ORS Collection Manual Version 4.2 Page | ii

Table of Contents

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

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

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

Formatting Key.......................................................................................................... viii

Chapter 1: Key Concepts............................................................................................ 10

1_01 Task, Worker, Job, Occupation................................................................................ 11

1_02 Critical Job Function, Critical and Incidental Tasks .................................................... 12

1_03 Job Demands ......................................................................................................... 16

1_04 Thresholds ............................................................................................................. 17

1_05 Frequency and Duration.......................................................................................... 18

1_06 Accommodations .................................................................................................... 21

Chapter 2: Collection Strategies ................................................................................ 22

2_01 Use Job Descriptions and Other Documents to Prepare for Collection......................... 23

2_02 Identify a Collection Approach................................................................................. 25

2_03 Prioritize to Maximize Data Collected........................................................................ 26

2_04 Take Advantage of Opportunities to Observe Workers on Jobs .................................. 27

Chapter 3: Classifying Jobs........................................................................................ 28

3_01 SOC Classification................................................................................................... 29

3_02 Job Characteristics.................................................................................................. 30

3_03 Work Schedules...................................................................................................... 31

3_04 Other ORS Variations .............................................................................................. 32

Chapter 4: Task Lists.................................................................................................. 33

4_01 Collecting Task Lists ............................................................................................... 34

4_02 Use of Job Descriptions in Creating Task Lists .......................................................... 37

4_03 Documenting an ORS Task List................................................................................ 38

4_04 Consistency between Task List and Element Coding.................................................. 40

4_05 Job Demands When Traveling Is Involved................................................................ 43

Chapter 5: Specific Vocational Preparation (SVP) ..................................................... 45

5_01 Collecting SVP ........................................................................................................ 46

5_02 Minimum Education ................................................................................................ 52

5_03 Non-Degree Credentials .......................................................................................... 55
ORS Collection Manual Version 4.2 Page | iii

5_04 Experience ............................................................................................................. 68

5_05 On the Job Training................................................................................................ 69

Chapter 6: Cognitive Elements .................................................................................. 73

6_01 Collecting Cognitive Elements.................................................................................. 74

6_02 Work Review: Frequency of Work Being Checked and Presence of Supervisor............ 77

6_03 Pace: Control of Workload, Work Pace, and Pause Control ........................................ 82

6_04 Personal Contacts: Verbal Interactions and People Skills ........................................... 92

6_05 Problem Solving ..................................................................................................... 98

6_06 Interaction with General Public/Crowds and Telework..............................................102

Chapter 7: Physical Demands .................................................................................. 107

7_01 Collecting Physical Demands ..................................................................................108

7_02 Sitting vs. Standing/Walking...................................................................................111

7_03 Lifting/Carrying .....................................................................................................117

7_04 Pushing/Pulling......................................................................................................124

7_05 Reaching...............................................................................................................129

7_06 Manipulation .........................................................................................................132

7_07 Keyboarding..........................................................................................................135

7_08 Low Postures: Stooping, Crouching, Kneeling, and Crawling.....................................137

7_09 Climbing ...............................................................................................................142

7_10 Driving..................................................................................................................146

7_11 Speaking and Hearing Requirements ......................................................................148

7_12 Vision ...................................................................................................................153

Chapter 8: Environmental Conditions...................................................................... 156

8_01 Collecting Environmental Conditions .......................................................................157

8_02 Outdoors...............................................................................................................160

8_03 Extreme Cold ........................................................................................................161

8_04 Extreme Heat........................................................................................................162

8_05 Wetness................................................................................................................163

8_06 Humidity ...............................................................................................................164

8_07 Heavy Vibration.....................................................................................................165

8_08 Hazardous Contaminants .......................................................................................166

8_09 Proximity to Moving Mechanical Parts .....................................................................169

8_10 High, Exposed Places.............................................................................................171

8_11 Noise Intensity Level .............................................................................................172

Appendix 1 ............................................................................................................... 173
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Appendix 2 ............................................................................................................... 177

Appendix 3 ............................................................................................................... 178

Glossary.................................................................................................................... 179
ORS Collection Manual Version 4.2 Page | 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. 
ORS Collection Manual Version 4.2 Page | 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 job requirements in 

the national economy. 

In 2012, SSA and the Bureau of Labor Statistics (BLS) signed an interagency agreement to 

collect and publish job requirements data. As a result, the BLS established the Occupational 

Requirements Survey (ORS). This manual outlines the concepts and technical procedures to 

collect ORS data elements, including: critical job function, critical job task list, physical

demands, environmental conditions, education and training, as well as mental and cognitive 

demands.

For additional information about the Occupational Requirements Survey, see 

https://www.bls.gov/ors. 
ORS Collection Manual Version 4.2 Page | vii

Information Reference Guide

Useful references are shown below. 

References

• To view the ORS Public Website: https://www.bls.gov/ors/

• To view the Standard Occupational Classification: https://www.bls.gov/soc/

• To view the O*NET SOC Crosswalk: https://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. 

• For system reference information, see the CIERA User Guide. 
ORS Collection Manual Version 4.2 Page | viii

Formatting Key

The formatting in this manual is designed to improve conceptual understanding and to promote 

clarity. 

Style Purpose

Regular Text Regular text is in Tahoma, font size 11.

Systems Labels 

System labels are denoted by blue Consolas, font size 12. This 

font is used whenever a label from IDC, CIERA, or any other 

system is included in instruction.

Chapter 

Header

Chapter headers are in Century Schoolbook, font size 28, and are 

denoted by underlined navy font.

Section Sections are in Century Schoolbook, font size 18 and are denoted 

by underlined, bold navy font.

Subsection 1 First-level subsection headers are in Tahoma, font size 11 and are 

denoted by underlined, bold navy font.

Subsection 2 Second-level subsection headers are in Tahoma, font size 11, 

with bolded blue font.

Glossary Terms

Glossary terms are in Tahoma, font size 11 and are denoted by 

bold navy font. These terms are key concepts and their 

definitions are included in the glossary.

Table Titles 

Table titles are in Tahoma, font size 11 and are denoted by 

underlined, black font. Table titles are assigned to each table. 

They include the chapter number and the table number within 

the chapter and the table name. 

Example:

Table 1-1: Critical/Incidental Tasks Examples
Chapter 1: Key Concepts

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

Administration (SSA) with data about the requirements of work as it is 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 in the national economy. 

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

Task, Worker, Job, Occupation

Critical Job Function, Critical and Incidental Tasks

Job Demands

Thresholds

Frequency and Duration

Accommodations
ORS Collection Manual Version 4.2 Page | 11

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

common across establishments rather than specific to an individual company. In ORS, all 

sampled jobs are assigned to an occupation defined in the Standard Occupation Classification

(SOC) system. For more information about SOC classifications, see the Fundamentals of NCS 

and ORS manual, Chapter 4 Occupational Classification.
ORS Collection Manual Version 4.2 Page | 12

1_02 Critical Job Function, Critical and 

Incidental Tasks 

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

are not typically performed by the occupation. As outlined in this section, ORS applies the 

concepts of critical job function(s) and critical tasks to define the scope of tasks included for

incidence and duration coding at the establishment. 

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 is the 

primary pay factor for the job.

A job’s critical function is broad and often corresponds to the detailed SOC occupational 

definition. Some basic examples of critical job functions include: 

• Janitors clean the building and grounds.

• Teachers prepare and present lessons and monitor students.

• Nurses provide medical care.

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 typically assigned 

the SOC code associated with the highest skill level required by the job, all critical job functions

and the critical tasks supporting those functions are included for ORS collection. 

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(s). 

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

• Tasks that are expected, usual, and performed 10% or more of the work time, 

regardless of their relation to critical job function

All critical tasks are required, but not all required tasks are critical. This means not every task a 

respondent indicates workers perform is in scope for ORS collection. While jobs may be 

expected to perform a variety of tasks, any required task must meet at least one of the criteria 

noted above to be considered a critical task.

The same occupation in different establishments may be expected to perform different critical 

tasks depending on the size and nature of the establishment.
ORS Collection Manual Version 4.2 Page | 13

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

those tasks or functions relate to more than one SOC detailed occupation.

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

ORS, see Chapter 4: Task Lists.

Incidental Tasks

An incidental task does not support and is not a primary or required component of the job’s 

critical function(s). Incidental tasks are excluded from ORS collection.

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

following conditions:

• Are not tasks the job is evaluated and rated on

• 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)

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

Note

Annual or one-time events workers must attend like field trips, tradeshows, conferences, 

award ceremonies, etc., are typically excluded unless the employer indicates these are critical 

tasks on which the job is rated and evaluated or the tasks take more than 10% of the

workers’ time over the course of work year.
ORS Collection Manual Version 4.2 Page | 14

Table 1-1: Critical/Incidental Tasks Examples

Tasks Example Type Reason

1 Retail sales workers in a small store 

are responsible for selling store 

merchandise. The establishment 

evaluates retail sales workers on the 

following tasks: running register, 

answering customer questions, 

stocking merchandise, and cleaning 

duties to maintain store appearance 

during their shift. 

Critical All would be critical tasks 

for the retail sales workers 

at this establishment 

because they are primary 

tasks retail sales workers 

are evaluated on.

2 Firefighters climb ladders infrequently, 

but must be able to perform this task 

in order to fight fires.

Critical Tasks that are necessary to 

carry out the critical job 

function(s) are critical, 

despite the frequency they 

are performed.

3 Accountants in a real estate leasing 

office carry out accounting tasks as 

their critical job function. Accountants 

in this establishment are also 

expected to spend 10% or more of 

their time inspecting and showing 

potential tenants rental properties. 

Critical Inspecting and showing 

rental properties to 

potential tenants is an 

assigned task for 

accountants at this 

establishment. This task 

would not usually support 

the critical job function of 

accountants, but since 

workers spend 10% or 

more of their work time 

doing this task, it is 

included as a critical task 

for this job. 

4 In a multiple person landscaping 

crew, all workers rotate and must be 

able to drive the company truck to the 

various job locations. 

Critical All workers in the job are 

expected to drive to 

locations where work is 

performed and the task is 

necessary to carry out the 

critical job function.
ORS Collection Manual Version 4.2 Page | 15

Tasks Example Type Reason

5 Accountants in a real estate leasing 

office carry out accounting tasks as 

their critical job function. When rental 

agents are on vacation, accountants 

inspect and show potential tenants 

rental properties. Accountants cover 

for rental agents a few days per year 

(less than 2% of their work time).

Incidental Inspecting and showing 

rental properties to 

potential clients to back up 

rental agents is an 

assigned task for 

accountants at this 

establishment. This task 

does not support the 

critical job function of 

accountants and workers 

do not spend 10% or more 

of their time doing this 

work.

6 All plant personnel at a food 

processing plant are required to help 

wash and sanitize equipment one day 

per month. 

Incidental Important, required task 

but not specific to any 

single establishment job 

and does not meet 10% 

threshold, so this is not a 

critical task for this job.

7 All employees in a hotel are instructed 

to smile and greet customers when 

they enter the establishment or in 

passing.

Incidental Important, expected task 

but not specific to any 

single establishment job. 

Include only for jobs where 

workers spend 10% or 

more time doing.

8 When the copier is out of paper, any 

staff member refills the machine.

Incidental Important task but not 

specific to any single 

establishment job.

9 In a two-person landscaping crew, at 

least one worker must be able to 

drive the company truck to the 

various job locations. A driver’s 

license is not required for the job, but 

at least one worker of the pair must 

be able and needs to perform the 

intra-day commuting for the crew.

Incidental Important task specific to 

only one or a few workers 

in a job whenever a job 

has multiple workers. 

10 All workers in a factory spend a few 

minutes entering their timesheets 

using a computer each week.

Incidental Required task that is not 

specific to any one job, 

does not support the 

critical job function of 

factory jobs, and does not 

meet the 10% threshold.
ORS Collection Manual Version 4.2 Page | 16

1_03 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

While ORS captures over 50 distinct job demands, not every job demand needed to perform 

critical tasks is in-scope for ORS collection. Job demands included in ORS are those that have 

been identified as important for determining whether individuals with mental or physical 

disabilities can work. Some examples of demands ORS does not capture include: bending or

twisting movements, the need to have depth perception, and exposure to environmental 

conditions such as radiation or biohazards, etc. 
ORS Collection Manual Version 4.2 Page | 17

1_04 Thresholds

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

be considered for ORS collection. 

Overall Collection Threshold for All ORS Elements

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

to perform 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, conditions, or have 

unique guidelines before the element presence and duration is collected and coded. 

Thresholds exist for the following individual ORS elements:

Cognitive Elements

• Problem Solving

Physical Demands

• Sitting/Standing/Walking

• Lifting/Carrying

• Pushing and Pulling

• Reaching

• Low Postures-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 Version 4.2 Page | 18

1_05 Frequency and Duration

Frequency is the number of times a worker experiences a demand while performing critical 

tasks. Many cognitive demands for ORS are measured using frequencies, for example, the 

frequency work is checked by a supervisor or lead worker (e.g., a supervisor checks work once 

per day). 

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

exposed to an environmental condition. Most physical demands and environmental conditions 

for ORS are measured using duration ranges, for example, the amount of time workers spend

speaking (e.g., workers spend one hour of an 8-hour day speaking which is coded as 

Occasional 2% up to 1/3). 

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-of-scope, 

and duration is coded not present. 

When an element is present and the associated threshold (if applicable) is met, capture the 

amount of time a worker actively 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:

Table 1-2: Duration Scales

Duration Percent of 

Time Daily* Weekly* Annually*

Seldom Up to 2% Less than 10 

minutes

Less than 45 

minutes Less than 1 week 

Occasional 2% up to 1/3 10 minutes up to 

21⁄2 hours

45 minutes up to 

13 hours

1 week up to 4 

months

Frequent 1/3 up to 2/3 21⁄2 hours up to 

51⁄2 hours

13 hours up to 31⁄2

days 

4 months up to 8 

months 

Constant 2/3 or more 51⁄2 hours or more 31⁄2 days or more 8 months or more

*Times are approximate and have been rounded for collection purposes based on 8 hours daily, 

40 hours weekly, 2080 hours annually work schedule.

Duration is different than frequency. For example, workers may use a computer “all day” 

(frequency) but may actually only be typing or manipulating a mouse for four hours of an eight 

hour work day. The other time is reading material on a screen, or performing other tasks that 
ORS Collection Manual Version 4.2 Page | 19

are not keyboarding. The duration for keyboarding in this example is 50% and is coded as 

Frequent (i.e., 1/3 up to 2/3).

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, collect and code the duration a worker experiences over the 

broader range of time. 

Use the duration scale as a guide with respondents and request they provide the duration a 

worker experiences over the broader range of time. Calculations are not necessary if the correct 

ORS duration range can be determined without them because:

• The appropriate range is obvious based on the information provided by the respondent, 

or

• The respondent is able to select a range based on an estimated average of all critical 

tasks and job demands performed and the field economist verifies the range is 

reasonable based on the other data reported. 

Table 1-3: Duration Coding Examples

Example 1 – Teachers

Teachers rotate playground and drop-off/pick-up duties as part of their critical tasks. When 

they perform playground and drop-off/pick-up duties, they are outside 1 hour of a 7.5 hour 

day. They perform these duties 1 out of every 10 work days.

Duration Coding

Code duration for Outdoors as Up to 2%. Using the duration scale, 1 hour biweekly falls into 

the Seldom category (Less than 45 minutes per week).

Example 2 – Restaurant Servers

Servers work at a restaurant that has an outdoor seating area open 3 months out of the year. 

Servers spend 1/3 to 2/3 of their shift outside while the patio is open, if they are assigned to 

the section. During the remaining nine months of the year, servers work inside only. 

Duration Coding

Code duration for Outdoors as 2% up to 1/3. Using the duration scale, the amount of time 

described on an annual basis falls into the Occasional category (1 week up to 4 months).
ORS Collection Manual Version 4.2 Page | 20

Example 3 – Fast Food Crew Members

A fast food crew worker is expected to rotate through different critical tasks such as working 

at the cash register, serving food, working at the drive through, cleaning tables or taking out 

trash. During a typical shift, only 1 of multiple crew workers has to take out the trash 

weighing 20 pounds for approximately 10% of their shift. However, on a weekly basis, the 

respondent estimates that a typical crew worker would only spend up to 10 minutes per week 

taking out the trash. This is the most weight crew workers would lift.

Duration Coding

Code Lifting/Carrying weight range as 11-25 lbs. for the Up to 2% frequency. Using the 

duration scale, the amount of time described on a weekly basis falls into the Seldom category 

(Less than 45 minutes per week).

Example 4 – Potato Chip Factory

At a potato chip factory, workers hired as “packers” are expected to perform and rotate 

through three distinct functions: packing, picking, and trimming. 

• Function 1 – Packing: Takes bags of chips off the line and packs them into boxes. 

They also assemble the boxes. 

• Function 2 - Picking: Watches the chips go by on a conveyer belt, moves them 

around with hands, pulls out and throws away the burnt ones.

• Function 3 - Trimming: Watches potatoes that have come out of the peeling 

machine move down a belt, pulls out bad ones and either trims them with a knife 

or throws them away depending on the overall condition

In a typical shift, 16 workers are packing, 2 workers are picking, and 2 workers are trimming. 

When performing picking, workers can sit all day, but when assigned to the other two 

functions they must stand all day.

Duration Coding

Code Sitting = 10% and Standing/Walk = 90%

Calculation: 

• Function 1 Packing = 80% (16 workers/20 total)

• Function 2 Picking = 10% (2 workers/20 total)

• Function 3 Trimming = 10% (2 workers/20 total)
ORS Collection Manual Version 4.2 Page | 21

1_06 Accommodations

Accommodations are adjustments 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 an adjustment is available to all workers in the job, it is not considered an 

accommodation. 

Table 1-4: Accommodation Determination

Accommodations Examples Accommodation? Reason

1 

Allowing a worker to avoid/ 

reassigning critical tasks to other 

workers in the job

Yes

Employer modification 

for one worker to 

perform critical tasks

2 

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

3 

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

4 

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

5 

Buildings with ADA-compliant 

compliant ramps and other 

unrestricted ADA-compliant 

equipment

No

Employer does not 

provide or restrict 

their use

6 Tools such as eyeglasses, 

contacts, and hearing aids No

Employer does not 

provide or restrict 

their use
ORS Collection Manual Version 4.2 Page | 22

Chapter 2: Collection Strategies 

The goal of ORS is to describe how work is performed in the US economy by collecting 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 ORS. 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 Version 4.2 Page | 23

2_01 Use Job Descriptions and Other 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. However, the value of ORS is the 

quality of data obtained by the interaction of field economists with respondents while 

conducting an interview.

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

duration. 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. Critical 

tasks, job demands and durations listed in a job description cannot be used until they have 

been confirmed and verified by a knowledgeable respondent. Probing questions are necessary 

to determine incidental tasks, and to reconcile incomplete, unclear, or conflicting information 

present in a job description. Job descriptions, or any other company documentation, are aids to 

collection and do not substitute for an interview.

Job descriptions and other establishment documents may expedite collection by helping to:

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

• Verify Standard Occupational Classification (SOC) coding

• Review O*NET (Occupational Information Network Online) 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 responsibilities

• 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. For example:

• Presence/absence of physical demand elements (e.g., writing is present, so gross and 

fine manipulation must be present)

• Presence/absence 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 
ORS Collection Manual Version 4.2 Page | 24

occupations. Resolve discrepancies with the respondent, during the interview or through follow 

up as needed. 

For more information about using job descriptions to create task lists, see 4_02: Use of Job 

Descriptions in Creating Task Lists

Special Situations

In special situations, it is more common for establishment documentation to be generalized 

descriptions of the jobs. Central offices and temporary help firms are examples where this 

occurs, but it can also occur in maintenance and service industries where the nature of the call 

influences the activities.

These special situations should be evaluated on the occupational information provided, 

including the ability of the respondent to provide valid responses. When using establishment 

descriptions, a quote may be coded usable if the respondent can confirm the critical job 

function and critical tasks the company defined as relevant for the occupation. Any specific 

vocational preparation, cognitive demands, physical demands, and environmental conditions 

elements coded based on establishment descriptions must be verified by the respondent.

For temporary help establishments, consider the duties and responsibilities for which the 

temporary help establishment is recruiting when determining ORS requirements. For example, if 

a temporary help establishment hires data entry personnel, consider the critical tasks associated 

with the temporary help establishment’s definition of the data entry job, not specific tasks 

required by any individual client establishment.
ORS Collection Manual Version 4.2 Page | 25

2_02 Identify a Collection Approach

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.

Seek respondents with direct knowledge of the job. More than one individual may provide 

information to maximize the quality of data collected. Try to discuss jobs with as many 

knowledgeable respondents as may be available such as:

• First-line supervisors

• Occupational safety managers

• Risk managers

• Lead workers

• Recruiters

• Workers in the job
ORS Collection Manual Version 4.2 Page | 26

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

These three elements 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 and foot/leg

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 Version 4.2 Page | 27

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. 

Direct observations 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 Version 4.2 Page | 28

Chapter 3: Classifying Jobs

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

collection process. 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. 

SOC Classification

Job Characteristics

Work Schedules

Other ORS Variations
ORS Collection Manual Version 4.2 Page | 29

3_01 SOC Classification 

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. For more information 

about SOC coding, see the Fundamentals of NCS and ORS manual, Chapter 4 Occupational 

Classification.
ORS Collection Manual Version 4.2 Page | 30

3_02 Job Characteristics

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

work level, including supervisory duties. For more information about classifying full-time/parttime status and work level, see the Fundamentals of NCS and ORS manual, 3_01 Worker 

Characteristics and Chapter 5 Leveling.
ORS Collection Manual Version 4.2 Page | 31

3_03 Work Schedules

For guidelines on coding work schedules in ORS schedules, see the Fundamentals of NCS and 

ORS manual, Chapter 6 Work Schedule.
ORS Collection Manual Version 4.2 Page | 32

3_04 Other ORS Variations 

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

information about addressing ORS Variations, see the Fundamentals of NCS and ORS

manual, 3_08 Most Narrowly Defined Job.
ORS Collection Manual Version 4.2 Page | 33

Chapter 4: Task Lists 

A task list outlines the critical job function(s) and itemizes the critical tasks performed within a 

job. 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 Version 4.2 Page | 34

4_01 Collecting Task Lists 

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

functions. Task lists support SOC coding. Task lists also serve as a bridge between the critical 

job function(s) 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(s) of the job. Exclude any incidental tasks. 

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?
ORS Collection Manual Version 4.2 Page | 35

ORS Task Lists Examples

Table 4-1: ORS Task List Examples

Court Room Clerk

Critical Job Function

Performs 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

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 (Exclude climbing steps to enter and exit public buildings and nonresidential structures from both work and structure related climbing.)

*Documenting excluded tasks is optional, and shown for purposes of this example.

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.

Critical 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.)

*Documenting excluded tasks is optional, and shown for purposes of this example.
ORS Collection Manual Version 4.2 Page | 36

Hairdresser

Critical Job Function

Provides beauty services relating to clients’ requests.

Critical 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.)

*Documenting excluded tasks is optional, and shown for purposes of this example. 
ORS Collection Manual Version 4.2 Page | 37

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. See 2_01 Use Job Descriptions and Other Documents to 

Prepare for Collection. Respondents are the primary source of 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

• Description is for the correct job

o Title/job code matches quote selection. 

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

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

enough). 

• Tasks/duties are accurately portrayed (job descriptions often overstate tasks/duties)

o All critical tasks are included.

o Incidental tasks are identified for exclusion.

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. If the respondent doesn’t have direct knowledge of sampled positions in order to 

verify the accuracy of a job description and the information provided on it, attempt to contact a 

different respondent with more knowledge of the position. If it is not possible to get verification 

from a knowledgeable respondent, then the information is not usable. 
ORS Collection Manual Version 4.2 Page | 38

4_03 Documenting an ORS Task List 

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

job function(s) for every usable quote. Task lists must be complete in order to be used. Helpful 

factors to include for context and improved understanding of potential ORS elements are: 

• How tasks are performed

• Where tasks are performed

• What materials are used (e.g., types of data, tools, and equipment, etc.)

• What the origination and destination of materials or information used are 

• Who are the people with whom the job interacts

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 screen in CIERA. 

• Mark the 10% task checkbox when tasks that are otherwise incidental are included as 

critical tasks because they are performed 10% or more of the time.

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 documentation requirement. If 

the respondent doesn’t have direct knowledge of the sampled jobs in order to verify the 

accuracy of a job description and the information provided on it, attempt to contact another 

respondent with more knowledge of the position. If it is not possible to get validation from a 

knowledgeable respondent, do not use the information. 

Documenting an ORS Task List Example

Using the approach above as a guide, a field economist discusses with a respondent the tasks 

of a janitor in an elementary school.

Respondent says: “The janitor cleans all of the classrooms and public spaces such as hallways, 

restrooms, and some outside areas. 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. He

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 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. He also plants flowers and 

shrubs in spring and fall. He 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 
ORS Collection Manual Version 4.2 Page | 39

duties of this job 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.”

Table 4-2: Example – Janitor Task List

Example – Janitor Task List

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

an elementary school.

Task List: 

• Empties wastebaskets daily and recycle containers as needed 

• Polishes floors using buffer as needed

• Vacuums carpeted areas daily

• Cleans messes as requested

• Replenishes restroom supplies as needed

• Replaces light bulbs as needed

• Adjusts boiler as needed

• Shovels and/or uses a snow blower to clear sidewalks in winter

• Plants flowers and shrubs in the spring and fall

The following screenshot shows the critical job function and critical tasks entered in CIERA.
ORS Collection Manual Version 4.2 Page | 40

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. 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.

The tasks documented on the task list should provide a picture of how the job is performed on 

a daily (or in some cases weekly, monthly, or annual) basis. Use the task list as a means of 

validating the reasonableness of individual element duration coding. Compare task lists, work 

schedules, and element duration coding to ensure the durations coded are collectively 

reasonable based on the length of the workday.

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 the critical job function(s) 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(s) 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.

If a respondent is unable to confirm that an element is present, code Unknown (UNK). 
ORS Collection Manual Version 4.2 Page | 41

ORS Task Lists and Element Coding Inconsistency Examples

Table 4-3: ORS Task Lists and Element Coding Inconsistency Examples

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

Possible 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:

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 or emergency situation. 

Example 2 – Preschool Instructor

Critical Job Function: Provides classroom instruction and recreational activities to 

preschool age children.

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.
ORS Collection Manual Version 4.2 Page | 42

Example 3 – Machine Operator

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

machines. 

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.

Possible 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. 

