General Assessor Training

1. General Assessor Training

2. Applicability The assessment process is Major Command (MAJCOM)-specific, and this training module is not intended to reflect all approaches

3. Before You Begin Have available the user name and password that your Environmental, Safety, and Occupational Health Compliance Assessment and Management Program (ESOHCAMP) Program Manager gave you

4. User Tips – Navigating

5. User Tips – Links Links within the presentation transfer you to either Specific topics referenced or Documents to be used for training exercises Overview – Quick Links on the first slide provides links to key topics for review or quick access

6. Note You should go through the training from start to finish Use the navigation bars on the first slide to re-enter the training at a stopping point or to refresh your memory on specific topics

7. Note (cont.) At the end of the training, pause and complete the exercise Save your work E-mail your results to your MAJCOM ESOHCAMP Program Manager Completing and submitting these exercises allows your Program Manager to track who has completed the training

8. Training Objective The primary purpose of this training is to familiarize assessors with the external ESOHCAMP process A secondary objective is to provide training that can be modified for use in internal assessments

9. Assessor Training

10. Overview – Quick Links Assessment objectives Assessment materials Typical assessment schedule Planning the assessment Conducting the assessment Preparing findings Preparing outbrief Preparing review of assessment conditions and activities Exercise on writing a finding

11. Assessment Objectives Identify compliance deficiencies Partner with base personnel to prepare corrective action plans Identify pollution prevention (P2) opportunities Highlight outstanding performers, operations, and tools Identify funding requirements

13. Preparation Web Site External assessors are given a user name and password to access the base Assessment Preparation page Go to www.ecamp-online.net to log in Checklists, background information on the assessment team, the base, and links to state requirements are available for the specific assessment to which you were assigned The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory. The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory.

14. Accessing the Web Page Click the icon to view the Assessment Preparation Web Page If your computer does not allow you to open the video clip, go to www.ecamp-online.net, log in using the assessor log-in name and password, and click on Assessment Preparation The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory. The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory.

15. Assessor Materials Include Base information: Previsit questionnaire (PVQ) Regional Environmental Office (REO) enforcement vulnerability analysis Previous ESOHCAMP findings The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory. The assessment checklist defines the scope of the assessment and assists each assessor in verifying that they have examined activities and records relative to regulatory requirements. Base-specific information, such as the previous findings, assist the assessor in becoming familiar with the base’s activities and understanding what activities are highest priority for reviewing. The base to be assessed completed the previsit questionnaire to inform the assessment team of the types of activities they have in each protocol area. The description of activities from the previous external report also helps familiarize assessors with this information. The REO enforcement vulnerability analysis informs the assessor of key areas about which the local regulators are concerned. This should be high priorities for assessment. Assessors must be familiar with the previous findings before they visit sites on-base to verify whether the findings are open or closed. ACC assessors must also review as many high-priority compliance sites as possible during the assessment. The compliance site inventory in necessary to identify high-priority sites and to document that these sites were visited. A later segment in this module explains how to use the compliance with inventory.

16. Materials Also Include Instructions on completing finding sheets “Generic” findings Finding sheets Customer feedback sheets Note pages for notes Logs to track appointments and documents reviewed The “special information” category encompasses many possible types of information. For example, tank assessors are given tank inventories if these are available and hazardous waste assessors receive the results of an interview with state regulators on policy interpretations. MAJCOM-supplied information of special interest is also included, where available. Assessors reference materials also include copies of boilerplate findings that can be modified, finding sheets on which to record findings, and customer feedback sheets to distribute to personnel interviewed. Note pages prompt the assessor to record necessary information such as point of contact (POC), building number or address, and office symbol.The “special information” category encompasses many possible types of information. For example, tank assessors are given tank inventories if these are available and hazardous waste assessors receive the results of an interview with state regulators on policy interpretations. MAJCOM-supplied information of special interest is also included, where available. Assessors reference materials also include copies of boilerplate findings that can be modified, finding sheets on which to record findings, and customer feedback sheets to distribute to personnel interviewed. Note pages prompt the assessor to record necessary information such as point of contact (POC), building number or address, and office symbol.

17. Other Resources Other resources available in the work center include: Access to state, federal, and Air Force requirements Additional copies of forms You will need to bring your own preferred pens, pencils, and pads for writing notes

19. General Schedule Schedules vary by MAJCOM Click the icon to view Air Mobility Command’s typical schedule

20. Schedule Refer to your team member letter/e-mail for the official assessment schedule Attend all required meetings and arrive 15 minutes before they begin Be prepared for key appointments that apply to your Command: Point-of-contact (POC) meeting Daily evening meeting with the Team Chief Daily morning briefing with the base POCs

22. POC Meeting Your assessment materials (team member manual and clipboard) include information that will help you develop your schedule. Previsit questionnaire (PVQ): It briefly explains the activities at the base (located in Installation Background Information in team member manual). Previous activity review: This paragraph also gives some background on the base’s activities in your protocol (Previous Activity Review in team member manual). Regional Environmental Office (REO) analysis: REO prepared an enforcement analysis based on past enforcement of Air Force installations in the EPA region and state and interviews with state regulators regarding their enforcement concerns (Installation Background Information in team member manual). Previous findings: Previous findings list locations/organizations with past problems (Previous Findings table in clipboard). Compliance Site Inventory: This table identifies vulnerable sites that should be included in your schedule (Previous Findings section in clipboard). Checklist: Certain entries on the checklist are marked “EAV,” meaning enforcement-action vulnerable (Checklist in clipboard). Your assessment materials (team member manual and clipboard) include information that will help you develop your schedule. Previsit questionnaire (PVQ): It briefly explains the activities at the base (located in Installation Background Information in team member manual). Previous activity review: This paragraph also gives some background on the base’s activities in your protocol (Previous Activity Review in team member manual). Regional Environmental Office (REO) analysis: REO prepared an enforcement analysis based on past enforcement of Air Force installations in the EPA region and state and interviews with state regulators regarding their enforcement concerns (Installation Background Information in team member manual). Previous findings: Previous findings list locations/organizations with past problems (Previous Findings table in clipboard). Compliance Site Inventory: This table identifies vulnerable sites that should be included in your schedule (Previous Findings section in clipboard). Checklist: Certain entries on the checklist are marked “EAV,” meaning enforcement-action vulnerable (Checklist in clipboard).

