Resource for 

Development and 

Delivery of Training 

to Workers

OSHA 3824-05R 2021
Occupational Safety and Health Act of 1970

“To assure safe and healthful working 

conditions for working men and women; 

by authorizing enforcement of the 

standards developed under the Act; by 

assisting and encouraging the States in 

their efforts to assure safe and healthful 

working conditions; by providing for 

research, information, education, and 

training in the field of occupational safety 

and health...”

Material contained in this publication is in 

the public domain and may be reproduced, 

fully or partially, without permission. 

Source credit is requested but not required.

This information will be made available to 

sensory-impaired individuals upon request. 

Voice phone: (202) 693-1999; teletypewriter 

(TTY) number: 1-877-889-5627. 

Cover photo courtesy of ACTA Safety
Resource for Development and 

Delivery of Training to Workers

U.S. Department of Labor

Occupational Safety and Health Administration

OSHA 3824-05R 2021
Disclaimer

This guidance document is not a standard 

or regulation and it creates no new legal 

obligations. The document is advisory in 

nature, informational in content, and is 

intended to assist employers in providing 

a safe and healthful workplace. The 

Occupational Safety and Health Act requires 

employers to comply with safety and health 

standards promulgated by OSHA or by a 

state with an OSHA-approved state plan. 

In addition, the Act’s Section 5(a)(1), the 

General Duty Clause, requires employers to 

provide their workers with a workplace free 

from recognized hazards likely to cause death 

or serious physical harm. Employers can be 

cited for violating the General Duty Clause if 

there is a recognized hazard and they do not 

take reasonable steps to prevent or abate the 

hazard. However, failure to implement any 

specific recommendations contained within 

this document is not, in itself, a violation of 

the General Duty Clause. Citations can only 

be based on standards, regulations, and the 

General Duty Clause.
Table of Contents

Characteristics of 

Sound Training Programs . . . . . . . . . . . . . . . . 2

Overview of Best Practices 

for Training Adults . . . . . . . . . . . . . . . . . . . . . . 3

Principles of Adult Education . . . . . . . . . . . . . 5

The Principles of Adult Education: 

A Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Program Design, Delivery, 

and Evaluation Elements................ 12

Training Facilities and 

the Learning Environment. . . . . . . . . . . . . . 12

Training Course Materials and Content. . . . 14

Training and Overall Program Evaluation. . . 25

Specific Populations to Consider. . . . . . . . 27

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Multilingual Resources. . . . . . . . . . . . . . . . . 29

Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Program Evaluation and 

Quality Control Resources. . . . . . . . . . . . . . 33

Evaluation Resources. . . . . . . . . . . . . . . . . . 34

Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

References. . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

No Cost On-Site Safety 

and Health Consultation 

Services for Small Business. . . . . . . . . . . . 38

OSHA Educational Materials . . . . . . . . . . . . 39

Workers’ Rights . . . . . . . . . . . . . . . . . . . . . . . 39

OSHA Regional Offices . . . . . . . . . . . . . . . . . 40

How to Contact OSHA . . . . . . . . . . . . . . . . . . 43

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More than 100 of OSHA’s current standards 

contain requirements for training. Furthermore, 

a comprehensive workplace safety program 

needs to include training. This OSHA guide 

outlines information on developing and 

delivering effective training to workers. 

Quality safety and health training helps 

prevent work-related injuries and illnesses. 

Effective training also encourages workers 

by educating and empowering them to 

advocate for safer working conditions.

Several factors contribute to successful 

training. One of the most important 

is ensuring that the training facilitator 

exhibits safety and health expertise, sound 

instructional skills and flexibility. This guide is 

a framework to ensure that quality training is 

developed and delivered. In effective training, 

participants should learn:

■ How to identify the safety and health 

problems at their workplace;

■ How to analyze the causes of these safety 

and health problems;

■ How to bring about safer, healthier 

workplaces; and

■ How to involve their co-workers in 

accomplishing all of the above.

Other voluntary standards and minimum 

criteria guidance on developing and 

delivering safety and health training exist 

and OSHA encourages you to review these 

documents as well:

■ ANSI/ASSP Criteria for Accepted Practices 

in Safety, Health, and Environmental 

Training, ANSI/ASSP Z490.1-2009

■ ANSI: American National Standards Institute

■ ASSP: American Society of Safety 

Professionals

■ NIEHS WETP Minimum Health and Safety 

Training Criteria Guidance for Hazardous 
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Waste Operations and Emergency 

Response (HAZWOPER); HAZWOPER 

Supporting and All Hazards Prevention, 

Preparedness and Response.

■ NIEHS: National Institute of Environmental 

Health Sciences

■ WETP: Worker Education and Training 

Program

Characteristics of Sound 

Training Programs

A general review of training “best 

practices” reveals four characteristics that 

sound training programs have in common. 

The best training programs are accurate, 

credible, clear, and practical.

Accurate. Training materials should be 

prepared by qualified individuals, updated 

as needed, and facilitated by appropriately 

qualified and experienced individuals 

employing appropriate training techniques 

and methods.

Credible. Training facilitators should have a 

general safety and health background or be 

a subject matter expert in a health or safetyrelated field. They should also have experience 

training adults or experience working with the 

target population. Practical experience in the 

field of safety and health as well as experience 

in training facilitation contribute to a higher 

degree of facilitator credibility.

Clear. Training programs must not only 

be accurate and believable, but they 

must also be clear and understandable 

to the participant. If the material is only 

understandable to someone with a college 

education or someone who understands 

the jargon, then the program falls short of 

meeting workers’ needs.
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Training materials should be written in the 

language and grammar of the everyday 

speech of the participants. Training developers 

should ensure that readability and language 

choices match the intended audience.

If an employee does not speak or 

comprehend English, instruction must be 

provided in a language that the employee 

can understand. Similarly, if the employee’s 

vocabulary is limited or there is evidence of 

low literacy among participants, the training 

must account for this limitation. Remember 

that workers may be fluent in a language 

other than English, or they may have low 

literacy in both English and their primary 

language. Training needs to be adjusted to 

accommodate all the factors that are present.

Practical. Training programs should present 

information, ideas, and skills that participants 

see as directly useful in their working lives. 

Successful transfer of learning occurs when 

the participant can see how information 

presented in a training session can be applied 

in the workplace.

Overview of Best Practices 

for Training Adults

Training providers and instructional facilitators 

who recognize and embrace characteristics 

of sound training and principles of adult 

education will maximize the benefits of the 

training for their participants. 

1. Intended audience. This guidance is 

intended for employers, safety officers, 

or any organization that provides 

occupational safety and health training.
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2. Training techniques, methods and modes.

■ Proven adult learning techniques 

should be at the core of training 

development and delivery. 

