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See Attached **files (2)** – ## UnitVIIIJournal.docx – ## UnitVIIIStudyGuide.pdf **## UnitVIIIJournal.docx** **OSH 2304, Introduction to Contractor Safety** **Unit VIII Journal** **Part I:** Discuss how you can apply the concepts learned in this course to your current or future career. How might the…
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**files (2)**
– ## UnitVIIIJournal.docx
– ## UnitVIIIStudyGuide.pdf
**## UnitVIIIJournal.docx**
**OSH 2304, Introduction to Contractor Safety**
**Unit VIII Journal**
**Part I:**
Discuss how you can apply the concepts learned in this course to your current or future career. How might the lessons you have learned positively impact your career success? Which would you find most beneficial to you?
**Part II:**
There are many safety incentive programs used by companies in the United States. Some are based on reactive "lagging indicators", and some on proactive "leading indicators".
Discuss a safety incentive program that you are familiar with. If you have not had any experience with safety incentive programs, research a type of incentive program on the Internet.
Remember, OSHA discourages the use of any safety incentive program that would discourage employees from reporting near misses, injuries, or illnesses. How does the safety incentive program you are familiar with affect employees' incentive for reporting near misses, injuries, and illnesses? What recommendations would you make to improve the program?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitVIIIStudyGuide.pdf**
OSH 2304, Introduction to Contractor Safety 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Discuss hazards unique to contract work.
2. Summarize regulatory policies for multi-employer worksites.
3. Discuss contractor safety-related best practices.
4. Summarize methods for ensuring contractor accountability.
5. Discuss contractor safety from a safety management systems perspective.
5.1 Explain management commitment to the safety and health program.
5.2 Summarize education and training options for safety and health programs.
5.3 Compare methods for promoting safety and health.
Required Unit Resources
Chapter 12: Promoting Safety, Safety Training, and Mentoring
In order to access the following resource, click the link below.
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health programs in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Unit Lesson
This course has demonstrated the difficulties that can be present in developing an effective written safety and
health program. Most construction sites have multiple employers present with overlapping safety
responsibilities. Even the best written safety program will not reduce occupational injuries and illnesses if it is
not implemented and maintained well. In many cases, a lot of effort is put into writing a safety and health
program with less effort expended to implement the policies contained within the program.
The construction industry has always been a focus of the Occupational Safety and Health Administration
(OSHA) because of the number of injuries and illnesses that occur. OSHA published a document specifically
to improve the effectiveness of safety and health programs in the construction industry. Within the document,
OSHA lists seven core elements for recommended practices; management leadership, worker participation,
hazard identification and assessment, hazard prevention and control, education and training, program
evaluation and improvement, and communication and coordination for employers on multiemployer worksites
(OSHA, 2016). This class has covered some of those elements in earlier units. During this unit, we will look at
management leadership, worker participation, education and training, program evaluation and improvement,
and communication and coordination for employers on multiemployer worksites.
Management’s Role
One of the most important elements of an effective safety program is how management support is viewed by
employees. One way management can show their commitment to the program is through the company safety
policy. The written company safety program is a primary method that management can use to communicate
their expectations of employees related to safety practices. OSHA (2016) recommends the written safety
UNIT VIII STUDY GUIDE
Tying it all Together – Promoting
Safety in Construction
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
OSH 2304, Introduction to Contractor Safety 2
UNIT x STUDY GUIDE
Title
policy as a way to show employees that safety and health is as important as productivity and profitability. The
written policy should be signed by senior management and communicated to all employees, subcontractors,
and temporary workers.
Simply writing a safety policy is not adequate to totally indicate management support of the safety and health
program. Specific, actionable items should also be required of management. Management can further show
their support by establishing some meaningful, measurable goals related to safety and health and hold all
employees (including management) accountable for achieving the goals (OSHA, 2016). An example of this
process would be to set a goal to reduce the OSHA injury and illness rate to a specified level. Then, each
supervisor would have that goal included in their annual performance review. Another important action that
management should take is to hire someone to oversee the safety and health program and then to allocate
the necessary resources to allow that person to reach the specified goals (OSHA, 2016). Finally,
management must also be expected to follow all the safety rules just like workers are required to do. Nothing
shows a lack of management leadership than the owner of a construction company showing up at a worksite
and not wearing the required PPE.
Just as important as management commitment is employee participation in the safety and health program.
Many injuries and fatalities are caused by employees failing to follow proper safety rules that have been
established in the safety and health program. There are many reasons for workers not following the required
safety rules. They can range from the PPE not being comfortable, to not feeling the need to follow the rules
because management does not follow the rules. Whatever the reason, the safety and health program needs
to develop methods to include employees in all aspects of the safety and health program and to provide a
method for the workers to report unsafe practices and conditions (OSHA, 2016). Over the years, companies
have developed many different methods to accomplish these goals.
Identifying unsafe work practices and conditions is essential to providing a safer workplace. The worker is in
the best position to identify these unsafe practices and conditions (OSHA, 2016). It can be difficult to get
workers to report unsafe conditions and practices, including near-miss incidents. A program that encourages
workers to report these incidents can greatly improve the effectiveness of a safety and health program.
Management can take actions that will encourage workers to report incidents. Management actions can also
discourage workers from reporting incidents. Workers must feel that they are safe in reporting the incidents
and that the reports will be taken seriously, and effective controls will be implemented. When workers are
included in the development of a reporting system, including how the reports will be evaluated and how
controls are chosen and implemented, the program will also be more effective. If workers believe they will be
punished for reporting incidents or that the reports will not be taken seriously, they will be likely not report the
incidents (OSHA, 2016).
Conflicts of Interest
At times, safety and health programs may unintentionally overlap, producing undesired results. For example,
earlier in this lesson, we mentioned a practice where a supervisor’s annual performance review is partially
tied to the injury and illness rate for the company. This practice may result in the supervisor discouraging
workers from reporting incidents in order to keep the rates low to improve their annual performance review.