23. Planning the Assessment Preparing for the POC meeting requires that you plan your assessment week Take direction from your protocol lead, if you are not the protocol lead

24. Useful Information PVQ – provides background on base activities in your protocol that must be assessed Previous findings – reveals problem areas/organizations in the past

25. Information (cont.) Checklist – explains requirements that must be assessed and identifies which requirements have been enforced at Air Force installations in the past

26. To Plan Review information provided in your assessor materials Determine organizations conducting activities subject to your protocol (telephone book is useful to identify current organizations)

27. To Plan (cont.) Assign responsibility for assessment activities, if more than one assessor on the protocol Develop a schedule of assessment activities before the assessment and finalize at the POC meeting

28. Schedule Priorities Reviewing activities associated with enforced requirements is the top priority Identify the federal, state, and local requirements that were the basis for past enforcement from the following information: REO enforcement vulnerability analysis (EVA) Checklist entries marked enforcement action vulnerable (EAV) as “Y” indicate past enforcement The top assessment priorities are areas the REO identifies in the EVA. These are areas of concern that EPA regional and state regulators shared with the REO during interviews to prepare the EVA. Items subject to past enforcement in ACC are another high priority for review during the external ECAMP. Your lead assessor, if you have a contractor lead assessor, is familiar with these items. Enforcement areas for protocols where you may be in the lead are outlined in the following pages. High burden compliance sites from the Compliance Site Inventory are also top priorities to visit and assess.The top assessment priorities are areas the REO identifies in the EVA. These are areas of concern that EPA regional and state regulators shared with the REO during interviews to prepare the EVA. Items subject to past enforcement in ACC are another high priority for review during the external ECAMP. Your lead assessor, if you have a contractor lead assessor, is familiar with these items. Enforcement areas for protocols where you may be in the lead are outlined in the following pages. High burden compliance sites from the Compliance Site Inventory are also top priorities to visit and assess.

29. Schedule Priorities Federal, state, and local outside agency requirements that the REO analysis did not address are the next priority; although they may not have been enforced in the past, potential for enforcement still exists Air Force and Department of Defense (DoD) requirements are the third priority Keep these priorities in mind in allocating your effort over the week The second priority for assessment is regulations that agencies outside the Air Force can enforce. These include federal and state regulatory requirements, permit conditions, and conditions in legally binding agreements. Compliance with Air Force and Department of Defense (DoD) requirements is the third priority for examination during the assessment.The second priority for assessment is regulations that agencies outside the Air Force can enforce. These include federal and state regulatory requirements, permit conditions, and conditions in legally binding agreements. Compliance with Air Force and Department of Defense (DoD) requirements is the third priority for examination during the assessment.

30. POC Meeting Finalize the schedule planned before the assessment Meet base personnel Obtain additional contact information, if needed

31. Team Chief Meeting Daily Base Briefing: You should have already summarized your questions and findings to shop personnel before you left their site. Use the daily briefing to: Summarize where you went and major findings associated with each location, Clarify issues you identified for additional follow-up during your shop visit, Ask for help or information you have not been able to locate, and Briefly explain your schedule for the day. Team Chief/Requirements Briefing: Provide the Team Chief: A summary of shops you visited and major finding trends identified (Team Chief Daily Findings Summary form); Areas of particular concern; and Areas in which assistance is needed, if needed. Requirements: Identify compliance findings that require projects to correct or P2 initiatives that require funding to implement. (More on this later.) Daily Base Briefing: You should have already summarized your questions and findings to shop personnel before you left their site. Use the daily briefing to: Summarize where you went and major findings associated with each location, Clarify issues you identified for additional follow-up during your shop visit, Ask for help or information you have not been able to locate, and Briefly explain your schedule for the day. Team Chief/Requirements Briefing: Provide the Team Chief: A summary of shops you visited and major finding trends identified (Team Chief Daily Findings Summary form); Areas of particular concern; and Areas in which assistance is needed, if needed. Requirements: Identify compliance findings that require projects to correct or P2 initiatives that require funding to implement. (More on this later.)