■ Peer-to-peer training with activitybased learning is one effective 

model for worker training. Effective 

development of peer trainers requires 

ongoing organizational support to the 

developing peer trainer. 

■ Activity-based learning should fill at 

least two-thirds of training hours (no 

more than one-third is lecture). 

■ Training must be provided in a way that 

workers receiving it can understand. 

In practical terms, this means that the 

training must be both in a language 

and vocabulary that the workers can 

understand. 

■ While computer-based training (CBT) 

can augment the effectiveness of safety 

and health training for workers, it 

should not be the sole form of training 

that workers receive. 

3. Needs assessment. Safety and health 

training should be preceded by a needs 

assessment to ensure the training meets 

the needs of the participants. Needs 

assessments can also be used to learn 

more about your target population’s 

knowledge, experience, learning styles, 

reading and writing skills, and interests. 

4. Evaluation of Training. Evaluating your 

training allows you to assess whether the 

training is having the desired results, and 

informs you as to whether you need to 

make changes to your training program.
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Principles of Adult Education

The following are the basic principles of how 

adults learn, which is directly applicable to 

safety and health training programs:

■ Adults are voluntary learners: Most adults 

learn because they want to. They learn 

best when they have decided they need to 

learn for a particular reason.

■ Adults learn needed information quickly: 

Adults need to see that the subject matter 

and the methods are relevant to their lives 

and to what they want to learn. They have 

a right to know why the information is 

important to them.

■ Adults come with a good deal of life 

experience that needs to be acknowledged: 

They should be encouraged to share their 

experiences and knowledge.

■ Adults need to be treated with respect: They 

resent an instructor who talks down to them 

or ignores their ideas and concerns.

■ Adults learn more when they participate 

in the learning process: Adults need to be 

involved and actively participating in class.

■ Adults learn best by doing: Adults 

need to “try-on” and practice what 

they are learning. They will retain more 

information when they use and practice 

their knowledge and skills in class.

■ Adults need to know where they are 

heading: Learners need “route maps” 

with clear objectives. Each new piece 

of information needs to build logically 

on the last.

■ Adults learn best when new information 

is reinforced and repeated: Adults need 

to hear things more than once. They need 

time to master new knowledge, skills, and 

attitudes. They need to have this mastery 

reinforced at every opportunity.
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■ Adults learn better when information is 

presented in different ways: They will 

learn better when an instructor uses a 

variety of teaching techniques.

Three kinds of “learning exchanges”:

■ Participant-to-Participant: “Participant-toparticipant” learning exchange recognizes 

that participants can learn from one 

another’s experiences. Participant-toparticipant exchanges should be a key 

feature of the training.

■ Participant-to-Facilitator: Facilitators 

can learn as much from training sessions 

as participants do. On many subjects, 

a group of participants may have more 

extensive knowledge and experience in 

certain areas than a facilitator.

■ Facilitator-to-Participant: Classroom 

learning needs structure. A facilitator’s 

role is to guide discussions, encourage 

participation, draw out and/or add 

information as needed, and highlight key 

issues and points.

Photo courtesy of ACTA Safety
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The Principles of Adult Education: 

A Checklist 

Material adapted from Teaching About 

Job Hazards, Nina Wallerstein and Harriet 

Rubenstein, American Public Health 

Association, 1993. 

General Principles 

The best training programs take advantage of 

the following characteristics of adult learners: 

■ Adults are self-motivated. 

■ Adults expect to gain information that has 

immediate application to their lives. 

■ Adults learn best when they are actively 

engaged. 

■ Adult learning activities are most effective 

when they are designed to allow students 

to develop both technical knowledge and 

general skills. 

■ Adults learn best when they have time to 

interact, not only with the instructor but 

also with each other. 

■ Adults learn best when asked to share 

each other’s personal experiences at work 

and elsewhere. 

Environmental and Learning Needs 

Assessments 

1. Does the learning environment encourage 

active participation? 

■ How are the chairs, tables, and other 

learning stations arranged in the 

classroom? 

■ How does this arrangement encourage 

or inhibit participation and interaction? 

■ Can the arrangement be changed easily 

to allow different kinds of interaction? 

■ Is the climate of the classroom sufficiently 

comfortable to allow learning? 
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■ Does the social environment or 

atmosphere in the learning environment 

encourage people to participate? 

■ Are warm-up activities or “ice breakers” 

needed to put people at ease? 

■ Do trainers allow participants to say 

things in their own words, or do they 

translate what is said into other words 

or jargon? 

2. Are participants encouraged to listen 

carefully to each other? 

■ Are they encouraged to respect 

different points of view? 

■ Are they encouraged to use humor and 

is the humor appropriate? 

3. People learn in different ways. Do the 

learning activities in the training program 

provide participants with an opportunity 

to do each of the following? 

■ Listen 

■ Look at visuals 

■ Ask questions

■ Read

■ Write

■ Practice with equipment (if applicable)

■ Discuss critical issues

■ Identify problems

■ Plan actions

■ Try out strategies in participatory ways

4. Does the program effectively promote 

participatory learning activities?

■ Is enough time allotted for participant 

interaction?

■ Have the instructors developed workable 

and effective interactive activities?

■ Does the physical environment 

encourage interaction?

■ Does the atmosphere in the classroom 

encourage interaction?
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■ Are the learning activities sensitive 

to cultural differences among the 

participants?

■ Does the training engage participants 

in critical thinking and analysis about 

the subject being covered?

5. How effectively do the lectures in the 

program encourage participation?

■ Are they combined with a participatory 

exercise?

■ Are they brief?

■ Are they well organized?

■ Are audio-visual aids incorporated in 

the lecture?

■ Does the lecturer rely too heavily on 

his or her notes?

■ Was there enough time for questions 

and comments from others?

■ Does the lecturer promote challenging 

questions about the content being 

delivered?

6. How effective are the participatory 

activities used in the program?

■ Are the purposes of the activities 

clearly specified?

■ Are the tasks that people are expected 

to complete clearly described?

■ Are participants given enough 

information to complete the expected 

tasks?

■ Is the information accompanying the 

activity clearly presented and easily 

understood?

■ Is the information presented relevant 

to the task?

■ Are participants given enough time to 

perform the expected tasks?

■ Are participants given enough time to 

share what they have learned from the 

tasks with each other?
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■ Are the participants given a clear 

summary of the main points they were 

expected to learn in the activity?

7. If case studies or role-playing is used, do 

the case studies and role-playing activities 

in the program encourage participation? 

■ Is the situation being discussed 

familiar to the participants? 

■ Does the situation evoke strong 

feelings in the participants? 

■ Does the situation lead to an in-depth 

analysis of the problem? 