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

Possible Element Coding Inconsistency with Task List:

Respondent indicates that the dental assistant cleans the dental office which takes about an 

hour per 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:

Include the cleaning duties on the critical task list and select the 10% task checkbox. While 

this task is not associated with the critical job function, the dental assistant spends more than 

10% of work time performing this task. Exclude driving for ad hoc postal deliveries from the 

task list. Dropping off mail is not specific to the job – anyone in the establishment can do it

and it doesn't take more than 10% of work time to perform it. 
ORS Collection Manual Version 4.2 Page | 43

4_05 Job Demands When Traveling Is Involved

Some jobs require travel as part of the critical job function(s). Work-related travel outside of 

normal commuting may be local or long distance. Collect the presence and duration for physical 

demands associated with travel when it is a critical task. Include any time sitting or 

standing/walking if travel is part of the typical workday. 

Include:

• Driving and traveling between locations where critical tasks are performed 

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

Exclude:

• Driving and travel and their 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

For more information on how to collect the physical demands associated with driving in ORS, 

see 7_10 Driving. 
ORS Collection Manual Version 4.2 Page | 44

Table 4-4: Job Demands When Traveling Examples

Job Demands When 

Traveling Examples Include: Exclude:

1 

A college professor 

must drive between 

campuses during a 

regular workday.

• Work-related intra-day 

driving

• When a professor 

commutes to one campus 

on one day and teaches at 

a different campus on a 

different day (excluded 

because this driving is part 

of a normal commute)

2 

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 (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)

3 

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 Version 4.2 Page | 45

Chapter 5: Specific Vocational

Preparation (SVP) 

Specific Vocational Preparation (SVP) is the minimum 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. 

This chapter includes procedures for collecting of SVP elements: 

Collecting SVP

Minimum Education

Non-Degree Credentials

Experience

On the Job Training
ORS Collection Manual Version 4.2 Page | 46

5_01 Collecting SVP 

SVP measures the minimum vocational preparation time needed for a job. Traditionally, SSA 

has used SVP as a proxy to quantify skill required by a job. SVP includes only vocationally 

relevant preparation time. Therefore, SVP excludes time spent completing general education

requirements, non-vocationally relevant credentials, general experience, and probationary 

periods where workers aren’t actively receiving on the job training. Exclude any establishment 

hiring requirements that do not relate to the job’s critical tasks.

SVP consists of four components:

• Minimum Education

• Non-Degree Credentials 

• Experience

• On the Job Training

The amount of vocational preparation time for each component is added to derive an overall 

SVP level. 

Understanding SVP Levels

The following chart illustrates SVP levels and associated vocational preparation time: 

Table 5-1: SVP Levels and Associated Vocational Preparation Time

SVP Level Preparation Time

1 Short Demonstration Only (4 hours or less)

2 Anything beyond short demonstration up to and including 1 month

3 Over 1 month up to and including 3 months

4 Over 3 months up to and including 6 months

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

Computing SVP Level

Enter the presence and amount of vocational preparation time required for each component. 

The overall SVP level is calculated in CIERA by summing the time entered for each of the four 

individual SVP components. 

SVP coding reflects the lowest combination of education, experience, and training required by 

the establishment for average performance in a specific job. If a company provides a range of 
ORS Collection Manual Version 4.2 Page | 47

time or several combinations of education, training, or experience, code the combination the 

establishment accepts that results in the lowest overall SVP.

When multiple combinations of education and experience will result in the same SVP level, code 

the combination the establishment accepts that requires the least formal education. However, 

when the establishment provides ranges of minimum qualifications as a result of grandfathered 

or foreign degree requirements, code the current minimum vocational preparation time 

required for applicants. If an establishment provides ranges of minimum qualifications based on 

the existence of alternative requirements used to fill jobs in unusual or extenuating 

circumstances, code the minimum vocational preparation time required in normal 

circumstances.

Ensure that the information coded and the resulting SVP level makes sense for the job. In the 

event the SVP level seems incorrect considering the critical job function(s) and skills required, 

ask follow-up questions to ensure accurate coding of SVP time components.

The following examples illustrate what is included and excluded from SVP and how overall SVP 

level is calculated. 

Table 5-2: SVP Coding Examples

Bookkeeper SVP Coding Example 1 - Basic SVP

Job Description Requirements: Requires a minimum of 6 months experience in 

bookkeeping.

Additional Information Provided by Respondent:

• Verified accuracy of job description requirements

• Needs a high school diploma or GED

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

• 90 day probationary period

SVP Formula

SVP = Minimum Education + Non-Degree Credentials + Experience + On the Job Training

Coding and Time Counted as SVP

SVP Level and Explanation

SVP Level = 5

Probationary Periods are not counted as on the job training. Time spent completeing general 

education does not count toward SVP.
ORS Collection Manual Version 4.2 Page | 48

Bookkeeper SVP Coding Example 2 - Combinations Result in Different SVP 

Job Description Requirements: Either a minimum of 6 months experience in bookkeeping 

or an Associate’s degree. 

Additional Information Provided by Respondent:

• Verified accuracy of job description requirements

• Needs a high school diploma or GED. 

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

• 90 day probationary period

SVP Formula

SVP = Minimum Education + Non-Degree Credentials + Experience + On the Job Training

SVP Coding and Explanation

• Minimum Education: High School

• Non-Degree Credentials: No, not required

• Experience: 6 months

• On the Job Training: 3 weeks

SVP Level = 5

When either experience or education will meet requirements, code the one that results in the 

lowest SVP. 

Note

Probationary periods are not counted as on the job training. Time spent completing general 

education portions of required degrees is also excluded.
ORS Collection Manual Version 4.2 Page | 49

Bookkeeper SVP Coding Example 3 - Combinations Result in Same SVP

Job Description Requirements: Either a minimum of 1 year experience in bookkeeping or

an Associate’s degree. 

Additional Information Provided by Respondent:

• Verified accuracy of job description requirements

• Needs a high school diploma or GED. 

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

• 90 day probationary period

SVP Formula

SVP = Minimum Education + Non-Degree Credentials + Experience + On the Job Training

SVP Coding and Explanation

• Minimum Education: High School

• Non-Degree Credentials: No, not required

• Experience: 1 year

• On the Job Training: 3 weeks

SVP Level = 6

When multiple combinations of education and experience will result in the same SVP level, 

code the combination the establishment accepts that requires the least formal education. 

Note

Probationary periods are not counted as on the job training. Time spent completing general 

education portions of required degrees is also excluded.

Collecting Concurrent SVP Time

Count overlapping time between SVP components once to avoid overstating the SVP 

requirements of the job. 

Concurrent SVP often occurs whenever licenses, certifications, or other non-degree credentials 

needed for the job also require degrees or experience time as part of the credentialing 

requirement. Include all overlapping time required between non-degree credentials and other 
ORS Collection Manual Version 4.2 Page | 50

SVP components in the applicable category: minimum education, experience, or on the job

training. Code the presence of any required credential and select Concurrent for duration.

Table 5-3: Concurrent SVP Time Examples

Concurrent SVP Time Examples Code Reason

1 

A pharmacist is required to have a 

Doctor of Pharmacy degree, and must be 

licensed by the state they practice in. 

There is no additional preparation time 

for the license beyond the degree 

required.

Code Professional

degree for Minimum 

Education.

Code Yes, required, 

and Concurrent for 

Non-Degree 

Credentials/License.

Concurrent minimum 

education and license. 

The time required for 

the license is already 

reflected in Minimum 

Education.

2 

A police detective must have a minimum 

of two years’ prior 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, 

required and 

Concurrent for NonDegree Credentials/Other.

Concurrent experience 

and coursework time 

not resulting in a 

degree or educational 

certificate. The time to 

complete coursework 

is reflected in 

Experience.

3 

A project manager needs a minimum of 

five years prior experience in project 

management and a Project Management 

Professional (PMP) certification. 

Certification requires at least 3 years 

prior experience, 35 hours of training, 

and an exam.

Code 5 years for 

Experience. Code Yes, 

required and 

Concurrent for NonDegree 

Credentials/Certification. 

Concurrent experience 

and certification. The 

time required for 

certification is already 

reflected in 

Experience. 

4 

A BLS field economist (FE) spends 6 

months completing on-the-job training 

and completes one week of National 

Office collection training during that 6 

months. 

Code 6 months for On 

the Job Training

Concurrent on the job 

training and classroom 

training post-hire. All 

time is coded as on 

the job training, as 

there is no separation 

of OJT types.

Using 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. 

• Code Unknown when an SVP component cannot be determined or is unavailable. 

Coding Not required for an SVP component when presence or duration is unavailable may 

understate the actual SVP.
ORS Collection Manual Version 4.2 Page | 51

Do not code individual subcomponents of Non-Degree Credentials unless the presence of all 

subcomponents has been determined. When the presence of any subcomponent is unknown, 

code Non-Degree Credentials as Unknown. 

Table 5-4: SVP Not Required vs. Unknown Examples

Not Required vs. Unknown Examples Code As:

1 Respondent confirms prior experience is preferred but not 

required.

Experience - Not 

Required

2 Respondent does not know if the job requires prior experience. Experience – Unknown 

3 

Respondent does not know if the job requires any non-degree 

credentials, but can confirm one of the critical tasks is operating 

a passenger vehicle requiring a standard drivers’ license.

Non-Degree Credentials –

Unknown. Do not code 

presence of driver’s license 

when other subcomponents 

of Non-Degree Credentials 

are unknown.

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 

Non-levelable jobs are occupations where the skills are not necessarily obtained by education as

they may be natural skills. Some non-levelable occupations are elected positions. It may be 

difficult to find formal training requirements for these jobs. See the Fundamentals of NCS and 

ORS manual, 5_04 Non-Levelable Jobs for a complete list of non-levelable jobs. 

If a job is non-levelable and it is not possible to collect an SVP component accurately, code the 

SVP component as Unknown. 

Coding 0 or Not required will give the job an artificially low SVP level. 

Table 5-5: Non-levelable Job Example 

Non-Levelable Job Example-Lead Actor in a Theatre 

Company-Preparation Required: Code As:

1 None specified, but respondent states that they would not cast 

someone without some prior acting experience as the lead actor.

Experience 

Unknown

2 

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
ORS Collection Manual Version 4.2 Page | 52

5_02 Minimum Education

Minimum Education measures the minimum level of formal coursework resulting in a degree 

required of a job, excluding general education. 

Collecting Minimum Education

If an establishment requires a diploma or degree, regardless of academic discipline, collect:

• Type of degree required 

• Vocationally relevant portion of time required for completion of degree

When coding minimum education, use the list of degrees and associated vocational time in the 

Minimum Education SVP Chart.

Table 5-6: Minimum Education SVP Chart* 

Degree Vocational Time Included 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) plus 2 years of Bachelor’s

All post-grad. Time is 

vocational. 

Professional All post-grad. years (usually 2- 4 

years) plus 2 years of Bachelor’s

All post-grad. time is 

vocational

Doctorate 6 years (4 years post-grad plus 

2 years of Bachelor’s)

All post-grad. time is 

vocational

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

Employment and Training Administration, 1991, Chapter 8.

Select the collected minimum education option from the degree dropdown in CIERA. Only one 

option may be selected. Once a degree is selected, CIERA will display the default amount of the 

vocationally relevant time required. Code all vocationally relevant education time required, even 

if the time is different than the default time provided. Exclude the portion of time for general 

education.
ORS Collection Manual Version 4.2 Page | 53 

For example, a job requires a minimum of a Master’s degree. Select Master’s degree option

from dropdown. CIERA defaults to 4.00 years of vocationally relevant education time – all 

post-graduate time (two years) plus the vocationally relevant portion of Bachelor’s (two years). 

Coding When No Formal Degree Is Required

When no minimum degree is required, collect whether workers must read and write (in any 

language) to perform critical tasks. Do not assume the presence of reading and writing 

requirements. Always ask the respondent. For example, even when a job requires driving and a 

valid state driver’s license, do not assume the job requires reading and writing because workers 

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

When some college coursework not resulting in a formal degree is required, include any 

vocationally relevant time required under Other Non-Degree Credentials. 

Coding Graduate Degrees

Graduate degrees are earned after completion of a Bachelor’s degree and are generally 

distinguished by the levels of coursework and research involved. Classify graduate degrees into 

one of three categories: 

• Master’s 

• Professional

• Doctorate 

Ensure that jobs requiring a graduate degree include both the time required to earn the 

graduate degree program (generally 1-4 years) in addition to the vocationally relevant time 

needed to complete the Bachelor’s degree (2 years).

Example

History professors require a Ph.D. in History. The minimum time required to complete a 

doctoral program is four years (three years of coursework and one year completing a 

dissertation). To enter the doctoral program, candidates must have completed undergraduate 

studies. Select Doctorate degree and enter 6 years as the duration. This entry includes the 

four years required to complete the doctoral program plus two years for the undergraduate 

degree (Bachelor’s).

Use the following information to distinguish between professional and doctorate degrees.

Professional degrees are graduate degrees 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. 
ORS Collection Manual Version 4.2 Page | 54

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) 

Physicians typically must complete a residency. The time associated with a residency is not 

considered part of a physician’s education, and is therefore included as a Non-Degree 

Credential. See Coding Duration for Non-Degree Credentials for more information.

Doctorate degrees are graduate degrees that 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 and focus almost 

exclusively on research or advanced studies. 

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.

Table 5-7: Minimum Education Examples

Minimum Education Examples Action Reason

1 

An accountant at a manufacturing 

facility is required to have a 4-year 

Bachelor’s degree in Accounting.

Select Bachelor’s

from degree options, 

Years and enter 2. 

This counts as 2 yrs. 

of time. Exclude 2 

years of general 

education 

2 

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. 

Select Doctorate from 

degree options, Years, 

and enter 6. 

2 years Bachelor’s; 3 

years Doctorate, plus 

1 year for 

dissertation. Count 

only the minimum 

time required. 
ORS Collection Manual Version 4.2 Page | 55

5_03 Non-Degree Credentials

Non-degree credentials include training time required as a condition of hire which often 

results in a certification, license, or educational certificate. 

Certifications, licenses, and educational certificates are defined based on guidelines established 

by the Interagency Working Group on Expanded Measures of Enrollment and Attainment 

(GEMEnA). Use of these definitions allows for consistency within federal statistical data.

Training time that does not result in a certification, license, or educational certificate (as defined 

for ORS) is captured in a separate category within non-degree credentials (Other).

Include:

• Certifications

• Licenses

• Educational Certificates

• Apprenticeships 

• Vocational training 

• Non-credit courses 

• Credit courses that do not result in a degree 

Exclude: 

• Non-degree credentials that may be desirable but are not a job requirement. 

• Non-degree credentials not associated with any critical job tasks and only a hiring 

criteria requirement. 

• Non-degree credentials used as a background check requirement only with no 

vocationally relevant training or skills testing required.

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

Collecting Non-Degree Credentials

Capture the presence of any required non-degree credentials along with the minimum

associated training or classroom time.

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 selected. 

Cadet vs. Firefighter Example

The respondent indicates a cadet receives training and, after credentialing, becomes a 

firefighter. If the selected job is the cadet, then a credential should not be coded, because it 

is not a condition of hire for the cadet job. However, if the firefighter job is selected, then a 

credential is coded because it is required as a condition of hire for the firefighter job.

Sometimes a company will hire workers for jobs that require non-degree credentials with the 

expectation the worker will obtain the credential as a condition of hire. When a non-degree 
ORS Collection Manual Version 4.2 Page | 56

credential or non-degree related coursework is a condition of hire, code it under non-degree 

credentials, even when it can be completed post-hire. 

Lawyer Example

Associate attorneys at a law firm must have successfully completed law school and received 

their J.D. Hiring is contingent upon successful completion of the bar examination and 

receiving a law license within 6 months of hire. Code the presence of a license, even though 

attorneys at this establishment may not have their license at the time of hire.

Do not code individual subcomponents of Non-Degree Credentials unless the presence of all 

subcomponents has been determined. When the presence of any subcomponent is unknown, 

code Non-Degree Credentials as Unknown. See Section 5_01 Using Unknown and Not Required. 

Classifying Non-Degree Credentials

Classify non-degree credentials into one of four categories based on the purpose, issuing body, 

and duration - not by their title. There are four categories:

• Certification

• License

• Educational Certificate

• Other 

The purpose of many non-degree credentials is to certify that workers have satisfactorily 

completed a set of occupationally specific qualifications, which may include education, training, 

and experience. Some credentials, such as apprenticeships, may be classified in different 

categories depending on the issuing body. 

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. 

Only non-degree credentials related to critical tasks are included in any credential category. If a 

credential is not in support of critical tasks, do not code it. Credentials that meet the definition 

of occupation specific are coded as certifications, licenses, or educational certificates. 

Credentials that are not occupation specific are coded Other. 

Code the same non-degree credential in the same category, regardless of the occupation. For 

example, if a job requires a commercial driver’s license (CDL) for critical tasks, classify a CDL as 

a License, whether the job is a heavy truck driver or a truck mechanic. 

Certifications

A certification is a non-degree credential awarded by a non-governmental certification body 

(i.e., industry/professional association) based on an individual demonstrating through an 

examination process that he or she has acquired the designated knowledge, skills, and abilities 
ORS Collection Manual Version 4.2 Page | 57

to perform a specific occupation. The examination can be either written, oral, or performancebased. A certification is a time-limited credential (i.e., expires if not renewed) that is renewed 

through a recertification process. 

Certification Example

Personal financial advisors at an establishment are required to have a Certified Financial 

Planner (CFP) certification. CFP is a professional certification conferred by the Certified 

Financial Planner Board of Standards, Inc., a non-profit professional association.

Licenses

A license is a non-degree credential awarded by a government agency that conveys a legal 

authority to perform a specific occupation. Licenses are based on some combination of degree 

or certificate attainment, certifications, educational certificates, assessments (including stateadministered exams), apprenticeship programs, or work experience. A license is time-limited 

(i.e., expires if not renewed) and must be renewed periodically. 

Sometimes credentials will have titles using the word certificates but are actually issued by a 

government agency and therefore, should be coded under licenses. States may use the term 

certificate in place of license, particularly when the attainment of certification from a private 

association is a requirement for licensure. Code these as licenses. For example, teaching 

“certificates” are often issued by states’ departments of education and would therefore be 

coded as a License. Another common example are Certified Public Accountant (CPA) licenses. 

Despite the word “certified”, this time-limited credential is awarded by states and conveys a 

legal authority to provide accounting services. 

Many states require casino workers to have special permits, often called “licenses” (e.g., 

gaming licenses, casino licenses, and key worker licenses). Exclude permits issued by states 

where the only requirement is payment of a fee and undergoing a background check. 

Background checks, while required in many situations, are not vocationally relevant and do not 

support a job’s critical function and tasks. While states may call these permits licenses, only 

code them as licenses if they meet the ORS definition of a license.

Governments sometimes use private third-party organizations to handle training for and/or 

administration of licenses. In such cases, the government is still the official sanctioning body, 

and the third party is simply the intermediary. Code these as licenses.

License Example

Securities Broker must possess both a Series 7 and a Series 63 license issued by the Financial 

Industry Regulatory Authority, Inc. (FINRA). FINRA is not a government agency, but is 

authorized by Congress to issue Series licenses. The Series 7 (general securities 

representation) and Series 63 (securities agent) licenses are occupation specific and 

sanctioned by the government. Code both Series 7 and 63 as licenses.
ORS Collection Manual Version 4.2 Page | 58

Note

Commercial drivers’ license (CDL) is a common license, with different classes and 

endorsements legally required to operate specific types of vehicles. CDLs are considered 

occupation-specific licenses. Exclude standard passenger vehicle licenses even when there is 

a class endorsement requirement from the License category since they are not occupation 

specific. See “Other” credentials for more information on coding standard passenger vehicle 

licenses.

Educational Certificates

An educational certificate is a non-degree credential awarded by an educational institution 

such as a community or on-line college, a 4-year college or university, or a trade school) based 

on completion of all requirements for a program of study, including coursework and test or 

other performance evaluations. Educational certificates are typically awarded for life (like a 

degree). Certificates of attendance or participation in a short-term training (e.g., one day) are 

not in-scope for educational certificates. Educational certificates can be awarded for a variety of

clerical and service occupations in areas such as healthcare, business, legal, restaurant trades, 

and personal care, as well as some blue collar occupations. 

Educational Certificate Examples

• An establishment requires its paralegals to have obtained paralegal certificates, most 

commonly from the nine month paralegal course at the local community college.

• A large city requires completion of their municipal police academy for all law 

enforcement officers.

Note

The credential earned upon completion of a protective service academy (e.g., police, fire, 

correctional academy) is classified as an educational certificate. 

• If the establishment accepts multiple combinations of education, experience, or 

training for the job, code the combination that results in the minimum vocational 

preparation time, even if it does not include completion of an academy.

• If licenses or certifications are present in addition to the educational certificate, code 

the time for completion of the academy as an educational certificate and license or 

certification time Concurrent. 

• If the time spent at a protective service academy overlaps experience requirements, 

then the time should be coded as experience and the educational certificate time 

should be coded Concurrent. 

Other Non-Degree Credentials 

Other non-degree credentials include any non-degree credential which 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, as well as training 

classes, that do not result in a degree, license, certification, or educational certificate.

Other non-degree credentials coding is only required if the credential:
ORS Collection Manual Version 4.2 Page | 59

• Is in support of the job’s critical job function and critical tasks, and

• It changes the job’s overall SVP level.

When the establishment requires some college coursework that doesn't result in degree as a 

condition of hire, code the presence and time associated with vocationally relevant coursework

as Other. If the establishment doesn't specify that the college coursework must be in a 

vocationally relevant subject, consider this coursework as general education and do not code 

the presence or time associated with it.

Many credentials do not require any formal time, or the formal time required is concurrent with 

other required SVP components, such as minimum education or on the job training. When no 

formal time is required or time is concurrent with another SVP component, the SVP level 

remains the same so coding of the credential is not required.

Some credentials may require minimal additional time (a few hours) but will still not affect the 

overall SVP level. While not required, it is acceptable to continue coding any other non-degree 

credentials in support of critical tasks, even if they don’t change the overall SVP level.

Some common types of credentials that are classified as other non-degree credentials but 

frequently do not change overall SVP are:

• CPR, Basic Life Support (BLS), and first aid certifications (only for occupations where 

these certifications support critical job function(s), such as emergency response and 

clinical healthcare working with patients). CPR, BLS, and/or first aid certifications are 

required as a part of many healthcare occupations’ educational/training curriculums and 

should, therefore, often be coded Concurrent. 

• Drivers’ License for standard passenger vehicles where driving supports the critical 

tasks.

• Food service safety and sanitation certifications such as food handling permits.

• Forklift operator certifications (awarded and renewed by individual establishments and 

operated by a variety of occupations). While OSHA provides guidelines regarding forklift 

operations, each establishment certifies their workers based on the type of industrial 

truck used and the work environment.

Table 5-8: Credentials Summary Table

Credential Duration Awarded by Nature Examples

Certification Timelimited

Nongovernmenta

l certification 

body

Occupation 

specific

Information technology 

certifications; project 

management professional 

certifications

License Timelimited

Governmenta

l licensing 

agency

Occupation 

specific

Cosmetology licenses, 

teacher’s licenses

Educational 

Certificate Lifetime Educational Institution

Occupation 

specific

Digital arts certificate from 

online university, motorcycle 

mechanic’s diploma from a 

community college
ORS Collection Manual Version 4.2 Page | 60

Credential Duration Awarded by Nature Examples

Other Varies Varies 

Vocationally 

relevant but 

not specific to 

an occupation 

or specific to 

an 

establishment 

College coursework (no 

degree), Forklift certifications, 

CPR certifications (only when 

in support of critical job 

function), Food safety 

certifications, Standard 

driver’s licenses (only when in 

support of critical tasks)

Apprenticeships

Apprenticeships are multi-year formal training programs designed to develop individuals from 

no-skills to full proficiency in a skilled trade under the supervision of journey-level or master 

level craftsmen. It is a combination of on-the-job training and formal study such as classroom 

work and reading. Individuals must be accepted and registered as apprentices, which are often 

further separated into “years” based on the number of hours completed. Many states offer 

information about apprenticeship programs on their Department of Labor and Industry 

websites.

Classifying apprenticeships will vary by occupation, state or local regulations. The time spent in 

an apprenticeship is coded in the same category as the credential reached for the journeyman 

level.

• If the state or municipality issues licenses for apprenticeship training, classify the 

apprenticeship as a license. 

• If an apprenticeship is registered under a trade agency or a union without additional 

regulation from a government agency, classify the apprenticeship as a certification. 

• If an apprenticeship is company-specific and not part of any trade organization/union, 

and not transferrable to another business entity, classify the apprenticeship as an other 

non-degree credential. 

Report the amount of training time associated with the level of apprenticeship selected, not the 

amount of training that will be received over the entire apprenticeship. For example, a secondyear apprentice would have 1 year of training completed. The upcoming year of training is not 

to develop skills to be a second year apprentice, but to attain the next level of proficiency. Only 

journey-level craftsmen would have the full amount of time for attaining the journey certificate 

via apprenticeship and testing coded. 
ORS Collection Manual Version 4.2 Page | 61

Coding Duration for Non-Degree Credentials

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. 

Consult government or certifying body websites or literature to confirm/verify/determine the 

length of time it takes to acquire a license or certification, if the respondent does not know or 

seems unsure. This is preferable to coding Unknown. 

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

months, years), capture the training time in hours.

Note

Most physicians must complete a residency prior to obtaining state licensure and/or 

certification through specific medical associations. The time associated with a residency 

should be coded with the Non-Degree Credential required. If more than one Non-Degree 

Credential is required, code the time with the Non-Degree Credential that must be obtained 

first (e.g., if a certification is required to obtain a license, code the time as certification).

Concurrent Non-Degree Credential Time

Some occupations may require combinations of formal coursework and time-limited licenses or 

certifications. It is common for formal coursework to be a requirement for applying for a 

certification. And it is not uncommon for a state to require a professional certification as the 

requirement for a license. 

When a job requires completion of a set of formal coursework, and a license/certification, code 

the presence of each in the appropriate element. Include the time in the category that must be 

completed first, and code Concurrent for the other category. 

Concurrent License and Educational Certificate Example

Paramedics in Alabama must be licensed through the state. Requirements for licensure 

include successfully passing the National Registry of Emergency Medical Technicians (NREMT) 

paramedic exam. NREMT exam prerequisites include the completion of a formal paramedic 

training program culminating in an educational certificate or a vocational associate’s degree 

(60 credits, 2 years to complete). The educational certificate involves 45 credits and takes 1.5 

years to complete. 

Code License and enter Concurrent and Educational Certificate and enter 1.5 years.
ORS Collection Manual Version 4.2 Page | 62

Concurrent License and Degree Example

Teachers must be licensed by the state to teach. In addition to obtaining a passing score on a 

standardized test, a Bachelors degree that included hands-on student teaching time is a prerequisite to obtaining a teaching license.

Code License and enter Concurrent and Bachelor’s degree 2 years.

Concurrent vs. No Formal Time

There are situations where a non-degree credential(s) is required and the presence of it must 

be captured, but no training duration should be added. This occurs when: 

• Required training time is already reflected in other SVP components such as minimum 

education, prior experience or even other credentials. Capture the presence of the 

credential and code Concurrent for duration.