32. Briefing Purpose Keep the Team Chief informed so that he/she knows what will be briefed the next morning

33. Briefing Planning Summarize findings from the day Identify issues requiring follow-up and coordinate with other team members to follow up Review sites visited and overall schedule to modify the schedule or assignments to ensure priorities are met

34. Daily Summary Summarizing activities daily forces more effective planning as well as informing the Team Chief

35. AMC Daily Base Briefing Daily Base Briefing: You should have already summarized your questions and findings to shop personnel before you left their site. Use the daily briefing to: Summarize where you went and major findings associated with each location, Clarify issues you identified for additional follow-up during your shop visit, Ask for help or information you have not been able to locate, and Briefly explain your schedule for the day. Team Chief/Requirements Briefing: Provide the Team Chief: A summary of shops you visited and major finding trends identified (Team Chief Daily Findings Summary form); Areas of particular concern; and Areas in which assistance is needed, if needed. Requirements: Identify compliance findings that require projects to correct or P2 initiatives that require funding to implement. (More on this later.) Daily Base Briefing: You should have already summarized your questions and findings to shop personnel before you left their site. Use the daily briefing to: Summarize where you went and major findings associated with each location, Clarify issues you identified for additional follow-up during your shop visit, Ask for help or information you have not been able to locate, and Briefly explain your schedule for the day. Team Chief/Requirements Briefing: Provide the Team Chief: A summary of shops you visited and major finding trends identified (Team Chief Daily Findings Summary form); Areas of particular concern; and Areas in which assistance is needed, if needed. Requirements: Identify compliance findings that require projects to correct or P2 initiatives that require funding to implement. (More on this later.)

36. Briefing Purpose Inform the base of potential findings so that the assessment results in no surprises Give base personnel an opportunity to identify additional personnel to interview or documents that may eliminate the finding

37. Daily Base Briefing Explain locations visited yesterday Identify locations to be visited today and refine the schedule, if needed Request any assistance needed to schedule assessment activities or identify appropriate personnel to interview Brief potential major findings Highlight positive findings (and be sure to document them as positive findings)

38. Example I am Jane Doe and I will be briefing the hazardous waste findings from yesterday. I, along with my colleagues Capt Smith and MSgt Brown, visited AGE, Maintenance Squadron back shops, and all OG squadrons. We will be visiting CE shops today. We identified five potential major findings and would appreciate any additional information that might resolve these findings. We also identified two positive findings.

39. Example (cont.) The following are the major findings: NDI disposes of alcohol-contaminated wipes without having tested the wipes to verify that disposal as trash is appropriate NDI discharges silver-recovery effluent to the sewer with no evidence of testing to verify that such disposal is appropriate Wheel and Tire stores unlabeled hazardous waste skimmer sludge

40. Example (cont.) AGE disposes of sanding residue from small-scale equipment painting without having first determined that such disposal is appropriate The dumpster outside Hangar XX contains a partially full aerosol can of flammable paint The positive findings commend: The OG Environmental Coordinator, MSgt John Doe, for his leadership in establishing outstanding programs throughout OG SrA John Jones for his outstanding satellite accumulation area

42. Assessing Includes Interviewing personnel Visiting sites with regulated activities Reviewing records Documenting the assessment activities

43. Interviews Review Dr. Fenno’s article in the 2001 Environmental Training Symposium proceedings for technique and approach Consider how you would want to be interviewed Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

44. Interviews (cont.) Introduce yourself If the interviewee is unfamiliar with ESOHCAMP, explain that it: Helps protect the base from environmental enforcement by identifying and correcting deficiencies Provides budget justification Identifies good practices to share among installations Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

45. Interviews (cont.) Be sensitive to the interviewee’s schedule and constraints We are only one of the hats the interviewee is juggling Be sure to point out strengths as well as problems Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

46. Interviews (cont.) Ask open-ended questions (i.e., ones that require more than yes or no) Asking personnel to describe their activities leads to more questions For example, “Walk me through the steps in your process from inspecting the electronic part and types of repair to returning the part to service.” Leads to, “What materials do you use at each step?” “What do you do with the residues such as containers, rags, unusable materials?” Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

47. Interviews (cont.) Try to understand work processes and procedures routinely followed, for example: Processes for maintenance Procedures for ensuring compliance (e.g., work order reviews) To ensure compliance, the base must Identify all regulated activities Ensure procedures are adequate to meet regulatory requirements and are followed Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

48. Customer Feedback Customer feedback sheets (at the back of your protocol binder) allow base personnel to provide feedback on the assessment team’s performance Give personnel in each organization visited a sheet that can be returned to CEV or the work center Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

49. Customer Focus Provide a brief outbrief to the individuals interviewed and include: Summary of known findings Summary of areas of concern Recommendations Highlight of positive findings observed Invitation to the 0730 daily brief, if applicable Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern. Asking personnel to describe the steps they perform to conduct their daily activities such as aircraft maintenance usually achieves two goals, putting the individual at ease discussing information with which he or she is familiar and informing the assessor of the work process. This description is often more informative than leading the individual to answer specific questions, such as “Do you use methyl ethyl ketone (MEK).” Asking this leading question only informs the assessor about use of MEK. Asking shop personnel the steps in their work process and the materials they use not only provides information on use of MEK, but also provides information on use of many other hazardous materials that may be of concern.

50. Site Visits Visually verify information from interviews and document review Examine more than the point of your concern (e.g., look at activities in the shop that might discharge to an oil/water separator as well as the separator itself, observe maintenance activities as well as the waste accumulation drum)

51. Be Aware of Hazards Greatest hazard: Contractor areas Areas where releases occur Areas where chemicals and wastes are stored Use common sense – comply with warning signs, inform responsible personnel of hazards that require correction, stay away from the hazards Use common sense and rely on personnel in the area where the hazard occurs. Do not take actions yourself unless personnel fail to respond to the concern. Should this occur, inform the next level supervisor of the hazard. Use common sense and rely on personnel in the area where the hazard occurs. Do not take actions yourself unless personnel fail to respond to the concern. Should this occur, inform the next level supervisor of the hazard.