■ Does the situation encourage people to 

consider a range of possible strategies 

for dealing with the problem? 

■ Are people provided with enough 

information to participate in the 

activity in a meaningful way? 

■ Are people provided with so much 

information that they have no room 

to improvise or to call on their own 

experience? 

■ Are people provided with an opportunity 

to discuss the social, cultural, and 

historical contexts of the situations? 

8. How effectively does the organization of 

the program encourage participation? 

■ Are discussion groups small enough 

to ensure participation? (No more 

than six people.) 

■ Is the ratio of discussion groups to 

instructors small enough? (A single 

instructor typically cannot effectively 

supervise more than four groups). 

■ Is there enough room to enable each 

group to talk amongst itself without 

disruption? 
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■ Does the responsibility for leading and 

recording the discussion rotate among 

those willing to do the job? 

■ Are the groups supplied with 

guidelines about how to lead and 

report their discussions? 

■ Do the activities make allowances for 

anyone in the group who may have 

problems reading and writing? 

9. Is the program sensitive to literacy 

differences? 

■ Do the trainers check privately with 

anyone having reading and writing 

difficulties? 

■ Is reading aloud or writing in front of 

the group only voluntary and never 

mandatory? 

■ Are all instructions and other required 

material read aloud? 

■ Do the materials incorporate enough 

visual aids and props? 

■ Do the trainers repeat out loud anything 

they write on a board or flip chart? 

■ Are evaluations conducted to assure 

that the trainees comprehend the 

training material? 

10.Do the audio-visual aids used by the 

training program encourage participation? 

■ Do the instructors write an on-going 

record of what is being discussed on 

the board or flip charts? 

■ Are participants encouraged to 

challenge the record if they consider it 

inaccurate? 

■ Are approaches utilizing integrated 

instructional technologies effective in 

eliciting participation?
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Program Design, Delivery, 

and Evaluation Elements

This document categorizes the elements 

into four sections: Training Facilities and 

the Learning Environment; Training Course 

Materials and Content; Training and Overall 

Program Evaluation; and Specific Populations 

to Consider.

Training Facilities and the 

Learning Environment

Ideally, training facilities should have sufficient 

resources and equipment to perform 

classroom and activity-based learning in a 

setting conducive to effective learning. 

However, often such facilities are not available 

and instructors find themselves having to make 

do and adapt to training in the environment 

they are given. Sometimes training will 

be conducted in remote or non-traditional 

locations. You may be in a smaller room than 

anticipated, or there may be no electrical 

outlets or flip charts in the room where you 

are training. Trainers should anticipate such 

setbacks and prepare as best as they can. 

Instructor-trainee ratios. Class sizes of about 

25 people (or fewer) work best, especially 

when incorporating activity-based learning 

into the training experience. When class size 

exceeds 30 people, it is advisable to provide 

a second instructor and divide the class into 

two sections during instruction. 
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Training Facilities and Resources

Adequate and appropriate facilities for 

supporting training include:

■ Sufficient space for all attendees to sit 

comfortably during instruction;

■ Sufficient room set-up for participants to 

interact with one another;

■ Enough equipment for all attendees 

and demonstration equipment for the 

instructor/facilitator (if applicable);

■ Space and facilities for small group 

exercises or hands-on training using 

equipment as part of activity-based 

learning; and

■ Equipment, technical support, and 

resources sufficient to support training 

via technology, such as during instructor 

presentations or web-based training 

used by students to enhance learning (if 

applicable).

U-Shape Round Tables

Hollow Square Circle
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Training Course Materials 

and Content

Training Development/Instructional Design

Training courses should be developed and 

updated as necessary to be consistent with the 

recognized principles of training development/

instructional design. Training development 

should follow a systematic process that includes: 

a needs assessment, learning objectives, 

adult learning principles, course design, and 

evaluation. (Reference: ANSI Z-490.1-2009.)

One such instructional design model is 

called “ADDIE.” This stands for the main 

components of the ADDIE process: Analysis, 

Design, Development, Implementation, and 

Evaluation. Training materials and content are 

produced as the course author progresses 

through the instructional design cycle. First, 

a training analysis is performed, then the 

structure of the course is designed; next, 

specific content is developed; after that, the 

course is implemented or presented; and last, 

the course is evaluated.

Particular attention should be devoted to 

the following with respect to course design 

and content:

■ Demographics of the training target 

audience and their training needs; for 

instance, what is the literacy level of your 

target audience? 

■ Learning objectives, including learning 

objectives for each training module.

■ Analysis and selection of a delivery 

method appropriate to the training target 

audience and the learning objectives.

■ Instructional materials including, but not 

limited to, an instructor’s manual with 

lesson plans and learning objectives, a 

trainee manual, training aids, and learning 

technologies.
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Training Objectives

Every instructor has objectives he/she wishes 

to accomplish during training. Instructional 

objectives should be student-focused and 

state the desired learning outcome. 

When constructing objectives, the main 

question that objectives answer is: What should 

the participant be able to do differently, or more 

effectively, after the training is completed?

The SMART Model is one method used to 

construct practical objectives. 

■ “S” stands for Specific. Objectives should 

specify what they need to achieve. 

■ “M” stands for Measurable. You should be 

able to measure whether you are meeting 

the objectives or not.

■ “A” stands for Achievable. Objectives 

should be attainable and achievable.

■ “R” stands for Relevant. Objectives should 

lead to the desired results.

■ “T” stands for Time-bound. When do you 

want to achieve the set objectives?

Other training objective construction models 

include the A-B-C-D Model and Roger 

Mager’s Theory of Behavioral Objectives.

The A-B-C-D Model:

■ “A” stands for audience. State the learning 

audience within the objective. 

■ “B” stands for behavior. State the behavior 

you wish to see exhibited following training.

■ “C” stands for condition. State the conditions 

under which the behavior will occur. 

■ “D” stands for degree. To what level 

(or degree) will the learner be enabled 

to perform?
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Roger Mager’s Theory of Behavioral 

Objectives has three components:

■ Behavior: The behavior should be specific 

and observable.

■ Condition: The conditions under which 

the behavior is to be completed should be 

stated, including what tools or assistance 

is to be provided. 

■ Standard: The level of performance that is 

desirable should be stated.

Note that training objectives emphasize what 

the participant will be able to do, not what 

the instructor intends to do. In each example, 

workers are expected to be able to accomplish 

specific goals by the end of the course. 

When developing learning objectives, be 

mindful of what is in your control in the 

classroom and what is out of your and the 

participants’ control in the workplace.

Addressing Literacy in Teaching Methods 

and Materials

Literacy can be defined as the ability to “use 

printed and written information to function 

in society, to achieve one’s goals, and to 

develop one’s knowledge and potential.” 

