Office of Compensation and

Working Conditions (OCWC) 

U.S. Department of Labor 

Bureau of Labor Statistics (BLS)

March 2024

ORS Collection Manual
Preface Page | ii 

 

BLANK PAGE
Preface Page | iii 

Table of Contents

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

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

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

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

Manual Changes (March 2024) ..................................................................................ix

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 ....................................................................................................... 15

1_04 Thresholds ........................................................................................................... 16

1_05 Frequency and Duration ........................................................................................ 17

1_06 Accommodations .................................................................................................. 20

1_07 Other Job Characteristics....................................................................................... 21

Chapter 2: Collection Strategies and Task Lists ....................................................... 22

2_01 Respondents ........................................................................................................ 23

2_02 Job Observations .................................................................................................. 24

2_03 Collecting Task Lists.............................................................................................. 25

2_04 Documenting Task Lists......................................................................................... 27

2_05 Task List and Relationship to Job Requirements....................................................... 29

Chapter 3: Specific Vocational Preparation (SVP).................................................... 31

3_01 Collecting SVP ...................................................................................................... 32

3_02 Minimum Education............................................................................................... 38

3_03 Non-Degree Credentials......................................................................................... 42

3_04 Experience ........................................................................................................... 54

3_05 On the Job Training .............................................................................................. 55

Chapter 4: Cognitive and Mental Requirements....................................................... 58

4_01 Collecting Cognitive and Mental Requirements......................................................... 59

4_02 Work Review: Presence of Supervisor and Frequency of Work Being Checked............ 62

4_03 Pace: Control of Workload, Work Pace, and Pause Control........................................ 66

4_04 Personal Contacts: Verbal Interactions and People Skills........................................... 76

4_05 Adaptability: Work Schedule Variability ................................................................... 82

4_06 Work Setting: Public Work Area, Crowds, and Telework ........................................... 84

Chapter 5: Physical Demands................................................................................... 90

5_01 Collecting Physical Demands .................................................................................. 91
Preface Page | iv 

5_02 Sitting vs. Standing/Walking .................................................................................. 95

5_03 Lifting/Carrying................................................................................................... 100

5_04 Pushing/Pulling................................................................................................... 107

5_05 Reaching............................................................................................................ 111

5_06 Manipulation....................................................................................................... 113

5_07 Low Postures: Stooping, Crouching, Kneeling, and Crawling ................................... 117

5_08 Climbing............................................................................................................. 121

5_09 Driving............................................................................................................... 124

5_10 Speaking and Hearing Requirements .................................................................... 125

5_11 Vision ................................................................................................................ 129

Chapter 6: Environmental Conditions .................................................................... 132

6_01 Collecting Environmental Conditions ..................................................................... 133

6_02 Outdoors............................................................................................................ 135

6_03 Extreme Cold...................................................................................................... 136

6_04 Extreme Heat ..................................................................................................... 137

6_05 Wetness............................................................................................................. 138

6_06 Humidity ............................................................................................................ 139

6_07 Heavy Vibration .................................................................................................. 140

6_08 Hazardous Contaminants ..................................................................................... 141

6_09 Proximity to Moving Mechanical Parts ................................................................... 144

6_10 High, Exposed Places .......................................................................................... 146

6_11 Noise Intensity Level........................................................................................... 147

Appendix 1: List of Potential Hazards .................................................................... 148

Appendix 2: Common Objects and Their Weights .................................................. 152

Appendix 3: List of Professional and Doctorate Degrees ....................................... 153

Glossary ................................................................................................................. 154
Preface 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. 
Introduction Page | vi

Introduction

The Social Security Administration (SSA) administers 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, training, and experience (specific vocational preparation), as well as cognitive and mental

requirements. 

For additional information about the Occupational Requirements Survey, see https://www.bls.gov/ors. 
Information Reference Guide Page | vii

Information Reference Guide

Useful references are shown below. 

• To view the ORS homepage on the BLS 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/SOC/

• 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.
Formatting Key Page | viii 

Formatting Key

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

Table Manual Design-1: Formatting Key

Style Purpose

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

Chapter 

Header

Chapter headers are in Century Schoolbook, font size 28, with underline 

and navy font.

Section Section headers are in Century Schoolbook, font size 18, with underline 

and bolded navy font.

Subsection 1 First-level subsection headers are in Tahoma, font size 12, with 

underline and bolded navy font.

Subsection 2 Second-level subsection headers are in Tahoma, font size 12, with 

bolded blue font.

Subsection 3 Third-level subsection headers are in Tahoma, font size 11, with 

underline and bolded gray font.

Glossary Terms Glossary terms are in Tahoma, font size 11 with bolded navy font. They

are key concepts with definitions and included in the glossary.

Systems Labels System labels are in Consolas, font size 12 with bolded blue font. This 

marker represents a label name in any system when used for instruction.

Table Titles Table titles are in Tahoma, font size 11, with underline and gray 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

Figure Titles Figure titles are in Tahoma, font size 11, with underline and gray font. 

Figure titles are assigned to each figure. They include the chapter 

number and figure letter (in alphabetical order) within the chapter and 

the figure name.

Example: Figure 1-A: Comparison of Occupation, Job, and Worker
Manual Changes (March 2024) Page | ix 

Manual Changes (March 2024) 

The ORS Collection Manual has been updated. Please read the Major Changes Table below to identify 

sections with updated content.

Table Manual Changes-1: Major Changes

Chapter Source Section Number and Action

Specific 

Vocational 

Preparation 

(3)

PPD Maintenance 3_03 – Clarified examples for coding non-degree 

credentials in Table 3-9.

Procedures Alert #248 3_03 – Added Commercial Driver’s License (CDL) 

guidance and examples. 

Physical 

Demands (5)

PPD Maintenance 5_07 – Updated low posture example graphics

5_09 – Included the presence of sitting when operating a 

passenger vehicle with automatic transmission and 

power brakes.

Environmental 

Conditions (6)

Procedures Alert #250 6_05 – Added and clarified examples for coding wetness

in Table 6-6.

PPD Maintenance 6_08 – Added and clarified examples for coding 

hazardous contaminants in Table 6-9.
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

Other Job Characteristics
1_01 Task, Worker, Job, Occupation

The terms Task, Worker, Job, and Occupation are defined below.

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 Department of Labor’s 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. 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 classifications, see Chapter 4 Occupational Classification in the

Fundamentals of NCS and ORS manual. 

Figure 1-A: Comparison of Occupation, Job, and Worker
Chapter 1: Key Concepts 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.

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.
Chapter 1: Key Concepts Page | 13

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

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

tasks in ORS, see Chapter 2: Collection Strategies and 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 (e.g., field trips, tradeshows, conferences, 

award ceremonies) 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. 

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 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. 

3 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.
Chapter 1: Key Concepts Page | 14

# Tasks Example Type Reason

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.

5 Teachers must escort younger 

students between their classroom 

and other areas of the building.

Critical Escorting students is a critical task 

necessary to carry out the critical job 

function of maintaining order and 

ensuring students’ safety.

6 Teachers walk between their 

classroom and other areas of the 

building but are not expected to 

escort or monitor students while 

they are in hallways. 

Incidental Moving between areas where the 

worker will perform critical tasks within 

the same location is not a critical task.

7 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.

8 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.

9 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 greeting 

customers.

10 When the copier is out of paper, any 

staff member refills the machine.

Incidental Important task but not specific to any 

single establishment job.

11 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.

12 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.
Chapter 1: Key Concepts Page | 15

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 and Mental Requirements

• 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. 
Chapter 1: Key Concepts Page | 16

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 Collecting 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:

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.
Chapter 1: Key Concepts Page | 17

1_05 Frequency and Duration

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

tasks. Some cognitive and mental requirements 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). Cognitive demands measured by frequency use the following scale:

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never

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 states that an element is not performed or experienced as part of the 

critical tasks, duration is coded 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. Different work schedules may have 

different associated hours.

Duration ranges include the percent of time up to but not including the upper bound. For 

example, Seldom includes all durations up to 2%, but does not include 2%.

Duration is different than frequency. For example, workers may have many conversations 

throughout a typical day (frequency), but may actually only be speaking to others for two hours 
Chapter 1: Key Concepts Page | 18

of an eight hour day work day (duration). The other time is spent listening or using the 

computer. Using the duration scale, the amount of time described on a daily basis fall into the 

Occasional category (10 minutes up to 2 1⁄2 hours). The duration for speaking in this example is 

coded 2% up to 1/3. 

Duration for Critical Tasks that Occur Less than Daily

While most critical tasks occur daily, some critical tasks are performed regularly, but not every 

day. 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. The examples in Table 1-3 below illustrate how to capture 

duration for non-daily critical tasks.

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

Description: 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 Up to 2% for duration for Outdoors. Using the duration scale, 1 hour 

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

Example 2 – Industrial Engineer

Description: An engineer typically works in an office but is required to inspect a plant and its 

machinery weekly for four hours. The respondent indicates that the engineer is exposed to moving 

mechanical parts where bodily injury is possible for most of the inspection. The respondent also 

indicates that PPE is provided to protect the engineer, but risk of bodily injury still exists.

Duration Coding: Code 2% up to 1/3 for duration for Proximity to Moving Mechanical Parts. 

Using the duration scale, the amount of time described on a weekly basis falls into the Occasional 

category (45 minutes up to 13 hours). Code Yes for PPE.

Example 3 – Fast Food Crew Members

Description: 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.
Chapter 1: Key Concepts Page | 19

Example 3 – Fast Food Crew Members

Duration Coding: Code Lifting/Carrying weight range 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

Description: 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/Walking = 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)
Chapter 1: Key Concepts Page | 20

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 Screen reader software that is not 

available to everyone is provided to a 

visually impaired worker.

Yes Employer modification for 

one worker

5 Video conferencing software with an 

option to caption conversations is 

available to all workers.

No Offered to all workers

6 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

7 Buildings with ADA (Americans with 

Disabilities Act)-compliant ramps and 

other unrestricted ADA-compliant 

equipment

No Employer does not provide 

or restrict their use

8 Tools such as eyeglasses, contacts, and 

hearing aids

No Employer does not provide 

or restrict their use
Chapter 1: Key Concepts Page | 21

1_07 Other Job Characteristics

Jobs in ORS are further distinguished by additional characteristics like full-time/part-time status 

and supervisory duties. For more information about classifying these characteristics, see the 

following selected procedures in the Fundamentals of NCS and ORS manual: 

• Full-time/part-time status: Section 3_01 Worker Characteristics 

• Work level including supervisory duties: Chapter 5 Leveling

• Work schedules: Chapter 6 Work Schedule

• Other variations: Section 3_08 Most Narrowly Defined Job
Chapter 2: Collection Strategies and 

Task Lists

The goal of ORS is to describe how work is performed in the U.S. economy by collecting as much 

quality data as possible in an efficient manner. 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.

Task lists connect the critical tasks performed to the job demands required. Therefore, coding of task 

lists is itself a required ORS element. 

This chapter outlines the strategies to facilitate successful collection and the procedures for using task 

lists:

Respondents

Job Observations

Collecting Task Lists

Documenting Task Lists

Task Lists and Relationship to Job Requirements
2_01 Respondents 

Respondents are the primary source of ORS information. 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
Chapter 2: Collection Strategies and Task Lists Page | 24

2_02 Job Observations

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

demands. Take advantage of opportunities to observe workers on jobs when possible.