52. Track Locations Document the full office symbol (e.g., 689 CES/CEOIE) and group for the shops visited on the activity log, including: Group, squadron, shop symbols POC and telephone number Building number (or street address) Shop name (e.g., Wheel and Tire Shop) Document records reviewed Record official title and revision date of plans reviewed Use common sense and rely on personnel in the area where the hazard occurs. Do not take actions yourself unless personnel fail to respond to the concern. Should this occur, inform the next level supervisor of the hazard. Use common sense and rely on personnel in the area where the hazard occurs. Do not take actions yourself unless personnel fail to respond to the concern. Should this occur, inform the next level supervisor of the hazard.

53. Photos Get camera, software, and directions from MAJCOM Team Coordinator Take photos daily to document negative finding trends and positive findings Return camera if not needed Transfer photos to computer daily Rename photo files to reflect issue documented in the photo It is a good idea to transfer photos to a computer over which you have control. On Thursday, it will be easier to manipulate and select your outbrief photos if you do not have to compete with others for computer time.It is a good idea to transfer photos to a computer over which you have control. On Thursday, it will be easier to manipulate and select your outbrief photos if you do not have to compete with others for computer time.

55. Finding Sheets Print finding sheets and instructions before you begin

56. Save Files Save the finding sheet form on your hard drive You will use this form to complete and submit a finding to your MAJCOM ECAMP/ESOHCAMP Program Manager as part of the exercise at the end of this training

57. Required Information Refer to your printed finding sheet as you become familiar with the required information in the following bullets The date the finding was identified, team member name, and protocol The group name associated with the organization responsible for the finding (for tenants other than DRMO and AAFES, circle “Other”) (this

58. More Required Information The squadron office symbol and number (e.g., 355 CES) The three- or four-letter organization symbol (e.g., CEV) The commonly used term to refer to the organization (Environmental Flight)

59. More Required Information Name of the individual responsible for correcting the deficiency (POC) (e.g., MSgt John Doe) and telephone number Street address (if building number is not known) Building number (preferred because some reports sort on this number) (location of the finding, which may be different than location of the responsible POC)

60. Checklist Reference The checklist reference number is the leftmost number on the checklist provided for the assessment Applicable requirement is the regulation or law that was not met

61. Finding Categories Significant Immediate threat to human health, safety, the environment, or the mission Notify shop of concern (but do not refer to as “significant”) Contact Team Chief immediately Team will decide whether the finding is “significant” and notify wing leadership if necessary

62. Finding Categories Major Out of compliance with federal, state, or local (e.g., air quality district) law Potential source of enforcement

63. Finding Categories Minor Out of compliance with DoD, Air Force, or base requirements/policy Generally administrative and procedural in nature

64. Finding Details Include A summary statement about the requirement A description of conditions observed not meeting the requirement Read an example finding, accessible through the next slide, to see how to write the summary statement and observation

65. Example Findings POL P2/Solid Waste Storage Tanks Toxics Wastewater Water Quality

66. Finding ID Codes The finding ID code may automatically be updated when the checklist reference number is entered Verify that this code is appropriate or select your own from the finding sheet instructions

67. Repeat & Carryover Refer to findings from the previous external assessment before you visit a site Determine whether the issue is still a finding Repeat findings are ones that have been closed but recur at the SAME location Carryover findings are ones that are still open Identify the previous finding number for both repeat and carryover findings

68. Track Repeat & Carryover

69. Similarity With REO Analysis Is the finding similar to a high-priority issue identified on the REO analysis? Y or N If your finding is similar to an issue identified in the REO Analysis, set the data field “High-risk EAV” value to “Y” The REO Analysis will be available on the Assessment Preparation page for your review before the assessment

70. Root Causes AFI 32-7045 defines the root cause codes that may be assigned to findings These codes are numerous and, therefore, difficult to use Refer to the finding sheet instructions for the codes Each code (PE, PM, etc.) is a header for several individual root causes. Each assessor needs to apply these root cause codes consistently. Consistency can be achieved by interpreting each header consistently. PA These root causes are associated with the ECAMP process itself. For example, a finding resulting from inappropriate follow-up of a previous internal or external ECAMP finding would carry a root cause code of PA3 (refer to the Finding Sheet Instructions in the team member manual for a complete list of root causes). PE These root causes are associated with deficient emergency plans such as the Hazardous Materials Emergency Response Plan, the Hazardous Waste Contingency Plan, and the Spill Prevention, Controls, and Countermeasures (SPCC) Plan. PM These root causes relate to management action plans, such as those associated with the Environmental Restoration Program. PP These root causes are associated with environmental management plans such as the hazardous waste management plan, POL recovery plan, and used oil management plan. PD These root causes are associated with regulatory requirements tracking and documentation. Deficiencies resulting from failure to identify, incorporate, or properly interpret regulatory requirements have a “PD” root cause code. PC These root causes relate to tracking deadlines, such as permit-required and compliance agreement mandated deadlines. Tracking compliance concerns to completion, such as closeout of enforcement action elements, would also be associated with a “PC” root cause.Each code (PE, PM, etc.) is a header for several individual root causes. Each assessor needs to apply these root cause codes consistently. Consistency can be achieved by interpreting each header consistently. PA These root causes are associated with the ECAMP process itself. For example, a finding resulting from inappropriate follow-up of a previous internal or external ECAMP finding would carry a root cause code of PA3 (refer to the Finding Sheet Instructions in the team member manual for a complete list of root causes). PE These root causes are associated with deficient emergency plans such as the Hazardous Materials Emergency Response Plan, the Hazardous Waste Contingency Plan, and the Spill Prevention, Controls, and Countermeasures (SPCC) Plan. PM These root causes relate to management action plans, such as those associated with the Environmental Restoration Program. PP These root causes are associated with environmental management plans such as the hazardous waste management plan, POL recovery plan, and used oil management plan. PD These root causes are associated with regulatory requirements tracking and documentation. Deficiencies resulting from failure to identify, incorporate, or properly interpret regulatory requirements have a “PD” root cause code. PC These root causes relate to tracking deadlines, such as permit-required and compliance agreement mandated deadlines. Tracking compliance concerns to completion, such as closeout of enforcement action elements, would also be associated with a “PC” root cause.