(National Coalition for Literacy, 2009.)

Some workers, including those born in the 

U.S., have limited literacy in their primary 

language. More than one-third of recent 

immigrants have fewer than 12 years of 

education. Among those from Latin America, 

35% have less than a ninth grade education. 

Low-literacy training materials and teaching 

methods that are not limited to written 

materials should be prepared or acquired 

to meet the needs of this type of training 

audience. (Reference: Draft Immigrant 

Worker Safety and Health Report, NIOSH and 

University of Massachusetts — Lowell.)
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Multiple training methods that require 

fewer literacy skills should be used with 

this population. Methods include the use 

of photos, pictures, short role-plays, case 

studies, demonstrations, hands-on practice, 

and small group activities with which workers 

can identify and easily understand.

Training Techniques to Reach All 

Literacy Levels

The following suggestions are designed to 

help trainers adapt training techniques to 

reach participants at all skill/literacy levels. 

These techniques will also be helpful in 

teaching participants for whom English is a 

second language (sometimes referred to as 

English Language Learners).

■ Do not assume that all participants are 

equally skilled or confident in speaking, 

reading, writing, and math.

■ Plan for plenty of small group activities 

where participants get to work together 

on shared tasks — reading, discussing, 

integrating new information, relating to 

life experience, recording ideas on flip 

charts, and reporting back to the whole 

group. In small groups, participants can 

contribute to the tasks according to their 

different backgrounds and abilities.

■ Try to use as many teaching techniques as 

possible that require little or no reading.

■ At the beginning of a class mention that 

you are aware that people in the group 

may have different levels of reading and 

writing skills.

■ Establish a positive learning situation 

where lack of knowledge is acceptable and 

where questions are expected and valued. 

Participants need to be able to indicate 

when they do not understand and to feel 

comfortable asking for explanations of 

unfamiliar terms or concepts.
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■ Make it clear that you will not put people 

on the spot. Let them know that you 

are available during breaks to talk about 

any concerns.

■ Let the group know that they will not 

necessarily be expected to read material 

by themselves during the training.

■ Let people know that you will not be 

requiring them to read aloud. Ask for 

volunteers when reading aloud is part of 

an activity. Never call on someone who 

does not volunteer.

■ Do not rely on printed material alone. 

When information is important, make 

sure plenty of time for discussion is built 

into the class so participants have the 

opportunity to really understand.

■ Read all instructions aloud. Do not rely on 

written instructions or checklists as the only 

way of explaining an activity or concept.

■ If other materials must be read aloud, read 

them yourself or ask for a volunteer.

■ Make sure your handouts are easy to read 

and visually appealing.

■ Give out only the most important written 

material. Make any other materials 

available as an option.

■ If possible, provide audio recordings of 

key readings so that participants have the 

option to listen and read along.

■ Explain any special terms, jargon, or 

abbreviations that come up during the 

training. Write them on a flip chart.

■ If participants have to write, post a list of 

key words. This can serve as a resource for 

people with writing or spelling difficulties.

Participatory Methods of Instruction

Participatory training methods draw on 

participants’ own experiences. They 

encourage teamwork and group problem 

solving. Participants have the opportunity 

to analyze safety and health problems in a 
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group and to develop solutions. There can 

also be valuable exchanges between workers 

and trainers about their lives and work.

Participatory methods work quite well with 

people who have difficulty reading and 

writing. They also allow the instructor to 

observe who may be having difficulty with the 

concepts and to engage with them to ensure 

comprehension. Participatory methods (1) 

draw on the participants’ own knowledge 

and experience about safety and health 

issues; (2) emphasize learning through doing 

without relying on reading; and (3) create a 

comfortable learning experience for everyone.

Samples of Participatory Methods

Participatory training methods draw on the 

trainee’s own experiences and knowledge, 

as well as encourage valuable exchanges 

between workers and trainers. The following 

are examples of methods to encourage 

trainees to participate and be actively 

engaged in class:

■ Ice-breakers

■ Risk maps

■ Role-playing

■ Games

■ Small group exercises

■ “Trigger” visuals

■ Brainstorming

■ Demonstrations and hands-on activities

■ Participatory lectures

Training Materials

Training materials, such as handouts, 

PowerPoint presentations, or flip charts are 

often used as visual aids to facilitate and 

enhance the student’s learning experience. 

Materials should be easy-to-read and should 

highlight the most important messages or 
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needs. Keep in mind that visual aids—such 

as PowerPoint presentations, handouts, 

overheads, and flip charts—play a supportive 

role to the main teaching technique and are 

not a substitute for teaching.

The following are some principles for creating 

the text for easy-to-read materials:

■ Base the content on the workers’ most 

important needs.

■ Identify the “priority message.” The 

priority message should convey the most 

important information about a problem 

and how it could be solved. It should be 

short, informative, and easy to remember.

■ Don’t offer so much information that a 

reader could feel overwhelmed.

■ Organize text into short, logical sections 

by using headings or subtitles.

■ Use words that are easy to understand.

■ Define technical terms or jargon.

■ Keep sentences short and simple.

■ Use a conversational style and active 

voice, such as the kind of language that 

the students use.

The design of the material is as important 

as the content. Making the material visually 

appealing and easier on the eye will 

encourage people to read it. The following 

are tips for the design of the materials:

■ Use a large, easy-to-read font for the 

main text.

■ Emphasize important points with 

underlining, bold type, italics, or boxes.

■ Include plenty of white space by using 

wide margins.

■ Use plenty of simple illustrations to 

explain the text.

■ Use simple line drawings that are free of 

clutter and abstract drawings.
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Using PowerPoint

PowerPoint is not a teaching technique—it 

is a visual aid that can be used to enhance 

learning, just like flip charts, overheads, and 

handouts. PowerPoint will not, in and of itself, 

improve student learning. It is the way that 

instructors use PowerPoint that can encourage 

learning. Deciding when, where, and how it 

can be used appropriately is the key.

Many instructors mistakenly use PowerPoint 

as their main teaching technique. If an 

instructor teaches only by showing and 

reading a PowerPoint presentation, there 

is not much opportunity for participation. 

In fact, use of PowerPoint can stifle 

participation. The teaching turns out to 

be “one-way”, similar to the “traditional” 

model of education with the instructor as 

expert and the students just as the receivers 

of information. As mentioned previously, 

adult education is most effective when it 

is participatory—when students are active 

participants in the learning process.

Educators need to be creative in using 

PowerPoint. If you plan to use PowerPoint, 

it is critical that it be used in such a way that 

participants retain and use the information, as 

well as participate in the learning experience.

There are three main issues to consider when 

using PowerPoint: content, design, and delivery.

Content:

■ If you are creating PowerPoint 

presentations, it is best to plan your 

workshop or class first and then write the 

content of the PowerPoint slides.

