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LEADER'S GUIDE

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SAFETY ORIENTATION IN CONSTRUCTION ENVIRONMENTS

Part of the CONSTRUCTION SAFETY KIT Series

106 Capitola Drive Quality Safety and Health Products, for Today...and Tomorrow

Durham, NC 27713 (P) 919-544-6663 (F) 919-544-5800

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THE CONSTRUCTION SAFETY KIT SERIES This education program is part of the Construction Safety Kit Series. The programs in this series have been created to provide building and construction employees with good, basic information on everyday safety and health topics. Many of these programs also meet employee training requirements of specific OSHA regulations. This series includes the following programs:

• Crane Safety • Eye Safety • Fall Protection • First Aid • Hand and Power Tool Safety • Hand, Wrist and Finger Safety • Heat Stress • Ladder Safety • Personal Protective Equipment • Rigging Safety • Right-To-Know/The Hazard Communications Standard • Safety Orientation • Supported Scaffolding Safety • Suspended Scaffolding Safety • The OSHA Lead Standards

The series also includes a number of programs that have been created to provide employees with condensed, refresher training on important OSHA regulatory topics, as well as meet employee retraining requirements of specific OSHA regulations:

• Personal Protective Equipment Refresher Training • Right-To-Know Refresher Training • Supported Scaffolding Safety Refresher Training • Suspended Scaffolding Safety Refresher Training • The OSHA Lead Standards Refresher Training

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com

Other products in the Construction Safety Kit product line include employee booklets and posters, which have been designed specifically to be used with the programs. Compliance manuals are also available for many of the OSHA regulatory topics. By combining these products you have all of the materials you need to promote and conduct a complete safety meeting (for information on these products, contact your local distributor).



WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety and health practices. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws, standards and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment."

Copyright 2009, The MARCOM Group, Ltd.



TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM

- Structure and organization - Background - Objectives - Reviewing the program

2 PREPARING FOR THE PRESENTATION

- Structuring the presentation - Setting up the class and classroom

3 CONDUCTING THE SESSION

- The initial steps - Showing the program - Using the program for Tailgate Meetings and Toolbox Talks - Conducting the discussion - Concluding the presentation - Wrapping up the paperwork

4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS

- Scheduling and Attendance Form - Quiz - Training Certificate - Employee Training Log



INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections included in the program are:

• Mental preparation.

• Safety housekeeping and accident prevention.

• Personal protective equipment. • Safe work practices.

• Preparing for emergencies.

Each of the sections covers important information in one topic area, providing employees with a good initial orientation to the importance safety plays in their jobs. Background Each year on the job accidents cause millions of people to suffer painful injuries, and result in over a billion dollars worth of damage. In fact, in this country someone suffers an accident-related injury once every four seconds. All told, accidents cost almost 90 billion dollars a year in medical bills, lost wages and lost production time. While we typically blame accidents on the conditions around us, for the most part accidents are caused by unsafe behavior. If people were more safety conscious, most accidents would never happen.



Objectives To help address these potential problems this education and training program is designed to present the fundamentals of developing a good safety attitude, as well as adhering to good safety practices. Upon completion of the program, employees should:

• Recognize the importance of a good safety attitude. • Be able to develop a safety sense about their job. • Evaluate their workplace for potential hazards. • Understand the need to properly use and maintain their tools. • Recognize situations calling for personal protective equipment. • Establish their own safety housekeeping program. • Know what to do in case of an emergency.

Reviewing the Program As with any educational program, the presenter should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An outline of the points in the program is included in this Leader's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.



PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the trainees are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should:

• Keep the session related to orienting employees towards the importance of safety in their job.

• Relate discussions to your company's operations, procedures, and

responsibilities. • Prevent any one person or small group of employees in the session

from doing all the talking. • Get everyone involved. Ask questions of those who don't participate

voluntarily. • Clarify comments by relating them to the key points in the program.

Use the Outline of Major Program Points in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on how to work safely. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to work safely in their jobs.



Setting Up the Class and Classroom There are a number of things that must be done to set up the class as well as the classroom. If you are using the program for a Tailgate Meeting or Toolbox Talk some of these things won't apply, but many of them will. So you will still need to run through this checklist prior to your training session. They include:

- Scheduling and Notification — Use the enclosed form to schedule employees into the

session. — Make sure that the session is scheduled so that it fits

into your attendees' work day. — Send out notification of the session well in advance, to

give people enough time to incorporate it into their schedule for that day.