71. Code Groups Codes include code headers, such as Mandated Training, and individual codes Individual codes may be the same for several code headers The assessor must first ensure selection of the appropriate code header (e.g., Mandated Training for legally required training, rather than General Awareness Training) (refer to your finding sheet instruction list)

72. Code Headers PE – Emergency Plans PM – Management Action Plans PP – Environmental Management Plans PD – Document Tracking, Regulations, Recordkeeping PC – Compliance Tracking and Reporting Each code (PE, PM, etc.) is a header for several individual root causes. Each assessor needs to apply these root cause codes consistently. Consistency can be achieved by interpreting each header consistently. PA These root causes are associated with the ECAMP process itself. For example, a finding resulting from inappropriate follow-up of a previous internal or external ECAMP finding would carry a root cause code of PA3 (refer to the Finding Sheet Instructions in the team member manual for a complete list of root causes). PE These root causes are associated with deficient emergency plans such as the Hazardous Materials Emergency Response Plan, the Hazardous Waste Contingency Plan, and the Spill Prevention, Controls, and Countermeasures (SPCC) Plan. PM These root causes relate to management action plans, such as those associated with the Environmental Restoration Program. PP These root causes are associated with environmental management plans such as the hazardous waste management plan, POL recovery plan, and used oil management plan. PD These root causes are associated with regulatory requirements tracking and documentation. Deficiencies resulting from failure to identify, incorporate, or properly interpret regulatory requirements have a “PD” root cause code. PC These root causes relate to tracking deadlines, such as permit-required and compliance agreement mandated deadlines. Tracking compliance concerns to completion, such as closeout of enforcement action elements, would also be associated with a “PC” root cause.Each code (PE, PM, etc.) is a header for several individual root causes. Each assessor needs to apply these root cause codes consistently. Consistency can be achieved by interpreting each header consistently. PA These root causes are associated with the ECAMP process itself. For example, a finding resulting from inappropriate follow-up of a previous internal or external ECAMP finding would carry a root cause code of PA3 (refer to the Finding Sheet Instructions in the team member manual for a complete list of root causes). PE These root causes are associated with deficient emergency plans such as the Hazardous Materials Emergency Response Plan, the Hazardous Waste Contingency Plan, and the Spill Prevention, Controls, and Countermeasures (SPCC) Plan. PM These root causes relate to management action plans, such as those associated with the Environmental Restoration Program. PP These root causes are associated with environmental management plans such as the hazardous waste management plan, POL recovery plan, and used oil management plan. PD These root causes are associated with regulatory requirements tracking and documentation. Deficiencies resulting from failure to identify, incorporate, or properly interpret regulatory requirements have a “PD” root cause code. PC These root causes relate to tracking deadlines, such as permit-required and compliance agreement mandated deadlines. Tracking compliance concerns to completion, such as closeout of enforcement action elements, would also be associated with a “PC” root cause.

73. Code Headers (cont.) TC – Continuing Education Training TM – Mandated Training TG – General Awareness Training Plans CO – Management Organization and Oversight CM – Contract Management CR – Roles and Responsibilities TC These root causes are associated with need for continuing professional education to properly execute a job. Natural resources management training to remain current in technical issues is an example of continuing education. TM These root causes are associated with mandated training, such as hazard communication and 90-day point manager training. TG These root causes are associated with general awareness training, such as making all personnel aware of recycling opportunities. CO These root causes are associated with deficiencies in program management, such as managers not requiring employees to follow established procedures or not providing adequate staffing to execute the job. The failure is in management, not worker execution of requirements. CM These root causes are associated with development and execution of contracts. CR These root causes are related to either personnel not executing the responsibilities assigned to them or the responsibility not being clearly assigned to the individual. TC These root causes are associated with need for continuing professional education to properly execute a job. Natural resources management training to remain current in technical issues is an example of continuing education. TM These root causes are associated with mandated training, such as hazard communication and 90-day point manager training. TG These root causes are associated with general awareness training, such as making all personnel aware of recycling opportunities. CO These root causes are associated with deficiencies in program management, such as managers not requiring employees to follow established procedures or not providing adequate staffing to execute the job. The failure is in management, not worker execution of requirements. CM These root causes are associated with development and execution of contracts. CR These root causes are related to either personnel not executing the responsibilities assigned to them or the responsibility not being clearly assigned to the individual.