Some companies develop incentive programs that can be tied to several safety goals, including reporting
incidents, injury and illness rates, and days without a recordable injury or illness. Awards for these incentive
programs can be quite substantial leading to peer-pressure to achieve the goals that have been set. These
types of program may also discourage workers from reporting incidents. OSHA has recognized the problems
associated with these types of incentive programs. OSHA stated that incentive programs that discourage
workers from reporting near misses and injuries and illnesses are problematic and may violate OSHA
regulations (Fairfax, 2012). This means that any incentive program that is developed and implemented must
be evaluated by management to make sure that it does not discourage workers from reporting safety
incidents.
Education and Training
Another important element of an effective safety and health program is education and training of management
and employees. At the most basic level, management and employees must be trained on the basics of the
safety and health program (OSHA, 2016). This will provide everyone with the required knowledge of what is
OSH 2304, Introduction to Contractor Safety 3
UNIT x STUDY GUIDE
Title
expected of them under the program, who to contact if they have issues, how to report near misses, injuries
and illnesses, what to do in an emergency, and their rights under the Occupational Safety and Health Act
(OSHA, 2016). This training is commonly conducted as an introductory class when someone is newly hired as
an orientation class and oftentimes is provided by the site safety officer.
Most companies provide additional training depending on the job description of the worker. Two common
training classes are the 10-hour and 30-hour classes for the construction industry (Goetsch, 2018). These
classes cover some basic safety requirements in the construction regulations, and participants are provided
with a certificate after they complete the class. Because the trainer requires some specific training in order to
teach the class, these two training classes are often performed off site or through an online class. In many
cases, local community colleges and safety organizations offer the classes for a fee.
Ongoing safety training can always be effective in reinforcing safe work habits. The textbook mentions one
popular on-going training technique called toolbox talks (Goetsch, 2018). These talks involve discussing one
safety topic for a brief period of time each day or week. With continuing toolbox talks, the company can cover
a wide range of safety topics. Multiple toolbox talks have been developed through an OSHA alliance program
and can be used for these talks. See a list of topics at the OSHA website (OSHA, n.d.).
The method used to present the training can also influence the effectiveness of the learning (Goetsch, 2018).
Researchers have long held that different students may prefer different styles of training (Quinn et al., 2018).
While there are many learning styles that have been described, there are four main considerations; is the
student an active or reflective learner, a sensing or an intuitive learner, a visual or a verbal learner, or is the
student a sequential or global learner (Quinn et al., 2018). What this means to developing a safety training
program is that some workers will learn better by hearing someone tell them the information, some will learn
better by reading the information, some will learn better by performing a hands-on task, some will learn better
by being provided with small amount of information at a time, while others will learn better when provided with
all the information at once. A safety professional has to look at providing the safety information using several
different approaches.
Mentoring
Mentoring is another approach that has been used to make safety and health programs more effective.
Mentoring involves placing a new worker with an experienced employee for a period of time. Mentoring can
be very effective as long as the mentor has been trained in the process and understands the safety and
health program. Placing a new employee with a mentor that takes shortcuts to avoid some safety and health
rules because they believe the rules slow production will produce more employees who use unsafe practices.
A mentoring program can be effective, but it must be developed and managed properly.
Conclusion
OSHA promotes the concept of continuous improvement for safety and health programs (OSHA, 2016). This
process provides a method for on-going evaluation of the program, identification of weaknesses,
improvements to the program to improve those weaknesses, and reevaluation of the program at a specified
frequency. This process requires the safety professional to track leading indicators of the program like injury
and illness rates, near misses, and compliance with safety rules. This is a good reason for the safety
professional to be walking through the worksite on a regular basis. By analyzing the leading indicators, the
safety professional can identify trends that can indicate weaknesses in the program and can implement
changes to the program. For example, if the analysis shows that there has been a large increase in the
reports of near misses involving falls, there may be a lack of compliance with fall protection among workers.
The safety professional can implement new training for fall protection and continue to provide periodic training
until the near misses are reduced.
References
Fairfax, R. E. (2012, March 12). Memorandum to regional administrators, whistleblower program managers:
Employer safety incentive and disincentive policies and practices. Occupational Safety and Health
Administration, United States Department of Labor.
https://www.osha.gov/as/opa/whistleblowermemo.html
[https://www.osha.gov/alliances/products](https://www.osha.gov/alliances/products)
OSH 2304, Introduction to Contractor Safety 4
UNIT x STUDY GUIDE
Title
Goetsch, D. L. (2018). Construction safety and the OSHA standards (2nd ed.). Pearson.
Occupational Safety and Health Administration. (n.d.). Alliance program participants developed products.
United States Department of Labor. https://www.osha.gov/alliances/products
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Quinn, M. M., Smith, T., Kalmer, E. L., & Burgoon, J. M. (2018, July/August). What type of learner are your
students? Preferred learning styles of undergraduate gross anatomy students according to the Index
of Learning Styles questionnaire. Anatomical Sciences Education, 11, 358–365. https://bit.ly/38ayiJo
Suggested Unit Resources
In order to access the following resources, click the links below.
According to OSHA the construction industry has the highest fatal injury rate across all industries. These
resources highlight why that is and offer guidance on reducing workplace fatalities.
Occupational Safety and Health Administration. (2005). Worker safety series: Construction (OSHA Document
No. 3252-05N). United States Department of Labor. chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osh
a3252.pdf
Occupational Safety and Health Administration. (n.d.). Preventing fatalities. United States Department of
Labor. https://www.osha.gov/SLTC/etools/construction/index.html
Occupational Safety and Health Administration. (n.d.). Construction enforcement memos. United States
Department of Labor. https://www.osha.gov/enforcementmemos
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
OSHA has produced numerous videos on various topics related to construction safety. Go to the OSHA
website, and view the list of videos. View some of the videos that are of interest to you. What did you learn
that you could apply to the lessons in this course?
[chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf](chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf)
[https://www.osha.gov/SLTC/etools/construction/index.html](https://www.osha.gov/SLTC/etools/construction/index.html)
[https://www.osha.gov/enforcementmemos](https://www.osha.gov/enforcementmemos)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
– Course Learning Outcomes for Unit VIII
– Required Unit Resources
– Unit Lesson
– Management’s Role
– Conflicts of Interest
– Education and Training
– Mentoring
– Conclusion
– References
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## UnitVIIIStudyGuide.pdf**
OSH 2304, Introduction to Contractor Safety 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Discuss hazards unique to contract work.
2. Summarize regulatory policies for multi-employer worksites.
3. Discuss contractor safety-related best practices.
4. Summarize methods for ensuring contractor accountability.
5. Discuss contractor safety from a safety management systems perspective.
5.1 Explain management commitment to the safety and health program.
5.2 Summarize education and training options for safety and health programs.
5.3 Compare methods for promoting safety and health.
Required Unit Resources
Chapter 12: Promoting Safety, Safety Training, and Mentoring
In order to access the following resource, click the link below.
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health programs in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Unit Lesson
This course has demonstrated the difficulties that can be present in developing an effective written safety and
health program. Most construction sites have multiple employers present with overlapping safety
responsibilities. Even the best written safety program will not reduce occupational injuries and illnesses if it is
not implemented and maintained well. In many cases, a lot of effort is put into writing a safety and health
program with less effort expended to implement the policies contained within the program.
The construction industry has always been a focus of the Occupational Safety and Health Administration
(OSHA) because of the number of injuries and illnesses that occur. OSHA published a document specifically
to improve the effectiveness of safety and health programs in the construction industry. Within the document,
OSHA lists seven core elements for recommended practices; management leadership, worker participation,
hazard identification and assessment, hazard prevention and control, education and training, program
evaluation and improvement, and communication and coordination for employers on multiemployer worksites
(OSHA, 2016). This class has covered some of those elements in earlier units. During this unit, we will look at
management leadership, worker participation, education and training, program evaluation and improvement,
and communication and coordination for employers on multiemployer worksites.
Management’s Role
One of the most important elements of an effective safety program is how management support is viewed by
employees. One way management can show their commitment to the program is through the company safety
policy. The written company safety program is a primary method that management can use to communicate
their expectations of employees related to safety practices. OSHA (2016) recommends the written safety
UNIT VIII STUDY GUIDE
Tying it all Together – Promoting
Safety in Construction
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
OSH 2304, Introduction to Contractor Safety 2
UNIT x STUDY GUIDE
Title
policy as a way to show employees that safety and health is as important as productivity and profitability. The
written policy should be signed by senior management and communicated to all employees, subcontractors,
and temporary workers.
Simply writing a safety policy is not adequate to totally indicate management support of the safety and health
program. Specific, actionable items should also be required of management. Management can further show
their support by establishing some meaningful, measurable goals related to safety and health and hold all
employees (including management) accountable for achieving the goals (OSHA, 2016). An example of this
process would be to set a goal to reduce the OSHA injury and illness rate to a specified level. Then, each
supervisor would have that goal included in their annual performance review. Another important action that
management should take is to hire someone to oversee the safety and health program and then to allocate
the necessary resources to allow that person to reach the specified goals (OSHA, 2016). Finally,
management must also be expected to follow all the safety rules just like workers are required to do. Nothing
shows a lack of management leadership than the owner of a construction company showing up at a worksite
and not wearing the required PPE.
Just as important as management commitment is employee participation in the safety and health program.
Many injuries and fatalities are caused by employees failing to follow proper safety rules that have been
established in the safety and health program. There are many reasons for workers not following the required
safety rules. They can range from the PPE not being comfortable, to not feeling the need to follow the rules
because management does not follow the rules. Whatever the reason, the safety and health program needs
to develop methods to include employees in all aspects of the safety and health program and to provide a
method for the workers to report unsafe practices and conditions (OSHA, 2016). Over the years, companies
have developed many different methods to accomplish these goals.
Identifying unsafe work practices and conditions is essential to providing a safer workplace. The worker is in
the best position to identify these unsafe practices and conditions (OSHA, 2016). It can be difficult to get
workers to report unsafe conditions and practices, including near-miss incidents. A program that encourages
workers to report these incidents can greatly improve the effectiveness of a safety and health program.
Management can take actions that will encourage workers to report incidents. Management actions can also
discourage workers from reporting incidents. Workers must feel that they are safe in reporting the incidents
and that the reports will be taken seriously, and effective controls will be implemented. When workers are
included in the development of a reporting system, including how the reports will be evaluated and how
controls are chosen and implemented, the program will also be more effective. If workers believe they will be
punished for reporting incidents or that the reports will not be taken seriously, they will be likely not report the
incidents (OSHA, 2016).
Conflicts of Interest
At times, safety and health programs may unintentionally overlap, producing undesired results. For example,
earlier in this lesson, we mentioned a practice where a supervisor’s annual performance review is partially
tied to the injury and illness rate for the company. This practice may result in the supervisor discouraging
workers from reporting incidents in order to keep the rates low to improve their annual performance review.
Some companies develop incentive programs that can be tied to several safety goals, including reporting
incidents, injury and illness rates, and days without a recordable injury or illness. Awards for these incentive
programs can be quite substantial leading to peer-pressure to achieve the goals that have been set. These
types of program may also discourage workers from reporting incidents. OSHA has recognized the problems
associated with these types of incentive programs. OSHA stated that incentive programs that discourage
workers from reporting near misses and injuries and illnesses are problematic and may violate OSHA
regulations (Fairfax, 2012). This means that any incentive program that is developed and implemented must
be evaluated by management to make sure that it does not discourage workers from reporting safety
incidents.
