617 Instructor Guide 06202023

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AUTHORIZED TRAINING PROVIDER INSTRUCTOR GUIDE

617 Managing Safety and Health – General Industry

Purpose of this Guide


This OSHAcademy Instructor Guide Version 1.0 is solely intended to give information on the presentation and administration
of the intended OSHAcademy Course in this guide. The information in this guide is provided for that purpose and is subject
to change without notice.

Notice of Rights
No part of this OSHAcademy Instructor Guide may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying and recording, or by any information storage and retrieval system, without written
permission from Geigle Safety Group, Inc.

Trademarks
OSHAcademy and the OSHAcademy logo are registered trademarks of Geigle Safety Group, Inc.

Copyrights
Copyright © 2021 Geigle Safety Group, Inc. All rights reserved. Published in the United States of
America. Except as permitted under the United States Copyright Act of 1976, no part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system, without the prior written permission of the publisher.

© OSHAcademy Occupational Safety and Health Training


15220 NW Greenbrier Parkway, Suite 230
Beaverton, OR 97006
Phone 971.217.8721• Fax 971.327.6708
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Table of Contents
About the Instructor Guide ...................................... 2
Terms Used .............................................................. 2
Flexibility ................................................................. 2
Course Materials ...................................................... 3
Course Standards .................................................... 3
Training Contact Time ............................................................................................. 3
Acceptable Classroom-to-Home Study Ratio .......................................................... 3
Course Examination Policy ...................................................................................... 3
Course Organization ................................................ 3
Instructor Presentation Checklist ........................... 4
Module 1: The Seven Core Elements....................... 6
Lesson 1.1: Introduction ......................................................................................... 7
Lesson 1.2: Introduction (Continued) ..................................................................... 8
Lesson 1.3: Introduction (Continued)..................................................................... 9
Lesson 1.4: Management Leadership ................................................................... 10
Lesson 1.5: Management Leadership (Continued) .............................................. 12
Lesson 1.6: Management Leadership (Continued) .............................................. 13
Lesson 1.7: Worker Participation ......................................................................... 14
Lesson 1.8: Worker Participation (Continued) ..................................................... 16
Lesson 1.9: Retaliation Against Workers is Illegal ................................................ 17
Lesson 1.10: Hazard Identification and Assessment ............................................ 18
Lesson 1.11: Hazard Identification and Assessment (Continued) ........................ 20
Lesson 1.12: Hazard Identification and Assessment (Continued) ........................ 21
Lesson 1.13: Hazard Prevention and Control ....................................................... 22
Lesson 1.14: Hazard Prevention and Control (Continued) ................................... 24
Lesson 1.15: Safety and Health Education ........................................................... 25
Lesson 1.16: Safety and Health Education (Continued) ....................................... 27
Lesson 1.17: Program Evaluation and Improvement ........................................... 28
Lesson 1.18: Program Evaluation and Improvement (Continued) ....................... 30
Lesson 1.19: Multi-employer Communication and Coordination ........................ 31
Lesson 1.20: Multi-employer Communication and Coordination (Continued).... 33
Lesson 1.21: Multi-employer Communication and Coordination (Continued).... 34
Lesson 1.22: Continuous Improvement ............................................................... 35
Lesson 1.23: Continuous Improvement (Continued) ........................................... 36
Lesson 1.24: The Benefits ..................................................................................... 37
Lesson 1.25: The Benefits (Continued) ................................................................. 38
Module 2: Taking Action ........................................ 39
Lesson 2.1: Taking Action ..................................................................................... 40
Lesson 2.2: Demonstrate Commitment to Safety ................................................ 41
Lesson 2.3: Demonstrate Commitment to Safety and Health (Continued) ......... 42
Lesson 2.4: Demonstrate Commitment to Safety and Health (Continued) ......... 43
Lesson 2.5: Establish Worker Participation .......................................................... 44
Lesson 2.6: Establish Worker Participation (Continued) ...................................... 45
Lesson 2.7: Establish Worker Participation (Continued) ...................................... 46
Lesson 2.8: Develop Hazard Identification and Assessment Methods ................ 47
Lesson 2.9: Develop Hazard Identification and Assessment Methods
(Continued) ............................................................................................................ 48
Lesson 2.10: Develop Hazard Identification and Assessment Methods
(Continued) ............................................................................................................ 49
Lesson 2.11: Develop Hazard Prevention and Control Methods ......................... 50
Lesson 2.12: Develop Hazard Prevention and Control Methods (Continued) ..... 51
Lesson 2.13: Develop Hazard Prevention and Control Methods (Continued) ..... 53
Lesson 2.14: Educate Management and Employees ............................................ 54
Lesson 2.15: Educate Management and Employees (Continued) ....................... 55
Lesson 2.16: Educate Management and Employees (Continued) ....................... 56
Lesson 2.17: Educate Management and Employees (Continued) ....................... 57
Lesson 2.18: Educate Management and Employees (Continued) ....................... 58
Lesson 2.19: Evaluate and Improve the Safety and Health Program ................... 59
Lesson 2.20: Evaluate and Improve the Safety and Health Program
(Continued) ............................................................................................................ 60
Lesson 2.21: Evaluate and Improve the Safety and Health Program
(Continued) ............................................................................................................ 61
Lesson 2.22: Evaluate and Improve the Safety and Health Program
(Continued) ............................................................................................................ 62
Lesson 2.23: Communicate and Coordinate the Safety and Health Program ..... 63
Lesson 2.24: Communicate and Coordinate the Safety and Health Program
(Continued) ............................................................................................................ 64
Module 3: Getting Started ..................................... 66
Lesson 3.1: Getting Started .................................................................................. 67
Lesson 3.2: Getting Started (Continued) .............................................................. 68
Lesson 3.3: Lead by Example ................................................................................ 70
Lesson 3.4: Lead by Example (Continued) ............................................................ 71
Lesson 3.5: Implement Reporting System ............................................................ 72
Lesson 3.6: Implement Reporting System – Anonymity ...................................... 73
Lesson 3.7: Provide Safety Education................................................................... 74
Lesson 3.8: Provide Safety Education (Continued) .............................................. 75
Lesson 3.9: Conduct Inspections .......................................................................... 76
Lesson 3.10: Conduct Inspections (Continued) .................................................... 77
Lesson 3.11: Conduct Inspections (Continued) .................................................... 78
Lesson 3.12: Collect Hazard Control Ideas ........................................................... 80
Lesson 3.13: Implement Hazard Controls ............................................................ 81
Lesson 3.14: Address Emergencies....................................................................... 83
Lesson 3.15: Partner with OSHA to Improve Workplace Safety Program ........... 84
Lesson 3.16: Partner with OSHA to Improve Workplace Safety Program
(Continued) ............................................................................................................ 85
Lesson 3.17: Participate in OSHA On-site Consultations...................................... 86
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Copyright © 2021 Geigle Safety Group, Inc. 1


About the Instructor Guide
The Instructor Guide is intended to be a comprehensive tool for facilitating the course.
Thoroughly studying this guide, as well as all related course materials, will prepare you to teach the
course.

