working at heights related documents... · b) utilize realistic workplace scenarios (for barriers,...

SAFE Work Manitoba would like to acknowledge The Working at Heights Committee for contributing to the content of these standards.

Working at HeightsTraining Standards

Table of Contents

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Training Program Standard Scope

Purpose

Design

Delivery

Learning Outcomes

Resource Material

Equipment

Evaluation

Validation/Refresher Requirements

Glossary

Training Provider Standard Scope

Purpose

Training Provider Requirements

Training Instructor Requirements

Evaluator Requirements

Code of Ethics

Glossary 18

Training Program Standard

Working at Heights – Training Program Standard Page | 1

1 Scope The Working at Heights Training Program Standard outlines the minimum requirements for working at heights training programs in Manitoba.

The format and structure of the training may vary and may be customized by the training provider to address specific needs of different industries.

2 Purpose The purpose of a Working at Heights training program is to provide workers with:

• knowledge of fall hazards• general safety practices for working safely at heights• knowledge regarding the purpose and use of personal fall protection equipment.

The training is intended for workers who are: • exposed to the hazard of falling from heights• using personal fall protection equipment.

3 Design Design of the training program must meet the following criteria:

• Compliance with adult learning principles:o Ensure learners know why they need to learn specific content and its relevance

to their workplaces.o Relate training to learners’ own experiences when simulating workplace

scenarios.o Challenge and engage learners using a variety of activities that allow

opportunities for participation, feedback and interaction.o Recognize the limits of attention spans and apply techniques to address the

various ways that adults learn.o Use realistic activities and tools to support the transfer of learning to the

workplace.• Use language that is appropriate for all learners.• Provide content that is accurate and current.• Include references to legal and technical information.• Use a variety of teaching aids, such as audio recordings, videos, visuals, manuals,

equipment, safety devices and measuring/monitoring equipment.• Provide learner materials that follow the principles of instructional writing and good

graphic design.• Be consistent with provincial and federal legal requirements.


4 Delivery The Working at Heights Basic Theory Module must be successfully completed before the Working at Heights Practical Module is taken.

4.1 Face-to-Face Learning Face-to-face learning includes in-class, instructor-led training and is the preferred method of delivery for the Working at Heights Basic Theory Module and the only method of delivery for the Working at Heights Practical Module.

The following are the minimum hours for training delivery: a) Working at Heights Basic Theory Module - 3 hours

b) Working at Heights Practical Module - 3.5 hours

4.2 eLearning and Blended Learning eLearning and blended learning includes online training and is an acceptable method of delivery for the Working at Heights Basic Theory Module. The eLearning content should be consistent with Manitoba e-Learning Instructional Design Guidelines.

4.3 Distance LearningDistance learning includes training via a live video link and is acceptable for the Working at Heights Basic Theory Module.

5 Learning Outcomes

5.1 Working at Heights Basic Theory Module

5.1.1 Identification of Rights, Roles and Responsibilities By the end of this session, learners will be able to:

a) Identify the roles and responsibilities of the employer, constructor (if applicable),supplier, supervisor and worker with respect to working safely at heights.

b) Describe four worker rights with regard to working at heights and how a workerwould take steps to exercise them.

c) Explain that all workers have a duty to report to their supervisor or employer anyfall hazard or defect in fall prevention/protection equipment of which they are awareand which may endanger themselves or another worker.

d) Explain that an employer is prohibited from threatening to fire or dismiss workersfor exercising their health and safety rights with respect to working safely at heights, orfor asking their employer or supervisor to follow the Manitoba Workplace Safety andHealth Act and Regulation.

https://www.safemanitoba.com/Education/Pages/Manitoba-eLearning-Instructional-Design-Guidelines.aspx


e) Explain that the Workplace Safety and Health Branch enforces the ManitobaWorkplace Safety and Health Act and Regulation. Workplace Safety and HealthOfficers may issue improvement orders and/or stop work orders and may also issueadministrative penalties for non-compliance with the regulations for working safely atheights.

f) Explain the resources available through SAFE Work Manitoba's website: safemanitoba.com.

