This document outlines new requirements for OSHA authorized outreach trainers effective January 2019. Key changes include: trainers must complete a trainer update course every 4 years with no grace period; trainers can only be affiliated with one authorizing training organization per industry; trainers must sign a statement of compliance; inappropriate behavior is prohibited; classes cannot be double booked; students must attend the entire class to receive a card; and daily and total student contact hours are limited.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxjesssueann
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxwashingtonrosy
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxjesssueann
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxwashingtonrosy
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Establishing My Academic and Career PathAs you begin the.docxSANSKAR20
Establishing My Academic and Career Path
As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.
Individual courses within the program will offer opportunities through assignments that develop particular skills pertinent to specific career requirements and transfer of acquired knowledge. Other courses and specific assignments such as interview, practicum, and capstone projects provide opportunities for students to be exposed to relevant problems and creative activities in health care. These opportunities will require students to apply techniques acquired from the classroom to active investigation with experienced mentors in the field.
Research where to find career openings in your chosen field, select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program. Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.
Listed below are some suggestions related to the types of information that you may want to include in this section of the document:
1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?
2) What? What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?
3) When? When should I begin to make the connection between my course of study and my career goals?
4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?
5) Why? Why are peer-reviewed articles important and what is the significance of them in a career in health care?
6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?
Focus on the concepts and skills learned from this course and spend time reflecting on Who, What, When, Where, Why or How, in establishing your academic and career path. Examples are provided below. The table will continue to expand as you progress through the course.
Date
Category
(Who, W ...
College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
(
Page
14
of
14
)
Contents
College of Administration and Finance COOP training program 1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training 5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising, coordinating, and managing the overall planning and implementation of the field experience-training course at the college level. This may include any of the following: Head of Department, Field Experience Unit or any other staff member in charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned authority and responsibility of supervising and evaluating the training of the student.
Student
Any student that is eligible to apply for the field experience-training course.
Training Organization
Any institution that has been approved by the college to provide practical training to students in their field experience-training course.
Field Instructor
A representative working at the training organization who is responsible for supervising, training and evaluating the student throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for overseeing the training affairs and the implementation of the training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers in all department field capable to fulfill with the needs of the labor market. Graduates are expected to:
a) Familiarization with practical application of learned concepts prior to completion of studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of professional work i.e. clients, peers and superiors.
f) To provide the students and trai ...
After an extensive yet informative course, a project was created to demonstrate a learning experience. This assignment provides an opportunity for future lecturers and trainers in the professional business world to create an instructional design. Hopefully, this priceless experience will benefit others in a positive manner.
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Establishing My Academic and Career PathAs you begin the.docxSANSKAR20
Establishing My Academic and Career Path
As you begin the transition from academic courses to career opportunities, reflect on how the strategies already discussed can help to guide you through the process. Consider the degree path you have chosen and what additional skills or activities you should engage in beyond the academic learning in your courses to be successful. What initiatives and goals do you have for this career? Begin and continue to establish your academic journey and career goals.
Individual courses within the program will offer opportunities through assignments that develop particular skills pertinent to specific career requirements and transfer of acquired knowledge. Other courses and specific assignments such as interview, practicum, and capstone projects provide opportunities for students to be exposed to relevant problems and creative activities in health care. These opportunities will require students to apply techniques acquired from the classroom to active investigation with experienced mentors in the field.
Research where to find career openings in your chosen field, select a position you might be interested in, and identify the qualifications and experience required. Identify these requirements as you progress through the coursework provided in your program. Take initiative to inquire and explore as you make connections with your coursework and career goals. Some items to consider further are membership in a professional association, the use of Internet job boards for research into future trends, licensure compliance throughout the country/world, and occupational conditions such as location, shifts worked, required equipment, or safety standards.
Listed below are some suggestions related to the types of information that you may want to include in this section of the document:
1) Who? Who would make up my network (e.g., peers, instructors, professionals, colleagues) essential to success in my chosen field in relation to this particular course?
2) What? What are my findings from researching competencies and/or certification requirements for my specific job role in relation to this course?
3) When? When should I begin to make the connection between my course of study and my career goals?
4) Where? Where does this course fit in my career goals? Where could I schedule an interview or internship to bridge the theory in my course with the practice of a job in the field?
5) Why? Why are peer-reviewed articles important and what is the significance of them in a career in health care?
6) How? How does this course relate to the requirements of my career goals? How can I make a link between the course and career experience that I need?
Focus on the concepts and skills learned from this course and spend time reflecting on Who, What, When, Where, Why or How, in establishing your academic and career path. Examples are provided below. The table will continue to expand as you progress through the course.
Date
Category
(Who, W ...
College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
(
Page
14
of
14
)
Contents
College of Administration and Finance COOP training program 1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training 5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising, coordinating, and managing the overall planning and implementation of the field experience-training course at the college level. This may include any of the following: Head of Department, Field Experience Unit or any other staff member in charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned authority and responsibility of supervising and evaluating the training of the student.
