A BLUEPRINT FOR BUILDING A COMPREHENSIVE, HIGH-QUALITY …€¦ · Figure 7.1: Sample...

1 CDPHE Administrative Framework Project, , Prepared by RMSAWWA

Colorado’s Drinking

Water Operator Training

Framework

A BLUEPRINT FOR BUILDING A COMPREHENSIVE, HIGH-QUALITY AND TARGETED TRAINING PROGRAM FOR COLORADO’S DRINKING WATER OPERATORS

June 2013

2 CDPHE Administrative Framework Project, © Copyright 2013 State of Colorado, Prepared by RMSAWWA

A BLUEPRINT FOR BUILDING A COMPREHENSIVE, HIGH QUALITY AND TARGETED TRAINING PROGRAM

CONTENTS

Acknowledgements 6

About Colorado’s Drinking Water Operator Training Framework 7

Introduction 7

Project Background 7

Section One: Need-to-Know Criteria Usage Guidelines 9

What Are Need-to-Know Criteria? 9

Why Use These Need-to-Know-Criteria Guidelines? 9

How to Use Need-to-Know Criteria Usage Guidelines 9

Guideline #1: Understand ABC Certification Exams and Levels of Learning 9

12

12

Guideline #2: Understand the Colorado Competency Model and Curriculum Pathway 12

Guideline #3: Use the Colorado Training Prioritization Charts to Focus Training Events on High-Priority Job Duties and Tasks 13

Section Two: Competency Model, Curriculum Pathway & Core Curriculum Program Plan 14

What is the Competency Model, Curriculum Pathway & Core Curriculum Program Plan? 14

Why Use the Curriculum Pathway & Core Curriculum Program Plan? 14

How to Use the Curriculum Pathway & Core Curriculum Program Plan 15

Explanation of Curriculum Pathway Graphics 19

High Priority Task Categories 19

Developing Core Curriculum 26

Section Three: Colorado Water Careers Roadmap 33

What is the Colorado Water Careers Roadmap? 33

Why Use the Colorado Water Careers Roadmap? 33

How to Use the Colorado Water Careers Roadmap 33



Section Four: Train-the-Trainer Program Design 36

What is the Train-the-Trainer Program? 36

Why Use the Train-the-Trainer Program? 36

How to Use the Train-the-Trainer Program 36

Standards, Competencies and Expectations 36

Annual Training Provider Seminar 38

Online Trainer’s Toolkit 39

Section Five: Training Assessment Plan 40

What is the Training Assessment Plan? 40

Why Use the Training Assessment Plan? 40

How to Use the Training Assessment Plan 40

Level I Assessment 40

Level II Assessment 44

Level III-IV Assessment 44

Section Six: Web Portal Overview 45

What is the Web Portal? 45

Why Use the Web Portal? 45

How to Use the Web Portal 45

For Training Providers 45

For Operators 46

Key Features for All Audiences 46

Section Seven: Summary 48

APPENDIX A: Colorado Water Treatment Training Prioritization 49

APPENDIX B: Water Distribution Training Prioritization 62



Table of Figures

Figure 1.1 ABC Core Competencies By Certification Type 10

Figure 2.1: Colorado Water Treatment Operator Curriculum Pathway 16

Figure 2.2: Colorado Water Distribution Operator Curriculum Pathway 17

Figure 2.3: Colorado Small System/Operator in Responsible Charge (ORC) Curriculum Pathway 18

Figure 3.1: Career Roadmap Snapshot 34

Figure 4.1: Train-the-Trainer Program Components 36

Figure 5.1 Level I Assessment Form 41

Figure 6.1: Career Roadmap Snapshot 45

Figure 7.1: Sample Screenshot-Web Portal 47

Table of Tables

Table 2.1: Summary of Highest Priority Content Areas for Each Level of Operator Certification (with Required Level of Learning Identified) 20

Table 2.2: Training Priorities for Water Treatment A 21

Table 2.3: Training Priorities for Water Treatment B 21

Table 2.4: Training Priorities for Water Treatment C 22

Table 2.5: Training Priorities for Water Treatment D 23

Table 2.6: Training Priorities for Water Distribution 4 23




Table 2.10: Example of Developing Learning Objectives for Water Treatment Level A Operator Training 27

Table 2.11: Example Instructional Plan Template for a Series of Courses in One Content Area 29

Table 2.12: Example Instructional Plan Template for a Single Course 29

Table 2.13: Sample Instructional Plan 30

Table 2.14: Learner-Centered Approach to Operator Training in Colorado 31

Table 5.1: Sample Learning Objectives and Testing Approaches 44



Prepared By:

The Rocky Mountain Section of the American Water Works Association (RMSAWWA)

Written By:

Melanie Fahrenbruch, M.Ed.

MJF Consulting, LLC

Phone: (303) 912-3358

Fax: (303) 471-4754

Email: [email protected]

Water Quality Control Division

Local Assistance Unit



Acknowledgements The Safe Drinking Water Program local assistance unit and the RMSAWWA would like to express our profound appreciation to the following Colorado training partners who committed their time, energy, and passion to develop this training framework.

MEMBERS OF THE ADMINISTRATIVE FRAMEWORK TASK FORCE

Joshua Baile, Hydrolysis

Eddy Balch, Colorado Rural Water Association

Jerry Biberstine, Colorado Environmental Certification and Testing, Inc.

Elizabeth Carter, RMSAWWA and City of Aurora

Joe Cowan, RMSAWWA and City of Boulder

David Dani, Colorado Department of Public Health and Environment (CDPHE)

Gloria Duran, CDPHE

Melanie Fahrenbruch, MJF Consulting, LLC

Jim Ginley, ARCADIS / Malcolm Pirnie

Margo Griffin, CDPHE

Armando Herald, CDPHE

Arleen Hernandez, Denver Water

Heather Himmelberger, New Mexico / Rocky Mountain Environmental Finance Center

David Hoagland, Town of Castle Rock Utilities

Bill Hogrewe, Rural Community Assistance Corporation

Kevin Linder, Aurora Water

Lori Moore, CDPHE

Bryan Ortiz, City of Boulder

Jeff Oxenford, Stratus Consulting

Bev Rizzolo, Rocky Mountain Environmental Finance Center

Sylvia Rottman, Operator Certification Program Office

Laura Travis, Town of Castle Rock Utilities

Jackie Whelan, CDPHE

Shilo Williams, ORC, LLC



About Colorado’s Drinking Water Operator Training Framework

Introduction In Fall 2011, Colorado’s public water system training partners initiated a collaborative stakeholder process to develop a blueprint for a comprehensive, high-quality, and targeted Colorado drinking water operator training program. The overarching goals of this effort were to develop the processes, guidelines and expected outcomes of statewide training activities, and to identify, develop and promote a shared vision of drinking water operator training among Colorado’s training community. This Colorado Drinking Water Operator Training Framework guidance document provides the results of the stakeholder process and reflects the combined experience and passion of a diverse group of Colorado agencies, water utilities, businesses, schools, and nonprofit organizations committed to providing training services to public water systems.

This guidance document provides information for Colorado drinking water training partners to understand and utilize the following components of the Colorado Drinking Water Operator Training Framework:

“Need-to-know criteria” for Colorado

drinking water operators, curriculum

pathways, and core curriculum at each level

of operator certification

A career roadmap to help drinking water

operators assess where they are in the

learning process and what they should do

next

A “train the trainer” tool set to develop and

support excellent instructors

A “training assessment” plan to gather

feedback and identify opportunities for

improvement

A web portal to provide easy access to the

above components

As partners in Colorado’s public water system training community, our hope is that this guidance document will serve as a resource and reference for all training entities as we grow, collaborate and expand training services for drinking water operators in the future.

Project Background Over 2,000 active public drinking water systems exist in Colorado. These systems range in size from a small restaurant or community of 25 people to a service area the size of metropolitan Denver. Some use groundwater wells as a source of supply, and some use the state’s rivers, lakes, and reservoirs. Treatment at public water systems spans a broad range, from a simple well and chlorinator, to complex treatment systems with a construction and operations price tag in the millions of dollars each year. Regardless of the system, public drinking water treatment and distribution is always required to be conducted under the direction of a responsible certified water professional and properly managed by knowledgeable and competent leadership, making the human infrastructure of a public water system just as important as the physical. In Colorado and throughout the United States, operator training is critical to developing and supporting the human infrastructure behind public water systems and to ensuring the continuous delivery of safe drinking water to the public.



The 1996 amendments to the Safe Drinking Water Act (SDWA) added provisions for each state to develop a capacity development program to assist public water systems in acquiring and maintaining the ability to supply safe drinking water to the public. In Colorado, the Safe Drinking Water Program of the Water Quality Control Division at the Colorado Department of Public Health and Environment fully implements a capacity development program that aligns with the requirements of the SDWA. Through this program, the Safe Drinking Water Program’s Local Assistance Unit (LAU), formerly the Capacity Building Unit, provides training and technical assistance to public water system professionals and uses set-aside funds from the Drinking Water State Revolving Fund (DWSRF) and other Environmental Protection Agency (EPA) grants to support and partner with Colorado businesses, agencies, schools, and nonprofit organizations that share similar missions to assist and train public water systems.

In Summer 2009, LAU initiated a project to evaluate areas of weakness at public water systems, identify opportunities to enhance training services, and gather critical input from Colorado’s training partners to develop a more cohesive, organized, and strategically aligned training and assistance network.

In July 2010, LAU compiled the feedback from Colorado’s training partners to prepare the 2015 Public Water System Training Strategy1, which establishes a vision for Colorado drinking water operator training services through 2015 and identifies the following five overarching goals of a statewide training program:

Goal 1: Set standards for high quality courses Goal 2: Define core curriculum Goal 3: Support statewide training Goal 4: Coordinate training offerings and schedules Goal 5: Cultivate a supportive learning environment

1 Williams, Sharon Israel, Capacity Building Unit, Safe

Drinking Water Program. July 2010. Colorado 2015 Public Water System Training Strategy. Available for download at: http://www.rmsawwa.net/AFTF.htm

In Fall 2011, the LAU in partnership with the Rocky Mountain Section of the American Water Works Association (RMSAWWA) set out to develop a framework for implementing the goals of Colorado’s 2015 Public Water System Training Strategy. The project involved reconvening Colorado’s critical training partners to develop the processes, guidelines, and expected outcomes of statewide training activities. The Colorado Drinking Water Operator Training Framework is the result of this collaborative project. It creates a foundation for improving and enhancing Colorado’s drinking water operator training program.

WHAT IS IN THE TRAINING FRAMEWORK?

This guidance document summarizes the results of stakeholder work on six separate elements that define a comprehensive drinking water operator training program in Colorado. It is designed as a resource and reference for Colorado’s drinking water training community.

More detailed information on the methodology used to develop the six elements that make up the framework is provided in separate interim project reports available through the Colorado Safe Drinking Water Program’s LAU.

The six elements are presented in this guidance document:

Section One: Need-to-Know Criteria Usage

Guidelines

Section Two: Competency Model, Curriculum

Pathway & Core Curriculum Program Plan

Section Three: Colorado Water Careers

Roadmap

Section Four: Train-the-Trainer Program

Design

Section Five: Training Assessment Plan

Section Six: Web Portal Overview



Section One: Need-to-Know Criteria Usage Guidelines

What Are Need-to-Know Criteria? Need-to-know criteria reflect the essential job tasks performed by employees and the capabilties employees need to perform those tasks. The Association of Boards of Certification (ABC) develops need-to-know-criteria for the water and wastewater industry based on regular job analyses of water operators. ABC uses the need-to-know-criteria to prepare and administer exams that ensure operators are certified to U.S. EPA standards. Need-to-know-criteria helps trainers, supervisors, and operators understand what topics the exams cover The State of Colorado uses the ABC certification exams with some modifications to address Colorado-specific issues.

Why Use These Need-to-Know-Criteria Guidelines? Using the three need-to-know-criteria guidelines helps trainers to develop high-quality and targeted training for Colorado’s drinking water operators.

The first guideline helps trainers understand the ABC certification exams. To develop these exams, ABC uses Bloom’s Taxonomy, which is a “level of learning” concept based on a hierarchy of knowledge, comprehension, application, analysis, evaluation and synthesis (see Figure 1.1). It is important to note that ABC’s need-to-know-criteria only uses four of the six levels of learning: comprehension, application, analysis and synthesis.

The second guideline presents Colorado’s Competency Model and Curriculum Pathway. It helps trainers understand the depth and structure of the knowledge, skills, and abilities that operators need to successfully perform job tasks at each level of certification.

The third guideline helps trainers develop effective curriculum for core study areas (“content areas”)

by identifying the highest priority job tasks in those areas.

By applying these three guidelines for using need-to-know-criteria, Colorado trainers can:

Develop more meaningful and

certification level-specific learning

objectives based on required levels of

knowledge

Identify the high priority training topics

that operators need most

Target specific training that is needed

Avoid teaching topics that are less

relevant to operators

How to Use Need-to-Know Criteria Usage Guidelines

Guideline #1: Understand ABC Certification Exams and Levels of Learning It is important for trainers to understand both the nature of the ABC exams and the level of learning concept to provide operators with the most valuable and meaningful training offerings. An overview of certifications exams, identifying the level of learning required for job tasks, and how to use this information in training development is included below.