5.1.2 Identification of the Hazards of Working at Heights By the end of this session, learners will be able to:

a) Recognize the hazards of working at heights.

b) Recognize other situations in which workers are exposed to the hazards of fallingfrom heights (e.g., falling into water, machinery, electrical equipment, hazardoussubstances or objects).

c) List typical accidents and injuries related to working at heights in the workplace.

d) Identify the consequences of injuries and fatalities due to falling from heights(family, society, reputation, morale).

e) Explain the importance of safe work plans and procedures when identifying thehazards of falling from heights.

5.1.3 Eliminating or Controlling the Hazards of Working at Heights By the end of this session, learners will be able to:

a) Define the hierarchy of controls as it relates to working at heights in the ManitobaWorkplace Safety and Health Act and Regulation.

b) Utilize realistic workplace scenarios (for barriers, access equipment, positioningequipment and personal protective equipment) and use the hierarchy of controls tochoose the preferred method of working safely at heights.

c) Explain the limitations of personal protective equipment.

5.1.4 Warning Methods and Physical Barriers By the end of this session, learners will be able to:

a) Describe the types of warning methods (signs and bump lines) and physicalbarriers (fencing, guardrails, protective coverings) and their appropriate use.

b) Identify the characteristics and appropriate uses of permanent and temporaryguardrails.

c) Explain the necessary precautions for relocating or removing guardrails.

5.1.5 Ladders and Similar Equipment By the end of this session, learners will be able to:


a) Identify a minimum of three types of portable ladders and similar equipment andtheir limitations.

b) Explain the advantages and disadvantages of ladders and similar equipment forworking at heights.

c) Identify that there are different regulatory requirements for ladders in varioussectors and that these requirements may restrict the type of work that may beperformed when working at heights from a ladder.

d) Identify and assess situations in which ladders could be used safely for working atheights and when alternative means of access would be more appropriate.

e) Explain how to properly inspect and care for ladders and similar equipment.

f) Describe how to safely position and use ladders.

g) Explain that if you are asked to use a ladder or similar equipment for working atheights, you may need additional workplace-specific information, instruction or trainingby your employer.

5.1.6 Personal Fall Protection Equipment By the end of this session, learners will be able to:

a) Explain the situations in which a travel restraint system, fall restricting system orfall arrest system would be required and the essential components of each.

b) Identify that more extensive training is essential to safely use a travel restraintsystem, fall restricting system or fall arrest system.

5.2 Working at Heights Practical Module

5.2.1 Barriers and Other Fixed Equipment By the end of this session, learners will be able to:

a) Identify situations in which bump lines, barriers, guardrails and safety nets wouldbe appropriate.

b) Identify the regulatory requirements (if any) for bump lines, barriers, guardrails andsafety nets.

c) Identify the limitations of bump lines, barriers, guardrails and safety nets.

d) Identify specific requirements for the strength and design of temporary guardrails.

5.2.2 Personal Fall Protection Equipment By the end of this session, learners will be able to:

a) Discuss limitations and appropriate application of travel restraint, fall restricting & arrest systems.


b) Identify the fall protection regulatory requirements (where applicable) for travel restraint,fall restricting and fall arrest systems.

c) Discuss the fundamental components of travel restraint, fall restricting and fall arrestsystems.

d) Determine the fall distance to prevent a worker from striking the ground or an objectbelow.

e) Discuss the force required to deploy a shock absorber.

f) Define and explain the effects on the human body of "bottoming out," the pendulum effectand suspension trauma.

g) Describe the steps required for the proper setup, use, maintenance and storage of travelrestraint and fall arrest equipment (harness, lanyard, lifeline, rope grab, snap and grabhooks, carabiners).