Student
Any student that is eligible to apply for the field experience-training course.
Training Organization
Any institution that has been approved by the college to provide practical training to students in their field experience-training course.
Field Instructor
A representative working at the training organization who is responsible for supervising, training and evaluating the student throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for overseeing the training affairs and the implementation of the training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers in all department field capable to fulfill with the needs of the labor market. Graduates are expected to:
a) Familiarization with practical application of learned concepts prior to completion of studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of professional work i.e. clients, peers and superiors.
f) To provide the students and trai ...
After an extensive yet informative course, a project was created to demonstrate a learning experience. This assignment provides an opportunity for future lecturers and trainers in the professional business world to create an instructional design. Hopefully, this priceless experience will benefit others in a positive manner.
Mechanical contractor lockout confined space awareness ppt 2021John Newquist
This month’s powerpoint is a custom one that I did for a large mechanical contractor. They wanted all employees to learn some lockout and confined space. The workers that would enter a confined space or lockout would take a four hour version. Custom training is the growing area of safety. They said the past lockout was only for machines that they would never lockout.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Outreach training requirements 2019 new construction
1. Background
• Classes: OSHA 10/30 Hour, Incident Investigation, Confined
Space, Excavation Safety, Cranes Signaling, Rigging Safety,
Fall Protection, Scaffold Competent Person, Silica
Competent Person, CHST Prep, Lockout, Machine Guarding,
OSHA Recordkeeping, and Safety Management
• Services: Mock OSHA Inspections, Site Safety Audits, Expert
Witness,
• Since 1987, he has trained over 50,000 people including
OSHA compliance officers and Fortune 500 Clients in
numerous areas of Safety and Health.
1
40 years working with top companies to
achieve world class safety in their sector.
815-354-6853 johnanewquist@gmail.com
2. Welcome
• Fire/Power Outages/Tornado
• Restrooms/smoking
• Breaks/lunches
• Student Data Form
• Participant List initial
• DAILY sign-in
• Attendance
• 500 Trainers?
• Introductions/What we want
• Pretest/Test
• OBJECTIVES
3. 502 Objectives
• At the end of the training, the participants will be able to:
• Demonstrate the ability to give a 15 minute presentation
• Explain construction industry hazards and acceptable corrective
measures
3
5. National Safety Education Center
Northern Illinois University
590 Garden Road, EB 130
Dekalb, IL 60115-2854
Phone: (815) 753-6902
Fax: (815) 753-4203
5
Nancy Grych
Program Coordinator
Phone: (815) 753-6902
Email: nsec@niu.edu
Joe Kauzlarich
Outreach Card Distribution Clerk
Phone: (815) 753-6904
Email: nsec_outreach@niu.edu
Pettee Guerrero
Director
Phone: (815) 753-6903
Email: pguerrero1@niu.edu
6. Topics to be covered…
Breakdown of
Topic Hours by
Class Type
NSEC Policies
and Contact
Information
New Outreach
Requirements
New Outreach
Training
Requirements
6
8. Key Changes to Outreach Training Requirements
8
For OSHA Authorized Outreach Trainers
OSHA Outreach Training Program training does not meet the
training requirements contained in any OSHA standard.
Some states and local jurisdictions have enacted laws mandating
Outreach Training Program training, and some employers and
unions require workers to have this training to work on job sites
or to fulfill their own safety training goals.
Pg. 1
9. States Requiring 10/30 Hour Cards
• New York State – 10 public work projects of
$250,000 or more. 5 years recert.
• Massachusetts – 10 hour construction
• New Hampshire 10 - publicly projects of
$100,000 or more
• Connecticut - 10 - public project over $100,000.
• Rhode Island - 10 - public project over $100,000
• Florida - All construction employees are
required to take OSHA-authorized training prior
to employment on any Miami-Dade County
public or private contract valued in excess of
$1,000,000.
• West Virginia -Workers on any public
improvement project with a total cost in excess
of $500,000 are required to take OSHA-
authorized training.
• Missouri – 10 - public bodies for construction
of public works
• Nevada - All construction workers in the state
to undergo a 10-hour. All Supervisors on a
construction site to undergo a 30-hour safety
training course (OSHA-30) approved by OSHA
at least once every five years
• Pennsylvania - All employees (10-hour) and at
least one supervisory employee (30-hour) of
licensed contractors are required to take
OSHA-authorized training if they are
performing permitted construction or
demolition work within the city of
Philadelphia.
10. Key Changes to Outreach Training Requirements
10
Outreach Training Program trainers are required
to complete a trainer update course every four
(4) years.
Pg. 2
11. Key Changes to Outreach Training Requirements
11
If a trainer’s authorization status has expired, the trainer has NO
calendar day grace period after their expiration date to take the
trainer update course or the applicable industry trainer course.
Since NO grace period, the trainer will be unable to conduct
Outreach Training Program training and receive student course
completion cards.
Pg. 2
Extensions to the grace period will not be granted.
