Occupational Requirements Survey (ORS) 

Collection Manual 

Third Edition

Instructions in this manual became effective July 2017. It includes updated procedures 

information from Procedure Alerts through #181, Technical Memorandums through #322, 

and applicable ORS SO-70s through #32. 

U. S. Department of Labor Office of Compensation and

Bureau of Labor Statistics Working Conditions

Washington, D. C. 20212 July 2017
i 

Table of Contents

Table of Contents ........................................................................................................................... i

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

Introduction .................................................................................................................................. vi

Information Reference Guide .................................................................................................... vii

Major Changes to ORS Manual (July 2017) ........................................................................... viii

Chapter 1: Key Concepts ............................................................................................................. 1

1_01 Task, Worker, Job, Occupation ........................................................................................... 2

Standard Occupational Classification (SOC) system and O*NET ............................... 3

1_02 Work as Generally Performed, Critical Job Function, Critical and Incidental Tasks ......... 4

1_03 Job Demands ....................................................................................................................... 6

1_04 Thresholds ........................................................................................................................... 7

1_05 Duration ............................................................................................................................... 8

Duration for critical tasks that occur less than daily ..................................................... 8

1_06 Accommodations ................................................................................................................. 9

1_07 Mitigation .......................................................................................................................... 10

Chapter 2: Collection Strategies ................................................................................................ 11

2_01 Use Job Descriptions and Other Descriptive Documents to Prepare for Collection ......... 12

2_02 Identify a Collection Approach ......................................................................................... 13

2_03 Prioritize to Maximize Data Collected .............................................................................. 14

2_04 Take Advantage of Opportunities to Observe Workers on Jobs ....................................... 15

Chapter 3: Classifying Jobs ....................................................................................................... 16

3_01 SOC Classification ............................................................................................................ 17

Using O*NET ............................................................................................................. 17

Classifying combination jobs ...................................................................................... 17

Residual occupations .................................................................................................. 18

3_02 Job Characteristics ............................................................................................................. 20

3_03 Work Schedules ................................................................................................................. 21

3_04 Other ORS Variations ........................................................................................................ 22

Chapter 4: Task Lists ................................................................................................................. 23

4_01 Collecting Task Lists ......................................................................................................... 24
ii

4_02 Use of Job Descriptions in Creating Task Lists ................................................................ 27

4_03 Documenting an ORS Task List ........................................................................................ 28

4_04 Consistency between Task List and Element Coding ....................................................... 30

Proceeding when respondent answers are incomplete ................................................ 30

4_05 Job Demands when Traveling is Involved ........................................................................ 33

Chapter 5: Specific Vocational Preparation (SVP) ................................................................. 34

5_01 Computing SVP Level ....................................................................................................... 35

Understanding SVP levels and job skill levels ........................................................... 35

Calculating SVP – an example ................................................................................... 36

5_02 Avoiding Errors that can Result in Over- or Understatement ........................................... 37

When to use ‘Unknown’ and ‘Not required’ .............................................................. 37

Coding a non-levelable job ......................................................................................... 37

Collecting concurrent SVP time ................................................................................. 38

5_03 Collecting Minimum Education ........................................................................................ 39

Guidance for collecting Minimum Education ............................................................. 40

5_04 Collecting Pre-employment Training ................................................................................ 43

Guidance for collecting Pre-employment Training .................................................... 44

Counting Semester Units ............................................................................................ 45

5_05 Collecting Experience ....................................................................................................... 47

5_06 Collecting Post-employment Training .............................................................................. 48

Guidance for collecting for Post-employment Training ............................................. 48

Collecting post-employment training for non-standard work schedules .................... 50

Chapter 6: Cognitive Elements .................................................................................................. 52

6_01 Collecting Decision-making .............................................................................................. 53

6_02 Collecting Work Review ................................................................................................... 55

6_03 Collecting Pace .................................................................................................................. 57

How to collect Pace of Work ...................................................................................... 57

How to collect the Control of Workflow .................................................................... 59

6_04 Collecting Adaptability ..................................................................................................... 61

6_05 Collecting Work-Related Personal Interactions ................................................................ 64

How to collect the purpose of interaction ................................................................... 65

How to collect frequency of contact ........................................................................... 68

Chapter 7: Physical Demands .................................................................................................... 69
iii

7_01 Collecting Physical Demands ............................................................................................ 70

Concurrent Physical Demands .................................................................................... 72

7_02 Collecting Sitting vs. Standing/Walking ........................................................................... 73

Collecting duration for Sitting vs. Standing/Walking................................................. 74

Collecting Sitting/Standing at Will ............................................................................. 75

7_03 Collecting Lifting/Carrying ............................................................................................... 76

How to collect Lifting/Carrying: ................................................................................ 76

When to use ‘Negligible’ and ‘None’ ......................................................................... 79

7_04 Collecting Pushing/Pulling ................................................................................................ 80

Understanding thresholds for Pushing/Pulling ........................................................... 80

How to collect Pushing/Pulling .................................................................................. 82

7_05 Collecting Reaching .......................................................................................................... 84

7_06 Collecting Manipulation .................................................................................................... 86

7_07 Collecting Keyboarding ..................................................................................................... 89

How to collect Keyboarding ....................................................................................... 89

7_08 Collecting Stooping, Crouching, Kneeling, and Crawling ................................................ 91

7_09 Collecting Climbing .......................................................................................................... 94

Collecting Climbing Ramps or Stairs ......................................................................... 94

Collecting Climbing Ladders, Ropes, or Scaffolds .................................................... 95

Determining the type of Climbing with Stools and Ladders ...................................... 96

7_10 Collecting Driving ............................................................................................................. 97

7_11 Collecting Communicating Verbally and Hearing Requirements ..................................... 99

7_12 Collecting Vision ............................................................................................................. 102

Chapter 8: Environmental Conditions ................................................................................... 103

8_01 Collecting Environmental Conditions ............................................................................. 104

How to collect Environmental Conditions ................................................................ 106

8_02 Collecting Outdoors ......................................................................................................... 107

8_03 Collecting Extreme Cold ................................................................................................. 108

8_04 Collecting Extreme Heat ................................................................................................. 109

8_05 Collecting Wetness .......................................................................................................... 110

8_06 Collecting Humidity ........................................................................................................ 111

8_07 Collecting Hazardous Contaminants ............................................................................... 112

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

8_09 Collecting Heavy Vibration ............................................................................................. 116
iv

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 ...................................................................................................... 123

Mineral Dusts ............................................................................................................ 123

Appendix 2 ................................................................................................................................. 124

Common Objects and Their Weights ....................................................................................... 124

Appendix 3 ................................................................................................................................. 126

List of Professional and Doctorate Degrees ............................................................................. 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 Manual reflects current concepts, definitions, and practices. It will be updated periodically 

and supplemented by Technical Memoranda and Procedures Alerts issued from the Office of 

Compensation Levels and Trends (OCLT). See specific changes listed in the Major Changes 

Table. 
vi 

Introduction 

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 

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

the National Compensation Survey (NCS), because the NCS collects quality data on 

work characteristics in the economy. As a result, the BLS established the Occupational 

Requirements Survey (ORS) in 2012 to collect and publish occupational information that 

meets the needs of SSA at the level of the O*NET-SOC 2010 occupation codes.

In 2013, NCS field economists began collecting data on primary physical attributes, 

environmental conditions, and vocational preparation requirements of work from 

establishments for selected cities. Collection of mental and cognitive demands of work 

began in 2014. In 2015, data was collected from a small number of establishements 

throughtout the U.S. in preparation for the first production run. The first survey results 

were released in December 2016. Collection beginning in summer of 2017 marks the 

third and final sample group for estimates expected in the fall of 2018. 

This manual outlines the fundamental collection concepts and technical procedures for 

collecting the ORS data elements, including: task lists, specific vocational preparation, 

physical demands, and environmental conditions. This manual incorporates revised 

procedures that narrow the scope of work that pertains to the hiring and pay factors of the 

job, rather than the more broad guidance to collect information about work as generally 

performed. The revised scope of work is limited to only tasks that are related to the 

“critical job function” (i.e., the reason the job exists). These tasks must be expected and 

usual, now defined as “critical.” In addition, after further review of the duration data; 

(which included point estimates, respondent-determined ranges, and SSA-defined ranges) 

and collection procedures the BLS revised procedures to collect duration data only in the 

SSA-defined ranges. This change simplifies collection, reduces respondent burden, and 

more accurately reflects duration of job demands. By adjusting the parameters of what 

work is included to only that of the critical functions of jobs and revising the way we 

collect duration, the BLS expects to continue to accurately capture job requirements at 

this more narrowly defined scope while still identifying changes in the way work is 

performed in the modern economy.
vii 

Information Reference Guide

Useful references are shown below. 

References:

To view the ORS Public Website: 

http://www.bls.gov/ors/

To view the Standard Occupational Classification:

http://www.bls.gov/soc/

To view the O*Net SOC Crosswalk:

http://www.onetonline.org/crosswalk/

To view information on SSA’s Occupational Information System Project: 

https://www.ssa.gov/disabilityresearch/occupational_info_systems.html

For definitions of numerous ORS terms, see the Glossary.
viii

Major Changes to ORS Manual (July 

2017)

The ORS Collection Manual continues to experience significant revisions. New sections 

have been added and some existing sections have undergone extensive change. Please 

continue to read the Manual as new and review the Major Changes Table for specific 

guidance on new material for 704 Collection. 

Chapter Source Section Number and Action

Introduction SI&P Introduction reworded.

Key Concepts (1) ORS Revision 

Team

New chapter combines definitions from Chapter 2 

Fundamentals ORS Second Edition Manual as well as 

adding several new concepts. Please read as new.

1_01 Added definitions for Worker, Job, Occupation; 

added background information regarding the Standard 

Occupational Classification (SOC) system and 

Occupational Information Network (O*NET) 

1_02 Revised definition Work as Generally Performed

1_02 Added definitions for Critical Job Function, 

Critical Tasks, and Incidental Tasks

1_03 Added definition of Job Demands

1_04 Added overall coding threshold for all ORS 

elements

1_05 Modified duration guidelines- most job demand 

elements will be slotted into specified range categories.

1_06 Revised definition of Accommodation to include 

only accommodations made for workers carrying out 

critical job functions. Clarified examples.

Collection 

Strategies (2)

PPD Maintenance Renumbered Chapter 1 ORS Second Edition manual as 

Chapter 2 in ORS Third Edition Manual 

ORS Revision 

Team

2_01 Modified guidance on using job descriptions and 

other establishment documents as collection aids; merged 

most of former Section 1_04: Identify potential data 

elements ahead of time from ORS Second Edition Manual 

into this section.
ix

Classifying Jobs 

(3)

ORS Revision 

Team

New chapter combines information from previous Chapter 

2 Fundamentals and Chapter 3 Occupational Information 

from ORS Second Edition manual as well additional 

guidance for classifying jobs in ORS. 

Added Overview section. 

3_01 Added SOC Classification section 

ORS:SO-70# 23 3_03 Added Work Schedules section

Task Lists (4) ORS Revision 

Team

Existing chapter which has been substantially revised. 

Please read as new. 

Added Overview section. Revised definition for Task 

Lists

4_01 Added Collecting Task Lists section.

4_02 Added Use of Job Descriptions in Creating Task 

Lists section

4_03 Renamed and updated Documenting an ORS Task 

List section

4_04 Added Consistency Between Task List and Element 

Coding section

4_05 Eliminated from traveling demands driving for 

incidental tasks and time spent outdoors while traveling 

between job sites when that time is only spent getting 

from the mode of transportation to indoor work locations 

SVP (5) PPD Maintenance Reordered existing sections within this chapter for 

consistency

PA 180 5_03 Added information regarding distinguishing 

between Professional and Doctorate degrees. Added 

definition for Doctorate Degree

PA 176 5_04 Revised definitions for Licenses, Certifications, 

Educational Certificates, and Other. Modified and 

added examples.

ORS: SO-70: #20 5_04 Clarified guidance in subsection ‘Guidance for 

Collecting Pre-employment Training’. 

ORS SO-70: #17 5_04 Added subsection ‘Counting Semester Units’. Added 

definitions for Semester Unit, Credit Hour, and 

Semester. 

TM 315 

Supplement

5_06 Added subsection ‘Guidance for collecting Postemployment training’
x 

Cognitive 

Elements (6)

Cognitive Elements will not be collected for the 704 

sample.

Physical 

Demands (7)

 

 

 

ORS Revision 

Team

7_01 Clarified collection guidance for both ‘How to 

collect Physical Demands’ and ‘Concurrent Physical 

Demands’

7_02 Clarified that coding duration of Sitting vs. 

Standing/Walking hours should be for entire typical work 

day and not only for critical tasks.

7_02 Clarified Standing/Walking examples to include 

Stooping. Eliminated “Stooping can performed while 

Sitting.”

7_02 Renamed definition Sitting/Standing at Will, added 

guidance that ability to sit/stand at will should be 

determined based on critical tasks, added examples 

7_03 Added ‘None’ and ‘Negligible’ weight options to all 

Lifting/Carrying duration frequencies; Changed weight 

option from ‘Up to 10 pounds’ to ‘1-10 pounds’ 

7_03 Clarified guidance for Lifting/Carrying and added 

example

PA 179 7_04 Clarified guidelines for how to collect 

Pushing/Pulling

ORS Revision 

Team

7_05 Eliminated “use a stepladder or another strategy to 

avoid overhead reaching”

7_05 Clarified when to include/exclude Reaching while 

using crawling and climbing ladders, ropes, and 

scaffolding.

PA 163 7_05 Clarified operating a steering wheel does not meet 

threshold for Reaching.

ORS Revision 

Team

7_06 Modified Fine Manipulation to include all duration 

spent using touchscreen or other hybrid keyboarding 

devices previously coded as Keyboarding; added/modified 

examples of both gross and fine manipulation

7_07 Revised definition of Keyboarding to match 

existing glossary definition.

7_07 Eliminated all categories of Keyboarding except for 

Traditional. 10-Key devices are now included as 

Traditional keyboarding devices. Use of Touchscreen and 

Other keyboarding devices now counts as Fine 

Manipulation. Revised examples.
xi 

ORS Revision 

Team

7_08 Modified Stooping definition and added threshold. 

Eliminated Stooping while sitting. Added examples of 

Stooping not meeting the definition.

7_09 Revised guidance regarding Climbing Ramps or 

Stairs. Modified guidance for work related and structure 

related climbing. Exclude any climbing of handicap 

access ramps. Added/revised examples 

7_10 Moved Driving to Physical Demands chapter. 

Added guidance to assume peripheral vision is present if 

driving is present. 

7_10 Eliminated coding of ‘Passenger’ or ‘Other’ for 

Driving

7_11 Revised definition of Communicating Verbally to 

reflect glossary definition. Exclude from duration any 

time spent listening. Include only duration of 

communicating verbally whenever speaking is a critical 

task. Added several examples of when to include/exclude 

Communicating Verbally

ORS SO-70:27;

TM 315 

Supplement

7_11 Added Work-Related Intercoms/PA Systems; 

Clarified Hearing-Other Sounds

Environmental 

Conditions (8)

ORS Revision 

Team

8_01 Added Overall Coding Threshold for all ORS 

Elements guidance

8_02 Eliminated condition for Outdoors threshold “a 

worker moves between different work sites during the 

workday”; Revised examples 

8_03 Eliminated condition for Extreme Cold threshold 

“Workers are indoors in locations that are not climate 

controlled”; Revised examples

8_04 Eliminated condition for Extreme Heat threshold 

“Workers are indoors in locations that are not climate 

controlled”; Revised examples

8_05 Added guidance to Wetness about use of gloves

ORS SO-70:28 8_06 Added definition of oppressive humidity and added 

warehouse worker example 

ORS Revision 

Team

8_07 Added guidance regarding when exposure to 

Hazardous Contaminants is considered present; Added 

example

8_08 Clarified guidance on Proximity to Moving 

Mechanical Parts; Added examples
xii 

Appendix 2 ORS SO-70: 30 Added hammer weights

Appendix 3 Ed.gov Added List of Professional and Doctorate degrees

Glossary PPD 

Maintenance/ORS 

Revision Team

Terms added or revised:

Accommodation

Certification

Credit Hour

Critical Job Function

Critical Tasks 

Doctorate Degree

Educational Certificate

Extreme Cold

Extreme Heat

Incidental Tasks

Job

Job Demands

License

Observable Behaviors 

Occupation

Occupation Specific Credentials

Oppressive (Humidity)

Other Credential

Professional Degree

Semester

Semester Unit

Sitting/Standing at Will

Stooping

Task

Task Lists

Unobservable Behaviors 

Work as Generally Performed

Worker
ORS Collection Manual Third Edition Page | 1 

Chapter 1: Key Concepts

The purpose of the Occupational Requirements Survey (ORS) is to provide the Social 

Security Administration (SSA) with data about how work is generally performed in the 

national economy. 

Jobs are performed differently from one establishment to another. ORS collects 

information from establishments about job demands related to the critical tasks of 

selected jobs within the establishment. These individual data are combined to represent 

the job demands for the occupations as generally performed in the national economy. 

This chapter outlines key concepts and definitions associated with ORS collection:

• Task, Worker, Job, Occupation

• Work as Generally Performed, Critical Job Function, Critical and Incidental Tasks

• Job Demands

• Thresholds

• Duration

• Accommodations

• Mitigation
ORS Collection Manual Third Edition Page | 2 

1_01 Task, Worker, Job, Occupation

Task

A task is a distinct activity assigned to or performed by workers who are carrying out job 

duties that result in a specific outcome. 

