strain on the body or extremities 

High, Exposed 

Places 

Must be exposed and at risk of falling five feet or more from 

workers center of gravity. 

Must be at risk of bodily injury from falling 

Noise Intensity 

Level 

None (must meet requirements in definition) 
105 

8_02 Collecting ‘Outdoors’ 

‘Outdoors’ is present when two conditions 

exist: 

Condition 1 

 A worker performs typical job 

duties outdoors, or 

 A worker moves between 

different work sites during the 

workday.

Condition 2 

 A worker is unprotected and exposed to the elements. 

Note: A work site is considered protected when it has a roof and at least three 

sides. 

Examples Action Reason 

A teacher watches children while outdoors for recess. Collect Meets 

conditions 

A groundskeeper mows lawns and trims shrubs. Collect Meets 

conditions 

A pharmaceutical sales rep walks to and from the car 

with each client visit. 

Collect Meets 

conditions 

An employee commutes to and from the workplace. Do not 

collect 

Not workrelated 

A miner works in an underground mine. Do not 

collect 

Not outdoors 

An archeologist inspects artifacts in a tent at the dig 

site. 

Do not 

collect 

Not exposed 
106 

8_03 Collecting ‘Extreme Cold’ 

‘Extreme Cold’ is present when two conditions exist: 

Condition 1 

 Workers are exposed to 40 degrees F or 

colder temperatures for 2/3 or more of the 

workday, or 

 Workers are exposed to 32 degrees F or 

colder temperatures for less than 2/3 of 

the workday. 

Condition 2 

 The worker’s exposure is related to job 

duties and not due to weather, or 

 Workers are indoors in locations that are not climate controlled. 

Most jobs will not have outdoor exposure to cold, non-weather related 

temperatures. When it is present, collect for the element, and document. 

Examples Action Reason 

A meat cutter works in a 40 degree cooler to carve 

beef carcasses for more than 3/4 of the day. 

Collect Meets conditions

A forklift operator works in an unheated 

warehouse that is always below 40 degrees in the 

winter. 

Collect Meets conditions

A freeze tunnel operator, wearing protective 

clothing, works for short periods in -34 degree F 

temperatures. 

Collect Meets conditions

A building maintenance worker shovels snow from 

sidewalks in 10-degree temperatures. 

Collect as 

‘Outdoors’ 

Weather-related 

A mining machine operator drives a shuttle car to 

transport materials in an underground mine that is 

58 degrees. 

Do not collect Does not meet 

the threshold 
107 

8_04 Collecting ‘Extreme Heat’ 

‘Extreme Heat’ is present when two 

conditions exist: 

Condition 1 

 The atmosphere is dry with 

temperatures above 90 degrees F, or 

 The atmosphere is humid with 

temperatures above 85 degrees F. 

Humid means a high level of water 

vapor in the air. 

Condition 2

 The worker’s exposure is related to job duties and not due to weather, or 

 Workers are indoors in a location that is not climate controlled. 

 ‘Extreme Heat’ includes localized sources of heat that change atmospheric 

temperatures to levels that exceed the threshold. 

Most jobs do not have outdoor exposure to hot, non-weather temperatures. 

When it is present, collect the duration of exposure and document. 
108 

Examples Action Reason 

An asphalt machine operator spreads hot asphalt 

on streets and roads. The machine produces 

intense heat. 

Collect and 

document 

Meets 

conditions 

A commercial laundry worker reaches into dryers. 

Dryers create humidity and raise temperatures 

above 85 degrees. 

Collect Meets 

conditions 

A warehouse worker moves freight and stock in a 

warehouse that is not climate controlled and is 

above 90 degrees. 

Collect Meets 

conditions 

A restaurant cook works close to a hot commercial 

stove and oven in a kitchen with no air 

conditioning. 

Collect Meets 

conditions 

An airline ramp agent loads and unloads baggage 

on a hot tarmac. 

Collect as 

‘Outdoors’ 

Weather-related 

A salon worker is exposed to steam, hot wax, and 

hot towels while giving facials and waxings. 

Do not collect Does not meet 

the threshold 
109 

8_05 Collecting ‘Wetness’ 

‘Wetness’ is present when two conditions exist: 

Condition 1 

 The worker has any contact with water or 

liquid, including working in a wet 

environment. 

Condition 2 

 The worker’s exposure is related to job 

duties and not due to weather. 

Examples Action Reason 

A dishwasher cleans pots, pans, and trays by hand. Collect Meets 

conditions 

A cannery worker reaches under jets of water when 

feeding food products into a washing machine that 

preps the items for cooking and canning. 

Collect Meets 

conditions 

A nurse washes hands between patients. Collect Meets 

conditions 

A waiter wipes down tables with a wet rag and does not 

use a glove. 

Collect Meets 

conditions 

A dog walker works in rainy weather. Collect as 

‘Outdoors’ 

Weatherrelated 

A pharmaceutical sales rep walks from a physician’s 

office to the car in snow. 