The format for each page of the main instructional content is listed and described below. This infor-
mation is given so you can utilize these elements appropriately as you prepare to teach.

Terms Used

BACKGROUND – Introductory information on the slide content.

KEY POINTS – Although you, as a subject matter expert, hold this knowledge, it may serve as a rec-
ommendation of any content that should be delivered to participants before proceeding to the next
topic or serve as a helpful resource for detailed information content, such as legal references, report
titles, or dates.

NOTES – This section is to be used by the instructor for their notes.

LESSON RESOURCES – This section indicates all materials you should have on hand to teach the les-
son.

ACTIVITY – It is important to remember these activities are designed to engage participants and en-
courage discussion among participants and the instructor.

Flexibility
This course is meant to be adaptable in content. Your organization can customize this material to
satisfy the teaching methods of the instructor, the learning requirements of the student, and the
regulatory needs of an employer.

In the United States, Canada, and most other industrialized countries, workplace safety regulations
and occupational licensing requirements may call for a specific element to be covered. Instructors
must be familiar with the regulations and licensing needs of the students they offer training and
certification to.

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Course Materials

Instructor Guide

The Instructor Guide provides organized instructional guidance on how to conduct a training class. It
is integrated with the Student Workbook.

Information regarding the details of the training program and how to prepare for a class is provided
in the front of the instructor guide. Most of the guide follows a topic-by-topic approach to training
that provides required instructor activities and small-group exercises. Instructions on how to com-
plete the required class administration are also included.

Student Workbook

The Student Workbook contains the content and skill references a student needs to meet the core
learning objectives. The Student Workbook presents a convenient way to provide this information.
The instructor must provide each student a personal printed copy of the Student Workbook. The
instructor can also provide the student access to a digital version they can download online.

Presentation

The instructor speaks to the audience and uses the presentation to hold the listeners' attention and
add visual information.

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Course Standards

617 Managing Safety and Health – General Industry

Training should be limited to no more than ten contact-hours per day. Training, dis-
Training Contact Time cussion, review, and testing apply toward contact-time. Class breaks do not count to-
wards contact-time.
Although home-based studying is allowed, the maximum ratio of classroom-to-
home studying is 5-to-1 (20%).
Acceptable Classroom-to-Home This means for every 5 hours of classroom training provided, 1 hour of home
Study Ratio study is allowed.
For example, if a course requires 8 hours of training, then 6.5 hours should be in
the classroom and 1.5 hours could be completed using home study.

Each student must be assessed individually in the classroom. Group examinations do


not allow individual students to demonstrate their learning. Group exams are not al-
Course Examination Policy lowed. A passing score is 70% and above.

Course Organization

617 Managing Safety and Health – General Industry

Module 1: The Seven Core Elements


Module 2: Taking Action
Module 3: Getting Started

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Instructor Presentation Checklist


The following is a general list of instructor presentation requirements.

Before the First Day of Classroom Training

1. Confirm the training dates, location, and number of participants.


2. Confirm special accommodations have been arranged for any participant with a disability.
3. Read and study the instructor guide, presentation, Contract Administration Core Curriculum Manual, and State Stewardship and
Oversight Agreement.
4. Review all activities and familiarize yourself with the Student Workbook Book.
5. Arrange for equipment and supplies with the host or local coordinator. Ensure you have the following:
 computer loaded with course presentation
 internet access and guest login information, if available
 projector compatible with a notebook computer
 cables to connect projector to computer, if necessary
 spare projector bulb, if possible
 electronic remote device to advance slides in PowerPoint Presentation, if available
 projection screen
 speakers to project audio for video clips played via the laptop or PC
 microphone, wireless if available
 power strip
 twenty-foot or longer extension cord
 whiteboard with dry marker pens and eraser
 flip charts (at least two)
 large markers, assorted colors (at least two sets)
 large black markers for student name tents (at least one marker for every two participants)
 masking tape (at least one roll)
6. Ensure you have the following materials.

o instructor guide (one copy for each instructor)

o OSHAcademy presentation

o end-of-course exam (one copy for each participant)

o exam answer key

o list of participants, if available

o special handouts, visual aids, activity materials, etc.

7. Confirm the training facility's hours of operation with the host and obtain directions on how to gain access and where to park.

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During the Classroom Sessions

1. Arrive early. Give yourself plenty of time to get organized.


2. Ensure the room is set up properly, e.g., tables and chairs are arranged to maximize whole class and small-group interaction without
participants needing to turn chairs around, projectors do not block participants’ lines of sight, flip charts are convenient to you and
visible.
3. Test the equipment.
4. Arrange materials so they are convenient for you and the participants. On the first day, ensure each participant’s place has one of
each of the following:
 copy of the Student Workbook
 tent card
 pencil
 black marker for every two participants (so they can write their names on the tent card)
5. Start on time and stay on track. Keep exercises within their time limits. End discussions when they cease to be productive.
6. Closely monitor group activities. Walk among groups as they work; answer questions and offer guidance as appropriate. Give con-
structive feedback during the share-out sessions and discussions.
7. Circulate the session roster in the morning and after lunch each day.

At the End of the Final Day

1. Ensure each participant completes a course evaluation.


2. Collect all the following:
 course evaluation
 session rosters
 end of course exams
After the Session

1. Remove all items from the room, including flip chart notes and extra training materials, and dispose as the host directs.
2. Upload each student’s information to the ATP Training Management System.