■ Include the main points, not lots of text.
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Design:

■ One concept per slide.

■ Use a simple design.

■ Make sure you really understand how to 

create and design PowerPoint slides. It 

takes some knowledge and skill to develop 

a PowerPoint presentation. For instance, 

getting the animation correct can be tricky.

■ Do not make the mistake of designing 

the PowerPoint with too many graphics 

and animation (a common error among 

instructors). This can result in a design that 

is too complicated and difficult to read. Go 

easy on the graphics. Simple graphics that 

are easily understood are best. Do not use 

graphics just to make a slide look good; 

only use them if they have some content 

value. Keep animation to a minimum.

■ Use lots of white space.

■ Use contrast: dark on light, or light on 

dark. In choosing colors, make sure that 

the text is easy to see.

■ Design from top left to bottom right.

■ Use large font sizes (26 point minimum). 

No more than two fonts on a page.

■ Limit use of bolding, italics and underlining.

Delivery:

■ Remember that PowerPoint is a visual aid, 

not a teaching technique.

■ Your slides should serve as a focal 

point for the issues to be discussed. 

Use them to help control the pace of 

presentation and discussion. Read a 

slide aloud and follow with commentary, 

explanation and discussion. Remember 

questions and discussion are part of the 

learning experience.

■ Practice using PowerPoint before you 

actually use it in a class. Make sure you 

are comfortable moving between slides 

and between information on slides.
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A final note on technology: Using PowerPoint 

requires that you have all the technology you 

need, that it is in good working order, and that 

you know how to use it. The best prepared 

PowerPoint will fail if the technology fails, or 

if the instructor has trouble using it. Always 

have a back-up plan in place!

Using Flip Charts

Flip charts, like PowerPoints, are visual aids 

that are used to facilitate, enhance, or bring 

more clarity to the learning experience. It is 

an interactive and flexible aid that promotes 

interaction and engagement between the 

facilitator and the participants.

Flip charts promote participation as they are 

interactive—the facilitator can use the flip 

chart to write participants’ ideas or answers. 

They also promote flexibility in teaching 

and learning, since the facilitator is writing 

as discussion evolves and not fixed in a 

“set” progression. Flip charts are low-tech, 

inexpensive, and easily portable. They also 

reinforce learning because participants can 

see and hear what is being talked about.

Participants feel like they have contributed 

if the facilitator writes what the participant 

says. It is best to use the words the 

participant uses and not to paraphrase. It 

is necessary to remember that what gets 

written needs to be discussed. Filling a room 

with lists of things people have said without 

analyzing and discussing what they say does 

not produce real learning.

The following are tips for using the flip chart:

■ Use dark marker colors, such as black, 

dark brown, or dark blue for the main 

text. Lighter colors should only be used 

to highlight. Using many colors on a flip 

chart will catch your audience’s eye.
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■ Print in large block letters. Do a “test” flip 

chart page before the workshop and make 

sure it can be read from the back of the room.

■ Be sure not to crowd the flip chart with too 

much information. Only key points should 

be written.

■ Watch your spelling. If you have problems 

with spelling, work on memorizing the 

correct spelling of words you are likely to 

use. But do not let spelling get in the way 

of using a flip chart. Creating a “spell-free” 

zone in the class may take some pressure 

off both you and the participants.

■ Many facilitators prepare some flip charts 

in advance. Be sure to proofread any flip 

charts prepared in advance.

■ Post pages you want participants to 

continue to be able to see, or pages you 

want to refer back to. Tear pieces of tape 

ahead of time to make it easier to post flip 

chart pages.

■ Keep prepared flip charts covered with a 

blank page until you are ready for the class 

to see the page. When finished discussing 

a page, “flip” it over, unless you want the 

class to be reminded of the information.

■ If possible, use flip chart paper with light, 

preprinted “grid” lines to help you print 

more legibly.

■ Do not turn your back on the group and 

“talk to the flip chart.” Write what is 

needed, and then turn back to the group. 

A few moments of silence is okay. Do not 

block your audience’s view of the chart—

stand to the side.

■ You can, in advance, lightly pencil in 

reminder notes to yourself on the flip chart.
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Training and Overall Program 

Evaluation

There are three types of training evaluation: 

(1) training session reaction assessments; 

(2) learning assessments; and (3) training 

impact assessments.

Evaluating Program Effectiveness

To make sure that the training program is 

accomplishing its goals, an evaluation of 

the training can be valuable. Training should 

have, as one of its critical components, a 

method for measuring the effectiveness of 

the training. When course objectives and 

content are developed for a training program, 

a plan for evaluating the training session(s) 

should be designed and integrated into the 

program’s other elements. An evaluation will 

help employers or supervisors determine the 

amount of learning achieved and whether a 

worker’s performance has improved on the job. 

Among the methods for evaluating training are: 

1. Student opinion. Questionnaires or 

informal discussions with workers can help 

employers determine the relevance and 

appropriateness of the training program; 

2. Assessment of student learning. This can 

be accomplished through such activities 

as demonstration skills or testing; 

3. Supervisors’ observations. Supervisors 

are in good positions to observe a 

worker’s performance—both before 

and after the training—and to note 

improvements or changes; and 

4. Workplace improvements. The ultimate 

success of a training program may be 

changes throughout the workplace that 

result in reduced injury and illness rates. 
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However it is conducted, an evaluation of 

training can give employers the information 

necessary to decide whether or not workers 

have achieved the desired results, and 

whether the training session should be 

offered again at a future date.

Improving the program 

If, after evaluation, it is clear that the training 

did not give workers the level of knowledge 

and skill that is expected, then it may be 

necessary to revise the training program or 

provide periodic retraining. At this point, it 

may help to pose certain questions to workers 

and those who conducted the training: (1) 

Were parts of the content already known and, 

therefore, unnecessary? (2) What material was 

confusing or distracting? (3) Was anything 

missing from the program? (4) What did the 

workers learn, and what did they fail to learn? 

It may be necessary to repeat steps in the 

training process—that is, to return to the first 

steps and retrace the training process. As the 

program is evaluated, the employer should ask: 

1. If a job analysis was conducted, was it 

accurate? 

2. Was any critical feature of the job 

overlooked? 

3. Were important gaps in knowledge and 

skills included? 

4. Was material already known by the 

workers intentionally omitted? 

5. Were the instructional objectives 

presented clearly and concretely? 

6. Did the objectives state the level of 

acceptable performance that was 

expected of the workers? 
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7. Did the learning activity simulate the 

actual job? 

8. Was the learning activity appropriate for 

the kinds of knowledge and skills required 

on the job? 

9. When the training was presented, was 

the organization of the material and its 

meaning made clear? 