Collect as 

‘Outdoors’ 

Weatherrelated 
110 

8_06 Collecting ‘Humidity’ 

‘Humidity’ is present when three 

conditions exist: 

Condition 1 

 The worker’s exposure is 

related to job duties and not 

due to weather. 

Condition 2 

 The worker experiences air containing a high amount of water or water 

vapor. 

Condition 3 

 The atmosphere is oppressive. 

Examples Action Reason 

A garment presser uses a pressing machine that 

discharges steam to iron damp clothing. 

Collect Meets 

conditions 

A gym attendant works in and around a sauna. Collect Meets 

conditions 

A bicycle police officer patrols pedestrian areas during 

humid, summer months. 

Collect as 

‘Outdoors’ 

Weatherrelated 

A server retrieves orders from a restaurant kitchen 

where food preparation and dishwashing activities 

generate humidity. The kitchen has a commercial 

ventilation system. 

Do not 

collect 

Mitigated, not 

oppressive 
111 

8_07 Collecting ‘Hazardous Contaminants’ 

‘Hazardous Contaminants’ are present when the 

following condition is met: 

Condition 1

 Workers are exposed to substances that 

may have a negative impact upon 

respiration, eyes, skin, or other living tissue. 

 Exposure may be through inhalation, 

ingestion, or physical contact. 

Exposure needs to be present, but does not have to 

be from primary job functions. 

Employers may have protective procedures in place when these hazards exist. 

Collect the presence and type of personal protective equipment when the 

employer provides it. 

Household cleaners do not present the level of negative impact needed to be 

considered Hazardous. Do not include biohazards such as blood and other bodily 

fluids in this element. 

Note: For a list of potential hazards, see List of Potential Hazards in the 

Appendix. Note this list is not exhaustive and typically, respondents will not know 

or provide these chemical names as listed. Collect Material Safety Data Sheets 

from the employer, if available, and document the chemical(s) present. 
112 

Examples Action Reason 

An automotive mechanic breathes fumes from 

grease, oil, gas, and engine exhaust while working. 

Collect Meets conditions 

A cosmetologist applies strong chemicals such as 

bleach, dye, and tint to color hair. 

Collect Meets conditions 

A farm worker, stacking hay and grain with a 

pitchfork, inhales large amounts of dust. 

Collect Meets conditions 

An equipment operator tends machines that clean 

semiconductor wafers using cleaning solutions made 

of sulfuric acid and hydrochloric acid. Operators are 

not required to wear protective clothing. 

Collect Meets conditions 

A textile dye-machine operator works without 

protective clothing, tending equipment that mixes 

strong acids and anhydrous ammonia for use in 

bleaching and finishing carpets. 

Collect Meets conditions 

A glassworker at a historical museum uses oldfashioned methods to apply acids to etch glass. Collect Meets conditions 

A worker in a busy open-air tollbooth breathes auto 

exhaust all day. 

Collect Meets conditions 

An industrial metal finishing worker, wearing a 

respirator, pours pigments, paint paste, and thinner 

into cans and stirs with a paddle. 

Do not 

collect 

duration 

Mitigated by 

personal 

protective 

equipment 

A tank truck driver drives trucks to deliver industrial 

application gases to customers. 

Do not 

collect 

Does not meet 

the threshold 

A paint store clerk breathes fumes while mixing small 

amounts of latex, low-VOC paint in a retail store. 

Do not 

collect 

Does not meet 

the threshold 

A teacher inhales chalk dust while using the 

blackboard. 

Do not 

collect 

Does not meet 

the threshold 

A hotel housekeeper cleans rooms using common 

household cleaning agents, such as window cleaner, 

tile cleaner, and furniture polish. 

Do not 

collect 

Does not meet 

the threshold 
113 

A lifeguard works in a chlorinated swimming pool. Do not 

collect 

Does not meet 

the threshold 
114 

8_08 Collecting ‘Proximity to Moving 

Mechanical Parts’ 

‘Moving mechanical parts’ refers to moving 

materials, mechanical parts, settings, or 

any moving objects that could cause bodily 

injury. 

‘Proximity to Moving Mechanical Parts’ are 

present when one of the following 

conditions exists: 

Condition 1 

 Equipment operated by the worker presents a risk of bodily injury. 

Condition 2

 Machinery, equipment or any moving object near the worker could 

cause bodily injury. 

Collect the presence and type of personal protective equipment when the 

employer provides it. 

The mere presence of equipment in a work area, such as forklifts, cars, or other 

moving objects, does not meet the threshold. In such cases, the operator of the 

equipment bears primary responsibility for safe operation and protecting others 

from the associated hazard. 

Risks associated with standard office equipment, such as shredders and copiers, 

also do not meet the threshold. 
115 

Examples Action Reason 

A deli worker operates a slicer to cut meats and 

cheeses. Even with required safety guards in place, 

injury is possible. 