About Certification Exams

The ABC water treatment certification exams evaluate an operator’s knowledge of tasks related to the operation of water treatment systems. The ABC Water Treatment Validation and Examination Committee determines the content of each exam based on the results of a national task analysis survey. To pass an ABC exam, an operator must demonstrate knowledge of the core competencies.



Four levels of certification exams are offered by ABC, with Class I or D being the lowest level and Class IV or A the highest level. The specifications for the exams are based on a weighting of the job analysis results to ensure they reflect the criticality of tasks performed on the job. The essential tasks and capabilities that were identified through this process are called the core competencies. The water treatment operator, water distribution operator, and small water system operator core competencies are shown in the chart to the right (Figure 1.1). The level of learning depends upon the level of certification. For example, training for water treatment operators Level A should be taught at the Evaluation/Synthesis level of learning.

About Teaching the Levels of Learning

Levels that are not included in this document:

Teaching Knowledge

Teaching Evaluation

TEACHING COMPREHENSION Comprehension includes understanding the meaning, translation, interpolation, and interpretation of instructions and problems as well as stating a problem in one’s own words.

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, and translates.

Example Activities to Demonstrate Comprehension:

In your own words, write down the steps to

chlorine disinfection.

Report to the class what that paragraph

about valve operation means.

Illustrate and label the components of a

piston-type meter.

Write a brief outline to explain backflow to

someone else.

Write a summary report of the importance

of system surveillance.

Prepare a flow chart to illustrate the

sequence of events in the water cycle.

Rewrite the principles of electrical thawing

of frozen water services.

Figure 1.1 ABC Core Competencies By

Certification Type

ABC CORE COMPETENCIES BY CERTIFICATION TYPE:

Water Treatment Operators Core

Competencies:

Monitor, evaluate and adjust treatment

processes

Laboratory analyses

Comply with drinking water regulations

Operate and maintain equipment

Perform security, safety and

administrative procedures

Evaluate characteristics of source water

Water Distribution Operators Core

Competencies:

System information and components

Monitor, evaluate and adjust

disinfection

Laboratory analysis

Install equipment

Operate equipment

Perform maintenance

Perform security, safety and

administrative procedures

Small Water System Operators Core

Competencies:

Operate system

Water quality parameters and sampling

Operate equipment

Install, maintain and evaluate

equipment

Perform safety duties

Perform administrative and compliance

duties.

Incr

easi

ng

Co

mp

lexi

ty a

nd

Dif

ficu

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Key Question to Demonstrate Comprehension:

Explain why operators should wear safety

toe boots.

In your own words, explain the purpose of

the rate valve in a chlorination system.

How would you explain the purpose of

thrust blocks?

Write a brief outline of the main points of

managing of a water treatment facility.

What was the main idea of that section

about fire hydrants?

Clarify the benefits of using steel pipe.

Illustrate a typical “tree” water distribution

system.

TEACHING APPLICATION Application is using a concept in a new situation or unprompted use of an abstraction. The operator applies what was learned in the classroom to new situations in the work place.

Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Example Activities to Demonstrate Application:

Calculate the slope of the energy grade

line.

Construct a model to demonstrate a

typical hypo-chlorinator installation.

Make a diorama to illustrate the proper

lane closure on a two-lane road using

flaggers.

Create a handbook covering the essentials

of operator safety.

Make up a game that rewards meter

construction knowledge and skills.

Apply the formula for pump efficiency to

calculate the efficiency of a given system.

Given the following components,

construct a water meter.

Key Questions to Demonstrate Application:

What is the cross-sectional area of a pipe

that is 10 in. in diameter?

Why is excessive water pressure to

residential homes objectionable?

Calculate the pounds per square inch of

pressure at the bottom of a tank if the

water level is 33.11 feet deep.

What is the best location for a tap on a

main?

How would you convert 80 degrees

Fahrenheit to Celsius?

What type of personal protective

equipment should an operator wear when

handling hypochlorite?

TEACHING ANALYSIS The operator separates material or concepts into component parts so that its organizational structure may be understood. The operator distinguishes between facts and inferences.

Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Example Activities to Demonstrate Analysis:

Troubleshoot a broken water meter by

using logical deduction.

Recognize the mistakes in this diagram of

dry tapping.

Design a questionnaire to gather

information about the emergency

preparedness of a population.

Classify the common contaminants of a

water system and list the recommended

treatments.

Construct a graph to illustrate the pros and

cons of available disinfection methods.

Conduct an investigation to determine the

best type of pipe for a given water system.

Use a Venn diagram to show how dry

tapping and wet tapping are the same and

different.



Synthesis

(Levels 4 or A)

Evaluation

(Levels 4 or A)

Analysis (Levels 3 or B)

Application (Levels 2 or C)

Comprehension (Levels 1 or D)

Knowledge

Read this emergency response plan and

determine what is missing.

Key Questions to Demonstrate Analysis:

What should a supervisor do if an

employee is performing work in an unsafe

manner?

How would you take corrective action to

fix a large water distribution system with

inadequate pressure?

How are ball valves similar to diaphragm

valves? How are they different?

What would the outcome be if a turbine

water meter is assembled without a freeze

plug? What would be the consequences of

that outcome?

What are some of the problems of

uncovered reservoirs?

How can you tell the difference between

pipe cleaning swabs and pigs? List the

strengths and weaknesses of each.

TEACHING SYNTHESIS The operator is able to assimilate the information learned in the classroom into his/her work environment.

Key Words: propose, rearrange, reconstruct, reinforce, reorganize, revise, structure, substitute, validate.

Example Activities to Demonstrate Synthesis:

Recognize the mistakes in your utility’s

diagram of dry tapping and prepare a

proposal to address the issues.

Redesign your utility’s emergency

response plan.

Classify the common contaminants of your

utility’s water system and list the

recommended treatments.

Key Questions to Demonstrate Synthesis:

What should you do as a supervisor if one

of your employees is performing work in

an unsafe manner?

How would you take corrective action to

fix your water distribution system with

inadequate pressure due to an

emergency?

Do you have ball valves or diaphragm

valves in your water system? Why are they

used? How could you improve use at your

organization?

Guideline #2: Understand the Colorado Competency Model and Curriculum Pathway The Colorado Competency Model and Curriculum Pathway is presented in Section 2 of this training framework. It is important for trainers to recognize and understand how level of learning applies to the Competency Model and Curriculum Pathway. For instance, Tiers 7, 8 and 9 of each curriculum pathway include the specific level of learning required for that tier of career development and operator certification.



When reviewing the graphics in Section 2 of this training framework, trainers should refer back to the definitions and examples of levels of learning provided above. If the basics are not provided and/or the students are not competent in the required knowledge, skills and attitudes, they are less likely to perform successfully on the job and the certification exams. Trainers should always assess learner needs prior to developing curriculum to ensure the training is provided at the appropriate level.

Guideline #3: Use the Colorado Training Prioritization Charts to Focus Training Events on High-Priority Job Duties and Tasks Again, the Colorado Competency Model and Curriculum Pathway is presented in Section 2 of this training framework. It is important for trainers to recognize and understand how to use the Curriculum Pathways to identify core content and high-priority task categories to develop high-quality and focused training. More information on using the Curriculum Pathway and Colorado training prioritization charts is provided in Section Two.

Each prioritization chart contains a list of job tasks for each high priority Task Category. For example,

Laboratory Analysis (Overall Rank: 224.1)

Top Ten Job Tasks by Rank:

Maintain logs and records: 994.29 Chemical feed rate adjustment: 974.57 Sampling procedures: 931.54 Chemical handling, storage and disposal:

915.81 Instrumentation and control: 865.29 Instrument calibration and operation:

862.79 Quality control and assurance: 842.62 Water treatment processes and design

parameters: 817.34 Interpret lab results: 805.21 Standard Methods for the Examination of

water and wastewater: 762.16

The job tasks with the highest rank, should be considered first when training organizations are trying to determine which topics need to be taught. In the next section, we will talk about how to design curriculum to meet the needs of operators.



Section Two: Competency Model, Curriculum Pathway & Core Curriculum Program Plan What is the Competency Model, Curriculum Pathway & Core Curriculum Program Plan? A competency model defines the knowledge, skills, and attitudes required for a worker to do his/her job. The Colorado Competency Model was built based on the ABC need-to-know-criteria to group hundreds of job-related competencies for water operators. The Colorado Competency Model groups competences into convenient and meaningful content areas to address curriculum issues. Using the content areas established in the Competency Model, three separate Curriculum Pathways were developed for water treatment operators, water distribution operators, and small system operators in Colorado. The Curriculum Pathways help to define and graphically depict the depth and structure of the knowledge, skills, and abilities required for operators at each level of career development and certification. The Core Curriculum Program Plan provides an organized, phased approach to implementing the Colorado Competency Model and Curriculum Pathway. Its reasoning, content and guidelines for implementing core curriculum for water operators, allows all of Colorado’s trainers to organize around one comprehensive and well-defined training program.

Why Use the Curriculum Pathway & Core Curriculum Program Plan? This section of the training framework provides tools for using the Curriculum Pathway and Core Curriculum Program Plan to develop high-quality, targeted training for Colorado’s drinking water operators. By using these tools, Colorado trainers can:

Better define learning objectives Meet the exact learning needs of operators Prioritize learning topics based on valid

research Understand how to format curriculum to

meet new standards for excellence

Core Curriculum Program Plan

Curriculum Pathway

Competency Model

FOR MORE INFORMATION

For a complete version of the Competency

Model, go to:

http://www.rmsawwa.net/AFTF.htm




How to Use the Curriculum Pathway & Core Curriculum Program Plan This section provides the Curriculum Pathway and Core Curriculum Program Plan and describes how these tools can be used by:

Trainers to focus on specific training and

development opportunities needed for

operators to grow and excel

Operators to understand the competencies

expected in their job, the key behaviors

they should demonstrate, and the steps

needed to increase their proficiency level

Supervisors to identify their employees’

strengths, areas for growth and suggested

training and developmental activities.

The Colorado Competency Model includes six tiers of competency areas:

The Curriculum Pathways graphically include Tiers

5 through 10 and are presented as follows:

Figure 2.1: Colorado Water Treatment

Operator Curriculum Pathway

Figure 2.2: Colorado Water Distribution

Curriculum Pathway

Figure 2.3: Colorado Small System

Operator Curriculum Pathway

Note that Tiers 1 through 4 are not shown in the

Curriculum Pathway graphic because those tiers

are exactly the same for every worker in the U.S.

and are not particularly helpful in this project.

Note also that each content area shown in Figures

2.1, 2.2., and 2.3 lists only the title of the content

area, but actually represents a subset of job tasks

as described further in this section. Also note the

abbreviation (SAC 4-9, 12-15, 177) means that this

content may be obtained from the corresponding

chapters of the “Sacramento Manuals” (Water

Treatment, Volume 1, Sixth Edition, California

State University Office of Water Programs.)

COLORADO COMPETENCY MODEL TIERS

Tier 5: Colorado Academic Competencies

Tier 6: Colorado Trade Competencies

Tier 7: Colorado Occupation-Specific Technical Knowledge

Tier 8: Colorado Occupation-Specific Technical Abilities

Tier 9: ABC Job Tasks

Tier 10: Supervisory/Management



Figure 2.1: Colorado Water Treatment Operator Curriculum Pathway

Tier 5: Academic Content

Math

Biology

Physical Science/Lal (PL)

Chemistry

Communication

Tier 6: Utility Trade Content

Personal Safety

O&M Basics

Mechanical Principles

Hydrology

Electrical /

Instrumentation

Environmental

Tier 7: Required Tech Concepts (Knowledge)

Water Regulations,

Standards

Water Disinfection

Water System Operations

Chemical Properties and

Application

Watershed Protection

Tier 8: Required Skills (Abillities)

Treatment Math and Calculations

Measure

Monitor Processes

Evaluate Safety, Plant

Performance

Decision-Making

Recordkeeping and Communication


Tier 9: Required Core Technical Content *

Level D: Comprehension Level C: Application

Level B: Analysis Level A: Synthesis

Level 5: ORC**

Monitor, Evaluate, Adjust Treatment

Processes (SAC 4-9,12-15,17)

Laboratory Analysis (SAC 11,21)

Comply with Drinking Water

Regulations (SAC22)

Operate and Maintain Eqiupment (SAC

10,18,19)

Perform Safety, Security, Administrative Procedures (SAC 20,23)

Evaluate Source Water

Tier 10: Supervision

Content

Self-Awareness

Communications

Role of the Supervisor

Organizational Leadership and

Culture

Employee Performance

Tier 10: Management

Content

Reporting

Policies & Procedures

Finance & Budgeting

Inventory

Promotions

Human Resources

Legal Issues

Managing Teams,

Meetings

*Applicable Level of Learning: Level D: Comprehension; Level C: Application; Level B: Analysis/Specialization; Level A: Synthesis/Evaluation/Specialization

**Operators in Responsible Charge (ORC’s) need a fifth level of learning defined as specialization to their specific system.

