Acknowledgements

The members of the Working at Heights Training Program Standard Development Group contributed their time and expertise to the original draft of this Standard established by the Chief Prevention Officer (CPO) in 2015. The Development Group was tasked with developing a standard which outlines the learning outcomes and other requirements for training programs designed for Ontario workers:

The Committee included members from the following organizations:

  • Blair Allin, International Brotherhood of Boilermakers
  • Ed Braithwaite, C&C Enterprises Electrical Construction
  • Kevin Bryenton, Ironworkers District Council of Ontario
  • Mike Cuzzetto, Loblaw Companies Limited
  • Glen Drewes, International Brotherhood of Electrical Workers
  • Jamie Hansen, Unifor
  • Jim LaFontaine, Dufferin Construction
  • Janice Klenot, United Food and Commercial Workers
  • Daniel Rajschmir, IPEX Management
  • Gordon Sproule, Sproule Speciality Roofing
  • Dave Trumble, Power Workers’ Union
  • Rick Van Ihinger, Clifford Masonry

This version of the Training Program Standard has been revised and updated based on feedback and findings from the Working at Heights 5-year review and province wide consultation. This Training Program Standard will be reviewed at least every five years, and the CPO may update the standard at any time to ensure the continued effectiveness of working at heights training programs based on this standard.

This Training Program Standard outlines the learning outcomes and other requirements that are expected of a training program in order for it to be approved by the CPO.

CPO approval is granted to those programs that meet the Training Program and Provider Standards after a successful assessment and review of the program submitted. While reasonable efforts are made to ensure that the criteria of the Training Program Standard are met, it is the responsibility of employers to ensure compliance with the training requirements under the Occupational Health and Safety Act. In determining what rights or obligations a party may have under the legislation, reference should always be made to the official version of the Act and the regulations.

If you have questions or concerns, please contact PreventionFeedback@ontario.ca.

Scope

Section 7.1 of the Occupational Health and Safety Act (OHSA) provides the Chief Prevention Officer (CPO) the authority to establish standards for training programs required under the OHSA and its regulations, and to approve training programs which meet those standards.

Section 7.2 of the OHSA provides the CPO with the authority to establish standards which must be met in order for a training provider to be approved to deliver one or more approved training programs.

In order to be approved by the CPO to deliver an approved working at heights training program, training providers must be able to demonstrate they meet both the Working at Heights Program and Provider standards.

1. Introduction

This Working at Heights Training Program Standard sets out the requirements that must be met by training programs submitted to the CPO for approval.  It should be read in conjunction with the Working at Heights Training Provider Standard, which sets out the requirements that must be met by training providers seeking approval by the CPO to deliver an approved working at heights training program.  Working at heights training programs which contain eLearning components must also meet the CPO’s eLearning Instructional Design Guidelines.

This Working at Heights Training Program Standard is designed to support consistent and quality training for workers who work on construction projects in the Province of Ontario, with respect to core competencies required for working at heights.

The training programs based on this standard could be customized to address the specific hazards of a sector and the common equipment and machinery used in that sector, as long as the learning outcomes outlined in this standard are achieved.

2. Purpose

The purpose of the Working at Heights Training Program Standard is to establish a mandatory minimum standard for high quality and consistent training for workers who work at heights in the Province of Ontario.

The purpose of a working at heights training program that meets the requirements set out in this standard is to:

  • strengthen workplace safety culture by elevating the profile and importance of preventing falls from heights
  • provide workers who may be exposed to the hazard of falling from heights with adequate knowledge about fall hazards and general safety practices to work safely at heights
  • provide workers who use personal fall protection equipment with sufficient knowledge about its purpose and use
  • reduce the number of fall-from-heights incidents, injuries and fatalities

3. Overview

The Working at Heights Training Program Standard has a modular format to allow for core theory training to be completed separately from practical training elements.  There are two modules: Working at Heights Basic Theory and Working at Heights Practical.

3.1. Working at Heights Basic Theory module

The Working at Heights Basic Theory module contains the following:

  1. roles, rights and responsibilities related to working at heights under the Occupational Health and Safety Act
  2. general hazard recognition for working at heights
  3. hierarchy of controls
  4. safety procedures for warning methods and physical barriers
  5. barriers and safety nets
  6. safety procedures for ladders and similar equipment

3.2. Working at Heights Practical module

The Working at Heights Practical module contains the following:

  1. fall protection systems
  2. personal fall protection equipment
  3. anchor points
  4. work positioning systems, ladders, work access and platforms
  5. rescue planning

4. Requirements

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

Employers shall supplement any training program that meets the requirements of this training program standard with additional information, instruction and training in workplace-specific policies and procedures and workplace-specific equipment related to working at heights. In addition, employers must ensure that they meet the training and other requirements in the Occupational Health and Safety Act and its regulations.

