50 Tips For More Effective Safety Training

S
p
e
c
i
a
l

R
e
p
o
r
t
50 Tips
For More Effective
Safety Training
Volume 1
10103560
10103500
SPECIAL REPORT
50 Tips
For More Effective
Safety Training
Volume 1
Chief Content Officer: Ed Keating
Founder: Robert L. Brady, JD
Project Manager: Peggy Cretella
Production Editor: Heather Hunt
Production Supervisor: Isabelle B. Smith
Graphic Design: Catherine A. Downie
Proofreaders: Joan Carlson, Corinne Weber
Quality Control Associate: Linda Costa
Content Production Specialist: Bonnie Yacobucci
Marketing Manager: Agnes D. Franks
This publication is designed to provide accurate and authoritative information in
regard to the subject matter covered. It is sold with the understanding that the
publisher is not engaged in rendering legal, accounting, or other professional
services. If legal advice or other expert assistance is required, the services of a
competent professional should be sought. (From a Declaration of Principles
jointly adopted by a Committee of the American Bar Association and a Committee
of Publishers.)
2007, 2013 BLR
BUSINESS & LEGAL RESOURCES

All rights reserved. This book may not be reproduced in part or in whole by any
process without written permission from the publisher.
Authorization to photocopy items for internal or personal use or the internal
or personal use of specific clients is granted by BLR
Business & Legal

Resources. For permission to reuse material from 50 Tips for More Effective Safety
Training: Volume 1, ISBN 978-1-55645-055-6, please go to http://www.copyright.com
or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Dan-
vers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provideds
licenses and registration for a variety of uses.
ISBN 978-1-55645-055-6
Printed in the United States of America
Questions or comments about this publication? Contact:
BLRBusiness & Legal Resources
100 Winners Circle, Suite 300
P.O. Box 41503
Nashville, TN 37204-1503
http://www.blr.com
50 Tips for More Effective Safety Training: Volume 1
BLR
Business & Legal Resources 10103500

Table of contents
Section #1: Specific operations safety training tips . . . . . . . . . . . . . . . . . . 1
Asbestos awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Back safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Bloodborne pathogens safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chemical labels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Cold weather work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Contractors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Emergency action plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Emergency preparedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Ergonomics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Fall protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Forklift safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Hand safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Hazardous waste operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Head protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Home safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Housekeeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lockout/tagout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Machine guards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Safety data sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Occupational Safety and Health Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Power tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Respirators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Sexual harassment and safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Violence in the workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Section #2: Train the trainer tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Blended learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Case studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Computer-based training (CBT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Fresh approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Humor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Icebreakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
iii
Interactive training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lectures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Multilingual training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Online training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
PowerPoint
training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Presentation jitters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Toolbox talks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Section #3: Special event and awareness training tips . . . . . . . . . . . . . . . 47
FebruaryWorkplace Eye Safety Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
MayNational Electrical Safety Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
JuneNational Safety Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
JulyUltraviolet (UV) Safety Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
AugustNational Hearing Aid Awareness Month . . . . . . . . . . . . . . . . . . . . . . . . . . 52
SeptemberNational Alcohol and Drug Addiction Recovery Month . . . . . . . . . . 53
OctoberNational Fire Prevention Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
NovemberLung Cancer Awareness Month . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
DecemberDrunk and Drugged Driving Prevention Month . . . . . . . . . . . . . . . . . 56
50 Tips for More Effective Safety Training: Volume 1 iv
Section #1:
Specific operations safety
training tips
Asbestos awareness
Training covers a broad range of employees
29 CFR 1910.1001(j)(7)
Asbestos training should match employees jobs. For companies in general indus-
try, the Occupational Safety and Health Administrations (OSHA) detailed training
requirements related to asbestos exposure were designed primarily for those that use
asbestos in the manufacturing process.Regardless of the source of the exposure,all
workers who may be exposed to airborne asbestos at or above the permissible expo-
sure limit (PEL) require extensive training in how to protect themselves through engi-
neering controls,respirators and other personal protective equipment (PPE),and
medical surveillance.But there is an entirely different category of workersthose in
custodial or housekeeping-type jobswho also must receive asbestos awareness
training even if there is no immediate threat of asbestos exposure.(This requirement,of
course,applies only to workers in buildings where asbestos is believed to be present.)
A strong case can be made that any employees who might encounter ACM in the
course of their jobs should receive asbestos awareness training.
Awareness means understanding the hazards. Perhaps the first point to make
about asbestos is that exposure above the PEL can be very dangerous, potentially
causing serious diseases, including cancer. The second point, however, is that while
there are many items that might contain asbestosroof shingles, floor tiles, various
insulating materials, etc.these should not automatically be considered hazardous.
Emphasize that the main hazard of asbestos comes from inhaling microscopic
asbestos fibers, which are likely to be produced only if asbestos or ACM is damaged,
disturbed, or otherwise no longer intact. Minimum OSHA requirements for asbestos
awareness training include:
Why it matters
N Serious diseases related to asbestos exposure include lung
cancer, asbestosis, and mesothelioma, a cancer involving the
lining of bodily organs.
N Symptoms of asbestos exposure usually do not appear until
20 or 30 years after exposure.
N Buildings constructed before 1980 are generally presumed
to contain asbestos or asbestos-containing material (ACM).
BLR

1
N Health effects of asbestos exposure
N Locations of ACM in the building or facility
N How to recognize if ACM is damaged or has deteriorated
N Housekeeping procedures related to asbestos
N Proper response in the event of a release of asbestos fibers
Go beyond the minimum requirements. Some of OSHAs training requirements
for workers exposed at or above the PEL can also apply to general awareness train-
ing. These include:
N The relationship between smoking and asbestos exposure in causing lung cancer
N Specific work processes and engineering controls intended to control asbestos
exposure
N The meaning of warning signs and labels related to asbestos
Finally, remember that OSHAs Asbestos Standard requires that training (including
awareness training) must be conducted at least annually and that copies of the
standard itself, as well as asbestos safety training materials, must be made available
to employees upon request.
Back safety
A million reasons to take back injuries seriously
With over 1 million back injuries in the workplace each year, prevention should be a
major focus of your safety trainingand not just for workers in material-handling jobs.
While its true that a leading cause of back injuries is overexertionsuch as improp-
erly lifting a heavy objectits not the only cause. Other major reasons for disabling
back pain are related to long-term effects of doing a job, including:
N Heavy physical work of any kind
N Awkward postures required to do a job
N Whole body vibrationfor example, operating a jackhammer or heavy
equipment such as a crane
N Static posturebeing required to sit in one position for an extended period
of time
Why it matters
N Back pain accounts for about 25 percent of all workers
compensation paymentstotaling nearly $10 billion per
year.
N In a recent year, there were nearly 300,000 back injuries
resulting in lost workdays, of which 89 percent were in
material-handling jobs.
N Back injuries are the leading cause of disability for workers
younger than 45.
2
BLR

3
Clearly, teaching proper lifting techniques is very importantbut its still only part
of the answer.
Ask employees for their own solutions. A complete back safety program will also
look for ways to reduce long-term effects by educating employees about the possible
causesand asking them to contribute to the solutions. Workplace safety studies find
that injuries and accidents are often greatly reduced when employees and manage-
ment work in partnership. If back injuries are a persistent problem in your workplace,
form a task force to take a closer look. Implementing just one good idea can more
than pay for itself in terms of reducing lost time injuries and workers comp costs.
Substitution works. One company used a safety team to reduce employee back
injuries by 57 percent and lower related workers compensation costs by
71 percent.How? The team first identified specific causes of the injuries,then devel-
oped ways to avoid themprimarily by substituting mechanical devices for manual
lifting.So encourage employees to use mechanical deviceshand trucks,conveyors,
pneumatic lifts,etc.whenever possible,instead of their own arms,legs,and backs to
lift and carry heavy objects.And if substitution isnt feasible in a given situation,two or
more people should team up for a difficult lift.
Bloodborne pathogens safety
A far-reaching issue
29 CFR 1910.1030
Nearly 6 million American workers are at risk for infectious diseases such
as hepatitis and HIV. Thats why OSHA takes its Bloodborne Pathogen (BBP) Stan-
dard so seriouslyand as a safety trainer, so should you. To begin with, all employees
whose jobs expose them to infectious diseases must be trained, at no cost to them
and during working hours. Training must occur at the time of an employees initial
assignment to a job that may expose him or her to infectious diseases, and at least
annually thereafter. Additional training must be given when jobs or procedures are
changed or when the nature of the employees exposure changes. Training material
must match employees education, literacy, and language levels.
Make sure youre not leaving anything out. Review the training provisions of
the OSHA standard, which are summarized here:
Why it matters
N OSHAs BBP Standard is often one of the Top 10 most fre-
quently violated standards, with penalties in the hundreds
of thousands of dollars.
N An estimated 600,000 to 800,000 needlestick and other
sharps injuries are reported each year, but the actual num-
ber is probably much higher.
N The risk of contracting hepatitis B from exposure to infected
blood may be as high as 30 percent.
N A copy of the BBP Standard with an explanation of what it requires
N General explanations of infectious diseases, their symptoms, and how they are
transmitted
N An explanation of your companys written Exposure Control Plan
N Description of the hazards of infectious diseases associated with different jobs
N Information on how to reduce the risk of exposure, including engineering
controls, work practices, and PPE
N How to select, use, store, removal, handle, decontaminate, and dispose of PPE
N Information on vaccination against hepatitis B
N What to do in an emergency involving blood or other potentially infectious
materials
N What to do if exposed, including reporting and medical follow-up
N Signs, labels, and color-coding relevant to infectious materials
N An opportunity for interactive questions and answers with the trainer
Emphasize engineering controls and work practices. While PPE is vitally
important, the first line of defense against infection is to use equipment and meth-
ods designed to lessen the risk of exposure in the first place. A prominent example
is preventing injuries from needlesticks and other sharpsone of the leading
causes of exposure. As new devices that reduce the need to handle sharps become
available, employees should be immediately trained in how to use them properly.
Similarly, they need to know the best work practices for handling, storing, and dis-
posing of sharps properly and safely.
Chemical labels
Are employees reading them?
Find out what employees know about the chemicals they use. As a training
exercise, choose a substance that employees commonly use, and ask your group to
describe the basic information found on its label: common and chemical name, the
kind of hazard it represents, and how to handle and use it safely. If they dont know or
arent really sure, its time to reinforce a fundamental HazCom safety message: Always
read the label before using any product that may contain a hazardous substance.
Why it matters
N Environmental Protection Agency (EPA) surveys have indi-
cated that a large percentage of workers do not read labels
for pesticides and other chemicals.
N There are more OSHA citations for violations of Hazard
Communication (HazCom) than any other general industry
standard.
N To state the obvioushazardous chemicals are hazardous,
causing such tragedies as fires, explosions, and serious ill-
ness if not handled properly.
4
BLR

(Remember that this rule also applies to such common household-type products
as cleaners.)
Know the reasons employees dont read labels. U.S. Environmental Protection
Agency surveys of employees who use pesticides strongly suggest many reasons that
employees dont read labels, including:
N Poor reading skillschemical labels arent exactly literary masterpieces; they
are often full of unfamiliar words that few people readily understand and
sometimes use small print that is physically difficult to read.
N Language barriersemployees for whom English is a second language may
simply be unable to read and understand the information on a label.
N Familiarity and overconfidenceemployees who have been using a substance
for a long time may think they already know what they need to know about
the substance and its hazards, even if they dont.
Review the labeling requirements for hazardous substances. Remind your
group that all products containing hazardous chemicals are required by law to
include certain safety information on the label. Emphasize that this information is
there to protect them and that its part of their responsibilities as employees to
read labels and understand what they mean. If possible, reproduce an actual
chemical label as a handout and review the information point by point:
N Brand, common, and chemical name
N Signal wordsDangerfor higher level hazards or Warningfor lower level
hazards
N Instructions for safe handling and useremind the group that these are not
optional
N Description of the principal hazards of the product and how to avoid them
N First-aid information if present on the label
N Symbols and number codes that indicate the level of hazard that is present
As a final point, acknowledge that many employees may find reading and under-
standing chemical labels to be difficult. Reassure them that they should never hesi-
tate to seek assistance of a supervisor, rather than fail to read the label.
Cold weather work
Watch out for winters chill
Why it matters
N While there are no specific rules for cold weather work,
OSHA does take it seriously and publishes helpful guidelines.
N According to OSHA, more than 700 hypothermia deaths
occur each year in the United States.
N In addition to hypothermia, frostbite is also a serious hazard
of cold that can cause permanent damage to body tissue.
5
Cold weather dangers are nothing to sneeze at. Employees need to know
that working outside in cold conditions can have serious hazardsprincipally
hypothermia and frostbite. Hypothermia in particular is a significant health issue,
for three reasons:
N Its sneakyIt can be difficult to recognize until a case becomes moderate to
severe.
N Its deceptiveIt can happen even if temperatures are above freezing.
N It can be deadlyUnrecognized and untreated, hypothermia can actually kill.
Often, the real culprit in cases of hypothermia is not cold by itselfits moisture (thats
why its possible to get hypothermia in relatively mild conditions). So make sure your
employees know that it can be far worse to be cold and wet than just to be cold.
What is hypothermia, exactly? The human body has its own thermostatto regu-
late its normal temperature of 98.6 degrees Fahrenheit, and it generates heat in
response to cold temperatures in order to maintain this level through such mecha-
nisms as perspiring and shivering. Hypothermia means that the bodys normal tem-
perature has dropped sufficiently to impair physical and mental functions. And it
doesnt take muchbody temperature that is only slightly below 98.6 degrees can
produce mild hypothermia. Signs of advancing hypothermia include:
N Loss of physical coordination
N Slurred speech
N Uncontrollable shivering
N Dazed consciousness or irrational behavior
Take steps to prevent hypothermia. Employees who work in cold conditions
should understand, first, that hypothermia is a real hazard and, second, that there
are several commonsense things they can do to protect themselves, including:
N Stay dryIf they get wet, come in and change clothes or dry out.
N Dress in layersThese provide insulation, and outer layers can be removed if
the weather gets warmer.
N Wear clothing that resists moisture or wicksit away quickly. Synthetic fabrics
are best; cotton is not recommended because it retains moisture.
N Work in pairsIf one shows signs of hypothermia, the other can provide
assistance.
N Avoid caffeine and alcoholThese actually hurt, rather than help, in resisting
the cold.
N If theyre uncomfortably cold, come inside and warm up!
6
BLR