(except military deployment).
12. Key Changes to Outreach Training Requirements
12
Trainers may be affiliated with only one Authorizing Training
Organization per industry (e.g., a trainer may be authorized
through one ATO for Construction, and authorized through another
ATO for General Industry.
Example.
NSEC – General Industry
Red Rocks – Construction
Pg. 2
13. Legal Name
13
Should an OSHA Outreach Training Program authorized trainer
legally change their name due to marriage, divorce, court decree,
etc., the trainer must immediately inform their ATO(s) of the name
change
Pg. 2
14. Key Changes to Outreach Training Requirements
14
Statement of Compliance
•Authorized trainers must sign a Statement of Compliance with their authorizing
training organization verifying that the training they conduct will be in accordance
with Outreach Training Program requirements and procedures.
•The Statement of Compliance must be submitted to the organization where the
most recent trainer course or update course was completed.
•The Statement of Compliance is located in the New Program Requirements:
Appendix A
•The Statement of Compliance must be on file before a trainer can receive cards,
effective immediately.
Pg. 4
15. Statement of Compliance
I certify that I will conduct all outreach training classes in accordance with the OSHA
Outreach Training Program requirements.
I understand that it is my responsibility to ensure that I meet the requirements of the most
recent edition of the OSHA Outreach Training Program requirements and related
procedures.
I will maintain the training records as required by the requirements and procedures and I
will provide these records to the OSHA Directorate of Training and Education (or its
designee) upon request.
I understand that I will be subject to immediate dismissal from the Outreach Training
Program if I provide information that is not true, complete and correct.
I further understand that providing false information may subject me to civil and criminal
penalties under Federal law, including 18 U.S.C. Sec. 1001 and 29 U.S.C. 666(g), which
provides criminal penalties for making any false statement, representation or
certification.
15
Pg. 4
16. Key Changes to Outreach Training Requirements
Inappropriate Behavior, Activities, or Lack of Professionalism.
This includes such inappropriate behavior as:
a) Serving alcohol.
b) Suggesting how to circumvent OSHA regulations.
c) Discriminatory or defamatory remarks regarding OSHA, an ATO or any individual or
group of individuals.
d) Telling jokes that could be considered offensive, insulting, humiliating, or
Demeaning
(Avoid politics, sex, and religion)
16
Pg.5
17. Key Changes to Outreach Training Requirements
Improper Class Setting.
This includes holding training at a place not conducive to learning.
17
Pg.6
18. Key Changes to Outreach Training Requirements
Trainers must conduct themselves professionally at all times during the training,
at meal and/or other break periods, in financial dealings with their students or
customers, and during interactions with OTI Education Center staff and
instructors
Lost card?
Never got card?
Host has not paid you?
18
Pg. 6
19. Key Changes to Outreach Training Requirements
Failure to Handle the Payment and Refund of Course Tuition and Fees in a
Professional Manner.
This includes failing to reimburse full course tuition and fees within five (5)
business days of cancelling a class, or, if the trainer reschedules the cancelled
class, failing to reimburse full course tuition and fees to each student that does
not affirmatively agree, within 10 business days of the class cancellation, to
attend the rescheduled class..
19
Pg.6
20. Double Classes
OSHA Outreach Training Program authorized trainers may not schedule multiple
classes projected to occur concurrently or at the same time.
20
Pg.6
21. Who is a Student?
21
Students are defined as those attending a class.
Trainers (primary, assistant, or guest) are not considered students.
Therefore, the Outreach trainer must not include their name on the student
roster.
22. Key Changes to Outreach Training Requirements
Double Scheduling.
Outreach Training Program trainers may not schedule multiple classes projected
to occur concurrently or at the same time.
OSHA 10/30, OSHA 7500
22
23. Key Changes to Outreach Training Requirements
Students are defined as those attending a class.
Trainers are not considered students.
Therefore, the Outreach trainer must not include their name on the student roster
23
24. Key Changes to Outreach Training Requirements
Attendance.
To receive a course completion card, the student must attend the entire class and
complete all class requirements, including all requisite topics and the minimum
number of contact hours
No 90%
Common Audit finding in paper audits.
24
Pg 7
25. Key Changes to Outreach Training Requirements
Student Contact Hours.
Student contact hours refer to time spent covering
course content.
Student contact hours do not include breaks for meals or other
breaks, or time spent on administrative matters such as attendance or tests.
25
Pg 7
26. Key Changes to Outreach Training Requirements
Daily Student Contact Hour Limit
a) Training is limited to a maximum of 7.5 student contact hours conducted per
calendar day. Therefore:
(1) 10-hour classes must take a minimum of two (2) calendar days.
(2) 30-hour classes must take a minimum of four (4) calendar days.
26
Pg 7
27. Key Changes to Outreach Training Requirements
.
27
.A 10-minute break is required for every two (2) consecutive hours of
training (including student contact hours and time spent on
administrative matters or tests), and
a 30-minute lunch or meal break is required for every six (6) hours of
training (including student contact hours and time spent on
administrative matters such as attendance or tests).