h) Demonstrate an ability to inspect and identify deficiencies in industry-standard personalfall arrest equipment.

i) Demonstrate how to appropriately “don” and “doff” (i.e., put on and take off) industry-standard personal fall arrest equipment, including a harness and lanyard.

j) Describe how to protect horizontal and vertical lifelines while in use.

k) Describe the appropriate setup and use of a rope grab for personal fall arrest systemsand ladder use.

l) Explain methods to maintain tie-off at all times to an anchor point when changing anchorpoints.

m) Describe possible situations in which you may need additional workplace-specificinformation, instruction or training by your employer if you are asked to use fall protectionequipment in your workplace.

5.2.3 Anchor Points By the end of this session, learners will be able to:

a) Explain what an anchor point is.

b) Discuss the appropriate location and use of anchor points.

c) Provide examples of appropriate and inappropriate anchor points.

d) Identify the consequences of using inappropriate items as anchor points.

e) Illustrate the differences among permanent anchors, temporary fixed supports andexisting structural features as anchor points.

f) Recognize the importance of following the manufacturer’s recommendations wheninstalling new anchor points and, where necessary, approval of anchor points by aprofessional engineer.

g) Explain the importance of asking for information before using new anchor points.


5.2.4 Work Access Equipment and Platforms By the end of this session, learners will be able to:

a) Use the hierarchy of controls to identify the different types of equipment that maybe available for safely working at heights, including aerial devices and self-elevatingwork platforms, scaffolds, ladders, suspended access equipment and boatswain’schairs.

b) Identify regulatory restrictions and criteria for the safe use and positioning ofladders.

c) Provide examples of the types of personal fall protection equipment required towork safely at heights on work access equipment and platforms.

d) Explain that if you are asked to use work access equipment, platforms or similarequipment in your workplace, you may need additional workplace-specific and/orequipment-specific information, instruction or training.

5.2.5 Rescue Planning By the end of this session, learners will be able to:

a) Explain the purpose of a working-at-heights fall rescue plan.

b) Identify key components of a fall rescue plan.

c) Discuss the roles and responsibilities of employers, supervisors and workers inregard to a fall rescue plan and emergency procedures.

d) Explain that each project where workers rely on fall protection equipment (such aspersonal protective equipment and safety nets) must have a site-specific rescue plan,and that information and training on the plan is necessary.

6 Resource Material The date and version number should be indicated on all resource materials, which include:

• terms and definitions• job aids, evaluation tools and templates• copies of the applicable provincial or federal safety legislation• manufacturers' instructions for equipment• participant manual• instructor manual and lesson plan.


7 Equipment

7.1 Equipment for Demonstrating Learning Outcomes The equipment listed below may be used for the delivery of the Working at Heights Practical Module:

• type A harnesses with tongue buckles (variety of sizes)• type A harnesses with mating buckles (variety of sizes)• single leg lanyards (with energy absorber)• lifelines with snap hooks adequate for learning purposes• rope grabs• carabiners• D-bolt anchors

7.2 Other Equipment The equipment listed below may be used in the delivery of the Working at Heights Practical Module so that learners become familiar with the look and function of this equipment:

• non-type A harnesses (such as ADELP harness and cross-over harness)• various lanyards (such as with no energy absorbers, with various levels of

energy absorbers, Y lanyard, tie-back lanyard, type 1 self-retracting lanyard)• various rope grabs• various lifelines (such as with carabiner and thimble)• leg stirrups• various hooks (such as snap hook with swivel, rebar hook)• various anchors (such as cross-arm anchor connector, one-time use roof

anchor, disposable concrete anchor)

7.3 Damaged Equipment The equipment listed below may be used in the delivery of the Working at Heights Practical Module so that learners are able to inspect the equipment and identify damage:

• type A harness (with tongue and mating buckles)• single leg lanyards (with and without energy absorbers)

8 Evaluation The training program must include a plan for learner evaluation that meets the requirements below. There must be a variety of evaluation methods available to the instructor and/or evaluator that are appropriate to the learning outcomes.