Contractors
Are you required to train them?
You may be responsible for the safety of outside contractors. Generally,
when employees of an outside contractor come into your workplace, BOTH your
company (what OSHA calls the hostemployer) and their own employer share
responsibility for the outside employees safety. The dividing line between areas of
responsibility is not always clear, but you can use this rule of thumb as a starting
point: The contractor is responsible for making sure that its employees know how
to do their jobs safely, while the host employer is responsible for informing the con-
tractor of any hazardous conditions that are specific to the hosts workplace. For
example, if your workplace includes hazardous chemicals, the host needs to make
sure the outside contractor knows about the hazards.
Know the OSHA standards that refer to outside contractors. The rule of
thumbmentioned above can apply for any potential hazardous situation involv-
ing outside contractors. But be aware, also, that several of OSHAs general industry
standards refer specifically to the host employers responsibilities. These include:
N Process Safety Management (29 CFR 1910.119)
N Hazardous Waste Operations (HAZWOPER) (29 CFR 1910.120)
N Confined Spaces (29 CFR 1910.146)
N Lockout/Tagout (29 CFR 1910.147)
N Hazard Communication (29 CFR 1910.1200)
Note that this list is not necessarily complete and that there are various construc-
tion industry standards (29 CFR 1926) that include rules for outside contractors as
well. Note also that different standards impose different requirements on the host
employer, so be sure to read them thoroughly.
Communication and coordination are essential. Regardless of specific OSHA
requirements for outside contractors (if any),it is essential for safety managers of both
the host employer and the contractor to exchange all relevant information regarding
potential hazards and safety procedures.This is for your own companys protection as
well as the safety of all employees.Here are some tips to keep in mind:
Why it matters
N OSHA is likely to hold the host employer at least partially
responsible in the case of a death or serious injury to a
contractors employee.
N Demonstrating a comprehensive safety program that includes
outside contractors can help defend your company from
legal liability if something goes wrong.
N Ensuring that outside contractors have good safety programs
helps protect your own employees from accidents.
7
N Require outside contractors to demonstrate an adequate safety program
before they come into your workplace.
N Review your own safety program with the contractor; identify any differences
between the hosts and the contractors programs, and agree on how to bridge
any gaps.
N Arrange for any specific training that the contractors employees might need,
either by requiring the contractor to provide the training or by providing the
training directly.
Emergency Action Plan
Are employees prepared for emergencies?
29 CFR 1910, Subpart E
Who needs to have an Emergency Action Plan? There are two different, but
equally correct, answers to this question. The first answer is that OSHA requires an
EAP only for employers that are covered by certain standards, such as Fixed Extin-
guishing Systemsand Process Safety Management of Highly Hazardous Chemi-
cals (other standards also require EAPs). The second answer is that every
company really should have an EAP. Not only does OSHA explicitly recommend it,
but it simply makes sense to have a plan for a safe, orderly response to emergen-
cies such as fires, weather events, and releases of hazardous substances. And note
that even relatively minor incidents, such as small fires or spills, constitute an
emergencyif they trigger an alarm and require employees to stop what theyre
doing and evacuate their work areas.
What should an EAP contain? OSHA includes helpful guidelines for EAPs as an
appendix to its standard on Exit Routes, EAPs, and Fire Prevention Plans (29 CFR
1910, Subpart E). In brief, the EAP should address any emergencies that might rea-
sonably be expected to happen in your workplace and include:
N Procedures for reporting the emergency
N Evacuation proceduresideally, the EAP should include floor plans showing
exit routes and assembly points
N How to account for all employees who have evacuated
N Responsibilities of any employees who are designated to stay behind and
ensure safe shutdown of operations
Why it matters
N OSHA estimates that approximately 200 workplace deaths
and 5,000 workplace injuries each year are due to fire, one
of the most common types of emergencies.
N In one recent year, OSHA issued more than 300 citations for
violations of its rule on Emergency Action Plans (EAPs).
N Safety experts all agree that knowing how to act quickly and
properly in an emergency is the key to saving lives and
preventing injuries.
8
BLR

N Responsibilities of any employees who may be designated to perform rescue
or medical duties
What should emergency response training include? Every employee needs
to know what he or she is expected to do when an emergency alarm soundsand
furthermore, to do it quickly. For most employees, the proper response is simply to
evacuate the work area in a rapid but orderly manner, using proper exit routes, and
to assemble in a designated safe area.However, some employeesOSHA calls
them evacuation wardensshould be given the responsibility for making sure
that other employees leave the area properly and safely. OSHA recommends one
warden for every 20 employees and suggests that they should receive specialized
training in:
N Knowing the complete layout of the building or work area, including the various
exit routes
N Giving guidance and instruction to employees during evacuation
N Knowing how to assist employees, such as those with disabilities, who may
need assistance
N Checking all rooms and enclosed spaces to make sure that no one is left behind
N Accounting for all employees after evacuation is complete
Emergency preparedness
Disaster training or training disaster?
Emergency training is not one size fits all. The proper emergency response to
a fire might be quite different than to a hurricane, a release of toxic chemicals, or a ter-
rorist attack. Not knowing the difference could make a bad situation a lot worseand
you dont want to wait until a disaster happens to find out that your emergency train-
ing is well, a disaster. So the first step in an effective training program is to identify
what types of emergencies might actually occur and determine the appropriate
response for each. This may mean that you need to have more than one type of train-
ing for different possible emergencies.
OSHAs guidelines are a good start. Although OSHAs standards related to
emergency response provide little specific direction on what training must include,
other OSHA publications have specific guidelines for emergency response training.
These guidelines include the following general training points:
Why it matters
N In one recent year, OSHA gave out more than 300 citations
for violations of its EAP rules.
N Life-threatening emergencies can happen in any workplace,
so it simply makes sense to make sure employees know how
to respond properly and safely.
N A comprehensive emergency response program can also
help reduce legal, insurance, and recovery costs.
9
N Recognizing potential hazards and threats that might create an emergency
N Contents of the companys EAP
N Location and use of common emergency response equipment, such as alarms
N Individual roles and responsibilities
N Warning, alarm, and communication procedures and systems
N Evacuation and shelter procedures
N Reporting and accountability procedures (that is, making sure everyone is
accounted for in an emergency)
N Equipment shutdown procedures
Because fast response is critical in an emergency, practical exercises and drills
should be considered essential to effective emergency training. And remember
that employees with specific emergency response duties must receive additional,
specialized training.
Dont forget to update emergency training. OSHA also provides guidelines on
when to provide emergency training. Clearly, its not enough simply to train once
and forget about it. OSHA encourages emergency training:
N Immediately after developing an EAP
N After revisions to the EAP
N For all new employees
N For employees with new responsibilities or assignments
N When new equipment, materials, or processes are introduced
N When exercises and drills show unsatisfactory performance
N In any event, at least annually
Ergonomics
Ergonomics may be more important than ever
When Congress killed OSHAs Ergonomics Standard in 2001, some people thought
that interest in preventing work-related MSDs would also start to die. That predic-
tion turned out to be wrong. If anything, the focus on MSDs and ergonomics has
Why it matters
N Estimates of the costs associated with work-related muscu-
loskeletal disorders (MSDs) range from $13 billion to $54
billion per year.
N According to the Bureau of Labor Statistics, about one-third
of all occupational injuries and illnesses are due to
overexertion or repetitive motion.
N Numerous case studies show that increased ergonomics-
oriented awareness, training, and hazard reduction will
reduce injuries, lost work time, and associated costs.
10
BLR

intensified on the part of business, labor, and OSHA. Why? Because all three have
found that ergonomic measures for preventing MSDs actually pay off in terms of
reducing worker injuries, lost work time, and insurance and medical costs. OSHA in
particular has announced a four-point program for ergonomics that includes:
N Guidelines for specific industries and tasks
N Enforcementeven without a specific standard, OSHA will inspect for
ergonomic hazards and issue citations under the General Duty Clause
N Outreach and assistance, to help businesses address ergonomic issues
N A National Advisory Committee on ergonomics to continue studying ways to
apply ergonomics in the workplace
Tailor your training to employee needs and issues. There is no one size fits
allway to approach ergonomics training, because types of MSDs and their causes
vary so widely from industry to industry and even from task to task. Determine the
types of training that are needed by reviewing health records and job analyses for
evidence of MSD hazards. Then design and conduct training sessions that address
these specific hazardseven if you have to hold different ergonomics sessions for
employees in different job classifications.
Employee involvement and feedback is key. Employees themselves are the
only ones who really know the physical requirements of their jobs. Encourage them
to talk about the tasks they must perform at their workstations and to do their own
analysis of potential MSD hazards and how these might be alleviated. For example:
N Have them discuss, and actually demonstrate, the types of actions they take
that involve repetitive motions, impact, or awkward movements or positions,
N If possible, show them different, less physically stressful ways to perform these
tasks, or
N Ask for their specific suggestions on new or different equipment, tools, furni-
ture, and other engineering controls that might reduce MSD-related problems.
Fall protection
Training helps ensure a soft landing
Falls are a leading cause of work-related deathsand are almost completely
preventable. While most falls occur in the construction industry, the problem is by
no means limited to construction work. General industry experiences thousands of
Why it matters
N OSHA estimates that there are about 68,000 fall-related
injuries in the workplace each year.
N Falls of all types in North America account for an estimated
800,000 injuries per year, including 13,000 deaths.
N OSHAs general industry standard for guarding floor and
wall openings had more than 1,400 citations in one recent
year, with penalties of more than $1.2 million.
11
serious accidents each year from employees falling from or through roofs, platforms,
ladders, scaffolds, and openings in floors or walls. OSHA believes that almost all
such accidents could be prevented through the use of basic safeguards such as
guardrails, safety harnesses, and other fall arrest equipment.
Develop your own training program for fall protection. OSHA regulations for
general industry provide very little guidance for such training. Yet its clear that in
any workplace where falls could occur, employers should address this issue
through employee training as well as by providing the physical safeguards that are
required in the standards. A basic training outline might include:
N Recognize the hazardsidentify the locations, conditions, and situations in
your workplace where falls might happen.
N Understand the need for safety equipmentemployees probably dont need to
know the detailed OSHA specifications for guardrails and other fall protection
devices, but they definitely should understand that such equipment is required
on or around platforms, catwalks, openings, or wherever there is a fall hazard.
N Know how to use PPEpersonal fall arrest equipment, such as safety har-
nesses, is considered to be a type of PPE that requires thorough training in
how to use it properly, in compliance with OSHA regs (29 CFR 1910.132).
N Use common sensefalls often occur when employees are careless or foolish;
for example, there have been several instances of deaths from workers stand-
ing or leaning on skylights.
N Take action to prevent tragediesencourage employees to develop a strong
safety senseabout possible fall hazards, to take all possible precautions in
potentially hazardous situations, and to report any unsafe conditions (such as
missing guardrails or other safety equipment) immediately.
Employees should know when harnesses or other fall arrest equipment is
required. Its helpful to have specific rules,or at least clear guidelines,especially if
these go beyond OSHA requirements.As an example,several companies have adopted
a rule that all work that takes place 6 feet or more off the ground requires employees to
wear complete fall protection equipmenta rule that has saved lives more than once.
Forklift safety
Forklift safety training isnt just for operators
29 CFR 1910.178 (l)(1)(i)
Why it matters
N According to U.S. government statistics, forklift-related
accidents account for nearly 20,000 injuries and nearly
100 fatalities per year.
N In one recent year, OSHA cited 2,858 violations of rules related
to powered industrial trucks and assessed nearly $1.8 million
in penalties.
N Recently, OSHA announced fines of $72,500 for a single com-
pany that had been cited for forklift safety rule violations.
12
BLR