“SAC” stands for: Water Treatment, Volume 1, Sixth Edition, California State University Office of Water Programs



Figure 2.2: Colorado Water Distribution Operator Curriculum Pathway


Math (9th grade)

Biology (9th grade)

Physical Science

Chemistry


Personal Safety

O&M Basics

Electrical/

Instrumentation

Environmental

Tier 7: Required Tech Concepts

(Knowledge)

Water Regulations,

Standards

Water Disinfection

Water System Safety


Water System Conveyance

Water System Appurtenances


Distribution Math & Data

Interpretation

Lab Sampling & Analysis

Troubleshooting

& Maint. Equipment

Distribution System

Operations

Safety Procedures

Tier 9: Required Core Technical Content*

Level 1: Kowledge Level 2: Application

Level 3: Analysis Level 4: Synthesis

Level 5: ORC**

System Information, Components (SAC 4)

Monitor, Evaluate, Adjust Disinfection

(SAC 4,6)

Laboratory Analysis (SAC 5)

Install Equipment (SAC 3)

Operate Equipment (SAC 5)

Perform Maintenance (SAC

2,5)

Perform Security, Safety, Admin

Procedures (SAC 7,8)

Supervision Content

Self-Awareness

Communication

Role of the Supervisor

Organizational Leadership and

Culture

Employee Performance

Management Content

Reporting

Policies & Procedures

Finance/Budgeting

Inventory

Promotions

Human Resources

Legal Issues

Managing Teams, Meetings






Figure 2.3: Colorado Small System/Operator in Responsible Charge (ORC) Curriculum Pathway





Math

(9th grade)

Biology

(9th grade)

Physical Science (TBD)

Chemistry

(TBD)


Personal Safety

O&M Basics

Electrical/

Instrumentation

Environmental

Tier 7: Required Tech Concepts (Knowledge)

Water Regulations, Standards

Water Disinfection

Water System Safety


Water System Conveyance

Water System Appurtenances


Distribution Math & Data Interpretation

Lab Sampling & Analysis

Troubleshooting & Maint. Equipment

Distribution System

Operations

Safety Procedures

Tier 9: Required Core Technical Content*

Level 5: ORC** (SYSTEM SPECIFIC)

Technical

•Treatment and Distribution

•Water Sources/Treatmenet

•Wells

•Small Water Treatment Plants

•Disinfection

•Safety

•Lab Procedures

Managerial/Financial

•Reporting

•Policies and Procedures

•Finance and Budgeting

• Inventory

•Setting Water Rates

•System Security

Supervisory (use SAC)

Communication



Explanation of Curriculum Pathway Graphics The following list describes in more detail the content areas and overall approaches provided in the Curriculum Pathway graphic.

Content categories for Tiers 5-8 (identified in boxes) do not change by certification level.

The Tier 9 content categories do not change by certification level, either. However, the content should be designed at the appropriate level of learning.

The Tier 9 content categories have the applicable chapters from the SAC textbook in parentheses. The SAC chapters were used to group the Tier 9 job tasks to make curriculum development easier.

Level 1/D: Curriculum should be designed, delivered and developed at the Comprehension level of learning.

Level 2/C: Curriculum should be designed, delivered and developed at the Application level of learning.

Level 3/B: Curriculum should be designed, delivered and developed at the Analysis level of learning. Specialization may also be important at this level.

Level 4/A: Curriculum should be designed, delivered, and developed at the Evaluation level of learning. Specialization may also be important at this level.

Level 5: Operators in Responsible Charge (ORC’s) need a fifth level of learning defined as specialized knowledge of their specific system. There is no level 5 certification, but the Colorado training community recognizes that ORC’s need a higher level of learning and the ability to understand their system.

The content categories in Tier 10 are applicable to those operators who supervise or manage others. This may occur at any level of certification.

High Priority Task Categories As discussed previously, each content area shown in Figures 2.1, 2.2, and 2.3 is composed of many job task categories. Once the Curriculum Pathways were developed for treatment operators, distribution operators, and small system operators, the project team evaluated each content area to identify which specific task categories are most important for focused training in Colorado today. This evaluation was conducted by comparing certification exam data for the year 2011 obtained from ABC, with job analysis data obtained from the Operator Certification Program Office, to determine 1) where certification test scores are low (in general) and 2) where certification test scores are low for high-priority job tasks. The highest priority tasks identified through this evaluation are summarized in Table 2.1. Again, high priority task categories were identified by 1) certification exam scores and 2) a weighted combination of exam scores and job analysis data. For example, Table 2.1 shows that for Water Treatment Level A operators, a review of the certification exam data alone did not show outstanding areas of weakness for this level of operator. However, when certification exam data were combined and weighted with job analysis data, the results showed that Water Treatment Level A operators had identified Drinking Water Regulations as an important topic for their job success and scored relatively lower on exam questions in this content area. Thus, Colorado trainers have an opportunity to develop or enhance training for Water Treatment Level A operators by placing additional focus on drinking water regulations, and teach this material at the synthesis/specialization learning level.



Table 2.1: Summary of Highest Priority Content Areas for Each Level of Operator Certification (with Required Level of Learning Identified)

See tables 2.2-2.9 on pages20-24 for a list of all ABC Need-to-Know Criteria Task Categories (some are at the Job Duty level)

Operator Type / Level Exam Data Job Analysis + Exam Data

Water Treatment A Does not appear in top eight Task Categories.

Drinking Water Regulations (Synthesis/Specialization)

Water Treatment B Does not appear in top eight Task Categories.

Laboratory Analysis (Analysis)

Water Treatment C Process Control Laboratory Analysis (224.1) (Application)

Chemical Treatment/Addition Math (149.5) (Application)

Laboratory Analysis (Application)

Water Treatment D Operate Equipment (151.5) (Comprehension)

Maintain Equipment (119.7) (Comprehension)

Regulations & Operate/Maintain Equipment

(Comprehension)

Water Distribution 4 Maintain Equipment Math (121) (Synthesis/ Specialization)

Monitor, Evaluate, Adjust Disinfection

(Synthesis/Specialization)

Water Distribution 3 System Design Math (148.7) (Analysis)

Perform Administrative Duties Math (114.7) (Analysis)

Laboratory (Analysis)

Water Distribution 2 System Design Math (130.3) (Application)

Various Job Duty Areas (Application)

Water Distribution 1 Does not appear in top eight Task Categories.

Monitor, Evaluate, Adjust Disinfection (Comprehension)

All high priority tasks (training opportunities) identified through this evaluation are presented for all operator certification levels in Tables 2.2through 2.9 as a resource and reference for trainers. Note that in these tables, high numbers for Exam Data reflect a higher failure rate on the certification exams. Higher numbers for Exam plus Job Analysis data reflect a higher failure rate on high-priority job tasks. Colorado drinking water trainers are encouraged to use these training prioritization charts to identify high priority content areas and task categories when developing training courses in the future.



Table 2.2: Training Priorities for Water Treatment A

Water Treatment A

( Primarily Job Duty 3: Comply with Drinking Water Regulations)

ABC NEED-TO- KNOW CRITERIA

Job Duty Area

Rank

Colorado Primary Drinking Water Regulations 3 558

Regulatory monitoring and reporting responsibilities

3 554

Safe Drinking Water Act 3 483

Colorado Operators Certification Regulation No. 100

3 481

Table 2.3: Training Priorities for Water Treatment B

Water Treatment B

(Primarily Job Duty 2: Laboratory Analysis)

ABC NEED-TO- KNOW CRITERIA

Job Duty Area

Rank

Maintain logs and records 2 503

Perform basic mathematical calculations 2 491

Sampling procedures 2 461

Chemical handling, storage and disposal 2 458

Chemical feed rate adjustment 2 449

Instrument calibration and operation 2 446

Instrumentation and control 2 433

Quality control and assurance 2 428

Interpret lab results 2 425

Analyze process control samples 2 408

Water treatment processes and design parameters

2 407

Collect process control samples 2 403



Table 2.4: Training Priorities for Water Treatment C

Water Treatment C

(Primarily Job Duty 2: Laboratory Analysis)

ABC NEED-TO-KNOW CRITERIA

Job Duty Area

Rank

Maintain logs and records 2 994

Chemical feed rate adjustment 2 974

Sampling procedures 2 931

Chemical handling, storage and disposal 2 915

Perform basic mathematical calculations 2 909

Instrumentation and control 2 865

Instrument calibration and operation 2 862

Quality control and assurance 2 842

Water treatment processes and design parameters

2 817

Interpret lab results 2 805

Standard Methods for the examination of water and wastewater

2 762

Collect process control samples 2 750

Chemical properties 2 724

Taste and odor control 2 697

Analyze process control samples 2 655

General chemistry 2 648

Glassware and sample containers 2 610

Chemical formulae and reactions 2 596

General chemistry 2 574

General biology 2 555

Perform basic water mathematic calculations, such as physical measurements, CT and dosage

1 546

Chlorine residual testing 2 534

Basic microbiology 2 529

Concentrations (e.g. molarity and normality)

2 473

pH testing 2 440

General biology 2 432



Table 2.5: Training Priorities for Water Treatment D

Table 2.6: Training Priorities for Water Distribution 4

Water Treatment D

(Primarily Job Duties 3-4: Regulations and Operate/Maintain Equipment)


Job Duty Area

Rank

Inspect equipment for abnormal conditions 4 626

Respond to variations in operating conditions

4 613

Diagnose/troubleshoot equipment 4 580

Perform routine maintenance functions 4 490

Colorado Primary Drinking Water Regulations

3 481

Regulatory monitoring and reporting responsibilities

3 465


Perform basic mathematical calculations, such as drawdown and pumping rate

4 451

Read meters 4 448

Colorado Operators Certification Regulation No. 100

3 438

Water Distribution 4

(Primarily Job Duty 2: Monitor, Evaluate, Adjust Disinfection)


Job Duty Area

Rank

Chlorination process 2 228

Dechlorination process 2 210

Chlorine residual 2 204






(Primarily Job Duties 3-7: Laboratory)


Job Duty Area

Rank


Bacteriological 3 297

Bloodborne pathogens/infectious disease 3 296

Chlorine demand 3 287

Chain of custody 3 264

Microbiological/microscopic 3 240

Disinfection by-products (DBP) 3 240

Turbidity 3 235

Hardness 3 214

pH 3 214

Vulnerability assessment 7 211

Temperature 3 202


(Various Job Duties)


Job Duty Area

Rank



Bacteriological 3 272

Perform pressure readings 6 259


Bloodborne pathogens/infectious disease 3 242

Chain of custody 3 237

Turbidity 3 236

Microbiological/microscopic 3 234

Compliance requirements 7 227

Colorado Drinking Water Regulations 7 224




Records 7 220

Disinfection by-products (DBP) 3 217


Clean Water Act 7 204

Colorado Operators Certification Regulation - 7 202

Check and evaluate capacity of equipment 6 200



(Primarily Job Duty 2: Monitor, Evaluate, Adjust Disinfection)

ABC NEED-TO-KNOW-

CRITERIA Job Duty Area

Rank

Vulnerability assessment 7 307

Chlorination process 2 273


Chemical handling 2 233

Chlorinators 2 216


Administer safety program 7 209

Chemical feeders 2 202



Developing Core Curriculum The vision for the Colorado Drinking Water Operator Training Program is to have core curriculum developed for all the high-priority task categories identified in this training framework and to reassess operator training needs in the years to come. To support the development and implementation of a comprehensive, high-quality, and targeted training program for drinking water operators in Colorado, trainers should employ best practices and strive for consistency and completeness in developing core curriculum. The development of future curriculum guides and the use of the curriculum development guidelines provided in this training framework will help build consistency for trainers and operators. CURRICULUM GUIDES As part of this training framework project, Colorado’s training partners defined how curriculum guides should be developed to support Colorado’s training program. Curriculum guides will include an entire package of content and tools for any particular content area that might include multiple courses. Once developed, the curriculum guides will serve as a resource and reference for trainers as they plan and develop training courses. Curriculum guides will, at a minimum, contain the following components:

Introductory Pages 2015 Training Strategy Vision Statement Operator Profile for this Level General Description of Curriculum How-to-Use the Guide (for trainers)

o Scope o Sequence

A copy of the Colorado Water Operator Curriculum Pathway for the appropriate certification type

The competencies required for the content area (based on Colorado Competency Model) and Instructional Plan

At a minimum, Instructional Plan should contain: General Instructional Approach Content Map—Topic areas, key learning

outcomes, module numbers, timeframe o A content area should have

approximately 12-24 student contact hours

o A module should not exceed six student contact hours, but may contain fewer hours

Module Map—Specific learning objectives with levels of learning identified for:

o Facilitator Actions o Student Actions/Activities o Resources Required o Timeframe

Other Resources, References

CURRICULUM DEVELOPMENT GUIDELINES Colorado trainers should develop core curriculum based on the curriculum pathways, high-priority content areas, certification levels and specific levels of learning identified in this training framework. In addition, each training course should have well defined learning objectives and instructional plans. Learning Objectives The extensive resources in the Sacramento Manuals2 provide an excellent starting-point for establishing course-specific learning objectives for drinking water operators. The following information should be considered when developing learning objectives:

Colorado-specific information (e.g., Colorado Primary Drinking Water Regulations).