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Module 1: The Seven Core Elements

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Lesson 1.1: Introduction

Background:
Thousands of responsible employers have used
OSHA’s 1989 Safety and Health Program Man-
agement Guidelines as a blueprint for setting up
an effective safety and health program.

Key Points:
OSHA has recently updated the Guidelines for Safety and Health Programs to reflect changes in:
• The economy
• Workplaces
• Evolving safety and health issues

The updated guidelines found in OSHA Publication 3855 – Recommended Practices for Safety and Health
Programs are the primary reference for this course.

Activity
• Lesson 1.1 – Activity – Introduction

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Lesson 1.2: Introduction (Continued)

Background:
The program model contains seven core ele-
ments:

Key Points:
• Management Leadership
• Worker Participation
• Hazard Identification and Assessment
• Hazard Prevention and Control
• Education and Training
• Program Evaluation
• Multi-employer Communication and Coordination

The seven core elements in a Safety and Health Management Program are interrelated and are seen as
part of an integrated system.
• Actions taken under one core element can (and likely will) affect actions needed under one or
more other elements.
• For example, workers must be trained in reporting procedures and hazard identification tech-
niques to be effective participants.
o Thus, the “Education and Training” core element supports the “Worker Participation”
core element.
• Progress in each core element is essential to achieve maximum benefit from the program.

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Lesson 1.3: Introduction (Continued)

Background:
You will find implementing these recommended
practices also brings other benefits.

Key Points:
Safety and health program help businesses:
• Prevent workplace injuries and illnesses
• Improve compliance with laws and regulations
• Reduce costs, including significant reductions in workers’ compensation premiums
• Engage workers
• Enhance their social responsibility goals
• Increase productivity and improve overall business operations

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Lesson 1.4: Management Leadership

Background:
Management provides the leadership, vision,
and resources needed to implement an effective
safety and health program.

Key Points:

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Lesson 1.5: Management Leadership (Continued)

Background:
Management leadership means that business
owners, managers, and supervisors do the fol-
lowing:

Key Points:
• They make safety a core value, rather than “prioritizing” safety.
o Why? Priorities have a habit of changing, especially when the going gets tough. On the
other hand, values do not ever change. As a value, safety is reflected in this statement:
“Safe production or no production.”
• They are fully committed to eliminating hazards, protecting workers, and continuously improving
workplace safety and health.

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Lesson 1.6: Management Leadership (Continued)

Background:
Continued from previous slide:

Key Points:
• They provide sufficient resources (time, money, training, people) to implement and maintain the
safety and health program.
• They visibly demonstrate and communicate their safety and health commitment to workers and
others.
• They set an example through their actions.
o If managers and supervisors do not set the best examples, we cannot expect it from em-
ployees.

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Lesson 1.7: Worker Participation

Background:
To be effective, workers and their representa-
tives need to participate in safety and health pro-
grams.

Key Points:
Worker participation means workers are involved in establishing, operating, evaluating, and improving
the safety and health program.

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Lesson 1.8: Worker Participation (Continued)

Background:
Here are some reasons why workers should par-
ticipate in safety:

Key Points:
• Workers have much to gain from a successful program, and the most to lose, if the program fails.
• They often know the most about potential hazards associated with their jobs.
o Successful safety programs tap into this knowledge base.
• All workers at a worksite should participate, including those employed by contractors, subcon-
tractors, and temporary staffing agencies.

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Lesson 1.9: Retaliation Against Workers is Illegal

Background:
Section 11(c) of the Occupational Safety and
Health Act of 1970 prohibits employers from re-
taliating against employees for exercising a vari-
ety of rights guaranteed under the OSH Act, such
as:

Key Points:
• Filing a safety and health complaint with OSHA
• Raising a health and safety concern with their employers
• Participating in an OSHA inspection
• Reporting a work-related injury or illness

OSHA vigorously enforces the anti-retaliation protections provided under 11(c) of the OSH Act and other
federal statutes.
• For more information, see www.whistleblowers.gov

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Lesson 1.10: Hazard Identification and Assessment

Background:
One of the “root causes” of workplace injuries,
illnesses, and incidents is the failure to identify
or recognize hazards that are present, or other-
wise anticipated.

Key Points:

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A critical element of any effective safety and health program is a “proactive,” ongoing process to identify
and assess such hazards.
• Hazard identification and assessment are proactive because they are processes that occur before
someone gets hurt.

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Lesson 1.11: Hazard Identification and Assessment (Continued)

Background:
Effective hazard identification and assessment
includes:

Key Points:
• Procedures are put in place to identify workplace hazards and evaluate risks continually.
• Safety and health hazards from routine, non-routine, and emergencies are identified and as-
sessed.

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Lesson 1.12: Hazard Identification and Assessment (Continued)

Background:
Continued from previous slide:

Key Points:
• An initial assessment of existing hazards, exposures, and control measures is followed by periodic
inspections and reassessments, to identify new hazards.
• Non-injury incidents are investigated with the goal to identify root causes.
• Identified hazards are prioritized for control.

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Lesson 1.13: Hazard Prevention and Control

Background:
Hazard prevention and control processes are
conducted after hazards are identified and as-
sessed.

Key Points:

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They help employers prevent existing and potential hazards and eliminate or otherwise control hazards
in the workplace.
• Employers and workers cooperate to identify and select methods for eliminating, and preventing,
or controlling workplace hazards.
• Controls are selected per the “Hierarchy of Controls” that first try to eliminate hazards.
• Plans are developed to ensure controls are implemented, interim protection is provided, progress
is tracked, and the effectiveness of controls is verified.

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Lesson 1.14: Hazard Prevention and Control (Continued)

Background:
Effective hazard prevention and control meth-
ods protect workers and have the following ben-
efits:

Key Points:
• Eliminate or reduce workplace hazards.
• Help avoid injuries, illnesses, and incidents.
• Minimize or eliminate safety and health risks.
• Help employers provide workers with safe and healthful working conditions.

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Lesson 1.15: Safety and Health Education

Background:
Safety and health education, through general in-
struction and technical training, is important for in-
forming workers and managers about workplace
hazards and controls so they can work more safely
and be more productive.