Worker

A worker is an employee who is assigned a specific set of tasks. The term worker is 

equivalent to the term ‘position,’ historically used in the Dictionary of Occupational 

Titles and the Revised Handbook for Analyzing Jobs. 

Job 

A job represents all workers in an establishment with the same or similar tasks such that 

they may be analyzed collectively. In ORS, a sampled quote represents a job. 

Occupation 

An occupation is a broad term representing a defined set of responsibilities, skills, and 

tasks not specific to a company. In ORS, all sampled jobs are assigned to an occupation 

defined in the 2010 Standard Occupational Classification (SOC) system. 

Comparison of Occupation, Job, and Worker 

 

Occupation: 

Registered 

Nurse

Job: School 

Nurse at School 

District A

Worker: A

Worker: B

Job: Staff RN at 

Hospital B

Worker: X

Worker: Y

Worker: Z
ORS Collection Manual Third Edition Page | 3 

Standard Occupational Classification (SOC) system and O*NET

ORS classifies selected jobs found in establishments into the most detailed occupational

code available. Federal statistical agencies are mandated to use the SOC system for the 

purpose of collecting, calculating, or disseminating occupational or labor market data.

To provide additional levels of detail, ORS jobs are classified using expanded eight-digit 

occupational codes from O*NET (Occupational Information Network) Online. 

For more information about job classification in ORS, see Chapter 3: Classifying Jobs.
ORS Collection Manual Third Edition Page | 4 

1_02 Work as Generally Performed, Critical Job Function, Critical and Incidental Tasks

Establishments may assign tasks to a job that are necessary for establishment operations 

but are not directly related to the larger occupation. ORS applies the concepts of critical 

job functions and critical tasks to define the scope of tasks included for duration coding, 

which is considered work as generally performed.

Work as Generally Performed

Work as generally performed refers to the ways in which most workers carry out the 

critical tasks associated with the critical job function of their occupation. 

Critical Job Function

The critical job function is the main purpose of the job. It consists of critical tasks that are 

integral to the job. The job would not exist without the critical job function(s), which are

the primary pay factors for the job.

Critical job functions are broad and often correspond to the detailed SOC occupational 

definitions. 

Most jobs have one or a very limited number of critical job functions. An example of a 

job with multiple critical job functions is a combination job. While combination jobs are 

assigned the SOC code associated with the highest skill level required by the job (see 

section 3_02), the tasks will cover all of the critical job functions.

Critical Tasks 

A critical task is an activity workers must perform to carry out their critical job 

function(s). A task is considered critical when it is a primary and required component of 

the critical job function. 

Critical tasks are: 

• Tasks that workers are evaluated and rated on 

• Tasks that are necessary to carry out the critical job function(s), despite the 

frequency they are performed 

Example: Firefighters climb ladders infrequently, but must be able to perform this 

task in order to fight fires.

• Tasks that are expected and usual and workers are assigned to spend 10% or more 

of their work time performing, regardless of their relation to critical job function

Example: Accountants in a real estate leasing office carry out accounting tasks as 

their critical job function. However, accountants in this establishment are also 

expected to spend 10% or more of their time inspecting and showing potential 

tenants rental properties. Since the time spent performing rental property tasks is

10% or more of their work time, these tasks are considered critical for this job. 
ORS Collection Manual Third Edition Page | 5 

Incidental Tasks 

Incidental tasks are excluded from ORS collection. A task is considered incidental when 

it does not support a critical function of a job, or is not a primary or required component 

of the critical function(s) of a job. 

Incidental tasks are performed less than 10% of the time and meet at least one of the 

following conditions: 

• are not tasks the job is evaluated or reviewed for 

• are not required to carry out the critical job function(s)

• may be carried out by workers in any job at the establishment (these tasks may be 

important but are not a function of any one job at the establishment)

Example: When the copier is out of paper, any staff member refills the machine.

Exclude, regardless of the time workers spend performing them, incidental tasks that: 

• are voluntary 

• occur by chance (includes response to unusual or emergency situations unless a 

critical function of the job is emergency response) 

• are specific to only one or a few workers in a job whenever a job has multiple 

workers 

Example: At least one stocker at a warehouse must be able to operate a forklift, 

but it is not required of all the stockers at the warehouse to operate forklifts.

For more information on how to collect and document critical job function(s) and critical 

tasks in ORS, see Chapter 4: Task Lists. 
ORS Collection Manual Third Edition Page | 6 

1_03 Job Demands

Job demands 

Job demands are the knowledge, cognitive abilities, and physical actions required to 

perform critical tasks, as well as environmental conditions experienced while completing

critical job tasks. Job demands include observable and unobservable behaviors: 

• Observable behaviors: typing, driving, standing, lifting, reaching, etc. 

• Unobservable behaviors: learning and applying knowledge, perception, problem 

solving, etc. 

ORS captures a variety of job demands organized into four broad areas: 

• Specific Vocational Preparation 

• Cognitive Elements

• Physical Demands

• Environmental Conditions 
ORS Collection Manual Third Edition Page | 7 

1_04 Thresholds

A threshold is a magnitude or intensity that must be met or exceeded for a certain 

condition to be considered for ORS collection. 

Overall Collection Threshold for All ORS Elements

Only the knowledge, cognitive abilities, physical actions, and environmental conditions 

required to perform critical tasks, as well as environmental conditions associated with a 

job’s critical tasks are in-scope for ORS. 

For more information about collecting the presence of ORS elements associated with 

critical tasks, see Chapter 4: Task Lists.

Thresholds for Individual ORS Elements

Many individual ORS data elements must also meet additional thresholds before the 

element presence and frequency is collected and coded. 

Thresholds exist for the following individual ORS elements:

Physical Demands

Pushing and Pulling

Reaching

Stooping

Environmental Conditions

Outdoors

Extreme Cold

Extreme Heat

Wetness

Humidity

Hazardous Contaminants

Proximity to Moving Mechanical Parts

Heavy Vibration

High, Exposed Places

Refer to the section on each element for a description of the relevant threshold. 
ORS Collection Manual Third Edition Page | 8 

1_05 Duration

Duration is the total time a worker performs critical tasks using certain physical 

demands or is exposed to an environmental condition. 

When a respondent indicates that an element is not performed or experienced as part of 

the critical tasks, duration is coded as not present. 

Additionally, when a data element does not meet an associated threshold, it is out-ofscope and duration is coded not present. 

When the associated threshold is met, capture the total amount of time a worker performs 

a physical demand or is exposed to an environmental condition. Percent of time is based 

on the full work day and captured according to the following duration scale: 

Duration 

Scale Percent of Time Daily* Weekly* Annually*

Seldom Up to 2% Up to 10 

minutes per day 

Up to 1 hour per 

week

Up to 42 

hours a year 

Occasional 2% up to 1/3 

10 minutes up 

to 2 2/3 hours 

per day 

1 hour up to 1 

2/3 days per 

week

One week up 

to 4 months 

Frequent 1/3 up to 2/3 

2 2/3 hours up 

to 5 1/3 hours 

1 2/3 days up to 

3 1/3 days per 

week

4 months up 

to 8 months 

per year 

Constant 2/3 or more 

5 1/3 hours or 

more

3 1/3 or more 

days per week

More than 8 

months per 

year

* Hours are based on 8 hours daily, 40 hours weekly, 2080 hours annually work 

schedule.

Duration for critical tasks that occur less than daily

If a physical demand or environmental condition associated with critical tasks occurs 

weekly, monthly, annually, or seasonally, calculate the percent of time spent performing 

the activity and select the duration category. 

Example: 

Five hours per week, teachers enter grades and respond to emails using a traditional 

keyboard. They work 40 hours per week.

Keyboarding = 5 hours/40 hours = 12.5% of their weekly schedule. Code duration as 

‘2% up to 1/3’. 
ORS Collection Manual Third Edition Page | 9 

1_06 Accommodations

Accommodations are changes to tasks or the work environment, enabling a person with 

a disability to compete equally or perform critical tasks. Not all employers can offer the 

same accommodations. 

Collect job demands based on how most workers perform critical tasks without 

accommodation. When a change is available to all workers in the job, it is not considered

an accommodation. 

Examples Accommodation Reason

Allowing a worker to avoid/

reassigning critical tasks to other 

workers in the job 

Yes Employer modification for one 

worker to perform critical tasks.

Allowing a worker to 

avoid/reassigning incidental tasks to 

other workers in the job

Not Applicable Accommodations apply to 

critical tasks only and all 

incidental tasks are excluded 

from ORS collection

Allowing a worker to stand for a job 

normally performed sitting or sit for a 

job normally performed standing 

Yes Employer modification for one 

worker 

Allowing all workers in the job the 

option to stand for a job normally

performed sitting or sit for a job 

normally performed standing 

No Offered to all workers

Buildings with handicap access ramps 

and other unrestricted handicap access 

equipment 

No Employer does not provide or 

restrict their use

Tools such as eyeglasses, contacts, and 

hearing aids

No Employer does not provide or 

restrict their use
ORS Collection Manual Third Edition Page | 10 

1_07 Mitigation 

Mitigation occurs when the employer installs devices or requires the use of personal 

protective equipment (PPE) that fully or partially eliminate potentially hazardous 

conditions or exposures.

Personal protective equipment (PPE) is gear used or worn to minimize exposure to 

serious workplace injuries and illnesses. Examples of PPE include gloves, boots, helmets, 

goggles, earplugs, respirators, and protective clothing such as lab coats. 

For more information about collecting Environmental Conditions when mitigation 

strategies are present, see Chapter 8: Environmental Conditions. 
ORS Collection Manual Third Edition Page | 11 

Chapter 2: Collection Strategies 

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. While it does not guarantee cooperation, 

this familiarity may help field economists get quality information for both ORS and NCS. 

The following strategies, explained further in this chapter, facilitate successful ORS 

collection: 

• Use Job Descriptions and Other Descriptive Documents to Prepare for Collection

• Identify a Collection Approach

• Prioritize to Maximize Data Collected

• Take Advantage of Opportunities to Observe Workers on Jobs
ORS Collection Manual Third Edition Page | 12 

2_01 Use Job Descriptions and Other Descriptive Documents to Prepare for Collection

Job descriptions and other establishment documents (e.g., Workers Compensation forms, 

OSHA/workplace safety forms, and organizational charts) are valuable tools when 

making a preliminary assessment of jobs and in expediting collection. 

Use caution with establishment documents that include references to ORS elements and 

frequency. Job demands listed in job descriptions and other establishment documents 

may not match the definitions and thresholds for ORS elements. The description may 

also reflect the maximum exertion or exposure a worker could experience instead of the 

normal expectations and requirements of the job. 

Before using any job descriptions or other descriptive documents, verify with the 

respondent they are current and accurately reflect the critical function and critical tasks of 

the job. Probe the respondent(s) before assuming any job demands and durations listed in 

a job description or other descriptive documents are consistent with ORS definitions and 

collection procedures. Job descriptions, or any other company documentation, are aids to 

collection and do not substitute for an interview. 

Using job descriptions and other establishment documents may help to:

• Identify the potential critical job function(s) and critical tasks

• Determine possible Standard Occupational Classification (SOC) coding 

• Review O*Net task lists associated with possible SOC options 

• Launch discussions with the respondent on task lists, ORS data elements, and 

leveling 

• Provide information on work schedules and supervisory information 

• Learn about educational, training, certification, licensure, and experience 

requirements for Specific Vocational Preparation (SVP)

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

obtained from job descriptions and respondent discussion. 

• Incidence of physical demand elements (e.g., writing is present, so gross and 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 in the 

collection interview. Confirm with the respondent that the researched information applies 

to the selected occupations. Resolve discrepancies with the respondent, during the 

interview or through follow up as needed. 
ORS Collection Manual Third Edition Page | 13 

2_02 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:

• Each quote individually. 

• Multiple quotes concurrently.

• A portion of the interview for each quote individually and a portion for multiple 

quotes concurrently. 

• Data from additional respondents such as supervisors, and occupational safety 

managers.
ORS Collection Manual Third Edition Page | 14 

2_03 Prioritize to Maximize Data Collected

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

possible due to respondent constraints. Apply the following collection priorities to 

maximize data collected. Collect these items first:

• Task Lists

• SVP

• Cognitive Elements

The task list, knowledge, and cognitive abilities required inform the conversation and 

coding for all of the other elements. 

Collect these physical demand 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. 

Conversational interviewing techniques can increase efficiency. Use information 

provided throughout the interview to support coding decisions. For example, if the task 

list for an occupation includes use of a computer, near visual acuity is present and may be 

assumed. 
ORS Collection Manual Third Edition Page | 15 

2_04 Take Advantage of Opportunities to Observe Workers on Jobs

ORS is collected by interviewing respondents who understand their establishment’s job 

demands. Observations of workers can also be helpful in understanding how work is 

performed. They enable a better understanding of the physical actions and tools workers 

use as well as the environmental conditions in which they perform critical tasks.

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

respondent’s office.

• Accept offers for a company tour, especially for unfamiliar industries and

jobs.

• Ask to observe jobs.

• Probe respondent while on a company tour to clarify what you observe to

determine whether it is usual and associated with critical tasks.

• Document how your observations affect coding selections.
ORS Collection Manual Third Edition Page | 16 

Chapter 3: Classifying Jobs

The goal of ORS is to capture work as it is generally 

performed in the national economy. Matching jobs found in 

individual establishments to the closest standard occupation 

in the national economy ensures any job demands collected

reflect the correct occupation. 

Other factors may also result in the need to further 

distinguish jobs during collection. 

This chapter outlines the procedures for classifying and distinguishing jobs during the 

ORS collection process:

• SOC Classification

• Job Characteristics 

• Work Schedules

• Other ORS Variations 
ORS Collection Manual Third Edition Page | 17 

3_01 SOC Classification

Identify the best SOC code based on SOC classification principles and the critical 

function and critical tasks of the job. Be sure to consider the work performed and the 

skills, education, and training required. Apply the SOC Classification Principles and 

Coding Guidelines and the definitions in the O*Net to determine the best match. For 

more SOC coding guidance, see NCS Volume 1, Chapter 4.

Using O*NET 

ORS requires job demands data coded at the most detailed level possible. SOC codes 

listed in the SOC manual are only listed at the 6-digit level. To provide additional levels 

of detail, ORS uses the 8-digit SOC codes created and used in the O*NET. 

O*NET occupations contain definitions and detailed task lists and can provide 

verification that the best 8-digit SOC has been selected. If the task list provided by the 

respondent is significantly different from the O*NET list, review the SOC coding to 

ensure it is the best fit. Do not rely solely on the O*NET to determine the proper coding 

of SOCs or identify critical tasks. 

Document any situation where an 8-digit SOC was available and not used. This may be 

appropriate because the occupation is not covered by any of the more detailed breakouts, 

or when more the one detailed breakout applies. 

Example: A small shipyard has a combination Marine Engineer SOC 17-2121.01 

and Marine Architect SOC 17-2121.02 occupation. The occupation performs both 

critical functions equally and the occupational work levels (4-Factors) are the 

same. Instead of choosing one of the two eight-digit codes, match the occupation 

to the 6-digit (combination) SOC 17-2121.00. Document your reason for not 

choosing one of the more detailed 8-digit SOC levels. 

Classifying combination jobs

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

jobs are difficult to classify in one detailed SOC code. If it is a common combination, 

check for any SOCs that cover the full span of the job. 

When classifying a combination job, follow standard SOC classification principles: 

• Select the SOC that matches the highest skill level performed by the job. Base 

skill level on information collected from the respondent. 

• When there is no perceptible difference in skill levels, classify the SOC based 

on the critical functions required the majority of the time most often. 

Document all SOC coding choices, including the correct secondary SOC code and 

associated duties. 

Collect and code ORS elements based on how workers perform all critical tasks of a job

that are related to different critical job functions, even if those tasks are related to 

different occupations. 
ORS Collection Manual Third Edition Page | 18 

Residual occupations

Classify jobs whose critical function and critical tasks are not described in a distinct 

detailed occupation in the appropriate “All Other” or residual occupation. Residual 

occupation categories appear as the last occupation in a group with a code ending in “99” 

and are identified by the words “All Other” at the end of the title. Residual occupations 

help identify unusual or emerging occupations. 

Do not use residual occupation codes when you have insufficient information to 

determine whether a job belongs in a detailed or residual SOC. Code these jobs as a 

Refusal (REF). 

Do not use residual occupation codes as a fallback when an establishment job title 

reflects a broad SOC group and encompasses different detailed SOCs. If a respondent 

cannot separate the detailed SOCs, select the detailed SOC which covers the majority of 

workers in the job title. 

Examples Combination 

Job

Action Reason

Receptionist/Secretary 

handles phones, reception, 

correspondence, and 

scheduling. 

Yes Select Secretary SOC.

Document the receptionist 

SOC and collect all critical 

tasks. 

The Secretary is the job 

with the higher skill level. 

Teacher/janitor teaches shop 

during the school year; cleans 

the school during the 

summer.

No Split the jobs at PSO. The two jobs are unrelated 

and could be held by two 

different people.

Examples SOC Code

A school district groups all elementary and 

middle school teachers together. 

Respondent states majority work at the 

elementary school. 

Select SOC of majority, 25-2021.00 

Elementary School Teachers. Collect job 

demands applying to Elementary School 

Teachers only.

Substitute teachers Select 25-3099.00, Teachers and 

Instructors, All Other. Substitute teachers 

are appropriately coded in a residual SOC.
ORS Collection Manual Third Edition Page | 19 

University respondent cannot determine 

subject taught by associate professors in 

humanities department. An online search 

reveals majority of associate professors in 

the department teach English. 