8.1. Written Tests and Alternative Evaluation Methods


a) There must be a written test either at the end of each module or at the end of the whole training program. The purpose of the written test is to verify that the key concepts have been understood by learner. The learner must obtain a minimum of 75 per cent in order to successfully complete the training program. After a learner has successfully completed the test, the evaluator must review incorrect answers with the learner in order for him or her to successfully complete the training program.

b) For learners with language, literacy or accommodation needs, alternative evaluation methods to written tests may be employed to verify that key concepts have been understood by the learner. These alternative evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.

8.2. Evaluation of Demonstration Learning Outcomes

a) Learning outcomes requiring demonstration (sections 5.2.2(h), 5.2.2(i), 5.2.2(l)) must be performed satisfactorily in order to successfully complete the Working at Heights Practical Module.

b) For learners with language, literacy or accommodation needs, alternative evaluation methods may be employed to verify satisfactory demonstration of learning outcome by the learner. These evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.

9 Validation/Refresher RequirementsWorking at heights training remains valid for a period of three years from the date of successful completion of the Working at Heights Basic Theory Module and the Working at Heights Practical Module.

A worker's training is re-validated for another three-year period after successfully completing refresher training of the Working at Heights Practical Module.


Glossary

General Terms

Blended Learning

Describes the practice of using several training delivery mediums in a single training program and typically refers to the combination of classroom instruction and eLearning.

Distance Learning An educational situation in which the instructor and students are separated by time, location or both. Education or training courses are delivered to remote locations via synchronous or asynchronous instruction (ASTD definition).

eLearning (Electronic Learning) A term covering a wide set of applications and processes that includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.

Face-to-Face Training Usually refers to traditional classroom training, in which an instructor teaches a course to a room of training participants. The term is used synonymously with on-site training, classroom training and instructor-led training (slightly modified from ASTD definition).

Module

A unit of instruction that can be measured, evaluated for change, assembled to form complete courses or bypassed as a whole, and that is usually intended to teach one or a group of skills or areas of knowledge (slightly modified from ASTD definition).

Evaluator A person who evaluates learners.

Instructor A person who delivers training programs.

Qualification

A skill, quality or attribute that makes somebody suitable for a job, activity or task.


Working at Heights Terms

Fall Arrest System

A fall protection system that is designed to stop a worker’s fall before the worker hits the surface below.

Fall Restricting System A type of fall arrest system that has been designed to limit a worker’s fall to a specified distance.

Fixed Support A permanent or temporary structure, or a component of such a structure, that can withstand all loads and forces that the structure or component is intended to support or resist; and that is sufficient to protect a worker’s health and safety; and that includes equipment or devices that are securely fastened to the structure or component.

Full Body Harness

A device that can arrest an accidental vertical or near-vertical fall of a worker and that can guide and distribute the impact forces of the fall by means of leg and shoulder strap supports and an upper dorsal suspension assembly which, after the arrest, will not by itself permit the release or further lowering of the worker.

Guardrail System

An assembly of components joined together to provide a barrier to prevent a worker from falling from the edge of a surface.

Safety Factor The ratio of the failure load to the specified load or rated load.

Safety Net A safety net that complies and is used in accordance with ANSI 10.11-1989 (R1998) and Part 14.7(1)(a)(x) of Manitoba Workplace Safety and Health Regulation 217/2006, and that must be located and supported in such a way that it arrests the fall of a worker who may fall into it without endangering the worker.

Travel Restraint System

A fall protection system that is designed to prevent a worker from travelling to a location where there is a risk of falling.

Training Provider Standard

Working at Heights – Training Provider Standard Page | 11

1 Scope

The Working at Heights Training Provider Standard sets a guideline for training providers to follow when delivering a Working at Heights training program.