Key Points:

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• General safety instruction tells employees why safety is important through lecture, videos, dis-
cussions, etc.
• Technical safety training shows them how to do the task or procedure safely. Technical training
requires demonstration and practice to make sure workers gain the required skills to work safely.
On-the-Job Training (OJT) is one of the most effective methods used to teach and verify skills.

It is important to emphasize both instruction and technical training.


• If employees do not know why safety is important, they are less likely to care about working
safely.

Safety and health education also provides workers and managers with a greater understanding of the
safety and health program itself, so they can contribute to its development and implementation.

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Lesson 1.16: Safety and Health Education (Continued)

Background:
Effective safety and health education programs
have the following characteristics:

Key Points:
• All workers are trained to understand how the program works and how to carry out their respon-
sibilities under the program.
• Employers, managers, and supervisors receive training on safety concepts and their responsibil-
ities to protect workers’ rights and respond to workers’ reports and concerns.
• All workers are trained to recognize workplace hazards and to understand the control measures
that are implemented.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.17: Program Evaluation and Improvement

Background:
Once a safety and health program has been es-
tablished, it should be evaluated initially to verify
it is implemented as intended.

Key Points:

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C O U R S E 6 1 7

• Employers should periodically, which means at least annually, step back and assess the program.
• Employers should assess what is working and is not working and assess whether the program is
on track to achieve its goals.

Whenever these assessments identify opportunities to improve the program, management should adjust
and monitor how well the program performs.

Sharing the results of monitoring and evaluation within the workplace, and celebrating successes, will
help drive further improvement.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.18: Program Evaluation and Improvement (Continued)

Background:
Effective program evaluation and improvement
include the following characteristics:

Key Points:
• Programs are analyzed, evaluated, and improved by using leading indicators.
• Control measures are evaluated for effectiveness periodically.
• Processes are established to monitor program performance, verify program implementation, and
identify program shortcomings improvement opportunities.
• The program and overall safety and health performance are improved by taking necessary
measures.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.19: Multi-employer Communication and Coordination

Background:
In today’s economy, staffing agencies assign an in-
creasing number of workers to work at specific
“host” worksites under the host employer’s direc-
tion and control.

Key Points:

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Examples include seasonal workers, such as delivery drivers and warehouse workers, who help fill tem-
porary staffing needs.
• In these situations, the staffing agency and the host employer need to communicate and coordi-
nate to provide and maintain a safe work environment for their workers.

Some workers are employed by a host employer and others by a contractor or subcontractor in other
situations.

Examples include electrical or mechanical contractors working in a facility, a vendor installing or main-
taining equipment, or long-term contractors providing building cleaning and maintenance.
• In these circumstances, each employer and contractor must consider how its work and safety
activities can affect the safety of other employers and workers at the site.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.20: Multi-employer Communication and Coordination (Continued)

Background:
Characteristics of effective multi-employer com-
munication and coordination include:

Key Points:
• Host employers, contractors, and staffing agencies:
o Commit to providing the same level of safety and health protection to all employees
o Communicate the hazards present at the worksite and the hazards that contract workers
may create on the site

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.21: Multi-employer Communication and Coordination (Continued)

Background:
Continued from previous slide:

Key Points:
• Staffing agencies provide general safety education to temporary employees and host employers
provide specific technical training for required tasks and procedures.
• Host employers establish specifications and qualifications for contractors and staffing agencies.
• Before beginning work, host employers, contractors, and staffing agencies coordinate work plan-
ning and scheduling to identify and resolve conflicts that could affect safety or health.

NOTES:___________________________________________________________________________________
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Lesson 1.22: Continuous Improvement

Background:
The seven program elements discussed in this
module emphasize a proactive approach to man-
aging safety and health.

Key Points:
• Unfortunately, traditional methods focus on a reactive approach.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.23: Continuous Improvement (Continued)

Background:
Let’s take a look at the difference between the
two approaches.

Key Points:
• A reactive approach: Traditional approaches are often reactive – that is, actions are only taken
after a worker is injured or becomes sick, a new standard or regulation is published, or an outside
inspection finds a problem that must be corrected.
• A proactive approach: Finding and fixing hazards before they cause injury or illness is a far more
effective approach. Doing so avoids the direct and indirect costs of worker injuries and illnesses
and promotes a positive work environment.

The concept of continuous improvement is central to an effective safety and health culture and related
programs.
• W. Edwards Deming championed a continuous improvement process that became known as the
Plan-Do-Study-Act (PDSA) Cycle.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.24: The Benefits

Background:
Responsible employers know the primary goal of
a safety and health program is to prevent work-
place injuries, illnesses, and deaths, and the suf-
fering and financial hardship these events can
cause for workers, their families, and their em-
ployers.

Key Points:
Employers may find effectively implementing the best practices described in each of these core elements
brings other benefits as well such as:
• There are improvements in product, process, and service quality.
• It creates a higher workplace morale.
o If management cares, employees are more likely to care.
• It creates improved employee recruiting and retention.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 1.25: The Benefits (Continued)

Background:
Continued from previous slide:

Key Points:
• There is a more favorable image and reputation as an industry leader (among customers, suppli-
ers, and the community).
• There is a better relationship with regulatory agencies.
o They will perceive the company as a “good player.”

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Module 2: Taking Action

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C O U R S E 6 1 7

Lesson 2.1: Taking Action

Background:
A safety management system has four main
components:

Key Points:
• Structure
• Inputs
• Processes
• Outputs

This module will discuss important actions management can take to develop and maintain these im-
portant components.
• The first critical need is for management to demonstrate a real commitment to safety, not just
with words, but with serious action: spending serious time and money on the safety function.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.2: Demonstrate Commitment to Safety

Background:
Establish policies and procedures: You will need
to write a policy statement signed by top man-
agement describing the organization’s commit-
ment to safety and health.

Key Points:
• The signed policy should also pledge to establish and maintain an effective safety and health
program for all workers.

Here are a few things to remember:


• Communicate the policy to everyone.
• Consider safety and health in all business decisions.
• Be visible and set an example by following all safety procedures.
• Begin work meetings with a review of safety and health items on a “to-do” list.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.3: Demonstrate Commitment to Safety and Health (Continued)

Background:
Define program goals and objectives: Safety
goals and objectives should focus on specific ac-
tions that will improve workplace safety and
health.