Collect Meets 

conditions 

A landscaper uses a chipper/shredder to mulch 

branches and tree debris. 

Collect Meets 

conditions 

The off-bearer of production machinery works close 

to the machine and could be injured if he lost 

consciousness. 

Collect Meets 

conditions 

An accountant disposes of sensitive documents 

using a crosscut shredder. Snagged clothing could 

cause injury. 

Do not 

collect 

Does not meet 

the threshold 

A cafeteria cook operates industrial mixers, with 

impenetrable protective guards, to prepare food 

items for lunch. 

Do not 

collect 

duration 

Mitigated 
116 

8_09 Collecting ‘Heavy Vibration’ 

‘Heavy Vibration’ is present when two conditions 

exist: 

Condition 1 

 Exposure to a shaking object or surface 

causes a strain on the body or 

extremities. 

Condition 2 

 Vibration is heavy. 

Office machines, hair clippers and other small hand 

tools do not meet the threshold. 

Examples Action Reason 

A jackhammer operator runs a compressed air, rockdrilling machine that has continuous vibration. Collect Meets conditions 

A printing press operator uses a cylinder type press 

that has continuous vibration while running. 

Collect Meets conditions 

A bulldozer operator experiences intense vibration 

when the blade hits the ground and the bulldozer 

moves forward. 

Collect Meets conditions 

A barber uses small clippers to trim hair along the 

neck. 

Do not 

collect 

Does not meet 

the threshold 

A residential maintenance worker performs routine 

repairs with a handheld drill. 

Do not 

collect 

Does not meet 

the threshold 

A teacher uses an electric pencil sharpener. Do not 

collect 

Does not meet 

the threshold 
117 

8_10 Collecting ‘High, Exposed Places’ 

‘High, Exposed Places’ is present when 

two conditions exist: 

Condition 1 

 The worker’s center of gravity is 

at least five feet off the ground, 

or 

 The worker is at ground level 

and at risk of falling several feet below ground level. 

Condition 2 

 The worker is exposed and at risk of bodily injury from falling. 

 There are no walls or railings surrounding a worker to lessen the 

possibility of falling. 

Collect the presence and type of personal protective equipment when the 

employer provides it. Safety harnesses or tethers do not remove the possibility of 

injury. 

Examples Action Reason 

A painter works from ladders or scaffolding. Collect Meets conditions

A lineperson repairs power lines, working from the bucket 

of a cherry picker or climbing the pole. 

Collect Meets conditions

A tree trimmer cuts branches using canopies and truckmounted lifts. Collect Meets conditions

Loading-dock workers are exposed and at risk of falling five 

feet or more. 

Collect Meets conditions

A retail sales clerk uses a step stool to reach items on 

upper shelves. 

Do not 

collect 

Does not meet 

the height 

threshold 

A construction superintendent performs site inspections at 

high-rise construction projects. Not all walls or railings are 

complete but the superintendent never walks near the 

edges. 

Do not 

collect 

Not exposed 

A lifeguard, in a tower, is surrounded by a 5-foot railing. Do not 

collect 

Not exposed 
118 

8_11 Collecting ‘Noise Intensity Level’ 

‘Noise Intensity Level’ is the amount of 

noise that a worker experiences while 

working. All work environments have a 

noise level. Collect the incidence of any 

hearing protection. Consider the 

examples provided below for each level 

of intensity. 

Quiet 

 Private office 

 Mortuary 

 Golf course 

 Art museum 

Moderate 

 Business office 

 Department store 

 Fast food restaurant 

 Grocery store 

Loud 

 Can manufacturing department 

 Large earth moving equipment 

 Heavy traffic 

Very Loud 

 Rock concert 

 Jackhammer work 

 Rocket engine testing area 

Actual noise levels may not always match expectations (for example, a loud 

library). Collect actual levels that workers experience. 

If noise levels vary within the work environment, collect the typical level. Do not 

automatically code the loudest level. 

Collect the presence of personal protective equipment when the employer 

provides it. If a worker is required to use equipment that lessens all exposure, 

collect exposure as quiet. 
119 

Examples Action 

An accountant works in a private office with minimal noise 

and few interruptions. 

Collect as 

quiet 

A librarian works in a library that is quiet when no activities 

are taking place, but moderate during children’s story 

hour, adult book club, and summer reading program. 

Activities occur more than half of each day. 

Collect as 

moderate 

A stone quarry worker hears explosions and heavy 

machinery throughout the day. Even with required hearing 

protection, sounds are loud. 

Collect as 

loud 

A landscaper uses chainsaws, chipper/shredders, and wet 

saws to cut pavers. The landscaper is not required to wear 

hearing protection. 