ABC Need-to-know-criteria SAC learning objectives (prepared for the

appropriate level of learning)

Table 2.10 provides an example of how a training provider might write learning objectives for a Water Treatment Level A operator. As shown, SAC learning objectives serve as a starting-point and are modified to address Colorado-specific needs.

2 Water Treatment, Volume 1, Sixth Edition, California

State University Office of Water Programs



Table 2.10: Example of Developing Learning Objectives for Water Treatment Level A Operator Training

SAC Learning Objectives (Chapter 22) Revised Learning Objectives for Colorado

Identify the two basic types of water systems.

Explain the difference between ground water, surface water, and ground water under the influence of surface

water systems. Monitor, evaluate, and adjust source water.

List the types of primary contaminants.

Comply with Colorado Primary Drinking Water Regulations Article 2: Primary MCLs.

Explain the Total Coliform Rule. Explain Colorado Primary Drinking Water Regulations Article 5: Microbial Contaminants.

Explain the Surface Water Treatment Rules.

Comply with Colorado Primary Drinking Water Regulations Article 7: Filtration and Disinfection By-

Products.

Describe the Primary Drinking Water Standards.

Describe the Colorado Primary Drinking Water Regulations as they apply to their treatment plant.

List the secondary contaminants. Comply with Colorado Primary Drinking Water Regulations Article 3: Secondary MCLs.

Develop and conduct a sampling program.

Summarize Colorado Primary Drinking Water Regulations Article 1.12 Monitoring Plans.

Record and report results. Collect data and comply with Colorado Primary Drinking Water Regulations regarding recordkeeping

and reporting requirements.

Comply with notification requirements.

Comply with Colorado Primary Drinking Water Regulations Article 9: Consumer Notification.

Prepare a Consumer Confidence Report (CCR).

Comply with Colorado Primary Drinking Water Regulations Article 9.1: Consumer Confidence Reports.



WHERE TO FIND HELP

Online Trainer’s Toolkit Later in 2014, an online trainer’s toolkit will be developed and contained in the Web Portal for all Colorado training providers to access. For now, check out this online trainer’s toolkit: http://www.go2itech.org/resources/Training-Toolkit

It’s Easy You might find that creating learning objectives and instructional plans is easier than you think! Just try using the templates included in Tables 2.11 through 2.13 on pages 28-29.

The Local Assistance Unit of CDPHE The Local Assistance Unit can provide sample materials, facilitator guides, PowerPoint presentations and other resources from previous projects. Contact: David Dani at [email protected].

Instructional Plans Instructional plans are critical to organizing instructional activities and materials effectively and ensuring that learning objectives will be met through each training event. Table 2.11 provides a sample instructional plan for a series of classes (modules) that comprise the single content area “Water Treatment Level C – Laboratory Analysis.” Table 2.12 provides a sample instructional plan for a single course. Content Materials To ensure a consistent approach with content materials, trainers should consider the following:

All content should include presentation

slides with detailed speaker notes in an

electronic format. The speaker notes will

include what the presenter will say, in

detail.

Classroom exercises should include a one-

page description of each significant (more

than 20 minutes) collaborative, and/or

hands-on activity such as group work, class

projects and facilitated activities. These

activities should include an activity

description, learning objective(s), student

instructions, facilitator instructions,

required materials, and timeframe.

Reference materials including handouts,

websites, literature and other documents

that the students are asked to read or

review, including Assessment Instruments.

Pre-tests and post-tests written at high

levels of achievement based on the written

curriculum (see Section Five).

http://www.go2itech.org/resources/Training-Toolkit

mailto:[email protected]



Table 2.11: Example Instructional Plan Template for a Series of Courses in One Content Area

Sample Content Map (12-24 hours total)

Content Area: Water Treatment C Laboratory Analysis

Topic Area Key Learning Outcome(s) Module Timeframe

1 6 contact hours

2 6 contact hours

3 6 contact hours

4 6 contact hours

Total

Hours: 24 hours

Table 2.12: Example Instructional Plan Template for a Single Course

Sample Module Map

Content Area: Water Treatment C Laboratory Analysis

Module 1

Learning Objectives(s)

(w/ Level of Learning) K-Knowledge;

C-Comprehension; A-Application; An-Analysis; S-Synthesis

Student Activities

Resources Required

Timeframe

1 contact hour

2 contact

hours

2 contact

hours

1 contact hour

Total Hours: 6 contact

hours



Table 2.13: Sample Instructional Plan

Water Treatment A: Regulations

TOPIC AREA (from Content

Map)

COLORADO LEARNING OBJECTIVE

(From: Competency Model-First Job Task

only; revised for Analysis learning level)

MODULE STUDENT ACTIVITIES

RESOURCES REQUIRED

TIMEFRAME

Types of Systems

Conduct a study regarding how well your utility monitors, evaluates, and adjusts source water.

1 Presentation; Review of Study Requirements

Student Homework:Conduct Study and provide written report

PPT Presentation 3 hours

Primary Contaminants

Comply with Colorado Primary Drinking Water Regulations Article 2: Primary MCLs at your utility.

2 Team/group analysis of utility compliance documentation. Brainstorm on potential solutions by type of system.

Documentation 2 hours

Total Coliform Rule

Apply Colorado Primary Drinking Water Regulations Article 5: Microbial Contaminants at your utility.

3 Group quiz TCR; Discussion; Review

Student Homework: Report on Utility’s Compliance

Quiz 4 hours

Surface Water Treatment

Rules

Comply with Colorado Primary Drinking Water Regulations Article 7: Filtration and Disinfection By-Products at your plant.

4 Student Pre-Work: Read Article 7

Class: Take quiz

Student Homework: Investigate….

Quiz 4 hour

TOTAL TIME 13 hours



Table 2.14: Learner-Centered Approach to Operator Training in Colorado

SO NOW WHAT? I AM A TRAINING ORGANIZATION OR TRAINER AND I WANT TO DEVELOP A TRAINING PLAN.

STEP 1: DETERMINE WHO TO

TRAIN

Check the list of high-priority task categories. Needs are listed by certification type and level. Where can I find this information? Guidance is located in Table 2.1 on page 19.

Water Treatment Operators Level A

STEP 2: DETERMINE WHAT

TRAINNG TOPICS TO TARGET

Based on the WHO selected in Step 1, use the high Priority Task Categories to determine the broad topic area. Then, refer to the Colorado Competency Model to see the list of prioritized job tasks within the Task Category selected. The higher the priority, the greater the need for training. Where can I find this information? Guidance is located in Table 2.1 on page 19 and The Colorado Competency Model located at http://www.rmsawwa.net/AFTF.htm Recommendation: Trainers should consider spending the majority of time training to the high-priority topics.

Task Category: Regulations

Top 5 Job Tasks:

Colorado Primary Drinking Water

Regulations: 558.19 (only this job task

addressed in sample instructional plan).

Regulatory monitoring and reporting

responsibilities: 554.59

Safe Drinking Water Act: 483.15

Colorado Operators Certification Regulation

d:481.35

CDPHE Guidance Manual: 364.75

STEP 3: DETERMINE HOW

THOSE TRAINING TOPICS

SHOULD BE DELIVERED

A. Determine the learning level by referring to Section Two of this document. If the operator is: Level D: Comprehension Level C: Application Level B: Analysis/Specialization Level A: Synthesis/Evaluation/Specialization Where can I find this information? Guidance is can be found in the learning levels located in Section One on pages 9-11.

The topics listed in Step 2 need to be taught at the Analysis/Synthesis level of learning because the training is targeted for A level operators. This means, the learner needs to know, comprehend and be able to analyze and synthesize the information and skills in the workplace. See Table 2.13 on page 29 for a sample instructional plan.




B. Curriculum should be developed using:

1. The Instructional Plan Template 2. Structure for content materials

Where can I find this information? Guidance is located in Table 2.11 through 2.12 on pages 28-29.

STEP 4: DETERMINE WHEN AND

WHERE THOSE TRAINING

TOPICS SHOULD BE DELIVERED

Refer to the Web Portal to determine when and where training is needed. Where can I find this information? Guidance will be located on the future web portal.

Training is needed across all of Colorado and is only currently available at community colleges. Training should be delivered on Western Slope and in Northern Colorado during 2014.

STEP 5: DETERMINE WHO THE

TRAINER SHOULD BE A. Refer to the Web Portal for a list of trainers. Where can I find this information? Guidance will be located on the future web portal. B. Also, hold your trainers to the highest standards of adult learning. Do they meet these standards? Where can I find this information? Guidance will be located on the future web portal.

Not available.

STEP 6: DELIVER AND

EVALUATE THE TRAINING Use the Level I Assessment Form. Where can I find this information? Guidance is located in Figure 5.1 on pages 33-35.

Not available.



Section Three: Colorado Water Careers Roadmap

What is the Colorado Water Careers Roadmap? The Career Roadmap is a tool for current operators, students, and other individuals seeking a second career to learn about the jobs, skills, and education requirements for a career as a water operator. It provides a compass to navigate the training and certification processes necessary to plan for a successful career. The Career Roadmap includes information on nine separate certification levels:

Water Treatment Levels D through A Water Distribution Levels 1 through 4 Small System Operator

Why Use the Colorado Water Careers Roadmap? For trainers, the Career Roadmap should be used to help students understand how they can further advance their careers by expanding their level of certification. Information includes education opportunities available to help them, required competencies to get to the next level, and current job openings.

How to Use the Colorado Water Careers Roadmap Each of the nine certification levels described in the Career Roadmap provides the following information:

Full Job Description

Qualifications

Certification Testing

Colorado Competency Model (not available

until the Web Portal is developed)

Training Opportunities (not available until

the Web Portal is developed)

There are two versions of the Career Roadmap:

Web version: This version can be posted to

any organization website. The web links in

the document are live and link to additional

information.

Print version: A tabloid-size version can be

printed for distribution at education events

and is available for download at:

http://www.rmsawwa.net/AFTF.htm.




Figure 3.1: Career Roadmap Snapshot

See next page for related links.




Career Map Related Links:

Water Distribution - Level 1 Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/distribution-system-operator/wd-system-operator-1/ Water Distribution - Level 2 Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/distribution-system-operator/wd-system-operator-ii/

Water Distribution - Level 3 Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/distribution-system-operator/wd-system-operator-iii/

Water Distribution - Level 4 Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/distribution-system-operator/wd-system-operator-iv/

Water Treatment - Level D Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/wt-plant-and-system-operator/certification-level-d/

Water Treatment - Level C Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/wt-plant-and-system-operator/certification-level-c/

Water Treatment - Level B Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/wt-plant-and-system-operator/certification-level-b/

Water Treatment - Level A Job Description and Salary Information: http://www.getintowaterco.org/explore-careers/career-map/wt-plant-and-system-operator/certification-level-a/

Small System Job Description and Salary Information: Salary information not currently available. Job descriptions vary greatly by system. Click on Water/Wastewater Treatment Class D and Water Distribution/Collection Level 1 to view Education/Experience Requirements at link below.

Qualifications (Education/Experience Requirements): http://www.ocpoweb.com/index.cfm?p=qualifications

Certification Testing: http://www.ocpoweb.com/index.cfm?p=CECTI

Training Topic Matrix: http://www.getintowaterco.org/linkservid/F16896E0-DCF0-6E07-047CFC677F7D5C32/showMeta/0/

Training Opportunities: http://www.ocpoweb.com/index.

Job Openings: RMSAWWA/RMWEA: http://www.rmwea.org/RMWEA/employment_opportunities.htm

CRWA: http://www.crwa.net/classifieds.html

AWWA: http://apps.awwa.org/ebusmain/Default.aspx?tabid=247



Section Four: Train-the-Trainer Program Design

What is the Train-the-Trainer Program? A Train-the-Trainer Program is critical to the long-term success of the Colorado Drinking Water Operator Training Program. The program design includes minimum expectations (skills and knowledge) for trainers and provides lists of resources to assist trainers in obtaining these skills and advancing their knowledge. The fully implemented program will be flexible enough to account for all levels of training experience from new to seasoned trainers. The program will support individuals wishing to become trainers and provide a pathway for continuous improvement with training. For seasoned trainers, the program will provide opportunities for continuing education, growth, and improvement. Finally, the program will provide information regarding the 2015 Training Strategy and Administrative Framework and any future updates to that program.

Why Use the Train-the-Trainer Program? The Train-the-Trainer Program Design provides Colorado water industry trainers with competency-based expectations, the resources to improve the quality of their training, and information about this Training Framework. These resources will help trainers save time and money while improving their ability to deliver great training. Trainer standards, competencies, and expectations have been developed and can be used now. Two future programs will be developed including:

ANNUAL TRAINING-PROVIDERS SEMINAR

ONLINE TRAINER’S TOOLKIT

Figure 4.1: Train-the-Trainer Program

Components

How to Use the Train-the-Trainer Program

Standards, Competencies and Expectations All trainers of drinking water operators in Colorado must have a strong foundation in the subject matter being taught. They should also have a strong understanding of training organization and content delivery for adult learners. Trainers may also need skills in curriculum design and development, and may need to learn how to organize workshops or handle workshop logistics. In some cases, these latter tasks may be accomplished by a resource other than the actual trainer. If that is the case, the Train-the-Trainer Program resources can be useful to that entity.