Key Points:
• Establish general safety goals and specific, realistic, measurable objectives for improving safety
and health.
• Emphasize proactive injury and illness prevention rather than reactive injury and illness rates.
• Develop short-term tactics and long-term strategies to achieve the goals and objectives.
• Assign tasks and responsibilities to people, setting time frames, and determining resource needs.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.4: Demonstrate Commitment to Safety and Health (Continued)

Background:
Provide resources: Provide the necessary re-
sources to implement the safety and health pro-
gram, pursue program goals, and address identi-
fied program shortcomings.

Key Points:
• Estimate the resources needed to establish and implement the program.
• Allow time in workers’ schedules for them to fully participate in the program.
• Integrate safety and health into planning and budgeting processes and align budgets with pro-
gram needs.
• Provide and direct resources to operate and maintain the program, meet safety and health com-
mitments, and pursue program goals.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.5: Establish Worker Participation

Background:
Encourage workers to participate in the pro-
gram. Encouraging involvement sends the mes-
sage management values their input into safety
and health decisions.

Key Points:
• Give workers the time and resources to participate in the program.
• Give positive recognition to those who participate in the program.
• Have an open-door policy that invites workers to talk to managers about safety and health.
• Make sure workers know participation will NEVER result in a negative action.
• Give workers access to safety data sheets, injury and illness data, inspection results, and other
reports.
• Include workers at every step of program design and implementation.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.6: Establish Worker Participation (Continued)

Background:
Encourage works to report safety and health
concerns. Employers can address issues before
someone gets hurt or becomes ill by encouraging
reporting and following up promptly on all re-
ports.

Key Points:
• Establish a process for workers to promptly report injuries, illnesses, close calls/near misses, haz-
ards, and other safety and health concerns.
• Respond to reports promptly.
• Empower all workers to initiate or request the suspension or shut down of any work activity or
operation they believe to be unsafe.
• Involve workers in finding solutions to reported issues.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.7: Establish Worker Participation (Continued)

Background:
Remove barriers to participation. Workers must
believe the input is welcome, their voices will be
heard, and they can access reporting mecha-
nisms.

Key Points:
• Ensure workers from all levels of the organization can participate regardless of their skill level,
education, or language.
• Provide frequent and regular feedback to show employees that their safety and health concerns
are being heard and addressed.
• Ensure that the program protects workers from being retaliated against for any form of partici-
pation in the safety and health program.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.8: Develop Hazard Identification and Assessment Methods

Background:
Collect existing information about workplace
hazards. Collect, organize, and review infor-
mation with workers.

Key Points:
The information available in the workplace may include:
• Safety data sheets (SDSs) provided by chemical manufacturers
• Records of previous injuries and illnesses, such as OSHA 300 and 301 logs and reports of incident
investigations
• Exposure monitoring results, industrial hygiene assessments, and medical records (appropriately
redacted to ensure patient/worker privacy)
• Results of job hazard analyses, also known as job safety analyses

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.9: Develop Hazard Identification and Assessment Methods (Continued)

Background:
Inspect the workplace for safety and health haz-
ards. Setting aside time to regularly inspect the
workplace for hazards can help identify and ad-
dress shortcomings before an incident occurs.

Key Points:
• Conduct regular initial and follow-up inspections using checklists of all operations, equipment,
work areas, and facilities with workers. Inspect before and after changing operations.
• Take photos or videos of problem areas to facilitate later discussion and brainstorming about
controlling them and using them as learning aids.
• Regularly inspect industrial vehicles (e.g., forklifts and powered industrial trucks) and transpor-
tation vehicles (e.g., cars and trucks).
• Inspect the workplace and medical records for exposure to physical, biological, and ergonomic
health hazards.

NOTES:___________________________________________________________________________________
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Copyright © 2021 Geigle Safety Group, Inc. 48


C O U R S E 6 1 7

Lesson 2.10: Develop Hazard Identification and Assessment Methods (Continued)

Background:
Conduct incident and accident investigations.
Investigate all incidents (injury and non-injury),
including historical reports, to identify hazards
that are likely to cause future harm.

Key Points:
• Focus on identifying root causes (there is often more than one) to uncover safety management
system weaknesses.
• Develop a clear plan and procedures for conducting incident investigations, so an investigation
can begin immediately when an incident occurs.

NOTES:___________________________________________________________________________________
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Copyright © 2021 Geigle Safety Group, Inc. 49


C O U R S E 6 1 7

Lesson 2.11: Develop Hazard Prevention and Control Methods

Background:
Identify control options. Collect, organize, and
review information with workers to determine
what types of hazards may be present and which
workers may be exposed or potentially exposed.

Key Points:
The information available in the workplace may include:
• Review OSHA standards and guidance, industry consensus standards, National Institute for Oc-
cupational Safety and Health (NIOSH) publications, manufacturers’ literature, and engineering
reports to identify potential control measures.
• Get input from workers who can suggest and evaluate solutions based on their knowledge.
• For complex hazards, consult with OSHA’s On-site Consultants and workers’ compensations in-
surers (Note: every state has its own workers’ compensation insurers).

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.12: Develop Hazard Prevention and Control Methods (Continued)

Background:
Select controls. Select the controls that are the
most feasible, effective, and permanent.

Key Points:

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C O U R S E 6 1 7

• Use the Hierarchy of Controls, which emphasizes elimination, substitution, and engineering solu-
tions, to select controls.
• Eliminate or control all serious hazards immediately.
• Use interim controls while you develop and implement longer-term solutions.
• Avoid selecting controls that may directly or indirectly introduce new hazards.
• Review and discuss control options with workers to ensure that controls are feasible and effec-
tive.
• Use a combination of control options when no single control option fully protects workers.
• Select controls to protect workers during non-routine operations and emergencies.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.13: Develop Hazard Prevention and Control Methods (Continued)

Background:
Implement selected controls in the workplace.
Implement identified hazard prevention and
control measures per priorities in the written
hazard control plan.

Key Points:
• When resources are limited, implement measures on a “worst-first” basis. Regardless of limited
resources, employers are obligated to protect workers from recognized serious hazards.
• Promptly implement any measures that are easy and inexpensive.
• Follow up to confirm that controls are effective. Inspect and track progress and results.