Training is not allowed during lunch or meals, or other break periods.
Pg. 7
28. Key Changes to Outreach Training Requirements
.
28
.A written request for an exception to the requirements in Sections V.F.4.a.
thru V.F.4.d. must be submitted by the Outreach Training Program trainer to
the relevant ATO address indicated in Section IV.A, and received by the
Authorizing Training Organization at least 60 calendar days in advance of the
scheduled training start date.
Pg. 7
29. Key Changes to Outreach Training Requirements
.
29
.Class Duration
a) Outreach trainers may break the class into time segments to
deliver the training over multiple days, weeks, or months.
b) Each segment must be a minimum of 30 minutes in length.
Pg. 8
30. Key Changes to Outreach Training Requirements
.
30
.Each Outreach Training Program class must be completed within six
(6) months of its start date.
Pg. 8
31. Key Changes to Outreach Training Requirements
.
31
.Class Style
a) Outreach Training Program training must include workshops, case studies,
exercises, and demonstrations that involve student participation and
interaction.
b) Videos cannot comprise more than 25% of the instructional time spent in
Outreach Training Program training.
Pg. 8
32. Key Changes to Outreach Training Requirements
Student Verification.
Outreach trainers must employ every reasonable effort to verify the identity of
each individual attending their Outreach Training Program training.
32
.
Pg. 8
33. Key Changes to Outreach Training Requirements
Providing 10-hour Students Additional Training to Receive a 30-hour Card.
Outreach trainers may provide 20 additional hours to 10-hour students and
receive 30-hour cards under the following conditions:
a) The same Outreach Training Program trainer must conduct all the Outreach
Training Program training (10- and additional 20-hours).
b) All the Outreach Training Program training must be completed (from the start
of the 10-hour class, to the end of the 30-hour class) within six (6)
consecutive months.
c) The original 10-hour card must be returned to the Authorizing Training
Organization for the student to receive the 30-hour card.
33
.
Pg. 9
34. Key Changes to Outreach Training Requirements
An Outreach Training Program trainer may not treat a General Industry 10-hour
class as a combination General Industry 10-hour class and Construction 10-hour
class because the Outreach Program Trainer combined like-portions and
subsequently taught all the other required portions of both 10-hour classes in a
single training.
34
.
Pg. 9
35. Key Changes to Outreach Training Requirements
Makeup Training
Student Eligibility. For a student to be eligible for makeup training, the
student must have completed at least 50% of the contact hours during
the original class offering.
The Outreach Training Program trainer must schedule makeup training,
and makeup training must be completed, within six (6) months of the
start of the training course,
Makeup training may be performed by the primary Outreach Training
Program trainer or by another Outreach Training Program trainer who
assists the primary Outreach Training Program.
Students may complete the makeup training with a guest trainer who
conducted the particular missed training portion, as long as this part
of the training is coordinated by the primary Outreach Training
Program trainer and all other requirements in Section V.M. are
followed.
35
.
Pg. 9
36. Key Changes to Outreach Training Requirements
CPR and First Aid.
Although CPR and First Aid may be presented in conjunction with Outreach
Training Program training, they cannot be counted towards fulfillment of
Outreach Training Program requirements.
36
.
Pg. 11
37. Key Changes to Outreach Training Requirements
Training that is conducted to comply with OSHA standards cannot be counted
toward Outreach Training Program training requirements
37
.
Pg. 11
38. Key Changes to Outreach Training Requirements
Introduction to OSHA. This 1-hour curriculum is required to be covered in every
Outreach Training Program class
38
.
Pg. 11
39. Key Changes to Outreach Training Requirements
Student Materials.
Outreach Training Program trainers must provide students with reference
materials that highlight the key training points for each topic covered.
At a minimum, each student must receive a fact sheet on each topic.
39
.
Pg. 12
40. Key Changes to Outreach Training Requirements
Trainer Contact Information.
Outreach Training Program trainers must
provide all students with: the trainers’
name(s), trainers’ contact information,
Authorizing Training Organization, and
instructions on how to request a
replacement student course
completion card.
Outreach Training Program trainers must
present their original trainer card (not
a copy) at the start of the first session
of each class.
40
.
Pg. 12
41. Key Changes to Outreach Training Requirements
Topic Length.
OSHA has assigned minimum lengths for each mandatory topic.
10-Hour Class. An Outreach Training Program trainer may not cover any single topic for
more than four (4) hours, unless permitted in the specific industry procedures.
30-Hour Class. An Outreach Training Program trainer may not spend more than six (6)
hours on any single topic, unless permitted in the specific industry procedures.
41
.
Pg. 12
42. Key Changes to Outreach Training Requirements
OSHA Outreach Training Program classes may only be conducted in training
locations within the geographic jurisdiction of the Occupational Safety and
Health (OSH) Act
Classes delivered outside of the geographic jurisdiction of the OSH Act will not be
recognized as Outreach Training Program classes, and trainers will not receive
student course completion cards for those students.