The standard applies to all individuals, sole proprietors, corporations or not-for-profit organizations that are interested in providing a Working at Heights training program.

2 Purpose The purpose of the Working at Heights Training Provider Standard is to establish a minimum standard for basic Working at Heights training in Manitoba.

Having a Working at Heights Training Provider Standard will:

• Ensure that workers who are exposed to the potential hazards of working at heightsreceive high-quality and consistent training;

• Strengthen workplace safety culture by elevating the profile and importance ofpreventing falls from heights; and

• Reduce the number of fall-from-heights incidents, injuries and fatalities.

3 Training Provider Requirements 3.1. Legislative and Insurance Requirements Training providers must comply with all relevant provincial workplace legislation, including, but not limited to, the Manitoba Workplace Safety and Health Act and Regulation.

In addition, training providers must have all necessary and appropriate commercial liability or errors and omissions insurance that a prudent person, carrying out activities similar to those of the training provider, would maintain.

3.2. Advanced Course Materials Training providers should ensure the following course materials are provided to the learners prior to delivering a training program.

Course materials include:

a) The purpose, format, and content of the training program, including the type andmethods of evaluation and requirements to successfully complete the program;b) The process by which learners can comment on the training they receive;c) All costs involved for successful completion of the course; andd) Requirements for personal protective equipment or other equipment to be brought bythe learner, if necessary.


3.3. Learner Needs To ensure the learning experience meets the specific needs of learners, training providers should:

a) Oversee the learner registration process;b) Request information about learners’ learning needs; andc) Request information about learners’ specific learning accommodation needs, if any.

3.4. Alternative Delivery Methods When eLearning is combined with face-to-face training, the result is referred to as blended learning. For a blended learning training program, the theory module should be consistent with eLearning Instructional Design Guidelines.

3.5. Program Materials Training providers can supply materials for a Working at Heights training program that are:

a) Appropriate for targeted learner language and literacy levels;b) Legible and of good reproductive quality;c) Available in sufficient quantity (includes all learning materials, equipment and learning

aids);d) Free of bias, including but not limited to, gender;e) Free of defamatory statements, including but not limited to, products and equipment;f) Compliant with copyright rules.

3.5.1. Personal Protective Equipment and Other Equipment Training providers must ensure that all personal protective equipment (PPE) and other required equipment used in the Working at Heights training program:

a) Complies with the requirements of the Manitoba Workplace Safety and Health Act andRegulation as applicable;b) Complies with or exceeds equipment-specific National Standards of Canada /Canadian Standards Association technical standards referenced within the above, asapplicable;c) The equipment must indicate the technical standard with which it complies on décor orthrough other means;d) Is regularly maintained and in good working order as per manufacturer’s specifications andregulatory requirements; ande) Clearly identified and labelled as damaged or deficient if used only for trainingdemonstration purposes.

https://www.safemanitoba.com/Education/Pages/Manitoba-eLearning-Instructional-Design-Guidelines.aspx


If learners bring their own personal protective equipment to the training program, it must also meet the above criteria.

3.6. Learning Environment Training providers must offer a safe, healthy and accessible learning environment, regardless of location.

3.7. Proof of Training Completion 3.7.1. Providing Proof of Completion to Learners Upon successful completion of a Working at Heights training program, training providers must provide learners and their employers (with the learner’s consent) a document showing successful completion that includes the following information:

a) Learner’s name;b) Name of the Working at Heights training program;c) Program identification number;d) Date of successful completion;e) A statement that the learner has successfully achieved the learning outcomes of the trainingprogram;f) Name of training provider;g) Signature of the evaluator;h) Wallet card with expiry date; andi) Other information as required by the Working at Heights training program.