Select SOC of majority, 25-1123.00, 

English Language and Literature Teachers, 

Postsecondary. 
ORS Collection Manual Third Edition Page | 20 

3_02 Job Characteristics

Jobs in ORS are also classified by broad characteristics such as full-time/part-time, 

union/non-union, and time-based/incentive-based. 

ORS procedures for classifying job characteristics follow NCS procedures. See NCS 

Volume 1, Section 4_01. 
ORS Collection Manual Third Edition Page | 21 

3_03 Work Schedules

ORS captures the number of daily and weekly hours and annual weeks workers in the job 

are expected to perform. 

For ORS, code the permanent, on-going work schedule of both exempt and non-exempt 

employees even when this time may exceed straight time pay. Exclude overtime hours 

worked for non-exempt employees working sporadic or ad-hoc overtime schedules.

For general procedures regarding coding work schedules, see NCS Volume 1, Chapter 8. 
ORS Collection Manual Third Edition Page | 22 

3_04 Other ORS Variations 

Jobs in ORS can vary for other reasons than described earlier in this chapter. 

Reasons ORS variations may occur include: 

Work preferences. For example, workers may be able to select whether to use the 

phone or email to contact a customer.

In this situation, code the duration based on the way most workers normally 

perform critical tasks.

Different tasks assigned on a regular basis. For example, workers rotate through 

different tasks supporting the same critical job functions within the same job. 

In this situation, collect and code the full range or ORS element variation for 

critical tasks performed within the job.

The same critical tasks are performed at known different frequencies. For 

example, workers in the same job have different shifts that create variation in 

frequency. 

In this situation, where the workers do not rotate regularly, identify the narrowest 

position and collect job demands related to the PSO ‘hit’ for the quote.

Scenario Action Reason

A company has day and night shift janitors 

that do not rotate. During PSO, ‘day shift’ 

janitors were selected. NCS leveling is the 

same, but the frequency of physical 

demands for lifting and push/pull differ for 

janitors working day shift versus working 

night shift. 

Collect and code job 

demands for day shift 

janitors only.

The frequency of 

elements 

experienced are 

different by the 

shift, and workers 

do not rotate 

between shifts.

Nursing assistants rotate through shifts. 

Day shift has more interaction with 

patients and families.

Code the full range of job 

demands experienced.

Workers are 

expected to rotate 

between the 

various shifts.
ORS Collection Manual Third Edition Page | 23 

Chapter 4: Task Lists 

A task list itemizes the critical tasks performed within a 

job. This is because only the knowledge, cognitive 

abilities, physical actions, and environmental conditions 

associated with a job’s critical tasks are in-scope for 

ORS.

The collection of task lists is essential to understanding 

how the critical tasks performed relate to the job demand 

elements. Therefore, coding of task lists is itself a 

required ORS element. 

This chapter outlines the procedures for using task lists during the ORS collection 

process:

• Collecting Task Lists

• Use of Job Descriptions in Creating Task Lists

• Documenting an ORS Task List

• Consistency between Task List and Element Coding

• Job Demands when Traveling is Involved
ORS Collection Manual Third Edition Page | 24 

4_01 Collecting Task Lists 

Task lists reflect and record the detailed activities workers perform to accomplish critical 

functions. Task lists support SOC coding choices. Task lists also serve as a bridge 

between the critical job function and ORS element coding. There are many strategies for 

obtaining this information from respondents. 

Possible ways to start the conversation include: 

• What are the most important things this job does for your organization? 

• What is the purpose of this job? 

• What do workers in this job do in a regular day?

Critical tasks are not always obvious. When they are not, you must ask additional 

questions. Verify any unusual tasks for the occupation that are required, primary, and in 

support of the critical job function of the job. Only include tasks that do not support a 

critical job function when they are performed 10% or more of the work-day or week. 

Exclude any tasks that are not required, don’t meet the threshold and/or are incidental. 

Several questions that may help determine whether to include/exclude a task are: 

• If workers could not do this, could the main purpose of the job still be 

accomplished?

• If no one in this job could perform this task, would the job still be useful to 

your organization? 

• Are workers rated or evaluated on how well they perform this task?

• Is this something that anyone in the organization could do? 

Examples of ORS Task Lists 

Court Room Clerk

Critical Job Function

Perform clerical and courtroom duties in support 

of the municipal court 

Critical Tasks

• Prepares docket or calendar of 

cases to be called

• Assigns new court dates 

• Prepares legal forms, prepares and 

corrects convictions on computer 

• Reviews and researches documents

online and in law library

• Answers phone inquiries from 

attorneys, court personnel and the 

public 

• Accompanies judge with files into 

the courtroom on docket day. 

• Pushes cart with files and hands 

judge files as requested.
ORS Collection Manual Third Edition Page | 25 

Excluded tasks:

• Crawls under desk to plug in new equipment. (Critical job function consists of clerical 

and courtroom duties. Plugging in equipment is not related to either. Task is 

infrequent, occurs by chance, and would not meet the 10% threshold for coding.) 

• Voluntarily carries heavy packages delivered to reception area on the way into the 

office. (Task is optional, voluntary, and could be done by any job in the organization.) 

• Walks across the street from the office to the courts building, climbing stairs to get into 

the building. (Climbing is optional as public buildings are mandated to have 

alternatives to stairs.)

Middle School Teacher

Critical Job Functions

Plans and provides classroom instruction to 

students in grades 6-8 in accordance with district 

and school policies and monitors students while 

on school premises. 

Tasks

• Prepares, plans, and delivers 

instruction to students 

• Meets with assigned team to 

develop lesson plans 

• Uses smartboard in classroom 

teaching

• Grades assignments and enters 

scores into computers

• Monitors students getting on and 

off buses in the parking lot and 

during recess to ensure safety

Excluded tasks:

• Goes on annual field trip to a local water sanitation plant with students (The field trip is 

not a primary component of instructing and monitoring students and is not a regular 

part of the job. See incidental tasks.) 

• Decorates classroom with posters (This task does not involve actual instruction or 

monitoring of students. Additionally, a teacher can decide whether to decorate the 

classroom or not so it is optional.)
ORS Collection Manual Third Edition Page | 26 

Hairdresser

Critical Job Function

Provides beauty services relating to clients’ 

requests. 

Tasks

• Shampoos, cuts, colors, blow dries 

hair for men, women, and children 

• Recommends styling products 

• Perms hair

• Waxes eyebrows and facial hair

• Creates up-dos for special 

occasions like weddings or prom

Excluded tasks:

• Answers phone when receptionist is at lunch (It is not related to providing beauty 

services and is generally done by another job.) 

• Helps delivery person to offload shipment of beauty supplies for 30 minutes per week 

(It is not a critical task associated with providing beauty services and is performed less 

than 10% of time.)
ORS Collection Manual Third Edition Page | 27 

4_02 Use of Job Descriptions in Creating Task Lists

Job descriptions often provide considerable information about the tasks that jobs perform, 

but they can be outdated and misleading. Respondents are the primary source of 

occupational information. If a respondent is insistent that a job description be used to 

code tasks, the following must be verified before using the information:

• Description is current

• Duties are accurately portrayed (job descriptions often overstate duties) 

• Description is for the correct job

o Title/job code matches quote selection

o Description covers sufficiently narrow duties (e.g., if the selected quote 

is an art teacher then the description for a primary teacher would not be 

narrow enough) 

Even after verification of the above items, proceed with caution. Job descriptions can be 

useful in determining what tasks should be included, but they often don’t describe how 

tasks are performed. 
ORS Collection Manual Third Edition Page | 28 

4_03 Documenting an ORS Task List

Code the critical job function(s) and the critical tasks performed in support of the critical 

job function(s) for every usable quote. Helpful factors to include for context and 

improved understanding of potential ORS elements are: 

• How tasks are performed

• Where tasks are performed

• Materials used-types of data, tools, and equipment 

• Origination and destination of materials or information used

• People with whom the job interacts 

Include details that validate element coding, such as examples of items lifted/carried, 

examples of items pushed/pulled, presence of driving and vehicle type, and how 

environmental condition exposures meet thresholds.

Copying/pasting entire job descriptions, the O*NET task list, the O*NET definition, or 

the SOC Manual definition is unacceptable and does not meet the task list requirement. 

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. 

• Enter task lists in the Task List text box on the SVP screen in CIERA. 

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, rest 

rooms, and some outside areas. He reports to the Maintenance Supervisor. One of 

the biggest jobs is emptying the waste receptacles throughout the building. This 

includes emptying all of the classroom trash cans as well as the large cans in the 

hallways and cafeteria daily. 

Additionally, he has to empty recycle containers throughout the building as 

needed. The janitor 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 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 also 

plants flowers and shrubs in spring and fall. 
ORS Collection Manual Third Edition Page | 29 

The janitor maintains and makes minor repairs to the boiler system as needed, and 

does other simple maintenance such as replacing light bulbs or restroom supplies. 

The duties of this occupation are usually performed after the children have left 

school for the day, as it would be difficult to do many of the tasks with children 

present.” 

Example – Janitor Task List

Critical job function: Cleans interior and performs light indoor and grounds 

maintenance at an elementary school.

Task List: 

• Empties wastebaskets 

• Polishes floors using buffer 

• Vacuums carpeted areas

• Cleans messes as requested

• Replenishes restroom supplies

• Replaces light bulbs as needed

• Adjusts boiler 

• Shovels sidewalks in winter 

• Plants flowers and shrubs in the spring
ORS Collection Manual Third Edition Page | 30 

4_04 Consistency between Task List and Element Coding

A job’s task list clearly and concisely summarizes job duties. Element coding represents 

the movements and exposures experienced as a result of the worker performing these 

duties. Cognitive, physical, and environmental coding must be documented with 

examples relating to and consistent with the task list. 

If the respondent indicates job demands are present that are not related to the critical 

tasks included in the task list, determine whether a task related to a critical job function

was missed. If yes, add it to the task list. If no, unless the duration meets the 10% 

threshold, the ORS elements related to the task should not be coded, as they do not meet 

the overall threshold for determining presence. 

Unless a job’s critical function is to respond in emergency or unusual situations, exclude 

tasks resulting from such situations. There are situations in which tasks may be critical

but occur infrequently. Critical tasks do not include tasks that occur because of unusual 

events, including emergency situations. 

Proceeding when respondent answers are incomplete

Use the task list as a reference to probe and confirm respondent answers. If the 

respondent can confirm that an element exists and the threshold is met, but is unable to 

provide associated duration, code the element as ‘Present, Duration Unknown (PDU)’. 

Only use ‘PDU’ after exhausting all other methods to establish duration, including 

requesting to contact a different respondent, to establish a duration. 

If a respondent is unable to confirm that an element is present, code ‘Unknown (UNK)’. 

Example 1 – LAN Techs

Critical Job Function: Maintains company software and hardware for all employees.

Task List:

• Assists company employees with technical problems by phone and in person 

• Configures new employee computers 

• Maintains company servers

• Installs new software on employee computers 

• Runs software updates as needed

Element Coding Inconsistency with Task List:

Respondent indicates Extreme Heat is present for less than 2% of time because if the 

HVAC system happens to malfunction, at least one LAN Tech must stay in the server 

room until the system is repaired. 

Resolution:
ORS Collection Manual Third Edition Page | 31 

Do not code for Extreme Heat. This exposure is not experienced by most of the 

workers in the job but rather is the result of a chance event- an unusual, emergency 

situation. 

Example 2 – Preschool Instructor

Critical Job Function: Provides classroom instruction and recreational activities to 

preschool age children.

Task List:

• Teaches lessons to children using toys and other learning tools 

• Monitors recess and playtime 

• Reports progress to parents

• Develops lesson plans 

Possible Element Coding Inconsistency with Task List:

Respondent indicates that overhead reaching is present. All toys and learning tools are 

located on a high shelf so that the children cannot reach them. Even when standing, 

instructors must reach overhead to take these items off of the shelf to use during 

lessons and at playtime and then return them to the shelf upon completion. 

Resolution:

Code for overhead reaching. Coding is consistent with the task list, as it is done in 

support of teaching lessons and monitoring playtime. 

Example 3 – Machine Operator

Critical Job Function: Responsible for all aspects of operation of injection molding 

machines.

Task List:

• Operates injection molding machine

• Performs machine set up and adjusts as necessary

• Inspects final product 

• Resolves machinery issues.

Element Coding Inconsistency with Task List:

Respondent indicates that the machine operator climbs stairs that are a part of the 

machine to make adjustments on the top of the machine and when machinery 

malfunctions. 

Resolution:

Code for work related climbing. Add documentation to explain this demand is part of 

critical tasks (performing machine adjustments and resolving machinery issues) which 

support the critical job function. 
ORS Collection Manual Third Edition Page | 32 

Example 4 – Dental Assistant

Critical Job Function: Provides assistance to the dentist during surgeries and other 

treatments

Task List:

• Assists dentist performing dental treatments

• Takes impressions of teeth

• Performs x-rays 

• Explains treatment plan to patients

Element Coding Inconsistency with Task List:

Respondent indicates that the dental assistant sweeps and mops the dental office before 

closing which takes about 15 minutes each 8-hour day. Dental assistants also 

sometimes drive in order to drop off/pick up mail at the nearby post office when others 

in the office are unavailable. 

Resolution:

Exclude cleaning duties and driving from the task list. Sweeping and mopping the 

dental office is not associated with a critical job function and the job spends less than 

10% of time performing this task. Dropping off mail is not specific to the job – anyone 

in the establishment can do it. 
ORS Collection Manual Third Edition Page | 33 

4_05 Job Demands when Traveling is Involved

Some jobs require travel as part of the critical job function(s). This travel may be local or 

long distance. Collect the presence and duration for physical demands associated with 

critical tasks performed during travel. Include any time sitting or standing/walking if 

travel is part of the typical workday. 

Include: 

• Driving between locations where critical tasks are performed 

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

equipment 

Exclude: 

• Travel and associated demands that are part of a regular commute

• Lifting or pushing/pulling personal luggage 

• Exposure Outdoors from travel unless the worker is performing critical tasks 

between the transportation mode and other work sites such as making deliveries

Examples Include Durations for: Exclude Durations for:

Computer consultants 

travel 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, 

peripheral vision, foot/leg 

controls

Lifting/carrying work laptop

Pushing/pulling personal luggage 

is excluded because the worker 

can choose what to bring 

Outdoor exposure between client 

sites, car and airport-does not 

meet Outdoors condition of 

performing critical tasks 

outdoors. 

Pharmaceutical sales reps 

drive to doctors’ offices 

carrying sample cases.

Driving elements -- sitting, gross 

manipulation, far visual acuity, 

peripheral vision, foot/leg 

controls

Walking to and from the car 

while working 

Lifting/carrying sample cases

Traveling to and returning from a 

work office or residence as part 

of a commute

Outdoor exposure between car 

and doctors’ offices - does not 

meet Outdoors condition of 

performing critical tasks 

outdoors. 
ORS Collection Manual Third Edition Page | 34 

Chapter 5: Specific Vocational

Preparation (SVP) 

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 

aptitude needed for average performance in 

a specific job. 

SVP measures the minimum vocational preparation time needed for a job, not the type of 

knowledge required. 

ORS collects the following four elements: 

• Minimum Education 

• Pre-Employment Training 

• Experience 

• Post-Employment Training

This chapter outlines the procedures for collecting SVP: 

• Computing SVP Level

• Avoiding errors that can result in over- or understatement

• Collecting Minimum Education

• Collecting Pre-employment Training

• Collecting Experience

• Collecting Post-employment Training
ORS Collection Manual Third Edition Page | 35 

5_01 Computing SVP Level

Field economists do not need to calculate the overall SVP level of a job. 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 components is coded as “Unknown,” CIERA will not 

display an overall SVP level.

Understanding SVP levels and job skill levels

It is essential to have a conceptual understanding of how each component 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. 

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
ORS Collection Manual Third Edition Page | 36 

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:

o Works a standard 8/40/52 work schedule 

o Needs a high school diploma or GED 

o Works with an assistant who demonstrates what to do for about 3 weeks. 

o 90 day probationary period 

o 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 

Pre-Employment Training = None = 0 SVP 

Experience = 6 Months = 26 Weeks SVP 

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

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

Training

0 + 0 + 26 + 3 = 29 Weeks 

29 Weeks = 6.692 Months = SVP 5

NOTE: In the example above, the probationary period is not counted as postemployment training.
ORS Collection Manual Third Edition Page | 37 

5_02 Avoiding Errors that can Result in Over- or Understatement

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

experience, code the combination that results in the lowest overall SVP time. 

Example: 

A respondent says a new employee must have a high school diploma and five 

years of experience OR a Bachelor’s degree with no experience. 

Code: Minimum Education – ‘Bachelor’s degree’ and Experience – ‘Not 

Required’ 

Reason: Coding a Bachelor’s degree without experience results in an SVP level 6 

and high school plus 5 years’ experience results in an SVP level 8.

When to use ‘Unknown’ and ‘Not required’ 

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

is not required. 

Code ‘Not Required’ when an SVP component is not present or needed for the job. 

When an SVP component cannot be determined or is unavailable, code it as ‘Unknown’ 

in CIERA. Code any components that are available. 

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.

Note: If any of the four SVP components is coded as ‘Unknown’, the system cannot 

compute an overall SVP level and portions of SVP are imputed for estimation. 

Coding a non-levelable job

If a job is non-levelable and it is not possible to collect an SVP component 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”
ORS Collection Manual Third Edition Page | 38 

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

to be hired into company as an actor and 2 yrs. 

experience as an actor with the company to move up to 

lead actor. 