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.
Chapter 2: Collection Strategies and Task Lists Page | 25

2_03 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 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 task assigned to a specific job or something that everyone in the organization is 

expected to do? 

Table 2-1: Task List Examples

Example 1 – 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 research 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 performed by other workers.)

× 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 non-residential 

structures from both work and structure related climbing.)

*Documenting excluded tasks is optional and shown for purposes of this example. 
Chapter 2: Collection Strategies and Task Lists Page | 26

Example 2 – 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.

Example 3 – 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.
Chapter 2: Collection Strategies and Task Lists Page | 27

2_04 Documenting Task Lists

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, concise, and 

relevant. Include the following factors in task list documentation:

 How tasks are performed

 Where tasks are performed

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

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

 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. Each quote must have a minimum of 

two critical tasks.

• 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.

Do not copy/paste entire job descriptions, O*NET items (task list or O*NET definitions), or the 

SOC Manual definition. Information copied directly without analysis does not meet task list 

documentation requirements. 

For more information about documenting task lists, see Chapter 8 Documentation Requirements 

in the Fundamentals of NCS and ORS manual. 

Documenting Task Lists Example

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

of a janitor in an elementary school.

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

restrooms, and some outside areas. 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 

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.”
Chapter 2: Collection Strategies and Task Lists Page | 28

Table 2-2: 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.

Figure 2-A: ORS Task List Example – Janitor
Chapter 2: Collection Strategies and Task Lists Page | 29

2_05 Task List and Relationship to Job 

Requirements

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 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). 

Table 2-3: 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
Chapter 2: Collection Strategies and Task Lists Page | 30

Example 1 – LAN Techs

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.

Task List:

• Teaches lessons to children using toys and other learning tools

• Monitors recess and playtime

• Reports progress to parents

• Develops lesson plans

Possible Element Coding Inconsistency with Task List:

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

high shelf so that the children cannot reach them. Even when standing, instructors must reach 

overhead to take these items off of the shelf to use during lessons and at playtime and then return 

them to the shelf upon completion.

Resolution:

Code for Overhead Reaching. Coding is consistent with the task list, as it is done in support of 

teaching lessons and monitoring playtime.

Example 3 – 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.
Chapter 3: 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 

performance in a specific job. 

This chapter includes procedures for collecting the SVP elements: 

Collecting SVP

Minimum Education

Non-Degree Credentials

Experience

On the Job Training
3_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

There are nine SVP levels structured to cluster occupations that require similar amounts of 

vocation preparation time. The time between SVP levels is not uniform and increases as the 

level of preparation time required increases.

At lower SVP levels, there tends to be minimal vocational preparation required prior to hire, 

[i.e., minimal education (high school or less) or prior experience requirements]. The key 

distinction between lower levels of SVP tends to be the amount of on the job training required 

once workers are hired. Conversely, higher SVP levels typically require significant vocational 

preparation prior to hire such as increasingly higher levels of education, prior work experience, 

or non-degree credentials, e.g., multi-year apprenticeships. 

Table 3-1: 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
Chapter 3: Specific Vocational Preparation (SVP) Page | 33

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, training, and experience required by 

the establishment for average performance in a specific job. 

Coding Guidance

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

experience, code the combination the establishment accepts that results in the lowest 

overall SVP level. 

• When multiple combinations of education, training, and experience will result in the 

same SVP level, code the combination the establishment accepts that requires the least

Minimum Education. 

• 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 coded information and the resulting SVP level make 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 variations of what is included and excluded from SVP and how 

overall SVP level is calculated. 

Table 3-2: SVP Coding Variation Examples

Example 1 – Bookkeeper SVP Coding – 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
Chapter 3: Specific Vocational Preparation (SVP) Page | 34

Example 1 – Bookkeeper SVP Coding – Basic SVP

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 completing general 

education does not count toward SVP.

Example 2 – Bookkeeper SVP Coding – 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 education, training, or experience 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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 35

Example 3 – Bookkeeper SVP Coding – Combinations Result in Same SVP

Job Description Requirements: Either a minimum of 18 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: 18 months

• On the Job Training: 3 weeks

SVP Level = 6

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

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

Even though the ‘experience’ combination results in more total time, since the overall SVP level is 

the same, choose the combination 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 

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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 36

Table 3-3: 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 NonDegree Credentials, 

License/Certification.

Concurrent minimum 

education and license. The 

time required for the license 

is already reflected in 

Minimum Education.

2 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.

Code Non-Degree 

Credentials Yes, 

required, Educational 

Certificate – 600 hours, 

and License/Certification –

Concurrent.

Concurrent educational 

certificate and license. The 

time required to obtain the 

license is already reflected in 

Educational Certificate. 

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, 

License/Certification. 

Concurrent experience and 

certification. The time 

required for certification is 

already reflected in 

Experience. 

4 A BLS field economist spends 3 

months completing on-the-job 

training and completes 3 weeks 

of National Office collection 

training during those 3 months. 

Code 3 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.

Not Required vs. Unknown

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

required. 

• Code No, 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 No, not required for an SVP component when presence or duration is unavailable 

may understate the actual SVP.

When any SVP component used to calculate required vocational preparation time cannot be 

determined or is unavailable, the job is unusable. Likewise, when the presence of any NonDegree Credentials subcomponent is unknown, the job is unusable. The one exception is the 

requirement to read and write, which may be coded Unknown. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 37

Table 3-4: 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 driver’s license.

Non-Degree Credentials – Unknown. 

Do not code presence of driver’s license 

when other subcomponents of NonDegree Credentials are unknown.

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 collect formal training requirements for these jobs. See the Fundamentals of NCS and 

ORS manual, section 5_07 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. 

Table 3-5: Non-Levelable Job Example

# Non-Levelable Job Example-Lead Actor in a 

Theatre Company-Preparation Required:

Code As:

1 The respondent would not provide specific information,

but states that they would not cast someone without 

some prior acting experience as the lead actor.

Experience – Unknown

Reason: Experience is required, 

time is unknown.

2 Four year drama degree. Five years 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 
Chapter 3: Specific Vocational Preparation (SVP) Page | 38

3_02 Minimum Education

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

required as a condition of hire for 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 3-6: Minimum Education SVP Chart* 

Degree Vocational Time Included Reason

4 years of High 

School 

None All time is general education

2 years Associate’s 

Degree

Usually 1-2 years Up to 1 year may be general 

education. The amount of education 

directly related to vocational 

preparation will vary based on the 

specific course of study.

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 from the default time provided. Exclude the portion of time that counts as 

general education.

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

from the 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). 
Chapter 3: Specific Vocational Preparation (SVP) Page | 39

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 typically 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. 

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) 
Chapter 3: Specific Vocational Preparation (SVP) Page | 40

Physicians typically must complete a residency in their specific branch of medicine following the 

completion of medical school and obtaining their doctorate. Residency is often a training 

requirement in order to obtain a license to practice medicine and therefore the time to complete 

a residency should be coded as License/Certification. See Classifying 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.

Coding Minimum Education Required at Hire

Sometimes an employer will hire workers for jobs that require formal degrees with the 

expectation the worker will obtain a higher degree as a condition of hire. When a formal degree

is required as a condition of hire, code it under the minimum education required, even when it 

can be completed post-hire. 

× Exclude formal degrees not required as a condition of hire but required later to maintain 

ongoing employment, licensure, or certification (i.e., continuing education).

Coding Vocational Training

Some jobs require specialized vocational training obtained through a trade or technical school. 

Some high schools offer specialized vocational training similar to training that can be acquired 

through a vocational program following high school. 

When a job requires a high school diploma and completion of specialized vocational training not 

resulting in a post-secondary degree, regardless of whether the program is through a high 

school vocational program, trade or technical school, or community college, code the minimum 

education required as High School. Code any time associated with the vocational program 

regardless of whether it was completed during or after high school with Non-Degree Credentials

as either: 

• Educational Certificate – if a certificate of program completion is required. 

• Other – if only coursework but no formal degree or educational certificate is required. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 41

Table 3-7: 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. 

3 An economist is required to obtain 

a Master’s degree within one year 

as a condition of hire.

Select Masters from 

degree options, 

Years, and enter 3. 

2 years Bachelor’s, 1 year 

Master’s. Obtaining a 

Master’s within one year is a 

condition of hire.

4 A teacher requires a current state 

license as a condition of hire. To 

obtain a license in the state, a 

teacher must complete a 

Bachelor’s degree and pass a test. 

To maintain the license, a teacher 

must obtain a Master’s degree 

within five years of hire.

Select Bachelor’s

from degree options, 

Years and enter 2 

and

License/Certific

ation – Yes and 

Concurrent. 

This counts as 2 yrs. of time. 

Exclude 2 years of general 

education. The Master’s 

degree is an ongoing 

education requirement to 

maintain the license, not a 

hiring requirement and 

should not be included.

5 A chef requires high school and a 

restaurant trades certificate. 

Workers can obtain this certificate 

in a high school vocational 

program or a non-degree program 

through a community college. In 

both cases, it takes 1 year to earn 

the certificate. 

Select High School

from degree options 

and select 

Educational 

Certificate from 

Non-Degree 

Credentials and 

enter 1 year.

Count the minimum degree 

required as High School and 

capture any vocational 

training not resulting in a 

formal degree under NonDegree Credentials.
Chapter 3: Specific Vocational Preparation (SVP) Page | 42

3_03 Non-Degree Credentials

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

results in a license/certification, educational certificate, or apprenticeship. 

Licenses, certifications, 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 license/certification, apprenticeship, or educational 

certificate (as defined for ORS) is captured in a separate category within non-degree credentials 

(Other).

Include:

 Licenses/Certifications. 

 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 or 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 a non-degree credential involves training that is provided after hire, first clarify that the 

non-degree credential is a requirement for the job that was selected. 

Example – Cadet vs. Firefighter: The respondent indicates a cadet receives training and, after 

credentialing, becomes a firefighter. 

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

condition of hire for a cadet. However, if the firefighter is the selected job, then a credential is 

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

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 

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.

× Exclude non-degree credentials not required as a condition of hire but required later to 

maintain ongoing employment, or time spent in continuing education to maintain nondegree credentials. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 43

Example – Lawyer: 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.

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:

• License/Certification

• Educational Certificate

• Apprenticeship

• 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. 

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 a License/Certification, Educational 

Certificate, or Apprenticeship. 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/Certification, whether the job is a heavy truck driver or a truck mechanic. 

License/Certification

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. 

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 

to perform a specific occupation. The examination can be 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. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 44

Examples – License/Certification:

• 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. 

• 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.

Note:

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

gaming licenses, casino licenses, and key worker licenses). While states may call these permits 

licenses, only code them as License/Certification if they meet the ORS definition of a 

license. 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.

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

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

be coded as License/Certification. 

• A commercial driver’s license (CDL) is a common license, with different classes and 

endorsements legally required to allow the holder to operate specific types of vehicles. CDLs 

are considered occupation specific licenses. Exclude standard passenger vehicle licenses from 

the License/Certification category even when there is a class endorsement 

requirement. See Concurrent Non-Degree Credential Time for more information on coding 

commercial driver’s licenses. See Other Non-Degree 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, high school, or a trade 

school) based on completion of all requirements for a program of study, including coursework 

and test(s) 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. When an 

employer requires a formal certificate of completion from a high school vocational program, 

code this as an Educational Certificate with the associated vocational preparation time. 