Collect as 

very loud 

 
120 

Appendix 1 

List of Potential Hazards 

Air Contaminants 

Acetaldehyde

Acetic acid 

Acetic anhydride 

Acetone 

Acetonitrile 

Acetylene 

Acetylene dichloride; 

Acetylene tetrabromide 

A-Chloroacetophenone 

Acridine, chrysene 

Acrolein 

Acrylamide 

Acrylonitrile 

Aldrin 

Allyl alcohol 

Allyl chloride 

Allyl glycidyl ether 

Allyl propyl disulfide 

Alpha-Alumina 

Alpha-Methyl styrene 

Alpha-Naphthylamine 

Aluminum Metal (as Al) 

Ammonia 

Ammonium sulfamate 

Aniline and homologs 

Anisidine 

Anthracene, BaP 

Antimony and 

compounds 

ANTU (alpha) 

Arsenic, inorganic 

Arsenic, organic 

Arsine 

Asbestos 

Azinphos-methyl 

Barium sulfate 

Barium, soluble 

Benomyl 

Benzene 

Benzidine 

Benzo(a)pyrene 

Benzoyl peroxide 

Benzyl chloride 

Beryllium and 

Beryllium compounds 

Beta-Chloroprene 

Beta-Naphthylamine 

Beta-Propriolactone 

Biphenyl; see Diphenyl 

Bis(Chloromethyl) 

Bismuth telluride 

Boron oxide 

Boron trifluoride 

Bromine 

Bromoform 

Butadiene 

Butanethiol 

Butyl mercaptan 

Butylamine 

Butyl-m-cresol 

Butyraldehyde (butanal) 

Cadmium (as Cd) 

Calcium Carbonate 

Calcium hydroxide 

Calcium oxide 

Calcium silicate 

Calcium sulfate 

Camphor, synthetic 

Carbaryl (Sevin) 

Carbinol 

Carbinol 

Carbon black 

Carbon dioxide 

Carbon disulfide 

Carbon monoxide 

Carbon tetrachloride 

Carbon tetrachloride 

Cellosolve acetate 

Cellulose 

Ceramic fibers 

Chlordane 

Chlorinated camphene 
121 

Chlorinated diphenyl 

Chlorine 

Chlorine dioxide 

Chlorine trifluoride 

Chloroacetaldehyde 

Chlorobenzene 

Chlorobromomethane 

Chlorodiphenyl 

Chlorodiphenyl 

Chloroethane (DDT) 

Chloroethylene 

Chloroform 

Chloromethyl methyl 

Chlorophenoxyacetic 

Chloropicrin 

Chloropropane (DBCP) 

Chromates (as CrO(3)) 

Chromic acid 

Chromium (II) 

compounds 

Chromium (III) 

Chromium (VI) 

compounds 

Chromium metal 

Chrysene; see Coal tar 

Clopidol 

Coal dust 

Coal tar pitch 

Cobalt metal, dust 

Coke oven emissions 

Copper 

Cotton dust (e) 

Crag herbicide (Sesone) 

Cresol, all isomers 

Cristobalite 

Crotonaldehyde 

Crystalline silica 

Cumene 

Cyanides (as CN) 

Cyclohexane 

Cyclohexanol 

Cyclohexanone 

Cyclohexene 

Cyclopentadiene 

Decaborane 

Demeton (Systox) 

Diacetone alcohol 

Diatomaceous earth 

Diazomethane 

Diborane 

Dibutyl phosphate 

Dibutyl phthalate 

Dichlorodifluoromethane 

DichlorodiphenyltriDichloroethyl ether 

Dichloromethane; see 

DichloromonofluoroDichlorotetrafluoroDichlorvos (DDVP) 

Dicyclopentadienyl iron 

Dieldrin 

Diethyl ether 

Diethylamine 

Difluorodibromomethane 

Diglycidyl ether (DGE) 

Dihydroxybenzene 

Diisobutyl ketone 

Diisobutyl ketone 

Diisopropylamine 

Dimethoxymethane 

Dimethyl acetamide 

Dimethyl sulfate 

Dimethyl-1,2-dibromo-2 

Dimethylamine 

Dimethylaminobenzene 

Dimethylaniline 

Dimethylbenzene 

Dimethylformamide 

Dimethylphthalate 

Dinitrate 

Dinitrobenzene 

Dinitro-o-cresol 

Dinitrotoluene 

Dioxane 

Diphenyl (Biphenyl) 

Diphenylmethane 

Dipropylene glycol 

Di-sec octyl phthalate 

Dust 

Dusts and mists 

Emery 

Endrin 

Epichlorohydrin 

EPN 

Ethanethiol 

Ethanolamine 

Ether (IGE) 

Ethyl acetate 

Ethyl acrylate 

Ethyl alcohol (Ethanol) 

Ethyl amyl ketone 

Ethyl benzene 

Ethyl bromide 
122 

Ethyl butyl ketone 

Ethyl chloride 

Ethyl ether 

Ethyl formate 

Ethyl mercaptan 

Ethyl mercaptan 

Ethyl silicate 

Ethylamine 

Ethylene chlorohydrin 

Ethylene chlorohydrin 

Ethylene dibromide 

Ethylene dibromide 

Ethylene dichloride 

Ethylene dichloride 

Ethylene glycol 

Ethylene glycol methyl 

Ethylene oxide 

Ethylenediamine 

Ethyleneimine 

Ethylidene chloride 

Ferbam 

Ferrovanadium dust 

Flour dust (inhalable) 