Education and Training
Another important element of an effective safety and health program is education and training of management
and employees. At the most basic level, management and employees must be trained on the basics of the
safety and health program (OSHA, 2016). This will provide everyone with the required knowledge of what is
OSH 2304, Introduction to Contractor Safety 3
UNIT x STUDY GUIDE
Title
expected of them under the program, who to contact if they have issues, how to report near misses, injuries
and illnesses, what to do in an emergency, and their rights under the Occupational Safety and Health Act
(OSHA, 2016). This training is commonly conducted as an introductory class when someone is newly hired as
an orientation class and oftentimes is provided by the site safety officer.
Most companies provide additional training depending on the job description of the worker. Two common
training classes are the 10-hour and 30-hour classes for the construction industry (Goetsch, 2018). These
classes cover some basic safety requirements in the construction regulations, and participants are provided
with a certificate after they complete the class. Because the trainer requires some specific training in order to
teach the class, these two training classes are often performed off site or through an online class. In many
cases, local community colleges and safety organizations offer the classes for a fee.
Ongoing safety training can always be effective in reinforcing safe work habits. The textbook mentions one
popular on-going training technique called toolbox talks (Goetsch, 2018). These talks involve discussing one
safety topic for a brief period of time each day or week. With continuing toolbox talks, the company can cover
a wide range of safety topics. Multiple toolbox talks have been developed through an OSHA alliance program
and can be used for these talks. See a list of topics at the OSHA website (OSHA, n.d.).
The method used to present the training can also influence the effectiveness of the learning (Goetsch, 2018).
Researchers have long held that different students may prefer different styles of training (Quinn et al., 2018).
While there are many learning styles that have been described, there are four main considerations; is the
student an active or reflective learner, a sensing or an intuitive learner, a visual or a verbal learner, or is the
student a sequential or global learner (Quinn et al., 2018). What this means to developing a safety training
program is that some workers will learn better by hearing someone tell them the information, some will learn
better by reading the information, some will learn better by performing a hands-on task, some will learn better
by being provided with small amount of information at a time, while others will learn better when provided with
all the information at once. A safety professional has to look at providing the safety information using several
different approaches.
Mentoring
Mentoring is another approach that has been used to make safety and health programs more effective.
Mentoring involves placing a new worker with an experienced employee for a period of time. Mentoring can
be very effective as long as the mentor has been trained in the process and understands the safety and
health program. Placing a new employee with a mentor that takes shortcuts to avoid some safety and health
rules because they believe the rules slow production will produce more employees who use unsafe practices.
A mentoring program can be effective, but it must be developed and managed properly.
Conclusion
OSHA promotes the concept of continuous improvement for safety and health programs (OSHA, 2016). This
process provides a method for on-going evaluation of the program, identification of weaknesses,
improvements to the program to improve those weaknesses, and reevaluation of the program at a specified
frequency. This process requires the safety professional to track leading indicators of the program like injury
and illness rates, near misses, and compliance with safety rules. This is a good reason for the safety
professional to be walking through the worksite on a regular basis. By analyzing the leading indicators, the
safety professional can identify trends that can indicate weaknesses in the program and can implement
changes to the program. For example, if the analysis shows that there has been a large increase in the
reports of near misses involving falls, there may be a lack of compliance with fall protection among workers.
The safety professional can implement new training for fall protection and continue to provide periodic training
until the near misses are reduced.
References
Fairfax, R. E. (2012, March 12). Memorandum to regional administrators, whistleblower program managers:
Employer safety incentive and disincentive policies and practices. Occupational Safety and Health
Administration, United States Department of Labor.
https://www.osha.gov/as/opa/whistleblowermemo.html
[https://www.osha.gov/alliances/products](https://www.osha.gov/alliances/products)
OSH 2304, Introduction to Contractor Safety 4
UNIT x STUDY GUIDE
Title
Goetsch, D. L. (2018). Construction safety and the OSHA standards (2nd ed.). Pearson.
Occupational Safety and Health Administration. (n.d.). Alliance program participants developed products.
United States Department of Labor. https://www.osha.gov/alliances/products
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Quinn, M. M., Smith, T., Kalmer, E. L., & Burgoon, J. M. (2018, July/August). What type of learner are your
students? Preferred learning styles of undergraduate gross anatomy students according to the Index
of Learning Styles questionnaire. Anatomical Sciences Education, 11, 358–365. https://bit.ly/38ayiJo
Suggested Unit Resources
In order to access the following resources, click the links below.
According to OSHA the construction industry has the highest fatal injury rate across all industries. These
resources highlight why that is and offer guidance on reducing workplace fatalities.
Occupational Safety and Health Administration. (2005). Worker safety series: Construction (OSHA Document
No. 3252-05N). United States Department of Labor. chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osh
a3252.pdf
Occupational Safety and Health Administration. (n.d.). Preventing fatalities. United States Department of
Labor. https://www.osha.gov/SLTC/etools/construction/index.html
Occupational Safety and Health Administration. (n.d.). Construction enforcement memos. United States
Department of Labor. https://www.osha.gov/enforcementmemos
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
OSHA has produced numerous videos on various topics related to construction safety. Go to the OSHA
website, and view the list of videos. View some of the videos that are of interest to you. What did you learn
that you could apply to the lessons in this course?
[chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf](chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf)
[https://www.osha.gov/SLTC/etools/construction/index.html](https://www.osha.gov/SLTC/etools/construction/index.html)
[https://www.osha.gov/enforcementmemos](https://www.osha.gov/enforcementmemos)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
– Course Learning Outcomes for Unit VIII
– Required Unit Resources
– Unit Lesson
– Management’s Role
– Conflicts of Interest
– Education and Training
– Mentoring
– Conclusion
– References
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## UnitVIIIJournal.docx**
**OSH 2304, Introduction to Contractor Safety**
**Unit VIII Journal**
**Part I:**
Discuss how you can apply the concepts learned in this course to your current or future career. How might the lessons you have learned positively impact your career success? Which would you find most beneficial to you?
**Part II:**
There are many safety incentive programs used by companies in the United States. Some are based on reactive "lagging indicators", and some on proactive "leading indicators".
Discuss a safety incentive program that you are familiar with. If you have not had any experience with safety incentive programs, research a type of incentive program on the Internet.