3.7.2. Providing Proof of Completion Training providers must be able to confirm that a learner has successfully completed a Working at Heights training program, within seven days of completion, by providing the following list of information:

a) Learner’s name;b) Learner’s address and contact information;c) Name of the Working at Heights training program;d) Program identification number, if applicable;e) Date of successful completion;f) Name of training provider;g) Provider identification number, if applicable; andh) Other information, as requested

3.8. Support Transfer of LearningTraining providers must support the transfer of learning by evaluating the learner’s successful achievement of learning outcomes in the training program.


Training providers must support the transfer of learning by evaluating the learner’s successful achievement of learning outcomes in the training program.

a) The learner’s identity is verified;b) The methods of evaluation are clearly communicated so that learners understand theperformance expectations and how they will be assessed;c) The evaluation activities are bias-free, valid, reliable, and lead to appropriate decisionsregarding the learner’s achievement of learning outcomes;d) Learners have the opportunity to receive real-time feedback on their ongoing progress andevaluation results;e) The instructor or the evaluator has an opportunity to review program content with learnerswho are struggling to meet learning objectives; andf) Instruction and evaluation activities meet learner’s language, literacy and accommodationneeds.

4 Training Instructor Requirements

4.1. Instructor Qualifications Training providers must ensure their instructor qualifications are valid and current before they deliver a Working at Heights training program.

Instructors must have the following qualifications:

a) Technical occupational health and safety knowledge and experience obtained through atleast one of the following:

1. A professional occupational health and safety designation;2. Three years of recent occupational health and safety experience;3. A degree, diploma or certificate in occupational health and safety from a recognized

post-secondary institution;4. Three continuous years of experience as a workplace health and safety committee

member; or5. Practical work experience

b) A combination of adult-education delivery experience and knowledge of principles obtainedthrough at least one of the following:

1. More than 100 hours of adult education delivery experience in the last five years;2. A degree, diploma or certificate in adult-education principles from a recognized post-

secondary education institution;3. A professional training and development designation; or4. Successful completion of an instructor training program based on adult learning

principles.


c) Knowledge of the Working at Heights training program topics obtained through at least oneof the following:

1. More than five years of recent delivery experience on the training program topic(s);2. Successful completion of a train-the-trainer session for a training program as evaluated

by the training provider; or3. Successful co-facilitation of a minimum of two sessions of the training program as

evaluated by the training provider.

In addition, training providers must demonstrate that all Working at Heights training programs will be delivered by instructors with all of the following qualifications:

d) Knowledge of:

1. The Manitoba Workplace Safety and Health Act and Regulation that relates to Workingat Heights;

2. Codes, standards and guidelines related to Working at Heights in general and thespecific equipment to be used in delivering the training program;

3. The hazards of Working at Heights;4. The hierarchy of controls as it applies to Working at Heights; and5. Work access, fall prevention and personal fall protection equipment referred to in the

training program, as well as the limitations of this equipment.

di) Advanced knowledge in the correct use and application of equipment referred to and usedin the Working at Heights training program.

In addition, for any Working at Heights training programs that are delivered via eLearning, blended learning or distance learning, the training provider must ensure that the program will be delivered by qualified instructors who are proficient in the use of the software, platform or other information technology that is to be used.

4.2. Instructor Delivery Expectations Effective instructors create positive learning environments, engage learners and assess the achievement of learning outcomes.

Training providers must ensure their instructors meet the following delivery expectations:

4.2.1. Create Positive Learning Environments Training providers must ensure that the instructor:

a) Is knowledgeable about the content of the Working at Heights training program;b) Adheres to the instructional design of the Working at Heights training program;c) Communicates expected learning outcomes of the Working at Heights training program;


d) Models positive attitudes towards learning;e) Creates a safe and positive learning environment;f) Asks learners for feedback;g) Employs a variety of instructional techniques;h) Uses personal protective equipment or other equipment in accordance with the legislativerequirements and the training program;i) Models respectful and professional behavior; andj) Resolves and addresses any learner’s inappropriate behaviours promptly and respectfully.