5. Design

The training program must be designed to allow learners to achieve the learning outcomes set out in this standard for the Working at Heights Basic Theory module and the Working at Heights Practical module, if applicable.

The training program must meet the following criteria:

  1. compliance with adult learning principles:
    1. ensuring learners know why they need to learn specific content, its relevance to them and their workplace
    2. relating learning to training participants’ own experiences in situations that simulate actual application in the workplace
    3. challenging training participants using a variety of activities that allow opportunity for participation, feedback and interaction
    4. recognizing limits of attention span and various ways that adults learn
    5. using realistic activities and tools to support transfer of learning to the workplace
  2. language and literacy level appropriate for the learners
  3. content accurate, current, and with all legal and technical information referenced and verified
  4. use of a variety of teaching aids such as audio-visuals, equipment, safety devices and measuring/monitoring equipment
  5. learner materials follow principles of instructional writing and good graphic design
  6. compliance with the requirements of the Occupational Health and Safety Act and its regulations

6. Delivery mode

Regardless of the delivery mode, all approved Working at Heights training programs must meet the requirements of this standard and the delivery mode must support the learner’s ability to attain the applicable learning outcomes.

6.1. Face-to-face learning

For a working at heights training program, the maximum ratio of learners to instructor will be 12 to 1.

The following are the minimum hours for training delivery:

  1. Working at Heights Basic Theory module — 3 hours
  2. Working at Heights Practical module — 3.5 hours

Timing for delivery of this training program may be extended for various reasons, such as the amount of equipment available for demonstration of learning outcomes, instructor experience, and/or the learning needs of the training participants.

6.2. eLearning and blended learning

eLearning is only an acceptable delivery method for the Working at Heights Basic Theory module if it includes provisions for interactivity with a qualified instructor. eLearning is not an acceptable delivery method for the Working at Heights Practical module. 

Program elements delivered by eLearning must meet the CPO’s eLearning Instructional Design Guidelines.

When eLearning is combined with face-to-face training, the result is referred to as blended learning. For a blended learning training program, the two sections of the course must be well integrated. For blended learning, evaluation must support and validate that the learning outcomes covered by the eLearning portion of the course have been adequately met by the learner.

6.3. Distance learning

All distance learning must include plans for interactivity with a qualified instructor. 

For the Working at Heights Basic Theory module, distance learning such as training via a live video link is an acceptable delivery method, but distance learning is not acceptable for the Working at Heights Practical module.

The requirements for blended distance learning are being developed and will be added to the Working at Heights Training Program Standard.

7. Resource materials

The following resource materials for instructors and learners must be developed.

7.1. Learner materials

Learner materials must:

  1. clearly describe learning outcomes, agenda, training content and evaluation/testing
  2. clearly indicate the date and version number of the materials
  3. include, at a minimum:
    1. terms and definitions
    2. worksheets for learning activities, exercises, role plays and case studies
    3. job aids, tools and templates
    4. excerpts from the Occupational Health and Safety Actand its regulations regarding working at heights that are relevant to the sectors in which the learners work
    5. participant manual

7.2. Instructor materials

Instructor materials must:

  1. clearly describe learning outcomes and training content
  2. clearly describe instructional methods, learning activities and lesson plan timing
  3. clearly indicate the date and version number of the materials
  4. include, at a minimum:
    1. instructor manual and lesson plans with detailed, step-by-step instructions to guide the instructor through the lessons, including what materials will be used to deliver the topic, the instructional methods, the learning activities, timing and equipment needed
    2. audio-visual resources
    3. presentation materials
    4. answer sheets for the learning activities, exercises, role plays, case studies and tests
    5. evaluation tools
    6. a copy of the Occupational Health and Safety Act
    7. a copy of the regulations that are relevant to the sectors in which the learners work
    8. manufacturers’ instructions for the equipment used by the instructor in the delivery of the approved training program

8. Equipment

For the Working at Heights Practical module, learners must have hands-on, practical experience and must be trained on the proper use, care and limitations of the personal protective equipment (PPE) listed below.

