Industrial Health

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Introduction Newly graduated environmental profession- als are often required to be the source of knowledge, rules, regulations, best practices, and other valuable information unfamiliar to the layperson (Buchanan, 2006). In order to provide the best education possible to these rising professionals, continuous monitoring of their future job requirements is neces- sary. A search for published private-sector job competencies yielded few results, though public environmental health competencies were well documented (American Public Health Association [APHA] & Centers for Disease Control and Prevention [CDC], 2001; Bondy, Johnson, Cole, & Bercovitz, 2008; CDC, 2007). Preparations and curri- cula have been evaluated for private-sector jobs in occupational health and safety by Olsen and co-authors (2005) and in indus- trial hygiene by Brosseau and co-authors (2005). Brosseau and co-authors surveyed 129 individuals employed by large compa-

nies. These industrial hygiene employers identifi ed skills and knowledge in 11 topic areas that were organized into the essential categories of recognition, evaluation, and control. A fourth common category for “core competencies” in industrial hygiene, “envi- ronmental and management topics,” was less often identifi ed as essential in the Brosseau and co-authors survey. Olsen and co-authors proposed a set of “crosscutting competen- cies” to be considered for adoption by oc- cupational health and safety professionals. Their article traces the development of the core competency concept through public health initiatives. These authors indicated that surveys can be very useful in translating core competency lists in the development of courses and programs, especially in profes- sional career programs. Writing well, under- standing occupational exposure and related health outcomes, communication skills, sur- veillance, and fi nancial management were found as crosscutting themes in that study.

Another brief review of the history of com- petency development appears in Oestenstad and co-authors (2008). In that review, the au- thors stated that Osaki and co-authors (2007) addressed the basic problem of public health practice focus and a need to translate core competency lists into meaningful language for public policy makers in the rationale for their competency designation work.

Our study provides a meaningful trans- lation of conceptual core competencies as used in several of these studies by docu- menting the actual characteristics and skills used in the language of job descriptions. Our study also follows up these data with an on- line survey of private-sector hiring person- nel with questions designed to match job description results. Translating back from the job description language into that of core competencies was not included in our study. Some work has been done on discipline-spe- cifi c competency selection, especially in the fi eld of epidemiology. Bondy and co-authors (2008) state that “little empirical data ex- ists to support decisions on the competency selections among particular disciplines” in public health epidemiology, though much work has been done to identify competen- cies in general public health. Preparing the future workforce for practice and connect- ing concepts with practical competencies in the broad range of environmental health and public health has always been a challenge (Ettinger, 2003; Lemons, 1994). The data in our report may be useful in further analy- sis of industrial hygiene or occupational health competency selection. Its immediate purpose was to inform the Environmental Health Accreditation Council (EHAC, 2009) of the accuracy or divergence from current job requirements in the private sector for its guideline revisions conference.

Alice L. Anderson, mS, Phd William eric ferrell, mSeh

Assessment of Qualifi cations Needed by Environmental Health Graduates Entering Private-Sector Employment

A b s t r a c t The goal of the study described here was to provide a snapshot of knowledge, skills, and abilities currently required by employers

in the private sector of the environmental health and safety fi eld, specifi -

cally for entry-level positions attainable by individuals recently earning a

bachelor’s degree in environmental health. Information was collected fi rst

through the screening of 115 entry-level job descriptions posted on a popu-

lar environmental health and safety Internet job-seeking site. Because of

the predominance of industrial hygiene and safety job descriptions found,

a second data source was created—an online opinion survey taken by 98

American Industrial Hygiene Association–registered consultants certifi ed in

industrial hygiene. Important results from both data sources indicated that

employers preferred a four-year science degree for new hires.

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Methods To acquire data from private-sector job de- scriptions, an environmental health and safety (EHS) job-seeking site was screened to gain a better understanding of what knowledge, skills, and abilities employers in the private sector required of their entry-level employ- ees. Those data were then used to help create an opinion survey of experienced practitio- ners that are currently active in the environ- mental health and safety field and listed in the American Industrial Hygiene Association (AIHA). Because of the predominance of Industrial Hygiene (IH) positions found in the job listings, IH-certified consultants respon- sible for hiring entry-level employees were selected from a public list of a broad cross- section of states to receive the survey.