Examples – Educational Certificate:

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

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

• A repair shop requires an automotive service technician to obtain an educational certificate.

This certificate can be obtained in a high school vocational program or a community college 

program.

• A transit system requires its bus drivers to complete an entry-level CDL training course and 

obtain a certification of successful completion. This certificate can be obtained through the 

employer’s in-house driver training program or from an outside training provider. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 45

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, training, or experience for the 

job, code the combination that results in the lowest overall SVP level. When multiple 

combinations result in the same SVP level, code the combination that includes the least 

amount of formal education, 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/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.

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. They are 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.

Code any time required as part of an apprenticeship with Apprenticeship. Report the 

amount of training time associated with the level of apprenticeship required for the selected 

job, not the amount of training that will be received over the entire apprenticeship. For 

example, a second-year 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. 

Often, completion of apprenticeships may result in another non-degree credential, such a 

license or certification. Code any required Licenses/Certifications – Yes and Concurrent. 

Example – Apprenticeship: An establishment requires electricians to complete a five-year 

apprenticeship program and be licensed through the State of Maryland. 

 Code Apprenticeship - 5 years, and License/Certification - Yes and

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, educational certificate, or are part of 

a formal apprenticeship program. 

Other non-degree credentials coding is only required if the credential:
Chapter 3: Specific Vocational Preparation (SVP) Page | 46

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

• 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. Likewise, code the presence and time associated with

required vocationally relevant coursework in a high school or post-secondary vocational trade 

program that is not part of a formal apprenticeship and does not result in an educational 

certificate as Other. 

Many ‘other’ non-degree 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 the required 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) and will not affect the 

overall SVP level. While not required, it is acceptable to code these 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. 

• Driver’s 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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 47

Table 3-8: Credentials Summary and Examples

Credential Duration Awarded by Nature Examples

License/ 

Certification

Timelimited Governmental 

licensing 

agency or Nongovernmental 

certification 

body

Occupation 

specific

Cosmetology licenses, teacher’s 

certificates, information 

technology certifications; 

project management 

professional certifications

Educational 

Certificate

Lifetime Educational 

Institution

Occupation 

specific

Digital arts certificate from 

online university, motorcycle 

mechanic’s diploma from a 

community college, restaurant 

trades certificate from a high 

school vocational program

ApprenticeshipVaries Varies Occupation 

specific

Automobile manufacturer 

offering in-house formal 

apprenticeship program, 

plumber and pipefitters local 

union apprenticeship program, 

software developer 

apprenticeship program 

through state.

Other Varies Varies Vocationally 

relevant but 

not specific to 

an occupation 

or specific to 

an 

establishment

College or vocational school 

coursework (no 

degree/educational certificate), 

forklift certifications, OSHA 30 

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)

Coding Duration for Non-Degree Credentials

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

development time needed to maintain the credential.

× Exclude 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. 

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 
Chapter 3: Specific Vocational Preparation (SVP) Page | 48

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 both 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. 

Examples – Concurrent License/Certification:

• Cosmetologists require a state license. Requirements for the license include completion of a 

cosmetology program from an accredited cosmetology school or community college 

culminating in an educational certificate (1.5 years to complete). 

 Code License/Certification and enter Concurrent and Educational 

Certificate and enter 1.5 years. 

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

a standardized test, a Bachelor’s degree that included hands-on student teaching time is a 

pre-requisite to obtaining a teaching license. 

 Code License/Certification and enter Concurrent and Bachelor’s 

degree-2 years.

Note: Federal regulations require workers attempting to obtain or upgrade several Commercial 

Driver’s License (CDL) classifications and endorsements to complete an Entry-Level Driving Training 

(ELDT) program before licensure. The credential earned upon completion of the ELDT training is 

coded as an Educational Certificate. The CDL is coded as a License/Certification. 

• When the time spent in an ELDT program overlaps another SVP component, include all 

overlapping time in the applicable category (Minimum Education, Experience, or OJT) and code 

Educational Certificate and License/Certification time Concurrent. When the 

establishment provides in-house CDL training for new workers, include the duration of this 

training in On-the-job training and code Educational Certificate and 

License/Certification time Concurrent. 

• When the time spent in an ELDT program does not overlap another SVP component, code the 

time for completion of the training under Educational Certificate and code 

License/Certification time Concurrent. Consult government and training provider

websites as needed to assist in collecting the training time from the respondent or validating 

respondent-supplied data.

• When the respondent cannot provide a specific training duration and the training time does not 

overlap another SVP category (Minimum Education, Experience, or OJT), attempt to collect an 

estimate using thresholds based on the amount of time most likely to change the overall SVP 

level. See Collecting On the Job Training for more on using SVP thresholds to estimate time.

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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 49

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 that does not result in a degree, and 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 that 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 

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 3-9: 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 

Apprenticeship – Yes and 51 months duration and 

License/Certification – Yes and Concurrent. 

State-issued, occupation specific, formal program. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 50

# Non-Degree Credential 

Examples

Action

2 Elementary teachers are 

required to have a Bachelor’s 

degree and must take a Praxis 

exam to obtain their teaching 

certification issued by the state. 

Time needed for 

license/certification is 

concurrent with Bachelor’s 

degree. The district also 

requires all teachers to have 

CPR certification (4-hour Red 

Cross training)

For teaching certification: Code 

License/Certification – Yes and Concurrent 

with the Bachelor’s degree education requirement. Do not 

include any time associated with the Praxis exam. Stateissued, occupation specific, and time-limited. 

For CPR certification: Do not count. This certification is 

related to an unexpected emergency-response task for this 

occupation; not relevant to the critical job function of a 

teacher.

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, and doesn’t expire.

For medical assisting certification: Code 

License/Certification and Concurrent. Occupation 

specific and time-limited. 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. Doctor 

can receive medical license 

after 1 year of residency and 

board certification after a 

minimum of 4 years of 

residency. 

For medical license and board certification: Code 

License/Certificate – Yes and 4 years. Medical 

license is state-issued, occupation specific, and timelimited. Time is concurrent with time spent toward 

certification, which is issued by a certification body and 

occupation specific. 

5 Bus drivers at a local school 

district must complete a statemandated ELDT training course 

from an outside provider to 

obtain a Class B CDL with a 

School bus (B) endorsement

before hire. The statemandated training takes 20 

hours.

For ELDT training: Code Educational Certificate -

Yes and 20 hours. The company requires workers to 

obtain ELDT training from an outside provider. The state 

mandates the length of the training. Training results in 

occupation specific certificate that doesn’t expire. 

For CDL: Code License/Certification – Yes and 

Concurrent. Time toward CDL is concurrent with 

educational certificate.
Chapter 3: Specific Vocational Preparation (SVP) Page | 51

# Non-Degree Credential 

Examples

Action

6 Bus drivers at a municipal 

transit agency must have a 

standard driver’s license with at 

least 3 years licensed driving 

experience and be able to 

obtain a Class B CDL with a 

Passenger (P) endorsement. 

The agency provides an 8-week 

in-house ELDT training upon 

hire. Applicants may also take 

an ELDT course from an 

outside training provider at 

their own expense.

For ELDT training: Code On-the-job Training – Yes

and 8 weeks. Code Educational Certificate – 

Yes and Concurrent. The company provides in-house 

ELDT training for new workers. Training results in 

occupation specific certificate that doesn’t expire.

For CDL: Code License/Certification – Yes and 

Concurrent. Time toward CDL is concurrent with 

educational certificate.

Code both Experience and Other - No, not 

required. The standard driver’s license and 3 years’ 

experience driving a standard passenger vehicle are not 

vocationally relevant for the bus driver.

7 Tractor trailer truck drivers at a 

regional freight company must 

have a Class A CDL and a 

minimum of 30 months working 

in a Class A tractor trailer 

driving position. Per 

respondent, in-house training 

to obtain a CDL provided by a 

previous employer can be 

included in the 30 months 

experience requirement.

For ELDT training: Code Experience - Yes and 30 

months and Educational Certificate – Yes and 

Concurrent. Training time overlaps the experience 

requirement. Training results in occupation specific 

certificate that doesn’t expire.

For CDL: Code License/Certification – Yes and 

Concurrent. Time toward CDL is concurrent with 

educational certificate.

8 Garbage truck drivers at a 

nationwide waste disposal 

company must have a valid 

Class B CDL and one year of 

experience. Per the 

respondent, the training time 

for the CDL is not included in 

the experience requirement

and local ELDT training 

programs for Class B licensure 

typically last 3 to 6 weeks.

Code Experience Yes, required and 1 year. 

For ELDT training: Code Educational Certificate -Yes and 3 

weeks. The time spent training for the CDL does not 

overlap the experience requirement. Training results in 

occupation specific certificate that doesn’t expire. Coding 

time of 3 weeks reflects the minimum required vocational 

preparation time.

For CDL: Code License/Certification – Yes and 

Concurrent. Time toward CDL is concurrent with 

educational certificate.

9 Fuel truck drivers at a regional 

heating oil company must have 

a Class B CDL with a Hazmat 

(H) endorsement at hire. The 

respondent cannot provide a 

specific amount of time for the 

ELDT training but using the 

SVP thresholds estimates it 

would take at least 4 hours but 

less than 1 month.

For ELDT training: Code Educational Certificate -

Yes and 0.9 months. Respondent could not supply a 

specific amount of training time but provided an estimate 

based on the amount of time most likely to change the 

overall SVP level. Training results in occupation specific 

certificate that doesn’t expire.

For CDL: Code License/Certification – Yes and 

Concurrent. Time toward CDL is concurrent with

educational certificate.
Chapter 3: Specific Vocational Preparation (SVP) Page | 52

# Non-Degree Credential 

Examples

Action

10 Pizza delivery drivers need 

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 is legally required and related to critical job 

function. No time is required; application or test only.

11 Team Members 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).

12 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 non-degree 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. 

13 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.

14 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.

15 Patrol officer is required to 

attend a state-approved 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 police academy: Code Educational Certificate 

– Yes – 10 weeks. 

For license: Code License/Certificate – 

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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 53

# Non-Degree Credential 

Examples

Action

16 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 non-degree 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.

17 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.

18 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).

19 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.

20 Dealers at a casino must obtain 

a certification that requires 3 

weeks of training and renews 

annually.

For the dealer certification: Code 

License/Certification – Yes – 3 weeks. The 

certification must be renewed.
Chapter 3: Specific Vocational Preparation (SVP) Page | 54

3_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, training, or experience, collect the option that results in 

the lowest SVP level 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 3_01 Collecting Concurrent SVP Time for examples of coding overlapping SVP 

time. 

Table 3-10: 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 oneyear 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.
Chapter 3: Specific Vocational Preparation (SVP) Page | 55

3_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, workplace 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. If 

the respondent provides a range of training time, document the range and code the least 

amount of time required.

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”, “coaching” and “active shadowing.”

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 SVP thresholds to estimate OJT. If the respondent cannot provide a specific amount of 

time, attempt to collect an estimate using thresholds based on the amount of time most likely 

to change the overall SVP level. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 56

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 and the time already provided for 

other education, experience, and credentials components: 

• “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?”