• No formal training time is required. There is an application and/or test only. Individuals 

may study for the test on their own. Capture the presence of the credential and code No 

formal time for duration. 

Coding Duration for Coursework Not Resulting in a Degree

When collecting coursework not resulting in a degree, include only vocationally relevant time. 

For required training which does not result in a degree but time is provided as course credits, 

use the following information to calculate duration. 

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

taken consecutively to avoid overstatement.

Example

Bookkeepers must have a minimum of four classes in general accounting principles.

4 classes x 3 credit hours/class = 12 credit hours

12 credit hours /9 credit hours = 1.33 of a semester

1.33 x 15 weeks (1 semester) = 20 weeks

Ensure the overall SVP level accurately reflects the actual amount of time needed to initially 

obtain a non-degree credential, particularly when time is stated in hours or course credits. 

Avoid understating/overstating duration associated with non-degree credentials. 

There may be constraints on the training that change the actual amount of time needed to 

obtain a non-degree credential. These constraints may be required prerequisites that prevent 

courses from being taken simultaneously, or limits on the amount of credits or training that can 
ORS Collection Manual Version 4.2 Page | 63

be completed in a particular time period. The duration entered for credentials is standardized by 

the system using an 8/40/52 work schedule.

Example

A commercial pilot license requires 1500 hours of flight time. If 1500 hours is entered in 

CIERA, the system will calculate less than one year of time necessary to receive the license. 

This understates the length of time and related SVP, since FAA regulations restrict the 

amount of flight hours allowed in a year to 1200. These restrictions require a pilot’s license to 

take more than one year of time to earn. In this situation, the training hours need to be 

divided by the maximum allowed hours per year to yield a realistic approximation of the 

calendar time required (i.e., 1500 hours/1200 hours allowed per year = 1.25 years coded 

under License).

Table 5-9: Non-Degree Credential Examples

Non-Degree Credential Examples Action

1 

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.

For apprenticeship and journeyman 

certification: Code License - Yes and 

51 months duration. State-issued, 

occupation specific.

2 

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 

function of a teacher.
ORS Collection Manual Version 4.2 Page | 64

Non-Degree Credential Examples Action

3 

Certified medical assistants require a 

certification through AAMA. The 

certification requires completion of a 

medical assisting program with a 

certificate from an accredited school in 

medical assisting. Additionally, they are 

required to hold a state-issued x-ray 

license. Coursework takes 7 months to 

complete and includes training in x-ray 

equipment and prep for both state 

licensing exams. 

For certificate from accredited school: 

Code Educational Certificate - 

Yes and 7 months. Coursework results 

in certificate from accredited education 

provider, occupation specific, doesn’t 

expire.

For medical assisting certification: Code 

Certification and Concurrent. 

Occupation specific. Time toward medical 

assisting certification is concurrent with 

educational certificate.

For the state issued x-ray license: Coding 

this credential is optional as it is an other 

non-degree credential and its inclusion 

would not change the overall SVP. If 

coding, select Other -Yes and 

Concurrent. The X-ray license is not 

occupation specific. Time toward x-ray 

license is concurrent with educational 

certificate. 

4 

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. 

For medical license: Code License –

Yes and Concurrent. State-issued, 

occupation specific. Time is concurrent 

with time spent toward certification.

For board certification: Code 

Certification - Yes and 4 years. 

Certification body, occupation specific. 

5 

Truck drivers at a shipping company must 

have commercial driver’s licenses that do 

not require classroom training.

For CDL: Code License - Yes and No 

formal time. State-issued, occupation 

specific, legal authority to operate a 

commercial vehicle based on 

examination. No time is required; 

application or test only.

6 Pizza delivery drivers needs standard 

state-issued driver’s license

For the standard driver’s license: Coding 

this credential is optional as it is an other 

non-degree credential and its inclusion 

would not change the overall SVP. If 

coding, select Other - Yes – No 

Formal Time. Not occupation specific, 

but related legal authority to critical job 

function. Operate a commercial vehicle 

based on examination. No time is 

required; application or test only.
ORS Collection Manual Version 4.2 Page | 65

Non-Degree Credential Examples Action

7 

Retail store workers handling food at a 

convenience store must complete 4 hours 

OJT and a 2-hour online food safety 

training course and pass an exam to be 

certified by the state in safe food 

handling practices.

For the food safety certification: Code 

Other - Yes and 2 hours. Not 

occupation-specific, but related to critical 

job function. This time is included 

because it changes the overall SVP from 1 

(up to and including 4 hours) to 2 (over 4 

hours up to and including 1 month).

8 

Kitchen staff at a family restaurant must 

shadow experienced staff for one week 

and have a food handler card 

(approximately two hour online course).

For food handler card: Coding this 

credential is optional as it is an other nondegree credential and its inclusion would 

not change the overall SVP (SVP 2 is over 

4 hours up to and including 1 month). If 

coding, select Other - Yes and 2 

hours.

9 

Bartenders take classes and get a 

certificate from bartending school. Their 

employer and the state do not require the 

certificate.

For the bartending school certificate: 

Code No, not required. Certification 

is not required.

10

Pastry chefs at a resort restaurant must 

possess 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. 

For the certificate of pastry arts: Code 

Educational Certificate - Yes – 

6 months. 

For the food handler’s safety permit: 

Coding this credential is optional as it is 

an other non-degree credential and its 

inclusion would not change the overall 

SVP. If coding, select Other - Yes – No 

Formal Time. Not occupation specific, 

but related to critical job function. No 

time is required; application or test only.
ORS Collection Manual Version 4.2 Page | 66

Non-Degree Credential Examples Action

11

Patrol officer is required to attend a stateapproved police academy. In this state, 

the policy academy takes 10 weeks. This 

state also requires that police officers be 

licensed, have a driver's license, and be 

CPR certified.

For policy academy: Code Educational 

Certificate - Yes - 10 weeks. 

For license: Code License - 

Concurrent. 

For driver's license and CPR: Coding these 

credentials is optional as they are other 

non-degree credentials and their inclusion 

would not change the overall SVP. If 

coding, select Other - No formal 

time. CPR is included because patrol 

officers are emergency responders and 

the respondent has indicated CPR is in 

support of their critical job function.

12

Secretaries are required to have a typing 

certificate verifying they can type 45 

words per minute.

For the typing certificate: Coding this 

credential is optional as it is an other nondegree credential and its inclusion would 

not change the overall SVP. If coding, 

select Other – No formal time. Not 

occupation specific, but related to the 

critical job function.

13

Paraprofessionals in schools, at a 

minimum, must get a passing score on 

the ParaPro assessment exam 

administered by ETS. Exam covers 

general knowledge only.

For ParaPro exam: Code credentials as 

No, Not Required. Exam content is 

not vocationally specific, ETS does not 

provide a certificate at the end of testing 

process, and ETS is not a training 

provider for the test.
ORS Collection Manual Version 4.2 Page | 67

Non-Degree Credential Examples Action

14

LPNs are required to have a certificate 

from an approved practical nursing 

program (one year) and one week OJT. 

The respondent does not mention a CPR 

requirement.

For CPR: Do not code other non-degree 

credentials. It is not necessary to search 

online to identify if a CPR requirement 

exists as it would not change the overall 

SVP (SVP 6 is more than 1 year up to and 

including 2 years so CPR time would have 

to be more than 51 weeks to impact 

overall SVP).

15

Estheticians are required to complete a 

600 hour program and obtain a state 

license. Completion of the program and 

passage of a test is required to obtain a 

license.

For the esthetician program: Code 

Educational Certificate - Yes – 

600 hours. The program is specific 

formal training that does not expire.

For license: Code License - 

Concurrent.

16

Dealers at a casino must complete a 6-

week program that results in a lifetime 

certificate.

For the dealer program: Code 

Educational Certificate - Yes – 

6 weeks. The program is specific formal 

training that does not expire.

17

Dealers at a casino must obtain a 

certification that requires 3 weeks of 

training and renews annually.

For the dealer certification:

Certification - Yes – 3 weeks. 

The certification must be renewed.
ORS Collection Manual Version 4.2 Page | 68

5_04 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.

Collecting Experience

Capture the presence of any required vocationally relevant experience along with the minimum

duration. 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. Do not code both minimum education and 

minimum experience unless the company requires that combination.

If there is an overlap of experience and non-degree credential requirements, code time under

experience. Code the presence of a non-degree credential and select Concurrent for the 

duration. See 5_01 Collecting Concurrent SVP Time for examples of coding overlapping SVP 

time. 

Table 5-10: Experience Examples

Experience Examples Action Reason

1 

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.

2 

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. 

3 A fast food worker must have a history 

of good work attendance.

Do not 

collect Non-vocational experience. 

4 

A cashier must have one year of general 

work experience to demonstrate 

reliability.

Do not 

collect Non-vocational experience. 
ORS Collection Manual Version 4.2 Page | 69

5_05 On the Job Training 

On the Job Training (OJT) measures the minimum amount of training time occurring after a

worker 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

Collecting On the Job Training

Capture the presence of any required OJT along with the minimum associated training time.

Consider the skill level needed for the job when determining the amount of on the job training 

(OJT) time coded. Low skilled jobs are unlikely to require OJT time that is more than a month. 

Higher skilled jobs with significant prior experience are unlikely to need additional significant 

training after hire. It is unusual for a job to require more than a year of OJT. If a respondent 

indicates a year or more is required, this may represent probationary periods or coaching for 

long-term development rather than hands-on training to acquire basic job skills. 

Tips for Collecting On the Job Training

Use terms familiar to the respondent. Ask about training new workers 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 workers within the job. When the amount of training provided varies based on the 
ORS Collection Manual Version 4.2 Page | 70

amount of education or experience of a new worker, document the accepted combinations and 

code the one that represents the least amount of time overall. 

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 OJT time as 8 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 narrow the range. Collect information on 

required education, credentials, and experience for the job, and identify two or three likely SVP 

levels for the job. Use these estimated SVP levels to help a respondent narrow the range 

provided for OJT. 

Example

The respondent says there is no minimum education, credentials, 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 OJT time is coded. Any OJT time that exceeds 4 hours, will 

move the SVP level from 1 to 2. Determine if the minimum OJT 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 OJT. Probationary periods are usually 

much longer than the amount of time that workers actively spend learning critical tasks needed 

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

for OJT. 

Use thresholds to estimate OJT. If a respondent remains non-committal on an amount of 

time for OJT, attempt to collect an estimate using thresholds 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. Start at any point and go 

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

• “Is OJT more than half a day?”

• “Is OJT more than a month?”

• “Is OJT more than ‘X’ months?”

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

When OJT 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 OJT more than a year?”
ORS Collection Manual Version 4.2 Page | 71

Once OJT 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.

When using the fallback thresholds, add a .9 to any time the respondent provides. 

Example

Respondent states OJT time would be less than a week. Code 0.9 weeks in CIERA.

Table 5-11: Examples of Fallback Coding for OJT

If OJT 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 OJT 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, after employing these strategies, you still are 

not able to collect a reliable estimate, code OJT as Unknown. 

Table 5-12: OJT Examples

OJT Examples Action Reason

1 

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

2 

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

3 

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

4 

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 
ORS Collection Manual Version 4.2 Page | 72

OJT Examples Action Reason

5 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 Version 4.2 Page | 73

Chapter 6: Cognitive Elements

Cognitive elements measure selected mental abilities needed to perform critical tasks. Some key

cognitive demands of occupations are the need to accept feedback through work review, adapt 

to changes in the pace of work, solve problems, and interact with others. 

This chapter includes procedures for collection of the cognitive elements: 

Collecting Cognitive Elements

Work Review: Frequency of Work Being Checked and Presence of Supervisor

Pace: Control of Workload, Work Pace and Pause Control

Personal Contacts: Verbal Interactions and People Skills

Problem Solving

Interaction with General Public/Crowds and Telework
ORS Collection Manual Version 4.2 Page | 74

6_01 Collecting Cognitive Elements

Determine the best response for each cognitive element by considering only those cognitive 

demands needed to perform the job’s critical tasks. Cognitive demands may vary depending on 

critical tasks performed and fluctuating job expectations. For example, pace may vary 

dramatically during the day or over a period of days or months. 

Table 6-1: Questions and Response Options for Cognitive Elements

Cognitive Element Questions and Response Options

Work Review - 

Frequency of 

Work Being 

Checked

How frequently is work checked in this job by a supervisor or lead 

worker? 

• More than once per day

• Once per day

• Less than once per day, but at least once per week

• Less often than weekly

Work Review – 

Presence of 

Supervisor

Are supervisors or lead workers generally present in the same physical 

work area as workers?

• Yes

• No

Control of 

Workload 

What most controls the workload of this job? (Select one)

• Machinery, equipment, or software

• Numerical performance targets (company determined)

• People (such as customers, supervisor, etc.)

• Self-paced by worker

• Other (specify)

Work Pace

How would you describe the pace of work for this job? Would you say 

that in a typical day or week ...

• The pace is consistent, and generally fast

• The pace is consistent, and generally slow

• The pace varies

Pause Control

Can workers step away from their work area easily outside of scheduled 

breaks?

• Yes

• No

Personal 

Contacts-Verbal

Interactions

How often does this job require verbal, work-related interactions? 

• Constantly, every few minutes

• Not constantly, but more than once per hour

• Not more than once per hour, but more than once per day

• Once per day or less often
ORS Collection Manual Version 4.2 Page | 75

Cognitive Element Questions and Response Options

Personal 

Contacts-People 

Skills

The next question is about “people skills.” We define people skills as 

the ability to listen, communicate, and relate to others. In a job where 

basic people skills are required, workers often work alone, or usually 

are only expected to engage in simple, brief work-related 

communication and to treat others with respect. Does this job require 

basic or more than basic people skills? 

• Basic

• More than basic

Problem Solving

The next question is about “problem solving” tasks that the worker does 

in his/her job. Think of “problem solving” as what happens when 

workers are faced with a new or difficult situation which requires them 

to think for a while about what to do next. How often is the worker 

responsible for solving problems that take more than 5 

minutes to think of a good solution?

• More than once per day

• Once per day

• Not every day, but at least once per week

• Not every week, but at least once per month

• Less often than monthly, including never

General Public

Are workers in this job required to work with the general public?

• Yes

• No

Crowds

Are workers in this job required to work around crowds in a way that 

restricts their movement? (We define a crowd as a situation in which a 

lot of unfamiliar people are present considering the space available, 

movement is restricted, and a certain level of disorganization is 

present.)

• Yes

• No

Telework 

Are workers in this job permitted to work from home or telework?

• Yes

• No

Use the following guidance to accurately capture the cognitive demands of jobs: 

• Code all cognitive demands based on critical tasks except for Telework which should be 

coded based on whether the job is allowed to telework and whether the critical job 

function can be performed remotely.

• Code the highest frequency experienced or required when performing critical tasks for

these cognitive elements: Work Review-Frequency of Work Being Checked, Personal 

Contacts-Verbal Interactions, and Problem Solving. This captures the highest frequency 

of cognitive demands workers are expected to perform for critical tasks.

• Code the typical experience for Work Review-Presence of Supervisor and Control of 

Workload. This captures the average experience of these cognitive demands for critical 

tasks performed.
ORS Collection Manual Version 4.2 Page | 76

• Refer to element-specific coding guidance for the following cognitive demands: Work

Pace, Pause Control, Personal Contacts-People Skills, Working with the General Public,

and Working around Crowds.

• Consider how or if the cognitive demands relate to other ORS elements, including

leveling, when making coding selections. For more information about the relationships

between cognitive elements and leveling, see the Fundamentals of NCS and ORS

manual, 5_14 ORS and Leveling.

• There is no fixed relationship between responses for Control of Workload and Work

Pace. Control of Workload measures who/what most determines the amount of work to

be completed in a set period of time, while Work Pace measures the rate itself.

• Code elements based on an assessment of both the respondent’s selection as well as the 

other information the respondent has provided about the job.

Note

All cognitive elements must include documentation and preferably examples to illustrate why 

coding choices were made if not evident from the task list. Simply documenting which 

cognitive option was chosen is insufficient.

Table 6-2: Cognitive Documentation Examples

Cognitive Documentation Examples Elements Coded

1 

Receptionist works in a busy office with a steady stream of 

incoming phone calls to answer and visitors to sign in and 

out. Quiet periods are infrequent.

Control of Workload - People

and Work Pace - 

Consistent, and 

generally fast

2 

Chemist is assigned by the supervisor projects, experiments, 

and reports to complete within a broad period of time, 

however she may choose when to work on each.

Control of Workload - Selfpaced

3 

Janitor works throughout building alone during office hours. 

The supervisor is present in the building but usually stays in 

an office on a different floor.

Presence of Supervisor - No
ORS Collection Manual Version 4.2 Page | 77

6_02 Work Review: Frequency of Work Being

Checked and Presence of Supervisor

Work Review addresses how often work is checked and whether workers have immediate 

access to a supervisor if necessary.

Work Review consists of two elements: 

• Frequency of Work Being Checked

• Presence of Supervisor

Together these elements provide a measure of the amount of supervision received and insight 

into a job’s proximity to the supervisor. 

Frequency of Work Being Checked

Frequency of Work Being Checked answers the question: How frequently is work checked 

in this job by a supervisor or lead worker? 

Use the following frequency categories:

• More than once per day

• Once per day

• Less than once per day, but at least once per week

• Less often than weekly

The intent of this element is to capture routine and more frequent inspections and assessments 

(e.g., hourly, daily, or weekly) by a supervisor or lead worker for the purpose of ensuring 

performance standards are being met rather than completion of infrequent (e.g., semi-annual 

or annual) performance reviews. This element measures how closely supervised the job is and 

provides the frequency work is actively monitored or reviewed. 

Collecting Frequency of Work Being Checked

Collect the highest frequency of checks that a worker receives while performing critical tasks

under normal circumstances. The frequency of work being checked can occur in person or 

remotely. Code the frequency the supervisor or lead worker checks the work, even if feedback 

is not always communicated to workers at the same frequency. If a job’s work is never 

checked, select Less often than weekly. 

Include routine inspections, assessments, and monitoring by a supervisor or lead worker 

intended to ensure performance standards are being met such as regularly soliciting feedback 

from customers or coworkers through direct contacts. Frequency of work checked and presence 

of supervisor are two related, but separate cognitive elements. Do not assume the presence of 

a supervisor or lead worker in the work area means that the supervisor/lead worker is actively 

checking workers’ performance. However, when the supervisor or lead worker is present in the 

same area as the workers supervised in order to actively monitor and ensure the work is being 
ORS Collection Manual Version 4.2 Page | 78

performed correctly, it is reasonable to expect a higher frequency of work being checked.

Include machine checking when a supervisor or lead worker uses results to assess workers’ 

performance, regardless of whether workers are aware of these checks. Code the frequency 

with which the machine metrics are checked by the supervisor. 

Exclude:

• The highest frequency of checking the supervisor or lead worker would perform on a 

worker with known or suspected unsatisfactory performance. 

• Routine checking by fellow or lower-level workers. 

• Supervisor/lead worker checks occurring as the result of feedback initiated by 

customers, including ad hoc customer complaints (e.g., negative customer posts on 

social media)

• Supervisor/lead worker checks occurring as the result of feedback initiated by 

coworkers.

• Supervisor/lead worker passive or ad hoc observations due to being in the same area as 

workers. 

• Machine checking that is used as a worker support or aid while completing work tasks, 

such as spell check and basic edits, and does not provide metrics used by a supervisor 

or lead worker to assess workers’ performance. 

• Automated recorders such as cameras that serve only as security measures. 

Note

Meetings between workers and supervisors do not always involve checking of work. When 

meetings are meant to check, monitor, review and/or provide feedback on an employee's 

individual performance they should be included. When meetings are to exchange information 

to keep aware of current/upcoming issues or work priorities, they should not be included. 

Table 6-3: Frequency of Work Being Checked Examples

Collect as Frequency of Work Being Checked Examples

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. Lead 

workers use this information to give feedback on the quality and 

quantity of work several times per day.
ORS Collection Manual Version 4.2 Page | 79

More than once 

per day

A machinist producing parts has finished work pulled twice per day for 

inspection by quality control staff. Results are recorded and reported to 

the supervisor.

More than once 

per day

A telemarketer makes outbound calls to generate and follow up on 

sales leads. Work is randomly monitored throughout each day to 

ensure adherence to law and policy. The telemarketer is told by the 

supervisor when performance does not meet expectations.

More than once 

per day

A fast food crew worker works beside a crew leader for the entire shift. 

The crew leader actively monitors the crew’s customer interactions and 

work quality throughout the entire shift.

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 from the supervisor.

Once per day A convenience store cashier counts the till at the end of every shift and 

must balance within $1 or the shift supervisor records an infraction.

Once per day

A construction worker hangs drywall in residential construction. The 

worker receives a review daily from the site manager and is told when 

performance does not meet expectations.

Less than once per 

day, but at least 

once per week

A junior sales representative sells color imaging equipment and 

manages customer prospect profiles. The supervisor ensures objectives 

are met and provides performance feedback weekly.

Less than once per 

day, but at least 

once per week

A pharmaceutical sales rep’s regional manager comes to town once per 

week to ride along on calls. Staff are told when performance does not 

meet expectations.

Less than once per 

day, but at least 

once per week

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

assistant manager monitor wait staff sales amounts and customer 

service on a weekly basis. Staff are told when performance does not 

meet expectations.

Less often than 

weekly

A factory plant director has full plant responsibilities. Work is only 

evaluated on efficiency and achievement of company objectives during 

annual performance reviews.

Less often than 

weekly

A senior sales representative is responsible for generating new 

accounts and growing the revenue stream for the establishment. 

Performance is reviewed quarterly with the supervisor based on new 

customer rates and overall dollar volume achieved.

Less often than 

weekly

A building cleaning worker removes trash from tenant cubicles and 

cleans common areas such as hallways and restrooms in a commercial 

office building. The supervisor performs biweekly inspections to ensure 

spaces were cleaned properly. The supervisor does provide more 

frequent checks, but only when a tenant complains. 

Presence of Supervisor

Presence of Supervisor answers the question: Are supervisors or lead workers generally 

present in the same physical work area as workers? 

• Yes
ORS Collection Manual Version 4.2 Page | 80

• No

The intent of this element is to capture the physical proximity of direct (first-line) supervisors or 

lead workers to workers in the job. The reason physical proximity is important is because direct 

supervisors or lead workers in the same physical vicinity can choose to monitor workers to 

ensure they stay on task and are generally available to provide immediate assistance when 

needed. 

Collecting Presence of Supervisor

Collect the presence (yes/no) of a direct supervisor or lead worker in the same physical work 

area with workers supervised. The presence of a direct supervisor/lead worker must be in 

person. Do not consider the presence of a job’s indirect or higher level (second- or third-line) 

supervisors, as they are not typically expected to provide direct support.

Include open-bay work areas, open-bay work areas with cubicles, offices that abut work areas, 

offices equipped with cameras that provide coverage of all nearby work areas.

Exclude supervisor offices that are on a different floor or in a different building, even if camera 

coverage is provided. While the supervisor or lead worker could monitor workers using a 

camera, they could not provide immediate in-person assistance. Likewise, if workers perform 

their work in different locations, the supervisor must be physically present for the majority of 

time on a typical work day to be considered as being in the same physical work area.

Table 6-4: Presence of Supervisor Examples

Presence of Supervisor Examples Code Reason

1 

A dishwasher works in the back kitchen of a 

busy restaurant. Either the restaurant 

manager or assistant manager is available to 

monitor and assist when needed.

Yes Supervisor/lead worker physically 

present and available to intervene.

2 

A machinist, producing parts in a production 

shop, is supervised by the production 

supervisor. The supervisor’s office is located in 

the production shop area.

Yes Supervisor/lead worker physically 

present and available to intervene.

3 

Drafters work in a large office with the lead 

drafter in a nearby cubicle and engineering 

supervisor on a different floor.

Yes Supervisor is not physically present 

in vicinity, but a lead worker is. 

4 

A pharmaceutical sales rep’s regional manager 

comes to town once per week to ride along on 

calls, but mostly the sales rep works alone.

No 

Supervisor/lead worker is not 

physically present the majority of 

the time.

5 

A school bus driver operates a school bus. 

Both children and a bus monitor are also 

present. The supervisor is located at the bus 

garage and is available via walkie-talkie.

No 

While the supervisor is available to 

assist, she is not physically present 

with the worker.
ORS Collection Manual Version 4.2 Page | 81

Presence of Supervisor Examples Code Reason

6 

A data processor enters and validates policy 

information for a large insurance firm. His 

supervisor works on a different floor and is 

available via email and telephone.

No 

While the supervisor is available to 

assist, he is not physically present 

with the worker.
ORS Collection Manual Version 4.2 Page | 82

6_03 Pace: Control of Workload, Work Pace, and 

Pause Control

Pace refers to the cognitive speed needed to perform critical tasks. 

This category consists of three elements related to pace:

• Control of Workload 

• Work Pace 

• Pause Control 

These elements measure what/who determines the workload, the consistency and rate of the 

work, and whether workers have the ability to control when they can pause and take a brief 

break. 

Control of Workload 

Control of Workload answers the question: What most controls the workload of this job? 

Select one of the following options:

• Machinery, equipment or software

• Numerical performance targets (company determined)

• People (such as customers, supervisor, etc.)

• Self-paced by worker

• Other (specify)

Workload is defined as the amount of work expected to be performed in a set amount of time. 

The intent of this element is to identify who or what most determines how much work a worker 

must perform on a daily or weekly basis. Control of workload measures the discretion workers 

have in handling their assignments and whether someone or something other than the workers 

themselves dictates the timing and order of task completion. This provides insight into the 

manner in which a worker must process new or incoming information, or to take action based 

on new information to handle the workload. 

Collecting Control of Workload 

Determine whether the amount of workload is set by technology, strict organizational rules, 

other people, or the worker. Narrowing the response down to a single factor can be challenging 

for a job since there is often more than one influencing factor. It is important to identify the 

factor that most controls the workload because this provides the best insight into the flexibility 

or predictability of the drivers requiring the workers to react to new information.

Apply the following criteria to choose one of the following options:
ORS Collection Manual Version 4.2 Page | 83

Table 6-5: Collecting Control of Workload

Workload 

controlled 

by:

Select when the 

following criteria 

apply:

Consider 

when: Examples

Machinery, 

equipment, 

or software

• The worker must 

adapt to or keep 

up with the 

workload controlled 

by machinery,

equipment used, or

software, and, 

• The work is 

pushed to the 

worker by the 

machinery, 

equipment, or 

software such as 

an automated 

assembly line.

The amount of 

work 

completed is 

due to the 

speed of 

machinery, 

equipment, or 

software 

workers must 

use which 

pushes them 

work. 

• Quality inspector sorts 

products on conveyor 

belt. 

• Machine tenders 

offload work from

continuously operating 

machine.