74. Code Headers (cont.) CP – Policy Statement and Implementation CC – Communication CI – Procedures Implementation RI – Resources RP – PPBS Process RS – Supplies and Contracts ES – External Factors CP These root causes are associated with development of policies that guide the overall environmental program. A base commander who mandates that nothing interfere with the readiness mission so that personnel are not available to execute environmental requirements is an example. CC These root causes are associated with inadequate communication among key organizations. Examples include lack of coordination between Bioenvironmental Engineering and the Environmental Flight that results in required monitoring not being conducted and deficiencies resulting from failure to include tenant organizations in a training program or on the Environmental Protection Committee. CI These root causes are associated with inadequately implementing or developing procedures. The procedures of concern for “CI” root causes are ones that are not formally documented in required environmental management plans. Procedures for documenting solvent use in a paint booth is an example of a procedure associated with this root cause. RI These root causes are associated with inadequate facility or equipment failure. RP These root causes relate to failure obtain funds for deficient items, equipment, or manpower. RS These root causes are associated with inadequate contract or supply, particularly documentation. For example, a deficient flammable storage locker for which a replacement has been ordered but not received is associated with RS1. ES These root causes are associated with elements outside installation control, such as bad weather and vandalism. CP These root causes are associated with development of policies that guide the overall environmental program. A base commander who mandates that nothing interfere with the readiness mission so that personnel are not available to execute environmental requirements is an example. CC These root causes are associated with inadequate communication among key organizations. Examples include lack of coordination between Bioenvironmental Engineering and the Environmental Flight that results in required monitoring not being conducted and deficiencies resulting from failure to include tenant organizations in a training program or on the Environmental Protection Committee. CI These root causes are associated with inadequately implementing or developing procedures. The procedures of concern for “CI” root causes are ones that are not formally documented in required environmental management plans. Procedures for documenting solvent use in a paint booth is an example of a procedure associated with this root cause. RI These root causes are associated with inadequate facility or equipment failure. RP These root causes relate to failure obtain funds for deficient items, equipment, or manpower. RS These root causes are associated with inadequate contract or supply, particularly documentation. For example, a deficient flammable storage locker for which a replacement has been ordered but not received is associated with RS1. ES These root causes are associated with elements outside installation control, such as bad weather and vandalism.

75. Explanation Identify the root cause, not a superficial symptom Explain in your own words why you selected the particular code

76. Explain Your Selection In the root cause explanation, EXPLAIN why you selected the particular root cause DO NOT just repeat the root cause code description from your list

77. Corrective Actions Address correcting the issue, no matter where it occurs, if it is a systemic issue Address the root cause of the deficiency identified in the finding (i.e., “fix the label” is not good enough) Reflect the base’s opinions determined through talking to base personnel Present from the base’s perspective

78. Review the corrective actions on the example hazardous waste finding by clicking the action button and selecting the hazardous waste example Corrective actions are written as if base personnel wrote them and must include a permanent fix Corrective Action Examples

79. P2 Corrective Actions If P2 initiatives (e.g., product substitution) eliminate the finding, propose the initiative as the long-term corrective action Recommend process changes (which may be prepared as management practices if they are not corrective actions for findings) to: Eliminate waste streams Reduce waste streams Eliminate permits Eliminate regulatory requirements (e.g., air emissions documentation requirements) The best long-term corrective action is eliminating the problem at the source by eliminating chemicals or modifying processes. Where P2 initiatives such as these are appropriate, suggest them as the corrective actions. In some cases, P2 initiatives are possible but are not appropriate to propose as corrective actions. In these cases, an MP can be prepared recommending the P2 opportunity and pointing out its benefits (e.g., eliminating a waste stream or need for a permit).The best long-term corrective action is eliminating the problem at the source by eliminating chemicals or modifying processes. Where P2 initiatives such as these are appropriate, suggest them as the corrective actions. In some cases, P2 initiatives are possible but are not appropriate to propose as corrective actions. In these cases, an MP can be prepared recommending the P2 opportunity and pointing out its benefits (e.g., eliminating a waste stream or need for a permit).

80. Management Practices A separate form is provided for MPs Use MPs to: Make recommendations that could increase efficiency or effectiveness Suggest P2 initiatives Do not use MPs just to express your personal preferences

81. Positive Findings Positive finding sheet is used for: Positive findings Tool Kit nomination (be sure to complete back of form, which can be obtained from the admin support person) Top Performer nomination MAJCOM personnel will explain use of the positive finding form and when top performer nominations must be submitted as the week progresses

82. Generic Findings “Boilerplate” findings already in the tracking system that can be modified to suit specific deficiencies Assessors can view generic findings available for a specific checklist entry through a pull-down list in the database (this will be explained during the assessment)

83. Generic Findings Provide specific details on location, POC, office symbol, and specific deficiency observed Review the finding to verify it meets the specifics of your situation and has the necessary detail to correct the deficiency

84. Generic Finding Pitfalls Using a generic finding that does not fit the specific deficiency observed (e.g., do not use a flammable storage cabinet generic for a flammable storage room deficiency because the regulatory citations are different) Omitting necessary details you observed

85. Generic Finding Benefits Saves time in preparing the finding Saves time in entering the finding because information on the generic finding printout is already in the system Results in consistent citations of similar deficiencies

87. Outbrief Templates Each MAJCOM uses a template that emphasizes strengths as well as deficiencies Photos illustrate the points on the slide View the note pages as well as slides on the examples

88. AIR EMISSIONS Strength Innovative And Effective Recordkeeping Procedures Top Challenge Surviving In An Extreme Regulatory Environment Compliance Issues Incinerator Non-Compliance Sources Not In Compliance With Permit Requirements Chlorinated Solvent Cleaner Not Registered A Few Vehicles Not Smog Checked

92. Outbriefs MAJCOM and contractor personnel are available to help Adhere to the schedule First complete your findings Start preparing your outbrief on Wednesday if you complete your assessment and findings on Wednesday Be prepared to submit it to the MAJCOM representative Thursday morning

93. Outbrief Process Submit an electronic version and hard copies to the MAJCOM representative Be prepared to join the Team Chief for his review, answer his questions, and modify the outbrief per his instructions