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 0.9 to any time the respondent provides.

Example: The respondent says there is no minimum education, training, or prior experience 

required for the housekeeping position. The respondent indicates that OJT for the housekeeping 

position is less than half a day. 

 Code 0.49 days.

Table 3-11: 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 Unknown. 
Chapter 3: Specific Vocational Preparation (SVP) Page | 57

Table 3-12: 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 

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 Funeral attendants require between two hours to 

eight hours of on the job training. 

Code as 2 

hours

Document the range and 

code the least amount of 

time required.

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 

5 New and experienced firefighters are required to do 

3 hours of training per shift on an ongoing basis.

Do not 

collect

Continuing education
Chapter 4: Cognitive and Mental 

Requirements 

Cognitive and mental requirements measure selected cognitive demands 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, the frequency of verbal interactions, the people skills 

required, and the work setting where critical tasks are performed. 

This chapter includes procedures for collecting the cognitive and mental requirements elements: 

Collecting Cognitive and Mental Requirements

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

Pace: Control of Workload, Work Pace and Pause Control

Personal Contacts: Verbal Interactions and People Skills

Adaptability: Work Schedule Variability

Work Setting: Public Work Area, Crowds and Telework
4_01 Collecting Cognitive and Mental 

Requirements

Determine the best response for each cognitive and mental requirements 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 4-1 displays the recommended question and response options. Some elements include

optional text in italics which can be included if needed. 

Table 4-1: Questions and Response Options for Cognitive Demands

Cognitive 

Requirements

Questions and Response Options

Work Review – 

Presence of 

Supervisor

Are supervisors or lead workers generally present in the same physical work 

area as workers?

• Yes

• No

Work Review – 

Frequency of Work 

Being Checked 

What is the most often this job’s work is routinely checked by a supervisor 

or lead worker?

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never

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

Internal Verbal 

Interactions

What is the most often that workers in this job typically initiate, or 

respond to new, verbal work-related interactions with people who work 

for [Insert employer name/company/organization /establishment]? 

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never
Chapter 4: Cognitive and Mental Requirements Page | 60

Cognitive 

Requirements

Questions and Response Options

External Verbal 

Interactions

What is the most often that workers in this job typically initiate, or 

respond to new, verbal work-related interactions with people who do

not work for [Insert employer name/company/organization/

establishment]? 

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never

Personal ContactsPeople 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

Work Schedule 

Variability

Does the employer change the work schedule, requiring workers to report 

on different days or times, or work a different number of hours, from 

week-to-week?

• Yes

• No

Public Work Area

Does this job require working in an area where people who do not work 

for [Insert employer name/company/organization/establishment] can 

physically approach or communicate with the worker?

• 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 temporary situation in 

which a lot of unfamiliar people are present considering the unseparated 

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 typically experienced or required when performing critical

tasks for these cognitive elements: Work Review-Frequency of Work Being Checked and

Personal Contacts-Internal and External Verbal Interactions.

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

Review: Presence of Supervisor, Pace: Control of Workload, Work Pace, and Pause
Chapter 4: Cognitive and Mental Requirements Page | 61

Control, Personal Contacts: People Skills, Adaptability: Work Schedule Variability, and 

Work Setting: Public Work Area 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, section 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 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 4-2: Cognitive Documentation Examples and Coding

# 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, Work Pace

– Consistent, and generally

fast, Public Work Area – Yes

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 – Self-paced

3 Janitor works throughout a multi-story building 

alone during office hours. The supervisor is 

present in the building but usually stays in an 

office on the first floor.

Presence of Supervisor – No
Chapter 4: Cognitive and Mental Requirements Page | 62

4_02 Work Review: Presence of Supervisor and

Frequency of Work Being Checked

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: 

• Presence of Supervisor

• Frequency of Work Being Checked

Together these elements provide insight into a job’s proximity to a supervisor and a measure of 

the amount of supervision received. 

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

• 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 when the supervisor or lead worker is nearby on the same floor, regardless of the 

existence of walls and doors separating the space. 

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 to be considered as being in the same physical work area.
Chapter 4: Cognitive and Mental Requirements Page | 63

Table 4-3: 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 individual offices with the 

lead drafter in a nearby office and the 

engineering supervisor on a different floor.

Yes Supervisor is not physically present in 

vicinity, but a lead worker is. 

4 An accountant teleworks two days a week 

and works in the office three days a week. 

Her supervisor works in the same cubicle area 

when she is in the office.

Yes Worker is in the office for the majority 

of the time and the supervisor is 

physically present. 

5 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.

6 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.

7 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.

Frequency of Work Being Checked

Frequency of Work Being Checked answers the question: What is the most often this job’s 

work is routinely checked by a supervisor or lead worker? 

Use the following frequency categories:

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never

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. 
Chapter 4: Cognitive and Mental Requirements Page | 64

Collecting Frequency of Work Being Checked

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

under normal circumstances. The checking of work 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. 

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 

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 4-4: Frequency of Work Being Checked Examples

Collect as: Frequency of Work Being Checked Examples

Every few 

minutes

• 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.

• A construction worker works all day in close vicinity on a construction site with 

team members, including a team lead. The team lead supervises all work and 

provides individual instruction and correction when needed. 
Chapter 4: Cognitive and Mental Requirements Page | 65

Collect as: Frequency of Work Being Checked Examples

At least 

once per 

hour

• A machinist producing parts has finished work pulled once per hour for 

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

supervisor.

• 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 that calls may be 

monitored a maximum of twice per hour and will be notified when performance 

does not meet expectations.

At least 

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, but 

not hourly. 

• 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.

• A convenience store cashier counts the till before their mid-shift break and at 

the end of every shift and must balance within $1 or the shift supervisor 

records an infraction.

• 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.

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.

• 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.

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

manager monitor wait staff sales amounts and customer service a few times a 

week. Staff are told when performance does not meet expectations.

Less than 

once per 

week, 

including 

never

• A factory plant director has full plant responsibilities. Work is only assessed on 

efficiency and achievement of company objectives during annual performance 

reviews.

• 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.

• 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. 
Chapter 4: Cognitive and Mental Requirements Page | 66

4_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:
Chapter 4: Cognitive and Mental Requirements Page | 67

Table 4-5: 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 a certain 

number of widgets 

per hour each shift.

• Outside salesperson 

receives 

commissions based 

on number of weekly 

items sold.

• Mechanic is 

scheduled 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 deadline. 
Chapter 4: Cognitive and Mental Requirements Page | 68

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.
Chapter 4: Cognitive and Mental Requirements Page | 69

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.

• 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. 

Although rare, workers can be self-paced while their work is being checked by a supervisor 

more frequently than weekly. Document situations where workers are self-paced but still have 

their work checked by a supervisor daily or at least weekly. 

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: 
Chapter 4: Cognitive and Mental Requirements Page | 70

Table 4-6: Different Factors Related to Control of Workload

Factor Assembler Janitor Machinery 

Maintenance 

Mechanic

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).

Ticketing system 

automatically 

assigns the 

work. 

Uncommon 

coding (works 

with equipment 

to complete tasks 

but 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.

Must maintain at 

least seven 

machines per 

day.

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.

Supervisor is 

directing each 

repair and 

controlling 

timing and order 

repairs must be 

done.

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.
Chapter 4: Cognitive and Mental Requirements Page | 71

Factor Assembler Janitor Machinery 

Maintenance 

Mechanic

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.

Determines

when machine 

maintenance is 

performed over 

the course of 

monthly 

maintenance 

schedule. 

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

Must repair 

machinery as 

soon as it 

malfunctions

without needing 

any supervisory 

directive

because any 

equipment 

downtime 

means 

production 

downtime. 

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 go-between to 

procure medical 

care for animals.
Chapter 4: Cognitive and Mental Requirements Page | 72

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. 

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. 
Chapter 4: Cognitive and Mental Requirements Page | 73

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. 

Table 4-7: 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.

• 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.

• 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.

• A customer service representative answers incoming calls from an 

automated queue. Calls are constant.

• 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. 

• 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.

• A lab technician monitors experiments and tests, assists in running 

equipment and endures long pauses while testing proceeds. 

• 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. 

• 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. 

• LAN technician experiences fast and slow periods depending on help desk 

calls fielded or when updates and upgrades are deployed. 

• Cashiers at a large grocery store experience fast and slow periods 

depending on the volume of customers.

• 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.
Chapter 4: Cognitive and Mental Requirements Page | 74

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.
Chapter 4: Cognitive and Mental Requirements Page | 75

Table 4-8: 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.

• 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.

• 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.

• 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.

• 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.

• Cashiers are able to take a break when there are no customers but cannot leave 

their station when there is a line.

• A surgeon would not be able to step away easily while performing surgery.
Chapter 4: Cognitive and Mental Requirements Page | 76

4_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 three elements: 

• Internal Verbal Interactions

• External Verbal Interactions

• People Skills

Verbal Interactions

Verbal Interactions answers the question: What is the most often that workers in this job

typically initiate or respond to new, verbal work-related interactions with (two types of 

contacts): 

• Internal: People who work for the same employer, company, organization, or 

establishment as the job. 

• External: People who do not work for the same employer, company, organization, or 

establishment as the job, including the general public, vendors, students, contractors, or 

delivery people.

Capture separate frequencies for internal and external verbal interactions. Use the following 

frequency categories:

• Every few minutes

• At least once per hour

• At least once per day

• At least once per week

• Less than once per week, including never

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 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.
Chapter 4: Cognitive and Mental Requirements Page | 77

Table 4-9: Verbal Interactions Coding Guidance and Examples

Guidance Example of Work-Related Verbal Interactions

Collect the most often verbal 

interactions are typically 

required for critical tasks.

Office clerks must verbally interact with each other a few 

times per hour in the morning and work independently in the 

afternoon. Code Internal Verbal Interactions At least 

once per hour.

Exclude one time or unusual 

situations when determining 

the highest typical frequency.

A county medical examiner verbally interacts with state

medical examiners and independent morgue operators 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 External Verbal Interactions At 

least 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 and project 

managers outside of their company in addition to clients. 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 External Verbal Interactions At least 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 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 External Verbal Interactions 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 requires that a worker 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 spends several hours per day speaking during a single meeting and 

collaborating at length with colleagues, however, the frequency these verbal interactions start is 

not every few minutes, but at least once per day.
Chapter 4: Cognitive and Mental Requirements Page | 78

Table 4-10: 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 interactions that occur in-person, or via telephone, video conferencing, or any other 

real-time, live interaction.

Exclude:

× One-time or unusual situations when determining the maximum number of interactions. 

× 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, online chat/instant messaging, head nods, and 

gestures. 

× Interactions that are not work-related such as optional social contacts that are not required 

for critical tasks.

Notes – Group Setting: 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 one-on-one 

exchanges. 
Chapter 4: Cognitive and Mental Requirements Page | 79

Collecting Internal Verbal Interactions

Collect the frequency that workers in the job must verbally interact with people internal to the 

workers’ organization including co-workers and supervisors, regardless of whether the individual 

is familiar or unfamiliar to the worker. Routine visitors, vendors, couriers, delivery personnel 

(e.g., UPS, FedEx), students, or frequent clients of the business are considered external to the 

worker's organization. External contacts are excluded from the frequency of internal verbal 

interactions but included with the frequency of external verbal interactions.