42
.
Pg. 12
43. Key Changes to Outreach Training Requirements
Training Language.
Outreach Training Program trainers must teach in a language that students
understand.
If using a translator or interpret, observe the following:
1. Translator/Interpreter Qualifications. The translator or interpreter must have
a background in occupational safety and health.
2. 2. Class Length. If translation or interpretation is used, the class must be held
for twice the amount of time to allow for adequate translation or
interpretation
43
.
Pg. 14
44. Key Changes to Outreach Training Requirements
Primary Outreach Training Program Trainer.
The primary Outreach Training Program trainer must:
a) Design and coordinate the class.
b) Teach a minimum of 50% of the class, except as indicated
in Section V.M.3., below.
c) Be in attendance at all times to answer questions and
ensure proper topic coverage, except as indicated in
Section V.M.3., below, and ensure proper topic coverage.
d) Document the class and retain class documentation,
including student attendance.
e) Maintain a list of guest trainers or assistant Outreach
Training Program trainers used for each class, their
qualifications, and the topics each trainer delivered.
44
.
Pg. 14
45. Key Changes to Outreach Training Requirements
Guest Trainers.
Guest trainers are defined as subject
matter experts who are not
authorized Outreach Training
Program trainers.
Outreach Training Program trainers may
use guest trainers to assist in
delivering their classes.
(Limited to 50% - audit story)
45
.
Pg. 15
46. Key Changes to Outreach Training Requirements
Assistant Outreach Training Program Trainers.
When assistant Outreach Training Program trainers are used, the primary Outreach
Training Program trainer must teach and be in attendance for at least 20% of the
class, and must coordinate, document, and retain records of the training sessions.
The assistant Outreach Training Program trainers must be authorized in the specific
industry course being delivered.
At least one Outreach Training Program authorized trainer must be in attendance at all
times.
CSC got this changed.
46
.
Pg. 15
47. Key Changes to Outreach Training Requirements
Minimum Class Size
OSHA intends for Outreach Training Program training to be participatory.
For this reason, OSHA requires Outreach Training Program trainers to teach at
least three (3) students per class, except as noted below
47
.
Pg. 15
48. Key Changes to Outreach Training Requirements
Maximum Class Size.
1. Outreach Training Program classes are limited to a maximum of 40 students.
48
.
Pg. 16
49. Key Changes to Outreach Training Requirements
Records Retention.
Outreach Training Program trainers must retain Outreach Training Program class
records for five (5) years.
OSHA reserves the right to request copies of class records for verification
purposes at any time. (paper audit)
Please note that failure to keep or provide these records may result in corrective
action, up to and including the revocation of Outreach Training Program trainer
status.
49
.
Pg. 17
50. Key Changes to Outreach Training Requirements
Daily Student Sign-In Sheets.
Separate sign-in sheets must be completed for each day of the course.
Printed or typed first and last names must appear adjacent to the students’
signatures.
Each sign-in sheet must also contain the course name, date and time of the course
sessions, and include the training location(s) name, and city, and state.
The instructors’ printed first and last names and signatures must also appear on
the daily student sign-in sheets.
50
.
Pg. 17
51. Key Changes to Outreach Training Requirements
Detailed Topic Outline.
The outline must indicate the course title, location,
and the specific date and time period (e.g. 1
p.m. to 2 p.m.) of every topic, and include all
breaks and meal periods.
The primary and assistant Outreach Training
Program trainers and any guest trainers (see
Section V.M.), must be listed on the topic outline
next to the topic(s) they instructed.
51
.
Pg. 17
52. Key Changes to Outreach Training Requirements
Outreach Training Program Report (OTPR).
A copy of the official Outreach Training
Program Report (OTPR) submitted to
request student course completion cards
must include:
the list of student names;
the list of topics taught; and
the cumulative class time spent on each
topic.
52
.
Pg. 17
53. Key Changes to Outreach Training Requirements
The primary trainer’s printed first and last
names and signatures must also appear on
the daily student sign-in sheets, attesting
to the accuracy of the data listed
53
.
Pg. 17
54. Key Changes to Outreach Training Requirements
Student Course Completion Cards.
Outreach Training Program trainers
must make a complete COPY of
each course completion card they
issue after entering all
information onto the card. The
course completion card copy may
be electronic, digital or paper,
and must include both front and
back of each card issued.
This measure will enable the
Outreach Training Program
trainer to track the card number
issued to each student.
54
.
Pg. 17
55. Key Changes to Outreach Training Requirements
Guest trainers.
A list containing the name of each guest trainer, the specific topics and times
covered by each guest trainer, and their qualifications
55
.
Pg. 17
Brent Bryden brings 32 years of manufacturing safety and
environmental health experience.
56. Key Changes to Outreach Training Requirements
Assistant Outreach Training Program Trainers.