Fluorides (as F) 

Fluorine 

Fluoromethane 

Fluorotrichloromethane 

Formaldehyde 

Formic acid 

Fume (as Cu) 

Fume (as V2O5) 

Fume and insoluble 

Furfural 

Furfuryl alcohol 

Glycerin (mist) 

Glycidol 

Glycol monoethyl ether 

Grain dust (oat, wheat) 

Graphite, natural 

Graphite, synthetic 

Guthion 

Gypsum 

Hafnium 

Heptachlor 

Heptane (n-Heptane) 

Heptanone 

Hexachloroethane 

Hexachloronaphthalene 

Hexamethylene 

diisocyanate 

Hexone (Methyl) 

Hydrazine 

Hydrogen bromide 

Hydrogen chloride 

Hydrogen cyanide 

Hydrogen fluoride 

Hydrogen peroxide 

Hydrogen selenide 

Hydrogen sulfide 

Hydroquinone 

Iodine 

Iron oxide fume 

Isobutyl acetate 

Isobutyl alcohol 

Isobutyl ketone 

Isocyanate (MDI) 

Isomyl acetate 

Isomyl alcohol 

Isophorone 

Isopropanol 

Isopropyl acetate 

Isopropyl alcohol 

Isopropyl ether 

Isopropyl glycidyl 

Isopropylamine 

Kaolin 

Ketene 

Lead inorganic (as Pb) 

Limestone 

Lindane 

Lithium hydride 

LPG (Liquified) 

Magnesite 

Magnesium oxide fume 

Malathion 

Maleic anhydride 

Malononitrile 

Manganese 

compounds 

Manganese fume (as 

Mn) 

Marble 

Metalworking fluids 

aerosol 

Mercaptan 

Mercury (aryl) 

Mercury (organo) alkyl 

Mercury (vapor) (as Hg) 

Mesityl oxide 

Metal 

Methane 

Methanethiol 

Methoxychlor 
123 

Methyl acetate 

Methyl acetylene 

Methyl acetylene 

Methyl acrylate 

Methyl alcohol 

Methyl amyl alcohol 

Methyl bromide 

Methyl butyl ketone 

Methyl cellosolve 

Methyl cellosolve 

Methyl chloride 

Methyl chloroform 

Methyl ether 

Methyl ethyl ketone 

Methyl formate 

Methyl hydrazine 

Methyl iodide 

Methyl isoamyl ketone 

Methyl isobutyl 

Methyl isobutyl ketone; 

Methyl isocyanate 

Methyl mercaptan 

Methyl methacrylate 

Methyl n-amyl ketone 

Methyl nitramine 

Methyl propyl ketone 

Methylal 

Methylamine 

Methylcyclohexane 

Methylcyclohexanol 

Methylene bisphenyl 

Methylene chloride 

Mica (respirable) 

Mica; see Silicates 

M-isomer 

Mixture, vapor 

MOCA 4,4'-

Methylenebis#2-

chloroaniline# 

Molybdenum (as Mo) 

Monomethyl aniline 

Monomethyl hydrazine 

Morpholine 

N-Amyl acetate 

Naphtha (Coal tar) 

Naphthalene 

Naphthylthiourea 

N-Butyl alcohol 

N-Butyl glycidyl ether 

N-butyl ketone 

N-Butyl-acetate 

N-Ethylmorpholine 

N-Hexane 

Nickel carbonyl (as Ni) 

Nickel, metal 

Nickel, soluble 

Nicotine 

Nitramine 

Nitric acid 

Nitric oxide 

Nitrobenzene 

Nitroethane 

Nitrogen dioxide 

Nitrogen trifluoride 

Nitroglycerin 

Nitromethane 

Nitrotoluene 

Nitrotrichloromethane 

N-Nitrosodimethylamine 

N-Propyl acetate 

N-Propyl alcohol 

N-Propyl nitrate 

O-Chlorobenzylidene 

Octachloronaphthalene 

Octane 

O-Dichlorobenzene 

Oil mist, mineral 

O-isomer 

O-Methylcyclohexanone 

Osmium tetroxide 

O-Toluidine 

Oxalic acid 

Oxide dust 

Oxides (as Sn) 