Table 4-11: Frequency of Internal Verbal Interactions Examples

Frequency Internal Verbal Interactions Examples

Every few minutes A cook working in a kitchen receiving verbal food orders, or questions 

about the status of food order from wait staff.

At least once per 

hour

A shop foreman will talk with skilled workers to review work, or get 

progress updates several times per hour. During emergencies only, the 

foreman would talk with the workers every few minutes.

At least once per 

day

A factory plant director has full plant responsibilities. Generally, she has a 

few in-person meetings with coworkers a week, takes some calls and faceto-face meetings from staff or supervisors throughout the day, but handles 

a lot of interaction with other workers through email and her executive 

assistant.

At least once per 

week

Research statistician attends weekly meetings either in-person or by 

videoconference, but largely works independently on research projects.

Less than once per 

week, including 

never

A book or publication editor who works from home receives all work to be 

edited electronically and submits comments, edits, or feedback in writing or 

electronically.

Collecting External Verbal Interactions

External contacts include any individual outside of the workers’ organization including customers 

and clients, regardless of whether the individual is familiar or unfamiliar to the worker. This 

includes routine visitors, vendors, couriers, delivery personnel (e.g., UPS, FedEx), students, or 

frequent clients of the business as they are not considered internal to the workers’ organization 

and should be considered as members of the general public.

Table 4-12: Frequency of External Verbal Interactions Examples

Frequency External Verbal Interactions Examples

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.

• A barista waits on an average of 20 customers per hour at a busy 

coffee shop.

• Teachers interact with students every few minutes during questionand-answer periods following a lesson.

At least once per 

hour

• Nail salon technicians generally assist one or two customers each hour.

• A junior sales representative sells printing services and manages 

customer prospect profiles.
Chapter 4: Cognitive and Mental Requirements Page | 80

Frequency External Verbal Interactions Examples

At least once per 

day

• An insurance office assistant answers customers’ questions from 

occasional customer calls and walk-in clients.

• A security guard at a loading dock of an office building receives and 

processes third party visitors and deliveries a couple times per day. 

At least once per 

week

• A cafeteria attendant at a college is required to work with delivery 

personnel to confirm delivery contents a few times per week.

Less than once per 

week, including 

never

• A customer service representative receives all requests or complaints 

from customers over electronic chat or email.

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: For 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).
Chapter 4: Cognitive and Mental Requirements Page | 81

Table 4-13: 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. 

• Line cooks listen to supervisor/chef’s instructions to prepare menu items.

• Telemarketers follow a script and are instructed to transfer the call to their 

supervisor if problems arise.

• 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.

• 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 consist 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.

• Customer service representatives must answer and appropriately respond to 

resolve a variety of complaints and issues.

• 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.

• 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.
Chapter 4: Cognitive and Mental Requirements Page | 82

4_05 Adaptability: Work Schedule Variability

Work Schedule Variability refers to changes in a worker’s job schedule from week to week.

Adaptability: Work Schedule Variability

Work Schedule Variability answers the question: Does the employer change the work 

schedule, requiring workers to report on different days or times, or work a different number of 

hours, from week to week?

• Yes 

• No

The intent of this element is to measure whether work schedule variability is present for the 

job. A work schedule is the number of hours, time of day, and days worked by the employee, 

within the work week set by the employer.

Collecting Work Schedule Variability

Collect whether work schedule variability is required for the job by determining if there are any 

work schedule changes from week to week. This includes requiring workers in the job to report 

for work on a different day, different time, or for a different number of hours than the week 

prior. Work schedule variability includes rotating work schedules, mandatory overtime, early 

release from work, cancelled workdays, on-call status, or being called-in for work on a day not 

scheduled. Jobs with a set, unchanging, schedule one week to the next are not considered to 

have work schedule variability. Work schedule variability can apply to any job, regardless of 

work status. For example, both hourly and salaried jobs can have work schedule variability. 

Include schedule changes whether or not they are planned or known in advance. Advance 

notice of a change in the work schedule does not change the fact that work schedule variability 

is present. 

Jobs do not need weekly schedule changes to be considered to have work schedule variability.

Include jobs where schedule changes are seasonal or affected by more than incidental external 

factors. Include:

 Work schedule changes related to critical tasks only.

 Jobs that require seasonal work changes in work schedule, which is an exception to the 

week-to-week requirement. For example, accountants are required to work additional 

hours during tax season. 

 Jobs with regular rotating shifts that change less often than weekly, such as production 

jobs that rotate between day and night shifts every three weeks.

 Jobs routinely affected by changes due to weather, environmental hazards, or other 

emergencies. For example, work schedule changes due to weather for jobs that routinely 

work outdoors.

 Required early arrivals and dismissals.

Exclude the following incidental or optional work schedule changes:

× Annual or one-time changes related to performing incidental tasks (e.g., field trips, 

conferences, etc.).
Chapter 4: Cognitive and Mental Requirements Page | 83

× Changes in work schedule attributed to discrete instances of situational weather 

emergencies (e.g., delayed start due to a snowstorm), environmental hazard emergencies 

(e.g., gas leak in a building), or other emergencies.

× Jobs with optional flexibility at the worker’s discretion, as opposed to employer mandated 

changes in work schedule. This includes changes that are chosen, implemented, or under 

the control of the worker. These are optional and not a requirement of the job.

× Sick days, early release or time-off due to vacation or holidays. 

Work schedule variability only applies to a job’s regular, on-going work schedule. Exclude time 

periods that are not part of the regular work schedule, such as jobs that do not work yearround. For example, teachers typically do not work during the summer months and beach 

lifeguards do not work during the winter.

Table 4-14: Work Schedule Variability Examples

Work 

Schedule 

Variability

Examples

Yes • A worker at a car wash who is dismissed early whenever there is rain.

• A police officer who works a rotating schedule from days one week, to nights 

another week.

• An emergency room surgeon who is on call and required to go in to work at a 

hospital for emergencies.

• A nurse has a consistent rotating schedule working twelve-hour days for four 

days, then taking three days off. Work continues with three days on and then 

four days off. The schedule then rotates back to working for four days.

• A fast food worker who works different days or hours based on a weekly 

posted schedule.

• A sales representative scheduled to work eight hours daily Monday-Friday, 

however, the employer routinely requires the worker to work evenings and 

weekends, depending on clients’ needs.

No • An office worker who is able to choose his or her start time each day.

• Teachers work weekdays from 7:30am to 3:30pm nine months of the year but 

do not work three months of the year.

• Teachers may grade papers in the evenings as a personal choice.

• Office workers may work extra hours to complete a task, but the worker could 

also decide to leave.

• A warehouse worker who works a consistent week to week schedule but is 

required to evacuate a building because of a chemical spill inside the 

warehouse.

• A manufacturing plant has a two-week plant shut-down annually but otherwise 

works a fixed non-rotating schedule.
Chapter 4: Cognitive and Mental Requirements Page | 84

4_06 Work Setting: Public Work Area, Crowds, 

and Telework

The work setting is the area or environment where workers perform their critical job 

function(s) and critical tasks and consists of three elements: 

• Public Work Area

• Working Around Crowds

• Telework

Public Work Area

Public Work Area answers the question: Does this job require working in an area where 

people who do not work for the employer, company, organization, or establishment can 

physically approach or communicate with the worker?

• Yes 

• No

Collecting Public Work Area

Collect whether workers are required to perform critical tasks in a setting that is open to the 

general public and where people who do not work for the organization could physically 

approach, contact, or communicate with them. Members of the general public include any 

individual outside of the worker’s organization, including customers and clients, regardless of 

whether the individual is familiar or unfamiliar to the worker. This includes routine visitors, 

vendors, students, contractors, or delivery persons, as they are not considered internal to the 

worker’s organization and should be considered members of the general public. 

Include:

 In-person contact only. 

 Work settings where there is the potential for contact or interactions, even if it may not 

actually occur.

 Any time a worker must perform a critical task in a public work area even if it is not a 

majority of the time.

 Any time a worker must perform a critical task in-person with a member of the general 

public even if it is not a majority of the time.

 Contact may include non-verbal exchanges such head nods and gestures.

Exclude:

× Telephone, videoconferencing, texting, and email contact. 
Chapter 4: Cognitive and Mental Requirements Page | 85

Table 4-15: Public Work Area Examples

Collect as: Public Work Area Examples

Yes • Residential neighborhood route for a garbage collector.

• Dining room where an attendant is responsible for bussing tables.

• Building with general public access where a worker is responsible for building 

maintenance.

• Nurses working in-person with patients.

• Fast food worker taking orders through drive through windows or at a walkup counter. 

• Construction flaggers working along public roadways.

• Firefighters work at a fire station that is not open to the general public but 

must respond to emergency calls in a variety of public settings.

• Classroom in which teachers are physically present with students.

No • Food processing or manufacturing plant that does not admit members of the 

general public.

• Warehouse that does not admit members of the general public.

• Laboratory that does not admit members of the general public.

• Construction workers working at sites closed to the general public.

• Cafeteria or restaurant setting where the general public is present but a 

dishwasher performs critical tasks in a part of the facility not accessible to the 

general public.

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. 
Chapter 4: Cognitive and Mental Requirements Page | 86

Collecting Working Around Crowds

When determining if the conditions are met, consider the following factors:

Critical Tasks

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. 

Workers must perform any critical task among a crowd to be considered. For example, 

elementary school teachers leading students down a hallway from their classroom to other 

areas is part of their critical tasks and, therefore, may meet the Working Around Crowds

threshold, if all the other designated conditions are met. 

Workers moving through crowded hallways simply to get to the location at which critical tasks 

are performed, does not meet the Working Around Crowds threshold. For example, high school 

teachers walking between classrooms down a crowded hallway are not Working Around Crowds 

even if the designated conditions are met because they are not performing a critical task while 

walking in the hallways. 

Optional Exposure

If a worker can control the presence of a crowd, they are not considered to be working around 

crowds. Some workers may be able to control how many people are present in their workspace 

or where they work. If they can move away from the crowd or remove people from their 

workspace so a crowd is not present, the threshold for Working Around Crowds is not met. For 

example, medical personnel, such as nurses, may work with patients in their hospital rooms. 

These rooms are often small, and many visitors may be present which could restrict their 

movement. However, if medical personnel have the authority to ask others in the room to 

leave, these workers would not be working around crowds as they can control who is in the 

room and prevent the restriction of movement. Conversely, paramedics called to treat a medical 

emergency of an attendee at a sold-out concert would likely meet the parameters of Working 

Around Crowds during at least a portion of the call.

Unfamiliar People vs. the General Public

Workers must be present among many unfamiliar people to be considered. Determine whether 

people are unfamiliar to workers based on the circumstances of the specific job at the specific 

establishment.

Do not confuse the concept of unfamiliar people with the concept of the general public. 

Unfamiliar people are individuals that are not known to workers in the job, regardless of their 

relationship to the workers. Coworkers are anyone who works for the same organization as the 

workers in a job. Coworkers can be known to the workers in the job, or unfamiliar to them, 

depending on circumstances. The general public is defined as anyone other than coworkers. 

General public can also be known to the workers in the job, or unfamiliar to them, depending 

on circumstances.
Chapter 4: Cognitive and Mental Requirements Page | 87

Some members of the general public (i.e., students, customers, clients) may be familiar to 

workers and therefore would not meet the crowd condition of many unfamiliar people present. 