• Telemarketer makes 

outbound calls to 

generate sales. Calling 

software automatically 

dials the next number 

as soon as the prior 

call has ended.

Numerical 

performance 

targets 

(company 

determined)

• The workload is set 

by other sources 

within the 

organization, by 

clear output or 

performance 

targets, such as 

piece work and 

work quotas, and 

• The worker’s

performance is 

monitored closely 

at intervals, in 

some cases

controlling pay 

levels, such as 

commissions and 

book hours, and

• Performance 

targets are on an

hourly, daily, or 

weekly basis. If the 

job has targets 

with longer 

completion 

windows than a 

week, select selfpaced by worker.

Company 

policy dictates 

how much a 

job must 

accomplish in 

a day or 

week (and 

workers' pay 

may change 

because of it).

• Quality inspector 

checks certain number 

of widgets per hour 

each shift.

• Outside salesperson 

receives commissions 

based on number of 

weekly items sold.

• Mechanic is scheduled 

deadline and paid to 

perform repairs based 

on book hours, which 

also acts as a form of 

incentive pay.

• Newspaper reporter 

has a 5pm daily 

column.
ORS Collection Manual Version 4.2 Page | 84

Workload 

controlled 

by:

Select when the 

following criteria 

apply:

Consider 

when: Examples

People (such 

as customers, 

supervisor, 

etc.)

The workload is set 

externally by fluctuating 

demands of supervisors, 

coworkers, public, or flow 

of customers. Rush 

periods (if they exist) may 

be predictable or 

unpredictable. 

The amount of 

work changes 

frequently 

based on 

other people’s 

needs

• Security guard screens 

visitors entering secure 

building

• Pharmacy techs receive 

electronic prescriptions 

requests directly from 

doctor’s offices

• Car wash attendant 

puts customer’s car 

through machine and 

dries car off when it 

comes out

• Executive assistant 

answers phones, 

schedules meetings, 

maintains calendar, 

makes travel 

arrangements, and 

answers 

correspondence as 

needed and requested 

by company president.

Self-paced 

by worker

The workload is mostly 

self-directed within 

general performance 

guidelines, allowing the 

worker significant 

discretion to vary timing of 

tasks within certain limits, 

rather than having control 

of workload set externally. 

Workers can 

plan and 

spread their 

work out over 

longer periods 

of time (i.e., 

greater than 

a week)

• Senior sales rep 

generates new 

accounts with quarterly 

sales targets based on 

new customer rates 

and overall dollar 

volume achieved.

• Construction 

foreperson supervises 

workers, sets schedule, 

determines work 

priorities and assigns 

projects based on 

overall parameters set 

by project manager.
ORS Collection Manual Version 4.2 Page | 85

Workload 

controlled 

by:

Select when the 

following criteria 

apply:

Consider 

when: Examples

Other 

(specify)

The workload is set by 

another external factor not 

listed above. Do not select 

Other when multiple 

factors are present. Enter 

a description of the factor 

when this option is 

selected.

An external 

factor not 

listed 

determines 

the amount of 

work (e.g., 

nature, 

animals, 

emergencies, 

etc.).

• Fish processor 

workload varies based 

on amount of fish 

caught by incoming 

ships.

• Machinery maintenance 

mechanic repairs 

machinery when it 

malfunctions. 

• Firefighters respond to 

brush fires, structure 

fires, automobile 

accidents, and other 

hazardous situations.

Coding Self-Paced

First, determine whether workers have some control over the amount of work completed during 

the course of their day or week. Workers that are self-paced have the ability to prioritize work 

tasks or adjust the amount of time needed to complete them. Even when a job has deadlines 

and limits, as long as they are generally longer than a week, code Self-paced. 

Managers, supervisors, and professionals are often self-paced due to the nature of their work. 

They often have the ability to determine and control how and when they complete their critical 

tasks within general performance guidelines even when they manage demands of their 

subordinates or report to others. 

Self-paced control is not limited to supervisory, management and professional occupations. 

Code Self-paced for any job that has the latitude to vary the timing of their critical tasks 

rather than having the timing of their critical tasks dictated by other external factors. 

Coding External Factors

When a job is not able to control the timing of when critical tasks are completed, determine 

which external factor most controls when the work must be performed: Machinery, 

equipment, software, People, Numerical performance targets, or Other. 

Do not select Other when multiple factors control the workload. Determine which factor most

controls the workload.

Different Factors May Apply for the Same Occupation

Control of workload may vary for the same occupation at different establishments based on the 

industry, size, and specific duties of jobs. Consider the following examples: 
ORS Collection Manual Version 4.2 Page | 86

Table 6-6: Different Factors Related to Control of Workload

Factor Assembler Janitor Veterinarian

Machinery, 

equipment, 

or software

Conveyor belt pushes 

units out to assembler 

who inserts a plastic 

piece. Conveyor 

dictates workload by 

delivering the product 

to be assembled. 

Uncommon coding 

(works with machinery

to complete tasks, but 

machinery does not 

determine how much 

work needs to be 

performed in a set 

period).

Uncommon coding (works 

with equipment to 

complete tasks equipment 

does not determine how 

much work needs to be 

performed in a set 

period). 

Numerical 

performance 

targets 

Works in a factory 

that requires 

completion of 50 units 

per hour per worker.

Cleans individual suites 

in office building. 

Required to follow 

strict schedule that 

dictates which office 

gets cleaned at which 

time, what to clean in 

each office each day, 

and the amount of 

time to be spent in 

each office.

Works for a branch of a 

corporate-owned animal 

hospital. Corporate 

requires vets to see 20 

cases (animals) per day. 

Portion of pay is 

determined by a formula 

including number of cases

seen and outcomes.

People Works as member of a 

team responsible for 

assembling engines. 

Each team member is 

responsible for 

assembling one piece 

of the engine. 

Supervisors determine 

the number of engines 

to produce each day 

based on customer 

demands.

Schedule for 

performing cleaning 

tasks set by supervisor 

daily. Workload is set 

externally by 

fluctuating demands of 

supervisor. 

Employed by practice 

consisting of one other 

vet (the owner). Provides 

medical care to small 

animals. Schedule is 

determined by number of 

pet owners scheduling 

appointments and 

procedures they request 

for their pets.
ORS Collection Manual Version 4.2 Page | 87

Factor Assembler Janitor Veterinarian

Self-paced Works for small 

company that pays 

based entirely on a 

piece rate. Company 

requires a minimum of 

500 units assembled 

per quarter. 

Assemblers may 

choose how much and 

how fast they wish to 

work as long as they 

assemble the 

quarterly minimum.

Assigned a part of 

production facility to 

maintain. Can 

determine how/what to 

clean in assigned 

building area as long 

as areas are 

maintained within 

general guidelines.

Allowed significant 

discretion to vary 

timing of tasks within 

certain limits, rather 

than having control of 

workload set 

externally.

Works at animal shelter 

providing vaccinations, 

preventative care, and

spaying/neutering of cats 

and dogs. Care must be 

provided within a month 

of intake but otherwise 

vet determines what 

procedures to do when 

and the amount of time 

needed to do them.

Other Uncommon coding Uncommon coding Regularly monitors the 

health of zoo’s animals 

and provides treatment or 

preventative care as 

medically necessary. 

Workload most 

determined by medical 

needs of zoo animals. 

Zoo vet differs from other 

vets because people are 

not acting as a gobetween to procure 

medical care for animals.

Work Pace

Work Pace answers the questions: How would you describe the pace of work for this job? 

Would you say that in a typical day or week?

• The pace is consistent, and generally fast? (i.e., little or no downtime)

• The pace is consistent, and generally slow? (i.e., periods of waiting and downtime)

• The pace varies? (i.e., changes between slow and fast pace)

The intent of this element is to identify the consistency of the work pace and the rate at which

work is performed. Work pace specifically refers to the speed needed to perform critical tasks. 

Work pace can be the rate required of workers to complete repetitious tasks, or the rate at 

which workers are expected to respond to a variety of incoming tasks. 
ORS Collection Manual Version 4.2 Page | 88

Consistent, and generally fast pace means the work is continuous and steady with little or 

no waiting or few periods of downtime. Workers maintaining this pace have few, if any, slack 

periods.

Consistent, and generally slow pace means the work is generally unhurried with periods of 

waiting and downtime. Workers maintaining this pace have few, if any, rush periods or large 

build ups of work.

Varies means the work pace changes throughout the work period with fluctuations on a daily, 

weekly, or seasonal basis. Capture only variation between slow and fast pace, do not code 

varies when the pace changes but would still fall within the same category. 

Collecting Work Pace

First, determine whether the work pace is consistent or varies. Code varies when: 

• The work pace changes multiple times throughout the work period, with fluctuations or 

rush periods (or large build-ups of work) and slow periods on a daily or weekly basis.

• The work pace is consistent on a daily or weekly basis, but varies seasonally (e.g., an 

accountant during tax season or human resources personnel during calendar year reenrollment periods).

When the work pace is consistent, determine the rate (speed) that applies on a daily or weekly 

basis. Consistent, and generally fast pace includes steady or moderate rates of work with no 

waiting or few periods of downtime. 

If pace builds up but then remains generally consistent for most of the work period, code this 

as consistent along with the general rate. For example, if a worker spends most of the day 

working at a fast pace with no waiting, but works at a slower pace at the beginning and end of 

the workday, code this as the pace is Consistent, and generally fast. 

Work pace captures the steadiness of work and the presence or absence of downtime, from a 

mental processing perspective. Therefore, jobs that are typically performed from a seated 

position but have cognitive demands that require work to be completed at a steady pace with 

little or no downtime would be coded Consistent, and generally fast. 

Do not confuse control of workload and work pace. Control of workload identifies the factor that 

most controls the amount of work expected to be performed in a set amount of time, while 

work pace relates to the actual speed (cognitive and/or physical) at which work is typically 

performed. 
ORS Collection Manual Version 4.2 Page | 89

Table 6-7: Collecting Work Pace

Collect as Work Pace Examples

Consistent, 

and generally 

fast

A building security guard at a large facility open to the general public 

screens both employees and visitors as they enter, and the stream of 

people is continual.

Consistent, 

and generally 

fast

Floor nurses at a hospital make rounds to monitor patients as well as 

respond to patient requests. When not monitoring patients, they must 

chart patients’ progress and confer with other medical staff. The pace is 

steady and continuous with little downtime.

Consistent, 

and generally 

fast

Computer programmers create, test, and debug code for various software 

applications. They typically have a few on-going projects assigned and 

complete work at moderate pace.

Consistent, 

and generally 

fast

A customer service representative answers incoming calls from an 

automated queue. Calls are constant.

Consistent, 

and generally 

fast

Restaurant servers at a reservations-only fine dining restaurant are 

generally busy. If there are few reservations, they aren’t scheduled to 

work.

Consistent, 

and generally 

slow

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.

Consistent, 

and generally 

slow

Occupational health nurse works on-site at a manufacturing facility and 

provides wellness classes and trainings about safe worker practices. Work 

is typically unhurried with periods of waiting and downtime.

Consistent, 

and generally 

slow

A lab technician monitors experiments and tests, assists in running 

equipment and endures long pauses while testing proceeds. 

Consistent, 

and generally 

slow

Restaurant servers work the midnight shift at a small truck stop restaurant,

which is open 24 hours.

Varies A parking lot security guard takes payment and monitors parking lot for 

suspicious activities. Lot is busy during high peak commute hours and slow 

the remaining time. 

Varies School nurse provides first aid to students as well as providing mandated 

health screenings. The pace varies from hour to hour depending on the 

needs of the students. 

Varies LAN technician experiences fast and slow periods depending on help desk 

calls fielded or when updates and upgrades are deployed. 

Varies Cashiers at a large grocery store experience fast and slow periods 

depending on the volume of customers.

Varies Restaurant servers at a large chain restaurant are generally busy during 

lunch and dinner hours and slower in between. They perform light cleaning 

and resupplying duties in between rush periods.
ORS Collection Manual Version 4.2 Page | 90

Pause Control

Pause control answers the question: Can workers step away from their work area easily 

outside of scheduled breaks?

• Yes

• No

The intent of this element is to capture jobs that have the flexibility to choose or control how 

and when they can take short, unscheduled breaks. 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 step away from the work area or to briefly stop working to attend to 

personal issues (e.g., make a personal phone call, gather one’s thoughts when feeling 

overwhelmed, or go to the breakroom to get a beverage). 

Collecting Pause Control

Collect the presence (yes/no) of a worker’s ability, for a personal reason, to easily step away 

from work for short periods of time. 

Code Yes when any of the following conditions are met:

• Workers typically have the flexibility to choose when to take short breaks throughout the 

day, outside of scheduled breaks such as lunch or morning/afternoon break periods. 

• There is an overall time limit for breaks, but such breaks are allowed.

Code No when any of the following conditions are met:

• If the worker would need to find someone to cover his or her responsibilities.

• When breaks are usually allowed, but not during certain busy periods in the 

performance of a critical job task (for example, when work is exceedingly heavy, when a 

line of customers is building, etc.). 

• Workers are required to be present at a workstation for a defined period of time. 

Pause control can be present even when there are specific critical tasks that could make taking 

an unscheduled break difficult. If workers have the control and autonomy to take breaks when 

needed, then code Yes to pause control. Many professional jobs have the ability to control 

when the worker can step away. For example, even a trial lawyer in the middle of a court 

appearance can request a quick recess. Document when a professional job does not have the 

flexibility to easily step away.

Both pause control and sit/stand at will measure job flexibilities. While there are similarities 

between these elements, there is not a one-to-one relationship. It is possible for a worker to be 

able to easily take a break, but be unable to sit/stand at will and vice versa. When control of 

workload is coded self-paced, the job likely has pause control. However, if a job does not have 

a self-paced control of workload, it may still have pause control.
ORS Collection Manual Version 4.2 Page | 91

Table 6-8: Pause Control Examples

Collect as Pause Control Examples

Yes

Office workers can pause and take a quick walk down the hall when they need 

a mental break. Even when they have group meetings with coworkers or 

clients, they have the ability to step away quickly, if needed.

Yes

A high school teacher teaches classes. In the middle of a lesson, the teacher 

can ask students to work quietly while she steps out into the hall for a few 

minutes when feeling overwhelmed. 

Yes

Landscapers mow lawns, prune trees and plants, and weed flower beds. 

Landscapers may briefly step away from their duties to take medication or 

attend to other medical needs without notifying a supervisor.

Yes

An outside sales representative solicits business from clients via telephone, 

email, and in-person. Reps have the ability to schedule client appointments at 

their convenience. Even in the middle of a call or appointment, the rep has the 

ability to politely request to step away briefly.

No 

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. They are not able to leave their station without asking someone else to 

cover for them.

No A kindergarten teacher must call to the principal’s office to have another adult 

keep an eye on the students when he leaves the classroom.

No 

Cashiers are able to take a break when there are no customers but cannot 

leave their station when there is a line.

No A surgeon would not be able to step away easily while performing surgery.
ORS Collection Manual Version 4.2 Page | 92

6_04 Personal Contacts: Verbal Interactions and 

People Skills 

Personal contacts measures how often workers must engage in verbal interactions with 

others and the kind of interpersonal skills required for critical tasks.

Personal Contacts consists of two elements: 

• Verbal Interactions

• People Skills

Verbal Interactions

Verbal Interactions answers the question: How often does this job require verbal, workrelated interactions? 

Use the following frequency categories:

• Constantly, every few minutes

• Not constantly, but more than once per hour

• Not more than once per hour, but more than once per day

• Once per day or less often

The intent of this element is to measure how often workers must begin verbally interacting with 

others while performing critical tasks. This element serves as an indicator of whether 

occupations require workers to have tolerance for numerous live interactions, the possibility of 

isolation, or something in between. Verbal interaction includes the ability to participate in 

exchanges that may include both speaking and listening components: the ability to determine 

what to say in order to speak and the ability to listen in order to respond appropriately to 

others. 

Collecting Verbal Interactions

Follow the guidance in the table below when coding work-related verbal interactions.
ORS Collection Manual Version 4.2 Page | 93

Table 6-9: Verbal Interactions Coding Guidance and Examples

Guidance Example of Work-Related Verbal Interactions

Collect the maximum 

frequency of critical taskrelated verbal interactions.

Office clerks verbally interact with each other a few 

times per hour in the morning and work independently 

in the afternoon. Code Not constantly, but more 

than once per hour. 

Exclude one time or unusual 

situations when determining 

the maximum.

A county medical examiner verbally interacts with 

coworkers a few times per day. The sheriff’s 

department normally handles press conferences, 

however, the county medical examiner has participated

to answer technical questions for a very high profile 

case. Participating in press conferences is not part of 

the standard duties. Code Not more than once per 

hour, but more than once per day.

Base coding decisions on how 

often the job is required to

verbally interact overall. Do 

not attempt to parse out each 

verbal interaction with 

respondents. 

Architects must interact with engineers, clients, and 

project managers. The respondent doesn’t know how 

often architects have live interactions with each group. 

She says they need to make a few phone calls per day, 

but most exchanges happen via email. Code Not more 

than once per hour, but more than once 

per day. 

If you are able to establish 

that the job would require new 

back-to-back verbal 

interactions every few minutes 

with different people, or 

different groups of people, the 

job should be coded

Constantly, every few minutes. 

Teachers have a 20 minute question-and-answer (Q&A) 

session at the end of each class period. Because 

teachers would already be coded Constantly, 

every few minutes for the Q&A session, it does not 

matter how many classes teachers have each day.

While the presence of speaking would signal the presence of verbal interactions, do not code 

the frequency of verbal interactions based on the duration a job speaks. An occurrence of 

verbal interactions is measured based on the initiation of a work-related, verbal interaction, not 

the number of exchanges back and forth within one conversation. For example, a project 

manager might spend several hours per day speaking during meetings and collaborating at 

length with colleagues, however, the frequency these verbal interactions start is not more than 

once per hour, but more than once per day.
ORS Collection Manual Version 4.2 Page | 94

Table 6-10: New Interactions and Examples

Count as New 

Interaction When: Examples

A worker starts 

interacting with a 

different person or 

group of people. 

• A new customer transaction

• A new call

• A new workplace meeting 

• A therapist begins a group counseling session.

• A new class convenes.

A live interaction stops 

and the same person or 

group resumes the 

interaction later. 

• A refreshment break in the middle of a single, long 

meeting

• A worker hangs up from a work-related conversation to 

look up information over lunch and returns to the 

discussion after lunch.

• Following the conclusion of math instruction, a teacher 

breaks to gather materials for the next subject and 

then resumes with language arts instruction. 

• A worker walks over to discuss an issue with a 

colleague, walks away to check on something, and 

returns later to resume interacting with the same 

colleague.

Separate one-on-one 

exchanges occur, even 

when in the vicinity of a 

group.

• A shift supervisor moves throughout a work area 

interacting with different crew members. 

• A lecturer answers separate individual questions 

throughout a class period.

Include live interactions occurring in person, or via telephone or videoconferencing. 

Exclude:

• Passive listening with no interaction required, such as: 

o In person listening to announcements or instructions only, 

o Non-live interactions (e.g., recordings or videos on demand), or

o Listening to conference calls during which no speaking is required.

• Non-verbal exchanges such as email. 

• Optional social contacts that are not required for critical tasks. 

• Unusual or one-time situations. 
ORS Collection Manual Version 4.2 Page | 95

Note about group settings

Determining the beginning of a new interaction depends on the group setting:

• If it is a collaborative group setting, such as workplace meetings or group 

counseling, the exchanges between the worker and other group participants are not

considered separate interactions.

• If it is a non-collaborative (i.e., typically one-sided) group setting, such as 

classrooms/presentations/lectures, guided tours, or press conferences, any questions 

and answers between the worker and the participants are considered separate oneon-one exchanges. 

Table 6-11: Verbal Interactions Examples

Collect as Verbal Interactions Examples

Constantly, every 

few minutes

A tollbooth worker tells drivers the tolls that are due, takes payment, 

and makes change for more than 500 drivers passing through the toll 

lanes during an eight-hour shift. 

Constantly, every 

few minutes

A barista waits on an average of 20 customers per hour at a busy 

coffee shop.

Not constantly, 

but more than 

once per hour

Nail salon technicians generally assist one or two customers each hour.

Not constantly, 

but more than 

once per hour

Site leader will talk to someone: her crew, other skilled trades, and 

clients several times per hour, but not usually every few minutes. 

Not constantly, 

but more than 

once per hour

A junior sales representative sells printing services and manages 

customer prospect profiles. 

Not more than 

once per hour, 

but more than 

once per day

An insurance office assistant answers customers’ questions from 

occasional calls and walk-in clients as well as supports coworkers’ 

verbal requests.

Not more than 

once per hour, 

but more than 

once per day

A factory plant director has full plant responsibilities. Generally he has a 

few in-person meetings a week, takes some calls and face-to-face 

meetings throughout the day, but handles a lot of interaction through 

email and his executive assistant.

Not more than 

once per hour, 

but more than 

once per day

Construction laborers interact with skilled trade workers and site 

workers a few times per day.

Once per day or 

less often

Medical transcriptionist transcribes medical recordings. 

Receives/transmits files via email.

Once per day or 

less often

Research statistician attends weekly meetings but largely works 

independently on research projects. 
ORS Collection Manual Version 4.2 Page | 96

People Skills

People skills are the ability to listen, communicate, and relate to others. It answers the 

question: Does this job require basic or more than basic people skills?

• Basic 

• More than basic

In a job where basic people skills are required, workers often work alone, or usually are only 

expected to engage in simple, brief work-related communication and to treat others in a nonoffensive manner. 

People skills includes both verbal and written exchanges. 

Collecting People Skills

Collect whether a job requires basic or more than basic people skills.

Basic people skills may include: 

• Work consisting of mostly silent or solitary activity.

• Exchanges involving only simple greetings, exchanging of written or simple verbal 

information.

• Infrequent job-relevant conversations lasting 10 minutes or more.

• Regular meetings in which the worker is seldom expected to contribute.

A worker expected to engage in anything more than simple communication with others should 

be coded as more than basic people skills.

Critical tasks involving instructing, mentoring, or supervising others always require more than 

basic people skills. Likewise, regularly engaging in persuasion or negotiation for critical tasks is 

considered more than basic people skills. 

Note about Service Jobs

Exclude the ability to remain calm with difficult customers if critical tasks performed otherwise 

meet the definition of basic people skills. The ability to remain calm with a difficult customer 

is not being measured by this element and does not affect basic/more than basic responses. 

Additionally, required upselling does not automatically raise a job to More than basic

people skills. A job that is expected to routinely ask simple questions to try to increase 

purchases (e.g., “Would you like to get a large for one dollar extra?” may still be Basic).
ORS Collection Manual Version 4.2 Page | 97

Table 6-12: People Skills Examples

Collect as People Skills Examples

Basic

A cashier who has to greet and check out customers would need only 

basic people skills since the work only involves exchanging simple 

greetings and verbal information. If an issue arises with a customer, 

the cashier is expected to remain calm and polite and contact a 

supervisor if the issue escalates. 

Basic Line cooks listen to supervisor/chef’s instructions to prepare menu 

items.

Basic Telemarketers follow a script and are instructed to transfer the call to 

their supervisor if problems arise.

Basic

Servers at a casual restaurant take customer orders. Servers may 

upsell based on a script asking questions such as, “Would you like a 

side salad with your meal?’’ or “Would you like dessert? We have 

delicious chocolate cake.” Routine customer questions and complaints 

are calmly handled by the server. Difficult customer questions and 

complaints are referred to the manager.

Basic

Delivery drivers work alone and deliver packages to consumers. They 

may have routine exchanges and pleasantries with customers to have 

them sign for packages. Critical tasks consists of mostly solitary 

activity and only involves simple greetings and exchange of verbal 

information.

More than 

basic

A correctional officer who must control and give instructions and 

respond to unpredictable situations.

More than 

basic

Customer service representatives must answer and appropriately 

respond to resolve a variety of complaints and issues.

More than 

basic

Servers at a five star restaurant explain menu options, answer 

customer questions about preparation and ingredients, make menu 

recommendations, suggest menu modifications to meet customer 

dietary concerns when needed, take customer orders, and address 

customer complaints appropriately. Servers are expected to upsell 

menu items but are not given a specific script to follow.

More than 

basic

A lead electrical line technician who is responsible for overseeing an 

apprentice would have more than basic people skills since he/she 

instructs and gives directions to others.
ORS Collection Manual Version 4.2 Page | 98

6_05 Problem Solving

Problem Solving measures how often workers are faced with a new or difficult situation which 

requires them to think for a while about what to do next.

Problem Solving

Problem Solving answers the question: How often is the worker responsible for solving 

problems that take more than 5 minutes to think of a good solution?

Use the following frequency categories:

• More than once per day

• Once per day

• Not every day, but at least once per week

• Not every week, but at least once per month

• Less often than monthly, including never

The intent of problem solving is to measure the frequency workers are required to analyze 

issues and make decisions that have a moderate to significant level of difficulty (e.g., the full 

extent of issues may not be readily apparent and requires independent judgement and research 

or investigation). The defining characteristics of problem solving are that there is no obvious, 

immediate solution to a problem or issue, and the worker must identify and weigh alternatives 

to arrive at a solution. The five-minute time period is used as a method to exclude more routine 

or simple decision-making or resolve issues that have a limited or minimal level of difficulty 

(e.g., may involve selection of established alternatives according to common procedures). 

Collecting Problem Solving

Collect the highest frequency of problem solving the job requires. Apply the five-minute 

threshold to the time it takes workers to think of an answer themselves, not the time it takes 

workers to find or get an answer from someone else or work through a standard protocol. If the 

frequency changes during the work schedule, code the most frequent level experienced and 

document the circumstances. 

Include both individual and group (e.g., team) problem solving when the worker is responsible 

for the decision. Exclude group problem solving that consists only of brainstorming or in 

situations in which the worker has no accountability.

Exclude routine decisions and decisions requiring five or fewer minutes of thought from this 

element. Jobs where workers deal directly with the public (e.g., retail sales, restaurants, and 

help centers) are often viewed as requiring frequent problem solving because interactions with 

the public can be idiosyncratic, unpredictable, problematic, and emotional. However, if

problems with the general public can be resolved in five minutes or less, or are raised to a 

supervisor, exclude the frequency of this type of problem solving.

Likewise, emergency responders and protective services workers are expected to make many 

different types of high-stakes decisions depending on the types of situations encountered. 
ORS Collection Manual Version 4.2 Page | 99

However, unless the issues these workers encounter take more than five minutes to identify 

and weigh alternatives to determine how to proceed, they should not be counted toward the 

frequency of problem solving. Most protective service personnel are given extensive training to 

ensure they are able to identify solutions and respond quickly in various emergency situations. 

For this reason, it’s unlikely the decisions they are making reach the five minute threshold at a 

high frequency. Higher levels of authority or more specialized work in protective services 

occupations may require a higher frequency of problem solving.