— If possible, post a notification on bulletin boards in the affected employees' areas.

- The Classroom

— Schedule the room well in advance. — Make sure the room can accommodate the expected

number of attendees. — Check it again on the day of the program to make sure

there is no conflict. — Make sure the room can be darkened, and won't create

a glare on the television screen. — Locate the light controls and test them. — Make sure the power for the videotape or DVD player

you are using operates separately from the room light. — See if you can control the room temperature. — Know where the closest restrooms are. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known to

the attendees.

- Seating — Make sure everyone can see the screen from their seat. — Make sure everyone can hear both the videotape/DVD

and you (when you speak). 106 Capitola Drive

Durham, NC 27713 (P) 919-544-6663 (F) 919-544-5800

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— Check to see that seating is such that writing can be done easily.

— Make sure the seating arrangement allows eye contact between attendees, and between you and attendees.

- Equipment and Materials

— Make sure the videotape or DVD player, monitor, and all appropriate cables and extension cords are available.

— Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor.

— If you plan on using a chartpad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements.

— Make sure you have 6" x 8" index cards or other materials to be used as name tents for attendees.

— Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using.

- Final Check

— Make sure equipment is in the room prior to the scheduled session.

— Check to see that the room is set up properly. — Check equipment prior to the presentation to assure

that it works. — Make sure extension cords, etc. are taped down, if need

be, to avoid tripping. — If you are using the videotape version of the program,

run the leader up to the point where the program begins.



CONDUCTING THE SESSION The Initial Steps In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to do things safely. Initially, you need to:

• Introduce yourself as the session leader. • State the title of the program, Safety Orientation in Construction

Environments. • Inform the attendees when there will be breaks (if you plan them) the

location of exits and restrooms and if water, coffee, or other refreshments will be available.

• Make sure all of the attendees have signed in on your scheduling

and attendance sheet. Remember, it is very important to document peoples' attendance at the session.

Once this housekeeping is done, it is time to move to the meat of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should follow along the lines of the following:

"Today we are going to talk about developing good safety attitudes and practices. Often, even though we are aware that we should be doing things as safely as possible, safety takes a back seat to other considerations as we hurry to complete our day's work. Yet safety is just as important to us as quality and productivity. Each year accidents cause millions of people to suffer painful injuries and result in over a billion dollars worth of damage. In fact, in this country someone suffers an accidental injury every four seconds.



All told, accidents cost almost 90 billion dollars a year in medical bills, lost wages and lost production time." "These injuries and costs are not something that is just 'happening to the other guy'. We experience all of these problems in our operations, just like everyone else. And every accident, whether it is small or large, affects us adversely in some way... causing us to take time out to clean up, scrap work that we have done, shut down an operation or even do without one of our coworkers while they are recovering from an injury."

"Most of the time, we tend to blame accidents on the conditions around us. We point the finger at slippery floors, broken tools or even 'careless' coworkers. Yet for the most part, accidents are caused by unsafe behavior. If we were more safety conscious, most accidents would never happen."

"Remember, accidents can affect every aspect of our personal lives as well. Even minor injuries can make our job more difficult and affect our group's ability to get their work done, causing problems for the company's operations. But even more important, the injuries resulting from accidents do not stay here at work when you leave. They can cause you to have to give up many of the activities you enjoy, can make life uncomfortable for others (if you cannot do your fair share at home) and even make routine activities difficult and painful."

"The program we are going to watch today will give us some good information on developing a good safety attitude and practices. It can help us prevent accidents both for ourselves and the others that we work with. To make this the most productive session possible, we need to look at what we want to accomplish here today (verbally reference the 'Objectives' list from the first section, or indicate to the blackboard or chart where you have written them down)."



Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being graded, but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember. Showing the Program At this point, you need to introduce the title of the program once again, Safety Orientation in Construction Environments, darken the lights if necessary, and begin the showing of the program. If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see. T

he DVD menu has two selection bars:

• Play. • Contact Us.