NOTES:___________________________________________________________________________________
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Copyright © 2021 Geigle Safety Group, Inc. 53


C O U R S E 6 1 7

Lesson 2.14: Educate Management and Employees

Background:
Provide program awareness-level training. Pro-
vide awareness and training to all managers, su-
pervisors, workers, contractors, and temporary
workers on safety roles, policies, plans, pro-
grams, processes, and procedures.

Key Points:
Here are the necessary components to focus on:
• Safety and health policies, goals, and procedures
• Functions of the safety and health program
• Whom to contact with questions or concerns about the program (including contact information)

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.15: Educate Management and Employees (Continued)

Background:
Continued from previous slide:

Key Points:
• How to report hazards, injuries, illnesses, and close calls/near misses
• What to do in an emergency
• The employer’s responsibilities under the program
• Workers’ rights under the OSH Act
• Information on the safety and health hazards of the job site and the controls for those hazards

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.16: Educate Management and Employees (Continued)

Background:
Continued from previous slide:

Key Points:
• Training is provided in the language(s) and at a literacy level that all workers can understand
• The program can only work when everyone is involved and feels comfortable discussing con-
cerns; making suggestions; and reporting injuries, incidents, and hazards
• Confirm as part of the training that all workers have the right to report injuries, incidents, haz-
ards, and concerns and to participate in the program fully without fear of retaliation

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.17: Educate Management and Employees (Continued)

Background:
Train workers on their specific roles in the
safety and health program. Additional training is
needed to ensure workers can accomplish as-
signed safety and health responsibilities.

Key Points:
• Instruct workers on how to report injuries, illnesses, and concerns.
• Instruct employers, managers, and supervisors on fundamental safety concepts and manage-
ment techniques.
• Develop a formal process for determining the training needs of workers, supervisors, and man-
agers.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.18: Educate Management and Employees (Continued)

Background:
Train employers, managers, and supervisors on
their roles in the program. Employers, manag-
ers, and supervisors are responsible for workers’
safety, yet sometimes have little training on
safety-related concepts and techniques.

Key Points:
• Train employers, managers, and supervisors on procedures for responding positively to workers’
reports.
• Instruct employers, managers, and supervisors on incident investigation techniques, including
root cause analysis.

NOTES:___________________________________________________________________________________
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C O U R S E 6 1 7

Lesson 2.19: Evaluate and Improve the Safety and Health Program

Background:
Monitor performance and progress. The first
step in monitoring is to define indicators that will
help track performance and progress.

Key Points:
• Use both lagging and leading indicators to help monitor performance and progress.

NOTES:___________________________________________________________________________________
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Lesson 2.20: Evaluate and Improve the Safety and Health Program (Continued)

Background:
Lagging indicators generally track worker expo-
sures and injuries that have already occurred.

Key Points:
Lagging indicators include:
• Number and severity of injuries and illnesses
• Results of worker exposure monitoring that shows exposures are hazardous
• Workers’ compensation data, including claim counts, rates, and cost

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Lesson 2.21: Evaluate and Improve the Safety and Health Program (Continued)

Background:
Leading indicators track how well various as-
pects of the program have been implemented
and reflect steps taken to prevent injuries or ill-
nesses before they occur.

Key Points:
Leading indicators include:
• Level of worker participation in program activities
• Number of employee safety suggestions
• Number of hazards, near misses, and first aid cases reported
• Amount of time taken to respond to reports
• Number and frequency of management walkthroughs
• Number of workers who have completed required safety and health training
• Timely completion of preventative maintenance and corrective actions after a workplace hazard
is identified or an incident occurs

Employers, managers, supervisors, and workers should establish and follow procedures to collect ana-
lyze, and review performance data.

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Lesson 2.22: Evaluate and Improve the Safety and Health Program (Continued)

Background:
Correct program shortcomings and identify op-
portunities to improve. Whenever a problem is
identified in any part of the safety and health
program, take prompt action to correct the prob-
lem and prevent its recurrence.

Key Points:
• Proactively seek input from managers, workers, supervisors, and stakeholders to improve the
program.
• Determine whether changes in equipment, facilities, materials, key personnel, or work practices
trigger any need for changes in the program.

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Lesson 2.23: Communicate and Coordinate the Safety and Health Program

Background:
Establish effective communication. Develop and
deploy a plan to ensure the exchange of infor-
mation about hazards so all workers on the site
area aware of worksite hazards and the methods
and procedures needed to control exposures to
them.

Key Points:
• Communication information before on-site work starts and, as needed, if conditions change.
• Communicate with contractors and staffing agencies to determine who will implement and main-
tain the safety and health program before work begins and put it in contracts.
• Establish procedures to exchange information with contractors and staffing agencies about haz-
ards, protective measures, and emergency response.
• Host employers and contractors should distribute information to enable each employer to assess
hazards encountered by its workers and avoid creating hazards that affect workers on the site.
• Contractors and staffing agencies should regularly give the host employer information about in-
juries, illnesses, hazards, or concerns.

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Lesson 2.24: Communicate and Coordinate Safety and Health Program (Continued)

Background:
Establish effective coordination. Host employ-
ers, contractors, and staffing agencies coordi-
nate on work planning, scheduling, and resolving
program differences to identify and work out any
concerns or conflicts that could impact safety or
health.

Key Points:
Host employers:
• Include in contracts and bid documents any safety-related specifications and qualifications and
make sure contractors meet those requirements.
• Identify issues that may arise during on-site work and include procedures for resolving any con-
flicts before work starts.

Host employers coordinate with contractors and staffing agencies to:


• Ensure work is planned and scheduled to minimize impacts on safety.
• Ensure staffing agency workers are adequately trained and equipped before arriving on the
worksite.
• Harmonize their safety and health policies and procedures to resolve important differences so
that all workers at the site have the same protection.

Host employers and staffing agencies:


• Work together to deal with unexpected staffing needs by ensuring adequate training and lead
time is provided for workers.
• Make sure managers with decision-making authority are available and prepared to deal with day-
to-day coordination issues.

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Module 3: Getting Started

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Lesson 3.1: Getting Started

Background:
When you get off on the right foot, it helps en-
sure the safety management system and pro-
grams work effectively.

Key Points:
Set safety as a core corporate value – not just a priority.

