Developing Occupational Safety and Health Training

Upon completing this program, participants will be able to:

• Conduct training needs analysis: map OSHA regulatory training requirements to specific worker roles, identify gaps between required competency and current competency, analyse incident data for training-correctable causes, and prioritise training development based on risk.
• Apply the ADDIE instructional design model to safety training development: Analyse (needs, audience, constraints), Design (objectives, sequence, methods, assessment strategy), Develop (content, materials, media), Implement (delivery planning, trainer preparation, logistics), Evaluate (reaction, learning, behaviour, results using Kirkpatrick’s model).
• Write measurable learning objectives using Bloom’s taxonomy: distinguishing between knowledge (recall), comprehension (explain), application (demonstrate), analysis (evaluate), and synthesis (design) levels, and matching each objective to an appropriate assessment method.
• Develop training content for multiple delivery formats: classroom presentations with engagement techniques, field-based demonstrations, hands-on practical exercises, toolbox talk guides, job aids and quick-reference cards, and e-learning modules for LMS delivery.
• Design valid training assessments: written knowledge tests, practical skills demonstrations, competency verification checklists, scenario-based evaluations, and the assessment design principles that ensure tests actually measure what the training taught.
• Create training materials that engage adult learners: visual design principles, plain language writing, scenario and case-study integration, interactive elements, and the material design that overcomes the barriers of fatigue, distraction, and resistance.
• Develop e-learning content for Learning Management System (LMS) delivery: modular content design, multimedia integration, knowledge check design, completion tracking, and the LMS administration skills needed to manage online safety training.
• Build and maintain the training matrix: mapping every OSHA training requirement to specific job roles, identifying initial training and retraining triggers, scheduling annual training calendars, and documenting the compliance framework.
• Establish the training programme governance system: record management, version control for training materials, scheduled review and update cycles, trainer qualification requirements, and the quality assurance process that ensures training remains current and effective.
• Evaluate training programme effectiveness using multiple data sources: learner feedback, assessment scores, behavioural observation, incident rate correlation, and the ROI analysis that demonstrates training value to management.

Core Curriculum Topics

• Training Needs Analysis: regulatory requirement mapping, gap analysis, incident data analysis, audience analysis, and risk-based prioritisation
• ADDIE Instructional Design Model: the five-phase framework applied specifically to safety training development
• Learning Objectives and Bloom’s Taxonomy: writing measurable objectives that drive both content development and assessment design
• Content Development for Multiple Formats: classroom, field, hands-on, toolbox talks, job aids, and e-learning
• Assessment Design and Validation: knowledge tests, skills demonstrations, competency checklists, scenario evaluations, and assessment quality assurance
• Training Material Creation: visual design, plain language, engagement techniques, and the creation of professional-quality training deliverables
• E-Learning and LMS Development: modular design, multimedia, knowledge checks, completion tracking, and LMS administration
• Training Matrix and Annual Calendar: OSHA requirement mapping, role-based assignment, retraining triggers, and scheduling
• Programme Governance: record management, version control, review cycles, trainer qualification, and quality assurance
• ANSI Z490.1 Alignment: criteria for accepted practices in safety training, quality standards, and programme evaluation
• Training Effectiveness Measurement: Kirkpatrick’s model, ROI analysis, and data-driven programme improvement

• Basic safety knowledge recommended
• No formal instructional design experience required
• No academic degree required
• All instruction in English; professional proficiency required

Upon completion, graduates receive an American Institute of Safety Professionals certificate, wallet card, and transcript. Employer-verifiable at amiosp.com/student-verifications.

• Safety managers and HSE managers responsible for the organisation’s training programme who need to develop or rebuild their training content
• Training coordinators and training managers who create safety training materials and manage the training function
• Safety officers who develop toolbox talks, training presentations, and competency assessments for their facilities
• Instructional designers and e-learning developers creating safety-specific content for LMS platforms
• CSHT holders who want to add training development competency to their training delivery skills
• Safety consultants who develop training programmes and materials for client organisations
• Corporate safety directors establishing standardised training programmes across multiple facilities

• Developing Occupational Safety and Health Training — YOU ARE HERE (how to CREATE training)
• CSHT: Certified Safety and Health Trainer (how to DELIVER training)
• Construction Industry Safety Trainer (construction-specific delivery)
• General Industry Safety Trainer (general industry-specific delivery)
• CHSO / CSS / CHSM (certifications where training is one competency among many)