The following criteria for event planning, establishing learning outcomes, having qualified instructors, and developing content and instructional methods are adopted from International Association for Continuing Education

Trainer Standards,

Competencies and

Expectations

Online Trainer’s Toolkit

Annual Water

Training Provider Seminar



and Training. Every trainer should review and assess their performance against these criteria.

LEARNING-EVENT PLANNING The following criteria are for planning a training event.

1. Each learning event is planned in response to

the identified needs of the intended learners.

The training provider should have a process for

identifying how content is determined. The

process should include information about how

the needs are periodically evaluated to support

the currency and relevancy of the learning

event content.

2. Identified needs form the basis for planned

learning outcomes. The training provider

should document the relationship between

needs analysis and planned learning outcomes.

3. The training provider makes complete,

accurate, and timely information on the

learning experience available to learners in

advance of the learning event. The training

provider should have evidence that learners

were made aware of the information on the

learning experience in advance of the learning

event. Information on the learning experience

should include event description, logistics,

learning outcomes, any prerequisites,

technology and other material requirements,

and how the learner will be assessed.

ESTABLISHING LEARNING OUTCOMES This criteria describes how the training provider has clear, specific and measurable written statements of intended learning outcomes for each learning event, that are based on identified needs.

1. Learning outcomes are clear, specific and

measurable, and reflect what learners will

achieve for each learning event. The training

provider should have learning outcomes that

are clear, specific, and measurable based on the

needs analysis for the learning event. Bloom’s

Taxonomy3 provides examples of measurable

terms to use when writing learning outcomes.

HAVING QUALIFIED INSTRUCTORS These criteria are for evaluating planning and instructional personnel. Qualified personnel are involved in planning and conducting each learning event.

1. Individuals involved in the development and

delivery of learning events are qualified. The

training provider should document that

individuals involved in the design,

development, delivery and evaluation of

learning events are qualified in their assigned

roles. The individuals should meet the

following minimum requirements:

o Competent in the learning event

content. Measured by some

combination of education, experience

and/or certification.

o Knowledgeable in instructional

methods and learning processes.

Measured by instructors being

credentialed and/or trained in planning

and/or facilitating the learning event.


delivery of learning events remain current in

subject matter material and learning

methods. The training provider should have a

process to document professional development

activities for ensuring individuals involved in

designing, developing and delivering learning

3 Bloom’s Taxonomy is a classification system developed

in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning.



events remain current in subject matter

material and learning methods.


delivery of learning events demonstrate high

standards of professional conduct and do not

discriminate against learners. The training

provider should have a policy that does not

discriminate or make explicit references of a

discriminatory nature based on gender,

ethnicity, religion, age, disability,

socioeconomic status and/or sexual

orientation.

4. The training provider discloses any

instructor’s proprietary interest in any

product, instrument, device, service or

material discussed during the learning event,

as well as the source of any third-party

compensation related to the presentation.

The training provider should have a policy that

discloses to learners, prior to the start of the

learning event, any instructor’s proprietary

interest in any product, instrument, device,

service, or material discussed, as well as the

source of any compensation related to the

presentation.

5. The training provider addresses intellectual

property rights for the design and delivery of

continuing education and training. The

training provider should have a policy that

addresses the ownership of intellectual

property rights for the design and delivery of

CE/T.

DEVELOPING CONTENT AND INSTRUCTIONAL

METHODS

These criteria define how content and instructional

methods need to be appropriate for each learning

outcome.

1. Content is organized in a manner that

supports the learning outcomes. The training

provider should have a process to ensure the

selected content logically supports the learning

outcomes.

2. Instructional methods are consistent with

learning outcomes. The training provider

should demonstrate that instructional methods

are appropriately matched to achieve the

learning outcomes.

3. Instructional methods accommodate various

learning styles and are designed to promote

interaction between and among learners,

instructors and learning resources to achieve

the stated learning outcomes. The training

provider should demonstrate that various

learning styles are being accommodated within

a learning event to achieve the learning

outcomes.

4. Instructional delivery includes discussion of

learning outcomes and requirements to earn

continuing education units. Discussion of

learning outcomes and requirements to earn

continuing education units should be presented

at the beginning of the learning event.

Annual Training Provider Seminar Through the Training Framework Project, Colorado’s training partners have developed an annual Water Training Provider Seminar to:

Promote and train providers on the 2015

Training Strategy and Administrative

Framework

Provide basic Train-the-Trainer skill

building

Provide updates, information and targeted

training on industry needs, new research

and regulatory changes

Listen to trainers about what is happening

the field.

The first event will be held in Fall 2013.



Online Trainer’s Toolkit Through the Training Framework Project, Colorado’s training partners scoped the development of the Online Trainer’s Toolkit. The toolkit will provide templates and information for trainers regardless of the industry they train for, plus Colorado water industry training-specific tools. The toolkit will be developed in 2013-2014 and will be stored on the web portal.




What is the Training Assessment Plan? The Colorado Drinking Water Operator Training Program Training Assessment Plan is an outcome-based training assessment system that can be used to evaluate the effectiveness of training content and delivery methods. The Training Assessment Plan includes data gathering methods and procedures, including a Training Needs Assessment Cycle. It also includes a Level I Training Evaluation Form in hard copy format and a Level II Learning Assessment Guidance document to ensure that training outcomes are measured.

Why Use the Training Assessment Plan? Assessing training programs is difficult and often neglected due to a lack of time, budget, expertise, or appropriate evaluation tools. However, it is important to find a way to conduct these measurements. The results will allow trainers to assess and improve their own training events and materials. When training programs – materials and approaches – are reviewed and revised, Colorado can be better assured that current trainings match the overarching goals of the Training Framework.

How to Use the Training Assessment Plan Colorado’s training partners have identified four levels for assessing water operator training statewide. The first level assessment is less

resource-intensive and may be implemented quickly. The second, third, and fourth level assessments are more resource-intensive, but provide much more information for evaluating trainer performance and the overall quality and value of each training event.

Level I Assessment

APPROACH Level 1 Assessment is about measuring what participants thought and felt about the training (satisfaction and "smile sheets"). Trainers are encouraged to collect 100% response rates on all assessments and to only provide training unit (TU) certificates to students who complete all assessments. ASSESSMENT CONTENT The Level 1 standardized evaluation form (Figure 5.1) contains questions in the following categories:

General

Operator Information

Training-Specific

Training-Specific (Optional for Providers)

It is also recommended that trainers conduct informal feedback sessions during the course of a day. This might include asking for feedback verbally from individuals or from small groups of participants. The feedback should include what’s working well, what they would change, and what additional material could be added to the course.



Figure 5.1 Level I Assessment Form

Level I Assessment Form

GENERAL QUESTIONS

How did you learn about this training? (mark all that apply):

CDPHE list serve

Flyer in mail

E-mail

Other (please describe)______________

Motivation for coming (mark all that apply):

Needed TUs

Course Topic

Prepare for exam

Boss made me

Other (please describe) _____________

OPERATOR INFORMATION

Drinking Water Certification Information (select one):

I am the Operator in Responsible Charge (ORC) for my water system

I am the ORC for multiple water systems

I am a certified water operator at the appropriate type and level for my system

I am a certified water operator and working toward the appropriate type & level for my system

I am not a certified water operator

How many years of experience do you have in the water field (select one)?

less than 1 year

1-2 years

3-5 years

6-9 years

10 years or more

In what Colorado county do you work? _______________________________



TRAINING-SPECIFIC QUESTIONS

Disagree Agree TRAINING DESIGN The topics were well organized and easy to understand 1 2 3 4 5

The level of training was appropriate for me 1 2 3 4 5

INSTRUCTOR(S)

The instructor performed well overall 1 2 3 4 5

The instructor answered questions effectively 1 2 3 4 5

The organization provided complete, accurate, and timely

information on the learning experience in advance of the training 1 2 3 4 5

Learning outcomes were clear, specific, and measurable, and

reflected what I was to achieve during the training 1 2 3 4 5

The trainer was qualified to teach this course 1 2 3 4 5

The trainer remains current in the subject matter, 1 2 3 4 5

material, and learning methods

The trainer demonstrated high standards of professional conduct 1 2 3 4 5

and did not discriminate against me

TRAINING APPLICATIONS

I will apply what I learned in this training to my job 1 2 3 4 5

I will recommend this training to others 1 2 3 4 5

I was well engaged with what was going on during the program 1 2 3 4 5

The activities and exercises aided in my learning 1 2 3 4 5

I was given adequate opportunity to demonstrate what I was 1 2 3 4 5

learning

OVERALL RATING This training was worth attending 1 2 3 4 5

LOGISTICS

The audio-visual aids were effective 1 2 3 4 5

The exercises/case studies were helpful 1 2 3 4 5

The handouts were helpful 1 2 3 4 5

The facilities were appropriate 1 2 3 4 5

If not, describe here: ____________________



TRAINING-SPECIFIC QUESTIONS (OPTIONAL)

The content of this training was:

All new

Mostly New

Mostly Review

All Review

If taking an exam, do you feel that we adequately covered topics you might see on the exam?

Yes

No

Not sure

What time of year are you most available to attend training? (mark all that apply):

Spring (March - May)

Summer (June – August)

Winter (December – February)

Fall (September – November)

1. What is your preferred location for training (city or town)?

2. What part of the workshop did you find the most interesting and helpful?

3. What part of the workshop did you find the least interesting and helpful?

4. What topics would you have liked to spend more or less time on?

5. What topic would you like added to this training (if any)?

6. From what you learned, what will you be able to apply on your job?

7. What would have improved the program?

8. What other topics are of interest to you?

9. Other comments:



Level II Assessment In the Level II Assessment, training providers measure learning by evaluating if students achieved the learning objectives established by the trainer. All training events should have established learning objectives at each listed level of learning (see the sample learning objectives in Table 5.1). Each level of learning could be measured using the best method for the situation.

Table 5.1: Sample Learning Objectives and Testing Approaches

Level of Learning

Sample Learning Objective

The learner will be able to:

Sample Testing Approach

Comprehension Describe the four steps to

chlorine disinfection.

Comprehension Test: Written or

oral--essay, true/false,

multiple choice

Application Compute the amount of

chlorine required

given a set of inputs.

Application Test: Written--multiple

choice, other

Analysis Construct a graph to

illustrate the pros and cons

of available disinfection

methods.

Analysis Test: Exercise, activity

or team assessment

Synthesis Prepare a proposal for

your supervisor

outlining an argument to

alter disinfection methods at your plant.

Synthesis Test: Exercise, activity, team assessment,

simulation

Trainers are encouraged to implement their own approaches for conducting Level II Assessments of their training events. There are some limitations to conducting Level II Assessments. Students will need to understand the expectations for performance-based and outcomes-based training prior to registering for a training event. Instructors will need to make the assessment process clear to all students. The higher the level of assessment, the more subjective it may be. The more complex the assessment, the more time and resource-intensive it may be.

Level III-IV Assessment Level III Assessment measures the transfer of knowledge, skills and/or attitudes from classroom to the job (change in job behavior due to training program). This evaluation occurs 3 to 6 months post training while the trainee is performing the job. Evaluation usually occurs through observation. Level IV assessment measures the final results that occurred because of attendance and participation in a training program. These can be monetary, performance-based, etc. Although statewide procedures for conducing Level III and IV Assessments are not established, trainers are encouraged to implement their own approaches for conducting these more complex assessments of their training events.


The American Society of Training and Development offers a

publication called , The Four Levels of Evaluation + ROI, which is a

valuable resource for all trainers wanting to conduct higher-level

training assessments. Information can be found at

http://store.astd.org/Default.aspx?tabid=167&ProductId=20417.

http://store.astd.org/Default.aspx?tabid=167&ProductId=20417




What is the Web Portal? Colorado’s training partners envision a common web portal, linked from the LAU and RMSAWWA websites, with information and tools for both customers and performance partners. For customers, there would be a training catalog, the need-to-know-criteria, the Curriculum Pathways and Career Roadmap and links to certification information and other tools. Training partners would also have access to the Core Curriculum, Train-the-Trainer Program, Training Assessment tools and other resources.

Why Use the Web Portal? The Web Portal will provide both operators and training providers with accurate, timely and comprehensive information to make their jobs easier. Specifically, it will provide:

Interactive tool(s) for operators to find

training and manage their career

development.

The opportunity to support and bolster a

vibrant community of practice for trainers

with a publicly accessible collection of

tools, templates, and documents.

A compendium of available training courses

with a regularly updated catalog and

calendar containing more detailed

information than is currently available

through existing online resources.

The web portal will consolidate information from disparate websites and streamline processes for water operators and water trainers and their students. The training providers will have access to the Core Curriculum, Train-the-Trainer Program, Training Assessment tools, and other resources.

Figure 6.1: Career Roadmap Snapshot

How to Use the Web Portal

For Training Providers THE TRAINER EXPERIENCE: “THE PLACE TO BE” Training providers should view the web portal as THE place to have their training information posted, as well as a resource for identifying training gaps and obtaining tools to support future training efforts. First, the trainer should be welcomed by large, graphical options for how to interact with the portal (“I want to post training”,” I want to find out where training is needed” or “I need help with a training function”).