Similarly, coworkers at the same large establishment may not be familiar. For example, workers 

at a small boutique likely all would be familiar with each other while workers at a location of a 

big box store or large hospital system may not all be familiar with each other.

Same Occupation, Different Circumstances – Do not assume that the same occupation at 

different establishments will always have the same level of familiarity with those around them 

when evaluating Working Around Crowds. For example, teachers at a small high school may be 

familiar with the entire student body, while teachers at a large high school may not be familiar 

with many of the school’s students.

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.

Table 4-16: 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. RN’s 

also have the authority to ask others to leave 

the hospital room.

6 A transportation security screener 

must screen individuals as they 

come through security lines.

No Doesn’t meet disorganization condition.

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.
Chapter 4: Cognitive and Mental Requirements Page | 88

# Crowds Examples Code Reason

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.

10 Elementary school teachers in a 

small school lead students down a 

hallway full of familiar students in a 

line from the classroom to the 

auditorium for a presentation.

No Doesn’t meet unfamiliar people or 

disorganization conditions. 

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.
Chapter 4: Cognitive and Mental Requirements Page | 89

Table 4-17: Telework Examples

Collect as: Telework Examples

Yes • Call center employees work 100% remotely (all calls routed to their designated 

phone number).

• LAN tech works from home two days per week assisting end-users remotely 

from work-issued laptop.

• 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.

• A cyber school teacher provides classes via videoconferencing and assists 

students remotely.

No • Public school teachers instruct students in the classroom.

• Pizza delivery drivers must pick up pizzas and deliver them to customers.

• Fast food crewmembers must work at restaurant.

• Nursing assistants at senior care facility must work at facility during assigned 

shift.

• Visiting nurses visit clients in their homes, but manage paperwork and make 

appointments from home.

• 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.
Chapter 5: 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

Low Postures: Stooping, Crouching, Kneeling, Crawling

Climbing

Driving

Speaking/Hearing Requirements

Vision
5_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. Most physical demands require collection of duration. 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:

o Lifting/Carrying has unique collection guidelines. See 5_03 Collecting 

Lifting/Carrying. 

o Climbing Ramps/Stairs – Structure has unique collection guidelines. See 5_08 

Collecting Climbing Ramps or Stairs. 

4. Several ORS elements have specific 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 license or 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: 

o Pushing/Pulling – Hand/Arm and Foot/Leg

o Manipulation – Gross, Fine, and Foot/Leg Controls

o Reaching – At/Below Shoulder and Overhead

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

Both. 

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

as One. 

Do not assume both hands/arms (feet/legs) are required based on how job tasks may 

be typically performed. Workers that have use of both extremities may use both, even if 

using both is not required by the tasks. Consider whether a job can choose how tasks 

are completed. If workers choose to use both extremities when they could easily use 

one to do the same tasks, code One. For example, some workers may choose to grasp
Chapter 5: Physical Demands Page | 92

paperwork and light office supplies with both hands, but since this task could reasonably 

be done using one hand, code One. 

However, if using only one hand/arm (foot/leg) presents a safety risk, would adversely 

affect productivity, or requires an accommodation, code Both. Keep tasks and 

maximum weight lifted in mind when coding manipulation/reaching/etc. as one or both 

hands. If it seems like a task or weight amount would require the use two hands/arms 

to maintain safety, code Both. For example, if some workers choose to lift heavy 

packages with one hand even though safety guidelines instruct them to use both, code 

Both. Likewise, if workers could use one hand to grasp or manipulate items but doing 

so would cause an unreasonable loss of efficiency such as requiring two workers to do 

what can normally be handled by one, code Both. 

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 safely requires both 

hands.

8. To avoid overstatement, do not count time spent Crawling, or Climbing Ropes, Ladders, 

and Scaffolds in other physical demand elements.

Example: 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.

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)

• 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. 

× 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.
Chapter 5: Physical Demands Page | 93

Review each physical demand element’s section for more detailed information on element 

relationships.

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

 The transportation mode(s) (e.g., personal vehicle, public transit, etc.) most workers in the 

job normally use to perform work-related travel 

Exclude:

× Driving and travel and their associated demands that are part of a regular commute

× Lifting or pushing/pulling personal luggage

× Outdoors exposure 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 5_09 Driving. 

Table 5-1: 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 to the 

airport and then 

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)
Chapter 5: Physical Demands Page | 94

# Job Demands 

When Traveling 

Examples 

Include: Exclude:

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)
Chapter 5: Physical Demands Page | 95

 5_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. Any time spent during paid breaks should 

be coded based on the way workers experience demands when they are not on break.

Table 5-2: Sitting vs. Standing/Walking Examples

Collect as: Sitting vs. Standing/Walking Examples

Sitting • An over-the-road truck driver drives a tractor-trailer.

• A police officer rides a bicycle to patrol traffic. (Active sitting).

• A landscaper mows a residential lawn with a seated mower.

• 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.) 

• A medical resident on call for a thirty-hour shift takes a strategic nap. 

• 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.

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

• 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. 

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 a 
Chapter 5: Physical Demands Page | 96

typical 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 5-3: Sitting vs. Standing/Walking Duration Examples

Example 1 – Teller – Sitting vs. Standing/Walking Duration

Description: 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:

Total Hours = Standing/Walking 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. 

Example 2 – Dental Hygienist – Sitting vs. Standing/Walking Duration

Description: 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.

Standing/Walking Duration Coding:

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.
Chapter 5: Physical Demands Page | 97

Example 2 – Dental Hygienist – Sitting vs. Standing/Walking Duration

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.

Example 3 – Grocery Store Cashier – Sitting vs. Standing/Walking Duration

Description: 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 a 

typical work day. Probe and document if these durations seem unexpected or unusual given the 

task list and nature of the job.

Example 4 – Office Workers – Sitting vs. Standing/Walking Duration

Description: 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.

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 a

typical 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: 
Chapter 5: Physical Demands Page | 98

• 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 

critical tasks, then they 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 or may take breaks from driving as needed, 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. 

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. 

Do not assume Sitting/Standing at Will coding based on a job’s ability to telework. While the 

ability to telework indicates additional flexibilities may also exist, jobs may not be allowed to 

regularly telework every day. Therefore, critical tasks done outside teleworking may still require 

the job to stand without control of the timing. For example, real estate agents may conduct 

open houses which require standing/walking a few days per week, but generally telework on 

other days. 
Chapter 5: Physical Demands Page | 99

Table 5-4: 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. They control when the 

appointments are made and can allow enough time 

to take driving breaks as needed.

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
Chapter 5: Physical Demands Page | 100

5_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 5-5: 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 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
Chapter 5: Physical Demands Page | 101

Refining Lifting/Carrying

Consider the following questions when collecting lifting/carrying. 

Table 5-6: 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.

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. 

o 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.

o 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.
Chapter 5: Physical Demands Page | 102

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 procedural 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). 

Table 5-7: 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
Chapter 5: Physical Demands Page | 103

# Lifting/Carrying Examples Code as 

Lifting/ 

Carrying?

Reason

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. 

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. 

• Heaviest item lifted or 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.
Chapter 5: Physical Demands Page | 104

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 5-8: 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 a stretcher to 

move 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 5-9: Lifting/Carrying Coding Examples

Example 1 – Landscaper

Description: 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.

Landscaper Coding:
Chapter 5: Physical Demands Page | 105

Example 2 – Sales Representatives

Description: Sales representatives, while visiting customers throughout a typical day, lift 

negligible weight items such as pens, paper, and cell phones. Sometimes representatives 

need 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.

Example 3 – Patient Transporter

Description: Transports patients to areas throughout the hospital by utilizing wheelchairs, 

gurney stretchers or movable beds. Stocks supplies in patient rooms and cleans transport 

equipment. Like all hospital staff, may also respond to emergency situations, such as 

emergency medical calls.*

Patient transporters partially lift or assist others in lifting patients to move them on or off 

beds, examination tables, surgical tables, or stretchers. Hospital regulations say no one may 

lift over 75 pounds unassisted. Transporters move 2-3 patients per hour. Transporters replace 

supplies periodically throughout their shift. Boxes of supplies are 5-7 pounds. Supplies are 

transported on a movable cart. Employees clean equipment at the end of their shift or as 

needed throughout the day. This involves cleaning solution, towels and bedding and takes a 

total of 30 minutes a day. 
Chapter 5: Physical Demands Page | 106

Example 3 – Patient Transporter

Patient Transporter Coding:

*Exclude emergency situations. Critical tasks do not include tasks that occur because of 

unusual events, including emergency situations. There are other employees at the hospital 

who would likely respond to emergencies as part of their critical tasks. This is an incidental 

task for Patient Transporters.
Chapter 5: Physical Demands Page | 107

5_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).

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.
Chapter 5: Physical Demands Page | 108

Table 5-10: 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.

• 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. 
Chapter 5: Physical Demands Page | 109

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 5_01 Collecting Physical Demands for guidelines. 

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 5-11: 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 twoshelf cart full of books for 3 hours per day. Hands/arms and 

feet/legs; both sides of 

the body for each.

1/3 up to 

2/3 

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 
Chapter 5: Physical Demands Page | 110

# Pushing/Pulling Types and One/Both

Examples

Collect Type and 

One/Both

Collect 

Duration

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 

Manipulation-Foot/Leg 

Controls. 

2/3 or 

more under 

Push/Pull – 

Hand/ Arms & 

under 

Manipulation

7 Bus drivers operate gas/brake pedals for 

automatic transmission buses, driving for 1 

hour and 45 minutes of 2 hour shift.

Manipulation-Foot/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.

Manipulation-Foot/Leg 

Controls. 

Operating foot pedals 

included as 

Manipulation-Foot/Leg 

Controls. 

2/3 or 

more under 

Manipulation
Chapter 5: Physical Demands Page | 111

5_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 5_01 Collecting Physical Demands 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. 

Example: Office workers position their telephones, keyboards, and paperwork 

anywhere on their desks and avoid reaching.
Chapter 5: Physical Demands Page | 112

• 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 involved with the following: 

• Crawling

• Climbing ladders, ropes, scaffolding: during ascending/descending of ladders, ropes, and 

scaffolds only

Table 5-11: 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 to keyboard, 

grasp office supplies, or for the 

handset to answer a telephone in 

cubicle

Not Present Workers’ able to reposition 

themselves/items closer to 

avoid reaching.
Chapter 5: Physical Demands Page | 113

5_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, keyboarding, 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 5_01 Collecting Physical Demands 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 

 Grasping a computer mouse

Exclude gross manipulation involved with the following:

× 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. 

Table 5-12: Gross Manipulation Examples

Gross Manipulation Examples

Handling a conventional phone receiver

Holding lumber and handling tools

Lifting and moving packages

Driving a delivery van using a steering wheel and shifting gears

Using a pipe wrench
Chapter 5: Physical Demands Page | 114

Fine Manipulation

Include duration for fine manipulation involved with: 

 Writing 

 Pressing buttons on office equipment such as fax machines, printers, copiers, telephones

 Entering data on electronic devices and using touchscreens including: keyboarding, using 

the touchpad on a laptop, clicking/using scroll wheel on a computer mouse, touching tablet 

computers and touch screen mobile phones, and using point of sale devices including cash 

registers, touch screens, and portable scanners. 