Table 6-13: Problem Solving Examples

Collect as Problem Solving Examples

More than 

once per 

day

An internal medicine physician works as part of a care team and 

collaboratively decides the best treatment approach on a daily basis for 

multiple patients who have conflicting symptoms, multiple health issues, 

or rare medical conditions. The physician must weigh patients’ unique 

medical histories, symptoms, and test results, as well as current 

medications and prior treatment plans before determining how to 

proceed.

More than 

once per 

day

The regional manager of several fast food stores analyzes rapidly 

changing sales and operations data and uses this data to make multiple 

daily decisions regarding individual store staffing levels, food offerings, 

and application of national promotions. 

More than 

once per 

day

Software developers handle complex software needs and work to come 

up with solutions. They solve unique problems, such as writing and 

debugging innovative code and complex software, modifying guidelines 

or determining the next steps needed to satisfy requirements as part of 

their daily critical tasks.

More than 

once per 

day

A construction project manager computes multi-step bids, negotiates 

with 3rd party contractors, and responds to unique client requests as 

part of daily critical tasks.

Once per 

day

A nurse practitioner treats multiple patients daily. Most have routine 

conditions that are straightforward to diagnose. Approximately once per 

day, a patient displays unusual symptoms, and the nurse practitioner 

must consider the patient’s complaints along with the findings of a 

physical examination and testing to make a diagnosis and decide a 

course of treatment.

Once per 

day

A fast food marketing analyst develops promotional campaigns and tests 

market strategies for new products. Development of a new idea requires 

careful consideration and research of a variety of analytics. The analyst 

typically encounters one new or difficult issue per day when researching 

and developing marketing strategies, testing possible promotional 

campaigns, and delivering detailed assessments to regional and national 

management. 
ORS Collection Manual Version 4.2 Page | 100

Collect as Problem Solving Examples

Once per 

day

Staff accountants reconcile the general ledger, create monthly financial 

statements, and oversee accounts payable and accounts receivable 

transactions. They also complete monthly sales tax and property tax 

returns. Around once per day, an unanticipated problem with the 

general ledger, taxes or other payable or receivable issue arises that the 

staff accountant must thoroughly assess before addressing.

Once per 

day

A plumber foreman directs crew, mentors apprentice plumbers, and 

reads blueprints to complete custom projects for large commercial 

clients. Usually once per day there is either a specification that needs a 

unique work-around depending on the project or a training/supervisory 

issue that must be resolved with the crew/apprentices.

Not every 

day, but at 

least once 

per week

Staff nurses lead other lower-skilled healthcare support workers and 

deal with patient needs. As part of patient care team, they monitor and 

assess patient’s unique history, medical needs, drug interactions, and 

vital signs to provide patient care and determine whether to escalate 

care to attending physicians. Many patients are routine, but usually at 

least once per week, a patient with complex symptoms and needs must 

be assessed and treated.

Not every 

day, but at 

least once 

per week

A medical coder references medical records, including physician 

transcriptions to apply universal codes for use when filing insurance 

claims. At least once per week, the coder encounters an unusual 

diagnosis or treatment that does not neatly fit within conventional 

codes. The coder must research and consider precedent to determine 

the code that best represents the situation while optimizing 

reimbursement from insurance.

Not every 

day, but at 

least once 

per week

A fast food store manager supervises crew and resolves work place and 

customer service issues. Most issues are quickly and easily solved but 

once or twice per week, an issue between staff members or a customer 

service issue escalates and requires careful consideration to 

appropriately resolve. 

Not every 

day, but at 

least once 

per week

A commercial plumber assesses building blueprints in conjunction with 

the customer needs to decide the best pipe layout. Project lengths vary 

but typically plumbers initiate a new job that would require initial 

assessment on a weekly basis.

Not every 

week, but 

at least 

once per 

month

A licensed practical nurse (LPN) in a nursing home is responsible for 

patients and directing other lesser-skilled nursing staff such as nursing 

aides. Most issues are routine, but a few times a month, a resident may 

develop multiple symptoms, requiring the LPN to determine how to 

proceed.

Not every 

week, but 

at least 

once per 

month 

A municipal firefighter controls and extinguishes fires and responds to a 

variety of emergency situations. Firefighters are provided with extensive 

training and protocols in order to make calm, split-second decisions. At 

least monthly they encounter a situation where they must weigh and 

choose the most appropriate alternative out of several possible 

solutions. 
ORS Collection Manual Version 4.2 Page | 101

Collect as Problem Solving Examples

Not every 

week, but 

at least 

once per 

month

A payroll clerk handles routine payroll processing. A few times per 

month, they typically need to resolve why a report isn’t working or 

determine why something didn’t calculate or budget correctly.

Not every 

week, but 

at least 

once per 

month

A shift supervisor of fast food workers must resolve customer complaints 

and resolve scheduling/training issues as they arise. Problems in these 

areas that take more than five minutes to resolve usually only occur a 

few times per month.

Not every 

week, but 

at least 

once per 

month

A backhoe operator excavates, moves and grades earth. Most projects 

are routine and the operator follows customer specifications. A few 

times per month, they must determine a workaround because of 

impediments like location of underground pipes or wires.

Less often 

than 

monthly, 

including 

never

Nursing assistants provide basic patient care such as bathing, grooming, 

feeding, and moving patients under the direction of other nursing staff. 

They must document and report any problems to LPNs or RNs.

Less often 

than 

monthly, 

including 

never

Entry level customer service representatives (CSRs) follow scripts to deal 

with the most common problems customers want resolved. If they 

encounter an issue that deviates from the common issues, they are 

trained to escalate the issue to a higher level CSR.

Less often

than 

monthly, 

including 

never

Fast food crew workers are trained to handle preparing a fixed menu of 

quick cook items as well as run the register. Any problems are referred 

to team leaders and shift supervisors who are always available to 

answer. 

Less often 

than 

monthly, 

including 

never

Construction flaggers monitor and direct traffic. Critical tasks are simple 

and there are never any complex problems to resolve.
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6_06 Interaction with General Public/Crowds and 

Telework

Interaction with the General Public/Crowds and Telework consists of three elements: 

• Working with the General Public

• Working around Crowds 

• Telework

Working with the General Public

Working with the General Public answers the question: Are workers in this job required to 

work with the general public?

• Yes 

• No

Collecting Working with the General Public

Collect the presence (yes/no) of any critical tasks where working with the general public is 

required. If any critical task requires working with the general public, code Yes. 

The intent of this element is to identify settings where workers must have contact (i.e., in 

person, via telephone, or by videoconferencing) with individuals other than coworkers (e.g.,

customers, clients, patients, or workers from other establishments). 

Include working with: 

• Individuals other than coworkers

• Individuals having a transient relationship with the organization (e.g., delivery driver, 

new customers or clients). 

• Large numbers of people rotate in and out on a regular basis (e.g., students). 

• In-person, telephone, and/or videoconferencing contacts.

Exclude:

• Working near or around the general public without the need to interact 

• Indirect contacts such as email
ORS Collection Manual Version 4.2 Page | 103

Table 6-14: Working with the General Public Examples

Collect As Working with the General Public Examples

Yes Teachers work with students and must also meet with parents in person and on 

the telephone.

Yes Customer service representatives handle complaints from customers via 

telephone.

Yes Parts driver delivers items to various third party repair shops.

Yes

Human resources generalists work with other workers at all levels and 

departments of the establishment (coworkers). However, they also work with 

workers outside the establishment such as auditors and insurance brokers.

No 

Production line welders work exclusively with other company employees on the 

production line. Any contacts with third parties are handled by the foreman or 

production manager.

No School janitors receive all work requests from teachers and administrators. Any 

interactions with students are social in nature.

No Lab workers testing blood samples report results via email or fax to doctors’ 

offices.

No

Sous chefs work in a gourmet restaurant in the kitchen. The head chef deals 

with ordering supplies (third party vendors) and any customer issues with food 

orders.

No Garbage collector collects and dumps refuse from curb-side containers into 

truck. No contacts with general public in order to perform critical tasks.

Working around Crowds

Working around Crowds answers the question: Are workers in this job required to work 

around crowds in a way that restricts their movement? 

• Yes 

• No

A crowd is a situation in which all of the following conditions must be met:

• Many unfamiliar people are present considering the space available, and

• Movement is restricted, and

• Any given arrangement of the crowd is temporary, and

• A certain level of disorganization is present, and

• Workers are not separated from unfamiliar people by counters, dividers or other objects.

The intent of this element is to capture the need for a job to work around large gatherings of 

unfamiliar people in locations like convention halls, public malls, large public beaches, airports 

or on airplanes, as well as mass entertainment venues like movie theatres, auditoriums, 

sporting events, night clubs, etc. Movement is mainly restricted by people, not objects. A 

certain level of disorganization is mainly present due to the temporary arrangement of people. 
ORS Collection Manual Version 4.2 Page | 104

Collecting Working around Crowds

Collect the presence (yes/no) of any critical tasks performed that involve working around a 

crowd. If any critical task requires working around crowds as defined above, code Yes and 

document how all the above crowd conditions are met. 

Exclude from this element situations where many unfamiliar people may be present but are 

organized via lines or separated from the worker by objects like counters, booths, dividers, etc.

Do not assume that jobs are working around crowds simply because they work in a setting 

where crowds may be present. The intent of this element is to capture workers who must 

perform their critical tasks around a crowd in a way that would restrict the workers’ movement. 

For example, workers needing to move through crowded hallways to get to other locations 

where their critical tasks are actually performed does not meet the intent of this element.

The criteria used to define working around crowds and working with the general public are not 

the same. The general public is defined as individuals other than coworkers while crowds must 

be made up of unfamiliar people. In some cases, non-coworkers will be familiar so they would 

be counted as the general public but would not be counted for crowds. For example, students

always count as the general public to school employees since they are not coworkers, however 

they may or may not be unfamiliar to school employees.

Table 6-15: Crowds Examples

Crowds Examples Code Reason

1 Politicians greeting throngs of supporters at a rally. Yes Meets all conditions.

2 

Security guards at a rock concert must patrol 

through crowds of people in both open areas and 

seated areas.

Yes Meets all conditions.

3 Bussers in a busy restaurant with small aisles must 

clear and reset tables as customers come and go. Yes Meets all conditions.

4 

Transit police monitor commuters and investigate 

suspicious behavior in packed subway cars during 

rush hour. 

Yes Meets all conditions.

5 RNs at a hospital provide care to patients in their 

rooms.

No 

Doesn’t meet 

disorganization or 

restricted movement 

condition. RNs are not 

performing critical tasks 

while moving between 

different patients’ rooms 

through crowded 

hallways.

6 A transportation security screener must screen 

individuals as they come through security lines. No Doesn’t meet disorganization condition.
ORS Collection Manual Version 4.2 Page | 105

Crowds Examples Code Reason

7 

Cashiers work with general public but usually 

remain behind counter and register. No 

Doesn’t meet separation 

from unfamiliar people 

condition.

8 

Bus drivers experience crowds of people, but 

remain separated from commuters in their driver’s 

seat.

No Doesn’t meet restricted 

movement condition.

9 

Call center workers in large call center work in small 

cubicles and have weekly stand-up team meetings 

in crowded conference room with their coworkers.

No Doesn’t meet unfamiliar 

people condition.

Telework 

Telework answers the question: Are workers in this job permitted to work from home or 

telework?

• Yes 

• No

The intent of this element is to identify jobs where workers have the flexibility to regularly 

perform their critical job function off premises of the employer in the privacy of the workers’ 

homes for an agreed-upon portion of their work schedule. This flexibility impacts the need to 

have regular in-person contacts. It captures information about work location and arrangements, 

flexibility, work review, supervision, etc.

Collecting Telework

Collect the presence (yes/no) of workers who are able and permitted to telework while 

performing their critical job function. 

Code telework as Yes when the critical job function can be performed at home, even if some 

critical tasks must be performed outside the worker’s home. For example, a lawyer represents 

clients through email, telephone, in person, and in court. Even though appearances in court and 

in person meetings cannot take place while teleworking, email and telephone representation 

can.

Code telework as No if the critical job function must always be performed from some place 

other than the worker’s home during the regular workday (even if some tasks could be 

performed from home outside of regular work hours), such as:

• An employer’s worksite (e.g., public school teachers)

• Somewhere offsite (e.g., construction workers). 

Exclude the presence of telework when it is only permitted after standard hours or allowed 

during emergencies. Similarly, code No when the establishment allows telework on an ad hoc 

basis, but does not routinely permit telework otherwise.
ORS Collection Manual Version 4.2 Page | 106

Table 6-16: Telework Examples

Collect 

as Telework Examples

Yes Call center employees work 100% remotely (all calls routed to their designated phone 

number).

Yes LAN tech works from home two days per week assisting end-users remotely from workissued laptop.

Yes Traveling salespeople visit clients in-person. When not visiting customers, they are 

permitted to work off-site and connect with clients using email and telephone.

Yes A cyber school teacher provides classes via videoconferencing and assists students 

remotely.

No Public school teachers instruct students in the classroom.

No Pizza delivery drivers must pick up pizzas and deliver them to customers.

No Fast food crewmembers must work at restaurant.

No Nursing assistants at senior care facility must work at facility during assigned shift.

No Visiting nurses visit clients in their homes, but manage paperwork and make appointments 

from home.

No Residence hall directors at a university live on campus. Although they technically work from 

home, they cannot perform their critical job function off-premises of the establishment.
ORS Collection Manual Version 4.2 Page | 107

Chapter 7: Physical Demands

Physical Demands are the physical activities workers perform to carry out critical tasks. 

This chapter includes procedures for collecting the physical demands elements: 

Collecting Physical Demands

Sitting vs. Standing/Walking

Lifting/Carrying

Pushing/Pulling

Reaching

Manipulation

Keyboarding

Low Postures: Stooping, Crouching, Kneeling, Crawling

Climbing

Driving

Speaking/Hearing Requirements

Vision
ORS Collection Manual Version 4.2 Page | 108

7_01 Collecting Physical Demands 

Accurately capture the physical requirements expected of jobs by using knowledge of ORSspecific element definitions and procedures to assess the information provided by respondents. 

Use the following guidance to avoid overstating or understating the physical demands of jobs.

1. Determine the physical demands needed to perform the job’s critical function(s) and 

critical tasks. Exclude accommodations and any physical demands associated with 

incidental tasks. See Overall Coding Threshold for All ORS Elements. 

2. Collect duration for all elements except for Vision and 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. Provide additional documentation 

when the presence or duration of a physical demand seems unusual for the occupation 

and cannot be concluded based only on the critical tasks listed.

3. Certain elements have unique collection guidelines:

4. Several ORS elements have higher thresholds associated with them and respondents 

may define them differently. Apply thresholds to Pushing/Pulling, Overhead Reaching, 

and Stooping. 

5. Do not assume the presence of physical demands based on SVP, license, or other

periodic recertification requirements. Code physical demands that the establishment 

specifies are required to perform critical tasks.

6. Exclude physical demands related to a worker’s commute or clocking in or out. 

7. Collect the presence of One or Both hand/arm (foot/leg) for the following physical 

demand data elements: 

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. 

• 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.

• Pushing/Pulling – Hand/Arm and Foot/Leg

• Manipulation – Gross, Fine, and Foot/Leg Controls

• Reaching – At/Below Shoulder and Overhead
ORS Collection Manual Version 4.2 Page | 109

Keep tasks and maximum weight lifted in mind when coding manipulation/keyboarding/

reaching/etc. as one or both hands. If it seems like a task or weight amount would 

normally use two hands, then verify with the respondent if possible and code as such. 

Example

While it may be possible to use one hand for some portions of driving, making tight 

turns to park or otherwise maneuver a vehicle normally requires both hands.

8. To avoid overstatement, do not count time spent Keyboarding, Crawling, or Climbing 

Ropes, Ladders, and Scaffolds in other physical demand elements. 

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 ascending or descending ladders, ropes or scaffolds 

as Climbing Ropes, Ladders, or Scaffolds only and do not include this time in 

Pushing/Pulling, Gross Manipulation, and Reaching.

9. 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.

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 

performing each element collectively can exceed the daily work hours.

Writing involves both: 

• Gross Manipulation – One hand 

• Fine Manipulation - One hand 

Pushing a heavy cart while standing/walking includes: 

• Pushing with hands/arms - Both

• Pushing with feet/legs - Both

• Gross manipulation - Both

• Standing/walking 

Making a phone call may include: 

• Gross Manipulation - One hand (holding the receiver with one hand)
ORS Collection Manual Version 4.2 Page | 110

• Fine Manipulation - One hand (dialing the phone with the other hand)

• Speaking 

• Hearing – Telephone (listening to speech via telephone)

Some physical demand elements should not be coded concurrently for ORS. 

Examples

• 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.

Review each physical demand element’s section for more detailed information on element 

relationships. 
ORS Collection Manual Version 4.2 Page | 111

7_02 Sitting vs. Standing/Walking 

There are three components to this element: 

• Sitting

• Standing/Walking 

• Sitting/Standing at Will 

Collecting Sitting vs. Standing/Walking

Sitting is present when any of the following conditions exists:

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

sit but push/pull with their feet/legs. 

• Workers are lying down. This includes active lying down. For example, a mechanic lying 

on a dolly working underneath a vehicle 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 lying down. Include time

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

A worker is always either sitting or standing/walking. 

Table 7-1: Sitting vs. Standing/Walking Examples

Collect as Sitting vs. Standing/Walking Examples

Sitting An over-the-road truck driver drives a tractor- trailer.

Sitting A police officer rides a bicycle to patrol traffic. (Active sitting).

Sitting A landscaper mows a residential lawn with a seated mower.

Sitting

Design drafters can sit all day to do their work, but the company 

provides standing desks. Most drafters sit 50% of the day and stand 

50% of the day. (All time counts as sitting.)

Sitting A medical resident on call for a thirty-hour shift takes a strategic nap.

Sitting A yoga instructor lies face down on their core while performing a 

reverse back bend also known as the bow pose. (Active lying down).

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

Standing/Walking A landscaper stands on a zero-turn-mower to mow residential lawns.

Standing/Walking Workers stand their entire shift except during paid breaks.

Coding Duration for Sitting vs. Standing/Walking

Collect the actual daily hours or percent of hours that workers spend sitting OR 

standing/walking. The total amount of time coded for sitting and standing/walking must add up 

to the full daily work schedule. 
ORS Collection Manual Version 4.2 Page | 112

Sitting vs. standing/walking is based on an entire typical work day, not just on critical 

tasks. Coding for a typical work day generally reflects the normal exertion expected of a job. 

Ask the respondent to provide the duration workers spend sitting vs. standing/walking over an 

average work day. Probe and document if these durations seem unexpected or unusual given 

the task list and nature of the job. It is not necessary to adjust reasonable responses to reflect 

small amounts of incidental activity. 

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. 

Table 7-2: Sitting vs. Standing/Walking Duration Examples

Teller Example-Sitting vs. Standing/Walking Duration

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 daily 

work schedule is 8 hours.

Standing/Walking Duration Coding

Calculation for Stand/Walk:

Standing/Walking Hours = Total Hours – Sitting Hours 

8 hours total – 3 hours sitting = 5 hours standing/walking

Reason: The total amount of time coded for sitting and standing/walking must add up to the 

full daily work schedule. Subtract time spent sitting from the total full daily work schedule to 

determine total time spent standing/walking. 

Dental Hygienist Example-Sitting vs. Standing/Walking Duration

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

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 daily work schedule is 8 hours.
ORS Collection Manual Version 4.2 Page | 113

Standing/Walking Duration Coding

Calculations:

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.

Reason: 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.

Grocery Store Cashier Example-Sitting vs. Standing/Walking Duration

Respondent states grocery store cashiers sit 80% and stand/walk for the other 20% of their 

shift. While it seems unusual for cashiers to sit the majority of the shift, respondent explains 

cashiers have stools at their registers and only stand/walk whenever they move customers’ 

carts or walk around to scan large items. 

Standing/Walking Duration Coding

Document the above in remarks.

Reason: Coding for a typical work day generally reflects the normal exertion expected of a 

job. Ask the respondent to provide the duration workers spend sitting vs. standing/walking 

over an average work day. Probe and document if these durations seem unexpected or 

unusual given the task list and nature of the job.

Office Workers Example-Sitting vs. Standing/Walking Duration

Respondent states office workers sit for the entire eight hour work day except whenever they 

stand/walk to use shared office equipment or occasionally meet with colleagues in their 

cubicles or conference space.
ORS Collection Manual Version 4.2 Page | 114

Standing/Walking Duration Coding

Code 100 % sitting and 0% standing/walking and document.

Reason: Coding for a typical work day generally reflects the normal exertion expected of a 

job. Ask the respondent to provide the duration workers spend sitting vs. standing/walking 

over an average work day. It is not necessary to adjust reasonable responses to reflect small 

amounts of incidental activity. 

Sitting/Standing at Will

The ability to alternate between Sitting/Standing at Will is present when the following 

conditions exist: 

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

the day and

• There is no assigned time during the day to sit or stand and

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

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

This element captures jobs that have the ability to choose or control how and when they 

respond to external factors. When collecting for this element, consult the job’s documented task 

list to determine whether any of the critical tasks assigned would prevent 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. If workers can determine/schedule when to perform 

that specific critical 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. 

Exclude time sitting or standing during incidental tasks or scheduled breaks from determining 

the ability to sit/stand at will. 

When workers may choose between sitting and standing/walking, time is coded as sitting. 

Therefore, when time is coded as 100% sitting, sitting/standing at will may be coded either Yes

or No. When time is coded as 100% standing, all work must be done from a standing position 

so sitting/standing at will must be coded No. 
ORS Collection Manual Version 4.2 Page | 115

While there are similarities between sitting/standing at will and the cognitive element, pause 

control, there is not a one-to-one relationship. Sit/stand at will captures the flexibility to choose 

how or when during the day the work is physically performed, while pause control measures the 

latitude to take a brief break from the work when needed. It is possible for a worker to be able 

to easily take a break, but be unable to sit/stand at will and vice versa. 

Table 7-3: Sitting/Standing At Will Examples

Sitting/Standing At Will Examples Code As Reason

1 Traveling sales reps sit while driving and stand while 

visiting with clients. At Will is Yes Worker’s choice

2 Software engineers use standing desks while working 

except for client meetings. At Will is Yes Worker’s choice

3 

A hospital billing supervisor usually works seated in 

the office, but may stand/walk out to main area to 

resolve client/customer service issues.

At Will is Yes Worker’s choice

4 An office clerk can choose when to file and typically 

stands while filing invoices. At Will is Yes Worker’s choice

5 A pharmaceutical sales rep driving to clients can 

choose when to make trips and additional stops. At Will is Yes Worker’s choice

6 

An elementary teacher may sit or stand to instruct 

students and while performing duties related to 

monitoring them.

At Will is Yes Worker’s choice

7 A kindergarten teacher must escort students to the 

school entrance at designated dismissal times. At Will is No Worker does not choose

8 

Delivery drivers generally have to meet a schedule or 

a predetermined route and must stand/walk at each 

stop to deliver items.

At Will is No Worker does not 

choose

9 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

10

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

11 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 Version 4.2 Page | 116
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7_03 Lifting/Carrying

Lifting is raising or lowering an object from one level to another. Lifting can include an upward 

pulling motion, which is not counted as Pulling with Hands/Arms. 

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. 

Lifting/Carrying is a measure of strength.

Collecting Lifting/Carrying

Collect the presence and duration of any lifting/carrying needed to carry out the job’s critical 

tasks. Use the weight and duration chart below to collect the weight lifted/carried by duration 

level. 

Table 7-4: Collecting Lifting/Carrying - Weight/Duration Table

Constant

(2/3 or more)

Frequent

(1/3 up to 2/3)

Occasional

(2% up to 1/3)

Seldom

(Up to 2%)

None None None None

Negligible Negligible Negligible Negligible 

1 to 10 lbs. 1 to 10 lbs. 1 to 10 lbs. 1 to 10 lbs.

11 to 25 lbs. 11 to 25 lbs. 11 to 25 lbs. 11 to 25 lbs.

>25 lbs. 26 to 50 lbs. 26 to 50 lbs. 26 to 50 lbs.

>50 lbs. 51 to 75 lbs. 51 to 75 lbs.

76 to 100 lbs. 76 to 100 lbs.

>100 lbs. >100 lbs.

None 

None means there is no weight lifted or carried. 

Negligible

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

includes anything lifted or carried weighing less than one pound (e.g., a pen, a few sheets of 

paper).

Include:

• Time spent raising, lowering, or transporting objects

• Weight worn while standing that causes physical exertion

Exclude:

• Lifting/carrying workers may perform for incidental tasks

• Time workers spend simply holding/grasping objects, while not actively 
ORS Collection Manual Version 4.2 Page | 118

raising/lowering/or otherwise transporting them

• Weight of items worn on the body that would not cause physical exertion such as cell 

phones, headsets, stethoscopes, hard hats, safety glasses, ear protection, etc.

• Any weight worn while sitting

Refining Lifting/Carrying

Consider the following questions when collecting lifting/carrying: 

Table 7-5: Lift/Carry Questions to Consider

Questions Explanation

What do workers 

in this job lift and 

carry?

Always document what workers are lifting or carrying. Ensure items 

lifted/carried relate to critical tasks performed.

Approximately 

how much do 

these items 

weigh?

Use the weight ranges listed in the weight and duration chart above 

as a guide (e.g., More than 10 pounds? More than 25 pounds?). 

How often are 

they lifting and 

carrying these 

items?

Use the duration ranges listed in the weight and duration chart above 

as a guide (e.g., More than 1/3 of the time? Less than 2/3 of time?). 

Consider the duration of other critical tasks performed by the job and 

physical demand elements experienced. As the duration of 

lifting/carrying increases, the maximum weight lifted by workers 

should decrease (i.e., the longer something is lifted/carried, the 

greater the chance it weighs less).

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 for shorter durations (seldom or 

occasionally) is often heavier than that lifted for longer durations 

(frequently or constantly).

What do workers 

lift that weighs 

that amount

(most weight 

ever)?

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.
ORS Collection Manual Version 4.2 Page | 119

Questions Explanation

Can workers 

reduce the weight 

lifted/carried?

If the item identified does relate to critical tasks performed, determine 

whether workers are permitted to adjust the weight lifted/carried to 

fall into a lower weight category for weights above 10 pounds at any 

duration while performing critical tasks. When the worker has the 

option, code the lower weight range and document accordingly.

Consider the following when determining whether to probe further:

• Not all occupations will have the choice to reduce the weight. 

Example: Delivery drivers cannot open packages and 

only lift the individual contents.

• It may not be possible to reduce the weight and still meet

performance expectations.

Example: Restaurant bussers could take dishes and 

cutlery back to the kitchen one at a time (negligible 

weight, however, this would adversely impact their 

performance of critical tasks.

In general, more physically demanding jobs are less likely to be able 

to modify the weight lifted and carried. And less physically demanding 

jobs, like office workers, are less likely to require heavy lifting/carrying 

at any duration.

Avoid Overstating Lifting/Carrying

Do not assume weights listed in job descriptions are 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. 