Job Description Screening In the first phase of this study a screening of 115 entry-level private sector jobs advertised on the Internet nationwide from January 2008 through March 2008 was completed. Job postings were taken from the EHS job- seeking site www.EHSCareers.com. All post- ings that announced vacancies for zero to four years of experience were considered entry-level and were screened. Data from job postings were organized into five sections using a Microsoft Excel spreadsheet. Names and descriptions of the sections follow.

Job Duties and Responsibilities Job descriptions were evaluated for the job du- ties and responsibilities. All required skills for each job were recorded on a master spreadsheet.

Minimum Education Requirements Descriptions were evaluated for the minimum required education needed for consideration for employment. Education was recorded ei- ther as two-year, four-year, four-year science- based (defined as 30-plus hours in science), graduate, or no degree required. If a four-year degree was required, all desirable concentra- tions were recorded.

Required Knowledge Descriptions were next evaluated for general or specific areas of study required to perform the job. Three subcategories were used in this section: general areas of study were defined as those typically listed in college curricula as general education courses; specific areas

of study comprised courses offered in pro- fessional EHS degree programs; and whether specific knowledge of regulations or regula- tory agencies was required was also recorded for each description.

Required Experience Descriptions were then evaluated for any required prior practical experience such as an internship, independent study (lab or re- search-based study), professional experience, or experience specific to the industry. Data were recorded as required or not required. Any required professional certification was also noted.

Required Personal Characteristics If the job description specified personal char- acteristics required for the job, such as “will- ingness to learn,” these were recorded.

Additional information collected included job region and industry classification.

Employer Opinion Survey The second phase of this research was the cre- ation and deployment of an employer opin- ion survey with questions derived from the job description section data. This survey was designed to elicit the opinion of experienced EHS practitioners in the areas of required and desired skills, knowledge, and characteristics necessary and useful for new hires in their private-sector organization.

Participants were randomly selected from individual states (in order to cover a broad spectrum of geography) from those listed in the 2008 AIHA consultants public list- ing. EHS practitioners were selected on the basis of being actively engaged in industrial hygiene, occupational environmental health and safety, holding the certified industrial hy- gienist (CIH) or certified safety professional (CSP) credential(s), and being responsible for hiring entry-level employees for EHS po- sitions in a private-sector organization. The research questionnaire was approved by the East Carolina University and Medical Center Institutional Review Board (UMCIRB).

Invitations to participate in the survey were sent by e-mail to 356 EHS practitio- ners. Upon receipt, the survey was explained via consent e-mail and the participants were asked to follow a link that directed their web browser to the survey welcome screen. Consent was recognized by the completion of

the survey. The survey was completed by 98 practitioners (acceptance rate of 28%).

The online survey comprised 12 questions. The questions were designed to include the five sections derived from the job description screening. Thus, questions covered specific education, skills, and characteristics that ex- perienced environmental health practitio- ners felt necessary for initial employment as well as continued practice in environmental health. To facilitate comparison with the job description survey, the questions were orga- nized into four sections (the first job descrip- tion section, job duties and responsibilities, was not appropriate for a general survey).

Minimum Education Requirements The first group of questions concerned the education required for employment in the participant’s organization. Respondents were asked to choose whether a two-year, four- year, four-year science-based, graduate, or no degree was required for employment with their organization. If a four-year degree was selected, respondents were then asked to specify any desired concentrations from en- vironmental health, environmental engineer- ing, occupational safety, industrial hygiene, public health, or other, or to specify that no concentration would be required.

Required Knowledge The second group of questions queried respon- dents about the general and specific areas of study that would be required for employment by the respondent’s organization. Respondents were asked to select all that applied from 13 general education courses and 16 concentra- tion courses as listed in environmental health, occupational safety and public health curricu- lum course matrix (EHAC, 2009).

Required Experience A third group of questions concerned wheth- er any prior practical experience through an internship or independent study was neces- sary and whether certification(s) would be required for employment with the respon- dents’ organization.