Notes:

• Keyboarding includes activities such as entering text or data into a computer or other 

machine by means of a keyboard, typographic machine, or 10-Key numeric keypad using a 

repetitive motion with the fingers, rather than the whole hand. Include the panel of keys used 

as the primary input device (alphanumeric and 10-key numeric keypads) on desktop 

computers, adding machines, calculators, laptops, stenographer’s machines, and typewriters.

In addition to including the duration along with other fine manipulation, use of these types of 

machines should be coded Yes under keyboarding.

• Do not include all time spent in front of a computer as fine manipulation. 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, fine manipulation 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 fine manipulation. 

• If a worker must use a computer monitor or a screen on another electronic device, then 

code Near Visual Acuity - Yes as a default.

• Do not assume that using a traditional keyboard requires both hands simply because that is 

how most workers in the job typically perform keyboarding. Only code fine manipulation as 

both if critical tasks require speed (such as a minimum words per minute requirement) and 

using one hand would be considered an unreasonable loss of efficiency.
Chapter 5: Physical Demands Page | 115

Table 5-13: Fine Manipulation Examples

Fine Manipulation Examples

Pushing buttons on a copy machine

Counting coins and paper money

Pinning and hand sewing garments

Separating groups of documents with paper clips

Inserting small parts on a production line

Adjusting calibration equipment

Sorting through bins of eyeglass screws

Stringing small beads on a wire to make a bracelet

Collecting tickets and handing out receipts

Entering information into an order system using a laptop keyboard and touchpad mouse

Using an adding machine to settle accounts

Using a touchscreen device to book services and send customized messages to clients

Entering drink orders into a touchscreen order-system

Communicating with customers using text on a smartphone

Using point of sale devices including cash registers, touch screens, and portable 

scanners.

Playing piano keys 

Gross and 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.

Table 5-14: Gross and Fine Manipulation Examples

Gross and Fine Manipulation Examples

Writing

Using a computer mouse

Playing a guitar

Using a telephone

Cutting with scissors

Playing keys and pulling stops of an organ

Using a measuring tape

Using a screwdriver

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. 
Chapter 5: Physical Demands Page | 116

Table 5-15: Foot/Leg Controls Examples

Foot/Leg Controls Examples

Stepping on a lever to lower and raise salon chairs

Pressing a floor button to raise a dental chair

Pressing a gas pedal to drive a passenger vehicle

Pressing a knee lever (an alternative to a conventional foot pedal) to operate a sewing 

machine

Pressing pedals while playing a baby grand piano
Chapter 5: Physical Demands Page | 117

5_07 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.

Figure 5-A: Low Postures

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.

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. 
Chapter 5: Physical Demands Page | 118

If critical tasks require low postures, determine which postures workers use. For each posture

type, select one of the following:

Table 5-16: 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.

Notes:

× Exclude stooping performed while workers are sitting. 

× If workers can easily adjust or re-position themselves or objects higher 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.
Chapter 5: Physical Demands Page | 119

Table 5-17: Low Postures Examples

Collect as Low Postures Examples

Stooping • A mechanic stoops over a car engine while making repairs.

• A janitor stoops while emptying small desk trashcans.

• 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.

• An HVAC repairperson crouches to inspect a malfunctioning air conditioner.

• 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.

• An electrician kneels to connect wiring to fixtures located in cramped places.

• 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.

• An HVAC repairperson crawls through narrow spaces to reach all parts of a 

furnace

• 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.

• 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.

• Accountant stoops to pick up a dropped item or to plug in a computer 

monitor. Both of these are incidental tasks and are excluded.

• Hairstylists slightly bend over customer while cutting hair. Stooping must 

meet the threshold of bending at a 45 degree angle or greater.

• Engineers keep reference materials and supplies in lower filing cabinet 

drawers in their work area. They can choose where to store these files. 

• A pizza delivery driver bends to get into a car. Stooping must meet the 

threshold of bending at a 45 degree angle or greater. Standard vehicles do 

not require stooping to enter.

Low Postures Coding Examples

Table 5-18: Low Postures Coding Examples

Example 1 – Pest Control Worker

Description: 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 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.
Chapter 5: Physical Demands Page | 120

Example 1 – Pest Control Worker

Pest Control Worker Coding: 

Example 2 – Medical Office Secretary

Description: 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:

Example 3 – Delivery Drivers

Description: 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:
Chapter 5: Physical Demands Page | 121

5_08 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 worker ascends or descends

ladders, scaffolding, ropes, or poles, using feet/legs and hands/arms. A worker typically uses 

both upper body and lower body 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.

While ladders typically are higher, the difference between stairs and ladders is about the 

physical requirements needed to climb, not height. Additionally, stairs typically ascend forward 

and up, while ladders typically ascend vertically. 

Categorize stools and ladders as follows:

Table 5-19: 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
Chapter 5: Physical Demands Page | 122

Collecting Climbing Ramps or Stairs

When Climbing Ramps or Stairs is present, determine if it is work-related or structurerelated, and code accordingly. 

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 

flights of stairs 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 structurerelated 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 structurerelated climbing.

Table 5-20: 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
Chapter 5: Physical Demands Page | 123

# Climbing Ramps or Stairs Examples Action Type

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 visit courthouses. Do not 

collect

Public building –climbing stairs 

during entry/exit into structure is 

voluntary

10 Nursing assistants push patients up ADAcompliant 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.

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 5-21: 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.
Chapter 5: Physical Demands Page | 124

5_09 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/Certification and Educational Certificate, or Other (commercial or 

standard driver’s licenses).

 

Driving when operating a passenger vehicle with automatic transmission and power brakes also 

includes:

• Foot/Leg Controls – One.

• Credentials – Other (standard driver's licenses).

• Sitting.

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. For more information on how to collect job 

demands for occupations when traveling is involved, see Section 5_01. 
Chapter 5: Physical Demands Page | 125

5_10 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. 

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.

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.
Chapter 5: Physical Demands Page | 126

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 

other 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 5-22: 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 manager 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 
Chapter 5: Physical Demands Page | 127

# 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 three 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.

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

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).

• Exclude other non-speech sounds such as equipment alarms, animal sounds, or human sounds 

that aren’t speech (such hearing for patients’ vital signs, crying, etc.). 
Chapter 5: Physical Demands Page | 128

Table 5-23: Hearing Requirements Examples

Collect as Hearing Requirements Examples

In Person Speech • Cashiers listen to customers’ requests.

• Guidance counselors listen to students’ concerns.

• A hospital nurse, discharging patients, listens to questions about the

instructions. 

• A secretary takes minutes during a board meeting.

• A politician participates in a town hall style debate and responds to 

audience comments.

• 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.

• A carpenter uses a cell phone to receive instructions from foreman while 

working at job site.

• 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.

• Mechanics must hear requests/instructions through shop public address 

system.

• A fast food crew member uses a headset to hear customers’ orders 

placed through the drive-thru speaker.

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

safety.

• A teacher must be able to hear the bell signaling that it’s time to change 

classes. The bell is a public announcement for everyone in the school.

• Workers must be able to hear and respond to a hurricane warning.

• Assemblers listen to small talk while working on production line.

• A veterinary tech identifies problems by listening to sounds from animals 

under care.

• An RN must hear and respond to patient alarms. He must also listen 

through stethoscope for patients’ vital signs.

• A machine operator listens for alarms to stop the machine and clear 

jams.

• A day care center worker listens for a crying baby.
Chapter 5: Physical Demands Page | 129

5_11 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.

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 
Chapter 5: Physical Demands Page | 130

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.
Chapter 5: Physical Demands Page | 131

Table 5-24: Vision Examples

Collect as Vision Examples

Near Visual 

Acuity

• A watch repair person must see small parts within the watch.

• A payroll clerk enters information in HR software.

• A technician must read small numbers printed on electronic parts such as 

circuit board components.

Far Visual 

Acuity

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

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

• A warehouse worker must see pallet labels on high shelf for pulling stock.

• A surveyor must see distances to locate property lines.

• 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. 

• Heavy equipment operators must keep watch in all directions.

• Bus drivers operate school buses on public roadways.

• A security guard actively scans both the interior and exterior of a large retail 

store.

• 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 on the direction they are moving.

• 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.

• Retail sales workers must be able to see the store entrance from distances 

greater than 20 feet to know a customer has entered the premises. Exclude 

the presence of far visual acuity for this task since clarity of vision is not 

required.

• Teacher working bus duty, PE, or recess as part of their critical tasks must 

observe children. Exclude far visual acuity when clarity of vision is not 

required. Exclude peripheral vision as the teacher could turn their head as they 

scan the environment.

• Cart Pusher needs to be able to see shopping carts across the parking lot. 

Critical task is to retrieve carts from the parking lot. Exclude Far Visual Acuity 

as it does not require clarity of vision or distance. Workers need to identify an 

object as a cart, and they may walk closer, if needed.
Chapter 6: 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
6_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 6-1: 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 not humid environment, or

• Above 85 degrees in a humid environment

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

Humidity (nonweather only)• Must be oppressive atmosphere

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). 
Chapter 6: Environmental Conditions Page | 134

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. 

Table 6-2: 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.
Chapter 6: Environmental Conditions Page | 135

6_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 6-3: 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
Chapter 6: Environmental Conditions Page | 136

6_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 an atmosphere of 40 degrees F or colder temperatures for 

2/3 or more of the workday, or 

o Workers are exposed to an atmosphere of 32 degrees F or colder temperatures for 

less than 2/3 of the workday

Extreme Cold includes localized sources of cold that change atmospheric temperatures to levels 

that exceed the threshold.

Table 6-4: 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
Chapter 6: Environmental Conditions Page | 137

6_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 Workers are exposed to an atmosphere that is not humid with temperatures above 

90 degrees F, or

o Workers are exposed to an atmosphere that 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 6-5: 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. Opening 

the dryers releases humidity and raises atmospheric

temperatures above 85 degrees. 

Collect Meets conditions

3 A restaurant cook works in a small commercial kitchen close 

to hot equipment such as stoves, grills, deep fryers, and 

ovens which creates humid temperatures above 85 degrees.

Collect Meets conditions

4 A baker in a large and highly ventilated commercial kitchen 

reaches into hot ovens, however the ovens do not raise 

atmospheric temperature above 85 degrees.

Do not collect Does not meet 

the threshold

5 An airline ramp agent loads and unloads baggage on a hot 

tarmac.

Collect as 

Outdoors

Weather-related

6 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

7 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
Chapter 6: Environmental Conditions Page | 138

6_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 6-6: 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 uses an alcohol-based hand sanitizer between 

patients.

Collect Meets conditions

4 A surgeon scrubs in using water and antiseptic handwash 

before donning surgical gloves

Collect Meets conditions

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

use a glove.

Collect Meets conditions

6 A dog walker works in rainy weather. Collect as 

Outdoors

Weather-related 

7 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
Chapter 6: Environmental Conditions Page | 139

6_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 6-7: 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
Chapter 6: Environmental Conditions Page | 140

6_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 6-8: 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 operates 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
Chapter 6: Environmental Conditions Page | 141

6_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 (inhalable), 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 and PPE may be used to mitigate exposure. 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 where the work environment and form of illegal narcotics is uncertain). 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.