95. Activity Logs Electronic files to document sites visited and documents reviewed will be available on computers in the work room Complete the sheets by entering the specified information on the log

97. Responsibilities Include Attending required meetings Preparing for POC meeting and establishing and tracking your schedule Handing out customer feedback sheets and tracking the number handed out Documenting findings completely following the guidelines provided in the team member manuals

98. Responsibilities (cont.) Submitting your findings for review, addressing comments, and entering corrections Documenting positive and negative findings with photographs Downloading Pictures Turn on camera Open Photoenhancer Program Select Camera pull down menu Select Move Images to Disk Pick your folder/protocol to save to Click Move Images to Disk Check destination folder with My Computer or Explorer to ensure that images were saved After you are sure they have been saved, click yes when asked to Erase Pictures from camera To View Images Open Photoenhancer Program Select File pull down menu Click Open Slide Table Enlarge window to maximize number of photos you will see Double click any picture to see it enlarged and to modify it After you have the picture the way you want it, save it with a name you will recognize (e.g., opendrum.jpg, sewer1.jpg, etc.) as a JPEG Medium Quality (*.jpg) type file under Save as File Type To insert into your PowerPoint presentation - Select Insert pull down menu - Click picture from file - Find the photo you saved, double click it, and it’s done Downloading Pictures Turn on camera Open Photoenhancer Program Select Camera pull down menu Select Move Images to Disk Pick your folder/protocol to save to Click Move Images to Disk Check destination folder with My Computer or Explorer to ensure that images were saved After you are sure they have been saved, click yes when asked to Erase Pictures from camera To View Images Open Photoenhancer Program Select File pull down menu Click Open Slide Table Enlarge window to maximize number of photos you will see Double click any picture to see it enlarged and to modify it After you have the picture the way you want it, save it with a name you will recognize (e.g., opendrum.jpg, sewer1.jpg, etc.) as a JPEG Medium Quality (*.jpg) type file under Save as File Type To insert into your PowerPoint presentation - Select Insert pull down menu - Click picture from file - Find the photo you saved, double click it, and it’s done

99. Also Complete the activity log Rename photos per instructions on the photo log and prepare a photo log Click the icon for an example photo log Turn in assessment materials

100. Avoid Common Mistakes Not tracking proper title and revision date of documents Incomplete finding sheets (all information is needed) Lack of necessary detail (e.g., whether a contaminated house is on-base or not) Writing in sentence fragments Not including statement of the regulatory requirement, which allows a more focused discussion of the deficiencies observed

101. Exercise: Prepare a Finding Save and Submit the Exercise to Your MAJCOM Program Manager You May Also Use a Scenario From the Media-specific Training on ESOHCAMP-Online

102. Gather Materials Print out the appropriate checklist for one of the scenarios on the following slides (Overview – Quick Links on the first slide provides a link to Assessor Materials, which explains how to access checklists) Open a Word copy of a finding sheet Enter your text in this file and save your finding to your hard drive

103. Finding Write in present tense Two statement format statement of situation observed summary of regulatory standard not met Cite federal or state regulations

104. Scenario for air emissions compliance assessors: Paint logs for this paint booth do not indicate the amount of wipe solvent, as well as the amount of paint, used in the booth. This booth is located at Building 721, MS/LGMFS. The permit for the paint booth specifies that all volatile organic compounds used in the booth must be recorded in the log. Is this a problem? If yes, write a finding.Scenario for air emissions compliance assessors: Paint logs for this paint booth do not indicate the amount of wipe solvent, as well as the amount of paint, used in the booth. This booth is located at Building 721, MS/LGMFS. The permit for the paint booth specifies that all volatile organic compounds used in the booth must be recorded in the log. Is this a problem? If yes, write a finding.

105. Scenario Corrosion Control personnel operate the paint booth at Building 721 (shown in the photo). The paint booth air emissions permit requires maintaining a record of wipe solvent, as well as of paint used in the booth. The paint log does not document use of wipe solvent.

106. Hints All states have permit requirements, and regulated entities must comply with the elements outlined in the required permit Look for the checklist reference number associated with the permit requirement Office symbol is XX MXS/LGMF Make up a POC name and number No previous finding associated with this issue

107. Scenario for hazardous waste assessors: Building 300, MDSS/SGSLE, Medical Equipment Maintenance, has an open bin of nickel-cadmium batteries that are destined for disposal as hazardous waste. The bin is marked “Ni-Cads.” First, is this a compliance issue? If yes, prepare a finding to identify it. Personnel at the site were doing the best they could. They had no guidance on how to manage the batteries.Scenario for hazardous waste assessors: Building 300, MDSS/SGSLE, Medical Equipment Maintenance, has an open bin of nickel-cadmium batteries that are destined for disposal as hazardous waste. The bin is marked “Ni-Cads.” First, is this a compliance issue? If yes, prepare a finding to identify it. Personnel at the site were doing the best they could. They had no guidance on how to manage the batteries.

108. Scenario Medical Equipment Maintenance personnel collect batteries in an open, unlabeled container for turn in to the 90-day point. They do not meet universal waste or hazardous waste requirements.

109. Hints Look for the checklist reference number associated with satellite accumulation area requirements or universal waste requirements (depending on how you want to write the finding) Office symbol is XX MDSS/SGSLE Make up a POC name and number No previous finding associated with this issue

110. Scenario for hazardous materials assessors: This eyewash at SUPS/LGSDH, Building 1404, has not been inspected in the last year. Is this a problem? If yes, write a finding.Scenario for hazardous materials assessors: This eyewash at SUPS/LGSDH, Building 1404, has not been inspected in the last year. Is this a problem? If yes, write a finding.