10.Were the workers motivated to learn? 

11. Were the workers allowed to participate in 

the training process? 

12.Was the employer’s evaluation of the 

program thorough? 

A critical examination of the steps in the 

training process will help employers determine 

where course revision is necessary. However, 

it is necessary to note that, while good 

training can be provided, workers can still face 

difficulty at work when raising their voices to 

try to get problematic conditions corrected.

Specific Populations to Consider

1. Non-English speaking. A person’s verbal 

ability often tends to exceed his or her 

literacy levels. For best results, trainers 

should communicate in the native 

language of the participants and should 

provide materials in the participants’ 

primary language. If the trainer does not 

speak the trainees’ primary language, 

interpreters may be used. However, 

be sure to use a translator with trusted 

credentials. It is not advisable to use one 

worker as a translator for the others. 

Employ approaches similar to those used 

for low-literacy audiences.
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2. Limited English proficiency. Materials 

used with those who have limited English 

proficiency should be easy to understand 

or written in languages other than English. 

Favor those materials or curricula that 

encourage interaction, student input, and 

critical thinking. (Szudy and Gonzalez 

Arroyo). Consider using pictograms, 

visuals, and demonstrations or other 

methods that are non-verbal to convey 

information. Employ approaches similar to 

those used for low-literacy audiences.

3. Contingent workers, day laborers and 

temporary workers. Employ approaches 

similar to those used for low-literacy or 

non-English speaking audiences. This will 

ensure maximum communication of the 

training content with minimum language 

interference. Favor visual and verbal 

methods over written text.

4. Young Workers. Workers who are high 

school or college age and recent additions to 

the workforce require additional guidance. 

They may be fully able to intellectually 

comprehend training information, but 

they lack the experience that time in the 

workforce provides. Additional emphasis 

should be placed on safety and health 

precautions, experiential exercises and 

demonstrations that exhibit the inherent 

danger that lurks in the workplace.
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Appendix A

Multilingual Resources

Below are resources to use when looking 

for (mostly) Spanish language safety and 

health material. Remember that simply 

translating English safety and health 

materials into Spanish or another language 

is not necessarily adequate for your target 

population to understand the material. 

There are many different terms and dialects 

in Spanish (and other languages) and you 

need to ensure that you are using the correct 

ones. Also, using the correct literacy level 

is just as important in other languages as it 

is in English. It is best to test the translated 

materials using a focus group made up of a 

subset of your target population.

OSHA Publications

OSHA Dictionaries (English and Spanish)

The dictionaries include over 2,000 OSHA, 

general industry, and construction industry 

terms. These resources are available at 

www.osha.gov/complianceassistance/

spanish-dictionaries. 

OSHA Publications in Spanish and 

Other Languages

Many OSHA publications are available 

in both English and Spanish, as well as 

Portuguese, Russian and other languages. 

To order multiple copies of these resources, 

call OSHA’s Publications Office at (202) 693-

1888 or visit OSHA’s Publications page at 

www.osha.gov/publications. 
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OSHA Mobile-Friendly e-Books

Select OSHA publications are available in 

e-Book format. OSHA e-Books are designed 

to increase readability on smartphones, 

tablets and other mobile devices. For access, 

go to www.osha.gov/ebooks.

Susan Harwood Training Grant Products

This web site features training materials 

such as PowerPoint presentations, instructor 

and student manuals, and test questions 

developed by Susan Harwood grantees. 

These resources are available in multiple 

languages at www.osha.gov/harwoodgrants/

grantmaterials/bytopic.

OSHA Safety Campaigns

OSHA’s Campaign to Prevent Heat Illness

OSHA’s nationwide Heat Illness Prevention 

Campaign aims to raise awareness and teach 

workers and employers about the dangers 

of working in the heat and provide valuable 

resources to address these concerns. Begun 

in 2011, the Heat Illness Prevention Campaign 

has reached more than 10 million people 

and distributed close to half a million fact 

sheets, posters, QuickCardsTM, training 

guides, and wallet cards. OSHA, together with 

other federal and state agencies and nongovernmental organizations, spreads the word 

about preventing heat illness. For example, 

OSHA collaborates with the National Oceanic 

and Atmospheric Administration’s (NOAA) 

National Weather Service to include worker 

safety precautions in Excessive Heat Watch, 

Warning, and Advisory Products.

Numerous resources are available in English 

and Spanish at www.osha.gov/heat.
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OSHA’s Fall Prevention Campaign

This campaign is part of OSHA’s nationwide 

effort to raise awareness among workers 

and employers about the hazards of falls 

from ladders, scaffolds, and roofs. The 

educational resources page gives workers 

and employers information about falls and 

how to prevent them. There are also training 

tools for employers to use and posters to 

display at their worksites. Many of the new 

resources target vulnerable workers with 

limited English proficiency.

The Fall Prevention webpage has many 

resources available in English and Spanish 

at www.osha.gov/stopfalls.

Fall Prevention Videos (v-Tools)

Videos are an effective educational tool. Several 

workplace training videos, based on true stories, 

examine how falls lead to death and how these 

fatal falls could have been prevented.

These training tools (v-Tools) explain 

why using the right type of fall protection 

equipment allows workers to return home 

the same way they go to work each day. 

V-Tools on falls in construction and other 

hazards are available at www.osha.gov/

stopfalls/trainingresources.html.

OSHA State Plan Foreign Language 

Safety and Health Resources 

State Plan Spanish language resource page

This page lists examples of Spanish language 

resources from OSHA state plan states. 

This listing also includes selected Spanish 

language resources from state agencies 

in states under Federal OSHA jurisdiction. 

For more information, visit www.osha.gov/

complianceassistance/index-hispanic.
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Other Foreign Language Safety and 

Health Resources

National Institute for Occupational Safety 

and Health (NIOSH)

This site includes links to NIOSH publications 

in Spanish on a variety of construction topics, 

and also provides links to other agencies and 

organizations that have Spanish language 

resources. Visit www.cdc.gov/spanish/niosh/

pubsnum-sp.html, for more information.

Electronic Library of Construction 

Occupational Safety and Health (eLCOSH)

This electronic library was developed and 

is maintained by CPWR—The Center for 

Construction Research and Training—and 

provides a wide range of materials on 

construction safety and health. The goal is to 

improve safety and health for construction 

workers by making such information 

more accessible.

Information is available in English, Spanish, 

and other languages at www.elcosh.org.

Labor Occupational Health Program (LOHP), 

UC Berkeley

This site provides training guides in English, 

Spanish, Chinese, Korean, and Vietnamese 

to assist trainers in homecare, restaurant 

safety, janitorial safety, agriculture, and 

other industries. These resources are 

available at lohp.berkeley.edu.