Second, the trainer experience should enable them to easily post their training events to a calendar, enter their training assessment results (for sharing) and help them market their programs.

Finally, the web portal should help trainers be better at what they do. With immediate access to training tools and templates and the ability to determine where additional training is needed, trainers will be able to better meet the needs of operators. The experience should be fast, intuitive, colorful, graphically pleasing, and integrated with the latest applicable technologies.



For Operators THE OPERATOR EXPERIENCE: “THE PLACE TO GO” Operators should view the web portal as THE place to go for career and training information. The operators’ experience with the web portal should enable them to see an expanded view of their career and training options. The web portal should enlighten operators regarding the importance of participating in core curriculum training that will enhance their ability to perform successfully on the job and on certification exams.

The experience should be fast, intuitive, colorful, graphically pleasing, and integrated with the latest applicable technologies. Wizards should help them find their way quickly through the site. Operators will be welcomed by the Colorado Water Careers Roadmap and will enter the web portal based on either their current or next certification level. The web portal will emphasize helping operators plan their careers. It should also allow users access to data about training programs and trainers.

Operators will enter the web portal via the Colorado Drinking Water Career Roadmap. This will take the operator to additional interactive documents including the Competency Model and Career Pathways with direct links to relevant training for their respective certification level.

Key Features for All Audiences

The Web Portal will:

Include a searchable database of Colorado

water training courses (for operators and

trainers).

Allow multiple audience segments to

access targeted content (e.g., through tabs

or other mechanisms).

Accommodate multiple levels of access

permissions via account registration and

log-in features.

Organize large amounts of different types

of content such as static documents (e.g.,

downloadable PDFs); dynamic, editable

articles and events; and libraries of relevant

links.

Allow users who provide contact

information to opt-in to receive email

updates on recently added course

information, upcoming deadlines and other

relevant information.

FAST FACTS FROM WEB PORTAL SURVEY

72% OF ALL RESPONDENTS SAID THE MOST USEFUL FEATURE OF A WEB PORTAL WOULD BE A TRAINING CALENDAR

70% OF ALL RESPONDENTS SAID THE MOST USEFUL FEATURE OF A WEB PORTAL WOULD BE A LIBRARY OF PUBLICLY AVAILABLE TRAINING MATERIALS

75% OF ALL RESPONDENTS SAID THE NUMBER ONE REASON THEY SELECT A PARTICULAR TRAINING IS ITS LOCATION.


RMSAWWA 1685 S. Colorado Blvd, Unit B-315 Denver, CO 80222 [email protected] (303) 912-3358

mailto:[email protected]



Colorado Water Training Providers

Login to My Stuff

Go Directly to Training Calendar

Go Directly to Trainer's

Toolkit

Career Roadmap

Water Distribution Curriculum Pathway

Level I

Current Courses

• By Location

Courses Needed

• By Location

Curriculum Guides

The following is a conceptual model of the information that will be available through a comprehensive, statewide web portal for the Colorado Drinking Water Operator Training Program.

Figure 7.1: Sample Screenshot-Web Portal



Section Seven: Summary

It’s hard to believe that the first Colorado Public Water System Training Roundtable was held over three years ago, in February 2010. The Training Roundtable brought together over 40 representatives of businesses, agencies, schools and nonprofit organizations that provide training and assistance to Colorado’s public water systems. In July 2010, the LAU applied the results of the Training Roundtable to develop the Colorado 2015 Public Water System Training Strategy. The 2015 Training Strategy establishes the vision for Colorado public water system training services through 2015 and directs the CBU’s annual work planning and priority setting related to public water system training. But, we knew that we needed more than strategy; we needed a framework to make the Training Strategy a reality.

During the Training Framework project, RMSAWWA sought to foster a collaborative approach through which stakeholders, partners, and customers were invited to participate and whose opinions were recognized. Each of six reports was developed through a work group. Each work group conducted several meetings and report reviews. Additional reviews of each report were conducted by Administrative Framework Task Force members and RMSAWWA representatives. This Training Framework provides guidance for all training partners to consider as they develop plans for future programs.

More detailed information on the methodology used to develop the six elements that make up this Framework are provide in separate interim project reports available through the LAU.

The six elements that were presented in this guidance document are as follows:

Section One: Need-to-Know Criteria Usage

Guidelines

Section Two: Competency Model, Curriculum

Pathway and Core Curriculum Program Plan

Section Three: Colorado Water Careers

Roadmap

Section Four: Train-the-Trainer Program

Design



RMSAWWA, the LAU and many partners embarked on this 18-month journey knowing little about how the project deliverables would look and function. Through great communication, determination, and a pioneer spirit, we were able to create advanced strategies and deliverables new to the water industry. This report is only the beginning. The success of this work shows the value and significance of our training partnerships. We hope that this document provides a solid, yet flexible roadmap to the future of water operator training in Colorado.



APPENDIX A: Colorado Water Treatment Training Prioritization

JD=ABC Job Duty or Blueprint Area

LEVEL D LEVEL C LEVEL B LEVEL A

Job Task JD Rank Job Task JD Rank Job Task JD Rank Job Task JD Rank Inspect equipment for abnormal conditions 4 626.85

Maintain logs and records 2 994.29


Colorado Primary Drinking Water Regulations 3 558.19

Respond to variations in operating conditions 4 613.58

Chemical feed rate adjustment 2 974.57

Sampling procedures 2 461.89

Regulatory monitoring and reporting responsibilities 3 554.59

Diagnose/troubleshoot equipment 4 580.02


Chemical handling, storage and disposal 2 458.80

Safe Drinking Water Act 3 483.15

Perform routine maintenance functions 4 490.67



Colorado Operators Certification Regulation No. 100 3 481.35


Instrumentation and control 2 865.29

Instrument calibration and operation 2 446.42

CDPHE Guidance Manual 3 364.75

Regulatory monitoring and reporting 3 465.32



Perform basic mathematical calculations 2 354.41



responsibilities


Quality control and assurance 2 842.62


CDPHE Laboratory Manual 3 348.49

Perform basic mathematical calculations, such as drawdown and pumping rate 4 451.59

Water treatment processes and design parameters 2 817.34

Interpret lab results 2 425.03

Perform basic water mathematic calculations,such as CT and dosage, and physical measurements 1 200.08

Read meters 4 448.50 Interpret lab results 2 805.21

Analyze process control samples 2 408.28

Interpret meter and/or gauge readings 4 182.53


Standard Methods for the Examination of water and wastewater 2 762.16


Inspect equipment for abnormal conditions 4 178.82

Maintain logs and/or records 5 338.72

Collect process control samples 2 750.65



Recordkeeping and reporting requirements 5 324.73

Chemical properties 2 724.00

Normal characteristics of water 6 374.62

Diagnose, troubleshoot, and adjust facility processes 4 169.18


Taste and odor control 2 697.44

Sources and their characteristics 6 373.61

Cross-connection control 4 163.61

Plan work activities 5 313.73 Analyze process control samples 2 655.49


Diagnose/troubleshoot equipment 4 162.13

CDPHE Laboratory Manual 3 290.95

General chemistry 2 648.50



Identify potential safety hazards 5 287.91

Glassware and sample 2 610.31

General chemistry 2 337.14 Electrical controls 4 156.34



containers

Start-up and shut-down procedures 4 262.29

Chemical formulae and reactions 2 596.22


Mechanical principles 4 154.34

Chemical feed systems 4 239.97



Backflow prevention devices 4 150.89

Chorinators and chlorine systems 4 237.52 General biology 2 555.77

Chemical formulae and reactions 2 326.35 Pressure control 4 150.52

Purchase supplies & equipment 5 236.83


Glassware and sample containers 2 314.46


Supervise employees 5 234.80

Chlorine residual testing 2 534.37 Turbidity testing 2 312.58

Flow measurement (e.g. weirs) 4 143.61

Valves 4 228.66 Basic microbiology 2 529.64

Chlorine residual testing 2 304.12 Hydraulic principles 4 133.93


Concentrations (e.g. molarity and normality) 2 473.97 Hydrology 6 298.37 Head loss 4 130.41

Administer maintenance program 5 190.27 pH testing 2 440.63

Concentrations (e.g. molarity and normality) 2 287.40


Administer safety program 5 189.72 General biology 2 432.60 Well operation 6 286.27



Perform basic mathematical calculations 2 358.78 pH testing 2 284.56


Centrifugal pumps 4 188.33 Temperature testing 2 342.34

Basic microbiology 2 276.97


Train staff 5 185.81 Turbidity testing 2 320.62 General biology 2 276.31

Instrument calibration and 2 111.28



operation

Motors 4 183.20 Oxygen saturation 2 307.47 General biology 2 272.31


Pipes 4 177.89 Serial dilutions 2 304.96 Groundwater conditions 6 269.95



Streaming current testing 2 285.06

Temperature testing 2 245.84 Interpret lab results 2 105.95

Pressure control 4 174.39 Chlorine demand testing 2 283.62

Algae control in reservoirs 6 242.37

Chorinators and chlorine systems 4 102.88


Hardness testing 2 248.17 Serial dilutions 2 237.02

Analyze process control samples 2 101.77

Electrical controls 4 169.73 Bacterial testing 2 238.73




Alkalinity testing 2 177.26

Chlorine demand testing 2 182.12

Coagulation and enhanced coagulation 1 100.67

Perform basic water mathematic calculations,such as CT and dosage, and physical measurements 1 167.88 Fluoride testing 2 162.07



Positive displacement pumps 4 167.51 Jar testing 2 140.62

Oxygen saturation 2 170.02 Valves 4 94.03

Blowers and compressors 4 166.86

Respond to variations in operating 4 134.35

Colorado Primary Drinking Water 3 152.50




conditions Regulations


Interpret meter and/or gauge readings 4 122.58 Jar testing 2 152.06 Chemical properties 2 90.17


Manganese testing 2 121.55



Administer compliance program 5 147.43

Inspect equipment for abnormal conditions 4 121.10 Alkalinity testing 2 147.97 Motors 4 85.50

Hydraulic principles 4 140.83


Inspect equipment for abnormal conditions 4 145.08 General chemistry 2 84.04

Fittings 4 136.58

Diagnose/troubleshoot equipment 4 117.50 Read meters 4 141.83 General chemistry 2 82.24

Head loss 4 129.77



Chlorine residual testing 2 82.11

Engines 4 127.44 Electrical controls 4 107.41 Bacterial testing 2 139.74 Pipes 4 81.77

Develop operation and maintenance plan 5 126.29




Hydraulic equipment 4 122.13 Iron testing 2 103.60





Diagnose/troubleshoot equipment 4 131.54 Centrifugal pumps 4 80.93

Intake structures 4 116.82 Pressure control 4 100.56

Colorado Operators 3 131.51




Certification Regulation No. 100

Mechanical drive systems 4 116.82


Start-up and shut-down procedures 4 128.31 Turbidity testing 2 77.92



Hardness testing 2 125.20 Intake structures 4 76.66


Settleable solids testing 2 94.12


Positive displacement pumps 4 72.57



Prepare and control chemical addition 1 121.56

Concentrations (e.g. molarity and normality) 2 71.64


Hydraulic principles 4 81.03 Iron testing 2 113.86 pH testing 2 70.93

Mixers 4 109.49




Administer emergency preparedness program 5 105.12


CDPHE Laboratory Manual 3 95.21 Basic microbiology 2 69.04

Quality control and assurance 2 101.67 Head loss 4 75.33

Manganese testing 2 93.90 General biology 2 68.88


Safe Drinking Water Act 3 74.99 Fluoride testing 2 79.68 General biology 2 67.88





Chorinators and chlorine systems 4 77.07 Mixers 4 63.13

Perform basic mathematical calculations, such as treatment costs 5 97.61


Chemical feed systems 4 74.77 Temperature testing 2 61.28



Granular media filtration and backwashing 1 70.46



Prepare and control chemical addition 1 59.10 Valves 4 69.37 Serial dilutions 2 59.08


Chorinators and chlorine systems 4 56.63

Chlorine disinfection with sodium hypochlorite 1 68.60

Iron & Manganese Removal 1 56.39

Interpret lab results 2 80.35 Valves 4 54.86 Centrifugal pumps 4 65.66 Read meters 4 53.19

Develop and administer budget 5 78.85

CDPHE Guidance Manual 3 54.63 Motors 4 62.45



CDPHE Laboratory Manual 3 54.04 Pipes 4 60.32 Clarification 1 52.50


Centrifugal pumps 4 50.66

Membrane filtration 1 57.65 Fittings 4 51.26

Prepare and control chemical addition 1 76.58 Pipes 4 45.04



General chemistry 2 76.12 Motors 4 43.97 Intake structures 4 56.49





Positive displacement pumps 4 42.73 pH adjustment 1 54.60


General chemistry 2 70.42 Blowers and compressors 4 38.27

Positive displacement pumps 4 53.53


Chlorine residual testing 2 68.97




Concentrations (e.g. molarity and normality) 2 66.93 Fittings 4 31.80

Chlorine disinfection with gaseous chlorine 1 48.16


Basic microbiology 2 66.48


Settleable solids testing 2 46.40 Engines 4 42.40

General biology 2 65.52 Mixers 4 27.11 Mixers 4 46.10 Oxygen saturation 2 42.38

General biology 2 65.20 Hydraulic equipment 4 22.71

Corrosion control 1 42.35

Hydraulic equipment 4 41.60

Analyze process control samples 2 63.44 pH adjustment 1 22.46 Fittings 4 41.59


Diffusers 4 60.68 Engines 4 21.70

Coagulation aid polymer and filter aid 1 39.13 Jar testing 2 37.90

pH testing 2 50.94 Flocculation tanks/basins 1 18.63 Engines 4 34.40 Alkalinity testing 2 36.88