Remember, OSHA discourages the use of any safety incentive program that would discourage employees from reporting near misses, injuries, or illnesses. How does the safety incentive program you are familiar with affect employees' incentive for reporting near misses, injuries, and illnesses? What recommendations would you make to improve the program?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitVIIIStudyGuide.pdf**
OSH 2304, Introduction to Contractor Safety 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Discuss hazards unique to contract work.
2. Summarize regulatory policies for multi-employer worksites.
3. Discuss contractor safety-related best practices.
4. Summarize methods for ensuring contractor accountability.
5. Discuss contractor safety from a safety management systems perspective.
5.1 Explain management commitment to the safety and health program.
5.2 Summarize education and training options for safety and health programs.
5.3 Compare methods for promoting safety and health.
Required Unit Resources
Chapter 12: Promoting Safety, Safety Training, and Mentoring
In order to access the following resource, click the link below.
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health programs in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Unit Lesson
This course has demonstrated the difficulties that can be present in developing an effective written safety and
health program. Most construction sites have multiple employers present with overlapping safety
responsibilities. Even the best written safety program will not reduce occupational injuries and illnesses if it is
not implemented and maintained well. In many cases, a lot of effort is put into writing a safety and health
program with less effort expended to implement the policies contained within the program.
The construction industry has always been a focus of the Occupational Safety and Health Administration
(OSHA) because of the number of injuries and illnesses that occur. OSHA published a document specifically
to improve the effectiveness of safety and health programs in the construction industry. Within the document,
OSHA lists seven core elements for recommended practices; management leadership, worker participation,
hazard identification and assessment, hazard prevention and control, education and training, program
evaluation and improvement, and communication and coordination for employers on multiemployer worksites
(OSHA, 2016). This class has covered some of those elements in earlier units. During this unit, we will look at
management leadership, worker participation, education and training, program evaluation and improvement,
and communication and coordination for employers on multiemployer worksites.
Management’s Role
One of the most important elements of an effective safety program is how management support is viewed by
employees. One way management can show their commitment to the program is through the company safety
policy. The written company safety program is a primary method that management can use to communicate
their expectations of employees related to safety practices. OSHA (2016) recommends the written safety
UNIT VIII STUDY GUIDE
Tying it all Together – Promoting
Safety in Construction
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
OSH 2304, Introduction to Contractor Safety 2
UNIT x STUDY GUIDE
Title
policy as a way to show employees that safety and health is as important as productivity and profitability. The
written policy should be signed by senior management and communicated to all employees, subcontractors,
and temporary workers.
Simply writing a safety policy is not adequate to totally indicate management support of the safety and health
program. Specific, actionable items should also be required of management. Management can further show
their support by establishing some meaningful, measurable goals related to safety and health and hold all
employees (including management) accountable for achieving the goals (OSHA, 2016). An example of this
process would be to set a goal to reduce the OSHA injury and illness rate to a specified level. Then, each
supervisor would have that goal included in their annual performance review. Another important action that
management should take is to hire someone to oversee the safety and health program and then to allocate
the necessary resources to allow that person to reach the specified goals (OSHA, 2016). Finally,
management must also be expected to follow all the safety rules just like workers are required to do. Nothing
shows a lack of management leadership than the owner of a construction company showing up at a worksite
and not wearing the required PPE.
Just as important as management commitment is employee participation in the safety and health program.
Many injuries and fatalities are caused by employees failing to follow proper safety rules that have been
established in the safety and health program. There are many reasons for workers not following the required
safety rules. They can range from the PPE not being comfortable, to not feeling the need to follow the rules
because management does not follow the rules. Whatever the reason, the safety and health program needs
to develop methods to include employees in all aspects of the safety and health program and to provide a
method for the workers to report unsafe practices and conditions (OSHA, 2016). Over the years, companies
have developed many different methods to accomplish these goals.
Identifying unsafe work practices and conditions is essential to providing a safer workplace. The worker is in
the best position to identify these unsafe practices and conditions (OSHA, 2016). It can be difficult to get
workers to report unsafe conditions and practices, including near-miss incidents. A program that encourages
workers to report these incidents can greatly improve the effectiveness of a safety and health program.
Management can take actions that will encourage workers to report incidents. Management actions can also
discourage workers from reporting incidents. Workers must feel that they are safe in reporting the incidents
and that the reports will be taken seriously, and effective controls will be implemented. When workers are
included in the development of a reporting system, including how the reports will be evaluated and how
controls are chosen and implemented, the program will also be more effective. If workers believe they will be
punished for reporting incidents or that the reports will not be taken seriously, they will be likely not report the
incidents (OSHA, 2016).
Conflicts of Interest
At times, safety and health programs may unintentionally overlap, producing undesired results. For example,
earlier in this lesson, we mentioned a practice where a supervisor’s annual performance review is partially
tied to the injury and illness rate for the company. This practice may result in the supervisor discouraging
workers from reporting incidents in order to keep the rates low to improve their annual performance review.
Some companies develop incentive programs that can be tied to several safety goals, including reporting
incidents, injury and illness rates, and days without a recordable injury or illness. Awards for these incentive
programs can be quite substantial leading to peer-pressure to achieve the goals that have been set. These
types of program may also discourage workers from reporting incidents. OSHA has recognized the problems
associated with these types of incentive programs. OSHA stated that incentive programs that discourage
workers from reporting near misses and injuries and illnesses are problematic and may violate OSHA
regulations (Fairfax, 2012). This means that any incentive program that is developed and implemented must
be evaluated by management to make sure that it does not discourage workers from reporting safety
incidents.
Education and Training
Another important element of an effective safety and health program is education and training of management
and employees. At the most basic level, management and employees must be trained on the basics of the
safety and health program (OSHA, 2016). This will provide everyone with the required knowledge of what is
OSH 2304, Introduction to Contractor Safety 3
UNIT x STUDY GUIDE
Title
expected of them under the program, who to contact if they have issues, how to report near misses, injuries
and illnesses, what to do in an emergency, and their rights under the Occupational Safety and Health Act
(OSHA, 2016). This training is commonly conducted as an introductory class when someone is newly hired as
an orientation class and oftentimes is provided by the site safety officer.