Ensure lifting/carrying durations collected make sense considering the time spent performing 

other critical tasks that don’t require active lifting/carrying (e.g., driving, keyboarding, writing, 

holding or grasping but not lifting/carrying objects). Also consider the workers may have 

downtime between critical tasks performed (e.g., between waiting on customers).

Use professional analysis and probing questions when a respondent states that any 

lifting/carrying, even of negligible weight, is required frequently or constantly. Keep in mind that 

the activity must occur for 2/3 or more of the day (e.g., 5 hours and 20 minutes in an 8 hour 

day) to be coded as constant. Consider the time spent performing other physical demands and 

whether the workday will allow for such a high duration. 

Such a high rate of occurrence will typically occur:

• During repetitive production-type work.

• When workers wear physically exerting weight while standing/walking (tool belts, safety 

or other equipment).
ORS Collection Manual Version 4.2 Page | 120

Table 7-6: Lifting/Carrying Examples

Lifting/Carrying Examples

Code as 

Lifting/ 

Carrying?

Reason

1 

Assembly line workers lift cans, jars, or bottles 

from cardboard boxes and place them on a 

conveyor.

Yes Meets lifting definition

2 

Construction workers wear tool belts to carry 

hammers, flat bars, screwdrivers and other hand 

tools while working on a construction site.

Yes Meets carrying definition

3 

Workers in a computer component factory 

repetitively lift 3 oz. circuit boards to quickly 

inspect and place them in a box all day. Yes Meets lifting definition

4 Cashiers exchange payment/receipts with 

customers. Yes Meets lifting definition 

5 

Salespeople in a department store lift customer 

purchases to scan tags and place in bags and 

then lift bags and hand them to customers.

Yes Meets lifting definition

6 HR representatives hold a telephone receiver 

while speaking to employees. No

Duration holding/ grasping 

receiver while speaking 

captured only as Gross 

Manipulation; Include time 

lifting up and placing down 

receiver as Lifting/Carrying.

7 Call center operators wear a headset while taking 

client calls. No Worn weight which doesn’t cause exertion

8 

Mall security guards wear gun belts and 

bulletproof vests while patrolling through the 

mall on foot their entire shift. 

Yes Include duration of worn 

items while standing/ walking

9 Police officers wear gun belts and bulletproof 

vests while driving during patrol. No Exclude duration of worn items while sitting

Coding Lifting/Carrying

Using the weight and duration chart, determine the maximum weight lifted ever and for each 

duration level. Round weight up to a whole number to determine the weight range. 

1. Code the maximum weight lifted/carried ever and use this weight to select the 

appropriate range for the Up to 2% duration in CIERA. 

2. The most weight lifted/carried ever will be the same as the most weight lifted Up to 

2%, except in the case of negligible weight. When the maximum weight ever lifted is 

Negligible, code 0 (zero) for the Maximum Weight Lifted Ever entry and 

Negligible in the Up to 2% duration. 
ORS Collection Manual Version 4.2 Page | 121

3. Code the most weight lifted/carried in the Occasional 2% up to 1/3 duration in 

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

to 2% duration. 

4. Code the most weight lifted/carried in the Frequent 1/3 up to 2/3 duration in CIERA. 

This weight will be the same or less than the amount collected for Occasional 2% up to 

1/3 duration. 

5. Code the most weight lifted/carried in the Constant 2/3 or more duration in CIERA. 

This will be the same or less than the amount collected at the Frequent 1/3 up to 

2/3 duration. 

Document:

• Items lifted/carried. 

• Any weight coded at the Constant 2/3 or more duration, including negligible weight 

items.

• When lifting/carrying an object does not require hands. 

Example

Workers wearing tool belts experience gross manipulation when lifting the belt and zero gross 

manipulation while carrying it. Collect the time spent wearing the tool belt while 

standing/walking toward the lifting/carrying element and document the presence/absence of 

gross manipulation.
ORS Collection Manual Version 4.2 Page | 122

Lifting/Carrying the Weight of a Person

Consider the following questions when a respondent indicates that a job must lift or carry the 

weight of another person:

Table 7-7: Questions to Consider When Lifting or Carrying the Weight of Another Person

Questions Explanation Example

Is lifting or 

carrying another 

person in support 

of critical tasks?

Sometimes workers, especially in 

emergency response jobs, may not be 

required to lift or carry people but may 

choose to do so to be helpful. If this 

lifting/carrying is not a requirement of 

the job, do not include it.

Police officer chooses to 

help paramedics move 

accident victims at the 

scene of a collision.

Do workers have 

the option to lift 

or carry a person 

with the help of a 

coworker?

If workers may team lift, count only 

the amount of weight that the 

respondent estimates one worker 

would have to lift or carry.

Two EMTs carry each 

stretcher moving a patient 

to an ambulance.

Are workers 

required to 

actually lift or 

carry a person or 

move the person 

in some way from 

one point to 

another? 

When workers are responsible for 

moving someone but they do not have 

to fully lift or carry the person, count 

only the amount of weight that the 

respondent estimates the worker would 

have to actually lift or carry.

Patient transporters partially 

lift and partially push a 

patient from a hospital bed 

to a gurney.

Are assistive 

devices available 

to help with 

lifting?

If workers may use assistive devices to 

assist with lifting, count only the 

amount of weight that the respondent 

estimates the worker would have to 

actually lift or carry.

CNA uses a Hoyer lift to 

move a patient between a 

bed and a wheelchair.

Table 7-8: Lifting/Carrying Coding Examples

Example 1 – Landscaper

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 several 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.
ORS Collection Manual Version 4.2 Page | 123

Example 1 – Landscaper

Landscaper Coding

Example 2 – Sales Representatives

Sales representatives, while visiting customers throughout a typical day, lift negligible weight 

items such as pens, paper, and cell phones. Sometimes representatives needs to lift cabinet 

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

cumulative time spent lifting/carrying the cabinet samples as well as the negligible weight 

items is less than 1/3 of the day. Sales reps spend the remaining 2/3 of their day driving, 

speaking to clients, and writing/entering orders. 

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. This is 

the most they ever have to lift.*

Sales Representatives Coding

*Exclude the weight of boxes lifted for the annual sales show from lifting/carrying duration

coding because the annual sales show is an incidental task.
ORS Collection Manual Version 4.2 Page | 124

7_04 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.

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

for Pushing/Pulling to be present.

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*): 

*The values in this chart are to illustrate the difference between weight and force pounds 

and the potential effect of an incline in the amount of force pounds required to push or pull 

an object. These values are unique to this specific example and should not be considered 

thresholds.

Collecting Pushing/Pulling

Include 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). 
ORS Collection Manual Version 4.2 Page | 125

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

considerable strength at any weight.

Documentation, including examples of items pushed/pulled, must be provided to support the 

coding.

Table 7-10: Meeting Pushing/Pulling Thresholds Examples

Meeting Pushing/Pulling Thresholds

Examples

Meets the 

Threshold Reason

1 Pulls down a garage door manually. Yes Meets the force threshold

2 Pulls open large drawers containing cadavers in the 

county morgue. Yes Meets the force threshold

3 Pushes a patient in a wheelchair. Yes Meets the force threshold

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

5 Pushes/pulls a commercial floor waxing machine. Yes Meets the force threshold

6 Pushes a snow blower to clear sidewalks. Yes Meets the force threshold

7 Pushes 1 lb. widgets constantly along a manual 

assembly line. Yes Meets the production rate threshold

8 Pulls open an office desk drawer, occasionally. No Does not meet either 

threshold

9 Pushes an IV stand across a patient’s room, 

occasionally. No Does not meet either threshold

10 Pushes open a typical household door, occasionally. No Does not meet either 

threshold

Coding Pushing/Pulling - Meeting Thresholds 

Collect the presence and duration of pushing and pulling together. 

• Code the duration of any pushing/pulling required for critical tasks equal to ten or more 

force-pounds. This meets the force threshold.

• Code the duration of any force-pounds required for critical tasks 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 experienced 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.
ORS Collection Manual Version 4.2 Page | 126

• 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.

Types of Pushing/Pulling

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, and upper leg muscles are needed to create 

the force 

Exclude feet only pushing/pulling, when the pushing is done primarily by feet from a seated 

position and upper leg muscles do not create the force. Feet only pushing/pulling is counted as 

Manipulation-Feet/Leg Controls. 

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

Knowing a worker is standing is not sufficient to determine whether legs are the source of the 

force exerted. Consider the object pushed/pulled while standing and determine with the 

respondent whether the legs are included in creating force necessary to push/pull it by noting 

the following: 

• When the workers are standing only so they are in the proper position (e.g., height) to 

do the pushing and pulling with the arms, Push/Pull with Legs is not present.

• When the workers are standing and using leg muscles to contribute to generate the 

forces needed to meet the 10 lbs. of force threshold, Push/Pull with Legs is present.

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 Version 4.2 Page | 127

Notes

• If a task requires a worker to operate foot/leg controls, code duration in ManipulationFoot/Leg Controls only. Do not include time spent operating foot/leg controls as 

Pushing/Pulling-Feet/Legs.

• Bicycling and swimming are activities which require considerable exertion and meet 

the force threshold for pushing/pulling. Include any time spent performing these 

activities in pushing/pulling duration as both feet/legs (and both hands/arms for 

swimming). 

• Exclude pushing/pulling actions involved while workers ascend or descend ropes, 

ladders, or scaffolding, since the time spent pushing/pulling when performing this 

physical demand is included in the Climbing Ropes, Ladders, or Scaffolding element.

Table 7-11: Pushing/Pulling Types and One/Both Examples

Pushing/Pulling Types and One/Both

Examples

Collect Type and 

One/Both

Collect 

Duration

1 

Technicians sit and push, with one hand, a heavy 

equipment cart on a carpeted surface. The total 

time pushing is 30 min. per day.

One hand/arm 

only. No legs, 

because the 

workers sit.

2% up to 

1/3 

2 Librarians walk behind and push heavy two-shelf 

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 

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 

4 

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 non-seated 

position with 

hands/arms only.

2/3 or 

more 

5 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 

6 

Excavating machine operators use both arms and 

legs to operate controls and pedals (clutch) for 6 

hours of an 8-hour shift.

Both hands/arms 

only. Operating 

foot pedals 

included as 

ManipulationFoot/Leg Controls. 

2/3 or 

more under 

Push/Pull – 

Hand/ Arms & 

under 

Manipulation 
ORS Collection Manual Version 4.2 Page | 128

Pushing/Pulling Types and One/Both

Examples

Collect Type and 

One/Both

Collect 

Duration

7 

Bus drivers operate gas/brake pedals for automatic 

transmission buses, driving for 1 hour and 45 

minutes of 2 hour shift.

ManipulationFoot/Leg Controls. 

Driving meeting 

the production rate 

threshold no longer 

included with 

Pushing/Pulling.

2/3 or 

more under 

Manipulation 

8 Sewing machine operators push foot treadles when 

using an industrial sewing machine 80% of day.

ManipulationFoot/Leg Controls. 

Operating foot 

pedals included as 

ManipulationFoot/Leg Controls. 

2/3 or 

more under 

Manipulation 
ORS Collection Manual Version 4.2 Page | 129

7_05 Reaching

Reaching is extending the hand(s) and arm(s) in any direction, requiring the straightening and 

extending of the arm(s) and elbow(s) and the engagement of the shoulder(s).

There are two types of Reaching: 

• Overhead Reaching 

• At/Below the Shoulder Reaching

Overhead Reaching is extending the arm(s) with the hand higher than the head and one of 

the following two conditions exists: 

• Condition 1: The worker bends the elbow, and the angle at the shoulder is about 90 

degrees or more. 

• Condition 2: The worker keeps the elbow extended, and the angle at the shoulder is 

about 120 degrees or more.

At/Below the Shoulder Reaching is any reaching which does not meet the threshold for 

Overhead. 

Collecting Reaching 

Collect the presence and duration of both types of reaching. For each type, code whether the 

task requires one or both hands/arms. See 7_01 Coding One or Both for guidelines.

Collect reaching when it meets all three of the following criteria: 

• Meets the definition of reaching above

• Is in support of critical tasks

• Is required, not an employee choice

Collect the duration for the entire range of motion for reaching, not just the time at full 

extension. While workers can bend their arms at any time when reaching, do not collect an 

action as reaching if it does not actually require some extension of the arm and elbow and 

engagement of the shoulders. For example, operating a steering wheel of a standard vehicle

does not meet the requirement of reaching, since the seat can be adjusted to avoid extension 

of the arm and engagement of the shoulders.

Include only the reaching necessary to perform the critical tasks of the job. 

• If workers can stand as needed to avoid overhead reaching, collect task as at/below the 

shoulder reaching. Standing is the only means of avoiding overhead reaching that 

should be considered, (i.e., do not substitute another physical demand such as climbing 

a stepladder to avoid reaching).

• If workers have the ability to adjust themselves or easily reposition items to avoid 

at/below the shoulder reaching, do not include as reaching. 
ORS Collection Manual Version 4.2 Page | 130

Example

Office workers position their telephones, keyboards, and paperwork anywhere on their 

desks and avoid reaching.

• If workers do not have the ability to easily reposition themselves due to the nature of 

critical tasks or physical setting of work environment, include the type and duration of 

reaching performed.

Example

Fast food cashiers must hand customers food items across the counter and through 

drive through windows. Even if they reposition themselves closer to counter or 

window, they can’t avoid reaching.

Document examples of actions that require reaching to support coding selections. 

Exclude reaching when it is already captured as part of another physical demand element:

• Crawling

• Climbing ladders, ropes, scaffolding: during ascending/descending of ladders, ropes, and 

scaffolds only

• Keyboarding: exclude reaching while typing or using mouse
ORS Collection Manual Version 4.2 Page | 131

Table 7-12: Reaching Examples

Reaching Examples Collect As: Reason

1 Picking apples from the tops of mature 

trees. Overhead Meets the threshold

2 Spotting children on uneven bars. Overhead Meets the threshold

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

4 Opening and closing stage curtains with a 

rope and pulley. Overhead Meets the threshold

5 Pruning trees and shrubs. Both types of Reaching Meets the threshold 

for both types.

6 Attaching drywall to studs. Both types of Reaching Meets the threshold 

for both types.

7 Filing folders in overhead cabinets. Worker 

can stand to avoid reaching overhead. At/Below Shoulder

Meets the threshold 

for At/Below 

Shoulder, do not 

count as Overhead 

8 Checking a car’s oil. At/Below Shoulder Meets the threshold

9 Reaching in bins for sandwich ingredients. At/Below Shoulder Meets the threshold

10 Loading a commercial dishwasher. At/Below Shoulder Meets the threshold 

11 Reaching for the control to open a bus 

door. At/Below Shoulder Meets the threshold 

12 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 Version 4.2 Page | 132

7_06 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). 

Fine Manipulation is touching, picking, pinching, or otherwise working primarily with fingers 

rather than with the whole hand or arm, as in gross manipulation. 

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.

Collecting Manipulation

Collect the presence and duration of manipulation. For each type, code whether the task 

requires one or both hands or feet. See 7_01 Coding One or Both for guidelines.

Gross Manipulation

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 a hammer.

Include gross manipulation involved with the following: 

• Lifting/carrying involving the hands. 

• Pushing/pulling involving use of hands.

• Reaching for something using hands. 

• Driving involving hands (steering wheel, gear shifts, etc.)

• Writing 

Exclude coding gross manipulation when it is already captured as part of another physical 

demand element: 

• 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

Some tasks require simultaneous gross manipulation and fine manipulation, like writing. Code 

duration for tasks requiring simultaneous fine and gross manipulation in both elements. 
ORS Collection Manual Version 4.2 Page | 133

Example

A worker grasps a tape roll with one hand and pinches the tape lead with the other.

Include fine manipulation involved with: 

• Writing 

• Pressing buttons on office equipment such as fax machines, printers, copiers 

• Entering data using touchscreens, including the following types of electronic devices: 

tablet computers, touch screen mobile phones, touch screen point of sale devices, cash 

registers, including hybrid cash registers, portable scanners 

Exclude fine manipulation when: 

• Entering data on traditional keyboards or 10-Key pads. Include duration for these types 

of keyboards as keyboarding. 

Foot/Leg Controls

The intent of foot/leg controls is to capture instances of pedals that control machinery or 

equipment, and commonly adjust speed, on/off status, and height through varied pressure or 

toggling. Operating such controls involves smaller, more precise foot movements and typically 

does not require the upper leg muscles to create force. 

In contrast, pushing/pulling feet/legs captures demands requiring use of feet as extension of 

the force created by the upper leg muscles. For example, bicycle “pedals” act as levers 

extending the pushing/pulling force created by the upper leg muscles. Exclude any motion 

already captured as pushing/pulling feet/legs, like operating a bicycle, from foot/leg controls

manipulation. 
ORS Collection Manual Version 4.2 Page | 134

Table 7-13: Manipulation Examples

Collect as Manipulation Examples

Gross Handling a conventional phone receiver.

Gross Holding lumber and handling tools when building cabinetry.

Gross Lifting and moving packages.

Gross Driving a delivery van using a steering wheel and shifting gears.

Gross Using a pipe wrench.

Fine Pushing buttons on a copy machine. 

Fine Counting coins and paper money.

Fine Pinning and hand sewing garments.

Fine Separating groups of documents with paper clips.

Fine Inserting small parts on a production line.

Fine Adjusting calibration equipment.

Fine Sorting through bins of eyeglass screws.

Fine Stringing small beads on a wire to make a bracelet.

Fine Collecting tickets and handing out receipts.

Gross and Fine Writing.

Gross and Fine Playing a guitar.

Gross and Fine Cutting with scissors.

Gross and Fine Using a screwdriver.

Foot/Leg Stepping on a lever to lower and raise salon chairs.

Foot/Leg Pressing a floor button to raise a dental chair.

Foot/Leg Pressing a gas pedal to drive a passenger vehicle.

Foot/Leg Pressing a knee lever (an alternative to a conventional foot pedal) to 

operate a sewing machine.

Foot/Leg Pressing pedals while playing a baby grand piano.
ORS Collection Manual Version 4.2 Page | 135

7_07 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. 

Collecting Keyboarding

Collect the presence and duration of keyboarding using traditional keyboards.

Traditional Keyboard refers to a panel of keys used as the primary input device on a 

computer, typographic machine or 10-Key numeric keypad. 

Include:

• All aspects of using a desktop computer, including a mouse

• Adding machines

• Calculators 

• Laptops

• Stenographer’s machines

• Typewriters

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. 

Notes

• Do not include all time spent in front of a computer as keyboarding. Only include 

active typing or use of a mouse. 

• Active typing includes having hands positioned over the keyboard for short intervals 

while waiting for a response to input. It excludes longer periods of waiting where 

hands can be at rest.

• Because only active typing/mouse usage is included, keyboarding for 2/3 or more of 

the time is unusual and requires documentation explaining the situation.

• Consider workers may have down time between critical tasks that involve 

keyboarding.

• Do not include keyboarding or the use of a mouse in the duration for gross or fine 

manipulation, or reaching. 

• 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 Version 4.2 Page | 136

Table 7-14: Keyboarding vs. Fine Manipulation Examples

Keyboarding vs. Fine Manipulation Examples Code As

1 Customer service reps enter information into an order system on 

a desktop computer.

Traditional 

keyboard

2 Accounting clerks use adding machines to settle accounts. Traditional 

keyboard

3 A receptionist at a spa uses a typing motion on a touchscreen 

device to book services and send customized messages to clients. 

Fine 

Manipulation

4 Bartenders enters drink orders into a touchscreen order-system Fine 

Manipulation

5 Salespeople communicate with customers using a Blackberry. Fine 

Manipulation

6 Cashiers at a retail store use registers with a hybrid keyboard that 

has 72 flat keys and a 10-key pad.

Fine 

Manipulation

7 Musicians play keyboards such as pianos and organs. Fine 

Manipulation
ORS Collection Manual Version 4.2 Page | 137

7_08 Low Postures: Stooping, Crouching, 

Kneeling, and Crawling

There are four low postures: 

• Stooping

• Crouching

• Kneeling

• Crawling

Workers may use these postures to lower or position themselves over something at or below 

knee level 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 

toward the ground, workers’ hands would be at or below the knees. Stooping must be 

performed while standing.

Crouching is bending the body downward and forward by bending the legs and spine.

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

Crawling is moving about on hands and knees or hands and feet.
ORS Collection Manual Version 4.2 Page | 138

Collecting Low Postures

Determine whether any critical tasks require low postures. When critical tasks require low 

movements, collect the presence and duration of the total time spent getting low using 

stooping, crouching, kneeling, and crawling postures. The time spent in these postural positions 

is usually minimal. Be sure the duration provided corresponds to critical tasks. 

If critical tasks require low postures, determine which postures workers use. For each posture

type, select one of the following:

Table 7-15: Collecting Low Postures

Coding Postures 

Used Coding Criteria:

Yes-Required 

Code Yes-Required when any of the following dictates use of 

specific posture(s):

• The employer. For example, delivery drivers are trained 

and expected to crouch, rather than stoop, when bending to 

retrieve packages.

• The nature of critical tasks performed. For example, a 

tile installer must kneel while laying floor tile.

• The physical settings of the establishment or work 

environment. For example, bakers stoop when placing 

trays into ovens below counter height.

Yes-Worker’s 

Choice 

Code Yes - Worker’s Choice when none of the criteria from 

Yes - Required apply and workers may choose the posture they 

use.

• If one posture is the most commonly used by workers, code 

Yes - Worker’s Choice for only the most commonly 

used posture.

• If there is no clear worker preference or the respondent does 

not know which posture is most commonly used, code Yes 

- Worker’s Choice for all postures workers may use.

No Code No when a posture is not required or generally used when 

getting low.

Unknown Code Unknown if it is not possible to determine whether or not a 

posture is required or generally used.

The intent of these options is to capture the types of postures workers use when getting low is 

required and distinguish between jobs where workers must use specific posture(s) versus 

having the flexibility to decide which posture(s) to use. 

Different tasks may require the use of the same posture(s). If use of a specific posture(s) is 

required for any task, code Yes-Required even if workers have the choice to use the same 

posture for most other tasks.
ORS Collection Manual Version 4.2 Page | 139

Notes

• Exclude stooping performed while workers are sitting. 

• If workers can easily adjust or re-position themselves or objects higher in order to 

avoid low postures, do not collect the presence and duration of getting low for that 

task. Examples include storing items on a higher shelf, raising the dental chair, and 

adjusting a patient’s bed upwards.

Table 7-16: Low Postures Examples

Collect as Low Postures Examples

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

Stooping A janitor stoops while emptying small desk trashcans.

Stooping A cafeteria worker stoops to retrieve kitchen equipment stored below counter 

level.

Crouching A bricklayer crouches to spread mortar and position bricks on lower parts of 

walls.

Crouching An HVAC repairperson crouches to inspect a malfunctioning air conditioner.

Crouching A physical education teacher crouches to demonstrate the catcher position 

while playing softball.

Kneeling A carpet installer kneels while pressing carpet firmly in place over tack strips, 

using hand tools.

Kneeling An electrician kneels to connect wiring to fixtures located in cramped places.

Kneeling A plumber kneels while installing piping for a radiant floor heating system.

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

poured concrete sidewalks.

Crawling An HVAC repairperson crawls through narrow spaces to reach all parts of a 

furnace

Crawling An insulation installer crawls through a home’s crawlspace.

Exclude A 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.

Exclude

Clerical employees bend slightly at the waist while sitting to retrieve a 

document from the bottom drawer of their desks. Stooping must be done 

while standing.

Exclude Accountant stoops to pick up a dropped item or to plug in a computer 

monitor. Both of these are incidental tasks and are excluded.

Exclude Hairstylists slightly bend over customer while cutting hair. Stooping must 

meet the threshold of bending at a 45 degree angle or greater.

Exclude Engineers keep reference materials and supplies in lower filing cabinet 

drawers in their work area. They can choose where to store these files. 
ORS Collection Manual Version 4.2 Page | 140

Low Postures Coding Examples

Table 7-17: Low Postures Coding Examples

Example 1 – Pest Control Worker

Pest control workers spend up to 1/3 of their day performing tasks that require low 

movements. They use these movements to investigate and address pest infestations on 

ground areas. The company trains workers to crouch when placing traps in certain locations 

and kneel when placing traps in other locations and workers do both. Workers also must be 

able to crawl in order to access crawl spaces or under deck areas. When asked whether 

workers need to stoop, the respondent replies that they use portable sprayers with long 

nozzles and do not stoop.

Pest Control Worker Coding

Example 2 – Medical Office Secretary

A medical office secretary must use low postures when accessing patient medical records 

stored in central office filing cabinets. The secretary spends up to 2% of the day in low 

postures since most records are stored high enough to avoid getting low. The employer 

doesn’t care how the secretary gets low and says they generally stoop or crouch. They do not

kneel or crawl.

Medical Office Secretary Coding
ORS Collection Manual Version 4.2 Page | 141

Example 3 – Delivery Drivers

Delivery drivers are required to crouch when lifting heavy packages. When scanning tags on 

these heavy packages placed on the dolly, they may choose how they get low and they 

typically crouch. Respondent is unsure how much time drivers spend using low postures. They 

typically don’t use the other low postures.

Delivery Drivers Coding
ORS Collection Manual Version 4.2 Page | 142

7_09 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

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. 

Climbing Ladders, Ropes, or Scaffolds is present when a workers ascends or descends

ladders, scaffolding, ropes, or poles, using feet/legs and hands/arms. A worker typically uses 

both upper body and lower body climbing ladders, ropes, or scaffolds. 

Determining Climbing Type

If the type of climbing present does not directly correspond to either of the above elements, 

select the element that most closely resembles the action performed by the workers and 

document.

Categorize stools and ladders as follows:

Table 7-18: Climbing - Stool and Ladder Categories

Type Description Collect As

Single Step 

Stool 

A small stool with one-step often used to reach a higher-level 

shelf or cabinet. 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

Collecting Climbing Ramps or Stairs

When Climbing Ramps or Stairs is present, determine if it is work-related or structurerelated, and code accordingly. 
ORS Collection Manual Version 4.2 Page | 143

Work-related: Performing critical tasks would require climbing regardless of the building 

structure. Work-related climbing includes climbing stairs/ramps on machinery and equipment, 

the use of step stools, or the use of mobile ramps. 

Structure-related: Performing critical tasks would not require climbing if the workplace was 

one level. Structure-related climbing includes climbing stairs or ramps that are part of a building 

structure, including climbing steps to enter/exit residential structures as well as climbing full 

stair flights within both residential and public structures. 

Structure-related climbing does not include the use of ADA-compliant ramps or climbing steps 

to enter and exit public buildings and non-residential structures. Federal law requires the 

availability of an ADA-compliant entrance at these structures; therefore, climbing steps to enter 

and exit public and non-residential buildings is voluntary. Assume all public and non-residential 

buildings have availability of alternate access, even when structures may be grandfathered from 

accessibility requirements. Further, climbing ADA-compliant ramps does not meet the physical 

exertion this element intends to capture for ramps/stairs.