× 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.
Chapter 6: Environmental Conditions Page | 142

× Biohazards such as blood and other bodily fluids are not considered hazardous 

contaminants.

× Radiation is not considered a hazardous contaminant.

Table 6-9: 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, the respondent indicates 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 secondhand

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 Firefighters enter burning structures to evacuate 

occupants. Required PPE (respirators) protect workers 

from inhaling toxic fumes that negatively impact 

breathing.

Do not collect 

duration; Code 

as Fully 

Mitigated

Mitigated by PPE. 

Does not meet 

the threshold

11 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 

the threshold

12 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 

the threshold

13 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

14 A tank truck driver drives trucks to deliver industrial 

application gases to customers.

Do not collect Does not meet 

the threshold
Chapter 6: Environmental Conditions Page | 143

# Hazardous Contaminants Examples Action Reason

15 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

16 A teacher inhales chalk dust while using the 

blackboard.

Do not collect Does not meet 

the threshold

17 A Phlebotomist wears gloves and cleans venipuncture 

site with isopropyl alcohol swabs before drawing blood.

Do not collect Does not meet 

the threshold

18 A hotel housekeeper cleans rooms using wet rags 

containing common household cleaning agents, such 

as window cleaner, tile cleaner, and furniture polish.

Collect as 

Wetness

Does not meet 

the threshold 

19 Registered nurses must use hand sanitizer between 

patients.

Collect as 

Wetness

Does not meet 

the threshold 

20 A lifeguard works in a chlorinated swimming pool. Collect as 

Wetness

Does not meet 

the threshold
Chapter 6: Environmental Conditions Page | 144

6_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-worker (patients, customers, etc.) risk of bodily injury.

× Minimal risk of bodily injury when used properly.

× Non-motorized hand tools or equipment that do not move automatically (e.g., scissors, 

knives, guns, screwdrivers, hammers, etc.)

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

present a nominal risk of injury.

Examples of bodily injury include (but are not limited to): cuts, abrasions, injury to eyes, loss of 

extremities, fractures, crushed hands or feet, and hernia.

Notes: 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.
Chapter 6: Environmental Conditions Page | 145

Table 6-10: 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 A carpenter uses power tools, such as power 

saws, electric drills, and pneumatic nail guns.

Collect Meets conditions

6 An accountant uses a crosscut shredder. Snagged 

clothing could cause injury.

Do not collect Does not meet the 

threshold

7 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 

8 Food preparation workers use chef knives to 

chop and dice food.

Do not collect Does not meet the

definition of mechanical 

equipment

9 A cashier in a grocery store works around a 

conveyor belt that moves grocery items.

Do not collect Does not meet the 

threshold

10 A carpenter uses manual hammer and 

screwdriver.

Do not collect Does not meet 

definition of mechanical 

equipment 

11 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.

12 A dentist uses a drill with exposed bits when 

grinding a patient’s teeth down. Risk of worker 

bodily injury is minimal when the drill is used 

properly.

Do not collect Does not meet 

threshold. Only 

consider the risk of 

worker bodily injury.
Chapter 6: Environmental Conditions Page | 146

6_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 6-11: 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 truckmounted 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 
Chapter 6: Environmental Conditions Page | 147

6_11 Noise Intensity Level

Noise Intensity Level is the amount of noise that workers experience while working. 

All work environments have a noise level. The table below illustrates the four noise levels.

Table 6-12: Noise Intensity Level Examples

Noise Intensity Level Examples

Quiet • 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 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 6-13: 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
Appendix 1: List of Potential Hazards Page | 148

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

Cyclohexene

Cyclopentadiene

Decaborane

Demeton (Systox)

Diacetone alcohol 

Diatomaceous earth 
Appendix 1: List of Potential Hazards Page | 149

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 

Manganese fume (as Mn)

Marble

Metalworking fluids aerosol

Mercaptan

Mercury (aryl) 

Mercury (organo) alkyl 

Mercury (vapor) (as Hg)

Mesityl oxide

Metal

Methane

Methanethiol 

Methoxychlor
Appendix 1: List of Potential Hazards Page | 150

Methyl acetate

Methyl acetylene 

Methyl acetylene 

Methyl acrylate

Methyl alcohol

Methyl amyl alcohol 

Methyl bromide

Methyl butyl ketone 

Methyl cellosolve 

Methyl cellosolve 

Methyl chloride

Methyl chloroform 

Methyl ether

Methyl ethyl ketone 

Methyl formate

Methyl hydrazine 

Methyl iodide

Methyl isoamyl ketone

Methyl isobutyl 

Methyl isobutyl ketone;

Methyl isocyanate

Methyl mercaptan

Methyl methacrylate

Methyl n-amyl ketone

Methyl nitramine 

Methyl propyl ketone 

Methylal 

Methylamine

Methylcyclohexane

Methylcyclohexanol

Methylene bisphenyl 

Methylene chloride

Mica (respirable) 

Mica; see Silicates

M-isomer

Mixture, vapor

MOCA 4, 4’-Methylenebis(2-

chloroaniline) 

Molybdenum (as Mo)

Monomethyl aniline

Monomethyl hydrazine 

Morpholine

N-Amyl acetate

Naphtha (Coal tar)

Naphthalene

Naphthylthiourea

N-Butyl alcohol

N-Butyl glycidyl ether 

N-butyl ketone

N-Butyl-acetate

N-Ethylmorpholine

N-Hexane

Nickel carbonyl (as Ni)

Nickel, metal 

Nickel, soluble 

Nicotine 

Nitramine

Nitric acid

Nitric oxide

Nitrobenzene

Nitroethane

Nitrogen dioxide

Nitrogen trifluoride

Nitroglycerin 

Nitromethane

Nitrotoluene 

Nitrotrichloromethane 

N-Nitrosodimethylamine

N-Propyl acetate

N-Propyl alcohol

N-Propyl nitrate

O-Chlorobenzylidene 

Octachloronaphthalene

Octane

O-Dichlorobenzene

Oil mist, mineral

O-isomer

O-Methylcyclohexanone

Osmium tetroxide 

O-Toluidine 

Oxalic acid

Oxide dust

Oxides (as Sn)

Oxyacetic acid

Oxygen difluoride

Ozone

Paraquat, respirable 

p-Benzoquinone 

p-Dichlorobenzene

Pentaborane

Pentachloride

Pentachloronaphthalene

Pentachlorophenol

Pentaerythritol

Pentane

Perchloroethylene 

Perchloromethyl 

Perchloryl fluoride

Petroleum distillates 

Petroleum gas

Phenanthrene 

Phenol

Phenyl ether, vapor

Phenyl ether-biphenyl 

Phenyl glycidyl ether 

Phenylethylene 

Phenylhydrazine

Sodium hydroxide

Stoddard Solvent

Styrene

Tetrafluoroethylene

Tin, organic compounds 

Titanium dioxide

Toluene

Toxaphene 

Tremolite 

Tributyl phosphate

Trichloroethylene

Trichloromethane 

Trichloronaphthalene

Tridymite 

Triethylamine

Trifluorobromomethane

Triorthocresyl 

Triphenyl phosphate

Tripoli (as quartz)

Turpentine

Uranium (as U)

Vanadium

Vegetable oil mist

Vinyl benzene 

Vinyl chloride 

Vinyl cyanide 

Vinyl toluene

Warfarin

Wood dust, all species except 

Western Red Cedar

Xylenes 

Xylidine 

Yttrium 

Zinc chloride fume

Zinc oxide

Zinc oxide fume

Zinc stearate

Zirconium compounds
Appendix 1: List of Potential Hazards Page | 151

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
Appendix 2: Common Objects and Their Weights Page | 152

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
Appendix 3: List of Professional and Doctorate Degrees

Page | 153

Appendix 3: List of Professional and 

Doctorate Degrees

Professional degrees may be awarded in the following 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 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 or Engineering Science (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 Music/Musical 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 Physical Education (D.P.E.)

• Doctor of Public Administration (D.P.A.)

• 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.)
Glossary Page | 154

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 degree awarded after completion of an academic course of 

study or a technical/vocational program usually lasting two years. The amount of education 

directly related to vocational preparation will vary based on the specific course of study. 

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. 

Climbing Ladders/Ropes/Scaffolding

Ascending or descending ladders, scaffolding, ropes, poles and the like using feet and legs and 

hands and arms. 
Glossary Page | 155

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). 

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.

Constant

2/3 or more of the time. 

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.

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.
Glossary Page | 156

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.

External Verbal Interactions

A cognitive element under Personal Contacts which measures the frequency of verbal

interactions with people who do not work for the same employer, company, organization, or 

establishment as the job, including the general public, vendors, students, contractors, or 

delivery people. See Verbal Interactions.

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 not humid atmosphere. Include 

only non-weather, critical task related exposure.
Glossary Page | 157

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, keyboarding, 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

Measures the number of times a worker experiences a demand while performing critical tasks, 

and used for some cognitive and mental requirements, i.e., Internal and External Verbal 

Interactions and Frequency of Work Being Checked. 

Frequency of Work Being Checked

A cognitive element under Work Review which measures the highest frequency work is routinely 

checked by a supervisor or 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.

General Public

Members of the general public include any individual outside of the worker’s organization, 

including customers and clients, regardless of whether the individual is familiar or unfamiliar to 

the worker. This includes routine visitors, vendors, students, contractors, or delivery persons, as 

they are not considered internal to the worker’s organization and should be considered 

members of the general public.

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. 
Glossary Page | 158

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 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.

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). 

Internal Verbal Interactions

A cognitive element under Personal Contacts which measure the frequency of verbal

interactions with people who work for the same employer, company, organization, or 

establishment as the job, excluding the general public, vendors, students, contractors, or 

delivery people. See Verbal Interactions.

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.

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. 
Glossary Page | 159

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.

Non-Degree Credentials

An SVP component that includes training time required as a condition of hire which often results 

in a license/certification, educational certificate, or apprenticeship. 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.
Glossary Page | 160

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.

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. 
Glossary Page | 161

Personal Contacts 

A category of cognitive demands consisting of three elements – Internal and External Verbal 

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.

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. 

Public Work Area

A cognitive element under Work Setting which measures whether a job requires working in an 

area where people who do not work for the employer, company, organization, or establishment 

can physically approach or communicate with the worker. 

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).

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.
Glossary Page | 162

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 aptitude needed for average performance in a specific 

job. 

Standing/Walking

Whenever workers are not sitting or lying down. 

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.
Glossary Page | 163

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 under Work Setting 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. 

Verbal Interactions

Cognitive elements under Personal Contacts which measure the most often workers in the job 

typically initiate or respond to new, verbal work-related interactions, with internal and external 

contacts. See External Verbal Interactions and Internal Verbal Interactions.

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. 
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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.

Work Schedule Variability

A cognitive element measuring whether the employer changes the work schedule, requiring 

workers to report on different days or times, or work a different number of hours from week-toweek. 

Work Setting

A category of cognitive demands consisting of three elements – Public Work Area, Working 

around Crowds, and Telework – which measure the area or environment where workers 

perform their critical job function(s) and critical tasks.

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.

Working Around Crowds

A cognitive element under Work Setting that identifies settings in which the worker is required 

to work in a crowd in a way that restricts their movement. 

Workload

The amount of work expected to be performed in a set amount of time.