Most companies provide additional training depending on the job description of the worker. Two common
training classes are the 10-hour and 30-hour classes for the construction industry (Goetsch, 2018). These
classes cover some basic safety requirements in the construction regulations, and participants are provided
with a certificate after they complete the class. Because the trainer requires some specific training in order to
teach the class, these two training classes are often performed off site or through an online class. In many
cases, local community colleges and safety organizations offer the classes for a fee.
Ongoing safety training can always be effective in reinforcing safe work habits. The textbook mentions one
popular on-going training technique called toolbox talks (Goetsch, 2018). These talks involve discussing one
safety topic for a brief period of time each day or week. With continuing toolbox talks, the company can cover
a wide range of safety topics. Multiple toolbox talks have been developed through an OSHA alliance program
and can be used for these talks. See a list of topics at the OSHA website (OSHA, n.d.).
The method used to present the training can also influence the effectiveness of the learning (Goetsch, 2018).
Researchers have long held that different students may prefer different styles of training (Quinn et al., 2018).
While there are many learning styles that have been described, there are four main considerations; is the
student an active or reflective learner, a sensing or an intuitive learner, a visual or a verbal learner, or is the
student a sequential or global learner (Quinn et al., 2018). What this means to developing a safety training
program is that some workers will learn better by hearing someone tell them the information, some will learn
better by reading the information, some will learn better by performing a hands-on task, some will learn better
by being provided with small amount of information at a time, while others will learn better when provided with
all the information at once. A safety professional has to look at providing the safety information using several
different approaches.
Mentoring
Mentoring is another approach that has been used to make safety and health programs more effective.
Mentoring involves placing a new worker with an experienced employee for a period of time. Mentoring can
be very effective as long as the mentor has been trained in the process and understands the safety and
health program. Placing a new employee with a mentor that takes shortcuts to avoid some safety and health
rules because they believe the rules slow production will produce more employees who use unsafe practices.
A mentoring program can be effective, but it must be developed and managed properly.
Conclusion
OSHA promotes the concept of continuous improvement for safety and health programs (OSHA, 2016). This
process provides a method for on-going evaluation of the program, identification of weaknesses,
improvements to the program to improve those weaknesses, and reevaluation of the program at a specified
frequency. This process requires the safety professional to track leading indicators of the program like injury
and illness rates, near misses, and compliance with safety rules. This is a good reason for the safety
professional to be walking through the worksite on a regular basis. By analyzing the leading indicators, the
safety professional can identify trends that can indicate weaknesses in the program and can implement
changes to the program. For example, if the analysis shows that there has been a large increase in the
reports of near misses involving falls, there may be a lack of compliance with fall protection among workers.
The safety professional can implement new training for fall protection and continue to provide periodic training
until the near misses are reduced.
References
Fairfax, R. E. (2012, March 12). Memorandum to regional administrators, whistleblower program managers:
Employer safety incentive and disincentive policies and practices. Occupational Safety and Health
Administration, United States Department of Labor.
https://www.osha.gov/as/opa/whistleblowermemo.html
[https://www.osha.gov/alliances/products](https://www.osha.gov/alliances/products)
OSH 2304, Introduction to Contractor Safety 4
UNIT x STUDY GUIDE
Title
Goetsch, D. L. (2018). Construction safety and the OSHA standards (2nd ed.). Pearson.
Occupational Safety and Health Administration. (n.d.). Alliance program participants developed products.
United States Department of Labor. https://www.osha.gov/alliances/products
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Quinn, M. M., Smith, T., Kalmer, E. L., & Burgoon, J. M. (2018, July/August). What type of learner are your
students? Preferred learning styles of undergraduate gross anatomy students according to the Index
of Learning Styles questionnaire. Anatomical Sciences Education, 11, 358–365. https://bit.ly/38ayiJo
Suggested Unit Resources
In order to access the following resources, click the links below.
According to OSHA the construction industry has the highest fatal injury rate across all industries. These
resources highlight why that is and offer guidance on reducing workplace fatalities.
Occupational Safety and Health Administration. (2005). Worker safety series: Construction (OSHA Document
No. 3252-05N). United States Department of Labor. chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osh
a3252.pdf
Occupational Safety and Health Administration. (n.d.). Preventing fatalities. United States Department of
Labor. https://www.osha.gov/SLTC/etools/construction/index.html
Occupational Safety and Health Administration. (n.d.). Construction enforcement memos. United States
Department of Labor. https://www.osha.gov/enforcementmemos
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
OSHA has produced numerous videos on various topics related to construction safety. Go to the OSHA
website, and view the list of videos. View some of the videos that are of interest to you. What did you learn
that you could apply to the lessons in this course?
[chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf](chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf)
[https://www.osha.gov/SLTC/etools/construction/index.html](https://www.osha.gov/SLTC/etools/construction/index.html)
[https://www.osha.gov/enforcementmemos](https://www.osha.gov/enforcementmemos)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
– Course Learning Outcomes for Unit VIII
– Required Unit Resources
– Unit Lesson
– Management’s Role
– Conflicts of Interest
– Education and Training
– Mentoring
– Conclusion
– References
– Suggested Unit Resources
– Learning Activities (Nongraded)
**## UnitVIIIJournal.docx**
**OSH 2304, Introduction to Contractor Safety**
**Unit VIII Journal**
**Part I:**
Discuss how you can apply the concepts learned in this course to your current or future career. How might the lessons you have learned positively impact your career success? Which would you find most beneficial to you?
**Part II:**
There are many safety incentive programs used by companies in the United States. Some are based on reactive "lagging indicators", and some on proactive "leading indicators".
Discuss a safety incentive program that you are familiar with. If you have not had any experience with safety incentive programs, research a type of incentive program on the Internet.