Bachelor’s degree: 2 years; 

Experience: 7 years 

Collecting 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 all overlapping time required between Pre-employent Training and other SVP 

component in the applicable category: Minimum Education, Experience, or Postemployment Training. Code the presence of any required credential in Pre-employment 

Training and select ‘Concurrent’ for duration.

Examples of Concurrent SVP 

Time

Code Reason

A police detective must have a

minimum of two years’ 

experience as a police officer, 

along with required coursework 

and an exam. Required 

coursework is completed after 

becoming a police officer. 

Code ‘2 years’ for 

Experience. Code ‘Yes’ and 

‘Concurrent’ for Preemployment Training/Other. 

Concurrent experience and 

pre-employment training 

time. Pre-employment 

training time is reflected in 

Experience. 

A worker needs a minimum of 

five years prior experience in 

project management and PMP 

certification. Certification 

requires at least 3 years prior 

experience, 35 hours of training, 

and an exam. 

Code ‘5 years’ for 

Experience. Code ‘Yes’ and 

‘Concurrent’ for Preemployment 

Training/Certification. 

Concurrent experience and 

certification. The time for 

certification is already 

reflected in Experience. 

A BLS field economist (FE) 

spends 6 months completing onthe-job training and completes 

one week of National Office 

collection training. 

Code ‘6 months’ for Postemployment Training Concurrent postemployment training. There 

is no separation of postemployment training types. 
ORS Collection Manual Third Edition Page | 39 

5_03 Collecting Minimum Education

Minimum Education measures the minimum

level of formal coursework required of a job, 

excluding general education. 

If an establishment requires a diploma or 

degree, regardless of academic discipline, 

collect:

• Type of degree requirement

• Vocational time to complete coursework 

relevant to the job 

When coding minimum education, use the list 

of degrees and associated vocational time in the Education SVP Chart. 

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 as Bachelor’s, 1 

as Master’s)

2 years are general education 

Master’s All post-grad. years (usually 1-

2 years)

All time is vocational

Professional All post-grad. years (usually 2-

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. 
ORS Collection Manual Third Edition Page | 40 

Guidance for collecting Minimum Education

1. If no formal education is required, collect whether the job requires reading and 

writing in any language. 

Do not infer reading and writing requirements based on job tasks. Always ask the 

respondent. For example, even when a job requires driving and a valid state driver’s 

license, do not assume the job task requires reading and writing because the workers 

may have needed to take a written test to get their license.

2. Collect the presence of a degree and the vocational time to complete coursework 

relevant to the job. Exclude the portion of time for general education. 

3. Do not multi-select more than one of the following degrees in CIERA: 

• ‘High School’ 

• ‘High School Vocational’ 

• ‘Associate’s’ 

• ‘Associate’s Vocational’ 

 NOTE: If any of these are selected, no other degree option should be selected.

4. ORS classifies graduate degrees into three categories: ‘Master’s’, ‘Professional’, and 

‘Doctorate.’ These degrees are earned after completion of a ‘Bachelor’s’ degree and 

are generally distinguished by the levels of coursework and research involved. 

Coding based on the degree name can lead to misclassification, particularly for 

degrees that should be coded as Professional. 

Use the following information to distinguish between Professional and Doctorate.

A Professional degree is a graduate degree that is required to work in a specific 

career/profession. Professional degrees do not require a Master’s degree, and 

typically fall into three main fields (medical, law, and religion). It is common for the 

title of the professional degree to include “Doctor,” but they are awarded based on 

classwork and do not require a dissertation. When gathering education requirements 

remember that the phrase “doctor of” does not always indicate the presence of a 

‘Doctorate.’ 

Examples of Professional degrees :

• Doctor of Dental Medicine (D.M.D.) 

• Doctor of Medicine (M.D.)

• Doctor of Optometry (O.D.) 

• Doctor of Jurisprudence or Juris Doctor (J.D.) 

• Doctor of Psychology (Psy.D or D.Psych) 

A Doctorate degree is research oriented and requires a dissertation or similar 

independent research effort. The Doctor of Philosophy (Ph.D.) and research doctorate 

are equivalent in title and focus almost exclusively on research or advanced studies. 
ORS Collection Manual Third Edition Page | 41 

Examples of ‘Doctorate’ degrees: 

• Doctor of Business Administration (D.B.A.) 

• Doctor of Education (Ed.D.) 

• Doctor of Philosophy (Ph.D.) 

• Doctor of Social Work (D.S.W.) 

• Doctor of Theology (Th.D.) 

See Appendix 3 for additional examples of Professional and Doctorate degrees.

5. If graduate degrees such as ‘Master’s,’ ‘Professional’, and/or ‘Doctorate’ are 

required, both the graduate degree(s) and a ‘Bachelor’s’ degree must be selected in 

CIERA:

6. Do not place certifications, educational certificates, or licenses in the ‘Other’ 

category. Code these under Pre-employment Training. 
ORS Collection Manual Third Edition Page | 42 

Examples of ‘Education’ Action Reason

An accountant at a manufacturing 

facility is required to have a 4-year 

Bachelor’s degree in Accounting. 

Code ‘Degree required.’

Select ‘Bachelor’s.’ 

This counts as 2 yrs. of 

minimum 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. 

Code ‘Degree required.’

Select ‘Bachelor’s’ as 

well as ‘Doctorate.’ 

2 years Bachelor’s; 3 years 

Doctorate, plus 1 year for 

dissertation - count only 

the minimum time 

required. 
ORS Collection Manual Third Edition Page | 43 

5_04 Collecting Pre-employment Training

Pre-employment Training is the amount of time 

needed to complete training required as a condition 

for hiring. This type of training often can result in a 

credential such as a certification, license, or 

educational certificate. 

Capture the presence of any required preemployment credentials along with the minimum

associated training or classroom time. 

Classify credentials into one of four categories based 

on the purpose, issuing body, and duration, not their 

title. There are four categories applicable for Preemployment Training: 

• Certification – issued by a certification body or industry/professional association, 

acknowledges that occupation specific skills and abilities exist, and expires if not 

renewed. 

• License – issued by a government agency, constitutes a legal authority to perform a 

specific occupation, and expires if not renewed. 

• Educational Certificate – issued by an educational institution (or a training 

provider), certifies that an occupation specific program of study was completed, and 

typically does not expire. 

• Other – any credential issued by a standardized body, may be relevant for a wide 

variety of jobs and occupations, and may expire or be valid for life. This category 

includes time spent in vocationally relevant credit and non-credit courses that do not 

result in a degree, license, certification, or educational certificate.

Occupation specific credentials mean that the credential only applies to a specific 

occupation (or small group of occupations). Occupation specific credentials may be the 

same for a broad occupation group (digits 4 and 5 of the SOC code), but would rarely 

cross major SOC groups. 

Sometimes credentials will have titles using the word ‘certificates’ but are actually issued 

by a government agency and therefore, should be coded under licenses. For example, 

teaching certificates are often issued by a state’s departments of education and would 

therefore be coded as a ‘License.’

When collecting Pre-employment Training include: 

• Apprenticeships 

• Vocational training 

• Non-credit courses 

• Credit courses that do not result in a degree 
ORS Collection Manual Third Edition Page | 44 

 Exclude: 

• Credentials that may be desirable but are not a job requirement 

• Credentials not associated with any critical job tasks and only a hiring criteria

requirement 

• Certificates of attendance or participation for training that is not vocationally 

relevant

Summary table

Duration Awarded by Nature 

Certification Time-limited Certification 

body

Occupation 

specific

License Time-limited Government 

agency

Occupation 

specific

Educational 

Certificate Lifetime

Training 

provider or 

Educational 

Institution

Occupation 

specific

Other Varies Varies

Vocationally 

relevant but not 

specific to an 

occupation

Guidance for collecting Pre-employment Training

Collect only the time needed to earn the initial credential, not any ongoing education or 

development time to maintain the credential. 

Do not include independent preparation time, time spent on optional exam prep classes, 

or time spent taking an exam when determining duration of pre-employment training. 

If the same pre-employment training occurs in different configurations (i.e., hours, days, 

months, years), capture the pre-employment training time in hours. 

There are situations where a credential is required, but there is no training duration. This 

occurs when: 

Time is already reflected in education or prior experience. Capture presence of 

credential and code ‘Concurrent’ for duration. 

No training time is required. There is an application and/or test only. Capture 

presence of credential and code ‘No formal time’ for duration. 

When coding SVP, count overlapping time elements once to avoid overstating SVP 

requirements of the occupation. 
ORS Collection Manual Third Edition Page | 45 

• Distinguish between classes that can be taken concurrently and those that must be 

taken consecutively to avoid overstatement. 

• When a credential or non-degree related coursework is a condition of hire, collect it 

as Pre-employment Training even when the credential/coursework can be completed 

post-hire. 

Note: When training for a certification or license is provided after hire, first clarify that 

the certification/license is a requirement for the job that was hit at PSO. For example, the 

respondent indicates a cadet receives training and, after certification, becomes a 

firefighter. If the cadet job is hit at PSO, then certification is not coded in preemployment training because it is not a condition of hire for the cadet job. If the 

firefighter job is the hit, then certification is coded in pre-employment training.

Counting Semester Units

Use the following information to calculate duration for required pre-employment training 

that does not result in a degree. 

• A semester unit is equivalent to one credit hour. Three credit hours equals one class 

and nine credit hours equals a full course load for one semester. 

• A semester is one-half of an academic year and is equal to 15 weeks. 

Apply this method carefully since it can overstate SVP time. Count all credits that are 

vocationally-relevant. Subtract any required credit hours which are time spent toward 

general education. 

Examples of ‘Pre-Employment Training’ Action 

Journey-level welders must complete 3-months 

of classroom training, a 4-year apprenticeship, 

and pass a test to receive a state-issued 

journeyman certificate before working. 

Code ‘License’-‘Yes’ and 51 months

duration. State-issued, occupation specific.

Elementary teachers must have their teaching 

‘certification’ issued by the state. Time needed 

for certification is concurrent with Bachelor’s 

degree. District also requires all teachers to have 

CPR certification (4 hour Red Cross training)

For teaching certification: Code ‘License’-

‘Yes’ and ‘Concurrent.’ State-issued, 

occupation specific. 

For CPR certification: do not count. This 

certification is related to an unexpected 

emergency-response task for this 

occupation; not relevant to critical job 

functions of a teacher.

Dental assistants must have a certificate from an 

accredited specialty school, and a state-issued xFor state-issued x-ray license: Code ‘Other’-‘Yes’ and ‘Concurrent’. X-ray 

license is not occupation-specific for this 
ORS Collection Manual Third Edition Page | 46 

ray license. Coursework takes 7 months and 

includes prep for the state licensing exam.

job. Time toward x-ray license is 

concurrent with education certificate. 

For the certificate from accredited school: 

Code ‘Educational Certificate’-‘Yes’ and 7 

months. 

Lawyers are hired out of law school and have 6 

months to pass the bar exam. Time toward 

license is concurrent with minimum education.

Code ‘License’ –‘Yes’-‘Concurrent’; 

Capture occupation specific licenses 

required as a condition of hire, even if 

obtained post-hire.

Board certified dermatologists require a medical 

license issued from the state as well as board 

certification from the American Board of 

Dermatology. Can receive medical license after 

1 year of residency and board certification after a 

minimum of 4 years of residency. 

Code ‘License’ –‘Yes’-‘Concurrent’; 

Capture occupation specific license, time is 

concurrent with time spent toward 

certification. 

Code ‘Certification’-‘Yes’ – 4 years for 

residency.

Truck drivers at shipping company must have

commercial driver’s licenses that do not require 

classroom training.

Code ‘License’-‘Yes’ and ‘No formal 

time.’ State-issued, occupation specific. No 

time is required; application or test only.

Pizza delivery drivers needs standard stateissued driver’s licenseCode ‘Other’-‘Yes’ – ‘No Formal Time.’ 

Driving is related to critical function of 

job. No time is required; application or test 

only. 

Retail store workers handling food at a 

convenience store must complete a 2 hour online 

food safety training course and pass an exam to 

be certified by the state in safe food handling 

practices.

Code ‘Other’-‘Yes’ – ‘2 hours’ The food 

safety certification is not occupationspecific for this job, but is related to critical 

tasks. 

Bartenders take classes and get a certificate from 

bartending school. Their employer and the state 

do not require the certificate.

Code no, not required. Certification is not 

required. 

Pastry chefs at a resort restaurant must posess a 

certificate of pastry arts and a food handler’s 

safety permit. The pastry arts’ certificate takes 

six months to obtain and the permit is exam 

only. 

Code ‘Educational Certificate’-‘Yes’ – 6 

months. 

Code ‘Other’-‘Yes’ – ‘No Formal Time’
ORS Collection Manual Third Edition Page | 47 

5_05 Collecting Experience

Experience measures the minimum 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 and code under the appropriate component. 

If there is an overlap of Experience and Certification time, code time in Experience. Code 

the presence of a credential in Pre-Employment Training and use ‘Concurrent’ for 

duration coding. See 5_02 Collecting concurrent SVP time for examples of coding 

overlapping SVP time.

Do not code minimum education and minimum experience unless the company requires 

that combination. 

Examples of ‘Experience’ Action Reason

An office requires that secretaries have at least 

one year of prior clerical experience. 

Collect 

one year 

Skills acquired at a similar job

prior to being hired. 

A police captain must have one-year of 

experience as a sergeant and one year of 

experience as a patrol officer.

Collect 

two years 

Skills acquired through 

progressively responsible 

levels of work. 

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.
ORS Collection Manual Third Edition Page | 48 

5_06 Collecting Post-employment Training

Post-employment Training measures the 

minimum amount of training time occurring 

after an employee has been hired. 

Include: 

• Time workers take to learn basic job 

tasks while being actively taught by 

a supervisor or a more experienced 

worker 

• On-the-job training with verbal and 

written instruction, demonstration 

and observation, hands-on practice, or imitation 

• 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

Guidance for collecting for Post-employment Training

• Use terms familiar to the respondent. The term “post-employment training” is a 

survey label. Ask about training that new employees receive using terms such as 

“on-the-job-training”, “OJT”, “mentoring,” and “active shadowing.”

• Collect a range. A respondent may provide a range for training based on 

variations between individual employees within the occupation. When the amount 

of training provided varies based on the amount of education or experience of a 

new employee, document the accepted combinations and code the one that 

represents the least amount of time overall. 

For example: Housekeepers at a hotel require between one hour and one day of 

on-the-job training, depending on prior experience. A new hire with no prior 

experience requires a minimum of eight hours of on-the-job training. A new 

hire with five years of experience may only require an hour of on-the-job 

training. For this occupation’s SVP, code post-employment training time as 
ORS Collection Manual Third Edition Page | 49 

eight hours and experience as “No, not required,” as it results in the minimum

time required over all the SVP components. 

• Use an estimated SVP level for the job to guide the conversation. If you are 

able to collect information on education, pre-employment training, and experience 

for the job, you can identify two or three likely SVP levels for the job. Use these 

estimated SVP levels to help a respondent narrow the range provided for postemployment training.

For example, a respondent says there is no minimum education, preemployment training, or prior experience required for the housekeeping 

position. The overall SVP level for this position is likely either SVP 1 or SVP 

2 depending on how much post-employment training time is coded. Any onthe-job training time that exceeds 4 hours, will move the SVP level from 1 to 2. 

To arrive at the appropriate SVP level, determine if the minimum postemployment training required is 4 hours or less or more than 4 hours up to one 

month. Code the minimum time provided. 

• Do not use probationary periods as a proxy for post-employment training. 

Probationary periods are usually much longer than the amount of time that an 

employee actively spends learning critical job tasks needed for average 

performance. However, probationary periods may be used to help narrow the 

range for post-employment training.

If a respondent remains non-committal on an amount of time for post-employment 

training, you may attempt to collect an estimate using thresholds. A threshold is a 

magnitude that must be met or exceeded for a certain condition to exist. These thresholds 

are based on the amount of time most likely to change the overall SVP level. 

To use thresholds as a fallback method, ask the following questions. You can start at any 

point and go higher or lower based on your evaluation of the overall job: 

• “Is post-employment training more than half a day?” 

• “Is post-employment training more than a month?” 

• “Is post-employment training more than ‘X’ months?” 

Use the ‘X’ in the last question above for any number of months up to seven (7). When 

post-employment training exceeds seven (7) months, the job has a minimum SVP level of 

five (5). At this point, begin measuring SVP levels in years and ask the respondent a final 

follow-up question: 

• “Is post-employment training more than a year?” 

Once post-employment training is greater than a year, it takes at least an additional year 

to affect SVP further. By asking this final question (if necessary), you will have covered 

all SVP levels that change with lower thresholds.
ORS Collection Manual Third Edition Page | 50 

When using the fallback method, code the amount of time using decimals ending in nine 

(9). This allows for easy identification of fallback incidence. The chart below indicates 

entries to use for each threshold.

Fallback coding for Post-employment training

If Post employment training is less 

than....

Code Duration

Half a day 0.49 days

One month 0.9 months

Two months 1.9 months

Three months 2.9 months

Four months 3.9 months

Five months 4.9 months

Six months 5.9 months

Seven months 6.9 months

One year 0.9 years

The fallback procedure is not intended to eliminate all missing post-employment training 

times. The respondent may not have the information and may not be able, or willing, to 

contact a supervisor or other knowledgeable source to clarify specific data. If you are not 

able to collect a reliable estimate, code post-employment training as “unknown.” 

