723 Conducting OSH Training

Start by introducing yourself to the employee or group you're training. Let them know who you are, what your role is, and share a bit about your background. This helps build trust right away. You might say, "Hi, I'm Jordan. I've been with the company for six years and certified in fall protection and rigging. I'll be walking you through today's training."
Next, clearly explain what you'll be teaching. Be specific. Let them know if you're training them on a full process, a single procedure, or just one task in a larger job. For example:

A process: "Today we're going to go through the full procedure for structural welding on bridge components."
A procedure: "You'll learn how to safely replace overhead lighting fixtures, which involves ladder safety and basic wiring."
A unique task: "We're focusing just on how to properly inspect and put on a fall harness."

Make sure to talk about the standard of performance you expect. If the task is hazardous—like working at height or near heavy equipment—there must be no room for error. You should say something like, "This task must be done at 100%. There are no shortcuts, because even a small mistake can cause serious injury."

Then, discuss the consequences of doing the job the right way versus the wrong way. This includes both natural consequences (getting hurt or staying healthy) and system consequences (discipline, retraining, or reward). You can connect this to the "tough-caring" leadership model: tell them you're going to hold them to a high standard because you care about their safety. Say something like, "I expect you to give this your full attention. I'm going to push you to do it right every time—not because I want to be hard on you, but because I don't want you getting hurt."
Explain why this task matters—not just for safety but for the company's goals. You can say, "When you do this right, it keeps the team on schedule and helps us deliver quality work. If it's done wrong, it could delay the whole job or cause injury."
Let them know it's okay to ask questions. Even if they don't speak up right away, questions often come during hands-on parts of the training. Finally, talk about discipline in terms of self-leadership. Remind them that being disciplined means doing the job the right way every time—even when no one is watching or when you're tired. That level of personal accountability is key to staying safe and doing great work.

6-3. For dangerous tasks your students should be able to perform at the _____ skill level.

70%

80%

90%

100%

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