While its true that only employees with specific training can operate a forklift, any
employees who work around forklifts should know the basics of safe operation and
maintenanceand what they must do to avoid getting hurt accidentally. So dont
hesitate to hold a basic forklift safetysession for anyone who might be affected by
forklifts. Even experienced, trained operators wont be harmed by some refresher
training in basic forklift safety. And remember that OSHA takes forklift safety very
seriously and in recent years has beefed up its standard to include very specific
and careful operator training requirements.
To begin with, everyone should know about forklift hazards. Forklifts are big,
heavy machines that can seriously injure or kill people; theyre not like minicars in an
amusement park. Remind employees that forklifts can topple over,collide with objects
(and people),and drop heavy loads,as well as represent a possible fire and explosion
hazard when refueling.Next,review some of the basics of forklift safety: Never exceed
the rated load capacity,make sure the load is balanced on the forks,never ride as a
passenger on a forklift,never stand under the forks when theyre raised,no smoking
when refueling,etc.Finally,encourage all employees to be on the lookout for possible
forklift safety hazardsincluding unsafe operation or maintenance problemsand to
report any such hazards to a supervisor as soon as possible.
Formal operator training requires more than just the basics. OSHAs stan-
dard on powered industrial trucks has very specific requirements for operator
training that should include a combination of formal training (classroom, videos,
etc.) with practical instruction, as well as an evaluation and certification process.
The standard specifies that only those who are already competent operators can
provide this training and also specifies a long list of topic areas that training must
cover. Once trained, operators must receive refresher training and evaluation at
least every 3 yearsmore often for operators who have a record of accidents or
near misses. (Note that a near miss involving a forklift should be taken very seri-
ously and used as an occasion for formal or informal safety training.) Trainers
should definitely refer to the trainingsection of the OSHA standard to make sure
that all the required subject matter is covered.
Hand safety
Keeping hands out of trouble
29 CFR 1910.138
Why it matters
N There are about 250,000 serious hand, finger, and wrist
injuries in private industry per year, according to Bureau of
Labor Statistics data.
N In a recent year,about 8,000 of these injuries were amputations.
N In one recent year, OSHA issued more than 1,000 citations for
violations of the General Requirementssection of its PPE
standard (29 CFR 1910.132).
13
Ignorance isnt bliss. When OSHA revised its PPE standard in 1994,it included a new
rule on hand safety.There were two main reasons for revising the overall PPE rule:
Too many employees were not wearing PPE, and too many employees who did
wear PPE were either using the wrong PPE or using it incorrectly. Regarding hand
injuries specifically, one study showed that 70 percent of injured workers did not
wear gloves, and the remaining 30 percent wore gloves that were inadequate, dam-
aged, or wrong for the type of hazard being protected against. OSHA therefore
concluded that it want enough simply for employers to require employees to wear
PPEthe employer needed to select PPE based on the specific conditions and
potential hazards of the task to be performed.
Have employees conduct their own hazard assessment for hand safety.
OSHA requires employers to determine the types of PPE to be required by assessing
the workplace for hazards. Involving employees in this hazard assessment can be
an effective training technique. On the topic of hand safety, ask them to list all the
ways their hands might be injured on the job. Depending on the jobs done in your
workplace, the list might include:
N Cuts,lacerations,punctures,and even amputations
N Abrasions from rough surfaces
N Broken fingers or other bones of the hand
N Chemical burns
N Severe skin irritation (dermatitis) from contact with certain chemicals
N Thermal burns from touching very hot objects
N Absorption of hazardous substances through unprotected skin
Choose the right gloves for the job. Of course,wearing gloves will help protect
against many of the hazards listed above.But not just any kind of glove will do.As
another training exercise,have employees match the hazards theyve identified with
the right kind of glove,and ask them to explain why certain types of gloves are or are
not appropriate for certain hazards.(For example,use rubber rather than cotton gloves
for handling hazardous liquids because rubber repels liquids,while cotton absorbs
them.) And for hand injuries that generally are not prevented by gloves (lacerations,
broken bones,amputations),remember to include training on safe ways to use hand
tools,power tools,machinery,and other typical causes of serious hand injuries.
14
BLR

Hazardous waste operations
HAZWOPER training isnt for amateurs
29 CFR 1910.120
OSHAs HAZWOPER standard puts a lot of emphasis on training, for both employees
and trainers. And not just anyone can be a trainer. The standard specifies that
HAZWOPER trainers themselves need to be trained or have equivalent academic
credentials and instructional experience. This means, for example, that supervisors
and managers cant provide training unless they have already been trained to do so.
In fact, supervisors and managers on hazardous waste sites must receive the same
kind of training as other employees, plus an additional 8 hours of specialized train-
ing in subjects that will allow them to supervise others.
HAZWOPER training is highly job-specific. The OSHA standard requires that
employees may not participate in field activities until they have been trained to a
level required by their job function and responsibility. The number of hours of
required training varies according to the type of worker:
N Regular site workers who may be exposed to hazardous substances need at
least 40 hours of off-site training, plus at least 3 days of supervised field
experience.
N Regular site workers (or workers who occasionally come to the site for specific
limited tasks) whose duties have a very low risk of exposure need at least
24 hours of off-site training plus 1 day of supervised field experience.
N Limited-duty or occasional site workers whose job duties change such that
they are regularly exposed to hazardous substances must receive the addi-
tional 16 hours of off-site training and 2 days of supervised field experience.
N Employees who can demonstrate that they already have equivalent training and
experience need not undergo initial training (of course, it is the employers
responsibility to make sure that the equivalenttraining is adequate).
N All employees (including supervisors) must receive at least 8 hours of refresher
training at least annually.
HAZWOPER training should include plenty of hands-on.Of course, adequate
training is about more than just counting hours. Thats why, for example, computer-
based training (CBT) for HAZWOPER isnt enough all by itself. According to OSHA,
Why it matters
N By definition, sites covered by OSHAs Hazardous Waste
Operations and Emergency Response (HAZWOPER) stan-
dard contain substances that could endanger the health of
employees and potentially the general public.
N OSHA cares a lot about HAZWOPER trainingits standard
extensively covers training requirements, with an appendix
on training guidelines.
N In one recent year, there were more than 200 OSHA citations
for violations of the HAZWOPER standard.
15
CBT training should be accompanied by opportunities for Q&A, discussions of
actual incidents and situations, and hands-on assessments of employees knowl-
edge. Depending on their specific job duties, types of hands-on training might
include:
N Putting on and removing protective clothing
N Putting on and removing a respirator
N Cleaning and inspecting a respirator
N Conducting sampling of potentially contaminated air, soil, or water
N Demonstrating safe and proper ways to handle containers of hazardous
materials
Head protection
Which employees need to wear hard hats?
29 CFR 1910.135
OSHAs head protection regulation doesnt tell the whole story. The
OSHA rule for head protection in general industry specifies two types of employ-
ees who are required to wear head protection:
N Those who work in areas where there is a potential for head injury from falling
objects, and
N Those who are working near exposed electrical conductors that could contact
the head.
But those two specific examples just begin to cover the range of situations in
which employees should be required to wear a hard hat. The head protection rule
is only a part of a much broader Personal Protective Equipment (PPE) standard
(29 CFR 1910, Subpart I) that starts with a more detailed description of employees
who are affected.
Physical contact hazards trigger hard hat requirement. OSHAs general
requirement for PPE states that protective equipment shall be used wherever it is
necessary by reason of hazards of processes or environmentthat could cause
injury through (among other things) physical contact. More simply put, whenever
there is a reasonable chance that someone could suffer a head injury, head protec-
tion should be required. Causes of head injuries might include:
Why it matters
N Head injuries are no jokethey often can be disabling and
even fatal.
N There are many instances each year of a workers life being
saved by wearing a hard hat.
N Violations of OSHAs PPE standard were cited 1,800 times in
general industry in one recent year, with penalties totaling
over $1 million.
16
BLR

N Falling objectsincluding both small objects such as tools, and large objects
such as loads falling from a raised forklift
N Flying objectsincluding objects being swung from a crane or similar device
N Bumping the head on overhead objects, such as piping
N Contact with electrical hazards, such as power lines or wires
Hazard assessment is the key. Another important part of OSHAs PPE standard
is the requirement to perform a hazard assessment of the workplace to determine
what kinds of PPE employees must wear. (Note that you must have a written certifi-
cation that the hazard assessment has been performed.) A hazard assessment can
be an ideal training exercise for employees: Have them inspect their own work
areas for conditions that might cause head injuries, then report back a list of their
findings. It should help make them more aware of hazards and how to protect
themselvesand perhaps even encourage them to wear hard hats whether or not
they are specifically required to do so.
Home safety
Safety at home means safety at work
Safety shouldnt stop at quitting time. There are at least three good, practical
reasons why your company should encourage employees to practice safety at
home as well as at work:
N Paying attention to safety at all times makes safety a habit and builds a good
safety attitude.
N Preventing accidents at home means fewer lost workdays and fewer employees
who cant do their work properly because of off-the-job injuries.
N An off-the-job death or serious injury to an employee or family member is a
real tragedy that will affect coworkers and your company as a whole.
What are the top five causes of fatal accidents at home? This is a question
you can ask employees to lead off a training session. According to the Home Safety
Council, the answer, in order of frequency, is:
1. Falls
2. Poisoning (ingesting or inhaling toxic substances)
3. Fires
Why it matters
N Accidents in the home cause approximately 20,000 deaths
per year and 13 million injuries per year in the United States.
N Medical and other costs of home accidents total in the
billions of dollars annually.
N Employees with a round the clocksafety consciousness are
less likely to be injured than those who view safety only as a
job requirement.
17
4. Suffocation (often involving choking on food)
5. Drowning
Interestingly, the five leading causes of nonfatal injuries are not the same. Falls still
leads the list, and poisoning is Number 5. In between are Striking or being struck
by an object (Number 2); Cuts (Number 3); and Overexertion, such as back
injuries and muscle pulls (Number 4).
Make the connection between home safety and work safety. The list of paral-
lels between home hazards and workplace hazards is almost endless: tripping and
falling, hazardous substances, electric shock, fire, power tools, falling and flying
objects, eye injuries, back injuries, etc., etc. Remind employees that they should
take the same precautions against these hazards at home as they do at work,
including reading labels, wearing PPE, and removing tripping hazards. Make it a
standard part of your safety presentations to discuss how safety training at work
should be practiced at home as well.
Housekeeping
Its a safety issue
29 CFR 1910.22(a)
Your mother doesnt work here, so please clean up after yourself. Signs
with these or similar words are frequently seen in employee lunchrooms and work
areas, as a way (not always successful) to remind employees not to leave a mess for
others to deal with. Encouraging employees to follow good housekeeping practices
isnt only about being neat, clean, and considerate of othersits also a serious
safety issue. If there were any question about that, one need only read OSHAs rule
on housekeeping,which starts out with the blunt statement, All places of employ-
ment, passageways, storerooms, and service rooms shall be kept clean and orderly
and in a sanitary condition.There is no room for exceptions in a rule like that.
Hazards of poor housekeepinghow many can you name? As an exercise in a
general training session on housekeeping, try asking the group to name all the possi-
ble safety hazards that might be associated with poor housekeeping in general.
Some general hazard categories are below, but encourage your group to be as spe-
cific as possible.
Why it matters
N In one recent year, OSHA issued more than 1,100 citations
for violations of Subpart D (Walking and Working Sur-
faces), which includes the housekeeping rules.
N Penalties for these violations totaled more than $550,000.
N Enforcing good housekeeping practices helps encourage
employees to maintain an alertness to hazards and a good
safety attitude.
18
BLR

N Firefrom ignition of paper scraps, wood shavings, dust, or puddles of flamma-
ble liquid
N Slipping and fallingon wet floors
N Tripping and fallingfrom objects left on the floor
N Cuts and puncture woundsfrom sharp objects left exposed on floors or other
surfaces
N Injuries from tools or other objects falling from work surfaces
Some jobs have specific housekeeping requirements. Beyond discussing general
good housekeeping practices to prevent accidents, remind employees that certain
types of jobs require them to follow specific housekeeping practices. Depending on
your workplace, these jobs might include:
N Cleanup and removal of hazardous dust, such as lead or asbestos,
N Containment and cleanup of small spills or leaks of hazardous liquids (a major
release of hazardous chemicals, of course, requires specialized personnel,
equipment, and procedures),
N Proper storage or disposal of empty or partially used containers of hazardous
substances or of tools used for applying these substances (such as brushes or
cleaning equipment), and
N Cleanup and other housekeeping practices for hazardous substances may
require separate training sessions with more detailed descriptions of proper
procedures.
Lockout/tagout
Training must be effective and complete
29 CFR 1910.147
Lockout/tagout training can save lives. Stories about employees crushed to
death when heavy machinery starts up without warning are all too common. So its
essential for your training in the isolation and control of hazardous energy (aka
lockout/tagout) to be effective. To begin with, remember OSHAs rules about the
three categories of employees who must be trained:
1. Authorizedemployees, who lock or tag out machinery in order to perform
service or maintenance
2. Affectedemployees, who use or operate machinery that is locked or tagged
out and who are present when maintenance or service is being performed
Why it matters
N OSHAs lockout/tagout standard was the fourth most fre-
quently violated standard in one recent year.
N There were nearly 4,000 OSHA citations for lockout/tagout
violations in that year.
N Penalties assessed totaled nearly $3 million.
19
3. Otheremployees, whose jobs may require them to be in work areas where
lockout/tagout procedures are used
Note that affectedemployees are usually considered to be authorizedif they
actually perform service or maintenance work.
OSHA requires different levels of training for different employees. The
most basic form of lockout/tagout training is for otheremployees, who need to be
informed about the procedures and to understand that any attempt to restart
machinery that is locked or tagged out is strictly prohibited. Affectedemployees
need to also know the purpose and use of the procedures. Authorizedemployees
need to know how to recognize hazardous energy, where it might be found in the
workplace, how to isolate or control it, and how to make sure control procedures
work. Finally, all employees need to know the difference between lockoutand
tagoutin particular, that tags are not the same as physical controls, and they
should never be ignored, bypassed, or removed.
More training is usually better. Recognize that OSHAs training categories repre-
sent the minimum training requirements for each type of employee. It may well be
appropriate to give all employees more information, rather than less, about the pur-
poses and procedures of your lockout/tagout program. And dont forget that OSHA
requires retraining for all employees whenever:
N There is a new energy hazard,
N There are new energy control procedures,
N Employees are given new job assignments, or
N An employer has reason to believe that employees do not know about or
understand lockout/tagout.
Machine guards
Guarding against machine accidents
29 CFR 1910, Subpart O (Machinery and Machine Guarding)
Machine rule violations are high on OSHAs hit parade. Violations of 29 CFR
1910, Subpart O (Machinery and Machine Guarding) of OSHAs regulations are
among the most frequently cited every year, and penalties can run into the tens of
thousands of dollars for each violation. Providing guards for machines is not
optional: OSHA states unequivocally that machine guarding shall be provided
Why it matters
N OSHAs general requirements for machines and machine
guarding was the sixth most cited rule violation in one
recent year, with more than 3,000 citations issued.
N Penalties for these violations of machine and machine
guarding rules totaled more than $7.5 million!
N More than 5,000 amputations occur each year in manufac-
turing industries.
20
BLR