Oxyacetic acid 

Oxygen difluoride 

Ozone 

Paraquat, respirable 

p-Benzoquinone 

p-Dichlorobenzene 

Pentaborane 

Pentachloride 

Pentachloronaphthalene 

Pentachlorophenol 

Pentaerythritol 

Pentane 

Perchloroethylene 

Perchloromethyl 

Perchloryl fluoride 

Petroleum distillates 

Petroleum gas 

Phenanthrene 

Phenol 
124 

Phenyl ether, vapor 

Phenyl ether-biphenyl 

Phenyl glycidyl ether 

Phenylethylene 

Phenylhydrazine 

Sodium hydroxide 

Stoddard Solvent 

Styrene 

Tetrafluoroethylene 

Tin, organic compounds 

Titanium dioxide 

Toluene 

Toxaphene 

Tremolite 

Tributyl phosphate 

Trichloroethylene 

Trichloromethane 

Trichloronaphthalene 

Tridymite 

Triethylamine 

Trifluorobromomethane 

Triorthocresyl 

Triphenyl phosphate 

Tripoli (as quartz) 

Turpentine 

Uranium (as U) 

Vanadium 

Vegetable oil mist 

Vinyl benzene 

Vinyl chloride 

Vinyl cyanide 

Vinyl toluene 

Warfarin 

Wood dust, all species 

except Western Red 

Cedar 

Xylenes 

Xylidine 

Yttrium 

Zinc chloride fume 

Zinc oxide 

Zinc oxide fume 

Zinc stearate 

Zirconium compounds 

Toxic Substances 

Benzene 

Beryllium and 

beryllium compounds 

Butyraldehyde 

(butanal) 

Cadmium fume 

Cadmium dust 

Carbon disulfide 

Carbon tetrachloride 

Chromic acid and 

chromates 

Ethylene dibromide 

Ethylene dichloride 

Fluoride as dust 

Formaldehyde 

Gasoline 

Hydrogen fluoride 

Hydrogen sulfide 

Mercury 

Methyl chloride 

Methylene Chloride 

MOCA 4,4'-

Methylenebis#2-

chloroaniline# 

Organo (alkyl) 

mercury 

Styrene 

Sulfuric Acid 

Tetrachloroethylene 

Tetrahydrofuran 

Toluene 

Trichloroethylene
125 

Mineral Dusts 

Silica 

Crystalline 

Quartz 

Cristobalite 

Amorphous 

Silicates 

Mica 

Soapstone 

Talc 

Tremolite 

Asbestiform 

Graphite 

Coal Dust 

Derived from https://www.osha.gov/SLTC/hazardoustoxicsubstances/index.html 
126 

Appendix 2 

Weights of Common Objects 

Weight (lbs.) Description 

4-7 Laptop computer 

9 Gallon of milk 

10 2” x 4” x 8’ Douglas Fir lumber 

12 1 gallon of interior house paint (Glidden Brilliance Interior Flat) 

16 2” x 6” x 8’ Douglas Fir lumber 

17 Household gas grill propane tank (empty) 

21 2” x 8” x 8’ Douglas Fir lumber 

23 Mid-size passenger car tire (Ford Fusion; Michelin Pilot HX MXM4 P225/50R17)

24 40” LED television (Samsung 5000 Series TV with stand) 

33 Household gas grill propane tank (full) 

37 8” x 8” x 16” common cement block 

39 Light truck tire (Ford F-150; Goodyear Wrangler SR-A P275/65R18) 

45 8’ x 4’ x 1⁄2” Sheet of plywood 

51 8’ x 4’ x 1⁄2” Sheet of drywall 

52 12” x 8” x 16” common cement block 

52 Case of copy paper (standard thickness) 

60 5 gallons of interior house paint (Glidden Brilliance Interior Flat) 

60 Standard bag of concrete mix 

60 1/6 keg of beer 

62 Pre-mixed all-purpose joint compound (5 gallons) 

68 8’ x 4’ x 3/4” Sheet of plywood 

72 60” Plasma television (Samsung 6500 Series Smart TV with stand) 
127 

BLANK PAGE 

80 Large bag of concrete mix 
128 

Glossary 

Accommodation 

A modification or adjustment to a job or change in the work environment that 

enables a person with a disability to compete equally or carry out the position’s work 

(e.g., tasks, duties, responsibilities) as generally performed. 

Adaptability 

Measures the frequency and source of changes in the work schedule, tasks and 

location. 

Alternate Sit/Stand or Stand/Walk At Will 

Worker is allowed the flexibility to stand, walk, or sit with a degree of choice (at will), 

where this need cannot be accommodated by the scheduled breaks and a lunch 

period. 

Associate’s Degree 

An undergraduate academic degree (Associate of Arts or Associates of Science) 

awarded upon completion of a course of study usually lasting two years. Only one of 

the two years is vocational education and counted toward SVP as the other year is 

considered general education. This is in contrast with vocational associate’s degrees 

in which both years are vocational in nature and are included in SVP. 

At Will 

Timing of performing an activity is dictated by the employee’s discretion. 

CIERA 

The Compensation Information Entry and Review System is the data entry system 

for ORS. 

Climbing Ladders/Ropes/Scaffolding 

Ascending or descending ladders, scaffolding, ropes, poles and the like using feet 

and legs and/or hands and arms. 