Required Personal Characteristics The fourth group of questions identified what personal characteristics experienced EHS practitioners felt were necessary for contin- ued practice in environmental health. Many

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of these qualities are also listed in the Centers for Disease Control and Prevention’s (CDC’s) Environmental Health Core Competency Project: Recommendations for Core Competencies for Local Environmental Health Practitioners (APHA & CDC, 2001) and in Osaki and co- authors (2007).

Finally, respondents were asked to rank the importance of experience vs. academic knowledge in an entry-level employee and to rank the importance of experience, educa- tion, the interview, or the candidates’ refer- ences in the decision-making process.

Results

Demographics The job descriptions in www.EHSCareers. com, screened from nationwide entries, had a final U.S. regional distribution of eastern (36%), central (50%), and western (14%). All positions surveyed were in private industry (69%), consulting firms (30%), or unspeci- fied (1%). Demographics were not collected for employer opinion surveys, but all respon- dents were employed in the private sector.

Job Duties and Responsibilities From the job descriptions screened, 95% of entry-level jobs required knowledge of com- pliance with state and federal regulations as a priority. Serving as a source of specific environmental health and safety knowledge within the organization was a requirement for 81% of jobs. Sixty-one percent of entry- level employees would be responsible for independent management and development of programs. Approximately 58% of entry- level employees would be responsible for dis- semination of information and training for nonspecialists. All remaining job duties were necessary in less than half of entry-level jobs evaluated (Figure 1).

Minimum Education Requirements Assessing minimum education in job de- scriptions showed that 93% of employers required a four-year degree. Of those, 38% required a non-science-based four-year degree, and 55% of employers required a science-based four-year degree (Figure 2). Concentrations in occupational safety (58%), environmental health (54%), or in- dustrial hygiene (46%) were specified as the most desirable (Figure 2).

When EHS practitioners were asked in the survey about the minimum required educa- tion for a position with their organization,

72% required a four-year degree and 11% required a graduate degree. Of those who required a four-year degree, 26% of employ-

Entry-Level Job Duties and responsibilities in the EHS Private Sector

0 10 20 30 40 50 60 70 80 90 100

Percentage of Jobs

Lab Inspections Waste Pickup

Other Manage Employees Project/Plan Review

JSAs Exposure Monitoring

Accident Investigations Evaluate New Technologies

POC for Public Emergency Response

Environmental Monitoring SOPs

Permitting Facility Inspections

Regulatory Compliance Coordinate Training

Disseminate Information Program Management

Consultation Compliance

FIGURE 1

Minimum Degree requirements for Entry-Level Employment in the EHS Private Sector

0 10 20 30 40 50 60

Percent Response

Other

2 Yr.

No Degree Required

Graduate

4 Yr.

4 Yr. (30+ hrs. Science)

Employer Opinion Survey Job Description Analysis

FIGURE 2

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ers required a non-science-based four-year degree while 46% of employers required a science-based four-year degree (Figure 2). Concentrations in industrial hygiene (65%), environmental health (57%), or occupational safety (45%) were reported as most desirable (Figure 2).

Required Knowledge Among the general areas of study specified in job descriptions, basic computer skills (e-mail, knowledge of office suite software) ranked as the highest required general skill (76%). No other general areas of study were listed as noteworthy in job descriptions.

No general areas of study were specified in 10% of job descriptions (Figure 3). Among the specific areas of study required in job descriptions, industrial hygiene was ranked the highest required specific area (57%). Less than half of employers required chemi- cal safety (34%), engineering (33%), hazard communication (30%), air pollution (28%), or environmental law (23%). Other courses were not frequently listed as a requirement for employment (>10%) (Figure 3).

When EHS practitioners were asked what general areas of study they considered nec- essary for practice in environmental health, chemistry was the highest required specific study (79%), followed by biology (66%), computer training (61%), technical writing (60%), college algebra (55%), and physics (50%) (Figure 4). Among specific areas of study that EHS practitioners felt were neces- sary for practice in the field, industrial hy- giene (54%), occupational safety (53%), and toxicology (31%) were the highest. All other areas were required by less than half of em- ployers (Figure 5).

Required Experience Fifty-six percent of private sector job descrip- tions stated that candidates should have ex- perience specific to the subject industry to be considered for an entry-level position, while 36% of descriptions required some general professional experience. Internships or inde- pendent studies were required for 2% of job descriptions. No professional certifications were required.