A job may perform both work-related and structure-related climbing. Collect the presence and 

the duration of any work-related climbing. Collect the presence only of any structure-related 

climbing.

Notes

• Public and non-residential structures: Exclude climbing steps to enter and exit 

public buildings and non-residential structures from both work- and structure-related 

climbing. 

• Ramps: Include only work-related ramps that are part of equipment or machinery or 

portable loading ramps. Do not include ADA-compliant ramps when coding this 

element.

• Elevators: When workers have unrestricted use of building elevators, code No for 

structure-related climbing. If elevators are present, but workers are expected to use 

stairs or are restricted from using building elevators, code Yes for structure-related

climbing.

• Loading docks: Do not assume climbing is required whenever loading docks exist. 

Many loading docks may not require the physical exertion of climbing. Often, loading 

docks allow vehicles to be positioned so loading/unloading and transition to storage 

space is on the same level. If loading docks are ramps that are part of the building 

structure, code Yes for structure-related climbing. 
ORS Collection Manual Version 4.2 Page | 144

Table 7-19: Climbing Ramps or Stairs Examples

Climbing Ramps or Stairs 

Examples Action Type

1 A machine operator climbs stairs to 

access the machine platform. Collect Work-Related-include duration

2 

Delivery drivers climb a mobile ramp 

to load and unload material from 

the back of a delivery truck.

Collect Work-Related-include duration

3 

Retail sales workers climb movable 

stairs to obtain merchandise from 

high shelves

Collect Work-Related-include duration

4 Bus drivers climb steps into bus Collect Work-Related-include duration

5 Delivery drivers climb stairs while 

making residential deliveries Collect Structure-Related –include presence only

6 Visiting nursing aides climb stairs 

while visiting clients at their homes Collect Structure-Related –include presence only

7 

An office manager must use stairs 

to access files and supplies located 

on another floor.

Collect Structure-Related –include 

presence only

8 

A teacher escorts children up and 

down stairs in a three-story 

building. Elevator use is restricted to 

medical use only.

Collect Structure-Related –include 

presence only

9 Attorneys visiting courthouses Do not 

collect

Public building –climbing stairs 

during entry/exit into structure 

is voluntary

10 Nursing assistants push patients up 

ADA-compliant ramps.

Do not 

collect

ADA-compliant ramps are 

excluded from both types of 

Climbing Ramps and Stairs

11

Pharmaceutical sales 

representatives visit doctors’ offices 

and health clinics

Do not 

collect

Public buildings –climbing stairs 

during entry/exit into structure 

is voluntary

12

An apartment property manager 

ascends steep driveways while 

maintaining rental properties.

Do not 

collect

Steep driveways do not count 

as ramps or stairs.
ORS Collection Manual Version 4.2 Page | 145

Collecting 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. Collect the presence and the duration of climbing ladders, 

ropes, or scaffolds. 

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.

Table 7-20: Climbing Ladders, Ropes, Scaffolds Examples

Climbing Ladders, Ropes, Scaffolds Examples

1 An electrician ascends poles to install or repair power lines.

2 A drywall installer climbs scaffolding to plaster a ceiling.

3 Heavy truck driver climbs a short ladder using arms and legs to enter the cab of a 

semi-truck.

4 Fitness instructor uses arms and legs to scale the rock wall at a gym.
ORS Collection Manual Version 4.2 Page | 146

7_10 Driving 

Driving, a type of task, is the operation of a motorized passenger vehicle or other conveyance.

Include operating passenger vehicles such as automobiles, vans, or light trucks, and other 

vehicles such as tractor trailers, buses, equipment (e.g. forklifts, golf carts, riding mowers), 

trains, boats or aircraft. 

Collecting Driving

Collect the presence of driving only when it is confirmed that driving is performed in support of

a critical task for the job. 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 Vision: Peripheral Vision is assumed when Driving is present.

• Gross Manipulation: Time spent driving will be the base duration for Gross Manipulation. 

Driving may also include:

• Near Visual Acuity 

• Credentials - License or Other (commercial or standard drivers’ licenses)

Driving when operating a passenger vehicle with automatic transmission and power brakes also 

includes:

• Manipulation – Foot/Leg Controls Manipulation – Foot/Leg Controls – One

• Credentials – Other (standard drivers’ licenses)

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 normally involves the use of both hands while operating a steering wheel. Document 

whenever a vehicle has unique controls that would not require both hands. 

Except for the above guidance, do not assume the presence or duration of any physical demand 

based upon vehicle type. The use of cruise control should not be considered when determining 

duration/use of ORS elements. Large or specialized vehicles may have different controls, so 

always confirm expectations with the respondent and code based on the 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 Version 4.2 Page | 147

For more information on how to collect job demands for occupations when traveling is involved, 

see Section 4_05. 
ORS Collection Manual Version 4.2 Page | 148

7_11 Speaking and Hearing Requirements

Speaking is expressing or exchanging ideas by means of the spoken word to impart oral 

information to clients or the public and to convey detailed verbal instructions to other workers 

accurately, loudly or quickly. 

Hearing Requirements account for the ability to hear, understand, and distinguish speech 

and/or other sounds. 

Collecting Speaking

This element measures speaking as a critical task (e.g., television announcer) or speaking as a 

primary activity in support of a critical task (e.g., customer service). Not all speech is captured 

in this element. 

Include: 

• Any speaking (in support of critical tasks) with the public or clients (including simple, 

straightforward exchanges)

• Speaking with coworkers to provide detailed instructions or to coordinate or plan work

Consider these questions when determining the presence and amount of time workers spend 

speaking: 

• Do the critical tasks performed require any speaking to accomplish them? 

• Can critical tasks be completed independently without contact with others? 

• When workers speak to others, why are they communicating? Are they expressing or 

exchanging ideas or giving detailed instructions to others?

• When speaking occurs, is clarity of speech important? In other words, must it be 

conveyed accurately, loudly, or quickly?

Tasks which involve making/working with things – objects, equipment, tools – are less likely to

require speaking to accomplish critical tasks. Tasks that involve working with people, ideas, or 

providing services to others are likely to require speaking.

While there are some exceptions such as service workers dealing with the general public, in 

general, the less skilled a job is, the less likely workers will be required to speak to perform 

their critical tasks. In contrast, the more skilled a job is, the more likely workers will be required 

to speak to perform some of their critical tasks. Higher skilled jobs are more likely to express or 

exchange ideas and give detailed instructions to others. 

Collect the duration workers are actually speaking. Do not include the time workers spend 

listening during a conversation. Do not assume a 50/50 split for speaking/listening. The job, 

critical tasks being performed, and the nature of the conversation can impact the amount of 

time spent speaking versus listening. Ask the respondent to estimate how much time is spent 

speaking versus listening.
ORS Collection Manual Version 4.2 Page | 149

Examples where speaking/listening may not be evenly split:

• Therapists may spend 80% of a conversation listening and 20% of the time speaking.

• Telemarketers may spend 80% of the conversation speaking and 20% of the time 

listening.

Coordinating with Coworkers

Any coordinating with coworkers which involves expressing and exchanging ideas and 

information including planning, explaining, resolving, as well as giving detailed instructions to 

others workers accurately should be included in the presence and duration of speaking. Do not 

limit speaking to only clients, general public, and supervisors.

Exclude from the presence and duration of speaking coordinating with coworkers when it 

involves basic exchanges where clarity of speech isn’t necessary such as alerting other 

coworkers that tasks are complete, equipment/part has malfunctioned, or supplies are low.

Table 7-21: Speaking Examples and Duration Guidance

Speaking Examples Include 

duration Reason 

1 A TV news anchor reports news in a 

pleasant, well-controlled voice. Yes Expressing oral information accurately

2 

A hospital nurse discusses cases on the 

current shift with other health care staff 

to exchange information about patients’ 

care plans. 

Yes

Expressing oral information accurately; 

conveying detailed instructions to other 

workers 

3 A human resources manager explains 

benefits to a new employee Yes

Expressing oral information accurately; 

conveying detailed instructions to other 

workers

4 A cashier asks customers whether they 

will pay with cash or credit Yes Expressing oral information to general public 

5 A bartender asks for customer’s drink 

orders Yes Expressing oral information to general public 

6 An IT help desk technician provides 

instructions to end-user

Yes

Expressing oral information to other 

workers; conveying detailed instructions 

to other workers

7 

Finish carpenters coordinate work and 

resolve issues with site foreman, other 

carpenters and skilled trades. They also 

give instructions to construction helpers. 

Yes

Expressing oral information and 

conveying detailed instructions to other 

workers 

8 A bartender talks to customers about 

their lives because it generates more tips No Exclude socializing

9 A human resources managers sends new 

employees benefits booklets via email No Exclude non-verbal communication 

10 A sales representative listens to potential 

customer’s questions No Exclude time spent listening from speaking

11 A team assembler indicates to another 

team member that the line stopped. No Exclude since machinery malfunction is incidental-chance occurrence 
ORS Collection Manual Version 4.2 Page | 150

Speaking Examples Include 

duration Reason 

12

Housekeepers in a hotel speak to alert 

supervisors when there’s an issue with 

room or if they need more supplies. 

They also may exchange basic greetings 

with hotel guests in hallways or when 

dropping off supplies like extra towels, 

linens, toiletries. 

No

Exclude since speaking is not a primary 

component of critical tasks performed. 

Basic exchanges which don’t meet 

criteria

13

Busser tells servers they finished clearing 

a table. No

Exclude since speaking is not a primary 

component of critical tasks performed. 

Basic exchanges which don’t meet 

criteria

14

Landscaping crew alert each other or 

crew leaders when they’ve finished their 

task or to ask “What’s next?” No

Exclude since speaking is not a primary 

component of critical tasks performed. 

Basic exchanges which don’t meet 

criteria

Collecting Hearing Requirements

There are four types of hearing requirements:

• In Person Speech: Includes the ability to hear speech (spoken words) in person, both 

one on one and in group or conference settings. Includes the use of video conferencing 

equipment and software that mimics live interactions by employing participant video 

with sound. 

• Telephone: Includes the ability to hear speech through a telephone. In addition to use 

of a traditional telephone, this includes using telephone headsets, speakerphones, and 

Voice over Internet Protocol (VOIP) using traditional handsets or through a computer. 

Also includes the ability to hear the telephone ringing.

• Other Remote Speech: Includes the ability to hear speech through other remote 

communication devices such as walkie-talkies, intercoms, public address systems, drivethrough headsets, etc.

• Other Sounds: Includes the ability to hear other sounds outside of words/language 

that are related to critical tasks. Include hearing items such as machinery and 

equipment alarms and sounds, as well as animal or human sounds other than speech, 

etc.

Collect the presence of any types of hearing necessary to perform critical tasks. Include the 

ability to hear verbal instructions or information necessary to perform critical tasks. Exclude 

hearing for any conversation or sounds that are:

• Social in nature – between coworkers or with the public. 

• Public announcements and public safety alarms, such as fire, tornado, weather, and 

other public safety alerts. 

• Related to incidental tasks
ORS Collection Manual Version 4.2 Page | 151

Notes

• Speaking and hearing requirements measure different physical demands. While often 

related, it is possible for hearing to be present while speaking is not required to 

perform critical tasks (for example, workers must hear verbal instructions in person 

and via telephone, but do not need to speak more than basic exchanges to perform 

critical tasks).

• Include the presence of other sounds for jobs that operate or work in close proximity 

to equipment (e.g., forklifts) and must hear the warning sounds to accomplish their 

critical tasks or to avoid accidents while performing critical tasks. 
ORS Collection Manual Version 4.2 Page | 152

Table 7-22: Hearing Requirements Examples

Collect As Hearing Requirements Examples

In Person 

Speech Cashiers listen to customers’ requests.

In Person 

Speech Guidance counselors listen to students’ concerns. 

In Person 

Speech

A hospital nurse, discharging patients, listens to questions about the

instructions. 

In Person 

Speech A secretary takes minutes during a board meeting.

In Person 

Speech

A politician participates in a town hall style debate and responds to 

audience comments.

In Person 

Speech

A software developer confers with clients and coworkers throughout the 

country using Skype videoconferencing software.

Telephone A dispatcher answers 911 calls using a telephone headset and sends 

help to the given location.

Telephone A carpenter uses a cell phone to receive instructions from foreman while 

working at job site.

Telephone A salesperson uses hands-free enabled mobile phone while calling 

clients in the car.

Other Remote 

Speech

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

regarding the route status.

Other Remote 

Speech

Mechanics must hear requests/instructions through shop public address 

system.

Other Remote 

Speech

A fast food crew member uses a headset to hear customers’ orders 

placed through the drive-thru speaker.

Other Sounds A veterinary tech identifies problems by listening to sounds from animals 

under care.

Other Sounds An RN must hear and respond to patient alarms. He must also listen 

through stethoscope for patients’ vital signs.

Other Sounds A machine operator listens for alarms to stop the machine and clear 

jams. 

Other Sounds A day care center worker listens for a crying baby.

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

safety.

Exclude 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.

Exclude Workers must be able to hear and respond to a hurricane warning.

Exclude Assemblers listen to small talk while working on production line.
ORS Collection Manual Version 4.2 Page | 153

7_12 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. 

Far Visual Acuity is clarity of vision at a distance of 20 feet or more, involving the ability to 

distinguish features of a person or objects at a distance. 

Peripheral Vision is what is seen above, below, to the left or right by the eye while staring 

straight ahead.

Collecting Vision

Collect the presence of each vision type when it is required to perform critical tasks. 

Near and Far Visual Acuity

Many tasks require the ability to see, but may not require clarity of vision either close-up or far 

away. 

Include the presence of near visual acuity and far visual acuity when a worker is required to see 

with clarity at the designated distances. Clarity involves the ability to see details of objects.

Do not include the presence of near visual acuity or far visual acuity when a worker is required 

to have vision but not clarity. 

Notes

• Always code the presence of near visual acuity when the job uses a computer or a 

screen on another electronic device in support of a critical job function, regardless of 

distance. 

• Always code the presence of far visual acuity when driving is performed as a critical 

task.

• Do not assume the presence of far visual acuity, especially in indoor environments, for 

tasks like general situational awareness (personal safety) or customer service. 

• Exclude far visual acuity required for incidental tasks. For example, bank tellers would 

not need far visual acuity in the case of a robbery because this is a chance 

occurrence.

• Do not assume the presence of far or near visual acuity for the act of climbing 

ladders. Keep in mind jobs that climb ladders may have these vision requirements 

based on other critical tasks.
ORS Collection Manual Version 4.2 Page | 154

Peripheral Vision

Peripheral Vision includes the need to actively scan a broad area as part of critical tasks 

performed. The need to maintain focus and monitor a broad field of vision is not met when 

workers are only using peripheral vision to maintain general situational awareness while moving 

around the work environment. The need is also not met if workers can turn their heads or look 

around at any time while performing the critical task. While many workers are expected to 

maintain awareness of the overall work environment for a variety of reasons, few non-driving 

jobs are actually restricted by their tasks from turning their head if they need to see around 

them. 

Notes

• Always code Peripheral Vision when driving is performed as a critical task.

• Do not assume the presence of peripheral vision for the act of climbing ladders. Keep 

in mind jobs that climb ladders may have this vision requirement based on other 

critical tasks.
ORS Collection Manual Version 4.2 Page | 155

Table 7-23: Vision Examples

Collect as Vision Examples

Near Visual 

Acuity A watch repair person must see small parts within the watch. 

Near Visual 

Acuity A payroll clerk enters information in HR software.

Near Visual 

Acuity

A technician must read small numbers printed on electronic parts such as circuit 

board components.

Far Visual 

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

Far Visual 

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

Far Visual 

Acuity A surveyor must see distances to locate property lines.

Far Visual 

Acuity

Retail security guards need to identify features of people and objects at distances 

of more than 20 ft. as part of monitoring and security responsibilities.

Peripheral 

Vision

A soccer referee must actively scan a field containing multiple players while 

maintaining focus on the ball as well as other players moving elsewhere on the 

field.

Peripheral 

Vision Heavy equipment operators must keep watch in all directions.

Peripheral 

Vision Bus drivers operate school buses on public roadways.

Peripheral 

Vision

A security guard actively scans both the interior and exterior of a large retail 

store.

Peripheral 

Vision

Rough carpenters assemble multi-story structures at the earliest stages of 

construction. They must maneuver in high, exposed places across scaffolding and 

narrow beams and ledges. They must maintain focus on forward-facing tasks 

while simultaneously taking in their broader environment.

Exclude

Restaurant servers use peripheral vision while moving around with food items 

and hot beverages in tight spaces and aisles. While servers need to be aware of 

their surroundings, they do not need to actively scan a wide area, but can turn 

their head and focus in the direction they are moving.

Exclude

Cashiers use peripheral vision to identify potential shoplifters. Critical job function 

is assisting customers, not store security. Exclude the presence of peripheral 

vision for this task as it is not in support of the critical job function of retail 

cashiers.

Exclude

Retail sales workers must be able to see the store entrance from distances 

greater than 20 feet in order to know a customer has entered the premises. 

Exclude the presence of far visual acuity for this task as since clarity of vision is 

not required.
ORS Collection Manual Version 4.2 Page | 156

Chapter 8: Environmental 

Conditions 

Environmental conditions are the surroundings and/or conditions experienced by workers as 

they perform critical tasks. 

This chapter includes procedures for collecting the environmental conditions elements: 

Collecting Environmental Conditions

Outdoors 

Extreme Cold

Extreme Heat

Wetness

Humidity

Heavy Vibration

Hazardous Contaminants

Proximity to Moving Mechanical Parts

High, Exposed Places

Noise Intensity Level
ORS Collection Manual Version 4.2 Page | 157

8_01 Collecting Environmental Conditions

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

when: 

• Workers experience the condition while carrying out critical tasks. See Overall Coding 

Threshold for All ORS Elements. 

• Conditions meet any of the specified thresholds listed below.

• Devices installed or personal protective equipment (PPE) required by the employer only 

partially mitigates exposure. 

Table 8-1: 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

Heavy Vibration Exposure to shaking or vibration that causes a strain on the 

body or extremities

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

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)

Do not code exposure based on potential risk during any random event. Ensure any 

environmental conditions provided meet the specific thresholds and workers actually routinely 

experience these conditions as a part of critical tasks performed. For example, several 

environmental conditions associated with more unpredictable or chance events may be provided 

for jobs where emergency response is a critical job function. Document whenever unexpected 

environmental conditions are coded to confirm they meet our definitions and thresholds and 

that the workers actually routinely experience exposure (i.e., they aren’t just a condition that a 

worker could potentially encounter). 
ORS Collection Manual Version 4.2 Page | 158

Collecting Mitigation

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

equipment (PPE) that fully or partially eliminates potentially hazardous conditions or exposures.

Personal Protective Equipment (PPE) is equipment used or worn to minimize exposure to 

serious workplace injuries and illnesses. Examples of PPE include items worn: gloves, boots, 

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

other PPE equipment used include laser shields and equipment guards that prevent injury, as 

well as equipment such as laboratory and industrial ventilation systems that remove fumes.

Measure exposure to conditions as workers experience them using personal protective 

equipment (PPE). Code the presence of PPE when workers are required, expected, and typically 

use it to mitigate exposure. 

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 PPE use is voluntary, code environmental conditions as most workers experience them.

If an employer installs devices or requires personal protective equipment, collect the duration of 

exposure as it is actually experienced, and note the presence of PPE.

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

document the use of PPE and code the occupation as fully mitigated.
ORS Collection Manual Version 4.2 Page | 159

Table 8-2: Mitigation and PPE Examples

Mitigation and PPE Examples Action

1 

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.

2 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.

3 

Employer provides ear plugs upon request, but most 

workers do not use them. The noise level in work 

environment is moderate without ear plugs.

Code as noise intensity as Moderate

and use of PPE as No, since most 

workers do not use it. 

4 

Production workers operate equipment with 

protective laser guards in front of cutting blade. If an 

object crosses the laser guard, the blade stops 

cutting.

Collect time (or duration) exposed to 

Proximity to Moving Mechanical Parts as 

Fully Mitigated and Yes for PPE.
ORS Collection Manual Version 4.2 Page | 160

8_02 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.

Exclude outdoor exposure if the only exposure is related to traveling between job sites or 

commuting, unless the worker is performing critical tasks between the transportation mode and 

other site, such as making deliveries. 

Note

A work site is considered protected when it has a roof and at least three sides.

Table 8-3: Outdoors Examples

Outdoors Examples Action Reason

1 A teacher watches children while outdoors for 

recess.

Collect Meets both conditions

2 A groundskeeper mows lawns and trims 

shrubs. Collect Meets both conditions

3 Servers wait on tables located outdoors 

under an awning but without sides. Collect Meets both conditions

4 Hospital transporters wheel patients to 

vehicles. Collect Meets both conditions

5 

Mechanics working at a small garage, has to 

drive vehicle out of the garage/bay and into 

the parking lot, then either drive another car 

back into the bay or walk back.

Collect Meets both conditions

6 

A fast food crew member takes trash to a 

dumpster behind the restaurant throughout 

the day.

Collect Meets both conditions

7 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

8 An employee commutes to and from the 

workplace.

Do not 

collect

Doesn’t meet condition 1, 

exposure related to 

traveling/commute

9 A miner works in an underground mine. Do not 

collect Doesn’t meet condition 1 or 2

10 An archaeologist inspects artifacts in a threesided tent at the dig site.

Do not 

collect Doesn’t meet condition 2
ORS Collection Manual Version 4.2 Page | 161

8_03 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:

o Workers are exposed to 40 degrees F or colder temperatures for 2/3 or more of 

the workday, or 

o Workers are exposed to 32 degrees F or colder temperatures for less than 2/3 of 

the workday

Table 8-4: Extreme Cold Examples and Collection Guidance

Extreme Cold Examples Action Reason

1 A meat cutter works in a 40 degree cooler to carve beef 

carcasses for more than 3/4 of the day. Collect Meets conditions

2 A freeze tunnel operator, wearing protective clothing, 

works for short periods in -34 degree F temperatures. Collect Meets conditions

3 A building maintenance worker shovels snow from 

sidewalks in 10-degree temperatures. 

Collect as 

Outdoors Weather-related

4 

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

5 A forklift operator works in an unheated warehouse that is 

always below 40 degrees in the winter. Do not collect Weather-related

6 Restaurant wait staff enter walk-in freezer for supplies 

whenever cooks and food preparation workers are busy. Do not collect Incidental task for servers
ORS Collection Manual Version 4.2 Page | 162

8_04 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: 

o The atmosphere is dry with temperatures above 90 degrees F, or

o 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.

Table 8-5: Extreme Heat Examples and Collection Guidance

Extreme Heat Examples Action Reason

1 An asphalt machine operator spreads hot asphalt on streets 

and roads. The machine produces intense heat. 

Collect and 

document Meets conditions

2 A commercial laundry worker reaches into dryers. Dryers 

create humidity and raise temperatures above 85 degrees. 

Collect Meets conditions

3 A restaurant cook works close to a hot commercial stove 

and oven in a kitchen. Collect Meets conditions

4 An airline ramp agent loads and unloads baggage on a hot 

tarmac.

Collect as 

Outdoors Weather-related

5 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

6 

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 Version 4.2 Page | 163

8_05 Wetness

Wetness is present when the following two conditions exist:

• Condition 1: The worker has any contact with water or liquid, including contact 

resulting from working in a wet environment.

• Condition 2: The worker’s exposure is related to critical tasks and not due to weather.

When critical tasks are completed in a wet environment, there is usually some contact with 

water or liquid. This contact should be included and duration should be coded based on the 

time it is actually experienced.

The use of gloves may or may not mitigate exposure to wetness. Document when workers use 

gloves to mitigate exposure to wetness. 

Table 8-6: Wetness Examples and Collection Guidance

Wetness Examples Action Reason

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

2 

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

3 A nurse washes hands between patients. Collect Meets conditions

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

use a glove. Collect Meets conditions

5 A dog walker works in rainy weather. Collect as 

Outdoors Weather-related 

6 A pharmaceutical sales rep walks from a physician’s office 

to the car in snow.

Do not 

collect

Weather-related

and not related to 

critical tasks
ORS Collection Manual Version 4.2 Page | 164

8_06 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. 

Table 8-7: Humidity Examples and Collection Guidance

Humidity Examples Action Reason

1 A garment presser uses a pressing machine that discharges 

steam to iron damp clothing. Collect Meets conditions

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

3 A firefighter wearing protective gear experiences humidity 

while spraying water to contain fires. Collect Meets conditions

4 A bicycle police officer patrols pedestrian areas during humid, 

summer months. 

Collect as 

Outdoors Weather-related

5 

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

6 

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 Weather-related
ORS Collection Manual Version 4.2 Page | 165

8_07 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. 

Note

While heavy vibration exposure is often continuous, continuity is not a requirement. Include 

intermittent exposure in heavy vibration as long as it meets the two conditions.

Table 8-8: Heavy Vibration Examples and Collection Guidance

Heavy Vibration Examples Action Reason

1 A jackhammer operator runs a compressed air, rock-drilling 

machine that forcefully vibrates. Collect Meets conditions

2 A printing press operator uses a cylinder type press that has 

continuous vibration while running. Collect Meets conditions

3 A bulldozer operator experiences intense vibration when the 

blade hits the ground and the bulldozer moves forward. Collect Meets conditions

4 

A motorcycle mechanic test drives motorcycles to diagnose 

problems. Some models vibrate handlebars to the extent that 

hands and arms are considerably affected. Motorcycles also 

may vibrate heavily due to mechanical issues.

Collect Meets conditions

5 A janitor operating a floor buffer in commercial buildings Do not 

collect

Does not meet 

the threshold

6 A barber uses small clippers to trim hair along the neck. Do not 

collect

Does not meet 

the threshold

7 A residential maintenance worker performs routine repairs 

with a handheld drill.

Do not 

collect

Does not meet 

the threshold

8 A teacher uses an electric pencil sharpener. Do not 

collect

Does not meet 

the threshold
ORS Collection Manual Version 4.2 Page | 166

8_08 Hazardous Contaminants

Hazardous Contaminants are present when the following condition is met:

• Workers are exposed to substances that have a negative impact upon respiration, eyes, 

skin, or other living tissue. Exposure may be through inhalation, ingestion, or physical 

contact.

Collecting Hazardous Contaminants

The threshold of negative impact upon respiration, eyes, skin, or other living tissue based on 

known exposure must be met in order for this element to be coded present. A condition that 

workers “may” encounter is not included. Code the presence and duration to hazardous 

contaminants when exposure is likely even when the job is done properly. 

Exposure needs to be present, but does not have to be produced by the worker. Workers may 

be exposed to contaminants produced by others in proximity. 

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

exposure to conditions as workers experience them using personal protective equipment (PPE). 

Collect the presence and the type of PPE used. If, according to the respondent, personal 

protective equipment or devices eliminate exposure, document the use of PPE and code the

occupation as Fully Mitigated. 