Remember, OSHA discourages the use of any safety incentive program that would discourage employees from reporting near misses, injuries, or illnesses. How does the safety incentive program you are familiar with affect employees' incentive for reporting near misses, injuries, and illnesses? What recommendations would you make to improve the program?
Your journal entry must be at least 200 words in length. No references or citations are necessary.
**## UnitVIIIStudyGuide.pdf**
OSH 2304, Introduction to Contractor Safety 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Discuss hazards unique to contract work.
2. Summarize regulatory policies for multi-employer worksites.
3. Discuss contractor safety-related best practices.
4. Summarize methods for ensuring contractor accountability.
5. Discuss contractor safety from a safety management systems perspective.
5.1 Explain management commitment to the safety and health program.
5.2 Summarize education and training options for safety and health programs.
5.3 Compare methods for promoting safety and health.
Required Unit Resources
Chapter 12: Promoting Safety, Safety Training, and Mentoring
In order to access the following resource, click the link below.
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health programs in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Unit Lesson
This course has demonstrated the difficulties that can be present in developing an effective written safety and
health program. Most construction sites have multiple employers present with overlapping safety
responsibilities. Even the best written safety program will not reduce occupational injuries and illnesses if it is
not implemented and maintained well. In many cases, a lot of effort is put into writing a safety and health
program with less effort expended to implement the policies contained within the program.
The construction industry has always been a focus of the Occupational Safety and Health Administration
(OSHA) because of the number of injuries and illnesses that occur. OSHA published a document specifically
to improve the effectiveness of safety and health programs in the construction industry. Within the document,
OSHA lists seven core elements for recommended practices; management leadership, worker participation,
hazard identification and assessment, hazard prevention and control, education and training, program
evaluation and improvement, and communication and coordination for employers on multiemployer worksites
(OSHA, 2016). This class has covered some of those elements in earlier units. During this unit, we will look at
management leadership, worker participation, education and training, program evaluation and improvement,
and communication and coordination for employers on multiemployer worksites.
Management’s Role
One of the most important elements of an effective safety program is how management support is viewed by
employees. One way management can show their commitment to the program is through the company safety
policy. The written company safety program is a primary method that management can use to communicate
their expectations of employees related to safety practices. OSHA (2016) recommends the written safety
UNIT VIII STUDY GUIDE
Tying it all Together – Promoting
Safety in Construction
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
[https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf](https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf)
OSH 2304, Introduction to Contractor Safety 2
UNIT x STUDY GUIDE
Title
policy as a way to show employees that safety and health is as important as productivity and profitability. The
written policy should be signed by senior management and communicated to all employees, subcontractors,
and temporary workers.
Simply writing a safety policy is not adequate to totally indicate management support of the safety and health
program. Specific, actionable items should also be required of management. Management can further show
their support by establishing some meaningful, measurable goals related to safety and health and hold all
employees (including management) accountable for achieving the goals (OSHA, 2016). An example of this
process would be to set a goal to reduce the OSHA injury and illness rate to a specified level. Then, each
supervisor would have that goal included in their annual performance review. Another important action that
management should take is to hire someone to oversee the safety and health program and then to allocate
the necessary resources to allow that person to reach the specified goals (OSHA, 2016). Finally,
management must also be expected to follow all the safety rules just like workers are required to do. Nothing
shows a lack of management leadership than the owner of a construction company showing up at a worksite
and not wearing the required PPE.
Just as important as management commitment is employee participation in the safety and health program.
Many injuries and fatalities are caused by employees failing to follow proper safety rules that have been
established in the safety and health program. There are many reasons for workers not following the required
safety rules. They can range from the PPE not being comfortable, to not feeling the need to follow the rules
because management does not follow the rules. Whatever the reason, the safety and health program needs
to develop methods to include employees in all aspects of the safety and health program and to provide a
method for the workers to report unsafe practices and conditions (OSHA, 2016). Over the years, companies
have developed many different methods to accomplish these goals.
Identifying unsafe work practices and conditions is essential to providing a safer workplace. The worker is in
the best position to identify these unsafe practices and conditions (OSHA, 2016). It can be difficult to get
workers to report unsafe conditions and practices, including near-miss incidents. A program that encourages
workers to report these incidents can greatly improve the effectiveness of a safety and health program.
Management can take actions that will encourage workers to report incidents. Management actions can also
discourage workers from reporting incidents. Workers must feel that they are safe in reporting the incidents
and that the reports will be taken seriously, and effective controls will be implemented. When workers are
included in the development of a reporting system, including how the reports will be evaluated and how
controls are chosen and implemented, the program will also be more effective. If workers believe they will be
punished for reporting incidents or that the reports will not be taken seriously, they will be likely not report the
incidents (OSHA, 2016).
Conflicts of Interest
At times, safety and health programs may unintentionally overlap, producing undesired results. For example,
earlier in this lesson, we mentioned a practice where a supervisor’s annual performance review is partially
tied to the injury and illness rate for the company. This practice may result in the supervisor discouraging
workers from reporting incidents in order to keep the rates low to improve their annual performance review.
Some companies develop incentive programs that can be tied to several safety goals, including reporting
incidents, injury and illness rates, and days without a recordable injury or illness. Awards for these incentive
programs can be quite substantial leading to peer-pressure to achieve the goals that have been set. These
types of program may also discourage workers from reporting incidents. OSHA has recognized the problems
associated with these types of incentive programs. OSHA stated that incentive programs that discourage
workers from reporting near misses and injuries and illnesses are problematic and may violate OSHA
regulations (Fairfax, 2012). This means that any incentive program that is developed and implemented must
be evaluated by management to make sure that it does not discourage workers from reporting safety
incidents.