against such hazards as those created by the point of operation, ingoing nip
points, rotating parts, flying chips and sparks,and they must protect both machine
operators and everyone else in the area. With this in mind, the two fundamental
rules of machine safety should be:
N Never, ever remove, disable, or try to circumvent a machine guard, and
N Never, ever use a machine with a guard that is missing, disabled, or not working
properly.
One size doesnt fit all. These basic safety rules are essential, but they are not
enough for complete training in machine safety. Subpart O covers an extremely
wide range of industrial machines, including:
N Woodworking machines of all kinds (1910.213)
N Abrasive wheels (1910.215)
N Mills and calendars in rubber and plastics industries (1910.216)
N Mechanical power presses (1910.217)
N Forging machines (1910.217)
N Mechanical power transmission apparatus (1910.218), applicable to many of
the above kinds of machines
These rules are essentially performance-oriented equipment specifications, and
theyre not exactly light bedside reading. Even so, trainers need to be thoroughly
familiar with those that apply to the machines in their workplace and be able to
demonstrate and explain different pieces of equipment to their employeesideally,
right on the shop floor.
How often should you conduct machine safety training? The OSHA rules are
not very specific on the type and frequency of training for machine operation. Yet,
the consequences of machine accidents are severe enough that training should
clearly be a top priority. At a minimum, training should take place:
N For new operators of existing machines,
N For new types of machines introduced into the workplace,
N Whenever there is evidence that an operator needs training, and
N At least annually, on a refresherbasis.
Note: Dont forget to document your training with employee names, dates, and
type of training.
21
Safety data sheets
Review them often
29 CFR 1910.1200
SDSs are the backbone of HazCom. Do employees refer to the SDSs in your
workplace regularly and often? Or do your SDSs just collect dust on a rack or shelf
someplace? If the latter is true, it probably isnt because employees already know
all they need to know about working with hazardous chemicals. Instead, they prob-
ably dont understand the importance of the SDS as a safety tool and that they
need to make it a habit to refer to SDSs regularly and often. Not only do SDSs con-
vey essential safety information, but OSHA insists on their availability and use in
the workplace as part of the HazCom standard.
Its not hard to find reasons to review SDSs. One way to help instill the habit
of actively using SDSs is to hold refresher training on the different hazardous chemi-
cals employees work withand to make the SDS for each chemical the centerpiece
of the training session. There are plenty of reasons to justify such a session:
N A new chemical is introduced into the workplace (or a familiar chemical from
a different manufacturer).
N A new use or work process for a familiar chemical is introduced into the work-
place, requiring new ways to work with it safely.
N A new SDS form with revised information comes into the workplace.
N You hire new employees who may not be familiar with a chemical or with your
companys safety rules for using it.
N There is evidence that employees are not using a chemical safely, such as
reports of lost time due to accidents or illnesses associated with a chemical.
Note: Do your own review of the SDSs your company uses. If they seem to be out-
dated or are third-generation copies that are distorted, faded, or otherwise unread-
able, it may be time for a general SDS makeover.
Why it matters
N There were more than 7,000 OSHA citations for HazCom
violations in one recent year, with total penalties assessed of
approximately $2 million.
N This number of citations made HazCom the second most
frequently cited of all the OSHA standards and the most-
frequently cited general industry standard.
N Frequent training reviews of important safety tools such as
safety data sheets (SDSs) show employees that the topic
really matters and should be taken seriously.
22
BLR

Occupational Safety and Health Administration
Talking to employees about OSHA
OSHA is not an adversary. One of the ultimate goals of safety training is to build
and sustain a safety culturethroughout your organization. Its hard to do this if
you project an Us versus Themattitude toward OSHA, and even harder if you con-
vey the feeling that the main reason for promoting health and safety in the work-
place is to avoid an OSHA citation. Instead, focus on the concept of partnership
among the employer, employees, and OSHAthat each has certain roles and
responsibilities in ensuring a safe and healthful workplace, and that it is in every-
ones best interests to work together for safety.
What should employees be told about OSHA? Generally, the answer is, Any-
thing they want to know.Under the OSH Act, employers have an affirmative obliga-
tion to inform employees both about the law and about their rights under the law.
These informational requirements include:
N Posting the OSHA poster prominently
N Making a copy of the OSH Act and OSHA regulations and standards available
to any employee who requests them
N Informing employees of their right to be present during an OSHA inspection
N Informing them of their right to lodge a complaint with OSHA without fear of
retribution
N Posting any OSHA citations received by an employer
There is no disadvantage to being as open as possible about OSHA and your com-
panys relationship with it, because it reinforces the sense of partnershipyoure
trying to encourage.
Employees have legal responsibilities, too. Compliance with safety regulations
is more than just having the government and company managers tell employees
what to do. The OSH Act specifically requires that employees comply with OSHA
standards and regulations that apply to them. Point this out when you talk about the
importance of following safety rules, as a reminder that were all in this together.
Note: Twenty-four states, plus Puerto Rico and the Virgin Islands, have their own
occupational safety and health agencies, with rules that generally follow federal
Why it matters
N OSHA is increasingly emphasizing compliance assistance
and other forms of partnership with employers, rather than
simply enforcing standards by looking for violations.
N Workers are more likely to comply with safety rules if they
understand the big pictureof workplace safety and health.
N Though its relatively uncommon, OSHA does cite and
penalize employers that do not inform employees of their
rights under the Occupational Safety and Health Act
(OSH Act).
23
OSHA standards (or in some cases are stricter). Adapt your discussion of OSHA to
the conditions in your own state.
Power tools
Make sure workers are safe
Theres a lot at stake with power tool safety. If youve ever actually witnessed
a power tool injury, you dont forget it. Knowing how to work safely with power
toolssaws, drills, sanders, grinders, etc.is an extremely serious topic, because
injuries from power tool accidents can be severe and permanent. According to the
Power Tool Institute, a trade group, there are three main reasons most such injuries
happen:
N Loss of concentrationoperators can stop paying attention to their work if
they repeat the same actions with a power tool over and over again.
N Unexpected eventsa kickback or other sudden problem with a fast-moving
power tool can be very dangerous, especially if the operator does not have the
experience to expect the unexpected.
N Inexperience and overconfidenceits a hazardous combination if the
operator doesnt know the importance of being careful at all times when using
a power tool.
Hand injuries are not the only problem. Cuts, abrasions, puncture wounds, and
amputations are bad enough, but there are plenty of other ways that power tools
can be harmful. Ask your training group to compile a list of possible hazards; in
addition to the above, it should also include eye injuries (from flying particles),
hearing damage (from excessive noise), inhaling hazardous dust, foot injuries
(from dropping a heavy tool), musculoskeletal disorders (from vibration over
extended periods), and electric shock.
Compile a power tool safety checklist. As a group exercise, construct a com-
prehensive checklist of safety rules for power tools. The list should include:
N Dont use any tool that appears to be damaged or unsafe.
N Make sure all blades, nip points, and moving parts are properly guarded.
N Electrically powered tools should be used only with power cords in good con-
dition and properly grounded.
Why it matters
N In one recent year,there were more than 800 OSHA citations for vio-
lations of power tools standards (both general industry and con-
struction), with penalties totaling well over half a million dollars.
N There are more than 100,000 hospital emergency room visits
each year in the United States due to power tools accidents.
N In California alone, power tool injuries cause more than 1,500
injuries each year that result in lost workdays.
24
BLR

N Always wear appropriate PPE for the tooleye and face protection, hearing
protection, safety shoes, etc.
N If youre not sure how to use a power tool properly, dont guessread the
instructions or ask a supervisor.
N Never lift or carry an electric power tool by the cord.
As a final safety point, remember that OSHA requires employers to make sure that
power tools brought from home meet the same safety requirements as those sup-
plied at work.
Respirators
Breathe easier knowing respirator training rules
29 CFR 1910.134
Heres why OSHA takes respirator training seriously. In 1998, OSHA issued a
new, tougher version of its Respiratory Protection Standard with greater emphasis
on proper training. In OSHAs opinion, better training was acutely needed because
nearly half of the workers who wore respirators were using them improperly. In
many cases, OSHA said, improper use of respirators actually magnified the hazards
that respirators were supposed to guard against. Examples include:
N Improper fit, which can trap hazardous dust, fumes, etc., inside the respirator
N Poor cleaning and maintenance, which fails to remove hazardous materials
N Carelessness, such as when a worker removes a respirator, places it on a con-
taminated surface, and then puts it back on again
OSHAs 9-point training for its own employees: OSHAs guidelines for its own
employees elaborate on the training requirements that appear in the actual Stan-
dard. The main topics to cover are:
1. The general requirements of the Standard
2. Why respirators are necessary, including hazards, potential exposure, and
health effects
3. How respirators are selected
4. Procedures for inspecting the respirator, donning and removing it, checking fit
and seal, and actually wearing it
5. The consequences of improper fit, usage, or maintenance
Why it matters
N The Respiratory Protection Standard is in the top five most
frequently cited OSHA violations.
N There were more than 4,000 violations of the Standard in
one recent year.
N More than $1.2 million in penalties were assessed for
Respiratory Protection Standard violations in one recent
year.
25
6. Limitations and capabilities of respirator, including knowing when it reaches
the end of its service life and needs to be changed
7. Using respirators in emergencies, including malfunctions
8. Proper procedures for maintenance and storage
9. How to recognize medical signs and symptoms (such as shortness of breath or
dizziness) that may prevent the effective use of a respirator
Remember that the Standard doesnt just require training it requires
effective training. In other words, its not enough to provide information; the
employer must demonstrate that employees actually know how to use respirators
correctly. Furthermore, everyone must be trained at least annuallymeaning on
or before the anniversary date of the first training. Finally, retraining is required
whenever:
N A new type of respirator is introduced.
N An employee is not using a respirator properly.
N Retraining appears necessary to ensure safe respirator use.
Sexual harassment and safety
Civil Rights Act of 1964
Safety, health, and harassmentis there a connection? In recent years there
has been an increasing focus on the relationship between sexual harassment in
the workplace and protecting the health and safety of sexual harassment victims.
According to those who have studied these issues, connections include:
N Increased stress for victims, which can lead to a variety of physical ailments
N Inability of victims to focus on doing a job correctly and safely
N Inadequate training (experienced by victims as part of an overall pattern of
being demeaned or insulted on account of gender)
N Intimidation that causes victims to be reluctant to raise legitimate safety issues
for fear of being ridiculed
N Workplace violence, if harassment takes the form of actual or threatened
physical contact
Why it matters
N Sexual harassment is subject to civil penalties under the fed-
eral Civil Rights Act of 1964.
N OSHA acknowledges that sexual harassment can be a form
of workplace violencean area in which the agency has
shown increasing interest.
N Stress caused by a sexual harassment may be linked to
health problems ranging from headaches and stomach
pains to increased risk of heart attack and stroke.
26
BLR

What constitutes sexual harassment? Its often thought of in terms of men
demanding sexual favors from women (often in return for promotions or other
advancement) or men subjecting women to ridicule or abuse of a sexual nature.
While both of these examples are accurate, the definition of sexual harassment is
actually much broader, including any form of sexually oriented conduct that inter-
feres with work performance or creates an intimidating, hostile, or offensive work
environment. Potential harassment situations may involve:
N Women harassed by men, or men harassed by women, or both harasser and
victim may be of the same sex
N Harassment by superiors, coworkers, or even others not employed by the same
company
N Physical or verbal abuse, or even silent harassment (such as posting offensive
pictures)
Note also that one need not be a direct victim in order to lodge a complaint of
sexual harassment as long as there appears to be a pattern of sexually oriented
behavior that creates a negative work environment.
Safety specialists should be sensitive to sexual harassment. Remember that
high levels of stress are not compatible with safety, since employees who are upset
and distracted are going to be more susceptible to mistakes that lead to accidents.
If you sense a high stress level among employees, be alert for signs of what may be
causing itincluding sexual harassment. Remember, too, that seemingly innocent
remarks, banter, or pranks with a sexual overtone can cause a problem if even one
employee takes offense at them. Finally, make sure that you, yourself, are not guilty
of intentionally or unintentionally acting in a way that could be perceived as
demeaning, insulting, or offensive.
Stress
Tips to chill out
Workplace stress is a real problem. At one time or another, nearly everyone
complains about being stressed out,so it may be hard to accept that stress can be
a real workplace issue with serious consequences for employees health and safety.
The effects of workplace stress, and how to deal with it, have increasingly become
the subject of studies by the National Institute of Occupational Safety and Health
Why it matters
N Surveys show that 25 percent to 40 percent of workers say
they face very high levels of stress at their jobs.
N Stress reportedly costs American companies more than
$300 billion per year in terms of poor performance, absen-
teeism, and healthcare costs.
N Workers who must take time off for stress-related problems
average 20 days of lost time.
27
(NIOSH) and other organizations. The experts agree that stress can bring on such
health problems as:
N Headaches
N Stomach ailments
N Sleep disorders and resulting fatigue
N Inability to concentrate and focus
N Raised blood pressure that may lead to cardiovascular problems
N Mental health problems
Stress-related health problems can directly impact workplace safety. It
stands to reason that employees who are tired, sick, or distracted because of stress
are not going to be as attentive to safety as they should be. This leads to more mis-
takes, more accidents, and more injuries. But the reverse can also be true: Reducing
stress in the workplace can also reduce mistakes and accidents. In fact, one study
showed that by instituting a stress-reduction program, a company in the medical
industry was able to cut its rate of documented errors by more than half.
Stressed out? Talk about it. Many factors,both inside and outside the workplace,can
contribute to stress.Work-related factors can include long hours,concern about job
security,jobs that are boring or otherwise unfulfilling,and lack of opportunity to interact
with others on a meaningful basis.While you may not be able to change conditions that
produce stress,perhaps one thing you can do is provide opportunities for employees to
talk about the stress they feel,the reasons for it,and how it can affect their overall health
and safety.Constructively communicating about stress (not just complaining) appears
to be an effective way for employees to blow off steamappropriately and exchange
ideas about how to cope with it.Other helpful stress-reducers are:
N Taking a few moments to relax, even if you dont think you have the time
N Being better organizedstarting each day with a written list of goals and priorities
N Finding reasons to laugh (laughter really seems to help)
Violence in the workplace
Dont wait to train on workplace violence
Why it matters
N
According to studies, as many as 1 million Americans each
year are the victims of nonfatal work-related assaults.
N
Homicide is the third-leading cause of work-related death.
N
While the highest percentage of workplace assaults are in the
service,healthcare,and retail industries,incidents of violence
occur in all industries regardless of race,age,or gender.
28
BLR