A list containing the name of each assistant Outreach Training Program Trainer,
including:
a list of the topics covered by each assistant Outreach trainer; and,
for each topic, the number of contact hours allocated to each assistant trainer;
and
a copy of each assistant trainer’s valid (unexpired) Outreach Training Program
trainer card.
56
.
Pg. 17
57. Key Changes to Outreach Training Requirements
Advertising may include:
a) “OSHA-authorized”. Indicate that the training is authorized by OSHA; the use of
“OSHA-authorized” is allowed.
b) “OSHA” and “Department of Labor” Usage. “OSHA” and “Department of Labor”
may be used in advertising but not in a manner which implies or expresses that
the Outreach Training Program trainer is an OSHA employee.
57
.
Pg. 18
58. Key Changes to Outreach Training Requirements
Advertising must not include:
a) Department of Labor and/or OSHA Logos. The use of the OSHA logo, the U.S.
Department of Labor logo, and the U.S. Department of Labor seal is strictly
prohibited.
b) Certified. The OSHA Outreach Training Program is not a certification program and
must not be advertised as such. Outreach Training Program trainers, students, and
curriculum are not certified.
c) The Outreach Training Program trainer is authorized and students receive student
course completion cards.
d) Advertisements must not use any form of the word “certify” including the word
“certification”, or imply that the Outreach Training Program class will result in the
individual being certified.
58
.
Pg. 18
59. Key Changes to Outreach Training Requirements
Advertising must not include:
a) OSHA “Approved”. OSHA does not “approve” trainers or classes. Advertising
cannot state, imply or suggest that Outreach Training Program training or
Outreach Training Program trainers are approved by OSHA.
b) Outreach Training Program trainers cannot conduct OSHA trainer courses.
Outreach Training Program trainers must not refer to an Outreach Training
Program class as an OSHA trainer course or an Outreach Training Program trainer
course.
c) OSHA Outreach Training Program trainer courses may only be conducted by the
Authorizing Training Organization, which is either the OSHA Training Institute (OTI)
or an OTI Education Center (see www.osha.gov/otiec).
d) Use of “Train-the-Trainer.” Outreach Training Program trainers must not combine
the use of “OSHA” and “Train-the-Trainer” in advertising.
e) Students who complete an OSHA Outreach Training Program class are not
recognized as Outreach Training Program trainers and are not entitled to receive
student course completion cards for students they may train.
f) Outreach Training Program trainers cannot state that Outreach Training Program
training is OSHA compliant, or that it meets the requirements in any OSHA
standard.
59
.
Pg. 19
60. Key Changes to Outreach Training Requirements
Outreach Training Program classes must be conducted in-person, unless a written
exception is obtained from OSHA or the trainer’s Authorizing Training
Organization
Online Training. Authorized Outreach trainers may not conduct online Outreach
Training Program classes.
Only OSHA-authorized online Outreach training providers may conduct online
Outreach Training Program classes.
Video Conferencing. OSHA’s preferred delivery method is through standard in
person classroom instruction. Outreach Training Program training conducted
through a remote site video conferencing or other live, interactive instruction
that is not standard in-person classroom instruction is not allowed unless OSHA
or the relevant Authorizing Training Organization has granted a written
exception for the conduct of such training.
60
.
Pg. 19
61. Key Changes to Outreach Training Requirements
• OSHA-authorized online Outreach training
• Construction Industry 10 hour:
• AdvanceOnline – www.advanceonline.com,
• CareerSafe – www.careersafeonline.com (Youth),
• ClickSafety – www.clicksafety.com,
• Redvector – www.redvector.com
• PureSafety – www.Puresafetyondemand.com,
• Summit Training Source – http://www.hsi.com/osha1030,
• 360Training – www.360training.com,
• Turner Construction, http://www.turnerconstruction.com/turner-university and
• University of South Florida – www.usfoticenter.org.
• 30 hour: AdvanceOnline, ClickSafety, PureSafety, Summit Training
• 360Training, Turner Construction, University of South Florida
61
.
Pg. 19
62. Key Changes to Outreach Training Requirements
Industry Sector-Specific Emphasis Training.
Organizations interested in developing industry sector-specific emphasis training
courses must submit a written request to the OSHA Directorate of Training and
Education.
62
.
Pg. 21
63. Key Changes to Outreach Training Requirements
How to Obtain Student Course Completion
Cards.
After conducting an Outreach Training Program
class, the Outreach Training Program trainer
must follow the instructions below to submit
documentation for the class and receive OSHA
student course completion cards.
A. Trainer ID Number. Outreach Training
Program trainers who have received student
course completion cards will receive a
Trainer Identification (ID) number from their
Authorizing Training Organization.
B. Trainer ID number is usually provided on the
letter that is sent with the student course
completion cards;
63
.
Pg. 22
64. Key Changes to Outreach Training Requirements
Documentation for Students Eligible for Makeup Training.
The Outreach Training Program trainer must submit
documentation for students that missed any portion of a class
and are eligible for future makeup training (see Section V.G.).
