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Final Guidelines for the Protection and Training of Workers Engaged In Maintenance and Remediation Work Associated with Mold 24 Table 12. Recommended training techniques for the maintenance training course. Techniques Comments Use photographs, video presentations, computer-based training, other audio visuals Some participants felt audiovisuals ineffective, others felt it should be used only in conjunction with hands-on components Maximize trainee participation in discussions Tailor topics and images to trainee worksites as much as possible Set up small group sessions and provide hands-on experience This is a key element of the NIEHS WETP training approach. Us teleconferences where necessary and appropriate Allow trainees to submit email or phone in questions Have trainees fill out a course evaluation Have trainees evaluate course and utilize feedback to improve course effectiveness Provide take-away supplement Provide a clear written synopsis of the main points of training 2.4.3 Time allocation Mold remediation worker course The general consensus was that mold remediation training should be three days (21 hours) in duration, and that to keep trainees interested and engaged, the didactic (classroom) sessions should be relatively brief and workshop exercises and demonstrations should be emphasized. Workshop participants repeatedly stressed that the mold remediation worker training guidelines must include a clear differentiation between the remediation techniques for mold and those for asbestos and lead-based paint. Laurence Lee of Argus Pacific, Inc. provided the following dissenting view with the suggested approach: "I believe that the 3-day mold remediation worker training is excessive and unnecessary. The workers are simply being trained to remove, clean, and control dusts. The curriculum does not need containment building because the simple engineering controls are limited to negative pressure and critical barriers. Asbestos-style negative pressure enclosures are not needed for controlling simple dusts and asbestos-style abatement and decontamination practices are excessive. No test is needed."

• Cover
• LIST OF TABLES
• LIST OF FIGURES
• PREFACE
• ACKNOWLEDGMENTS
• 1.0 INTRODUCTION
• 1.1 Background
• 1.2 Purpose
• 1.3 Scope
• 1.4 Basic Principles
• 2.0 GUIDANCE ON TRAINING DEVELOPMENT
• 2.1 Basic format and approach
• 2.2 Needs assessment
• 2.2.1 Characterization of the training audiences
• 2.2.2 Characterization of potential exposures and adverse health effects
• 2.2.3 What trainees are required to know and do
• 2.2.4 Job analyses and levels of remediation work
• 2.2.5 Site specific information
• 2.2.6 Special trainee abilities
• 2.2.7 Previous training provided to the trainees
• 2.2.8 Regulatory requirements and existing guidance
• 2.3 Learning objectives and prerequisites
• 2.3.1 Description of learning objectives
• Learning objectives for the courses
• 2.4 Course design
• 2.4.1 Content
• 2.4.1.1 Respirators and personal protective equipment
• Gloves
• Eye protection
• Full-body coveralls
• Respirators for remediation workers
• 2.4.1.2 Maintenance worker training content
• 2.4.1.3 Mold remediation worker training
• 2.4.2 Delivery methods
• 2.4.3 Time allocation
• 2.4.4 Evaluation strategy
• 3.0 REFERENCES
• 4.0 BIBLIOGRAPHY
• 5.0 APPENDICES
• Appendix A. List of Participants from January 2004 Manhattan Workshop
• Appendix B. Work Shop Agendas
• Appendix C. Principles of Adult Education