Violent behavior can erupt anywhere. Violence in the workplace is a serious
problem, and it covers a broad range of situations, including:
N Robberies of service employees such as sales clerks and taxi drivers
N Assaults on police officers, prison guards, and other public safety personnel
N Attacks on healthcare workers by patients
N Fights between coworkers or revenge attacksby former or current employees
N Assaults by strangers that are not related to any particular type of work
As a trainer,your job is to tailor your safety tips to the types of violence your employees
might actually face.Workers in an office or manufacturing plant need much different
information about protecting themselves than do healthcare workers or sales clerks.
Keep your advice practical. Emphasize the need to use common sense:
N Dont leave handbags or other valuables open or unguarded.
N Dont go alone into dark or isolated areas.
N Be alert for unfamiliar persons in areas where they dont belong.
Employees should know what resources are available to protect against crime and
how to use them. For example, if security personnel are available to accompany or
monitor employees in a potentially unsafe situation, make sure that information is
well posted. Above all, make sure employees know how to summon help in an
emergency.
Take suspicious or threatening behavior seriously. Train employees to be alert
to such warning signs as significant changes in mood or demeanor, extremely angry
reactions to minor problems, and verbal abuse or threats. This can be a tricky area:
While you dont want to encourage involvement in others personal problems, you
do want to make sure that signs of potential violence are not ignored until its too
late. Urge employees with serious, well-founded concerns about the behavior of a
coworker to have a confidential discussion with a supervisor.
29
Section #2:
Train the trainer tips
Blended learning
Using it in your safety training
Blended learning doesnt just mean Internet instruction. At its core,
blended learning simply means combining two or more forms of delivering infor-
mationfor example, a combination of classroom instruction and an independ-
ent, self-paced online course. The purposes and objectives of blended learning
include:
N More effective training by using different delivery media to accommodate
different learning styles
N Continuous training, rather than being confined to a particular time and place
N Speeding up the training process by moving through the material more quickly
N Simultaneous training of employees in different locations
Analyze your training needs and objectives before designing a blended
learning program. Factor in the nature of the material to be covered, employees
learning styles and attitudes, and even the physical capabilities or limitations of
your training facilities (including your computer-based infrastructure). For exam-
ple, a traditional classroom setting may be best for presenting simple, concrete
information, for structured Q&A, or if it is unlikely that employees will complete
independent study assignments on their own. On the other hand, if the required
learning is ongoing and evolves continuously from actual job experience, self-
paced study assignments combined with opportunities for interactive discussion
can be highly effective.
Web-based training is a good place to start when adding new dimensions to
your safety training program. Thats because of the Internets potential to deliver
a wide range of information in many different ways. Explore such possibilities as:
Why it matters
N A University of Tennessee study showed that a blended learn-
ing program reduced both the time and the cost of training
by more than 50%.
N The same study showed a 10% better result in learning out-
comes compared with traditional training.
N Learning experts believe that a main advantage of blended
learning is that it more closely replicates how people actu-
ally learn on the job, through experience and interaction
with coworkers.
30
BLR

N Training modules that can be downloaded or studied directly online at the
learners own pace
N Interactive training, with online quizzes to measure comprehension
N If your company has intranet capability, virtual classrooms or internal Web-
based discussion forums
Dont forget, though, that your overall focus is the learning outcome, not the
method of delivery. Your goal is to provide the information employees need to pro-
tect their health and prevent accidents and injuries. Using blended learning con-
cepts can be an effective tool for achieving this goal.
Case studies
How effective are they?
A case study should be more than just a story. Illustrating your safety message
with a real-life example is generally a good way to make a point. But a true case
studyshould go beyond giving an exampleit should provide opportunities for
trainees to test and apply their knowledge of the subject. The audience should par-
ticipate directly by answering questions and discussing possible alternatives while
you encourage them to reach the right conclusions on their own, with you as their
guide.
Be creative in turning examples into case studies. If youre trying to make a
point about the importance of wearing protective eyewear, for example, you could
simply tell a story about an employee who was injured because he didnt wear the
proper eye protection. But for a case study of the same situation, you can use your
imagination to set up the circumstances behind the event. You can then go much
deeper in exploring what actually happened, including such questions as:
N What type of protective eyewear should have been used? (Glasses, goggles, or
face shield?)
N Why might the employee have failed to wear protective eyewear? (Perhaps it
was lost, or damaged, or he wasnt sure that he needed it.)
N What might the employee have done differently? (He could have asked for a
replacement or asked a supervisor if he needed to wear it.)
Dont dwell only on the negative. Case studies can demonstrate positive out-
comes as well as accidents and injuries. The example above, about protective eye-
wear, could be flipped around to describe an employee who avoided a serious
Why it matters
N Case studies give people a way to relate your safety message
to their own experiences.
N Using liveexamples helps make your message real and
concrete, rather than theoretical and abstract.
N Interactive discussion and participation keeps your audi-
ence engaged and attentive.
31
injury by making the right choices and showing good safety awareness; you could
then ask your audience to discuss what went right instead of wrong. Some other
tips for effective case studies:
N Dont make them too complicatedlimit the number of characters and keep
the circumstances of the case simple and easy to follow.
N Coach, dont lectureencourage discussion by asking questions, but let the
participants find the answers themselves.
N Summarize the main lessons of the case study at the end of the session.
Computer-based training
Is computer-based training (CBT) right for new hires?
CBT is like any other tool. Its great when used correctly, but not if its used inef-
fectively or doesnt help meet your objectives. This is especially true for training
newly hired employeesCBT can be very helpful, but only when you can leverage
its strengths and avoid its weaknesses. The major strength of CBT is that its self-
paced; learners can move quickly through material they already know, but can also
go back over information that is unfamiliar or difficult without affecting the pace
of an entire group. This attribute of CBT is particularly useful for integrating a new
hire into a group of more experienced employees because it can provide a foun-
dation of basic knowledge to build on later through more advanced training and
actual experience.
Recognize CBTs limitations and plan accordingly. CBT cant offer face-to-
face interaction, hands-on demonstrations, answers for questions outside its pro-
gram, or insights into a companys unique safety culture.For this reason, you
wouldnt want to tell new hires to review a computerized training program and
think that youve provided all the training they need. You also shouldnt assume
they will understand and be able to use the informationyou need a way to
measure their comprehension. Look for CBT programs that have built-in quizzes, or
follow up with separate quizzes related to the material that has been covered.
Make the most of what CBT offers for new hires. Some guidelines and sugges-
tions to keep in mind include:
Why it matters
N A Hudson Institute study showed that multimediaCBT that
combines text, graphics, sound, and video/animation
improves retention by 40 percent.
N The same study showed that CBT also can save as much as
30 percent of training time.
N Good CBT programs can help you meet OSHA training
requirements for both new and experienced employees
more efficiently.
32
BLR

N Review CBT programs before assigning them, decide if some of the informa-
tion they contain is incomplete or unclear, and provide supplemental informa-
tion and training as necessary.
N Make CBT a starting point for training, but not necessarily the end point.
Follow up a CBT course with some form of livetraining, such as Q&A or
demonstrations.
N If possible, have new hires and more experienced employees review CBT mate-
rial together. For example, some CBT programs may be suitable both for begin-
ner training and for refresher training, allowing newcomers and veterans to
interact while all get the training they need.
N Measure, verify, confirm. Using quizzes or other means, do whatever it takes to
make sure new hires actually understand the information you provide.
N Dont forget to keep complete records of CBT training for each employee.
Fresh approaches
Freshening stale topics and materials
If your training materials put YOU to sleep, think how your audience feels.
Lets face itthere are probably one or more safety talks youve given so many times
that you dream about them at night. So for the sake of both your audience and your
own sanity, maybe its time to give a makeover to these topics and their associated
materials. It can be done without a major investment of either time or money.
Begin with an objective audit of your materials. Try to view them as though
you have never seen them before, or ask a colleague for a brutally honest assessment.
Two main areas to look at are:
N Content and relevance: Does the content of your handouts and other training
materials, including visual aids, match your oral presentation? Is the informa-
tion accurate and up to date? Or perhaps the information is technically correct
but really doesnt address the actual safety issues in your own workplace.
Revise or replace anything that misses the mark.
N Overall appearance: Visual appeal can do a lot. Your handouts, for example
do they look like copies of copies of copies, with washed-out, distorted print?
Maybe its time to re-do them to make them more readable. While youre at it,
Why it matters
N Periodically reviewing your training materials helps make
sure the information stays timely and accurate.
N Approaching a familiar topic in a different way can reveal
important safety points that may have been overlooked in
the past.
N Trainers must be engaged with their topics before they can
expect their audiences to pay close attention or retain key
information.
33
maybe you can add a little color or graphics to your handouts, as well as your
overhead slides, to make them more eye-catching and heighten interest.
Change for the sake of change can be a good thing. Try experimenting, and
even having a little fun, with presentations that have gone stale, so long as you
dont leave out important information. Some possible ideas for shaking off the
cobwebs:
N Rearrange the outline of your presentation so that the main points are made in
a different order than the one you typically use.
N Give a brief quiz at the BEGINNING of the sessionthis helps reveal what the
audience already knows and doesnt know about the topic, so you can tailor
your presentation accordingly.
N Similarly, ask for questions from the audience BEFORE the session starts; for exam-
ple, ask them to tell you the three things they really want to know about the topic,
and use this information as the main focus of the presentation.
Games
Are training games a good idea?
Know the types of games that might be useful. There is a broad spectrum of
activities that fall into the category of training games.Perhaps the most common are
quiz showtype games, set up along the lines of Jeopardy! or Who Wants to Be a Mil-
lionaire?, that are designed to test knowledge of particular topic areas. Another type
are icebreakers,structured exercises often used primarily for team-building that may
have little or no direct relationship to the training topic. And scenario-type games
give participants a set of circumstances or conditions, and ask them to interact cre-
atively to solve a problem or achieve a particular result.
Understand the real purpose of training games. Studies show that training
games by themselves do NOT provide comprehensive training and should not be
used as substitutes for more formal instruction. (That suggests that you shouldnt
devote an entire session to a training game, unless youre holding multiple sessions
on the same topic.) But games CAN be a useful supplement to formal training by:
N Helping trainers maintain participants interest and involvement
N Reinforcing key concepts
Why it matters
N Used appropriately, training games support your main mes-
sage and help keep your audience engaged and attentive.
N If not used appropriately, games distract from your message
and can undermine efforts to take important safety topics
seriously.
N Generally, games and other devices to encourage group par-
ticipation are a good way to help employees understand and
retain key information.
34
BLR

N Supporting different learning styles
N Providing immediate feedback to both participants and trainers
N Making training more enjoyable and, yes, fun
Tips for using training games effectively. If youre thinking of incorporating
training games into your sessions, keep in mind some tips to make sure they
accomplish your objectives:
N Games should reinforce the main ideas of your training, rather than wasting
time on trivial points that are not essential.
N Games should provide opportunities for everyone in your session to partici-
pate, rather than involving only a handful of people while the rest of your
trainees simply sit and watch.
N If the games are prepackaged or accessible online, screen them first to make sure
they are relevant to your workplace and compatible with your main message.
N Schedule games strategically to help reenergize and reengage the group; for
example, right after lunch or other long break.
Handouts
Make them worth keeping
If your handouts are throwaways, youre doing something wrong. Presen-
tation expert Marie Wallace says, Too many presenters treat handouts like an after-
thought, justifying their action with They will just get trashed anyway. That kind of
thinking becomes a self-fulfilling prophecy. When handouts are not designed well,
they do get trashed.But when done correctly, handouts can serve a number of use-
ful purposes. They:
N Support and reinforce your basic message.
N Provide supplemental information not included in your verbal presentation.
N Keep your audiences attention on the subject matter.
N Create an overall positive impression of you and your mastery of the topic.
Choose the type of handout that fits your goals. Plan your handouts just as you
would plan your presentation, and determine what you want them to achieve. For
instance, if you want to reinforce your main presentation points, the handout should
Why it matters
N Up to 90 percent of spoken information is forgotten within
24 hours, so written handouts are an important way to keep
key information available to your audience.
N Handouts help an audience understand the message more
quickly, since people process written information two to
three times faster than spoken information.
N The quality of your handouts sends a message to your audi-
ence about your credibility and professionalism.
35
include a simple, bold summary of your message. On the other hand, you may want
to convey additional detailed information about the topic that cant be given in your
verbal presentation; in that case, the handout might be a reprint of an article on the
subject or a listing and short description of resources the audience can explore for
further information. As a third example, you may want to provide handouts that illus-
trate your message, such as a copy of an actual SDS if you are covering SDSs in gen-
eral or a hazardous chemical in particular. The point is to make sure that your
handouts complement and supplement your presentation so that your audience
comes away with a better, clearer understanding of your points.
Make handouts easy on your audience. Handouts need to be well designed if you
want them to be kept, read, and usedthey should make it easy for the reader to
comprehend the information. Design tips from presentation experts include:
N Use plenty of white space so that the message appears clearlydont clutter
up a handout with a wall of fine print.
N Use a large, bold typeface that is easy to read.
N Bullets are preferable to long narrative sentences.
N Use illustrations, photos, graphs, and charts whenever they support your message.
N Use colorit increases the willingness to readbut dont go overboard with
too many colors or elaborate graphics, as these can be distracting.
N Dont use photocopies that are faded, smudged, or distortedpeople dont
want to make the effort to read them.
Humor
Using ho ho to fight ho hum
Humor can actually help make serious points about safety. Training experts
agree that using humor in a presentation can make an audience more relaxed,
attentive, open to new ideas, and willing to participate. If this is how you want your
audience to be, dont be afraid to use appropriate jokes, cartoons, or ad-libs as part
of your presentation. The key word here is appropriate.If you run across a funny
idea, saying, or picture that makes you smile and think, That would be good to use
in a safety talk,chances are youre right. So go for it!
Humor can be plannedbut it cant be forced. Humor has to be natural, or as
one training expert puts it, Dont try to be funnytry to have fun.Keep in mind
some important things to avoid if you plan to add humor to your presentation:
Why it matters
N Studies show that laughter reduces stress and can actually
improve physical and mental well-being.
N Public speakers know that a well-placed joke or humorous
graphic can wake up a tired, bored, or inattentive audience.
N There are no OSHA regulations that prohibit smiling or
laughter.
36
BLR