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 based on work schedule

Training 

Full Time

Standard

(8/40/52) 

Full Time

Non-standard

(12/36/52) 

Part Time 

(4/20/52) 

1 week 1 week 36 hours 20 hours

1 day 1 day 12 hours 4 hours

2 weeks 2 weeks 72 hours 40 hours
ORS Collection Manual Third Edition Page | 51 

Examples of ‘Post-Employment Training’ Action Reason

A meat cutter working an eight-hour shift five 

days per week is required to take a one-week 

food safety course during the first month of 

employment. 

Code as 

1 week 

This is a standard FT work 

schedule; Vocationally relevant 

training

A newly hired custodian working an 8/40/52 

schedule shadows a lead worker for one day to 

learn how to operate a buffing/waxing machine 

and use chemicals.

Code as 

1 day 

This is a standard FT work 

schedule; Vocationally relevant 

training

New restaurant servers working 36 hours per 

week receive OJT from experienced servers on a 

3-hour lunch shift. 

Code as 

3 hours 

This is a non-standard work 

schedule, collect training time in 

hours; Vocationally relevant 

training

New teachers are assigned an experienced 

teacher as a mentor that provides guidance 

throughout the new teacher’s first year. 

Do not 

collect

Coaching for job development

New and experienced firefighters are required to 

do 3 hours of training per shift on an ongoing 

basis.

Do not 

collect

Continuing education
ORS Collection Manual Third Edition Page | 52 

Chapter 6: Cognitive Elements

**Special Notice: Cognitive Elements will not be collected in ORS704. 

Some key 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

Work Review

Pace

Adaptability

Work-related Personal Interactions

It is common for the demands of a specific cognitive element to range widely. For 

example, pace may vary dramatically during the day or over a period of days or months. 

Specific guidelines for handling ranges are reflected in each section. 

To determine which level to capture, apply the following rules: 

• Code the highest frequency (shortest interval) for Work Review, 

Adaptability/change in work tasks, Adaptability/change in location, and 

Work-related Personal Interactions/Contacts.

• Code the highest level expected for Decision-making, Pace of work, and 

Work-related Personal Interactions/purpose of personal interaction. The full 

intent of a level must be met for it to be coded. 

Include documentation and examples that illustrate why coding choices were made. 
ORS Collection Manual Third Edition Page | 53 

6_01 Collecting Decision-making

Decision-making measures the type and scope of decisions the occupation is expected to 

make. 

It is common for occupations to include a range of decision making. Collect the highest 

level of independent judgment a worker is expected to use to perform the critical tasks of 

the occupation. 

There are three levels of decision-making. The levels are not comprehensive, but instead 

represent key break points of applying independent judgment to make decisions. The 

three levels are:

1. Employee uses independent judgment to select from a limited number of 

predetermined actions. 

• The worker is trained to recognize the situations and to respond in a specific 

way based on the facts. 

• The facts needed to make the decision are apparent and there is a clear logical 

path to follow to identify the end action. 

2. Employee uses independent judgment to determine the most appropriate course 

of action in situations that do not have set responses.

• The worker is expected to identify the situation and determine the relevant 

facts from the information available. 

• The worker uses independent judgment to determine possible responses, 

evaluate options, and determine the best response. 

• The worker can use independent judgment to tailor the response to fit the 

specific situation.

3. Employee uses independent judgment to make decisions by choosing from a 

large number of possibilities in situations where a high degree of uncertainty or 

complexity may exist. 

• The worker considers the information available and recognizes that there are 

multiple relationships, reactions, or unknowns. 

• The worker must use independent judgment to make assumptions about 

relationships and reactions, consider how these could impact the result, and 

select a course of action. 

• Judgment at this level can be applied within administrative and technical 

areas. It is not limited to professional and managerial decisions. 
ORS Collection Manual Third Edition Page | 54 

Examples of Decision-Making

Level of Decision 

Making

Office Worker Restaurant Worker Construction 

Worker

1. Select from a 

limited 

number of 

predetermined 

actions 

The worker sorts 

incoming mail and 

dispatches to the 

correct employee’s 

mailbox. The worker 

collects outgoing mail 

and dispatches to a 

central location for 

pick up. 

The worker carries 

dirty dishes from 

dining room to the 

kitchen and wipes 

tabletops and chairs. 

The worker replaces 

silverware and soiled 

table linens and sets 

tables with clean 

silverware and 

glassware.

The worker loads 

construction material 

set out by his 

supervisor onto the 

truck for delivery to a 

construction site. The 

worker unloads unused 

materials from trucks 

returning from a 

construction site. 

The worker answers 

incoming telephone 

calls and greets 

customers. Determines 

who to call when 

customers come into 

the establishment 

based on customer 

request and a list of 

contacts. 

The worker takes 

orders, and may give 

recommendations. The 

worker requests 

identification from 

customers when legal 

age is questionable. 

The worker computes 

bills and accepts 

payments

The worker decides the 

appropriate tools to use 

for mixing concrete 

and installing a fence. 

2. Determine the 

most 

appropriate 

course of 

action in 

situations that 

do not have 

set responses

The worker answers 

incoming telephone 

calls and greets 

customers. Opens mail 

not addressed to 

specific individuals 

and determines 

whether to throw out 

or forward to other 

employees. Decides 

how and where to 

purchase office 

supplies.

The worker decides the 

number of servers to 

schedule based on 

historical patterns. 

Determines whether 

customer special 

requests can be 

addressed and how to 

resolve customer 

complaints about food 

or service.

The worker corrects 

locations for footings 

to accommodate issues 

not originally 

identified; and 

determines how much 

concrete to mix to 

install a fence, and 

how to adjust work 

planned for the day. 

3. Choose from a 

large number 

of possibilities 

in situations 

where a high 

degree of 

uncertainty or 

complexity 

may exist 

The worker analyzes 

and creates office 

procedures, and 

organizes office 

operations. Also 

evaluates office 

production and 

coordinates the 

activities of other 

clerical workers to 

minimize waste.

The worker plans 

menus and related 

activities. The worker 

may hire or fire 

restaurant personnel. 

The worker ensures 

that the restaurant has 

the necessary supplies 

to continue rendering 

services, and makes 

purchases based on 

cost, demand, and 

availability.

The worker designs 

fences and drafts 

specifications 

according to customer 

requests, and ensures 

the design meets all 

applicable building 

codes. Makes decisions 

on proper materials 

based on cost and 

design considerations, 

intended use, and site 

specifications.
ORS Collection Manual Third Edition Page | 55 

6_02 Collecting Work Review

Work Review measures the frequency 

at which a machine, supervisor, or 

lead worker checks an individual’s 

work to ensure performance standards 

are being met. 

Work review can occur in person or 

remotely. 

Exclude automated recorders such as 

cameras that serve only as security 

measures. 

Collect the highest frequency of work 

review that a worker receives in an occupation under normal circumstances. Do not 

consider the highest level to be what the establishment would perform on a worker with 

known or suspected unsatisfactory performance. Use the following frequency categories: 

• More than once per day 

• Once per day 

• At least once per week, but less than daily

• Less than weekly
ORS Collection Manual Third Edition Page | 56 

Examples of Work Review

Supervision Description of Work Review

More than 

once per 

day

A data processor enters and validates policy information for a 

large insurance firm. Systems constantly monitor the number of 

errors and corrections made, speed of work and time away from 

the desk. Workers receive ongoing feedback on the quality and 

quantity of work. 

A machinist, producing parts, has his worked randomly checked 

and measured by quality control staff. Two parts per day get 

inspected. 

A telemarketer makes outbound calls to generate and follow up 

on sales leads. Work is under constant random monitoring to 

ensure adherence to law and policy. Workers are told when 

performance does not meet expectations.

Once per 

day

A canvasser receives instruction and a new list of contacts at the 

beginning of the day. Results are evaluated at the end of each 

day and workers are provided feedback. 

A convenience store cashier counts the till at the end of every 

shift and must balance within $1 or an ‘infraction’ is recorded on 

her record. 

A construction worker hangs drywall in residential construction. 

He receives a review daily from the site manager. Workers are 

told when performance does not meet expectations.

At least 

once per 

week, but 

less than 

once daily

A junior sales representative sells color imaging equipment and 

manages customer prospect profiles. The supervisor ensures 

objectives are met and provides performance feedback weekly.

A pharmaceutical sales rep’s regional manager comes to town 

once per month to ride along on calls. Staff are told when 

performance does not meet expectations. 

A waiter sells food and drink at a busy restaurant. The manager 

monitors wait staff sales amounts and customer service on a 

weekly basis. Staff are told does not meet expectations.

Less than 

weekly

A factory plant director has full plant responsibilities. Work is 

evaluated on efficiency and achievement of company objectives.

Performance reviews are conducted annually. 

A senior sales representative is responsible for generating new 

accounts and growing the revenue stream for the establishment. 

Performance is reviewed quarterly based on new customer rates

and overall dollar volume achieved. 
ORS Collection Manual Third Edition Page | 57 

6_03 Collecting Pace

Pace is the physical and cognitive speed needed to perform 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 in-coming projects. 

There are two components to Pace: 

• Pace of work measures the rate at which a worker must process new or 

incoming information, or to take physical action based on new information. 

• Controlling workflow means that a worker can prioritize work tasks or can 

adjust the amount of time it takes to complete them. 

How to collect Pace of Work

Determine if the pace of work varies by asking if there are faster and slower periods of 

work. There is no time threshold applied to code “yes” for the variation: it may vary 

within a few hours or vary based on seasons of the year. 

Collect the fastest pace at which work is expected to be performed. There are three 

different rates of pace:

• Rapid with no periods of waiting 

• Steady with rare periods of waiting

• Unhurried with much time spent observing or waiting, rushed periods rarely 

or never occur 

If a worker in an occupation works at a steady pace at certain times of the year, but the 

rest of the year experiences long periods of waiting, code this as steady with rare periods 

of waiting. 

If a worker spends most of his day working at a rapid pace with no waiting, but works at 

a slower pace at the beginning and end of the workday, code this as rapid. 
ORS Collection Manual Third Edition Page | 58 

Examples of Pace of Work 

Pace of Work Description

Rapid with no 

periods of waiting 

A customer service representative answers incoming calls 

from an automated queue. Calls are constant.

Steady with rare 

periods of waiting 

A building security guard at a secure facility screens 

employees and visitors entering the facility; and walks 

standard patrols on a rotating basis with other guards. 

A high-school teacher teaches classes, prepares lesson 

plans, and sponsors a school organization. The teacher 

maintains a regular schedule of classes.

Much time is 

spent observing or 

waiting

A front-desk security guard for a condominium watches 

over property or people. Large portions of time are spent 

waiting and monitoring from a stationary location. 

A lab technician monitors experiments and tests, assists in 

running equipment and endures long pauses while testing 

proceeds. 
ORS Collection Manual Third Edition Page | 59 

How to collect the Control of Workflow

Collect the presence of a worker’s ability to control the workflow. 

Controlling workflow means that a worker can prioritize work tasks or can adjust the 

amount of time it takes to complete them. There may be tight, broad, or no deadlines, but 

the worker has some control over the amount of work completed within any specific time 

period. Work tasks are the regular duties of an occupation. Exclude tasks that are 

voluntary or occur by chance. 

A worker may be able to control workflow even when the worker is not able to leave a 

physical location. For example, a telemarketer at a call center may go offline to take a 

break, without leaving the workstation. 

When external factors determine workflow, the worker has limited or no control. This 

may happen when business processes, production line speeds or customer demands 

control workflow.

If the employee has some control over workflow for certain tasks but not over others, 

code this as “No”. 

For example, a store clerk restock shelves and works the cash register. When stocking 

shelves the clerk can adjust the amount of time that it takes to complete the task, but 

while working the register the flow of customers controls the workflow. Code this as 

“No.” 
ORS Collection Manual Third Edition Page | 60 

Examples of Control of Workflow 

Description Collect As Reason

A firefighter responds to 

emergency calls

No External demand

A retail sales person responds to 

customer needs

No External demand

An elementary school teacher 

monitors kids on the playground 

at recess

No External demand

A website technician creates 

and uploads links to content 

within 4 hours of receiving 

assigned material

Yes There may be tight 

deadlines, but the worker 

has some control over the 

amount of work completed 

within a time period

A high-school teacher monitors 

a class and teaches lessons

Yes The worker has some 

control over the amount of 

work completed within any 

specific time period

A sales representative 

determines whether to schedule 

appointments or write up 

schedules, number of calls per 

day, etc. to meet goals

Yes The worker can adjust 

when and how quickly 

tasks are completed

A researcher determines the 

overall project timeline, tasks, 

and work accomplished on 

specific days

Yes Worker controls the 

schedule 
ORS Collection Manual Third Edition Page | 61 

6_04 Collecting Adaptability

‘Adaptability’ measures characteristics of 

an occupation that cause a worker to adjust 

to changes in work routines. 

Collect changes in three different areas: 

work tasks, work schedule, and work 

location. 

Work tasks are the typical duties of an 

occupation. A change in work task requires 

the worker to remember new instructions, procedures, or similar information. A change 

in work task includes: 

• New work assignments 

• Tasks that occur infrequently throughout the year 

• Irregular/variable tasks

Supervisors or lead workers directing an individual to switch between assigned tasks is 

not considered a change in work tasks. For example, do not consider a grocery assistant 

switching from bagging customer orders to collecting carts from the parking lot, at a 

manager’s request, as a change in work tasks. These are part of the expected core duties 

of that occupation. 

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

Collect the highest rate of change in Work Tasks. Use the following frequencies:

• At least once per day

• At least once per week, but less than daily

• At least once per month, but less than weekly 

• Less than monthly, including never 
ORS Collection Manual Third Edition Page | 62 

Work Schedule is the regular recurring work hours and days for the occupation set by 

the employer. To be considered a change in the work schedule, the change must be 

directed by the employer. When a change in work schedule is present, code ‘Yes’. 

Include: 

• Unscheduled overtime 

• Unexpected weekend hours

• An unexpectedly shortened workday 

Exclude: 

• Employee driven flexibility

• Work schedules that follow an established pattern 

Flexibility in the hours, or days, that an employee works is not a change by itself. For 

example, a server choosing her shift at a restaurant experiences a schedule change only 

when the employer reconfigures the work schedule in a way that changes regular 

recurring work hours or workdays. 

Rotating shifts or standard variable shifts, such as those experienced by nurses or police, 

are not counted as a change in work schedule. Although the days or hours vary over pay 

periods, they follow a repeating known pattern. 

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

occupation. A change in work location is a change to a new worksite or from a 

discontinued worksite. Changes in work location may accompany changes in work tasks 

or schedule. 

Include: 

• Location changes that are required by the job, but are not a part of a set route, 

such as when emergency workers respond to calls 

• Changing to a new work site, such as a construction crew changing sites 

• Switching assigned client sites

• Location changes that are part of a route with no set stops, such as a parcel 

delivery driver 

Exclude: 

• Moves to different buildings located in the same vicinity (such as a campus) 

• Location changes that are part of a route with set stops

Collect the highest frequency of change in work location during a work year. It may vary 

within a few hours or vary based on the seasons of the year. Use the following categories:

• Does not change unless it is permanent

• Changes up to four times a year 

• Changes more than four times a year
ORS Collection Manual Third Edition Page | 63 

Examples of Adaptability

Job Description Work Tasks 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. 

Less than 

monthly, including 

never

No Does not 

change unless 

it is permanent

A cashier at a pizza parlor works 

the register. Once a month, if she 

fills in for other staff, she may be 

asked to make deliveries or to 

stay later than normal.

At least once per 

month, but less 

than weekly 

Yes Changes more 

than four times 

per year

A crewmember on the 

landscaping staff for a Golf 

Course rotates between the 

lawnmower, string trimmer, and 

leaf blower around the course 

grounds throughout the day. 

Shifts vary seasonally.

Less than 

monthly, including 

never

Yes Less than 

monthly, 

including never

A firefighter fights fires in highrise commercial buildings or 

private residences. Throughout 

the course of the year, the 

firefighter rotates through various 

roles on the truck and may assist 

with forest fires. They work fixed 

rotating schedules.

At least once per 

month, but less 

than weekly

No Changes more 

than four times 

a year

An administrative worker works 

in a temporary office support pool 

for various university 

departments. Can be assigned to 

different departments during the 

day. Responsibilities range from 

answering phones to maintaining 

databases, generating reports, 

processing budget requests or 

handling special projects.

At least once per 

day

Yes Does not 

change unless 

it is permanent
ORS Collection Manual Third Edition Page | 64 

6_05 Collecting Work-Related Personal Interactions

Work-Related Personal Interactions is the requirement of the job to cooperate with 

others, handle conflict, and respond to social cues, requests, and criticism. 

Collect both the frequency and purpose of work-related verbal interactions.

There are two types of work-related personal interactions:

• Regular contacts

• Other contacts 

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

relationship. Regular contacts include:

• Co-workers, supervisors, and managers with whom the worker regularly 

works 

• Clients, customers or students seen on a regular basis

• All other contacts with whom the job 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. 

Examples of Types of Contacts 

Types of Contacts Collect 

As

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

A store manager orders goods from a regular supplier. Regular

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

A sales clerk at a Walmart talks to customers while ringing up their 

orders. 

Other

A nurse and a doctor both work at the same hospital, but do not work 

together. 

Other
ORS Collection Manual Third Edition Page | 65 

How to collect the purpose of interaction

Collect the reason for work-related verbal interaction with regular contacts and other 

contacts. If there is variation, code the highest level of interaction expected for the 

occupation. Use the following categories:

• Exchanging straightforward, factual information

• Coordinating work with others; solving recurring problems with cooperative 

parties

• Some gentle persuading or soft selling; discussing 

• Influencing; hard selling; asserting control in situations

• Resolving controversial or long-range issues; defending; negotiating 
ORS Collection Manual Third Edition Page | 66 

Type of Interaction in a Fast Food 

Restaurant

Description

Exchanging straightforward, 

factual information

A fast food worker notifies another worker 

that customer food orders are ready. 