Climbing Ramps/Stairs 

Ascending or descending ramps and/or stairs using feet and legs. Hands and arms 

may be used for balance (i.e., to hold a railing). 

Combination Jobs 

Jobs that encompass two or more distinct set of duties. Requires the coding of a 

primary SOC and the documentation of a secondary SOC. 
129 

Communicating Verbally 

Expressing or exchanging ideas by means of the spoken word to impart oral 

information to clients or the public and to convey detailed spoken instructions to 

other workers accurately, loudly, or quickly. 

Constant 

2/3 or more of the time 

Crawling 

Moving about on hands and knees or hands and feet 

Crouching 

Bending the body downward and forward by bending legs and spine. 

Carrying 

Transporting an object, usually by holding it in the hands, arms or on the shoulders. 

Dictionary of Occupational Titles (DOT) 

An occupational classification system developed by the U.S. Department of Labor’s 

Employment Training Administration (ETA) used by the Social Security 

Administration in their disability programs. 

Driving 

Driving is the operation of a passenger vehicle or other conveyance. A passenger 

vehicle is an automobile, van, or bus. Other vehicles may include trains and 

airplanes. 

Duration 

Measures the cumulative time spent performing a physical demand or exposed to an 

environmental condition. Both the interval (e.g., daily, weekly, quarterly) and work 

schedule contribute to duration. 

Duration Formula 

Percent of Time = [(#repetitions per time period x time to perform each 

repetition/time period] 

Duration Scale 

Scale used to measure the duration of an activity being performed. Used in the 

collection of lifting/carrying (i.e., weight) and as a fallback for all other data elements. 

Scale: Seldom (up to 2%), Occasionally (2% up to 1/3 of the time), Frequently (1/3 

up to 2/3 of the time), and Constantly (2/3 or more). 
130 

Exertion 

The physical effort that a worker uses to complete a task. A worker will have great 

levels of exertion when lifting for longer periods or higher frequencies, even when 

the weight is light. Similarly, pushing and pulling an item with little resistance at a 

high frequency requires greater exertion, even though the force is minimal. 

Experience 

Measures the amount of prior relevant work activity. 

Extreme Cold 

40 degrees or below when exposed constantly (greater than or equal to 2/3 of the 

day) and 32 degrees or below when exposed frequently or less (less than 2/3 of the 

day). Indoor and job-related exposure only. 

Extreme Heat 

Above 85 degrees with humidity and above 90 degrees in a dry atmosphere. Indoor 

and job-related exposure only. 

Far Visual Acuity 

Clarity of vision at 20 feet or more. Not just the ability to see a person but to be able 

to recognize their features. 

Fine Manipulation 

Picking, pinching, or otherwise working primarily with fingers rather than the whole 

hand or arm as in Gross Manipulation. 

Force 

An interaction that changes the motion of an object. 

Foot/Leg Controls 

Manipulation with the foot or leg as opposed to the exertion of force. 

Frequent 

From 1/3 up to 2/3 of the time. 

Gross Manipulation 

Seizing, holding, grasping, turning or otherwise working with hand(s). Fingers are 

involved only to the extent that they are an extension of the hand. 

Hazardous Contaminants 

Exposure that negatively affects the respiratory system, eyes, skin, or other living 

tissue via inhalation, ingestion or contact. 
131 

Hearing Requirements 

Hearing requirements are the ability to hear, understand, and distinguish speech in 

person or by telephone and/or other sounds (e.g., machinery alarms, medical 

codes/alarms). 

Heavy Vibration 

Exposure to a shaking object(s) or surface(s) that causes a strain on the body or 

extremities 

High, Exposed Places 

Exposure to possible bodily injury from falling. 

High School Vocational Education 

Only count half of the time spent in high school vocational education towards SVP. A 

high school student spending six months at vo-tech would count for three months of 

SVP. 

Humidity 

Exposure to air that contains a high amount of water or water vapor in which the 

atmosphere is oppressive. Include only non-weather, job related exposure. 

Interaction 

The ability to cooperate with others, handle conflict, and respond to social cues, 

requests, and criticism. 

Job 

A group of workers in an establishment that have the same position. The term job 

refers to a single position in a single company, whereas occupation refers to a 

profession or trade. Example: “waiters at Smith’s Restaurant” is a job, whereas 

“waiters” is an occupation. 

Keyboarding 

Entering text or data into a computer or other machine by means of a keyboard. 

Devices include traditional keyboard, 10-key pad, touch screen, and other. 

Kneeling 

Bending legs at knees to come to rest on knee(s). 

Lifting 

Raising or lowering an object from one level to another. This includes upward 

pulling. 

Minimum Education 

Measures the minimum level of formal coursework required of an occupation, 

excluding general education 
132 

Mitigation 

When the employer installs devices, or requires the use of personal protective gear, 

that fully or partially eliminates potentially hazardous conditions or exposures. 

Near Visual Acuity 

Clarity of vision at approximately 20 inches or less, including use of computers. 