N Dont feel obligated to start the session with a joke.Lots of speakers do it,but few
do it well.It can make your audience immediately roll their eyes and tune you out.
N Dont use humor that you yourself dont think is especially funny.
N Dont use humor for its own sakeuse it to grab attention or emphasize your
points.
N Never use humor that could be interpreted as ridiculing specific persons or
groups of people.
Look for opportunities to inject humor into your talks. In addition to using
humorous stories, thoughts, and graphics, here are some other ways to employ
humor:
N Self-deprecating humorIf youre illustrating a safety point with a story about a
hypothetical employee who is acting carelessly, give the employee your own
name. Or if you make a mistake during your presentation, acknowledge it with a
joke. Making fun of yourself humanizesyou and helps build trust.
N Exaggeration and zaninessAsk your audience to answer a multiple-choice
question, with one of the choices being obviously silly or bizarre.
N GimmicksGive cheap prizes (such as lollipops) or made-up awardsto
people who participate actively in your training sessions. Examples might
include the Best Question Award,or a prize for giving the best answer that
isnt actually correct.
Note: If you havent been using humor in your presentations and now decide to
do so, your audience may not react the way you want them to the first time you use
it. They may not have seen your lighter sidebefore, so give them some time to
adjust to it.
Icebreakers
Hot tips for breaking the ice
Icebreakerswho needs them?Icebreakersare devices used to build feelings
of trust and teamwork within a group and encourage participation and interaction.
They can range from simple self-introductions by each group member to much
more elaborate and structured games and even physical exercises. Icebreakers are
a good idea for safety training sessions if:
Why it matters
N Icebreakers set the tone for the main part of the session.
N Training experts agree that icebreakers are a good way to
stimulate creative thinking and build group energy.
N An engaged, energized audience is more likely to pay
attention and contribute useful ideas.
37
N Members of the group dont know one another very well.
N The session will be lengthy or will be held in multiple segments over 2 or more
days (you can use more than one icebreaker,or use one in the middle of a long
session to reenergize the group).
N Your main objectives include teambuilding or solving specific problems.
N You want to encourage the group to interact freely with you and one another.
Icebreakers should help you achieve your main goals. Dont have an ice-
breaker for its own sakeinstead, decide what you want the icebreaker to accom-
plish and design it accordingly. For example, if youre assembling a safety team to
identify hazards and reduce accidents, the icebreaker should be designed to
encourage working together and bringing different perspectives to issues. Ideally,
you should be able to refer to the lessons, insights, or key information gained dur-
ing the icebreaker to reinforce the points that are made later in the session.
Effective icebreakers help focus the session and encourage participation.
Specific ideas include:
N Have participants introduce themselves and describe something they already
know about the topic; post the answers on a flip chart.
N Divide the group into teams, with each team identifying the challenges in the
topic and what they hope to get out of the session; again, post the results and
refer to them at the end.
N Use an open-ended quiz at the beginning of the session (for example, name
the hazards of a particular job, or name reasons to wear a respirator), then
repeat the quiz at the end of the session to see if the answers are different.
Note: How long should an icebreaker take? One training expert says that it should
be about 1/16th of the total length of the training session.
Interactive training
How to keep sessions interactive
Your sessions should be as safe as your workplace. Everyone agrees that train-
ing sessions are better when the audience participates actively, but its often difficult to
break the iceand get people to speak up. Thats usually because trainees arent sure
that its safeto do so. They may be afraid that asking questions or voicing opinions
will make them look ignorant, or they may believe that you wont really welcome their
Why it matters
N Interactive sessions keep audience members more attentive
and focused on the topic you are presenting.
N Proving that its safefor the audience to participate helps
build their trust in you and your knowledge of the topic.
N Trainees who are given responsibility for their own learning
are likely to take the subject matter more seriously and put
into practice what they learn.
38
BLR

participation if it disrupts the flow of your presentation. From their point of view, its
much safer to stay silent and avoid the possibility of displeasure or embarrassment. So
part of your job as a trainer is to demonstrate that its just as safe to participateand a
lot more enjoyable and worthwhile.
Dont just say itshow it. According to training consultant Robert Menard,
speakers may not realize that the audience itself can be a source of energy. If rec-
ognized and directed within the first 10 minutes, this energy can propel a presenta-
tion to success,Menard says. It isnt enough just to tell the group to ask questions
and get involvedthat wont make them believe that its really OK. Instead, show
them that you mean it by getting them involved from the very beginning. Some
basic introductory icebreakers include:
N Ask group members to introduce themselvesor as a twist, have them
introduce another group member.
N Have each person state the most important thing he or she wants to learn from
the session.
N Ask some basic questions about the topic youre presentingand insist on get-
ting answers from the audience before continuing, rather than answering the
questions yourself.
Keep up the momentum. Once youve proved that youre serious about getting
people to participate, find ways to keep the session interactive all the way through
to the end. Or as Menard says, Keep the activity level high and put the responsibil-
ity of learning in the hands of the audience.As you plan your presentation, look
for opportunities to keep the audience engaged and involved, using such tech-
niques as:
N Asking questions of the group throughout the session, not just at the beginning
N Having audience members perform demonstrations, rather than doing the
demonstrations yourself
N For longer sessions, breaking into smaller groups to accomplish an objective or
solve a problem, then having the small groups report their ideas to the main
group as a whole
Lectures
How to avoid death by lecture
Why it matters
N Audiences who become bored and inattentive do not
absorb the important safety messages being presented.
N Keeping your audience guessing What is he/she going to do
next?is an effective way to hold their attention.
N Training effectively the first time means less time spent in
retraining and going over information that has already been
presented.
39
Try the 7-minute solution. Has this ever happened to you? Youre totally pre-
pared you know the material cold your delivery is flawless your slides are
brilliant and yet you come to the end of your training session wondering if any-
one actually heard anything you said. If you suspect that you may have lectured
them to death, you probably didnt realize that most adults can sit and listen to
someone else talk for only about 7 minutes before their minds begin to drift off.
The solution? Preprogram your presentation with ways to surprise your listeners
into engaging their minds every 5 to 7 minutes or so.
Plan to be unpredictable. According to Sharon Bowman, a corporate trainer
and author of Preventing Death by Lecture, trainers should be willing to do what-
ever it takes to keep their listeners on their mental toes. Bowman and other train-
ing experts say there are many devices you can use, such as:
N Moving around the room, instead of staying rooted to one spot
N Asking questions of audience members
N Writing key messages on a blackboard or flip chart
N Varying your tone of voice from loud to soft or vice versa
N Telling a story, joke, or riddle
Whatever device you use, try to have fun and inject some humor. Find the types of
attention gettersthat work best for you and build them into your script (yes
sometimes being spontaneous takes planning). Eventually, youll probably find it
easier to be unpredictable, and youll develop a keener sense of when your audi-
ence is starting to zone out and what you can do to prevent it.
Slides can be fatal, too. Its tempting to think that using PowerPoint
or overhead
slides can overcome the narcotic effect of a standard lecturebut thats often not
the case. Use slides by all means, but remember that the 7-minute rule still applies.
Theres no reason you cant turn the projector off at an appropriate stopping point,
turn up the lights, do something different to reclaim your audiences attention, and
then go back to the next part of your slides.
Multilingual training
Habla safety? Training a multilingual audience
Why it matters
N The number of foreign-born people in the United States has
jumped more than 50 percent since 1990from 20 million
to more than 30 million.
N The percentage of immigrants in the workforce is estimated
at 14 percentthats 1 in 7and higher in some regions of
the United States, such as the West and Southwest.
N Nearly half of immigrants in the United States are considered
to have limited proficiency in English.
40
BLR

Trainers need to find ways to hurdle language barriers. While English is a sec-
ond language for an increasing percentage of the workforce, companies are still obli-
gated to make sure employees understand safety training. Its not enough to make a
presentation if you know that members of your audience may not be able to under-
stand or use the information effectively. OSHA is keenly aware of this, noting, for
example, that workplace fatalities among Hispanics in the construction industry
have increased at the same time that the total number of fatalities has declined.
Look for resources that might be available to help. With the growing aware-
ness of the need for multilingual communication and training, there are more and
more programs and other resources that address this issue.
N Check with OSHAThere may be OSHA-funded programs or other forms of
assistance in your area that focused on English as a second language (ESL).
Search the OSHA website for bilingual training,or call your regional OSHA
office.
N Identify ESL programs in your local areaThese are commonly available through
community colleges and adult education programs. Then find ways to encourage
ESL employees to take the courses they need to improve their English.
N Find bilingual coworkers who can help make sure your safety is message is get-
ting throughand let you know if its not.
Tips for better communication with multilingual audiences:
N Acknowledge that the language barrier exists. Many people who are not fluent in
English are reluctant to admit it, leading them to pretend they understand what
you say. Let them know that your goal is to teach safety, not English, and that its
OK for them to keep asking questions until they really understand your message.
N Speak slowly and clearlythis makes it much easier for people who know
basic English but are not truly fluent. Try to avoid using jargon or jokes, which
can be incomprehensible or confusing.
N Learn some key words and phrases in other languages. You dont have to
become bilingual yourself, but you can help break down barriers by showing
your own willingness to make an effort to improve communications.
Online training
Make the most of Web-based training (WBT)
Why it matters
N OSHA encourages using WBT as part of an effective safety
training program.
N Since different people have different learning styles, using a
blended learning approach helps make sure your message
gets through.
N Studies show that the use of an effective training program
can increase an organizations overall revenues and
profitability.
41
Understand what online training is and isnt. Online trainingalso called
Web-based training (WBT)provides information via the Internet in the form of
written materials, slide presentations, or videos. It may or may not be interactive. Its
advantages include:
N Flexibilitytrainees can study the materials at times that are most convenient
for them.
N Self-pacingtrainees can go back and review the material as often as need to
in order to understand it.
N Standardizationall employees view the same materials each time.
But WBT also has disadvantages, such as:
N Its impersonaleven an interactive program cant compare to a free-ranging
discussion of important safety points with a livetrainer and coworkers.
N It offers limited opportunities for actual hands ondemonstrations.
N The trainees actual comprehension of the material can be difficult to measure.
By itself, WBT probably isnt enough. It can be a highly effective part of a
blendedsafety training program that might also include in-person presentations,
demonstrations, and training videos.
Five tips for making the most of WBT:
N Review online programs in advance, determine their strengths and weak-
nesses, and make sure they complement, rather than conflict with, the rest of
your program.
N Dont assume everyone is comfortable with computers and the Internet. Hold
an orientation before starting an online training session to make sure everyone
understands what to do and what is expected.
N Find ways to test for comprehension. Viewing material online does not guaran-
tee understanding. Use short quizzes to make sure the message has gotten
through.
N After employees have finished their WBT session, review the same material dur-
ing an in-person session.
N Dont forget to document online training; have employees sign a statement to
the effect that they have viewed the assigned online material, or use an effec-
tive electronic training tracker.
42
BLR