This documentation must be separate from the OSHA Outreach
Training Program Report (OTPR).
Eligible students’ names must not be included on the OSHA OTPR
submitted for students who completed the full class.
The documentation for each student eligible for makeup training
must include:
a) Student address.
b) Reason the student was unable to complete the Outreach
Training Program training as originally scheduled.
c) Topics and contact hours completed.
d) Topics and contact hours not completed.
64
.
Pg. 23
65. Key Changes to Outreach Training Requirements
Makeup Training.
The primary Outreach Training Program trainer must provide the following
information for a card request upon completion of makeup training:
a) A copy of the original OSHA Outreach Training Program Report (OTPR)
submitted for students who completed the full class. The name(s) of the
student(s) who completed the makeup training must not be included on the
original OTPR submitted for students who completed the full class.
b) Documentation of student(s) participation in the original class, including a
clear indication of topics and contact hours trained and missed.
c) A new OSHA Outreach Training Program Report that notes the end date of the
makeup training, the name(s) of the student(s) who completed the makeup
training and a complete, cumulative list of the topics and contact hours
trained.
65
.
Pg. 23
66. Key Changes to Outreach Training Requirements
Statement of Certification.
Outreach Training Program trainers must sign the statement of certification on the
OTPR attesting that the Outreach Training Program training was conducted in
accordance with Outreach Training Program requirements and procedures and
that the Outreach Training Program trainer has submitted accurate
documentation.
66
.
Pg. 24
67. Key Changes to Outreach Training Requirements
Time Limit on Submitting Training Documentation.
Outreach Training Program trainers must submit documentation of training within
30 calendar days of class completion.
If class documentation is submitted via hard copy, the postmark will be used to
determine the timeliness of the request.
67
.
Pg. 24
68. Key Changes to Outreach Training Requirements
Report Classes Individually.
Report each class separately – do not combine multiple classes in one report.
This condition does not apply in cases where a 10-hour class is used to fulfil
requirements toward a 30-hour class in the same industry
68
.
Pg. 24
69. Key Changes to Outreach Training Requirements
) The OSHA Outreach Training Program authorized trainer shall not request
replacement student course completion cards for an OSHA Outreach Training
Program training that ended more than five (5) years prior to the request for a
replacement card.
69
.
Pg. 24
70. Lost Cards
• A student that lost or damaged their student course completion card
must contact their OSHA Outreach Training Program authorized
trainer to request a replacement student course completion card.
• The OSHA Outreach Training Program authorized trainer must then
contact their ATO for a replacement student course completion card.
Pg. 25
71. Key Changes to Outreach Training Requirements
Trainer Card.
Each Outreach Training Program trainer must maintain physical possession of his
or her Outreach Training Program trainer card. This card serves as proof of the
trainer’s Outreach Training Program trainer status.
The trainer must display their Outreach Training Program trainer card at the
beginning of each Outreach class they conduct, and upon student request.
In the event of loss, damage, theft, name change, misprint etc., Outreach Training
Program trainers must promptly contact their Authorizing Training Organization
to receive a replacement Outreach Training Program trainer card.
A replacement fee may be charged by the Authorizing Training Organization for a
replacement card.
A trainer on suspension (or whose authorization has been revoked) may not use
their trainer card to misrepresent his or her current Outreach Training Program
trainer status.
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72. Key Changes to Outreach Training Requirements
Non-Receipt of Batch of Student Cards.
Where an Authorizing Training Organization issues a batch of student course
completion cards for an Outreach Training Program class to an Outreach
Training Program trainer, and the trainer asserts that he or she did not receive
the batch, the trainer shall not request a new set of cards more than 90
calendar days after the class end date.
If the trainer makes such a request, a new set of cards will not be issued.
However, if the trainer requests a new set of cards 90 or fewer calendar days
after the course end date, a new set of cards will be issued, provided the trainer
sends the following documentation to the Authorizing Training Organization:
(1) Student sign-in sheets for each day of the class
(2) Student contact information
(3) Topic outline which indicates the specific timing of all topics, mealtimes and
breaks (e.g., 1 p.m. to 2 p.m.)
(4) A signed statement agreeing to pay fees associated with future student
course completion card deliveries if the batch is replaced, to cover the cost of
certified delivery
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73. Key Changes to Outreach Training Requirements
Replacement Requestor.
Replacements on behalf of the student may be requested by an organization that
maintains a duplicate copy of the Outreach Training Program trainer’s records.
However, the limitation of only one (1) replacement card per student per class
remains in effect.
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74. Key Changes to Outreach Training Requirements
Student Course Completion Cards and Certificates
A. Distribution of Student Course Completion Cards
B. Outreach Training Program trainers must ensure all student course
completion cards are received by students within 90 calendar days of the
course end date
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75. Key Changes to Outreach Training Requirements
Student Course Completion Cards and Certificates
A. Outreach Training Program trainers must issue student course completion
cards directly to the student, regardless of who paid for the training.