Negligible Weight 

So small an amount that measurement is not meaningful (e.g., a pen, a few sheets 

of paper). 

Noise Intensity Level 

The amount of noise that a worker experiences while working. 

Occasional 

From 2% up to 1/3 of the time. 

Occupation 

A generalized job or family of jobs common to many industries and areas, such as 

an economist or carpenter. 

Outdoors 

Exposure to weather-related atmospheric conditions such as heat, cold, rain, snow, 

or wind. 

Overhead Reaching 

The hand goes higher than the head and, either the person bends the elbows with 

the shoulders at an angle of 90 degrees or more, or the person keeps the elbow 

extended, and the angle at the shoulder is 120 degrees or more. 

Pace of Work - Slow 

The pace is unhurried and the workload is constant. A worker may have sufficient 

time between tasks to complete the previous one and may spend time observing or 

waiting 

Pace of Work - Moderate 

This pace is steady and the workload is constant. On rare occasions, there may be 

episodes of faster paced work. 

Pace of Work – Fast 

This is a rapid pace and the workload is constant. A worker has little downtime 

between completing a task and performing another or receiving a new assignment. 
133 

Pace of Work – Variable 

The pace changes repeatedly throughout the day or from day-to-day. There are 

markedly faster and slower periods of work driven by changing workload demands. 

Peripheral Vision 

Observing an area that can be seen up and down or to the right or left while eyes 

are fixed on a given point. 

Post-employment Training 

Measures the amount of training time occurring after an employee has been hired. 

Pre-employment Training 

The amount of time needed to complete required training before being hired. 

Production Rate 

Constant repetition of pushing/pulling requiring considerable strength or exertion at 

any weight. 

Proximity to Moving Mechanical Parts 

Operation of or proximity to materials, mechanical parts, settings, or any moving 

objects (most commonly moving machinery or equipment) that could cause bodily 

harm. 

Pulling 

Exerting force upon an object so that the object moves toward the force. 

Pushing 

Exerting force upon an object so that the object moves away from the force. 

Reaching 

Straightening and extension of the arm and elbow and the engagement of the 

shoulder. The elbow does not need to be locked and the arm does not need to 

remain in a continuously straight position. 

Reaching At/Below Shoulder 

Reaching that is present but does not meet the threshold for Overhead Reaching. 

Regular Contacts 

Those people with whom a worker has an established working relationship. 

Revised Handbook for Analyzing Jobs (RHAJ) 

A guiding document for writing occupational descriptions created by the U.S. 

Department of Labor’s ETA used in developing the 1991 revision of the Dictionary of 

Occupational Titles. 
134 

Seldom 

Up to 2% of the time. 

Skill Level 

Work classification that divides occupations into unskilled, semi-skilled, or skilled 

work. 

Semi-skilled Work 

Work that requires some skill but does not require complex duties. Generally SVP of 

3 or 4. 

Sitting 

This includes active sitting such as riding a bike, inactive sitting, lying prone, or 

choosing between sitting and standing. 

Skilled Work 

Work requiring high levels of judgment and adaptability; setting of realistic goals or 

independent planning; understanding, carrying out, and remembering of complex 

instructions; and often encompasses abstract ideas and problem solving. Generally 

SVP of 5 or greater. 

Specific Vocational Preparation (SVP) 

The amount of preparation time required by a typical worker to learn the techniques, 

acquire the information, and develop the facility needed for average performance in 

a specific job/worker situation. (See Revised Handbook for Analyzing Jobs 8-1). 

Standing 

Remaining on one’s feet in an upright position without moving about; a worker walks 

about; or a worker is not sitting or prone. 

Stooping 

Bending body downward and forward by bending the spine at the waist, requiring full 

use of the lower extremities and back muscles. Stooping is considered standing. A 

worker cannot sit and stoop. 

Strength 

The capacity for exertion or endurance. 

Task 

A distinct activity, in the logical and necessary steps of work performed by an 

individual, which results in a meaningful outcome. 

Threshold 

A level at which something will take place and below which it will not. 
135 

Unskilled Work 

Work that requires little or no judgment for simple duties that can be learned on the 

job in a short time period. Generally SVP of 1 or 2. 

Vocational Associate’s Degree 

Count all two years for SVP as all time is usually vocational. This contrasts with a 

regular associate’s degree where usually only one of the two years of time is 

vocational education so only one year counts towards SVP. Completion of a twoyear technical or vocational program often results in an Associates of Applied 

Science degree. 

Walking 

Moving about on foot. 

Wetness 

Any contact with water or other liquids and/or working in a wet area. 

Work as Generally Performed 

Work as generally performed refers to the way in which most workers normally 

perform tasks. Collection should include occupational information representative of 

the typical duties performed or a “snapshot” of the occupation. 

Work-driven 

Work process drives the pace. The worker must keep up and continuously meet 

production standards. 

Worker-driven 

The worker controls the pace of work.