PowerPoint training
How to make your (power) points effectively
Its your presentationdont let the slides take over. PowerPoint is here to
stayby allowing users to create and present their own slide presentations, its
become a powerful tool in the safety training arena.
Its important to remember that PowerPoint slides should enhance your overall
presentation, but they shouldnt be the presentation. Presentation experts agree
that one of the worst things you can do is to present a long series of slides and
read from them word for word. On the other hand, using slides to emphasize and
reinforce your main points will keep your audience engaged and attentive.
Are you using prepackaged slides or creating your own? Either way, the
same basic rules for effective presentations apply:
N Dont just read from the slideselaborate in your verbal presentation.
N Give your employees time to absorb each slide. A good rule of thumb is at least
30 seconds per slidemore if you need to explain the points more thoroughly.
N Rehearse the presentation before you give itdont let yourself be surprised
by a slide that you yourself dont really understand.
N Make sure the hardware worksfumbling around with the computer or the
projector before you can actually begin the presentation is a sure way to
undermine your effectiveness and authority.
If youre creating your own slides
N Keep the message on each slide simple and clear. Slides that are crammed
with text are difficult to read and understand. Six short bullets per slide should
be the maximum.
N Dont get graphics-happygraphics, colors, and animation are OK in modera-
tion, but too many can be a distraction.
Why it matters
N It takes about 40 hours of work to prepare a 1-hour presenta-
tion from start to finishconsider purchasing a prewritten
PowerPoint presentation and customizing it to your com-
panys needs to save time.
N According to adult learning experts, people absorb informa-
tion in different wayssome through seeing it, some through
hearing it. So a combination of visual information and your
verbal presentation is an ideal way to reach learners.
N Keeping copies of your PowerPoint safety presentations is an
ideal way to document your safety training program, in case
OSHA ever asks to see it.
43
Finally, its a good idea to reproduce the slides as handouts, especially in a format
that allows the listener to take notes alongside each slide (use the Handouts
format inside the Printmenu to do this). Encourage your audience to keep the
handouts for future reference and follow-up.
Preparation
The power of training preparation
Even experienced presenters need to prepare carefully. If youve been mak-
ing training presentations for a while, you may think you can do it in my sleepand
dont need to prepare very much, if at all. But even if that were true, would you
really be satisfied giving second-rate presentationsparticularly on such critical
topics as health and safety? Presentation experts all agree: The difference between
a first-rate, effective presentation and a second-rate, ho humpresentation is in the
preparation. The good news is that preparation doesnt have to take hours and
hours of your time. But it does mean, at a minimum, going through a mental check-
list of bases that need to be covered.
Focus on your goals. The first section of your mental checklist is to decide the
main purposes and objectives of the presentation:
N Who is your audience? Are they new employees, experienced veterans, or a
mixed group? Knowing your audience helps determine the approach you take,
the type of presentation to make, and the points to emphasize.
N What is the main goal? Is your presentation a general introduction to be fol-
lowed by more specific training later, or are you giving more in-depth training
about a particular work practice or item of equipment? Dont stop at generali-
ties if your real goal is to achieve in-depth understanding of the topic.
N Whats the takeaway? What is one thing you want your audience to remember
from the presentation, even if they were to forget everything else? Decide on a
succinct message or punch line,and make sure you include it in your presen-
tation more than once.
Put yourself in the audiences place. Your audience expects you to be knowl-
edgeable and authoritative, while also being easy to listen to and understand. So
continue your mental checklist with these points:
N Do I understand the material myself? You cant expect to achieve your goals if
youre not sure what youre talking about. Are there points you need to refresh
Why it matters
N As one expert puts it, Without preparation, a presentation is
likely to be unfocused, boring, and uninformative.
N Information in a well-planned and focused presentation is
more likely to be remembered and used.
N Since the ultimate purpose of safety training is to protect the
health and well-being of employees, each presentation
deserves your best effort.
44
BLR

yourself on? Is there new information about the topic that you need to
research and incorporate into the material?
N What questions am I likely to get? Anticipate the areas that your audience may
find unclear or difficult to grasp, and know how to handle their questions.
N Am I physically prepared? Do you plan to use audiovisual (AV) equipment or
physical props? How do you want the room or training area to be set up? Make
sure everything is set up and works correctly and that you know how to use
key equipment. Fumbling around with equipment is the surest way to under-
mine a presentation from the start.
Presentation jitters
How to handle them
Having the jitters isnt necessarily a bad thing. According to The Total Com-
municator, an online publication of the Executive Communications Group, the pre-pre-
sentation jitters remain the number one challenge listed by most presenters.But it
goes on to say, If you dont get a little nervous before giving a speech or presentation,
you should really be worried.Thats because the right amount of stress and extra
adrenaline is actually beneficial to making a good presentation. It makes you a little
sharper and gives you more energy that can flow out toward your audience. So if
youre a veteran presenter who still gets nervous before a presentation, remember that
(1) youre not alone, and (2) youre probably a better presenter because of it.
Dont forget the power of preparation. One key to keeping the presentation
jitters under control is to master the material youre going to present. Being pre-
pared gives you confidence that youll be able to handle anything that comes your
way. If possible, rehearse the presentation ahead of time; if thats not possible, at
least review the material several times in advance. Think about, and write down,
the answers to questions that might come up. And dont neglect the physical part
of good preparation: Make sure the room is arranged the way you want it, know
how to use the AV equipment, and account for other essential items (projection
screen, extension cord, etc.).
Psyche yourself out of the jitters. Dianna Booher, a communication trainer and
author, offers several useful tips for overcoming excessive nervousness and anxiety
before and during your presentation. They include:
Why it matters
N Communication isnt just wordsyour message is also
expressed in body language and the energy you project.
N If you have confidence in yourself and your material, your
audience is more likely to have confidence in you as a
knowledgeable expert.
N Safety talks shouldnt be dull and mechanicalchannel
nervous energy into ways that grab and hold attention.
45
N Whats the worst?remind yourself that the worst thing that could
happen during your presentation probably isnt all that bad, and be prepared
to deal with it if it does.
N Focus on the friendliessome audience members will be supportive and
responsive, while others may seem inattentive or even hostile. Try to build on
the positive energy from the former group, and ignore the latter group.
N Stay in motiona good way to work off nervous energy is to move around
during your presentation; this also helps keep your audience engaged and
attentive.
N Take some risksif you dont want to be an average, boring presenter, dont
be one. Find ways to inject passion, humor, and audience participation into
your session. Keep trying to innovate, and youll eventually hit your stride.
Toolbox talks
How to do them effectively
Theres a world of difference between a toolbox talk and a formal train-
ing session. A toolbox talk (sometimes known as a tailgate talk) is a no-frills way
to get your safety message down to the bare essentialsno notes, no slides, just
getting your points across as directly and effectively as possible to a small group
of employees. Done correctly, a toolbox talk quickly grabs the listeners attention,
keeps it with a handful of clear points, and concludes with a summary message
that they will remember.
Being informal and spontaneous takes preparation. Dont launch into a tool-
box talk without a clear idea of the points you want to make and what you want
the listeners to remember. Preparing for your toolbox talks might include:
N Observing and making notes of conditions in the workplace that could be a
safety issue: a potential hazard, a careless or unsafe act, or simply an opportu-
nity to make a point about safety
N Jotting down an outline of three to five main points you want to get across
N Coming up with a punch linea short sentence or phrase that sums up your
talk and is easy to remember
Effective toolbox talks are practical and hands-on. Here are some tips to
help make them memorable:
Why it matters
N The toolbox talkformat helps to quickly focus the attention
of your listeners and keep their attention.
N Toolbox talks are a good way to cover microtopics, such as
how to do a specialized job or use a particular tool safely.
N Giving instruction up closeand in small groups is one of
the most effective training techniques.
46
BLR

N Keep them shortthe whole session should be no more than 1015 minutes,
including time for Q&A.
N Make them a habitthey dont have to be strictly scheduled, but do them
frequently and regularly enough that employees come to expect them.
N Demonstrate your pointstoolbox talks should be held as close to the actual
work as possible, so you (or members of the group) can actually demonstrate
the correct and safe way to do things.
N Encourage participationtoolbox talks are an opportunity to look employees
in the eye and maximize interaction.
N Dont focus only on the negativepotential hazards and unsafe acts are good
excuses for toolbox talks, but so are times when work is being done safely and
correctly.
Finally, remember that toolbox talks qualify as safety training every bit as much as
more formal training sessions. Keep a record of your talks, including date, time,
place, subject, and employees in attendance.
Section #3:
Special event and awareness
training tips
FebruaryWorkplace Eye Safety Month
How to prevent eye injuries
29 CFR 1910.133
February is Workplace Eye Safety Month, so its a good time for a refresher course
on eye injuries, hazards, and protective measures.
Most eye injuries should never happen. According to the American Academy
of Ophthalmology, workplace eye injuries are a leading cause of eye trauma, vision
loss, and blindness. The Academy also estimates that 90 percent of all eye injuries
could have been prevented by using the right kind of protective eyewear. So its
Why it matters
N An estimated 2,000 eye injuries occur in the workplace
every day.
N 10 percent to 20 percent of eye injuries are disabling.
N In one recent year, OSHA gave out nearly 600 citations for
violations of its eye and face protection standard.
47
critically important that employees take eye safety seriously by understanding the
potential causes of eye injuries and how to protect themselves.
A hazard assessment is a good place to start. For all kinds of personal protec-
tive equipment, OSHA recommends conducting detailed hazard assessments of
the workplace to determine the types of PPE employees should be required to use.
Apply this approach to your eye safety training sessions by asking the group to
name all the eye hazards in the workplace. They may realize that some eye hazards
are obvious, while others are not. The list includes:
N Impactfrom flying chips, particles, sand, dirt, etc.
N Burnsfrom sparks, molten metal, or chemical splashes
N Heatextremely high temperature can cause eye damage
N Irritationfrom chemical vapors or dust
N Light radiationfrom welding and similar operations
N Glaremay not cause eye injury, but affects ability to see well and work safely
Make sure employees use the right protection. There should be no uncertainty
about the kind of eyewear to use to protect against impact and splashes: It must con-
form to American National Standards Institute (ANSI) Z87.1. Train employees to
make sure this designation is marked on the lens or frame. Beyond that, make sure
they understand other key eye safety basics:
N Protective eyewear should include side protection unless there is no possible
risk of injury from side impact, splashes, or sparks.
N Always put on protective eyewear before entering an area where hazards might
be present.
N Eye protection must fit properly and comfortably, including when worn over
prescription glasses.
N Eyewear should always be checked for damage and replaced if there is any
defect.
N If there is any doubt whether eye hazards are present, assume that they are.
MayNational Electrical Safety Month
Training saves lives
29 CFR 1910, Subpart S
Why it matters
N There were more than 6,000 citations for violating various
parts of OSHAs electrical safety standard in one recent year.
N Penalties for these violations amounted to approximately
$3 million.
N A NIOSH study showed electrocution to be the Number 5
cause of workplace death, with more than 400 such deaths
each year.
48
BLR

Since May is National Electrical Safety Month, it may be time to provide some
basic training that benefits all employeesand protects them from tragedies.
You would be shocked at how careless people are with electricity. Histori-
cally, electrocution has been a leading cause of death in the workplace. While the
number of fatalities has decreased over the past several yearscoinciding with
OSHAs increased focus on electrical safetythere are plenty of ways that the aver-
age employee can be killed or seriously injured by electricity, through carelessness
or lack of knowledge. In addition to death by electrocution, serious injuries can be
the result of:
N Electric shocknonfatal incidents that still can be painful and often cause
injuries that require a recovery period;
N Burns, which sometimes can be quite painful and serious;
N Fallseven a mild shock can knock people down or cause them to fall from
stepstools or ladders.
Leave electrical work to the experts. According to OSHAs Electrical Safety
Standard, only qualified personsare permitted to work with or near exposed and
energized electrical equipment. These are persons who are familiar with how the
equipment works, its hazards, and how to use it safely. By contrast, unqualified
persons are those who may be exposed to electrical hazards but dont have the
required expertise to work with electrical equipmentand they must, at a mini-
mum, be trained in work practices needed to avoid hazards. Although the stan-
dard does not say it in so many words, its reasonable to assume that the Number
One safety rule for unqualified persons is to stay as far away from exposed electri-
cal equipment as possible. Employees who are not specifically trained in electrical
work should never attempt to repair or otherwise work on electrical equipment,
even if a task seems too simple to bother calling an expert.
Every employee should know basic electrical safety practices. Even in a set-
ting that does not have any obvious electrical hazards, its well worth it to review
with employees some basic, commonsense rules for avoiding electrical accidents
and injuries. These rules include:
N Dont overload circuits, such as by running multiple appliances from a single
outlet.
N Never plug in an appliance with a damaged electrical cord or use an extension
cord that has damaged insulation.
N Electrical equipment, including cords, should never be touched or handled in
wet conditions.
N Never use a power tool, an appliance, or other item of electrical equipment if it
is sparking, smoking, or otherwise seems to be malfunctioning.
N Keep metal objects, large and small, away from electrical equipment.
49
JuneNational Safety Month
Make sure employees know safety basics
According to the National Safety Council, June is National Safety Month.
Take time to remind employees about safety basics. If most of your safety train-
ing sessions focus on the details of specific hazards and work practices, you can eas-
ily forget to step back and remind employees about the big picture.Fundamentally,
that means developing an all-around safety attitudekeeping safety in mind at all
times and in all situationsnot just at work, but also at home and on vacation. In
fact, practicing safety at work is only part of the picture: Nearly 90 percent of fatal
injuries and two-thirds of nonfatal but disabling injuries to American workers
occur away from the job.
Be alert to the most hazardous situations. Part of safety basics is knowing the
most common causes of death and serious injury so that you can stay particularly
alert to these possible hazards. As a training exercise, ask your employees to name
what they think are the five leading causes of accidental death, then compare their
list with these statistics for one recent year:
N Motor vehicleswhich accounted for more than 40% of fatal accidents both
overall and in the workplace
N Falls (16%); falls were also the leading cause of serious nonfatal injuries
N Poisoning (13%)
N Choking (4%)
N Drowning and fires (tied at about 3% each)
Emphasize the secret weapon against accidents. Actually, the secret weapon
isnt really all that secret its common sense! Remind employees that most acci-
dents can be prevented simply by paying attention to hazards and engaging their
brains before they act in a potentially unsafe manner. Ask your groups to name
examples of using common sense to enhance safety; these might include:
N Reading the label on a chemical container before using it
N Wearing all required PPE whenever known hazards are present
N Removing or avoiding any possible slipping, tripping, and falling hazards
N Making sure flammable and combustible materials are kept away from sources
of ignition
N Never disabling or circumventing safety devices, such as machine guards
Why it matters
N There are more than 100,000 accidental deaths per year in
the United States, including close to 5,000 in the workplace.
N More than 3 million Americans suffer disabling injuries each
year on the job.
N Work injuries cost Americans more than $150 billion per
year, or more than $1,000 per worker.
50
BLR