When surveyed employers were asked about required experience, 44% responded that prior practical experience was not nec- essary, while 41% responded that it was rec- ommended. Eighty-nine percent of employ- ers stated that no professional certification was needed for entry-level positions. When asked to rate prior work experience vs. aca- demic knowledge, 64% of surveyed employ- ers replied they are both important but ex- perience was slightly more important than academic knowledge (20% vs. 11%).

Many job descriptions also listed regulatory knowledge to be considered for an entry-level position. Knowledge of state and local regula- tions was required for 87% of jobs, followed by knowledge of Occupational Safety and Health Administration (OSHA) regulations (84%) and U.S. Environmental Protection Agency

Undergraduate Degree Concentrations Desired for Entry-Level Employment in the EHS Private Sector

0 10 20 30 40 50 60 70

Percent Response

No Concentration Necessary

Other

Public Health

Environmental Engineering

Occupational Safety

Environmental Health

Industrial Hygiene

Employer Opinion Survey Job Description Analysis

FIGURE 3

General areas of Study Needed for Practice in the EHS Private Sector

0 10 20 30 40 50 60 70 80

Percent Response

Foreign Language Business

Other None Specific

Calculus Anatomy

Physics (General) College Algebra

Computer Skill (Basic) Biology

Chemistry

Employer Opinion Survey Job Description Analysis

FIGURE 4

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(U.S. EPA) regulations (60%). Department of Transportation, building code, and hazardous waste operations were designated in less than 20% of job descriptions.

Required Personal Characteristics The most frequently required personal char- acteristics in job descriptions included strong verbal skills (84%), strong written skills (84%), and being a team player (53%). Other characteristics were required in less than half of job descriptions (Figure 6).

The most frequent characteristics in sur- veys of EHS practitioners were willingness to learn (95%), problem solving (89%), abil- ity to interact with the client (90%), ability to work independently (84%), positive attitude (82%), initiative (80%), ability to work in a team (78%), ability to multitask (70%), deci- sion making (67%), and breadth of knowledge (66%). Qualities not often listed by entry-level employees included leadership (27%) and management skill (15%) (Figure 6).

When surveyed employers were asked to rank education, experience, the interview, or references in candidate selection, education was ranked highest (78%) followed by the in- terview (70%) then experience (60%) and fi- nally recommendations and references (47%).

Discussion Our survey was designed to assess only en- try-level positions in the private sector, thus the specific areas of study were predomi- nantly industrial hygiene and occupational safety courses. Additional demographic data, such as region and educational background for surveyed employers, could have provided additional useful information regarding the opinions given in the employer opinion sur- vey. The input given by respondents in this survey provides a current snapshot of what characteristics current practitioners feel are important for their new employees.

This research suggests that employers, as reflected by job description screening, would like graduates to be familiar with regulations upon entrance into the private sector workforce. Integrated coursework designed to assist students with locating, understanding, and applying regulations would be beneficial at the undergradu- ate level. Because the EHS profession is rapidly changing with the economy and global health issues, new information and

requirements must be incorporated as they develop. To stay current, continued educa- tion through on-the-job training and pro- fessional development courses are impor- tant for continued practice.

Problem solving was a highly rated skill in both the job description screening and the employer opinion survey. This suggests that the curriculum should be designed in a way to facilitate critical thinking (Chan,

Specific areas of Study Needed for Practice in the EHS Private Sector

0 10 20 30 40 50 60

Percent Response

CAD Epidemiology

Vectors and Vectorborne Disease Other

Solid Waste Management Wastewaster/Water Supply

Environmental Law Air Pollution Ergonomics Engineering

Biological Safety Toxicology

Chemical Safety Industrial Hygiene

Employer Opinion Survey Job Description Analysis

FIGURE 5

Personal Characteristics Needed for Practice in the EHS Private Sector

0 10 20 30 40 50 60 70 80 90 100

Percent Response

Other Assertiveness

Leadership Resilience

Breadth of Knowledge Decision Making Able to Multitask

Team Player Self Motivated/Takes Initiative

Positive Attitude Independent Worker

Problem Solving Customer Service Skills

Willingness to Learn

Employer Opinion Survey Job Description Analysis

FIGURE 6

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2009; Quitadamo, 2008; Shuell, 1990). Employers surveyed ranked a candidate’s interview lower than education but higher than experience for entry-level positions. This suggests that interviewing techniques and in- terpersonal skills are important for students to develop before graduation.