To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. Using the Program for Tailgate Meetings and Toolbox Talks The DVD version of the program has been designed specifically to facilitate Tailgate Meetings and Toolbox Talks. The information in the DVD has been divided into 2-3 minute chapters on different issues involved with crane safety. Each chapter forms the basis for a focused 10-15 minute session on an important aspect of that topic.



Conducting the Discussion After the program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of developing a good safety attitude and practices. There are several ways to conduct this discussion. These include:

• Calling for questions from the attendees and using these questions as the basis for the discussion.

• Leading the discussion through the points covered in the program

using statements such as: — One of the sections that we saw in the program included

information about good 'safety housekeeping'. What areas on our jobsites could benefit from a good safety housekeeping program?"

— "We saw some interesting things about accident prevention. What can we do in our work areas to help to better prevent safety problems?"

You should use the discussion format that you are most comfortable with. The Outline of Major Program Points addressed in this guide, and the questions and answers in the master copies of the quiz can be very useful as a basis for discussion. Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and areas of obvious interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session.



Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.) Wrapping Up the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of paperwork must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course.



OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program.

• When the day begins, we all find lots of work to do. — Materials to locate. — Change-orders to handle. — Deadlines to hit.

• After all, time is money and someone's always watching the bottom line.

• But if we rush through what we are doing, and aren't careful, we

could cause an accident and perhaps a serious injury. — Sure, we've got to get the job done ...but the real bottom

line is doing the job safely. • That's where the phrase "Safety First" comes in.

— It means that working safely is the top priority… our primary goal.

• We need to learn to take precautions, and…

— Protect ourselves from hazards. — Prevent accidents. — Be prepared for emergencies.

• Before you begin a task you have to be mentally prepared to work

safely, no matter how simple or routine the job may seem. — Concentration is the key. — If you give the task your full attention, you are much less

likely to make a mistake that causes an accident.



• There are a number of things that can obstruct our focus. — Anger and frustration are two of the culprits. — They can cloud your mind and impair your judgment. — A decision made in the heat of the moment could have

disastrous consequences. • If you feel frustrated or angry, take a break!

— Step back and take a deep breath or switch to another task for a while.

— You can resume your original work when you are calm and in the right frame of mind.

• Substance abuse has become a major problem on many jobsites.

— Drugs and alcohol have no place in the workplace. — They can alter your state of mind and ability to focus on

what you are doing.

• You have to be careful about what you do on your own time as well. — The residual effects of a substance can cause someone

to have an accident hours or even days after they last used the substance.

• If you drink, do it in moderation and don't drive.

— Make sure the effects of any alcohol you have had are long gone before you start to work.

• Know your company’s drug and alcohol policy and follow it.

— Inform your supervisor immediately if you suspect a coworker is under the influence.

• Never climb ladders, operate equipment or use power tools if you

are taking medication that could negatively affect your performance. — Keep your mind clear. — Concentrate. — Be aware of everything that goes on around you. — Then you'll be mentally prepared to work safely.



• Preventing accidents is another important part of making safety our top priority.

— Most hazards can be spotted and eliminated before they become a problem.

• Inspect your work area. Look for trouble-spots that could endanger

you or your coworkers. Then take steps to remove or reduce the risk of an accident. For example:

— Walkways, hallways and exits must be kept clear of obstacles at all times.

— A simple pile of scrap or a tool that's been left behind could cause someone to trip and fall.

• Look out for fire hazards as well.

— Sparks from power-tools or damaged electrical cords, even piles of cardboard or paper, can all be a source of ignition.

— Correct situations like these as soon as possible.

• As you reach the end of your shift you still have some safety work to do. Good housekeeping is also important for accident prevention.

— Tidy up your work area. — Properly dispose of scrap. — Return extra materials to their assigned storage places. — Put all tools and equipment back where they belong as

well. — All of this eliminates clutter and makes things easier for

everyone to find.

• Some situations don't have simple solutions. — If you encounter a problem that you can't solve yourself,

talk to your supervisor or safety manager. They are there to help.



• Looking out for potential problems and reducing risks can help us to prevent accidents. But there's more to the equation:

— Gloves, safety shoes and other personal protective equipment are often necessary to help keep us out of danger.