4.2.2. Engage Learners Training providers must ensure that the instructor:

a) Links course content and learning activities with learners’ knowledge and experience;b) Links program content with learners’ workplace;c) Asks open-ended questions;d) Employs a variety of clarification and feedback strategies; ande) Encourages group discussion.

4.2.3. Assess Learning and Performance Training providers must ensure that the instructor:

a) Communicates learning evaluation criteria;b) Uses evaluation methods that are appropriate to learners' language, literacy andaccommodation needs;c) Monitors and evaluates individual and group performance throughout the program delivery;d) Assesses achievement of a Working at Heights training program’s learning outcomes; ande) Reviews incorrect answers or practices with the learners.

5 Evaluator Requirements

5.1. Evaluator Outcomes The training provider must ensure that the evaluator for the Working at Heights training program has the following qualifications:

a) Knowledge of:

1. The Manitoba Workplace Safety and Health Act and Regulation that relates toWorking at Heights;

2. Specific equipment to be used for training delivery;3. The hazards of Working at Heights;4. The hierarchy of controls as it applies to Working at Heights; and5. Work access, work positioning, fall prevention and personal fall protection

equipment referred to in the Working at Heights training program, as well asthe limitations of this equipment.


b) Advanced knowledge in correct use/application of equipment referred to & used in program.

5.2. Evaluator Expectations The training provider must ensure that the evaluator:

a) Works under the direction of the training provider and is either the instructor or a subjectmatter expert;b) Uses evaluation methods that are appropriate to learner’s language, literacy andaccommodation needs;c) Assesses achievement of a training program’s learning outcomes;d) Reviews incorrect answers or practices with the learners;e) Does not tell, prompt, hint or help learners except for reasons of accommodation (suchassistance must be directly requested by the learner); andf) Upholds the integrity of the learning evaluation process.

6 Code of Ethics A training provider must adhere to high ethical standards of practice when delivering a Working at Heights training program.

Training providers must, in carrying out their training operation, strive for a high level of professional and ethical conduct at all times, and specifically must:

a) Comply with all relevant provincial workplace legislation;b) Maintain high standards of honesty, integrity and trust;c) Ensure that information is accurately represented, interpreted and communicated without bias;d) Respect confidentiality of personal information;e) Treat learners fairly and without bias;f) Demonstrate compliant occupational health and safety practices within their ownbusiness operations;g) Adhere to occupational health and safety principles and contribute to a positive occupational health and safety culture; andh) Avoid real or perceived conflict of interest, including:

1. Accepting a financial or non-financial advantage or award with respect to the training provider’s duties over and above regular compensation for work done;

2. Giving preferential treatment to individual learners;3. Engaging in outside activities that conflict with their training provider duties; and4. Other actions or activities that create a real or perceived conflict of interest.


Glossary Blended Learning Describes the practice of using several training delivery methods in a single training program. This refers to the combination of classroom instruction and eLearning.

Distance Learning An educational scenario where the instructor and students are separated by time, location or both. Education and training courses are delivered to remote locations via asynchronous instruction (ASTD definition).

eLearning (Electronic Learning) A term covering a wide set of applications and processes that includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.

Evaluator A person who evaluates learners.

Face-to-Face Training Usually refers to traditional classroom training, in which an instructor teaches a course to a room of training participants. The term is used synonymously with on-site training, classroom training and instructor-led training (slightly modified from ASTD definition).

Instructor A person who delivers training programs.

Module A unit of instruction that can be measured, evaluated for change, assembled to form complete courses or bypassed as a whole, and that is usually intended to teach one or a group of skills or areas of knowledge (slightly modified from ASTD definition).

Qualification A skill, quality or attribute that makes somebody suitable for a job, activity or task.

Subject Matter Expert (SME) A person who has extensive knowledge and skills in a particular subject area (ASTD definition).

Training Provider An individual, sole proprietor, corporation or not-for-profit organization that offers and delivers training.

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