Occupational Health Branch, California 

Department of Health Services

BuildSafe produced a safety and health 

tailgate training kit in English and Spanish. 

The kit consists of Safety Break cards that 

cover 23 general construction safety topics 
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and are linked to information in the Cal/OSHA 

Pocket Guide for the Construction Industry. 

These cards are simple to use and designed 

to improve the quality of tailgates. View these 

resources at www.cdph.ca.gov/Programs/

CCDPHP/DEODC/OHB/Pages/BuildSafe.aspx.

Appendix B

Program Evaluation and Quality 

Control Resources

Evaluation of Worker Training Programs

It is important to periodically evaluate the 

training program to make sure that training is 

effective and that programs are achieving the 

intended results. Evaluation should determine 

how well a program is implemented, how 

much knowledge is gained by students, and 

the outcomes of the training.

The following are resources and guides 

that can be used to create and conduct a 

successful evaluation and maintain quality 

control of the training program.

Resource Guide for Evaluating 

Worker Training: A Focus on Safety 

and Health (1997)

The Resource Guide for Evaluating Worker 

Training is published by the National Institute 

of Environmental Health Sciences (NIEHS) and 

its Worker Education and Training Program 

(WETP) in collaboration with the George 

Meany Center for Labor Studies. The goal of 

the Resource Guide is to ensure that workers 

receive safety and health training that works.

The Resource Guide presents and explores 

a range of successful evaluation ideas, 

techniques, and tools for:
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■ Identifying areas for program improvement;

■ Measuring the short- and longer-term 

accomplishments of a worker training 

program; and

■ Assessing whether, and to what extent, 

training has brought positive changes to 

the workplace.

Examples of instruments developed and 

used by NIEHS WETP awardees to evaluate 

their worker training programs are displayed 

throughout the Guide.

For copies of the Resource Guide, please 

contact the NIEHS National Clearinghouse for 

Worker Safety and Health Training at (202) 331-

7733, email wetpclear@niehs.nih.gov, or visit 

tools.niehs.nih.gov/wetp/index.cfm?id=92.

Evaluation Resources

UCLA-Center for the Study of Evaluation 

Program Evaluation Kit (1987)

The Program Evaluation Kit developed by 

the UCLA Center for the Study of Evaluation 

consists of 9 volumes of practical guidelines 

for designing and implementing evaluations.

■ Volume 1, The Evaluator’s Handbook 

(provides dozens of checklists)

■ Volume 2, How to Focus an Evaluation

■ Volume 3, How to Design a Program 

Evaluation

■ Volume 4, How to Use Qualitative 

Methods in Evaluation

■ Volume 5, How to Assess Program 

Implementation

■ Volume 6, How to Measure Attitudes

■ Volume 7, How to Measure Performance 

and Use Tests

■ Volume 8, How to Analyze Data

■ Volume 9, How to Communicate 

Evaluation Findings
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Measuring and Evaluating the Outcomes 

of Training (1996)

This is a collection of research papers that 

was presented at the 1996 NIEHS Spring 

meeting on measures and evaluation of 

safety and health training programs.

Appendix C

References

■ A Worker’s Sourcebook: Spanish 

Language Health and Safety Materials 

for Workers, University of California, Los 

Angeles, Labor and Occupational Safety 

and Health.

■ Assessing Occupational Safety and 

Health Training: A Literature Review, 

U.S. Department of Health and Human 

Services, Public Health Service, Centers 

for Disease Control and Prevention, 

National Institute for Occupational Safety 

and Health, DHHS (NIOSH) Publication 

No. 98-145, June 1998.

■ Criteria for Accepted Practices in Safety, 

Health, and Environmental Training, 

American National Standards Institute, 

Inc. (ANSI)/American Society of Safety 

Engineers (ASSE), Z490.1-2009.

■ Culture, Health and Literacy: A Guide to 

Health Education Materials for Adults 

with Limited English Literacy Skills.

■ Delp, L. et al., Teaching for Change: 

Popular Education and the Labor 

Movement, UCLA Center for Labor 

Research and Education, 2002.

■ Evaluation of the Limited English 

Proficiency and Hispanic Worker Initiative, 

U.S. Department of Labor, Employment 

and Training Administration, Prepared by 

Coffey Consulting, December 2009.
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■ Immigrant Worker Safety and Health 

Report, from a conference on research 

needs, draft NIOSH scientific information 

disseminated for peer review, NIOSH 

and University of Massachusetts Lowell, 

April 2010.

■ Minimum Health and Safety Training 

Criteria: Guidance for Hazardous Waste 

Operations and Emergency Response 

(HAZWOPER) and HAZWOPER-Supporting 

Training and All-Hazards Disaster 

Prevention, Preparedness and Response, 

National Institute of Environmental Health 

Sciences (NIEHS) Worker Education and 

Training Program (WETP), January 2006, 

http://tools.niehs.nih.gov/wetp.

■ ODP Blended Learning Approach, version 

1.0, ODP/DHS. November 27, 2003.

■ OSHA Outreach Training Program 

Guidelines, U.S. Department of Labor, 

Occupational Safety and Health 

Administration, February 2009.

■ OSHA Training Standards Policy 

Statement, U.S. Department of 

Labor, Occupational Safety and 

Health Administration, April 28, 2010, 

http://www.osha.gov/dep/standardspolicy-statement-memo-04-28-10.html.

■ Report from the 1999 National Conference 

on Workplace Safety & Health Training: 

Putting the Pieces Together & Planning 

for the Challenges Ahead, Co-sponsored 
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by the National Institute of Environmental 

Health Sciences and the Occupational 

Safety and Health Administration, 

Department of Health and Human 

Services, HHS (NIOSH) Publication No. 

2004-132, February 2004.

■ Robson L., Stephonson C., Schulte P., 

Amick B., Chan S., Bielecky A., Wang A., 

Heidotting T., Irvin E., Eggerth D., Peters 

R., Clarke J., Cullen K., Boldt L., Grubb P. 

A systematic review of the effectiveness 

of training & education for the protection 

of workers. Toronto: Institute for Work 

& Health, 2010; Cincinnati, OH: National 

Institute for Occupational Safety and 

Health, DHHS (NIOSH) Publication 

No. 2010-127.

■ Szudy, Elizabeth and Gonzalez Arroyo, 

Michele, The Right to Understand: Linking 

Literacy to Health and Safety Training, 

Labor Occupational Health Program, 

University of California at Berkeley, 1994.

■ Training Requirements in OSHA 

Standards and Training Guidelines, 

OSHA 2254, U.S. Department of 

Labor, Occupational Safety and Health 

Administration, 2015 (Revised).