• Foot protection, usually safety shoes, is needed on many jobsites. — Most safety shoes have soles that are designed for safe

traction in specific conditions, such as on oily or wet surfaces.

— Many shoes have steel toes as well. — You need to choose the best shoe for the job, and wear

it!

• Gloves can improve your grip and protect your hands from potential hazards such as sharp edges, chemicals and splinters.

— Gloves can be made from many types of materials, including cloth, leather, metal-mesh, rubber and plastic.

— Each protects you from different things. — So make sure to use the right glove for the job that you

are doing.

• Sometimes eye protection may seem bulky and unnecessary. — But remember, eye injuries can be nasty... far more

uncomfortable than safety eyewear itself.

• Safety glasses and goggles protect against a variety of hazards. — In certain situations, you may also need to add a face

shield or welder's helmet. — Ask your supervisor about the type of protection you'll

need for your job.

• Hearing protection can reduce or eliminate the harmful effects of hazardous noise.

— Earplugs, canal caps, and ear muffs all provide different degrees of protection.

— If necessary, you can use both plugs and muffs in extremely noisy situations.



• When harmful dust, fumes and vapors are making the air dangerous to breathe, respiratory protection is what we need.

— Respiratory hazards can do serious damage. — Fortunately there are a number of types of protection

that can help.

• Filter masks and chemical cartridge respirators protect you from different types of hazards.

— So you should first determine what kind of protection you need for the job that you're working on.

• In many cases, a dust mask will be the right choice.

— It will stop things like sawdust and plaster dust from getting into your nose and mouth.

• If you're working with especially heavy concentrations of dust,

hazardous chemicals or asbestos, a cartridge respirator may be required.

• When you select your equipment make sure that it’s undamaged.

— If you are unfamiliar with the equipment, it’s a good idea to practice using it before going into your work area.

— For most respirators you will also need to undergo a fit-test.

• And remember, a good strong hard hat is essential around overhead

hazards.

• Keep in mind, most tasks have multiple hazards. — So combine safety gear for maximum protection. — Talk to your supervisor or safety manager about the

PPE that's right for you.

• The way you do your job is just as important as the safety precautions that you take.

— Careless habits can have devastating consequences.



• Tools... where would we be without them? But use a tool incorrectly, and somebody could get hurt.

— Always use the right tool for the job. — Make sure you know how to properly use the tools that

you work with.

• Power tools and other electrical equipment require special considerations.

— Inspect power cords before use. — A damaged wire is a shock hazard and a fire risk. — And don't create an octopus (too many plugs in one

outlet or extension cord can overload a circuit, blow out a fuse or even start a fire).

• Remember to unplug or lock-out electrical equipment before

attempting repairs. — If you forget, you may get a shocking reminder.

• If you are working with equipment that has exposed moving parts, make sure appropriate machine guards are in place.

— Remove loose clothing and jewelry that could get caught in the equipment as well.

• But safe work practices go beyond how we use tools and equipment.

— We need to be careful how we use our bodies as well. • Each job makes a different set of demands. Knowing how your body

moves can help you to avoid ergonomic problems. — Keep your body in neutral positions as much as

possible. — Select tools that are ergonomically friendly and whose

weight, size and shape make them easy for you to use. — Position yourself to minimize any stretching or twisting

to reach what you're working on. — Keep tools and materials within easy reach.



• When you are lifting something, be sure to use proper techniques: — Bend at the knees. — Keep your back straight. — Lift with your legs…smoothly, not suddenly.

• If you are ever unsure about how to use a piece of equipment or perform a task, talk to your supervisor.

• No matter how careful we are or what precautions we take,

accidents still happen. — So we have to be prepared to act if an emergency

occurs.

• Read the Material Safety Data Sheets for any hazardous materials in your area before you work with them.

— MSDS's should be kept in a central location for quick reference.

• Clean up chemical spills immediately, but be careful.

— Make sure you know what chemicals you are dealing with, and the tools and materials that should be used in the cleanup process.

• Water is almost always the first line of defense when someone is

splashed by a hazardous chemical. — So know where the nearest source of water is on your

worksite.

• If a chemical splashes onto your skin or into your eyes: — Rinse the affected are for at least 15 minutes. — Then get medical attention.

• Fires are another major threat on many worksites.