Potential Hazards and Exclusions 

For a list of potential hazards, see List of Potential Hazards in Appendix 1. This list is not 

exhaustive, and respondents may not know or provide these chemical names as listed. The

presence of a potential hazard isn’t enough—the intensity needs to meet the hazardous 

contaminant threshold. Collect Material Safety Data Sheets from the employer, if available, and 

document the chemical(s) present.

Illegal narcotics such as heroin, fentanyl, and methamphetamines are not listed in Appendix 1 

but in uncontrolled forms and environments can be highly toxic to skin and respiratory systems 

in very small amounts. They meet the threshold for hazardous contaminants. Collect the 

presence only when the respondent explicitly states workers experience exposure to one of 

these contaminants (for example, specialized narcotics units or first responders in areas where 

there are high levels of drug activity). Mitigation protocols and training may be more rigorous 

where exposure is expected, and should be taken into account when coding incidence and 

duration. 

Exclude the following:

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

hazardous. Household bleach used in small quantities does not meet the threshold. 

While chlorine and ammonia are listed as potential hazards, when diluted, they do not 

meet the level of contaminant captured for ORS. 
ORS Collection Manual Version 4.2 Page | 167

• Isopropyl alcohol (rubbing alcohol) is also listed on hazardous contaminants list. 

However, alcohol swabs commonly used in health care settings do not present the level 

of negative impact needed to be considered hazardous.

• Biohazards such as blood and other bodily fluids are not considered hazardous 

contaminants. 

• Radiation is not considered a hazardous contaminant.

Table 8-9: Hazardous Contaminants Examples and Collection Guidance

Hazardous Contaminants Examples Action Reason

1 

A natural gas company worker repairs leaks in gas 

lines. Although precautions are taken, even when the 

job is done properly, workers inhale toxic fumes that 

negatively impact breathing. 

Collect, code 

duration, Yes 

to PPE

Meets conditions

2 An automotive mechanic breathes fumes from grease, 

oil, gas, and engine exhaust while working. Collect Meets conditions

3 

A casino worker is exposed to heavy second hand 

smoke from tobacco that contains benzene, arsenic, 

carbon monoxide, chromium metal, lead, and nicotine 

Collect Meets conditions

4 A cosmetologist applies strong chemicals such as 

bleach, dye, and tint to color hair. Collect Meets conditions

5 A farm worker, stacking hay and grain with a 

pitchfork, inhales large amounts of dust. Collect Meets conditions

6 

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

7 

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

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

9 A worker in a busy open-air tollbooth breathes auto 

exhaust all day. Collect Meets conditions

10

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

11

A glazier uses acid to etch glass. Rigid protocols are in 

place and PPE is used to protect all living tissue of 

workers. 

Do not collect 

duration; Code 

as Fully 

Mitigated

Mitigated by 

PPE. Does not 

meet threshold

12

A veterinary technician uses fentanyl for surgery 

preparation. This controlled drug poses no risk to 

living tissue when properly stored, contained, and 

administered. 

Do not collect Does not meet 

the threshold
ORS Collection Manual Version 4.2 Page | 168

Hazardous Contaminants Examples Action Reason

13 A tank truck driver drives trucks to deliver industrial 

application gases to customers. Do not collect Does not meet the threshold

14 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

15 A teacher inhales chalk dust while using the 

blackboard. Do not collect Does not meet the threshold

16

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 

17 Registered nurses must uses hand sanitizers and 

other disinfectants such as isopropyl alcohol swaps. Do not collect Does not meet the threshold 

18 A lifeguard works in a chlorinated swimming pool. Do not collect Does not meet 

the threshold
ORS Collection Manual Version 4.2 Page | 169

8_09 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 is present when one of the following conditions exists: 

• Condition 1: Mechanical 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. 

Collect the presence and the type of personal protective equipment (PPE) when the employer 

provides it. Measure the exposure as workers experience it with the use of required protective 

equipment. If required protective equipment (shields, machine guards, etc.) mitigates all 

exposure, code Fully Mitigated. 

Exclude: 

• Any vehicles (including automobiles, forklifts, etc.) being driven by or near workers as 

responsibility for their proper operation is on the driver.

• Non-motorized hand tools or equipment (e.g., scissors, knives, guns, screwdrivers, 

hammers, etc.)

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

not meet the threshold. 

Note

Proximity to moving mechanical parts should only be coded when workers are at risk of injury 

by parts moving automatically on equipment that is being properly operated. For workers 

who drive or work around vehicles (e.g., automobiles, forklifts, etc.), moving mechanical 

parts should be:

• Included when workers must work on vehicles (e.g., mechanics) in a manner that 

exposes them to the moving parts inside the vehicle.

• Excluded when workers drive vehicles but are not exposed to the moving parts inside 

the vehicles they drive.

• Excluded when workers must work in an area where other workers are driving. While 

the workers in the area could get injured by a vehicle hitting them, such an injury 

would be due to improper operation of the vehicle and would not be resulting from 

the automatically moving parts in the interior of the vehicle.
ORS Collection Manual Version 4.2 Page | 170

Table 8-10: Proximity to Moving Mechanical Parts Examples

Proximity to Moving Mechanical Parts 

Examples Action Reason

1 

A deli worker operates a slicer to cut meats and 

cheeses. Even with required safety guards in 

place, injury is possible.

Collect Meets conditions

2 A landscaper uses a chipper/shredder to mulch 

branches and tree debris. Collect Meets conditions

3 

A worker who removes products from a machine 

or conveyor belt works close and could be 

injured while off-loading when machine is in 

motion.

Collect Meets conditions

4 Mechanics working on running engines and 

moving vehicle parts while performing repairs. Collect Meets conditions

5 An accountant uses a crosscut shredder. 

Snagged clothing could cause injury. Do not collect Does not meet the threshold

6 

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 

7 Food preparation workers use chef knives to 

chop and dice food. Do not collect

Does not meet the

definition of 

mechanical equipment

8 A cashier in a grocery store works around a 

conveyor belt that moves grocery items. Do not collect Does not meet the threshold

9 A carpenter uses manual hammer and 

screwdriver. Do not collect

Does not meet 

definition of 

mechanical equipment 

10

A taxi driver operates a passenger vehicle 

through crowded city streets and rush hour 

traffic.

Do not collect

Does not meet 

threshold. While the 

vehicle itself is moving 

mechanical equipment, 

there are not moving 

parts or settings inside 

the vehicle to which 

workers are exposed 

while normally 

operating the vehicle.
ORS Collection Manual Version 4.2 Page | 171

8_10 High, Exposed Places 

High, Exposed Places is present when two conditions exist:

• Condition 1:

o Workers’ center of gravity is at least five feet off the ground, or

o Workers are at ground level and at risk of falling several feet below ground level.

• Condition 2:

o Workers are exposed and at risk of bodily injury from falling. 

o 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. 

Table 8-11: High, Exposed Places Examples and Collection Guidance

High, Exposed Places Examples Action Reason

1 A painter works from ladders or scaffolding. Collect Meets conditions

2 A lineperson repairs power lines, working from the 

bucket of a cherry picker or climbing the pole. Collect Meets conditions

3 A tree trimmer cuts branches using canopies and 

truck-mounted lifts. Collect Meets conditions

4 Loading-dock workers are exposed and at risk of 

falling five feet or more. Collect Meets conditions

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

upper shelves.

Do not 

collect

Does not meet 

the height 

threshold

6 

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

7 A lifeguard, in a tower, is surrounded by a 5-foot 

railing.

Do not 

collect Not exposed 
ORS Collection Manual Version 4.2 Page | 172

8_11 Noise Intensity Level

Noise Intensity Level is the amount of noise that workers experience while working. 

All work environments have a noise level. There are four levels:

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

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. Actual noise levels may not always match expectations (for example, a library with 

moderate noise, similar to a business office). 

Collect the presence of personal protective equipment (hearing protection or noise dampening 

devices) any time workers use PPE to lessen noise exposure while performing critical tasks, 

even if PPE is not used all of the time. Measure the noise level as workers experience it with the 

use of required protective equipment. If workers use equipment that eliminates all noise 

exposure, collect exposure as quiet.

Table 8-12: Noise Intensity Level Examples and Coding Guidance 

Noise Intensity Level Examples Code as:

1 An accountant works in a private office with minimal noise and few 

interruptions. Quiet 

2 

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.

Moderate

3 

A stone quarry worker hears explosions and heavy machinery 

throughout the day. Even with required hearing protection, sounds are 

loud.

Loud

4 A landscaper uses chainsaws, chipper/shredders, and wet saws to cut 

pavers. The landscaper is not required to wear hearing protection. Very Loud
ORS Collection Manual Version 4.2 Page | 173

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 

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 
ORS Collection Manual Version 4.2 Page | 174

Cyclohexene

Cyclopentadiene

Decaborane 

Demeton (Systox)

Diacetone alcohol 

Diatomaceous earth 

Diazomethane

Diborane

Dibutyl phosphate

Dibutyl phthalate

Dichlorodifluoromethane 

DichlorodiphenyltriDichloroethyl ether

Dichloromethane; see 

DichloromonofluoroDichlorotetrafluoroDichlorvos (DDVP)

Dicyclopentadienyl iron

Dieldrin

Diethyl ether 

Diethylamine

Difluorodibromomethane

Diglycidyl ether (DGE)

Dihydroxybenzene 

Diisobutyl ketone

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 dibromide

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 
ORS Collection Manual Version 4.2 Page | 175

Manganese fume (as Mn)

Marble 

Metalworking fluids aerosol

Mercaptan 

Mercury (aryl) 

Mercury (organo) alkyl 

Mercury (vapor) (as Hg)

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 
ORS Collection Manual Version 4.2 Page | 176

Vinyl cyanide 

Vinyl toluene

Warfarin 

Wood dust, all species except 

Western Red Cedar

Xylenes 

Xylidine

Yttrium

Zinc chloride fume

Zinc oxide

Zinc oxide fume

Zinc stearate

Zirconium compounds 

Toxic Substances

Benzene

Beryllium and beryllium 

compounds

Butyraldehyde (butanal)

Cadmium fume

Cadmium dust

Carbon disulfide

Carbon tetrachloride

Chromic acid and 

chromates

Ethylene dibromide

Ethylene dichloride

Fluoride as dust

Formaldehyde

Gasoline 

Hydrogen fluoride

Hydrogen sulfide

Mercury 

Methyl chloride

Methylene Chloride

MOCA 4,4'-

Methylenebis#2-

chloroaniline#

Organo (alkyl) mercury

Styrene 

Sulfuric Acid

Tetrachloroethylene

Tetrahydrofuran 

Toluene

Trichloroethylene

Mineral Dusts

Silica

Crystalline

Quartz 

Cristobalite

Amorphous

Silicates

Mica

Soapstone

Talc

Tremolite

Asbestiform

Graphite 

Coal Dust

Derived from OSHA Website
ORS Collection Manual Version 4.2 Page | 177

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

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 Version 4.2 Page | 178

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.)

Doctor of Social Work (D.S.W.)

Doctor of Theology (Th.D.)

List derived from Structure of the U.S. Education System: Research Doctorate Degrees.
ORS Collection Manual Version 4.2 Page | 179

Glossary 

Accommodations 

Are adjustments to tasks or the work environment that an employer makes, enabling a person 

with a disability to compete equally or perform critical tasks. 

Associate’s Degree

A post-secondary undergraduate academic degree (Associate of Arts or Associates of Science) 

awarded upon completion of a course of study usually lasting two years. One of the two years 

is vocational education and counted toward SVP and 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/Below the Shoulder Reaching

Reaching that is present but does not meet the threshold for Overhead Reaching.

At Will

Timing of performing an activity is dictated by the worker’s discretion including the ability to 

choose or control how and when they respond to external factors. 

Bachelor’s Degree

A post-secondary undergraduate academic degree (Bachelor of Arts or Bachelor of Science) 

awarded upon completion of a course of study usually lasting four years. Two of the four years 

are vocational education and counted toward SVP and the other two years are considered 

general education. 

Bachelor’s/Master’s Combined Degrees (5 year program)

A post-secondary degree program resulting in a combined undergraduate academic degree 

(Bachelor of Arts or Bachelor of Science) and graduate degree (Master’s) awarded upon 

completion of a course of study usually lasting five years. Three of the five years are vocational 

education and counted toward SVP and the other two years are considered general education. 

Carrying

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. 

Certification

A non-degree credential awarded by a non-governmental certification body (i.e., 

industry/professional association) based on an individual demonstrating through an examination 

process that he or she has acquired the designated knowledge, skills and abilities to perform a 

specific occupation. The examination can be either written, oral, or performance-based. A 

certification is a time-limited credential (i.e., expires if not renewed) that is renewed through a 

recertification process. 

CIERA

The Compensation Information Entry and Review Application is the data entry system for ORS. 
ORS Collection Manual Version 4.2 Page | 180

Climbing Ladders/Ropes/Scaffolding

Ascending or descending ladders, scaffolding, ropes, poles and the like using feet and legs and 

hands and arms. 

Climbing Ramps/Stairs

Ascending or descending ramps and/or stairs using primarily feet and legs. Hands and arms 

may be used for balance (i.e., to hold a railing). 

Constant

2/3 or more of the time. 

Consistent, and generally fast pace

Work pace that is continuous and steady with little or no waiting or few periods of downtime.

 

Consistent, and generally slow pace

Work pace that is generally unhurried with periods of waiting and downtime.

Control of Workload 

A cognitive element under Pace which identifies the determining factor (technology, strict 

organizational rules, other people, the worker, other external factor) that drives the rate at 

which a worker must process new or incoming information, or to take physical action based on 

new information. 

Crawling

Moving about on hands and knees or hands and feet. 

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 is the primary pay factor for the job. 

Critical Tasks 

Activities 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(s) and/or when 

a job spends more than 10% of work day or work week performing it.

Crouching

Bending the body downward and forward by bending the legs and spine.

Crowd

A situation in which all of the following conditions must be met: many unfamiliar people are 

present considering the space available, movement is restricted, any given arrangement of the 

crowd is temporary, a certain level of disorganization is present, and workers are not separated 

from the people by counters, dividers or other objects.
ORS Collection Manual Version 4.2 Page | 181

Dictionary of Occupational Titles (DOT) 

An occupational classification system developed by the U.S. Department of Labor’s Employment 

and Training Administration (ETA) used by the Social Security Administration (SSA) in their 

disability programs.

Doctorate Degree

A graduate degree that 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.

All time toward a Doctorate degree is vocationally relevant (usually four years) and is included 

as SVP time in addition to the vocationally relevant time needed to complete a Bachelor’s 

degree (two years). 

Driving

Driving is the operation of a motorized passenger vehicle or other conveyance. Includes 

passenger vehicles such as automobiles, vans, or light trucks, and other vehicles such as tractor 

trailers, buses, equipment (e.g. forklifts, golf carts, riding mowers), trains, boats or aircraft.

Duration

Measures the total time a worker performs critical tasks using certain physical demands or is

exposed to an environmental condition. 

Duration Scale

A scale measuring the duration of an activity being performed or exposure to an environmental 

condition. Scale: Seldom (up to 2%), Occasional (2% up to 1/3 of the time), Frequent (1/3 up 

to 2/3 of the time), and Constant (2/3 or more).

Educational Certificate

A credential awarded by an educational institution (such as a community or on-line college, a 4-

year college or university, or a trade school) based on completion of all requirements for a 

program of study, including coursework and test or other performance evaluations. Educational 

certificates are typically awarded for life (like a degree). Certificates of attendance or 

participation in a short-term training (e.g., 1 day) are not in-scope for educational certificates. 

Exertion

The physical effort that a worker uses to complete a task. 

Experience

Measures the minimum amount of prior relevant work activity.

Extreme Cold

40 degrees or below when exposure is constant (2/3 or more of the work day) and 32 degrees 

or below when exposure is frequent or less (less than 2/3 of the work day). Include only nonweather, critical task related exposure.

Extreme Heat

Above 85 degrees with humidity and above 90 degrees in a dry atmosphere. Include only nonweather, critical task related exposure.
ORS Collection Manual Version 4.2 Page | 182

Far Visual Acuity

Clarity of vision at a distance of 20 feet or more, including the ability to distinguish features of a 

person or objects at a distance. 

Fine Manipulation

Touching, picking, pinching, or otherwise working primarily with fingers rather than the whole 

hand or arm, as in gross manipulation. 

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. 

Force

An interaction that changes the motion of an object.

Frequency of Work Being Checked

A cognitive element which measures the frequency work is checked by either a supervisor or a

lead worker to ensure that performance standards are being met. 

Frequent

From 1/3 up to 2/3 of the time.

General Education

Time spent completing coursework that is not vocationally specific. General education time is 

not included in SVP.

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 to hold or operate an object or tool, such 

as a hammer. 

Hazardous Contaminants

Exposure to substances that have a negative impact upon respiration, eyes, skin, or other living 

tissue through inhalation, ingestion or physical contact.

Hearing Requirements

Account for the ability to hear, understand, and distinguish speech and/or other sounds. 

Hearing-In Person Speech 

Includes the ability to hear speech (spoken words) in person, both one on one and in group or 

conference settings. 

Hearing-Other Sounds 

Includes the ability to hear other sounds outside of words/language that are related to critical 

tasks. Include hearing items such as machinery and equipment alarms and sounds, as well as 

animal or human sounds other than speech, etc.
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Hearing-Other Remote Speech 

Includes the ability to hear speech through other remote communication devices such as 

walkie-talkies, intercoms, public address systems, drive-through headsets, etc.

Hearing-Telephone

Includes the ability to hear speech through a telephone. Also includes the ability to hear the 

telephone ringing.

Heavy Vibration

Exposure to a shaking object or surface causing a strain on the body or extremities. 

High, Exposed Places

Exposure to possible bodily injury from falling due to workers’ center of gravity being at least 

five feet off the ground or being at ground level and at risk of falling several feet below ground 

level, with no walls or railings surrounding workers to lessen the possibility of falling.

High School Diploma (GED)

A diploma signifying satisfactory completion of secondary general education. No time towards 

high school or GED is included in SVP because all time is considered general education.

High School Vocational 

A diploma signifying satisfactory completion of secondary general education with a 

concentration in career subjects and/or technical instruction plus applicable mathematics and 

science requirements, usually acquired in vocational technical school. Half of the time spent in a 

high school vocational education classes are included in SVP because half of the time is 

considered general education and the other half is considered vocationally relevant. 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, critical task related exposure.

Incidental Tasks

Are excluded from ORS collection. The task does not support the job’s critical function(s) and is 

not a primary or required component of the job’s critical function(s). 

Interaction with Public/Crowds

A category of cognitive demands which consists of three elements: Working with the General 

Public, Working around Crowds, and Telework.

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

The knowledge, cognitive abilities, and physical actions required to perform critical tasks, as 

well as environmental conditions experienced while completing critical job tasks.
ORS Collection Manual Version 4.2 Page | 184

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 the legs at the knees to come to rest on the knee or knees. 

License

A credential awarded by a government agency that conveys a legal authority to perform a 

specific occupation. Licenses are based on some combination of degree or certificate 

attainment, certifications, educational certificates, assessments (including state-administered 

exams), apprenticeship programs, or work experience. A license is time-limited (i.e., expires if 

not renewed) and must be renewed periodically. 

Lifting

Raising or lowering an object from one level to another. This includes upward pulling.

Low Postures

Includes four postures - stooping, crouching, kneeling, or crawling – which workers may use to 

lower or position themselves over something at or below knee level or get closer to the ground. 

Master’s Degree

A graduate degree awarded upon completion of a course of study usually lasting one to two 

years following a Bachelor’s degree. All time toward a Master’s degree is vocationally relevant 

and is included as SVP time in addition to the vocationally relevant time needed to complete a

Bachelor’s degree (two years). 

Minimum Education

Measures the minimum level of formal coursework resulting in a degree required of a job, 

excluding general education. 

Mitigation

When the employer installs devices or requires the use of personal protective equipment (PPE)

that fully or partially eliminates potentially hazardous conditions or exposures.

Near Visual Acuity

Clarity of vision at approximately 20 inches or less as when working with small objects or 

reading small print, including use of computers.

Negligible Weight

So small an amount that measurement is not meaningful (e.g., a pen, a few sheets of paper).

Includes anything lifted or carried weighing less than one pound.

Noise Intensity Level

The amount of noise that workers experience while working.
ORS Collection Manual Version 4.2 Page | 185

Non-Degree Credentials

An SVP component that includes training time required as a condition of hire which often results 

in a certification, license, or educational certificate. Defined based on guidelines established by 

the Intra-agency Working Group on Expanded Measures of Enrollment and Attainment 

(GEMEnA). 

Observable Behaviors 

Actions that can be watched 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 common across 

establishments rather than specific to an individual 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. 

On the Job Training (OJT)

Measures the minimum amount of training time occurring after a worker has been hired. 

Oppressive (Humidity)

Atmosphere must be very uncomfortable and could affect breathing.

Other Non-Degree Credential

Non-degree credentials which may be relevant for a wide variety of jobs and occupations and 

may expire or be valid for life. 

Outdoors

Unprotected exposure to weather-related atmospheric conditions such as heat, cold, rain, snow, 

or wind. 

Overhead Reaching 

Extending the arm(s) with the hand higher than the head and either the worker bends the 

elbow with the shoulder at an angle of 90 degrees or more, or the worker keeps the elbow 

extended, and the angle at the shoulder is about 120 degrees or more. 

Pace

A category of cognitive demands consisting of three elements-Control of Workload, Work Pace, 

and Pause Control- and which refers to the cognitive speed needed to perform critical tasks. 

Pause control 

A cognitive element under Pace which identifies whether the worker has the ability to easily 

step away from their work area for short, unscheduled breaks as needed.
ORS Collection Manual Version 4.2 Page | 186

People skills

A cognitive element under Personal Contacts that includes the ability to listen, communicate, 

and relate to others. 

Peripheral Vision

What is seen above, below, to the left or right by the eye while staring straight ahead. 

Personal contacts 

A category of cognitive demands consisting of two elements – Work Related Interactions and 

People Skills- that measures how often workers must engage in verbal interactions with others 

and the kind of interpersonal skills required for critical tasks. 

Personal Protective Equipment (PPE)

Equipment used or worn to minimize exposure to serious workplace injuries and illnesses.

Presence of Supervisor

A cognitive element under Work Review which determines whether or not a supervisor/lead 

worker is generally present in the same physical area as workers being supervised.

Problem solving

A cognitive element that measures how often workers are faced with a new or difficult situation 

which requires them to think awhile about what to do next. 

Production Rate

Constant repetition of pushing/pulling with a negligible amount of force requiring considerable 

strength at any weight.

Professional Degree

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). All time toward a Professional degree is vocationally relevant (usually two to four 

years) and is included as SVP time in addition to the vocationally relevant time needed to 

complete a Bachelor’s degree (two years).

Proximity to Moving Mechanical Parts

Operation of or proximity to any moving materials, mechanical parts, settings, or any moving 

objects that could cause bodily harm when used properly. 

Pulling

Exerting force upon an object so that the object moves toward the origin of the force.

Pushing

Exerting force upon an object so that the object moves away from the origin of the force.

Reaching

Extending the hand(s) and arm(s) in any direction, requiring the straightening and extending of 

the arm(s) and elbow(s) and the engagement of the shoulder(s).
ORS Collection Manual Version 4.2 Page | 187

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.

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.

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 lying down. Active sitting may 

involve pushing or pulling with feet/legs. A worker that is not standing/walking, must be sitting.

Sitting/Standing at Will

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, and no external factors determine 

whether an employee must sit or stand. 

Skill Level

Work classification that divides occupations into unskilled, semi-skilled, or skilled work.

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.

Speaking

Expressing or exchanging ideas by means of the spoken word to impart oral information to 

clients or the public and to convey detailed verbal instructions to other workers accurately, 

loudly, or quickly.

Specific Vocational Preparation (SVP)

The minimum 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. 

Standing/Walking

Whenever workers are not sitting or lying down. 
ORS Collection Manual Version 4.2 Page | 188

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 toward the 

ground, 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.

Structure-related Climbing Ramps or Stairs

Performing critical tasks would not require climbing if the workplace was one level. Structurerelated climbing includes climbing stairs or ramps that are part of a building structure, including 

climbing steps to enter/exit residential structures as well as climbing full stair flights. 

Task

A distinct activity assigned to, or performed by workers, who are carrying out job duties that 

result in a specific outcome.

Task List

Reflect and record the detailed activities workers perform to accomplish the critical job function. 

A task list connects the critical job function with ORS element coding.

Telework 

A cognitive element that identifies jobs that allow workers the flexibility to perform their critical 

job function from the worker’s home.

Threshold

A magnitude or intensity that must be met or exceeded for a certain demand to be considered 

for ORS collection. 

Traditional Keyboard

A panel of keys used as the primary input device on a computer, typographic machine or 10-

Key numeric keypad. Includes stenographer’s machines, typewriters, laptops, all aspects of 

using a desktop computer, including a mouse, adding machines, and calculators. 

Unobservable Behaviors

Actions which cannot be watched 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.

Varies

Work pace that changes throughout the work period with fluctuations on a daily, weekly, or 

seasonal basis. Includes only the variation between slow and fast pace. Does not include when 

the pace changes but would still fall within the same category. 
ORS Collection Manual Version 4.2 Page | 189

Verbal Interactions

A cognitive element under Personal Contacts which measures how often workers must verbally

interact with others for critical tasks.

Vocational Associate’s Degree

A post-secondary degree awarded after completion of a two-year technical or vocational 

program which often results in an Associate of Applied Science degree. All time toward a 

vocational associate’s degree is vocationally relevant and is included as SVP time. This contrasts 

with a regular associate’s degree where usually only one of the two years of time is vocational 

education, therefore, only one year counts towards SVP. 

Walking

Moving about on foot.

Wetness

Any contact with water or liquid, including working in a wet area. Include only non-weather, 

critical task related exposure. 

Working around Crowds

A cognitive element that identifies settings in which the worker is required to work in a crowd in 

a way that restricts their movement. 

Working with the General Public

A cognitive element that identifies jobs where workers must have contact (i.e. in person or via 

telephone) with individuals other than coworkers (e.g., general public or workers from other 

establishments). 

Workload 

The amount of work expected to be performed in a set amount of time.

Work Pace

A cognitive element under Pace which identifies both the consistency and the rate at which 

work occurs. Work pace specifically refers to the speed needed to perform critical tasks. 

Work-Related Climbing Ramps or Stairs

Performing critical tasks would require climbing regardless of the building structure. Workrelated climbing includes climbing stairs/ramps on machinery and equipment, the use of step 

stools, or the use of mobile ramps. 

Work Review

A category of cognitive demands consisting of two elements - Frequency of Work Being 

Checked and Presence of Supervisor - which measure how often work is checked and whether 

workers have immediate access to a supervisor if necessary.
ORS Collection Manual Version 4.2 Page | 190

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.