Coordinating work with 

others; solving recurring 

problems with cooperative 

parties

A shift manager coordinates the tasks and 

breaks of fast food crew members. 

Some gentle persuading or soft 

selling; discussing

A store manager resolves worker issues, 

and discusses strategies for meeting 

franchise sales goals with shift managers 

and crew members. 

Influencing, hard selling; 

asserting control in situations

A regional manager increases sales by 

engaging store managers and staff in new 

sales strategies; leads meetings to explain 

policy changes; and implements changes. 

Resolving controversial or 

long-range issues; defending; 

negotiating 

A 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. 
ORS Collection Manual Third Edition Page | 67 

Examples: How to Collect Work-Related Personal Interactions

Description 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. Employees discuss 

safety issues and suggest 

procedures changes. 

Regular 

contacts 

(supervisor, 

co-workers)

No more than 

once per day; 

includes 

never

Coordinating 

work with others 

Other 

contacts 

(public) 

Constantly, 

every few 

minutes 

Exchanging 

straightforward, 

factual 

information

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)

More than 

once per day, 

but not more 

than once per 

hour 

Some gentle 

persuading or soft 

selling 

Other 

contacts 

(one-time 

clients)

No more than 

once per day; 

includes 

never

Some gentle 

persuading or soft 

selling
ORS Collection Manual Third Edition Page | 68 

How to collect frequency of contact

Collect the highest frequency of work-related verbal contact that a worker has with 

regular contacts and other contacts.

If the frequency of contact changes during the work schedule, code the most frequent 

level experienced and document the circumstances. Use the following frequency 

categories: 

• Constantly, every few minutes 

• More than once per hour, but not constantly 

• More than once per day, but not more than once per hour 

• No more than once per day, includes never

Do not differentiate between individuals within a category. For example, a receptionist 

may interact with an unfamiliar client once per visit, but is greeting such individuals 

several times per hour. The correct frequency is more than once per hour. 

Exclude optional social contacts that are not required to perform the work. 
ORS Collection Manual Third Edition Page | 69 

Chapter 7: Physical Demands

Physical Demands are the physical 

activities workers perform to carry out 

critical tasks. We collect the following ten 

categories:

Sitting vs. Standing/Walking

Lifting/Carrying

Pushing/Pulling

Reaching

Keyboarding

Manipulation

Stooping, Crouching, Kneeling, Crawling

Climbing

Vision

Communication
ORS Collection Manual Third Edition Page | 70 

7_01 Collecting Physical Demands

1. Determine the physical demands needed to perform the job’s critical tasks. Exclude 

accommodations and any physical demands associated with incidental tasks. See 

Overall Coding Threshold for All ORS Elements. 

2. Collect the duration for all elements except for Vision or Hearing. See Duration for 

details on coding duration. If workers do not experience a physical demand element 

while performing their critical tasks, code ‘Not Present’. 

3. Certain elements have unique collection guidelines: 

• Lifting/Carrying has unique collection guidelines. See 7_03 Collecting 

Lifting/Carrying. 

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

See 7_09 Collecting Climbing Ramps or Stairs.

4. Apply thresholds to Pushing/Pulling, Overhead Reaching, Stooping.

5. Exclude physical demands related to a worker’s commute 

6. 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 

If any of the critical tasks performed requires both hands/arms (feet/legs), code as 

‘Both.’

If all of the critical tasks performed can be completed using one hand/arm (foot/leg), 

code as ‘One.’

7. To avoid overstatement, do not double count physical demands except where 

specified. 

Examples: 

 Code an Administrative Assistant typing on a computer as Keyboarding 

only, and do not include this time in Gross and Fine Manipulation. 

 Code time associated with climbing a ladder as Climbing Ropes, Ladders, 

or Scaffolds only and do not include this time in Overhead Reaching.

 Code writing as both Gross and Fine Manipulation per manual instruction
ORS Collection Manual Third Edition Page | 71 

8. Any time spent during paid breaks should be coded based on the way workers experience 

demands when they are not on break. 

Example: 

If workers generally stand for all their tasks, except for when they are on a paid break, 

100% of the work schedule should be coded as Standing/Walking. Do not code the time 

workers spend on breaks as Sitting. 
ORS Collection Manual Third Edition Page | 72 

Concurrent Physical Demands

There are many situations where critical tasks performed include the presence of multiple

physical demand elements concurrently. For these elements, the duration of time spent in 

each element can exceed the daily work hours.

Examples:

Writing involves both Gross Manipulation-‘One’ and Fine Manipulation-

‘One’. 

Pushing a heavy cart while standing up includes: 

o Pushing with hands/arms-‘Both’ 

o Pushing with feet/legs-‘Both’ 

o Gross manipulation-‘Both’ 

o Standing/walking 

Making a phone call may include: 

o Gross Manipulation-‘One’ (holding the receiver with one hand) 

o Fine Manipulation-‘One’ (dialing the phone with the other hand) 

o Communicating Verbally (speaking with another person) 

o Hearing – Telephone (listening to another person speaking).

Driving a passenger vehicle with automatic transmission includes: 

o Sitting

o Gross Manipulation-‘Both’ (holding the steering wheel)

o Manipulation-Foot/Leg Controls-‘One’

o Far Visual Acuity

o Peripheral Vision

Some physical elements should not be coded concurrently for ORS. 

Example: 

Sitting and Standing/Walking cannot be performed at the same time.

 

Stooping, Crouching, Kneeling, Crawling, and Climbing cannot be performed 

at the same time, nor while workers are Sitting.
ORS Collection Manual Third Edition Page | 73 

7_02 Collecting Sitting vs. Standing/Walking

There are three components to this element:

• Sitting

• Standing/Walking 

• Sitting/Standing at Will 

A worker is always either sitting or standing/walking. When coding sitting vs. standing/walking, 

code for the full work schedule. While ORS elements are coded based on critical job functions,

sitting vs. standing/walking is based on a typical work day. 

Sitting is present when one of three conditions exists: 

• Workers remain in a seated position. This includes active sitting. For instance, 

bicyclists sit but pushes/pulls with their feet/legs. 

• Workers are inactive and seated or prone. For instance, a medical resident on 

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

• Workers may choose between sitting and standing for a given task. For 

example, office workers can choose a standing desk. 

Standing/Walking is present whenever workers are not sitting or prone. Include time

spent stooping, crawling, kneeling, crouching, or climbing. 

Examples - Sitting vs. Standing/Walking

Sitting An over-the-road 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.
ORS Collection Manual Third Edition Page | 74 

Collecting duration for Sitting vs. Standing/Walking

Collect the actual daily hours that workers spend sitting OR standing/walking. The total 

amount of time coded for sitting and standing/walking must add up to the daily work 

schedule. 

Example: 

Most tellers sit for 3 hours per day while working at the drive-thru window. The 

rest of the day, tellers are either standing at the counter, stooping from a standing 

position 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. 

If a job spends a portion of the day sitting and the rest standing, but the respondent can 

only provide a range, use the mid-point of the range to calculate hours spent between 

Sitting and Standing/Walking. 

 Example: 

Dental hygienists sit while cleaning patients’ teeth and entering information into 

computer system. They must stand/walk between patients’ rooms and to retrieve 

dental supplies. Respondent states dental hygienists spend 2-3 hours 

standing/walking and the rest of the time sitting. The work schedule is 8/40/52. 

Collect: 

Standing/Walking: 2.5 hours per day (Midpoint of range of 2-3 hours) 

Sitting: 5.5 hours per day (Subtract hours spent standing/walking from daily total 

hours). 

Total: Sitting for 5.5 hrs. + Standing for 2.5 hrs. = 8 hour work day. 
ORS Collection Manual Third Edition Page | 75 

Collecting Sitting/Standing at Will

Collect the presence (yes/no) of Sitting/Standing at Will. 

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

when all of the following conditions exist: 

• Workers typically have the flexibility to choose between sitting and standing 

throughout the day. 

• There is no assigned time during the day to sit or stand/walk. 

• No external factors determine whether workers must sit or stand/walk. 

When collecting for this element, consult the job’s documented task list to determine 

whether any of the critical tasks assigned would preclude the ability to sit/stand at will. 

Time sitting or standing/walking during scheduled breaks is excluded from determining the 

ability to sit/stand at will. 

The ability to sit/stand at will can be present even when there are specific critical tasks 

that require workers to be sitting or standing/walking. If workers can determine/schedule 

when to perform that specific task, then they may still have the ability to sit/stand at will. 

Driving is an example of a task that is commonly performed while seated. If workers can 

control when the driving must be performed, then it is still possible for Sitting/Standing 

at Will to be present. 

Examples of Sitting/Standing At Will Collect As Reason

An office clerk can choose when to file and typically stands 

while filing invoices. 

At Will is 

‘Yes’

Worker’s 

choice 

A pharmaceutical sales rep driving to clients can choose when 

to make trips and additional stops. 

At Will is 

‘Yes’

Worker’s 

choice 

An elementary teacher may sit or stand to instruct students and 

while monitoring them on duties. 

At Will is 

‘Yes’

Worker’s 

choice 

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

He stops to refuel and for weigh stations.

At Will is 

‘No’

Worker does 

not choose 

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 she 

walks to investigate suspicious situations.

At Will is 

‘No’

External factors
ORS Collection Manual Third Edition Page | 76 

7_03 Collecting Lifting/Carrying

Lifting is raising or lowering an object from 

one level to another. This includes upward 

pulling. 

Example: 

Assembly line workers lift 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 or arms, or wearing 

it on the body, usually around the waist or upper torso. 

Example: 

Construction workers wear tool belts to carry hammers, flat bars, screwdrivers 

and other hand tools. 

How to collect Lifting/Carrying:

1. Collect the presence and duration of any lifting/carrying needed to carry out the 

critical tasks performed to accomplish the critical job function. See Overall Coding 

Threshold for All ORS Elements. Do not include lifting/carrying that workers “may” 

perform, or perform for incidental tasks. 

2. 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 

3. Document when lifting/carrying an object does not require hands. For example, 

workers wearing tool belts experience gross manipulation when lifting the belt and 

zero gross manipulation while carrying it. Collect all time spent wearing the tool belt 

toward the lifting/carrying element and document the presence/absence of gross 

manipulation. 

4. Do not assume weight listed on job descriptions is the amount of weight the job 

normally carries/lifts to perform their critical tasks. Weights listed in job descriptions 

may be an arbitrarily determined maximum number of pounds included for workers’ 

compensation and other insurance purposes. 

5. Ask the following questions when collecting data: 

What is the most weight ever lifted/carried by the job to perform the critical 

tasks? 

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

that workers lift ‘up to 2% of the day’ is often heavier than that lifted more 
ORS Collection Manual Third Edition Page | 77 

frequently. It is important to probe when the maximum weight lifted seems 

excessive given the critical tasks performed. Ask, “What do workers lift that 

weighs that much?” If the item identified does not relate to critical tasks, ask for 

the next highest weight workers lift. 

How often is this weight lifted/carried?

Consider the duration of other critical tasks performed by the job and physical 

demand elements experienced. Probe further if the duration for lifting/carrying 

conflicts with the duration of other physical demand elements. 

What is the most weight lifted/carried [at each duration level]? 

As the frequency of lifting/carrying increases, the maximum weight lifted by 

workers should decrease, i.e., the more often something is lifted/carried, the 

greater the chance it weighs less. Document items lifted/carried whenever 

workers are required to lift/carry any amount constantly, including ‘negligible.’ 

6. 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 None None None

Negligible (up to 

1 lb.) 

Negligible (up to 

1 lb.) 

Negligible 

(up to 1 lb.) 

Negligible 

(up to 1 

lb.) 

1 to 10 lbs. 1 to 10 lbs. 1 to 10 lbs. 1 to 10 

lbs. 

11-20 lbs. 11 to 25 lbs. 11-20 lbs. 11-20 lbs.

>20 lbs. 26 to 50 lbs. 21 to 50 lbs. 21 to 50 

lbs. 

>50 lbs. 51 to 100 lbs. 51 to 100 

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.
ORS Collection Manual Third Edition Page | 78 

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

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

Example 1: 

Workers seldom lift 50 lbs. This is the most they ever lift. They spend 4 hours of 

every eight-hour day lifting 20 lbs., but never lift anything constantly. 

Example 2: 

As part of a landscape crew, workers operate either weed trimmers or leaf blowers

while performing detail trim and clean-up work. 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.
ORS Collection Manual Third Edition Page | 79 

When to use ‘Negligible’ and ‘None’

Use the terms ‘negligible’ and ‘none’ when collecting weight across all duration 

categories.

‘None’ means there is no weight lifted or carried. 

‘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 professional analysis and probing questions when a respondent states that 

lifting/carrying, even of a negligible weight, are required frequently or constantly. Keep 

in mind that the activity must occur for more than 5 hours and 20 minutes in an 8 hour 

day to be coded as constant. Such a high rate of occurrence will typically be seen in 

repetitive production-type work or when workers wear the weight (tool belts, safety 

equipment). Activities coded at this frequency should always be documented. 

Example 3: 

Sales representatives, while visiting customers throughout a typical day, lift pens 

and paper. Sometimes representatives 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 hours and 40 minutes per day 

or 1/3 of the day. 

The sales reps 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. Besides the annual sales show, the sales reps don’t lift 

anything more than 10 pounds. 

Sales reps do 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. 

Weight and Duration Chart

*Exclude weight of boxes lifted for the annual sales show from lifting/carrying 

duration coding because this is an incidental task (it is unusual and not in support 

of the critical job function).

2/3 or more None

1/3 up to 2/3 Negligible

2% up to 1/3 1 to 10 pounds

Up to 2% 1 to 10 pounds

Max Weight 6 pounds*
ORS Collection Manual Third Edition Page | 80 

7_04 Collecting Pushing/Pulling

Pushing is exerting force upon an object so 

that the object moves away from the origin of 

the force. 

Pulling is exerting force upon an object so 

that the object moves toward the origin of 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. 

Only collect and code the presence and duration of pushing/pulling when critical tasks

performed meet one of the following thresholds: 

• A worker uses ten force pounds or more, or

• A worker uses any amount of force 2/3 or more of the day (constant or 

production rate). 

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

requiring considerable strength at any weight. 

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 push/pull a dolly with a weight on it 

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

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
ORS Collection Manual Third Edition Page | 81 

Documentation, including examples of items pushed/pulled, must be provided to support the 

coding.

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 gas/brake pedals in a passenger vehicle, 

driving for 50% of day. 

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
ORS Collection Manual Third Edition Page | 82 

How to collect Pushing/Pulling

Collect the presence and duration of pushing and pulling together. 

• Code the duration of critical tasks which involve pushing/pulling equal to ten 

or more force-pounds. This meets force threshold. 

• Code the duration of critical tasks which involve pushing/pulling any forcepounds if the pushing/pulling occurs more than 2/3 of the day. This meets the 

production rate threshold.

• Code pushing/pulling as ‘Not Present’ when pushing/pulling duration is less 

than 2/3 of the day and involves less than ten pounds of force. This does not 

meet either threshold for pushing/pulling.

• When pushing/pulling force amounts vary above and below the force 

threshold, code total duration experience if the sum of all tasks involving 

pushing/pulling are present for more than 2/3 of the day. If total duration is 

less than 2/3 of the day, code only the duration for tasks requiring over ten

pounds of force. 

• Code ‘Present Duration Unknown’ only when a critical task requires force 

clearly exceeding ten pounds and the duration is not known. Do not code 

‘Present Duration Unknown’ based solely on the knowledge a task requiring 

pushing/pulling may exist from a job description or other written source, 

unless verified by a respondent.

• If the force threshold cannot be determined, code ‘Unknown’ unless it can be 

verified that duration exceeds 2/3 of the day (production rate threshold). Force 

is not a consideration above 2/3 of the day. 

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. 

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 

For each type of pushing and pulling, code whether the critical task performed requires 

one or both hands/arms (feet/legs). See 7_01 Coding One or Both for guidelines. 
ORS Collection Manual Third Edition Page | 83 

If a task that requires a worker to operate foot/leg controls meets the force or production 

rate threshold for pushing/pulling, code duration in both Pushing/Pulling- ‘Feet Only’ and 

Manipulation-Foot/Leg Controls.

Example: When driving is done for 2/3 or more of the day, code for use of the 

pedals as both Pushing/Pulling-‘Feet Only’ and Manipulation-Foot/Leg Controls.

Exclude pushing/pulling actions involved while workers ascend or descend ropes, 

ladders, or scaffolding, as the time spent pushing/pulling when performing this physical 

demand is included in the Climbing Ropes, Ladders, or Scaffolding element.

Examples of Pushing/Pulling Collect One/Both Collect 

Duration 

Technicians sit and push, with one hand, a 

100 lbs.-equipment cart. The total time 

pushing is 30 min. per day. 

One hand/arm only. No legs, 

because the workers sit. 

2% up to 

1/3 

Librarians walk behind and push heavy twoshelf cart full of books for 3 hours per day. Hands/arms and feet/legs; both 

sides of the body for each. 

1/3 up to 

2/3 

Swim instructors swim 4 hours out of an 8-

hour day. 

Hands/arms and feet/legs; both 

sides of the body for each. 

1/3 up to 

2/3 

Textile workers stand 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 

pushing/pulling from a nonseated position with hands/arms 

only. 

2/3 or more

Police officers patrol on a bicycle for 1 hour 

of an 8-hour day. 

Both feet/legs. 

A rare example of push/pull 

feet/legs; no hands/arms.