B. Cards must be sent to the student’s address on record.
C. Outreach Training Program trainers who fail to comply with this requirement
may be subject to corrective action by OSHA, up to and including revocation
of Outreach Training Program trainer status.
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76. Key Changes to Outreach Training Requirements
Receipt of Student Course Completion Cards.
To ensure student course completion cards are received by students within 90
calendar days of the course end date:
1. Outreach Training Program trainers must submit class documentation to their
Authorizing Training Organization within 30 calendar days of class completion.
2. Authorizing Training Organizations must process a course completion card
request within 30 calendar days of receipt from the requestor.
3. Outreach Training Program trainers must provide student course completion
cards to students within 30 calendar days of receipt from the Authorizing
Training Organization but no later than 90 calendar days after class
completion.
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77. Key Changes to Outreach Training Requirements
Class Certificates.
Outreach Training Program trainers are encouraged, but not required, to provide
training certificates to students at the end of the training class.
This helps students provide evidence that they completed the training before they
receive their student course completion cards
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78. Key Changes to Outreach Training Requirements
Advance Notice of Training.
Outreach Training Program trainers are required to provide one-time or ongoing
advance notice of scheduled Outreach training and advance notice of
cancellation of scheduled Outreach training to their Authorizing Training
Organization upon request by either OSHA or the Authorizing Training
Organization.
If an Outreach Training Program trainer does not comply with or provide the
information requested, the Authorizing Training Organization will not issue
student course completion cards for the training(s) for which notice was not
provided or incomplete.
The Outreach Training Program trainer may be subject to corrective action by
OSHA, up to and including revocation of their Outreach Training Program trainer
status, for noncompliance with advance notification requirements.
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79. Key Changes to Outreach Training Requirements
Training Observations.
A training observation may include verification of class timing, student
attendance, topic coverage, assistant Outreach Training Program trainers and
guest trainers, and other OSHA Outreach Training Program requirements.
Outreach Training Program trainers must permit unscheduled training monitoring
visits from OSHA or OTI Education Center representatives.
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80. Key Changes to Outreach Training Requirements
Record Audits.
A record audit may require any or all of the items noted in Section V.P.
If a trainer does not respond to a record audit request by the stated due date, the
Authorizing Training Organization will not issue student course completion cards
and the trainer may be subject to corrective action by OSHA
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81. Key Changes to Outreach Training Requirements
OSHA Outreach Training Program Trainer Watch List.
OSHA maintains a list of each individual whose status as an OSHA Outreach
Training Program trainer has been suspended or revoked as a result of failure to
comply with the Outreach Training Program requirements and procedures
(see https://www.osha.gov/dte/outreach/watchlist.html).
It is the responsibility of each Outreach Training Program trainer to be aware of
the Outreach Training Program trainers on the Watch List.
Individuals may not conduct OSHA Outreach Training Program training, or attend
OSHA Outreach Training Program trainer courses, while their trainer
authorization is suspended or revoked.
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83. 10-Hour Construction
Required: 6 Hours Elective: 2 Hours
1 Hours: Intro to OSHA Must present at least two hours of training on the
following topics. At least two topics must be
presented. The minimum length
of any topic is one-half hour.
•Cranes
•Materials Handling
•Excavations
•Scaffolds
•Stairway and Ladders
•Tool – Hand Power
Focus Four: 4 Hours
Fall protection – minimum 1.5 Hours:
Electrical
Stuck-by
Caught-in
0.5 Hours: Personal Protective Equipment Optional: 1 Hour. Teach other constructionl industry
hazards or policies and/or
expand on the mandatory or elective topics. The
minimum length of any topic
is one-half hour.
0.5 Hours: Health Hazards in Construction 83
84. Required: 14 Hours
1 Hours: Intro to OSHA
2 hours: Managing Safety and Health. May include Injury and
Illness Prevention Programs, job site inspections, accident prevention
programs, management commitment and employee involvement,
worksite analysis, hazard prevention and control, accident investigations,
how to conduct safety meetings, and supervisory communication.
6 Hours:
Fall protection – minimum 1.5 Hours:
Electrical
Stuck-by
Caught-in
2 Hours: Personal Protective Equipment
2 Hours: Health Hazards in Construction
1 Hour: Stairway and Ladders
30-Hour Construction
84
85. Construction 30 Electives: 12 Hours
Must present at least 12 hours of training on the following topics. At least 6 of the following topics must be
presented. The minimum length of any topic is one-half hour.
•Concrete and Masonry Construction
•Confined Space Entry
•Cranes
•Ergonomics
•Excavations
•Fire
•Material Handling
•Motor Vehicles, Signs and signals.
•Powered Industrial Vehicles
•Safety and Health Programs
•Scaffolds
•Steel Erection
•Tools
•Welding
•Foundations of Safety Leadership
Optional: 4 Hours. Teach other constructionhazards or policies and/or
expand on the mandatory or elective topics. The minimum length of any topic
is one-half hour. 85