N Staying away from power lines or any type of energized electrical equipment
N Asking a supervisor for help and guidance if they are not sure how to do a job
safely
JulyUltraviolet (UV) Safety Month
Skin and eye protection
July is Ultraviolet (UV) Safety Month,and its hot and sunny weather should be a
good reason to remind employees about the possible hazards of working outdoors.
Ultraviolet rays can permanently harm both skin and eyes. Theres nothing
wrong with enjoying a warm, sunny day, but employees should know that whether
theyre working or playing, too much exposure to sunlight can have serious health
effects. Many employees probably know that too much sun can cause skin cancer
and premature aging of the skin. But they may not realize that sunlight also can
cause eye damage; it has been linked to cataracts and other eye ailments. Its also
possible for eyes to become sunburnednot necessarily a serious condition in
itself, but one that could contribute to eye problems later on in life.
Remind employees to take proper precautions. Virtually all sources of informa-
tion about skin and eye health agree on basic precautions that everyone should
take when he or she is out in the sun:
N Wear a brimmed hat and sunglasses that filter out UV rays.
N Apply sunscreen rated 15 sun protection factor (SPF) or higher.
N Try to avoid sun exposure between 10 a.m. and 2 p.m., when UV rays are
strongest.
N Recognize that even on a cloudy day, UV rays still get through and pose skin
and eye hazards.
N Protect against glare from sunlight reflecting off waterwraparound-type
sunglasses provide the best protection.
Dont forget other risks of outdoor exposure. Strenuous physical activity
on a hot, sunny day creates other hazards besides sun exposure. Most of these fall
into the category of heat stressand include dehydration, fainting, nausea, and (in
Why it matters
N More than 50,000 people in the United States are diagnosed
each year with malignant melanoma, the most serious form
of skin cancer.
N More than 1 million people in the United States are diag-
nosed each year with less serious forms of skin cancer.
N According to OSHA, the General Duty Clause of the OSH Act
has been used to cite employers that expose employees to
excessively hot work conditions.
51
extreme cases) heatstroke, which can be fatal. Commonsense tips for avoiding heat
stress include:
N Wear light-colored clothinglight colors reflect heat away, while dark colors
absorb the heat.
N Stay hydrated by drinking plenty of fluidswater is best, juice and soda are
OK, but avoid caffeine and alcohol.
N If you feel too hot and start to get woozy, dont try to tough it outget into the
shade or go indoors.
AugustNational Hearing Aid Awareness Month
Noise protection
29 CFR 1910.095
August is National Hearing Aid Awareness Montha good time to discuss effective
ways to train employees on proper hearing protection on the job.
Find ways to make your employees take hearing loss seriously. Many
employees exposed to loud noise dont really believe the issue applies to them.
Thats because hearing loss due to noise is a problem that can start early in life,
worsen gradually, and become noticeable only later, when its too late. Try these sta-
tistics to get their attention:
N Noise exposure accounts for 20 percent of all hearing loss.
N One out of three persons exposed to loud noise will develop hearing loss.
N Most workers who are exposed to noise and dont use hearing protection will
develop tinnitus, a persistent ringing in the earshow would you like to live
your life with that?
The top four reasons employees dont wear ear protection. The first is cost
hopefully, thats not an issue if your company provides ear protection. Second is
comfortadmittedly a problem, but one that can be addressed by, for example,
substituting custom-molded earplugs for the standard foam version. The third is
convenienceemployees simply dont make wearing earplugs a routine habit, like
wearing shoes. The fourth, perhaps surprising, is safetyemployees are concerned
that they might not hear warnings and alarms if their ears are covered or plugged.
If this last point concerns your employees, make sure you address it in your train-
ing. Point out that ear protection doesnt eliminate sounds, it merely reduces them
Why it matters
N Noise-induced hearing loss is the most common occupational
illness.
N In one recent year, OSHA gave out 848 citations for violations
of its Noise Standard in manufacturing industries, with penal-
ties totaling more than $700,000.
N Violation of the Noise Standard was one of the top 20 most
frequently cited violations in the manufacturing sector.
52
BLR

to a safe level. If appropriate, review hand signals that should be used when noise
levels are high, and remind employees to use both their eyes and their ears to stay
alert for danger.
How much is too much (and whats a decibel, anyway)? OSHAs noise stan-
dard (29 CFR 1910.095) requires hearing protection when employees are exposed
to 85 decibels (dB) or higher averaged over 8 hours. A decibelis simply a unit of
sound measurement, like an inch or an ounce, and 85 of them are roughly equal to
running a lawn mower or hair dryer. Ask your employees to imagine standing next
to a running lawn mower or hair dryer all day, and theyll probably agree that pro-
tecting their ears against that kind of noise is a good thing. By reviewing the types
of work and areas of the workplace that generate this noise level or greater,
employees should understand that getting into the habit of wearing ear protection
is a lot more important than they thought.
SeptemberNational Alcohol
and Drug Addiction Recovery Month
Drug-Free Workplace Act
To acknowledge National Alcohol and Drug Addiction Recovery Month, brush up
your approach to keeping drugs and alcohol out of the workplace.
How compelling is your antidrug message?Your presentation doesnt have to
sound like a high school drug educationclass. Instead, keep the focus on safety: the
fact that people under the influence of drugs or alcohol are likely to have impaired
judgment, which endangers themselves and their coworkers. Avoid a debateor
worse, having the audience tune you outby emphasizing what everyone can agree
on: Drugs and alcohol in the workplace lead to accidents and injuries.
Policies and consequences should be crystal clear. Its impossible to be too
clear about your companys drug and alcohol policyand what can happen to any-
one who violates it. If a violation occurs, the offender should not be able to claim that
he or she was not adequately informed. Dont generalize about consequences:
N Too general: Violation of our drug policy is subject to disciplinary action.
N Better: Being under the influence of drugs or alcohol on the job is grounds for
termination.
Why it matters
N In a recent federal study, 1 in 14 workers admitted to illegal
drug use (suggesting that the percentage may in fact be
higher).
N NIOSH reports that drug- and alcohol-related workplace
fatalities occur regularly in the United States.
N Companies covered by the Drug-Free Workplace Act can
lose their federal contracts for noncomplianceand must
wait 5 years to regain eligibility for new contracts.
53
The Drug-Free Workplace Act is a helpful model. Most companies that
receive federal contracts or grants are covered by this federal law (some states
have similar laws for companies receiving state funds). Under the law, employers
must notify employees in writing that the unlawful manufacture, distribution, dis-
pensation, possession, or use of a controlled substance is prohibited in the work-
place. The company must also establish a drug-free awareness programthat
informs employees about:
N The dangers of drug abuse in the workplace
N The companys drug-free workplace policy
N Any available antidrug counseling or assistance programs
N Penalties on employees for drug abuse violations
Even if your company is not covered by federal or state drug-free workplacelaws,
their requirements are a good outline for developing antidrug policies and training
programs.
OctoberNational Fire Prevention Week
Make fire prevention a hot issue
29 CFR 1910.39
In honor of National Fire Prevention Week, here are some ideas for effective train-
ing in preventing fires in your workplace.
Follow the plan. OSHA regulations require many companies to have written Fire
Prevention Plans. The basic requirements for such plans are clearly spelled out in the
rules (29 CFR 1910.39) and can be used as a fire prevention training session outline:
N A list of all major fire hazards
N Proper handling and storage procedures for hazardous materials
N Potential sources of ignition and how to control them
N Controlling accumulations of flammable and combustible materials, such as
oily rags, piles of waste paper and cardboard, etc.
N Proper maintenance of safety devices on heat-producing equipment designed
to prevent fires
Why it matters
N Fire departments responded to 1.6 million fires in one
recent year, which caused nearly 4,000 civilian deaths.
N These fires caused more than $12 billion in property
damage, more than three times the amount of damage
caused by hurricanes and tornadoes combined.
N In the same year, OSHA cited more than 250 violations of
rules related to fire prevention and emergencies, with
penalties totaling nearly $100,000.
54
BLR

N Identification of the people responsible for maintenance of fire-prevention
equipment and control of flammable fuel sources
Hazard information is key. OSHA also requires employers to inform employees
about potential fire hazards of their jobs at the time they are assigned to these jobs
and to review aspects of the Fire Prevention Plan that apply to them. In other
words, it may not be enough to simply review all the possible fire hazards in the
workplace and how to avoid them; the training should be specific to each job area.
Examples might include:
N Reviewing the hazards of flammable chemicals and training employees to read
the SDSs and labels for these chemicals
N Knowing how to safely handle and store flammable substances such as chemi-
cal compounds and flammable gases
N Identifying specific sources of heat or ignition in the work area and how to
control them
N Housekeeping measures needed to reduce hazards
Consider a Fire Risk Assessment. Training sessions are usually most effective
when the audience is directly involved and participating. Conduct an exercise in
which the group names all the possible fire hazards in their work areas and ranks
each hazard as Low, Medium, or High Risk. This will help employees understand
the most critical fire hazards and what they need to do to prevent a disaster.
NovemberLung Cancer Awareness Month
Lung safety
November is Lung Cancer Awareness Monthan appropriate setting for reminding
employees about protecting their lungs both on and off the job.
Occupational lung disease can be a killer. Many seriouseven fatallung
diseases can be traced to workplace hazards, including:
N Lung cancer, from inhaling carcinogenic chemicals, asbestos, and certain types
of carbons
N Asbestosis, a progressive lung disease that results from inhaling asbestos fibers
N Silicosis, from inhaling silica dust found in stone, clay, and glass manufacturing,
as well as blasting operations
Why it matters
N Lung disease is the number one work-related illness in the
United States in terms of severity, frequency, and preventability.
N Occupational lung cancer is estimated to kill between
15,000 and 20,000 people each year.
N Lung cancer is the leading cause of cancer death for both
men and women in the United States.
55
N Occupational asthma, from exposure to any number of vapors, gases, fumes, or
dusts that can trigger an asthma attack
N Certain industry-specific diseases such as black lung (coal) and brown lung
(textiles)
In addition, studies clearly show that smokers are more susceptible than nonsmok-
ers to developing occupational lung diseases.
Employees should recognize the key risk factors. Hot, closed-in work areas
and poor ventilation magnify the potential for developing lung problems if
disease-causing substances are present. Remind employees that they should know
both the hazards of the substances they work with AND the conditions that might
increase the risk. They should make it a habit to always:
N Read the labels and SDSs of hazardous substances to understand the dangers
of inhaling the substanceand do it BEFORE using the substance.
N Avoid or minimize breathing in any sort of dust, vapors, fumes, or gases.
N Make sure that engineering controls, such as ventilation and exhaust systems,
are in place and functioning properly.
Of course, anyone who works in an area with high levels of hazardous substances
in the air must wear an appropriate respirator and know how to use it properly.
Early detection is key to treating lung diseases. The success of medical treat-
ment for lung diseases usually depends on how early the disease is detected.
(Even lung cancer can be treated successfully if found at an early stage.) Encour-
age employees to get a medical examination if they develop symptoms, such a per-
sistent cough, and they have reason to believe the problem may be work related.
But most important, emphasize that occupational lung diseases can be prevented
in the first place with the right combination of hazard awareness, engineering con-
trols, PPE, and common sense.
DecemberDrunk and Drugged Driving
Prevention Month
Remind employees that safe driving is no accident
December is Drunk and Drugged Driving Prevention Month, and with the onset of
the holidays and winter weather, its a good opportunity to remind employees
about driving safely both on and off the job.
Why it matters
N More than 13,000 people died in work-related roadway
accidents in the United States between 1992 and 2001.
N In 2002 alone, more than 17,000 people in the United States
died in alcohol-related roadway accidents.
N Accidents involving drugs and alcohol will affect one in
three Americans during their lifetime.
56
BLR

Motor vehicle accidents are the leading cause of work-related deaths.
Roadway accidents not only kill employees such as truck drivers, who spend all
of their time on the road, but also employees who simply are using their own or
a company vehicle for job-related purposes.
A NIOSH study of 3,000 work-related driving fatalities showed that a highway
tragedy can happen to any employee under any circumstances. The study found:
N Nearly half of all accidents involve something other than another motor
vehiclein fact, 14 percent of the workers killed were pedestrians.
N More than two-thirds of accidents occur among workers aged 25 to 54.
N 85 percent of accidents occur during normal weather conditions.
Drinking, drugs, and driving are a fatal combination. More than 40 percent of
all traffic-related deaths in the United States involve alcohol, and drugs such as
cocaine and marijuana are involved in approximately 20 percent of fatalities. Most
tragic of all, these accidents often involve children under the legal driving age who
are passengers riding with drivers under the influence. Only 20 percent of the chil-
dren killed in alcohol-related accidents were wearing proper safety restraints (seat
belts or car seats).
Remind employees to take safe driving seriously. Use facts and figures, such
as those presented here, to reinforce the message that fatal highway accidents can
have a tragic impact on their own and their families lives. Other points to empha-
size include:
N Your companys policies on being under the influence of drugs or alcohol on
the job.
N Mandatory seat belt use for job-related drivingnote that 62 percent of the
victims in the NIOSH study were NOT wearing any sort of restraints.
N The importance of proper vehicle maintenanceemployees should always, at
a minimum, check such basic items as tires, front and rear lights, wipers, and
washer fluid before starting out.
N Take it easy in bad weather such as snow and iceits better to arrive late than
not at all.
57
58

50 Tips For More Effective Safety Training

Uploaded by

Copyright:

Available Formats

50 Tips For More Effective Safety Training

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

50 Tips For More Effective Safety Training

Uploaded by

Copyright:

Available Formats

S

BUSINESS & LEGAL RESOURCES

Business & Legal

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

Business & Legal Resources 10103500

You might also like