2% up to 

1/3 

Excavating machine operators use both arms 

and legs to operate controls and pedals 

(clutch) for 6 hours of an 8-hour shift.

Hands/arms and feet only; both 

sides of the body for each. 

2/3 or more

Bus drivers operate gas/brake pedals for 

automatic transmission buses, driving for 1 

hour and 45 minutes of 2 hour shift. 

Feet only; one side of body. 2/3 or more
ORS Collection Manual Third Edition Page | 84 

7_05 Collecting Reaching

Reaching is extending the hand(s) and arm(s) in any 

direction. 

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. 

There are two types of Reaching: 

• Overhead Reaching 

• At/Below the Shoulder Reaching 

Overhead and At/Below the Shoulder Reaching can be present in the same task. 

Overhead Reaching is extending the arm(s) with the hand higher than the head AND 

one of two conditions: 

Condition 1: 

• A person bends the elbows, and the angle at the shoulders is about 90 degrees or 

more. 

Condition 2: 

• A person keeps the elbow extended, and the angle at the shoulder is about 120 

degrees or more.

If workers can stand as needed to avoid overhead reaching, collect the task as At/Below 

the Shoulder Reaching. Standing is the only means of avoiding overhead reaching that 

should be considered. 

At/Below the Shoulder Reaching is present when there is Reaching, but it does not meet 

the threshold for Overhead. 

For each type of reaching, code whether the task requires one or both hands/arms. See

7_01 Coding One or Both for guidelines. 

Note: 

Operating a steering wheel of a standard vehicle does not meet the requirement of 

Reaching. See 7_10 ‘Driving’. 

To avoid overstatement, do not collect duration for reaching performed when crawling or 

while ascending/descending ladders, ropes, or scaffolding. However, include duration for 

any reaching performed while working on ladders, ropes, or scaffolding (for instance,

painters reach to apply paint on walls while on top of a ladder). 
ORS Collection Manual Third Edition Page | 85 

Examples of Reaching: Collect As: Reason

Picking apples from the tops of 

mature trees.

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

Pruning trees and shrubs. Both types of 

Reaching

Meets all criteria

Attaching drywall to studs. Both types of 

Reaching

Meets all criteria

Filing folders in overhead cabinets. 

Worker can stand.

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

Reaching for the control to open a 

bus door. 

At/Below Shoulder Present, below threshold for 

Overhead Reaching

Reaching across a desk for the 

handset to answer a telephone in 

cubicle.

Not Present Workers’ able to move phone 

closer to avoid reaching. 
ORS Collection Manual Third Edition Page | 86 

7_06 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 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 an object or tool, such as hammer.

Example: Workers use whole hand to shift automobile gears. 

Collect the presence and duration of gross manipulation. Code the use of one or both 

hands. 

When coding ‘One’ or ‘Both’ hands for Gross Manipulation, include the manipulation 

demands necessary for critical tasks only. Code ‘Both’ if any critical task requires the use 

of both hands. 

Exclude: 

• Gross Manipulation involved in Keyboarding or the use of a mouse 

• Gross Manipulation involved while Climbing Ladders, Ropes, and Scaffolds 

(during ascending/descending of ladders, ropes, and scaffolds only) 

• Lifting/Carrying that involves a part of the body other than hands 

Fine Manipulation is touching, 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. Code the use of one or both 

hands. 

When coding ‘One’ or ‘Both’ hands for Fine Manipulation, include the manipulation 

demands for critical tasks only. Code ‘Both’ if any critical task requires the use of both 

hands. 

Some tasks require simultaneous gross manipulation and fine manipulation, like writing. 

Code duration for tasks requiring simultaneous fine and gross manipulation in both 

elements. 

Example: 

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

other. 
ORS Collection Manual Third Edition Page | 87 

Include time spent performing data-entry using electronic devices such as touchscreens, 

hybrid cash registers, and other electronic devices as Fine Manipulation including: 

• Tablet computers 

• Touch screen mobile phones 

• Touch screen point of sale devices 

• Cash Registers

• Portable Scanners 

Exclude any time spent performing data entry on traditional keyboards or 10-Key pads 

from the duration of Fine Manipulation. Code duration for these types of keyboards as 

Keyboarding. 

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. 

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. 
ORS Collection Manual Third Edition Page | 88 

Examples of Manipulation

Gross

Handling a conventional phone receiver.

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 hand 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.

Playing a guitar.

Cutting with scissors.

Using a screwdriver.

Foot/Leg 

Stepping on a lever to lower and raise salon chairs.

Pressing a floor button to raise a dental chair.

Pressing a gas pedal to drive a passenger vehicle.

Pressing a knee lever to operate a sewing machine.
ORS Collection Manual Third Edition Page | 89 

7_07 Collecting Keyboarding

Keyboarding is entering text or data into a 

computer or other machine by means of a 

keyboard, using a repetitive motion 

requiring the use of the whole hand. 

How to collect Keyboarding

Collect the presence and duration of 

Keyboarding for the following devices: 

Traditional Keyboard – a panel of keys used as the primary input device on a 

computer, typographic machine or 10-Key numeric keypad. Include: 

• Stenographer’s machines 

• Typewriters

• Laptops 

• All aspects of using a desktop computer, including a mouse 

• Adding machines

• Calculators

Do not include keyboarding or the use of a mouse in the duration for Gross or Fine 

Manipulation, or Reaching. 

Collect durations for the use of any other keyboarding devices not listed above as Fine 

Manipulation. Examples of other keyboarding devices that should be coded as Fine 

Manipulation include tablets, smartphones, cash registers, and retail scanners. 

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

code Near Visual Acuity-‘Yes’ as a default. 
ORS Collection Manual Third Edition Page | 90 

Examples of Keyboarding Code As

Customer service reps enter information into an order system 

on a desktop computer. 

Traditional keyboard

Accounting clerks use adding machines to settle accounts. Traditional keyboard

A receptionist at a spa uses a typing motion on a touchscreen 

device to book services and send customized messages to 

clients. 

Fine Manipulation

Bartenders enters drink orders into a touchscreen ordersystem Fine Manipulation

Salespeople communicate with customers using a Blackberry. Fine Manipulation

Cashiers at a retail store use registers with a hybrid keyboard 

that has 72 flat keys and a 10-key pad. 

Fine Manipulation

Musicians playing pianos and organs Fine Manipulation
ORS Collection Manual Third Edition Page | 91 

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.

Stooping is bending the body forward and down while bending the spine at the waist 45 

degrees or more either over something below waist level or down towards an object on or 

near the ground. Stooping should be significant enough that when bending, if arms were 

extended, workers’ hands would be at or below the knees. 

Stooping must be performed by standing. Exclude stooping performed while workers are 

sitting. 

If workers can position objects higher as needed in order to avoid stooping, do not collect 

the presence and duration of Stooping for that task. Examples include storing items on a 

higher shelf, raising the dental chair, and adjusting a patient’s bed upwards. 

Stooping Crouching

Kneeling Crawling
ORS Collection Manual Third Edition Page | 92 

Include:

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

• A janitor stoops while emptying small desk trashcans. 

• A hairstylist stoops while washing hair.

Exclude: 

• Teacher leans over to look at a student’s paper. The teacher could be handed 

the paper by the student and read it standing upright. 

• Clerical employee bends slightly at the waist while sitting to retrieve a 

document from the bottom drawer of his desk. Stooping must be done while 

standing. 

• Accountant stoops to pick up a dropped item or to plug in a computer monitor. 

Both of these are incidental tasks and are excluded. 

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 medical records clerk crouches when filing in 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 tack strips, 

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.
ORS Collection Manual Third Edition Page | 93 

• An insulation installer crawls through a home’s crawlspace.

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.

When workers choose their body position, collect the position generally used to perform 

the job. If it is not possible to determine the position generally used, code each ‘present 

duration unknown.’ 

The time spent in these postural positions is usually minimal, and respondents tend to 

overstate the total. Be sure the duration provided corresponds to the critical tasks of the 

critical job function.
ORS Collection Manual Third Edition Page | 94 

7_09 Collecting Climbing

Climbing is the act of ascending or descending stairs, 

ramps, ladders, ropes or scaffolding and similar 

structures using feet, legs, hands, and/or 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 workers and document accordingly. 

Collecting 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. Include only work related ramps that are part of equipment or 

machinery. Do not include handicap access ramps when coding this element. 

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

related, and code accordingly. 

Work related: performing the critical tasks would require climbing regardless of the 

building structure. Climbing generally is due to stairs/ramps on machinery and 

equipment, or the use of step ladders to reach higher materials and shelving. 

Structure related: the stairs are part of the building structure. Performing the critical 

tasks would not require climbing if the workplace was one level. Structure related 

climbing includes climbing steps to enter/exit residential structures as well as climbing 

full stair flights. 

A job may perform both work related and structure related climbing. Collect the presence

of each and the duration of any work related climbing. 

Note: Exclude climbing steps to enter and exit public buildings and non-residential 

structures from both work and structure related climbing. Federal law requires the 

availability of handicap access ramps at entrance of these structures; therefore, climbing 

steps to enter and exit public and non-residential buildings is voluntary. 

Examples Action Type

A machine operator climbs stairs to access 

the machine platform. 

Collect Work Related-include duration

Delivery drivers climb a ramp to load and 

unload material from a delivery truck.

Collect Work Related-include duration
ORS Collection Manual Third Edition Page | 95 

Retail sales workers climb movable stairs 

to obtain merchandise from high shelves 

Collect Work Related-include duration

Bus drivers climb steps into bus Collect Work Related-include duration

Delivery drivers climb stairs while making 

residential deliveries or during home visits

Collect Structure Related –include presence 

only 

Visiting nursing aides climb stairs while 

visiting clients at their homes

Collect Structure Related –include presence 

only 

An office manager must use stairs to access 

files and supplies located on another floor. 

Collect Structure Related –include presence 

only 

A teacher escorts children up and down 

stairs in a three-story building. 

Collect Structure Related –include presence 

only 

Attorneys visiting courthouses Do not 

collect

Public building –climbing stairs 

during entry/exit into structure is 

voluntary 

Nursing assistants push patients up 

handicap-access ramps.

Do not 

collect

Handicap-access ramps are excluded 

from both types of Climbing Ramps 

and Stairs 

Pharmaceutical sales representatives visit

doctors’ offices and health clinics

Do not 

collect

Public buildings –climbing stairs 

during entry/exit into structure is 

voluntary 

An apartment property manager ascends 

steep driveways while maintaining rental 

properties. 

Do not 

collect

Steep driveways do not count as 

ramps or stairs.

Collecting 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.

Note: Do not include the time spent ascending or descending ladders, ropes, or scaffolds 

in gross manipulation, pushing/pulling, and reaching durations. These physical demands 

are contained within the climbing 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.
ORS Collection Manual Third Edition Page | 96 

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

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 
ORS Collection Manual Third Edition Page | 97 

7_10 Collecting Driving

Driving, a type of task, is the operation of 

a motorized passenger vehicle or other 

conveyance. 

Collect the presence of driving only when 

it is confirmed that driving is a critical task

for the job. 

Include passenger vehicles such as

automobiles, vans, or light trucks, and 

other vehicles such as tractor trailers,

buses, equipment (e.g. forklifts), trains, or 

aircraft.

Include a description of all types of vehicles driven in the task list documentation. 

Exclude non-motorized conveyances, such as riding an animal or bicycle. 

Driving involves multiple physical demands: 

• Far Visual Acuity: Far Visual Acuity is assumed when Driving is present. 

• Peripheral Visual Acuity: Peripheral Visual Acuity is assumed when Driving is 

present.

• Gross Manipulation: Time spent driving will be the base duration for Gross 

Manipulation. 

Driving when operating a passenger vehicle with automatic transmission and power 

brakes also includes the following physical demand elements: 

• Manipulation-‘Foot/Leg Controls’ 

• Pushing/Pulling-‘Feet Only’, if time operating ‘Foot/Leg Controls’ meets the 

production rate threshold.

Driving when operating a passenger vehicle with automatic transmission and power 

brakes does not include: 

• Pushing/Pulling-‘Feet/Legs’. Operating the gas and brake pedals in this type of 

standard passenger vehicle does not meet the force threshold. 

• Reaching. Operating a steering wheel does not meet the requirement of Reaching.

When driving a passenger vehicle, the steering wheel is close enough that the 

driver does not extend the arms enough to engage the shoulder. 

Driving may also include: 

• Near Visual Acuity 

Except for the above guidance, do not assume the presence or duration of any physical 

demand based upon vehicle type. Large or specialized vehicles may have different 

controls, so always confirm expectations with the respondent and code based on the 
ORS Collection Manual Third Edition Page | 98 

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

physical exertion or no more than is needed for driving a passenger car. 
ORS Collection Manual Third Edition Page | 99 

7_11 Collecting Communicating Verbally and

Hearing Requirements

Communicating Verbally is 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. 

Only include communicating verbally when 

speaking is a primary component needed to perform critical tasks. 

When Communicating Verbally is present, collect the amount of time workers are

actually speaking. Do not include the time workers spend listening during a 

conversation. Exclude speaking that is social in nature between co-workers or with the 

public. 

Examples Include 

duration

Reason 

A TV news anchor reports news in a pleasant, 

well-controlled voice. 

Yes Expressing oral information 

accurately for a critical task

A hospital nurse, discharging patients, answers 

questions while providing instructions. 

Yes Conveying detailed instructions 

to general public for a critical 

task

A human resources manager explains benefits to 

a new employee

Yes Conveying detailed instructions 

to other workers for a critical task

A cashier asks customers whether they will pay 

with cash or credit

Yes Expressing oral information to 

general public for a critical task

A bartender asks for customer’s drink orders Yes Expressing oral information to 

general public for a critical task

An IT help desk technician provides instructions 

to end-user

Yes Expressing oral information to 

other workers for a critical task

A bartender talks to customers about their lives 

because it generates more tips

No Exclude socializing

A human resources managers sends new 

employees benefits booklets via email

No Communication must be verbal
ORS Collection Manual Third Edition Page | 100 

A sales representative listens to potential 

customer’s questions

No Time spent listening included 

with ‘Hearing’

A team assembler indicates to another team 

member that the line stopped. 

No Exclude since machinery 

malfunction is incidental-chance 

occurrence and speaking is not 

primary component needed to 

perform critical tasks. 

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 critical tasks. 

Exclude hearing for any conversation or sounds that are: 

• Social in nature – between co-workers or with the public. 

• Public announcements and public safety alarms, such as fire, tornado, weather, 

and other public safety alerts. 

• Related to incidental tasks

There are five types:

• One-on-one (in person).

• Group or conference (in person).

• Telephone (and similar remote communication devices such as radios, 

walkie-talkies, intercoms, and public address systems). Include the ability to 

hear a ringing telephone, or similar device, before it is answered. Include only 

hearing required to perform critical tasks. 

• Passage of hearing test. This refers to a job 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. Captures hearing of other sounds outside of words/language that 

are related to critical job functions. Include hearing items such as machinery 

alarms and equipment sounds, etc. 
ORS Collection Manual Third Edition Page | 101 

Examples of Hearing Requirements

One-onOne

Cashiers listen to customers’ requests.

Guidance counselors listen to students’ concerns

A hospital nurse, discharging patients, listens to questions about 

the 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.

Mechanics must hear requests/instructions through shop public 

address system.

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.

A teacher must be able to hear the bell signaling that it’s time to 

change classes. Bell is a public announcement for everyone in 

the school. 

Workers must be able to hear and respond to a hurricane 

warning. 

Assemblers listen to small talk while working on production line.

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

annually to measure work-related hearing loss.
ORS Collection Manual Third Edition Page | 102 

7_12 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 

the job uses a computer in support of a critical job function, 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 when driving is performed as a critical task. 

Exclude far visual acuity required for incidental tasks. For example, bank tellers would 

not need far visual acuity in the case of robbery because this is a chance occurrence.

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

staring straight ahead. 

Examples:

• Security guards watch all doors and TV monitors to look for unusual activities 

• Heavy equipment operators must keep watch in all directions 

• Bus drivers operate school buses on public roadways 

Always code ‘Peripheral Vision’ when driving is performed as a critical task. 
ORS Collection Manual Third Edition Page | 103 

Chapter 8: Environmental Conditions

Environmental conditions are the surroundings 

and/or conditions experienced by workers as they 

perform critical tasks. 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
ORS Collection Manual Third Edition Page | 104 

8_01 Collecting Environmental Conditions

Code exposure to environmental conditions only when workers experience the condition 

while carrying out critical tasks of the jobs. 

See Overall Coding Threshold for All ORS Elements. 

Conditions meet any of the specified thresholds listed below. 

Personal protective equipment (PPE) required by the employer only partially mitigates

exposure. PPE is equipment used or worn to minimize exposure to serious workplace 

injuries and illnesses.
ORS Collection Manual Third Edition Page | 105 

Thresholds for Environmental Conditions

Environmental 

Condition Threshold

Outdoors 

Critical tasks are performed outdoors

Must be unprotected and exposed to elements 

Extreme Cold (nonweather 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 (nonweather 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 Exposure to shaking or vibration that causes 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)
ORS Collection Manual Third Edition Page | 106 

How to collect Environmental Conditions

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

Level’. 

Collect and code the presence of PPE for all elements. Measure exposure as the workers 

experience it using personal protective equipment (PPE). Document the use and type of 

PPE and how it mitigates.

The presence of PPE for the following environmental conditions requires special coding 

in CIERA: 

• Hazardous Contaminants 

• Proximity to Moving Mechanical Parts 

• High, Exposed Places 

• Noise Intensity Level

If an employer installs devices or requires protective equipment, collect the duration of 

exposure as it is actually experienced. 