Minimum education requirements for both surveys indicate that employers prefer a four- year science-based degree for entry-level em- ployment. Data from both surveys indicated that the most desired knowledge concentra- tions were industrial hygiene, environmental health, and occupational safety (Figure 3). Data from the employer opinion survey in- dicated that the industrial hygiene concen- tration was more desired than occupational safety concentration, while the job descrip- tion analysis indicated the opposite. Because the employer opinion survey was completed primarily by industrial hygienists, an obvious bias was present toward having the industrial hygiene concentration. When comparing spe- cific areas of study desired for both data sourc- es, industrial hygiene was ranked as the high- est required skill (Figure 5).

Differences between job descriptions and survey data in the general areas of study desired can be seen by examining Figure 4. Chemistry ranked as the highest required skill in the em- ployer opinion survey, and biology, basic com- puter skills, and college algebra were listed as useful by more than 50% of survey respondents. Basic computer knowledge, however, was the only noteworthy general area of study compe- tency specified by the job description analysis.

Differences in the personal characteristics required of employees can also be seen by com- paring the two sources of data in this study (Figure 6). Willingness to learn was the high-

est required personal characteristic needed for success by the employer opinion survey but was ranked low in the job description screen- ing. This trend can be seen in many of the characteristics surveyed, which could be a re- sult of employers posting job descriptions in a standard format that does not always include specific personal characteristics. Based on the personal characteristic data from EHS practi- tioners, employers are seeking employees who need minimal supervision, want to learn, have good interpersonal skills, work well with others and have a positive attitude. Other characteris- tics such as leadership, management skill, and assertiveness were required less frequently and may be skills that are learned through experi- ence. Brosseau and co-authors (2005) found a similar opinion about the importance of man- agement competencies. It was unexpected that many job descriptions required experience while many employers reported they did not.

Conclusion This research has identified education, knowl- edge, and personal characteristics that envi- ronmental health employers currently view as required or useful in the private sector. These characteristics reflect many of the same need- ed to perform the 10 essential environmental public health services (Osaki et al., 2007).

Based on this research, a solid foundation in math, science, and strong communica- tion skills are needed by new private-sector employees to understand technical material and explain that information to employees or the public. The current foundation and environmental health programmatic area re- quirements of the National Environmental Health Science and Protection Accreditation Council (EHAC) undergraduate accredita-

tion guidelines provides the basic frame- work that prepares students for practice in general environmental health. Allowing some flexibility in curricula enables stu- dents to understand environmental health core principles as well as expand their knowledge in concentration topics, such as industrial hygiene.

Students planning to enter the private sector would benefit from concentrating in courses that were ranked higher in this re- search, such as industrial hygiene and toxi- cology, while the courses that were ranked lower would be better taken as electives. Continuing private sector job research will provide a better understanding of new and developing aspects of the field. More work can be done to coordinate training in the two disparate fields of environmental health (in- dustrial hygiene and public environmental health) and to clarify differences and simi- larities in core and specific competencies in these two fields (Verma et al., 2009).

One important and successful develop- ment that has been a part of both public health and private sector IH and occupational safety training is the use and requirement of a practical experience or internship. Chan (2009) connects this to our continual quest to find teaching strategies for “critical thinking (Quitadamo et al., 2008).” Many core com- petency concepts in both ends of the environ- mental health spectrum can perhaps also be fit into an even more general “critical thinking” competency concept.

Corresponding Author: Alice L. Anderson, Assistant Professor, East Carolina University, 3403 Belk Building, Greenville, NC 27858. Email: [email protected].

American Public Health Association & Centers for Disease Control and Prevention, National Center for Environmental Health. (2001). Environmental health competency project: Recommendations for core competencies for local environmental health practitioners. Retrieved March 1, 2007, from http://www.cdc.gov/nceh/ehs/ Corecomp/Core_Competencies_EH_Practice.pdf

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