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Lesson 3.2: Getting Started (Continued)

Background:
To understand what we mean by the statement
on the previous slide, let’s take a closer look at
the definitions of “values” and “priorities,” and
then look at the difference between the two con-
cepts.

Key Points:
• Values:
o Values are deeply held principled beliefs that do not change with circumstances.
o Values reflect a person’s ethics, morals, and codes of behavior.
o If you see a list of values, they will not be listed by importance.
o All values are considered equally important.
• Priorities:
o If a person regards something as more important than another, it is a priority.
o The most important things will be given higher priority and greater attention.
o A prioritized list will always be numbered with higher priority things listed first.
• Values vs. Priorities:
o The two primary differences between values and priorities are:
a. Values do not change. This statement is important, especially when the “going
gets tough.” For instance, if a project were behind schedule, safety would not
be ignored to meet a deadline.
b. Priorities do change. As circumstances change, so do priorities. If safety proce-
dures are ignored or modified in the attempt to keep a schedule, you know
safety is merely a priority and not a value.

You have all seen the “Safety First” sign in the workplace.
• It is a value statement written as a priority.
• If the company does not actually keep safety first, in words and actions, employees will be re-
minded each time they see a sign that management does not live up to its values.
• Consequently, the safety culture of the company will suffer.

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A few examples of safety expressed as a value include:


• Safety is a part of everyone’s job description and is included in performance appraisals.
• Management complies with the same safety rules as employees – no exceptions.
• Accountability applies equally to all employees: bottom to top.

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Lesson 3.3: Lead by Example

Background:
Practice safe behaviors yourself and make safety
part of your daily conversations with workers.

Key Points:
• It is important to practice and discuss safety regularly to make sure managers and supervisors
are displaying effective leadership.

Ask these important questions to determine if you, as a manger or supervisor, are demonstrating lead-
ership by example:
• Supervision: Have I provided adequate safety oversight? I’m not stuck in my office all day. I’m
overseeing their work regularly so I’m able to detect and correct unsafe behaviors and hazardous
conditions before they cause an injury.
• Training: Have I provided (or has the employee received) quality safety training? The employee
has the required knowledge and skills to comply. The employee understands the natural and
system consequences of noncompliance.
• Accountability: Have I applied safety accountability fairly and consistently in the past? The em-
ployee knows he or she will be disciplined if caught.

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Lesson 3.4: Lead by Example (Continued)

Background:
Continued from previous slide:

Key Points:
• Resources: Have I provided the tools, equipment, PPE, fall protection, and other resources to do
that job safely? Tools, equipment, machinery, PPE, etc. are always in good working order.
• Support: Have I provided adequate psychosocial support that promotes working safe? Do I give
employees enough time to work safely? Do they know I am tough on safety because I care about
them and their success?

If you, as managers or supervisors can honestly answer “yes” to each of the questions, you are fulfilling
your very important responsibilities and demonstrating effective leadership by example.

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Lesson 3.5: Implement Reporting System

Background:
Develop and communicate a simple procedure
for workers to report any injuries, illnesses, inci-
dents (including near misses/close calls), haz-
ards, or safety and health concerns, without fear
of retaliation.

Key Points:
Let’s look at some ways management can help make reporting safety issues effective.
• Positive responses and recognition when employees report safety concerns, hazards, near
misses, and injury accidents sends a message of appreciation to employees and helps to build
trust: a critical requirement.
• It is important managers and supervisors respond in a timely manner to reports, especially those
that involve injury accidents and serious hazards that could cause injury. Regardless of the nature
of the report, it is equally important to thank employees for reporting every time.

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Lesson 3.6: Implement Reporting System – Anonymity

Background:
You may read it is important to allow employees
to report hazards or concerns anonymously, and
in some instance, that is true. But remember,
everything we do sends a message to someone.

Key Points:
What is the message when we allow or encourage anonymous reporting?
• It tells employees they may have a good reason to not trust management.

In a world-class safety culture where trust exists, employees would not think to report anonymously
because, without a doubt, management will positively recognize them every time they report.
• Trust between employees and management will increase reporting, which represents a leading
indicator of effective safety management.

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Lesson 3.7: Provide Safety Education

Background:
Of course, it’s important to properly train all
workers on how to identify and control hazards
in the workplace.

Key Points:
• However, too often, “training” takes a back seat to other operational priorities, which is one of
the primary reasons the company may have a poor safety record.

There are two basic types of safety education:


• General instruction: This form of education includes new employee orientation, safety meetings,
and general information. Emphasis is placed on gaining knowledge. Written tests are adequate
for student evaluation.
• Technical training: Technical training involves teaching employees how to do something. Empha-
sis is placed on practice to gain adequate skills to do the job safely. In addition to written tests,
evaluating both knowledge and skills requires student demonstration.

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Lesson 3.8: Provide Safety Education (Continued)

Background:
When OSHA shows up at your workplace to con-
duct routine inspections or accident investiga-
tions, what do you think might be the first safety
area they look at? If you said “training,” that is
correct!

Key Points:
Why would OSHA first look at your safety training program?
• Because they know it is the program most likely to be inadequate, or the root cause for an acci-
dent.

Make sure your safety training program is formal (in writing) and well-documented.
• Here is how to document training:
o Attendance rosters: For orientations and classroom instruction of general safety infor-
mation, an attendance roster will be adequate.
o Certification: For specific technical training, especially when it involves hazardous mate-
rials or procedures, ensure the training is documented using a formal certification pro-
cess. Trainers should certify students have demonstrated adequate knowledge and skills
in the learning environment. Next, supervisors should certify their employees have
gained adequate knowledge and skills on the job. The certification should be in writing.

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Lesson 3.9: Conduct Inspections

Background:
Employees should inspect the materials, equip-
ment, the tools they use, and their immediate
workstation for hazardous conditions at the start
of each workday.

Key Points:
• They should inspect equipment such as forklifts, trucks, and other vehicles before using them at
the beginning of each shift.
• Again, it is better to inspect closely and often.

Inspection Checklists: Use checklists, such as those included in OSHA’s Small Business Handbook, to help
identify problems.