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

document the use of PPE and code the occupation as fully mitigated. 

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 noise-cancelling 

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 time (or duration) exposed to 

Hazardous Contaminants as ‘Fully 

Mitigated’ and ‘Yes’ for PPE. 
ORS Collection Manual Third Edition Page | 107 

8_02 Collecting Outdoors

Outdoors is present when two conditions 

exist: 

Condition 1

• Workers perform critical tasks

outdoors 

Condition 2

• Workers are unprotected and exposed 

to the elements. 

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

Exclude outdoor exposure related to traveling between job sites or commuting. 

Examples Action Reason

A teacher watches children while outdoors 

for recess.

Collect Meets both conditions

A groundskeeper mows lawns and trims 

shrubs. 

Collect Meets both conditions

Servers wait on tables located outdoors. Collect Meets both conditions

Hospital transporters wheel patients to 

vehicles. 

Collect Meets both conditions

A fast food crew member takes trash to a 

dumpster behind the restaurant throughout 

the day. 

Collect Meets both conditions

A pharmaceutical sales rep walks to and 

from the car with each client visit.

Do not 

collect

Doesn’t meet condition 1, exposure 

related to traveling/commute only 

An employee commutes to and from the 

workplace. 

Do not 

collect

Doesn’t meet condition 1, exposure 

related to traveling/commute

A miner works in an underground mine. Do not 

collect

Doesn’t meet condition 1 or 2

An archaeologist inspects artifacts in a

three-sided tent at the dig site.

Do not 

collect

Doesn’t meet condition 2
ORS Collection Manual Third Edition Page | 108 

8_03 Collecting Extreme Cold

Extreme Cold is present when two conditions exist: 

Condition 1

• Workers’ exposure is related to critical tasks and 

not due to weather 

Condition 2

• 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

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 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

A forklift operator works in an unheated warehouse that 

is always below 40 degrees in the winter. 

Do not 

collect

Weather-related

Restaurant wait staff enter upright freezer for supplies 

whenever cooks and food preparation workers are busy 

Do not 

collect

Incidental task for 

servers
ORS Collection Manual Third Edition Page | 109 

8_04 Collecting Extreme Heat

Extreme Heat is present when two conditions 

exist:

Condition 1

• Workers’ exposure is related to critical 

tasks and not due to weather

Condition 2

• 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. 

The presence or absence of humidity affects the way that extreme heat is experienced.

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. 

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 restaurant cook works close to a hot commercial stove 

and oven in a kitchen. 

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 

A warehouse worker moves freight and stock in a 

warehouse that is not climate controlled and is above 90 

degrees. 

Do not collect Weather-related
ORS Collection Manual Third Edition Page | 110 

8_05 Collecting Wetness

Wetness is present only when the following 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 critical tasks

and not due to weather. 

The use of gloves may or may not mitigate exposure to 

wetness. Document when workers use gloves to mitigate 

exposure to Wetness. 

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. 

Do not 

collect

Weatherrelated
ORS Collection Manual Third Edition Page | 111 

8_06 Collecting Humidity

Humidity is present when three conditions 

exist:

Condition 1

• Workers’ exposure is related to 

critical tasks and not due to weather. 

Condition 2

• Workers experience air containing a 

high amount of water or water vapor. 

Condition 3

• The atmosphere is oppressive. An oppressive atmosphere must be very 

uncomfortable and could affect breathing. 

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 

A warehouse worker moves freight and stock in a warehouse 

that is not climate controlled and is above 90 degrees and 

humid in summer months. 

Do not 

collect

Weatherrelated
ORS Collection Manual Third Edition Page | 112 

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

critical tasks. Workers may be exposed to contaminants 

produced by other workers producing contaminants in the 

proximity. Document cases when workers are exposed to 

hazardous contaminants not related to their own critical 

tasks. 

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 Appendix 1. 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.

Examples Action Reason

An automotive mechanic breathes fumes from grease, 

oil, gas, and engine exhaust while working. 

Collect Meets conditions

A casino worker is exposed to second hand smoke from 

tobacco that contains benzene, arsenic, carbon 

monoxide, chromium metal, lead, and nicotine 

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
ORS Collection Manual Third Edition Page | 113 

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 old-fashioned 

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; Code 

as Fully 

Mitigated

Mitigated by 

PPE. Does not 

meet threshold

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 

Registered nurses must uses hand sanitizers and other 

disinfectants such as isopropyl alcohol swaps.

Do not collect Does not meet 

the threshold 

A lifeguard works in a chlorinated swimming pool. Do not collect Does not meet 

the threshold
ORS Collection Manual Third Edition Page | 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 

when used properly. 

Proximity to Moving Mechanical Parts are 

present when one of the following conditions 

exists: 

Condition 1 

• Equipment operated by workers 

presents a risk of bodily injury when 

used properly. 

Condition 2

• Machinery, equipment or any moving object near workers could cause bodily 

injury. 

Exclude any vehicles (including automobiles, forklifts, etc.) being driven by or near 

workers as responsibility for their proper operation is on the driver. When guards or other 

safety equipment are present such that a worker would not face risk under normal 

conditions, do not include. 

Collect the presence and type of personal protective equipment when the employer 

provides it.

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

not meet the threshold. 

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 and could be injured while offloading when machine is in motion 

Collect Meets conditions

Mechanics working on running engines and 

moving vehicle parts while performing 

repairs

Collect Meets conditions

An accountant uses a crosscut shredder. 

Snagged clothing could cause injury. 

Do not collect Does not meet the threshold
ORS Collection Manual Third Edition Page | 115 

A cafeteria cook operates industrial mixers, 

with impenetrable protective guards, to 

prepare food items for lunch. 

Do not collect

duration; Code 

as Fully 

Mitigated

Mitigated by PPE. Does not 

meet the threshold 

Food preparation workers use chef knives to 

chop and dice food. 

Do not collect Does not meet the threshold 

A cashier in a grocery store works around a 

conveyor belt that moves grocery items.

Do not collect Does not meet the threshold
ORS Collection Manual Third Edition Page | 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, rock-drilling 

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 janitor operating a floor buffer in commercial buildings Do not 

collect

Does not meet the 

threshold

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
ORS Collection Manual Third Edition Page | 117 

8_10 Collecting High, Exposed Places 

High, Exposed Places is present when two 

conditions exist: 

Condition 1

• Workers’ center of gravity is at least 

five feet off the ground, or 

• Workers are at ground level and at risk 

of falling several feet below ground 

level.

Condition 2

• Workers are exposed and at risk of bodily injury from falling. 

• There are no walls or railings surrounding workers 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 
ORS Collection Manual Third Edition Page | 118 

8_11 Collecting Noise Intensity Level

Noise Intensity Level is the amount of noise 

that workers experience 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 while performing critical tasks. 

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.
ORS Collection Manual Third Edition Page | 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 
ORS Collection Manual Third Edition Page | 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

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
ORS Collection Manual Third Edition Page | 121 

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

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)
ORS Collection Manual Third Edition Page | 122 

Mesityl oxide

Metal

Methane

Methanethiol 

Methoxychlor

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

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 
ORS Collection Manual Third Edition Page | 123 

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

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 
ORS Collection Manual Third Edition Page | 124 

Appendix 2 

Common Objects and Their Weights

Weight

(lbs.) Description

1⁄2 Upholstery hammer

1 Claw hammer

2 Framing hammer

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)

20 Sledge hammer

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
ORS Collection Manual Third Edition Page | 125 

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)

80 Large bag of concrete mix
ORS Collection Manual Third Edition Page | 126 

Appendix 3 

List of Professional and Doctorate Degrees

Professional degrees may be awarded in the following 11 fields (not exhaustive): 

• Doctor of Chiropractic (D.C. or D.C.M.) 

• Doctor of Dental Surgery (D.D.S.) or Doctor of Dental Medicine (D.M.D.) 

• Doctor of Jurisprudence or Juris Doctor (J.D.) 

• Doctor of Medicine (M.D.)

• Doctor of Optometry (O.D.) 

• Doctor of Osteopathic Medicine/Osteopathy (D.O.) 

• Doctor of Pharmacy (Pharm.D.) 

• Doctor of Podiatric Medicine/Podiatry (D.P.M., D.P., or Pod.D.) 

• Master of Divinity (M.Div.), Master of Hebrew Letters (M.H.L.), or 

Rabbinical Ordination (Rav)

• Doctor of Veterinary Medicine (D.V.M.) 

• Doctor of Psychology (Psy.D or D.Psych) 

Doctorate degrees may be awarded in the following 24 fields (not exhaustive): 

• Doctor of Arts (D.A.) 

• Doctor of Business Administration (D.B.A.) 

• Doctor of Church Music (D.C.M.) 

• Doctor of Canon Law (J.C.D./D.C.L.) 

• Doctor of Design (D.Des.) 

• Doctor of Education (Ed.D.) 

• Doctor of Engineering (D.Eng./D.E.Sc./D.E.S.) 

• Doctor of Fine Arts (D.F.A.) 

• Doctor of Hebrew Letters (D.H.L.) 

• Doctor of Industrial Technology (D.I.T.) 

• Doctor of Juridical Science (J.S.D./S.J.D.) 

• Doctor of Music (D.M.) 

• Doctor of Musical/Music Arts (D.M.A.)

• Doctor of Music Education (D.M.E.)

• Doctor of Modern Languages (D.M.L.) 

• Doctor of Nursing Science (D.N.Sc.) 

• Doctor of Philosophy (Ph.D.) 

• Doctor of Public Administration (D.P.A.) 

• Doctor of Physical Education (D.P.E.) 

• Doctor of Public Health (D.P.H.) 

• Doctor of Sacred Theology (S.T.D.) 

• Doctor of Science (D.Sc./Sc.D.) 
ORS Collection Manual Third Edition Page | 127 

• Doctor of Social Work (D.S.W.) 

• Doctor of Theology (Th.D.) 

List derived from: 

http://www.ed.gov/about/offices/list/ous/international/usnei/us/doctorate.doc
ORS Collection Manual Third Edition Page | 128 

Glossary

Accommodation 

Are changes to tasks or the work environment that an employer makes to meet the needs 

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

Adaptability

Measures the characteristics of an occupation that cause a worker to adjust to changes in 

work routine. 

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. 

Carrying 

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

Certification

Issued by a certification body or industry/professional association, acknowledges that 

occupation specific skills and abilities exist, and expires if not renewed. 

Change in Work Location 

A change to a new worksite or from a discontinued work site. 

Change in Work Task 

The worker must remember new instructions, procedures, or similar information. This 

includes new work assignments, tasks that occur infrequently throughout the year, and 

irregular/variable tasks.

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 sets of duties. Requires the coding of a primary 

SOC and the documentation of a secondary SOC. 
ORS Collection Manual Third Edition Page | 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 

Controlling Workflow 

A worker can prioritize work tasks or can adjust the amount of time it takes to complete 

them.

Crawling

Moving about on hands and knees or hands and feet 

Crouching

Bending the body downward and forward by bending legs and spine. 

Credit-hour

A semester unit is equivalent to one credit hour. Three credit hours equals one class and 

nine credit hours equals a full course load for one semester. 

Critical Job Function

The main purpose of the job. Consists of critical tasks that are integral to the job. The job 

would not exist without the critical job function(s), which are the primary pay factors for 

the job. 

Critical Tasks 

Activities workers must perform to carry out their critical job function. A task is 

considered critical when it is a primary and required component of the critical job 

function and/or when a job spends more than 10% of work day or work week performing 

it.

Decision-making

A measure of the type and scope of decisions a worker in an occupation is expected to 

make. 

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.

Doctorate Degree

Are research oriented and require a dissertation or similar independent research effort. 

The Doctor of Philosophy (Ph.D.) and research doctorate are equivalent in title. 

Driving

Driving is the operation of a motorized passenger vehicle or other conveyance. Includes 

passenger vehicles such as cars, vans, or light trucks, and other vehicles such as tractor 

trailers, equipment (e.g. forklifts), trains, or aircraft. 
ORS Collection Manual Third Edition Page | 130 

Duration 

Measures the cumulative time spent performing a physical demand or exposure to an 

environmental condition. Both the interval (daily, weekly, quarterly) and work schedule 

contribute to duration.

Duration Scale

A scale measuring the duration of an activity being performed. 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). 

Educational Certificate

Issued by an educational institution (or a training provider), certifies that an occupation 

specific program of study was completed, and typically does not expire.

Exertion 

The physical effort that a worker uses to complete a task. 

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). 

Include only non-weather, job related exposure. 

Extreme Heat

Above 85 degrees with humidity and above 90 degrees in a dry atmosphere. Include only 

non-weather, job related exposure. 

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 

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. 

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. 
ORS Collection Manual Third Edition Page | 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. 

Incidental Tasks

Are excluded from ORS collection. The task does not support a critical function of a job, 

or is not a primary or required component of the critical function of a job. 

Interaction

The ability to cooperate with others, handle conflict, and respond to social cues, requests, 

and criticism.

Job 

Represents all workers in an establishment with the same or similar tasks such that they 

may be analyzed collectively. In ORS, a sampled quote represents a job.

Job Demands

Job demands are the knowledge, cognitive abilities, and physical actions required to 

perform critical tasks, as well as environmental conditions experienced while completing 

critical job tasks.

Keyboarding 

Entering text or data into a computer or other machine by means of a keyboard, using a 

repetitive motion requiring the use of the whole hand. 

Kneeling

Bending legs at knees to come to rest on knee(s).

License

Issued by a government agency, constitutes a legal authority to perform a specific 

occupation, and expires if not renewed. 

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 
ORS Collection Manual Third Edition Page | 132 

Mitigation

When the employer installs devices, or requires the use of personal protective equipment 

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. 

Observable Behaviors 

Actions that can be observed such as typing, driving, standing, lifting, reaching, etc. 

Occasional 

From 2% up to 1/3 of the time. 

Occupation

A broad term representing a defined set of responsibilities, skills, and tasks not specific to 

a company. 

Occupation Specific Credentials 

Credentials such as licenses, certifications, and educational certificates which only apply 

to a specific occupation (or small group of occupations). Occupation specific credentials 

may be the same for a broad occupation group (digits 4 and 5 of the SOC code), but 

would rarely cross major SOC groups. 

Oppressive (Humidity)

Atmosphere must be very uncomfortable and could affect breathing. 

Other Credential

Credential issued by a standardized body, may be relevant for a wide variety of jobs and 

occupations, and may expire or be valid for life. 

Outdoors

Exposure to weather-related atmospheric conditions such as heat, cold, rain, snow, or 

wind. 

Overhead Reaching

Extending the arms with 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

The physical and cognitive speed needed to perform work tasks. 

Pace of Work 

The rate at which a worker must process new or incoming information or take physical 

action based on new information. 
ORS Collection Manual Third Edition Page | 133 

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. 

Personal Protective Equipment (PPE)

Equipment used or worn to minimize exposure to serious workplace injuries and 

illnesses.

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 training required as a condition for hiring. 

Professional Degree

Is a graduate degree that is required to work in a specific career/profession. Professional 

degrees do not require a Master’s degree, and typically fall into three main fields 

(medical, law, and religion).

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 when 

used properly. 

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

Extending the hand(s) and arm(s) in any direction. 

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.

Seldom

Up to 2% of the time. 

Semester

Is one-half of an academic year and is equal to 15 weeks.
ORS Collection Manual Third Edition Page | 134 

Semester Unit

Is equivalent to one credit hour. Three credit hours equals one class and nine credit hours 

equals a full course load for one semester. 

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

A worker is either active or inactive in a seated position or prone. Active sitting involves 

pushing or pulling with feet/legs. A worker that is not standing/walking, must be sitting. 

Sitting/Standing at Will 

Workers have the flexibility to choose between sitting and standing throughout the day, 

there is no assigned time during the day to sit or stand, and no external factors determine 

whether an employee must sit or stand. 

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. (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 the body forward and down while bending the spine at the waist 45 degrees or 

more either over something below waist level or down towards an object on or near the 

ground. Stooping should be significant enough that when bending, if arms were extended, 

workers’ hands would be at or below the knees. Stooping must be performed by standing.

Exclude stooping performed while workers are sitting. 

Strength

The capacity for exertion or endurance.

Task

A distinct activity assigned to or performed by workers who are carrying out job duties 

that result in a specific outcome.

Task List

A list of the detailed activities workers perform to accomplish the critical job function. A 

task list connects the critical job function with ORS element coding. 
ORS Collection Manual Third Edition Page | 135 

Threshold

A magnitude or intensity that must be met or exceeded for a certain condition to occur. 

Touchscreen Keyboard

A touch sensitive keyboard display on a computer or other electronic device that uses 

repetitive finger or thumb motion, using the whole hand, for data entry. 

Unobservable Behaviors

Actions which cannot be observed such as learning and applying knowledge, perception, 

problem solving, etc. 

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 two-year 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

Refers to the ways in which most workers carry out the critical tasks associated with the 

critical job function of their occupation. 

Work-Related Personal Interactions

The requirement of the worker in an occupation to cooperate with others, handle conflict, 

and respond to social cues, requests, and criticisms. 

Work Review 

Measures the frequency at which a machine, supervisor, or lead worker checks an 

individual’s work to ensure performance standards are being met. 

Work Location 

The physical site where a worker performs the critical duties of the occupation. 

Work Schedule

The regular recurring work hours and days for the occupation set by the employer. 

Work Task 

The regular duties of an occupation.

Worker 

An employee who is assigned a specific set of tasks. The term worker is equivalent to the 

term ‘position,’ historically used in the Dictionary of Occupational Titles and the Revised 

Handbook for Analyzing Jobs.