■ Wallerstein, N. and Rubenstein, 

H., Teaching about Job Hazards, A 

Guide for Workers and Their Health 

Providers, American Public Health 

Association, 1993.
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Appendix D

No Cost On-Site Safety and 

Health Consultation Services 

for Small Business

OSHA’s On-Site Consultation Program offers 

no-cost and confidential advice to small 

and medium-sized businesses in all states, 

with priority given to high-hazard worksites. 

Each year, responding to requests from 

small business owners looking to create or 

improve their safety and health programs, 

OSHA’s On-Site Consultation Program 

conducts over 26,000 visits to small business 

worksites covering over 1 million workers 

across the nation.

On-Site consultation services are separate 

from enforcement and do not result in 

penalties or citations. Consultants from 

state agencies or universities work with 

employers to identify workplace hazards, 

provide advice on compliance with OSHA 

standards, and assist in establishing safety 

and health programs.

For more information, to find the local On-Site 

Consultation office in your state, or to request 

a brochure on Consultation Services, visit 

www.osha.gov/consultation, or call 1-800-321-

OSHA (6742).

Under the consultation program, certain 

exemplary employers may request 

participation in OSHA’s Safety and Health 

Achievement Recognition Program (SHARP). 

Eligibility for participation includes, but is 

not limited to, receiving a comprehensive 

consultation visit, correcting all identified 

hazards, and developing an effective safety 

and health management program. Worksites 

that receive SHARP recognition are exempt 

from programmed inspections during the 

period that the SHARP certification is valid.
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OSHA Educational Materials

OSHA has many types of educational 

materials to assist employers and workers in 

finding and preventing workplace hazards. 

All OSHA publications are free at www.osha.gov/

publications and www.osha.gov/ebooks. 

You can also call 1-800-321-OSHA (6742) to 

order publications.

Employers and safety and health professionals 

can sign-up for QuickTakes, OSHA’s free, twicemonthly online newsletter with the latest news 

about OSHA initiatives and products to assist 

in finding and preventing workplace hazards. 

To sign up, visit www.osha.gov/quicktakes.

Workers’ Rights

Workers have the right to:

■ Working conditions that do not pose a risk 

of serious harm.

■ Receive information and training (in a 

language and vocabulary the worker 

understands) about workplace hazards, 

methods to prevent them, and the OSHA 

standards that apply to their workplace.

■ Review records of work-related injuries 

and illnesses.

■ File a complaint asking OSHA to inspect 

their workplace if they believe there is a 

serious hazard or that their employer is 

not following OSHA’s rules. OSHA will 

keep all identities confidential.

■ Exercise their rights under the law without 

retaliation, including reporting an injury or 

raising health and safety concerns with their 

employer or OSHA. If a worker has been 

retaliated against for using their rights, they 

must file a complaint with OSHA as soon as 

possible, but no later than 30 days.

For additional information, see OSHA’s 

Workers page (www.osha.gov/workers).
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OSHA Regional Offices

Region 1

Boston Regional Office

(CT*, ME*, MA, NH, RI, VT*)

JFK Federal Building

25 New Sudbury Street, Room E340 

Boston, MA 02203

(617) 565-9860 (617) 565-9827 Fax 

Region 2

New York Regional Office

(NJ*, NY*, PR*, VI*)

Federal Building

201 Varick Street, Room 670

New York, NY 10014

(212) 337-2378 (212) 337-2371 Fax

Region 3

Philadelphia Regional Office

(DE, DC, MD*, PA, VA*, WV)

The Curtis Center

170 S. Independence Mall West, Suite 740 West

Philadelphia, PA 19106-3309

(215) 861-4900 (215) 861-4904 Fax

Region 4

Atlanta Regional Office

(AL, FL, GA, KY*, MS, NC*, SC*, TN*)

Sam Nunn Atlanta Federal Center

61 Forsyth Street, SW, Room 6T50

Atlanta, GA 30303

(678) 237-0400 (678) 237-0447 Fax

Region 5

Chicago Regional Office

(IL*, IN*, MI*, MN*, OH, WI)

John C. Kluczynski Federal Building 

230 South Dearborn Street, Room 3244

Chicago, IL 60604

(312) 353-2220 (312) 353-7774 Fax
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Region 6

Dallas Regional Office

(AR, LA, NM*, OK, TX)

A. Maceo Smith Federal Building 

525 Griffin Street, Room 602

Dallas, TX 75202

(972) 850-4145 (972) 850-4149 Fax

Region 7

Kansas City Regional Office

(IA*, KS, MO, NE)

Two Pershing Square Building

2300 Main Street, Suite 1010

Kansas City, MO 64108-2416

(816) 283-8745 (816) 283-0547 Fax

Region 8

Denver Regional Office

(CO, MT, ND, SD, UT*, WY*)

Cesar Chavez Memorial Building

1244 Speer Boulevard, Suite 551

Denver, CO 80204

(720) 264-6550 (720) 264-6585 Fax

Region 9

San Francisco Regional Office

(AZ*, CA*, HI*, NV*, and American Samoa, 

Guam and the Northern Mariana Islands)

San Francisco Federal Building 

90 7th Street, Suite 2650

San Francisco, CA 94103

(415) 625-2547 (415) 625-2534 Fax

Region 10

Seattle Regional Office

(AK*, ID, OR*, WA*)

Fifth & Yesler Tower

300 Fifth Avenue, Suite 1280

Seattle, WA 98104

(206) 757-6700 (206) 757-6705 Fax
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*These states and territories operate 

their own OSHA-approved job safety and 

health plans and cover state and local 

government employees as well as privatesector employees. The Connecticut, Illinois, 

Maine, New Jersey, New York and Virgin 

Islands programs cover public employees 

only. (Private-sector workers in these states 

are covered by Federal OSHA). States with 

approved programs must have standards that 

are identical to, or at least as effective as, the 

Federal OSHA standards.

Note: To get contact information for OSHA 

area offices, OSHA-approved state plans, 

and OSHA consultation projects, please 

visit us online at www.osha.gov or call us at 

1-800-321-OSHA (6742).
RESOURCE FOR DEVELOPMENT AND DELIVERY OF TRAINING TO WORKERS

4 3

How to Contact OSHA

Under the Occupational Safety and Health 

Act of 1970, employers are responsible for 

providing safe and healthful workplaces for 

their employees. OSHA’s role is to help ensure 

these conditions for America’s workers by 

setting and enforcing standards, and providing 

training, education and assistance. For more 

information, visit www.osha.gov or call OSHA 

at 1-800-321-OSHA (6742), TTY 1-877-889-5627.

For assistance, contact us.

We are OSHA. We can help.


For more information:

Occupational

Safety and Health

Administration

www.osha.gov (800) 321-OSHA (6742)

U.S. Department of Labor