111. Scenario Gas cylinders are not secured

112. Hints Look for the checklist reference number associated with securing compressed gas cylinders Office symbol is XX MXS/LGMF Make up a POC name and number No previous finding associated with this issue

113. Scenario for other environmental programs assessors: The flying mission has changed, resulting in potentially greater noise impact on a nearby wildlife preserve. The Air Installation Compatible Use Zone (AICUZ) study was not updated. In addition, no Environmental Impact Analysis Process (EIAP) documentation was developed before initiating the new mission. Is this a problem? If yes, write a finding.Scenario for other environmental programs assessors: The flying mission has changed, resulting in potentially greater noise impact on a nearby wildlife preserve. The Air Installation Compatible Use Zone (AICUZ) study was not updated. In addition, no Environmental Impact Analysis Process (EIAP) documentation was developed before initiating the new mission. Is this a problem? If yes, write a finding.

114. Scenario The flying mission changed with the addition of aircraft types and increase in numbers of aircraft without evaluating potential environmental impacts and alternatives

115. Hints Look for the checklist reference number associated with NEPA documentation requirements Office symbol is XX CES/CEV Make up a POC name and number No previous finding associated with this issue

116. Scenario for pesticides management assessors: Two golf course maintenance shop contractor personnel have not been state or DoD-certified. Personnel work at Building 1309, SVS/SVBG. Is this a problem? If yes, write a finding.Scenario for pesticides management assessors: Two golf course maintenance shop contractor personnel have not been state or DoD-certified. Personnel work at Building 1309, SVS/SVBG. Is this a problem? If yes, write a finding.

117. Scenario Two golf course maintenance personnel are neither state nor DoD-certified

118. Hints Look for the checklist reference number associated with state certification first; if none exists, look for the checklist reference for DoD certification Office symbol is XX CES/CEOHHE Make up a POC name and number No previous finding associated with this issue

119. Scenario for storage tank assessors: These bulk fuel storage tanks at Facility 101, LG/LGSF, have a base of dirt and gravel. Work order 97-002 is in place to upgrade the area. Is this a compliance issue? If yes, write a finding.Scenario for storage tank assessors: These bulk fuel storage tanks at Facility 101, LG/LGSF, have a base of dirt and gravel. Work order 97-002 is in place to upgrade the area. Is this a compliance issue? If yes, write a finding.

120. Scenario The bulk storage tanks at Facility 101 have a base of dirt and gravel, which is not sufficiently impervious to contain POL spills

121. Hints Look for the checklist reference number associated with tank secondary containment requirements Office symbol is XX LRS/LGRF Make up a POC name and number No previous finding associated with this issue

122. Scenario for solid waste management assessors: Is this a problem? If yes, write a finding.Scenario for solid waste management assessors: Is this a problem? If yes, write a finding.

123. Scenario An area at the “back 40” does not operate as a permitted landfill but contains various household trash, such as old furniture, refuse, and recyclable materials

124. Hints Look for the checklist reference number associated with open dumping or need for a permit for solid waste disposal Office symbol is XX CES/CEO Make up a POC name and number No previous finding associated with this issue

125. Scenario for toxic substances assessors: Asbestos-containing materials (ACM), such as the transite siding on this building, are not routinely assessed for condition. Because they are not assessed for condition, no follow-up activities to repair, encapsulate, or remove ACM to minimize risk of personnel exposure are done. Is this a problem? If yes, write a finding. Scenario for toxic substances assessors: Asbestos-containing materials (ACM), such as the transite siding on this building, are not routinely assessed for condition. Because they are not assessed for condition, no follow-up activities to repair, encapsulate, or remove ACM to minimize risk of personnel exposure are done. Is this a problem? If yes, write a finding.

126. Scenario The transite siding on Building 329 was not surveyed to evaluate damage and the need to repair or remove damaged asbestos-containing material (ACM)

127. Hints Look for the checklist reference number associated with surveying and maintaining damaged ACM Office symbol is XX CES/CEO Make up a POC name and number No previous finding associated with this issue

128. Scenario for toxic substances assessors: Small PCB transformers in the drums are in storage for disposal at Building 1306 and are not marked with the date they were taken out of service. Personnel are not aware of any need to mark the date taken out of service. Is this a problem? If yes, write a finding.Scenario for toxic substances assessors: Small PCB transformers in the drums are in storage for disposal at Building 1306 and are not marked with the date they were taken out of service. Personnel are not aware of any need to mark the date taken out of service. Is this a problem? If yes, write a finding.

129. Scenario PCB containers have been stored at this site longer than 1 year

130. Hints Look for the checklist reference number associated with the time limit for PCB storage Office symbol is XX CES/CEO Make up a POC name and number No previous finding associated with this issue

131. Scenario for water quality assessors: Backflow prevention devices are not tested after installation. The base has not been surveyed to identify cross-connections. First, are these compliance concerns. If yes, write a finding.Scenario for water quality assessors: Backflow prevention devices are not tested after installation. The base has not been surveyed to identify cross-connections. First, are these compliance concerns. If yes, write a finding.

132. Scenario Backflow prevention device has not been tested

133. Hints Look for the state checklist reference number associated with backflow prevention and cross-connection control; if none exists, use the Air Force checklist reference number Office symbol is XX CES/CEO Make up a POC name and number No previous finding associated with this issue

134. Contract These slides were updated under Contract FA4890-04-D-0005 Task Order 5005