Perform basic mathematical calculations 2 50.55 Diffusers 4 18.46

Perform basic mathematical calculations 2 34.34 Membrane filtration 1 36.77



Hydraulic equipment 4 33.75 Hydrology 6 35.96

Turbidity testing 2 45.32 Intake 4 17.30 Clarification 1 32.25 Bacterial testing 2 34.83



structures

Temperature testing 2 41.04



Sedimentation basins 1 34.65

Oxygen saturation 2 40.48


Coagulation and enhanced coagulation 1 23.52 Well operation 6 34.50

Serial dilutions 2 39.03 Chloramination 1 15.66


Groundwater conditions 6 32.53



Sedimentation basins 1 23.06 Hardness testing 2 31.21


Chlorine disinfection with calcium hypochlorite 1 14.51

Recordkeeping and reporting requirements 5 22.65 Activated carbon 1 30.48

pH adjustment 1 32.28 Plan work activities 5 14.48

Plan work activities 5 22.54 Aeration 1 29.34

Bacterial testing 2 27.57





Purchase supplies & equipment 5 11.37 Cartridge filters 1 20.13 Iron testing 2 28.38



Purchase supplies & equipment 5 18.29 Manganese testing 2 23.41

Alkalinity testing 2 25.65


Supervise employees 5 18.24 Fluoride testing 2 21.66

Corrosion control 1 25.47 Read meters 4 10.81 Chloramination 1 17.85 Diffusers 4 21.38

Groundwater conditions 6 24.05

Administer safety program 5 10.54 Diffusers 4 17.34 Ion exchange 1 17.15

Well operation 6 23.87 Carbon dioxide 2 10.08 Perform basic 5 17.15 Softening 1 13.72



residual testing mathematical calculations, such as treatment costs

Hydrology 6 21.07 Ozone residual testing 2 10.08 Train staff 5 15.87


Chlorine disinfection with gaseous chlorine 1 20.96 Train staff 5 9.68

Disinfection with ultraviolet light 1 15.47 Cartridge filters 1 11.35

Hardness testing 2 20.52


Administer maintenance program 5 14.96

Reverse osmosis and air stripping 1 9.91

Chloramination 1 15.94


Carbon dioxide residual testing 2 14.18 Bag filters 1 6.19

Manganese testing 2 14.75 Zeta testing 2 8.96

Administer compliance program 5 13.96 Solids handling 1 5.04



Administer safety program 5 13.39

Dissolved air flotation 1 4.50

Fluoride testing 2 12.18

Develop operation and maintenance plan 5 7.11 Zeta testing 2 12.89 Slow sand filters 1 4.47

Jar testing 2 11.40 Fluoridation 1 6.91 Fluoridation 1 11.55 Carbon dioxide residual testing 2 3.86

Iron testing 2 10.83

Granular media filtration and backwashing 1 5.99 Bag filters 1 10.98

Diatomaceous earth filters 1 3.31


Disinfection with ultraviolet light 1 5.76

Develop operation and maintenance plan 5 9.52 Zeta testing 2 3.21


Membrane filtration 1 5.33

Ozone residual testing 2 8.54

Ozone residual testing 2 2.13



Disinfection with ultraviolet light 1 8.84 Cartridge filters 1 5.27 Slow sand filters 1 8.05 Sludge drying beds 1 1.83



Administer emergency preparedness program 5 6.28 Sludge conditioning 1 1.60

Solids handling 1 8.15


Disinfection with chlorine dioxide 1 5.88 Chloramination 1 0.00

Sludge drying beds 1 7.06 Disinfection with ozone 1 2.16



Sludge conditioning 1 6.52

Disinfection with chlorine dioxide 1 1.94



Cartridge filters 1 5.83 Bag filters 1 1.71 Dissolved air flotation 1 2.69


Fluoridation 1 5.54 Slow sand filters 1 1.71

Disinfection with ozone 1 2.52 Corrosion control 1 0.00

Zeta testing 2 3.99 Diatomaceous earth filters 1 0.46 Solids handling 1 1.74


Bag filters 1 3.24

Coagulation aid polymer and filter aid 1 0.00

Sludge drying beds 1 0.63

Disinfection with ozone 1 0.00

Slow sand filters 1 2.64

Coagulation and enhanced coagulation 1 0.00

Sludge conditioning 1 0.55

Disinfection with ultraviolet light 1 0.00

Membrane filtration 1 2.38 Clarification 1 0.00

Flocculation tanks/basins 1 0.00 Fluoridation 1 0.00



Activated carbon 1 0.00 pH adjustment 1 0.00

Carbon dioxide residual testing 2 1.71

Sedimentation basins 1 0.00 Aeration 1 0.00

Prepare and control chemical addition 1 0.00

Disinfection with 1 1.56 Sludge 1 0.00 Ion exchange 1 0.00 Coagulation aid 1 0.00



ozone conditioning polymer and filter aid


Sludge drying beds 1 0.00


Flocculation tanks/basins 1 0.00

Ozone residual testing 2 0.64 Solids handling 1 0.00



Coagulation aid polymer and filter aid 1 0.00

Activated carbon 1 0.00 Softening 1 0.00


Coagulation and enhanced coagulation 1 0.00 Aeration 1 0.00



Flocculation tanks/basins 1 0.00 Ion exchange 1 0.00



Clarification 1 0.00







Develop operation and maintenance plan 5 0.00

Sedimentation basins 1 0.00 Softening 1 0.00

Electrical controls 4 0.00


Activated carbon 1 0.00 Operate safety equipment 5 0.00

Flow measurement (e.g. weirs) 4 0.00 Plan work activities 5 0.00

Aeration 1 0.00

Recognize unsafe work conditions 5 0.00 Head loss 4 0.00

Purchase supplies & equipment 5 0.00

Ion exchange 1 0.00

Chemical handling and storage 5 0.00

Hydraulic principles 4 0.00





Confined space protocols 5 0.00

Instrumentation and control 4 0.00 Train staff 5 0.00

Reverse osmosis and air stripping 1 0.00 Electrical safety 5 0.00



Softening 1 0.00 Fire safety 5 0.00 Pressure control 4 0.00


Operate safety equipment 5 0.00 Housekeeping 5 0.00

Operate safety equipment 5 0.00


Recognize unsafe work conditions 5 0.00

Lock-out and tag-out 5 0.00




Material Safety Data Sheets 5 0.00




Personal protective equipment 5 0.00



Electrical safety 5 0.00 Algae control in reservoirs 6 0.00 Electrical safety 5 0.00 Electrical safety 5 0.00

Fire safety 5 0.00 Groundwater conditions 6 0.00 Fire safety 5 0.00 Fire safety 5 0.00

Housekeeping 5 0.00 Hydrology 6 0.00 Housekeeping 5 0.00 Housekeeping 5 0.00









Personal protective equipment 5 0.00 Well operation 6 0.00





APPENDIX B: Water Distribution Training Prioritization

JD=ABC Job Duty or Blueprint Area

Level III Level IV

Rank Job Task JD Rank Job Task JD Rank Job Task JD Rank

Vulnerability assessment 7 307.15


Chlorine residual 3 336.09 Chlorination process 2 228.91

Chlorination process 2 273.89

Chlorine residual 3 295.00 Bacteriological 3 297.00

Dechlorination process 2 210.48

Chlorine residual 2 254.81 Bacteriological 3 272.76

Bloodborne pathogens/infectious disease 3 296.52 Chlorine residual 2 204.31

Chemical handling 2 233.30

Perform pressure readings 6 259.26

Chlorine demand 3 287.97

Disinfection by-products 2 168.25

Chlorinators 2 216.56 Chlorine demand 3 257.97 Chain of custody 3 264.00 Chlorine demand 2 156.73

Chlorine demand 2 213.09

Bloodborne pathogens/infectious disease 3 242.29

Microbiological/microscopic 3 240.45 Turbidity 2 156.56

Chemical feeders 2 202.94 Chain of custody 3 237.12 Disinfection by-products (DBP) 3 240.45 Chemical handling 2 153.23

Disinfection by-products 2 189.07 Turbidity 3 236.86 Turbidity 3 235.70 pH 2 131.51

Inspect equipment 6 182.23 Microbiological/ 3 234.12 Hardness 3 214.79 Chlorine residual 3 125.33



for abnormal conditions

microscopic

pH 2 172.39 Compliance requirements 7 227.94 pH 3 214.79 Temperature 2 121.60

Turbidity 2 165.06

Colorado Drinking Water Regulations 7 224.21

Vulnerability assessment 7 211.31 Bacteriological 3 112.38

Perform pressure readings 6 162.03 Records 7 220.15 Temperature 3 202.80 Chlorinators 2 111.13

Dechlorination process 2 144.86

Disinfection by-products (DBP) 3 217.64

Total Organic Carbon (TOC) 3 195.70 Chemical feeders 2 106.17

Temperature 2 143.40 Safe Drinking Water Act 7 216.33 Nitrification 3 180.16 Shoring 4 104.86

Leak detection 6 110.67 Clean Water Act 7 204.98 Chlorination process 2 122.56 Turbidity 3 104.72

Check and evaluate capacity of equipment 6 109.66

Colorado Operators Certification Regulation - 7 202.53

Chlorine residual 2 111.89 Water lines/mains 4 103.90

Troubleshoot electrical equipment 6 97.99


Dechlorination process 2 106.02 Valves 4 103.39

Well inspection 6 64.67 Water mains 1 190.24 Chlorine demand 2 104.12 Piping 4 102.24

Corrosion control 6 56.35 Valves 1 188.12 Chemical handling 2 94.41 Chlorine demand 3 100.03


Chlorination process 2 186.42

Disinfection by-products 2 88.47 Service connections 4 96.56

Records 7 52.57 System map 1 185.47

Perform pressure readings 6 82.70

Bloodborne pathogens/infectious disease 3 96.11

Compliance requirements 7 51.74

Vulnerability assessment 7 185.35 Turbidity 2 82.10 Taps 4 92.57

Safe Drinking Water Act 7 50.81 pH 3 185.25

Inspect equipment for 6 78.73 Chain of custody 3 90.10



abnormal conditions

Clean Water Act 7 48.75 Total Organic Carbon (TOC) 3 183.10 pH 2 73.74 pH 3 81.72

Colorado Operators Certification Regulation - 7 47.83 Temperature 3 182.17 Chlorinators 2 71.77


Cross-connections 1 45.20 Trenching and shoring 1 181.01

Chemical feeders 2 64.79

Microbiological/microscopic 3 78.71

Valves 1 44.38 Fittings/piping 1 180.43 Temperature 2 64.13 Meters 4 78.29

System map 1 44.35 Chlorine residual 2 179.54

Check and evaluate capacity of equipment 6 50.83 Temperature 3 77.93

Physical inspection 1 42.61 Hydrants 1 177.29 Flushing program 1 47.19 Hydrants 4 75.88

Treated water storage 1 41.99 Spill response 7 173.41

Cross-connections 1 47.08 Hardness 3 69.85

Fittings/piping 1 41.51 Sanitary surveys 7 173.17 Water mains 1 45.26 Total Organic Carbon (TOC) 3 66.55

Water mains 1 41.40 Cross-connections 1 171.81 Leak detection 6 44.81


Backflow prevention devices 1 41.36 Sample site plan 7 171.30

Physical inspection 1 44.26 Nitrification 3 62.08

Record and evaluate data 1 40.86

Physical inspection 1 169.27 Hydrants 1 43.59


Spill response 7 39.83 Hardness 3 167.87 Records 7 43.30 Leak detection 6 40.42

Cross connection surveys/control 1 39.73

Flushing program 1 166.84 Valves 1 43.18

Personal protective equipment (PPE) 7 37.96

System layout 1 38.39 Shoring design 1 165.26 System map 1 42.84 Perform pressure readings 6 37.64

Sample site plan 7 37.98 Joint restraint design 1 165.13

Cross connection surveys/control 1 41.72 Confined space entry 7 37.12



Flow monitoring 1 37.79 System layout 1 160.73

Backflow prevention devices 1 41.09 Customer relations 7 35.92

Hydrants 1 37.75 Service connections 1 159.15

Trenching and shoring 1 40.87 Traffic/work zone 7 35.33

Sanitary surveys 7 37.35 Record and evaluate data 1 157.96

Joint restraint design 1 40.80

Excavating, trenching and shoring 7 34.81

Flushing program 1 36.75 Shoring 4 157.26 Flow monitoring 1 40.80 Plan and organize work activities 7 32.58