Lesson Resource
Student Workbook – Lesson 3.9 Conduct Inspections

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Lesson 3.10: Conduct Inspections (Continued)

Background:
If you are asked to write questions for a safety
inspection, use the following steps:

Key Points:
• Determine the area to be inspected.
• Ask workers in the area what tasks/jobs they do.
• Ask them to send you a copy of the applicable rules.

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Lesson 3.11: Conduct Inspections (Continued)

Background:
Continued from previous slide:

Key Points:
• When you receive the rules (don’t panic), read through the applicable sections and mark those
rules that you think might result in serious injury if violated.
• Change each marked rule into a simple question. Questions will start with the words: Do, does,
is, are.
• Construct your checklist using the questions you developed.
• Be careful your checklists do not cause “tunnel vision” in which hazards can be missed if they are
not listed on the checklist.

By its very nature, the walk-around inspection, as a process, is ineffective in uncovering most of the
causes of accidents (unsafe behaviors).
• This is because more inspectors look primarily at hazardous conditions and do not take enough
time to watch and analyze work procedures effectively.
• Sometimes the inspectors walk into an area, look up, look down, look all around, and possibly
ask a few questions, and move on to the next work area.

It is possible to inspect a work area on Monday, and then experience a fatality on Tuesday because of
unsafe work behavior that the inspection failed to uncover the day before.
• The solution is to take your time when inspecting, watch work being done, and ask questions.

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Lesson 3.12: Collect Hazard Control Ideas

Background:
In addition to the walk-around inspection, other
strategies can effectively obtain ideas from em-
ployees to improve safety in the workplace.

Key Points:
• The Job Hazard Analysis: The Job Hazard Analysis (JHA) is an important process that helps collect
ideas for controlling hazards in the analyzed jobs. Employee involvement in the JHA development
process also helps ensure they will use the safe job procedure developed by the JHA when not
direct supervised. Employees want to work efficiently, which means they are more likely to use
procedures they believe will get the job done most effectively.
• Suggestion program: The employee safety suggestion program is another excellent way to col-
lect ideas from employees. Employees who work every day perform hazardous jobs, or working
in hazardous work areas, will gain experience and insight into how the hazards they encounter
can be eliminated or controlled.
• Incident investigation: Near misses and non-injury incident investigations can be helpful oppor-
tunities for gathering facts. They are both reactive and proactive. They are reactive because they
occur after an incident occurs and they are proactive because they occur before someone is in-
jured.
• Accident investigation: Although this process does not start until after an injury accident has
occurred, it can still be very effective in identifying and controlling hazards to prevent future
accidents. Unfortunately, many times someone gets hurt and the company suffers even before
initiating this activity.

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Lesson 3.13: Implement Hazard Controls

Background:
Assign workers the task of choosing, implement-
ing, and evaluating the solutions they produce.

Key Points:
• When implementing hazard controls, or any change for that matter, you must take small steps.
• This idea is central to Deming’s PDSA Cycle as described in the image on the slide.

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As you can see, the first step is to design and develop hazard control strategies.
• Base your design on objective facts and best practices in the industry.

Next, implement the control strategies in a limited manner.


• If you have many facilities, implement the control strategy in one facility (unless an imminent
danger situation exists).

See how the control strategy has improved the process or work area.
• If the control strategy works, then move on to the next step.
• If it doesn’t work, revise the change or throw it out and start over.

If the control strategy works, then adopt it in all relevant locations.


• It is also important to conduct a follow-up analysis by moving on, once again, to the cycle’s first
step.

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Lesson 3.14: Address Emergencies

Background:
Identify foreseeable emergency scenarios and
develop instructions on what to do in each case.
Meet to discuss these procedures and post them
in a visible location in the workplace.

Key Points:
• Include a written Emergency Action Plan and a Fire Prevention Plan in your company’s safety and
health program.
• Make sure evacuation procedures are known and practiced by all employees.
• Train employees on how to use fire extinguishers.
• Train employees on first aid/CPR procedures in case of medical emergencies.

Suppose the possibility of uncontrollable releases of hazardous substances or fire can occur at the work-
place, and the employer expects employees to control those emergencies.
• In this case, a Hazardous Waste Emergency Response Plan (HAZWOPER) may be required.

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Lesson 3.15: Partner with OSHA to Improve Workplace Safety Program

Background:
It is smart business for your company to partner
with OSHA by participating in one or more of the
programs in this section.

Key Points:
Safety & Health Achievement Recognition Program (SHARP)
• This program recognizes small business employers who have used OSHA’s On-site Consultation
Program services and operate an exemplary injury and illness prevention program.
• Acceptance of your worksite into SHARP from OSHA is an achievement of status that singles you
out among your business peers as a model for worksite safety and health.

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Lesson 3.16: Partner with OSHA to Improve Workplace Safety Program (Continued)

Background:
The Voluntary Protection Program (VPP)

Key Points:
• These OSHA programs promote effective worksite-based safety and health.
• In the VPP, management, labor, and OSHA establish cooperative relationships at workplaces that
have implemented a comprehensive safety and health management system.

Approval into VPP is OSHA’s official recognition of the outstanding efforts made by employers and em-
ployees who have achieved exemplary occupational safety and health.
• Star: Recognition for employers and employees who demonstrate exemplary achievement in the
prevention and control of occupational safety and health hazards the development, implemen-
tation, and continuous improvement of their safety and health management system.
• Merit: Recognition for employers and employees who have developed and implemented good
safety and health management systems but must take additional steps to reach Star quality.
• Demonstration: Recognition for employers and employees who operate effective safety and
health management systems that differ from current VPP requirements. This program enables
OSHA to test the efficacy of different approaches.

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Lesson 3.17: Participate in OSHA On-site Consultations

Background:
OSHA’s On-site Consultation Program offers free
and confidential safety and occupational health
advice to small and medium-sized businesses in
all states across the country, with priority given
to high-hazard worksites.

Key Points:
• On-site Consultation services are separate from enforcement and do not result in penalties or
citations.
• Consultants from state agencies or universities work with employers to identify workplace haz-
ards, provide advice on compliance with OSHA standards, and assist with establishing injury and
illness prevention programs.

The consultation is confidential and will not be reported routinely to the OSHA inspection staff.
• No citations or penalties are issued.
• Your only obligation is to correct serious job safety and health hazards – a commitment you are
expected to make prior to the actual visit and carry out in a timely manner.

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