Education and Training
Another important element of an effective safety and health program is education and training of management
and employees. At the most basic level, management and employees must be trained on the basics of the
safety and health program (OSHA, 2016). This will provide everyone with the required knowledge of what is
OSH 2304, Introduction to Contractor Safety 3
UNIT x STUDY GUIDE
Title
expected of them under the program, who to contact if they have issues, how to report near misses, injuries
and illnesses, what to do in an emergency, and their rights under the Occupational Safety and Health Act
(OSHA, 2016). This training is commonly conducted as an introductory class when someone is newly hired as
an orientation class and oftentimes is provided by the site safety officer.
Most companies provide additional training depending on the job description of the worker. Two common
training classes are the 10-hour and 30-hour classes for the construction industry (Goetsch, 2018). These
classes cover some basic safety requirements in the construction regulations, and participants are provided
with a certificate after they complete the class. Because the trainer requires some specific training in order to
teach the class, these two training classes are often performed off site or through an online class. In many
cases, local community colleges and safety organizations offer the classes for a fee.
Ongoing safety training can always be effective in reinforcing safe work habits. The textbook mentions one
popular on-going training technique called toolbox talks (Goetsch, 2018). These talks involve discussing one
safety topic for a brief period of time each day or week. With continuing toolbox talks, the company can cover
a wide range of safety topics. Multiple toolbox talks have been developed through an OSHA alliance program
and can be used for these talks. See a list of topics at the OSHA website (OSHA, n.d.).
The method used to present the training can also influence the effectiveness of the learning (Goetsch, 2018).
Researchers have long held that different students may prefer different styles of training (Quinn et al., 2018).
While there are many learning styles that have been described, there are four main considerations; is the
student an active or reflective learner, a sensing or an intuitive learner, a visual or a verbal learner, or is the
student a sequential or global learner (Quinn et al., 2018). What this means to developing a safety training
program is that some workers will learn better by hearing someone tell them the information, some will learn
better by reading the information, some will learn better by performing a hands-on task, some will learn better
by being provided with small amount of information at a time, while others will learn better when provided with
all the information at once. A safety professional has to look at providing the safety information using several
different approaches.
Mentoring
Mentoring is another approach that has been used to make safety and health programs more effective.
Mentoring involves placing a new worker with an experienced employee for a period of time. Mentoring can
be very effective as long as the mentor has been trained in the process and understands the safety and
health program. Placing a new employee with a mentor that takes shortcuts to avoid some safety and health
rules because they believe the rules slow production will produce more employees who use unsafe practices.
A mentoring program can be effective, but it must be developed and managed properly.
Conclusion
OSHA promotes the concept of continuous improvement for safety and health programs (OSHA, 2016). This
process provides a method for on-going evaluation of the program, identification of weaknesses,
improvements to the program to improve those weaknesses, and reevaluation of the program at a specified
frequency. This process requires the safety professional to track leading indicators of the program like injury
and illness rates, near misses, and compliance with safety rules. This is a good reason for the safety
professional to be walking through the worksite on a regular basis. By analyzing the leading indicators, the
safety professional can identify trends that can indicate weaknesses in the program and can implement
changes to the program. For example, if the analysis shows that there has been a large increase in the
reports of near misses involving falls, there may be a lack of compliance with fall protection among workers.
The safety professional can implement new training for fall protection and continue to provide periodic training
until the near misses are reduced.
References
Fairfax, R. E. (2012, March 12). Memorandum to regional administrators, whistleblower program managers:
Employer safety incentive and disincentive policies and practices. Occupational Safety and Health
Administration, United States Department of Labor.
https://www.osha.gov/as/opa/whistleblowermemo.html
[https://www.osha.gov/alliances/products](https://www.osha.gov/alliances/products)
OSH 2304, Introduction to Contractor Safety 4
UNIT x STUDY GUIDE
Title
Goetsch, D. L. (2018). Construction safety and the OSHA standards (2nd ed.). Pearson.
Occupational Safety and Health Administration. (n.d.). Alliance program participants developed products.
United States Department of Labor. https://www.osha.gov/alliances/products
Occupational Safety and Health Administration. (2016, October). Recommended practices for safety and
health in construction (OSHA Document No. 3886). United States Department of Labor.
https://www.osha.gov/shpguidelines/docs/8524_OSHA_Construction_Guidelines_R4.pdf
Quinn, M. M., Smith, T., Kalmer, E. L., & Burgoon, J. M. (2018, July/August). What type of learner are your
students? Preferred learning styles of undergraduate gross anatomy students according to the Index
of Learning Styles questionnaire. Anatomical Sciences Education, 11, 358–365. https://bit.ly/38ayiJo
Suggested Unit Resources
In order to access the following resources, click the links below.
According to OSHA the construction industry has the highest fatal injury rate across all industries. These
resources highlight why that is and offer guidance on reducing workplace fatalities.
Occupational Safety and Health Administration. (2005). Worker safety series: Construction (OSHA Document
No. 3252-05N). United States Department of Labor. chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osh
a3252.pdf
Occupational Safety and Health Administration. (n.d.). Preventing fatalities. United States Department of
Labor. https://www.osha.gov/SLTC/etools/construction/index.html
Occupational Safety and Health Administration. (n.d.). Construction enforcement memos. United States
Department of Labor. https://www.osha.gov/enforcementmemos
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
OSHA has produced numerous videos on various topics related to construction safety. Go to the OSHA
website, and view the list of videos. View some of the videos that are of interest to you. What did you learn
that you could apply to the lessons in this course?
[chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf](chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https:/www.osha.gov/sites/default/files/publications/osha3252.pdf)
[https://www.osha.gov/SLTC/etools/construction/index.html](https://www.osha.gov/SLTC/etools/construction/index.html)
[https://www.osha.gov/enforcementmemos](https://www.osha.gov/enforcementmemos)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
[https://www.osha.gov/video/](https://www.osha.gov/video/)
– Course Learning Outcomes for Unit VIII
– Required Unit Resources
– Unit Lesson
– Management’s Role
– Conflicts of Interest
– Education and Training
– Mentoring
– Conclusion
– References
– Suggested Unit Resources
– Learning Activities (Nongraded)