— Now-a-days they often involve toxic fumes and vapors, which makes them more dangerous than ever.



• You can sometimes fight small fires and prevent them from spreading.

— So know where the fire extinguishers are on your jobsite, and how to use them.

• Remember, there are different types of extinguishers for different

types of fires. — Be sure that you have the correct one for the fire that

you're fighting.

• But don't try to fight a fire if it's getting out of hand. — Call 911 and let the fire department handle it.

• And know at least two evacuation routes that you can use if you ever

need to leave your work area. • Basic first aid and CPR can be valuable skills in many emergency

situations. — But don't try anything unless you have the proper

training, you could do more harm than good.

• Never under-estimate the seriousness of an injury. — Seek medical attention as soon as possible.

• Above all, the key to handling emergency situations is to stay calm.



* * * SUMMARY * * *

• Mental preparation is important. Concentrate, stay alert and be aware.

• Focus on accident prevention: look out for hazards and remove

them. • Use the correct PPE for the job that you are doing.

• Follow safe work practices, use proper procedures and eliminate

careless habits.

• Remember to prepare yourself for emergencies!

• If we all work together as a team, and play by the rules, we can't help but make safety our top priority!



ACCOMPANYING MATERIALS In order to assist you in conducting your session on how to work safely, we have provided some materials that can be used with this program. These materials have been furnished in master form. This will enable you to make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include: Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee sign-in on the appropriate form, documenting their attendance at the session. Typically, a copy of this attendance/sign-in form is filed in the employee's personnel file. Quiz The quiz is normally given after viewing the program. However, if you want an indication of the increase in the attendees' knowledge of how to work safely, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their before and after answers as part of the session. Typically, the quiz is filed in the employee's personnel file.



Training Certificate This form allows you to give each employee their own certificate of completion showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion. Employee Training Log This log helps you to keep track of when each employee has taken the course, as well as associated courses/training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.



SCHEDULING AND ATTENDANCE FORM


TRAINING SESSION SCHEDULE

ATTENDEE DATE TIME SIGNATURE



QUIZ


Name: Date: 1. True or False... The residual effects of a substance such as alcohol or

marijuana can cause someone to have an accident hours or even days after they last used the substance?

True False

2. True or False... Most hazards can be spotted and eliminated before they

become a problem? True False

3. True or False... You should never use more than one type of hearing

protection (such as ear plugs, canal caps or earmuffs) at the same time? True False

4. Which of the following can be potential source of ignition and fires?

Sparks from power tools. Damaged electrical cords. Piles of cardboard. All of the above.

5. True or False... Most tasks have multiple hazards associated with them?

True False

6. True or False… You should keep your body in neutral positions as much

as possible as you go through your workday? True False

7. True or False… Most safety shoes have soles that are designed to work in

specific types of conditions? True False





QUIZ


PRESENTER'S COPY WITH ANSWERS 1. True or False... The residual effects of a substance such as alcohol or

marijuana can cause someone to have an accident hours or even days after they last used the substance?

X True False

2. True or False... Most hazards can be spotted and eliminated before they

become a problem? X True False

3. True or False... You should never use more than one type of hearing

protection (such as ear plugs, canal caps or earmuffs) at the same time? True X False

4. Which of the following can be potential source of ignition and fires?

Sparks from power tools. Damaged electrical cords. Piles of cardboard. X All of the above.

5. True or False... Most tasks have multiple hazards associated with them?

X True False

6. True or False… You should keep your body in neutral positions as much

as possible as you go through your workday? X True False

7. True or False… Most safety shoes have soles that are designed to work in

specific types of conditions? X True False



EMPLOYEE TRAINING LOG

SAFETY ORIENTATION IN CONSTRUCTION ENVIRONMENTS Employee: Employee #: ___ Social Security #: Department: Date of Next Required Training:

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS/DEPARTMENT

CERTIFICATION OF TRAINING AND TESTING

(Instructor's Signature)



TRAINING CERTIFICATE

This is to certify that _____________________________________ has

completed the course Safety Orientation in Construction Environments

and has been tested on the contents of the course, as required. This training,

as well as the associated testing was conducted by

___________________________ and was completed on _________.

_____________________________ ____________

(date)

(date)

(employee name)

(course instructor)

(course instructor)

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