Read blueprints, readings & maps 1 35.90 Piping 4 156.69

Service connections 1 39.82

Hazardous environment 7 32.14

Regulatory authority reports 7 35.69 Valves 4 153.90

Compliance requirements 7 39.44


Alarms 1 35.04 Pipeline assessment 1 152.33

Confined space entry 7 39.35

Respond to complaints 7 31.18

Volume 1 34.47 Chemical handling 2 152.25 Fittings/piping 1 39.23 OSHA compliance 7 29.78

Read and evaluate gauges 1 33.90

Regulatory authority reports 7 150.88 Volume 1 38.22 Lock-out/tag-out 7 28.71

Trenching and shoring 1 33.65


Colorado Drinking Water Regulations 7 38.14 Train staff 7 27.55

Sample site plan 1 33.53 Chlorine demand 2 150.66

Customer relations 7 37.88 Corrosion control 6 26.98

Service connections 1 33.47 Disinfection by-products 2 148.73

Personal protective equipment (PPE) 7 37.88 Electrical hazards 7 26.70

Joint restraint design 1 33.20

Read blueprints, readings & maps 1 148.48 Sample site plan 1 37.48 Fire safety 7 26.20

Flow pattern / water age 1 32.83 Nitrification 3 148.32

Traffic/work zone 7 37.27

Process Safety Management 7 25.07

Watershed regulations 7 31.69

Troubleshoot electrical 6 148.00


Quality Assurance and Quality Control 7 23.97



equipment

Pipeline assessment 1 31.46


Flow pattern / water age 1 37.06 Facility security 7 23.90

Read and evaluate meter results 1 30.15 Meters 4 146.54

Pipeline assessment 1 36.59


Monitor alarms 1 29.87 Service connections 4 145.88 Shoring design 1 36.49


Thrust block design 1 28.39 Treated water storage 1 145.52 System layout 1 36.49 Facility inspection 7 23.24

Shoring design 1 28.38 Thrust block design 1 144.49

Treated water storage 1 36.49

Natural and manmade disasters 7 23.11

DMR (Discharge Monitoring Report) 7 28.36


Hazardous environment 7 36.42 Clean Water Act 7 22.85

Wells 1 27.84 Leak detection 6 144.02 Clean Water Act 7 36.41 Compliance requirements 7 22.38

Meters 4 27.74 Dechlorination process 2 137.65

Electrical hazards 7 35.73

Risk management program 7 22.34

Chlorine residual 3 26.33 Alarms 1 136.49

Read blueprints, readings & maps 1 35.71 Spill response 7 21.77

Resource Conservation and Recovery Act 7 26.01

Watershed regulations 7 136.14


Colorado Operators Certification Regulation - 7 21.27

Read and evaluate chart results 1 25.74 Volume 1 134.92

Thrust block design 1 34.96 Valves 5 20.10

Bacteriological 3 25.36 Turbidity 2 133.97 Record and evaluate data 1 34.67 Water mains 5 18.82

Chlorine demand 3 24.08 Flow monitoring 1 132.89 Lock-out/tag-out 7 34.65


Valves 4 23.11 Read and evaluate gauges 1 132.68

Plan and organize work activities 7 34.63 Records 7 18.27

Piping 4 23.09 Flow pattern / water age 1 127.02

Colorado Operators 7 34.62 Spill response 7 18.21



Certification Regulation -

Select materials 1 22.39 Taps 4 126.18 Respond to complaints 7 34.45 Chemical handling 7 17.65

Hand and power tools 5 21.64

Chemical feeders 2 126.18


Operate atmosphere testing equipment 7 17.61

Valves 5 20.46 Water lines/mains 4 125.52

Quality Assurance and Quality Control 7 31.41 Vaults/Manholes 5 17.51

Bloodborne pathogens/infectious disease 3 20.45 Chlorinators 2 124.67 Fire safety 7 31.12


Service connections 4 20.37 Monitor alarms 1 124.40 Facility security 7 31.07 Hydrants 5 15.91

Pumps 5 20.33

Read and evaluate meter results 1 118.62

OSHA compliance 7 30.40


Shoring 4 20.23 Sample site plan 1 116.63 Spill response 7 30.39 Sanitary surveys 7 14.55

Chain of custody 3 19.87 pH 2 115.44



Microbiological/microscopic 3 19.31 Temperature 2 114.26 Alarms 1 30.12 Fittings/Piping 5 13.79

Taps 4 18.99 Well inspection 6 113.05 Spill response 7 30.03 Watershed regulations 7 13.59

Water lines/mains 4 18.98



Regulatory authority reports 7 13.25

Assess system demand 1 18.57 Hydrants 4 108.21

Risk management program 7 29.75 Sample site plan 7 13.02

Turbidity 3 18.11

Read and evaluate chart results 1 107.91 Train staff 7 28.80


pH 3 17.93 Select materials 1 98.50 Well inspection 6 28.75 Resource Conservation and 7 11.23



Recovery Act

Confined space entry 7 17.93 Wells 1 91.69

Facility inspection 7 28.16

Write plans (O & M plans) 7 11.13



Read and evaluate meter results 1 26.21 Well inspection 6 10.27


Perform pressure testing 1 83.16 Monitor alarms 1 26.11 Tapping equipment 5 10.26

Perform pressure testing 1 16.74

Assess system demand 1 82.97

Natural and manmade disasters 7 26.06 Service connections 5 9.81

Customer relations 7 16.66 Select type of pipes 1 68.97 Sample site plan 7 25.74 Pressure relief valves 5 9.72


Measure and evaluate head loss 1 45.34

Watershed regulations 7 25.61 Pumps 5 9.67

Vaults/Manholes 5 16.33 Size mains 1 45.21 Read and evaluate gauges 1 24.63 Heavy equipment 5 9.10

Hazardous environment 7 16.11


Regulatory authority reports 7 24.55 Develop O&M plan 7 8.82

Hydrants 5 16.09 Traffic/work zone 7 39.37 Sanitary surveys 7 24.44 Pipe/valve locators 5 8.33

Lock-out/tag-out 7 15.71 Confined space entry 7 39.04



Temperature 3 15.59 Customer relations 7 38.15 Wells 1 23.26 Meters 5 8.06

Select type of pipes 1 15.46


DMR (Discharge Monitoring Report) 7 21.97 Hydraulic equipment 5 7.51

Fittings/Piping 5 15.36 Hazardous environment 7 37.29

Read and evaluate chart results 1 21.32 Water storage 5 7.35



Water mains 5 14.91 Lock-out/tag-out 7 35.20


Inspection equipment 5 7.01

Plan and organize work activities 7 14.71

Respond to complaints 7 34.51 Select materials 1 19.34


Total Organic Carbon (TOC) 3 14.60


Perform pressure testing 1 18.54 Generators 5 5.11


Plan and organize work activities 7 32.40

Assess system demand 1 18.50 Flow meters 5 4.50

Facility inspection 7 14.55 OSHA compliance 7 31.27


Pneumatic equipment 5 4.25

Water storage 5 14.53 Operate safety equipment 7 31.03

Operate atmosphere testing equipment 7 18.40 Engines 5 3.76

Hardness 3 14.43 Fire safety 7 30.78 Administer safety program 7 18.19 Pressure sensors 5 3.21

Traffic/work zone 7 14.36 Facility inspection 7 29.84

Select type of pipes 1 15.09





Cathodic protection systems 5 2.92

Hydrants 4 14.28 Facility security 7 29.42 Write plans (O & M plans) 7 10.82


Fire safety 7 14.25 Train staff 7 29.05 Size mains 1 9.39 Motors 5 2.44



Measure and evaluate head loss 1 9.32 Variable speed drives 5 1.60

Meters 5 14.01 Chemical handling 7 27.69

Develop O&M plan 7 8.90 Fuses 5 1.51

Flow meters 5 13.91 Spill response 7 27.61

Administer emergency preparedness program 7 8.16 Motor controls 5 1.47



Facility security 7 13.90

Natural and manmade disasters 7 27.48


SCADA/Process control computers 5 1.38

Respond to complaints 7 13.74

Risk management program 7 24.67 Valves 5 7.10

Electronic testing equipment 5 1.28

OSHA compliance 7 13.60

Operate atmosphere testing equipment 7 17.26 Hydrants 5 6.41 Electrical controls 5 1.13


Administer safety program 7 16.94 Meters 5 6.37 Controllers 5 1.10

Spill response 7 13.12


Hand and power tools 5 6.16 Chlorinators 5 0.82

Natural and manmade disasters 7 13.03 Valves 5 9.89

Vaults/Manholes 5 6.12 Drives 5 0.75

Nitrification 3 12.83 Hydrants 5 9.51 Water mains 5 5.61 Boring equipment 5 0.30


Develop O&M plan 7 9.23 Pumps 5 5.32 Pigging 5 0.27

Risk management program 7 12.66


Pressure relief valves 5 4.16

Assess system demand 1 0.00



Service connections 5 4.04


Chlorinators 5 10.44 Water mains 5 8.36 Generators 5 3.94 Monitor alarms 1 0.00

Train staff 7 10.40 Pumps 5 7.22 Fittings/Piping 5 3.79 Perform pressure testing 1 0.00

Generators 5 10.35 Vaults/Manholes 5 7.05 Water storage 5 3.36

Read and evaluate chart results 1 0.00

Pressure relief valves 5 10.30


Tapping equipment 5 3.23

Read and evaluate gauges 1 0.00

Service connections 5 9.18 Fittings/Piping 5 6.51 Hydraulic equipment 5 3.21

Read and evaluate meter results 1 0.00

Heavy equipment 5 9.04 Administer emergency 7 6.09


Read blueprints, readings & maps 1 0.00



preparedness program

Motors 5 8.87 Heavy equipment 5 5.76

Pipe/valve locators 5 3.14

Record and evaluate data 1 0.00

Size mains 1 8.64 Pressure relief valves 5 4.91 Flow meters 5 2.95 Select materials 1 0.00

Motor controls 5 8.38 Service connections 5 4.82

Heavy equipment 5 2.81 Select type of pipes 1 0.00

Backflow prevention devices 5 8.11 Meters 5 4.64

Backflow prevention devices 5 2.45 Size mains 1 0.00

Electrical controls 5 8.05 Water storage 5 4.60 Pneumatic equipment 5 2.42 Alarms 1 0.00

Fuses 5 7.61 Generators 5 4.52 Motors 5 2.30 Fittings/piping 1 0.00

Administer safety program 7 7.49 Flow meters 5 4.30 Engines 5 1.91 Hydrants 1 0.00



Blowers and compressors 5 1.67 Joint restraint design 1 0.00

Pipe/valve locators 5 7.16 Blowers and compressors 5 4.09 Chlorinators 5 1.52 Pipeline assessment 1 0.00


Pipe/valve locators 5 4.06

Variable speed drives 5 1.49 Service connections 1 0.00

Pressure sensors 5 6.86 Pressure sensors 5 3.97

Pressure sensors 5 1.37 Shoring design 1 0.00

Pneumatic equipment 5 6.52 Motors 5 3.70

SCADA/Process control computers 5 0.79 System layout 1 0.00

Hydraulic equipment 5 6.36

Hydraulic equipment 5 3.59 Drives 5 0.78 System map 1 0.00

Controllers 5 6.16 Engines 5 3.48 Controllers 5 0.77 Thrust block design 1 0.00

Administer compliance program 7 6.12 Fuses 5 3.30


Treated water storage 1 0.00

Engines 5 6.03 Motor controls 5 3.09 Motor controls 5 0.65 Trenching and shoring 1 0.00

Operate 7 5.94 Chlorinators 5 3.01 Electrical 5 0.57 Valves 1 0.00



atmosphere testing equipment

controls

SCADA/Process control computers 5 4.99

Variable speed drives 5 2.78 Fuses 5 0.52 Water mains 1 0.00

Variable speed drives 5 4.71

Pneumatic equipment 5 2.78

Cathodic protection systems 5 0.51 Wells 1 0.00


SCADA/Process control computers 5 2.73 Pigging 5 0.05


Tapping equipment 5 4.22 Electrical controls 5 2.67

Boring equipment 5 0.04



Backflow prevention devices 5 2.64 Hydrants 4 0.00 Cross-connections 1 0.00


Tapping equipment 5 2.58 Meters 4 0.00 Flow monitoring 1 0.00

Drives 5 3.93

Electronic testing equipment 5 2.34 Piping 4 0.00

Flow pattern / water age 1 0.00

Develop O&M plan 7 3.56 Controllers 5 2.32 Service connections 4 0.00 Flushing program 1 0.00

Develop and administer budget 7 2.96 Drives 5 1.78 Shoring 4 0.00 Physical inspection 1 0.00

Cathodic protection systems 5 1.64

Cathodic protection systems 5 0.65 Taps 4 0.00 Volume 1 0.00

Pigging 5 0.10 Pigging 5 0.13 Valves 4 0.00 Sample site plan 1 0.00

Boring equipment 5 0.06 Boring equipment 5 0.03

Water lines/mains 4 0.00

Vulnerability assessment 7 0.00

A BLUEPRINT FOR BUILDING A COMPREHENSIVE, HIGH-QUALITY …€¦ · Figure 7.1: Sample...

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Transcript of A BLUEPRINT FOR BUILDING A COMPREHENSIVE, HIGH-QUALITY …€¦ · Figure 7.1: Sample...