For the Working at Heights Practical module, training providers must ensure all personal protective equipment and other required equipment used during a training session:

  1. is in compliance with the requirements of the Occupational Health and Safety Act and regulations as applicable
  2. indicates the technical standard with which it complies on a decal or through other means
  3. is regularly maintained and in good working order as per manufacturer’s specifications and regulatory requirements
  4. is clearly identified and labeled as damaged or deficient if used only for training demonstration purposes
  5. has the appropriate manufacturer’s instructions present
  6. if learners bring their own personal protective equipment to the approved training program, it must also meet the above criteria

8.1. Required equipment for Working at Heights Practical module

The equipment listed below must be used for the delivery of the Working at Heights Practical module. The ratio of equipment available to learner shall be 1:3 (i.e. at least 4 sets of equipment for 12 learners).

  • classification “A” full body harnesses with tongue buckles (variety of sizes)
  • classification “A” full body harnesses with mating buckles (variety of sizes)
  • single leg lanyards (with energy absorber)
  • lifelines with snap hooks adequate for learning purposes
  • rall arresters (i.e. rope grabs)
  • carabiners
  • D-bolt temporary anchors

8.2. Additional equipment

The equipment listed below must be used in the delivery of the Working at Heights Practical module training session so that learners become familiar with the look and function of this equipment.

The ratio of additional equipment available to learner shall be at least 1:12:

  • full body harness (for example ADELP and other non-Classification “A” harnesses)
  • various lanyards (such as with no energy absorbers, with various levels of energy absorbers, Y lanyard, tie-back lanyard, self-retracting lanyard)
  • various (automatic and manual) fall arresters (for example rope grabs)
  • various lifelines (such as with carabiner and thimble or snap hooks for learning purposes)
  • leg stirrups
  • various hooks (such as snap hook with swivel, rebar hook)
  • temporary anchors (such as cross-arm anchor connector, one-time use roof anchor, disposable concrete anchor)
  • a ladder that meets the design, performance, test, and marking requirements of a Grade 1, Grade 1A, or Grade 1AA ladder meeting CSA Standard Z11-12: Portable Ladders
  • self-retracting lifelines (SRLs) and self-retracting lifelines with leading edge capability (SRL-LE’s) that meet CSA Z259.2.2-14

8.3. Damaged equipment

The equipment listed below must be used in the delivery of the Working at Heights Practical module so that learners are able to identify and inspect this equipment for damage. The ratio of damaged equipment available to learner shall be at least 1:12:

  • full body harness
  • single leg lanyards (with and without energy absorbers)
  • fall arresters (for example, rope grab)
  • lifeline
  • anchorage connectors

9. Learning outcomes

The training program must meet the following learning outcomes:

Employers will need to supplement any training program that meets the requirements of this training program standard with additional information, instruction and training in workplace-specific policies and procedures and workplace-specific equipment related to working at heights.

9.1. Working at Heights Basic Theory module

9.1.1. Roles, rights and responsibilities

By the end of this session, instructors must ensure learners are able to:

  1. identify the roles and responsibilities of the employer, constructor, supplier, supervisor and worker, with respect to working safely at heights
  2. describe the three worker rights with regards to working at heights and how a worker would take steps to exercise them
  3. explain that all workers have a duty to report to their supervisor or employer any fall hazard or defect in fall prevention/protection equipment of which they are aware and which may endanger themselves or another worker
  4. recognize that information regarding the legislative framework and enforcement of workplace health and safety is contained on the ministry’s website, and all workers will be exposed to that information in a mandatory worker basic awareness training program
  5. explain that all workers who work at heights on construction projects must receive site-specific training from the employer

9.1.2. Identification of the hazards of working at heights

By the end of this session, instructors must ensure learners are able to:

  1. recognize hazards of working at heights
  2. identify other conditions where workers may be exposed to the hazard of falling from heights, including but not limited to, working near skylights, fragile work surfaces and working over water, machinery, electrical equipment, hazardous substances or objects
  3. describe types of accidents and related injuries due to falls from heights in the workplace
  4. identify the frequency, severity and consequences of injuries and fatalities due to falls from heights
  5. explain, using case studies, the impact of falls from heights on families, society, workplace morale and employer reputation;
  6. explain the role and importance of safe work plans in identifying potential fall hazards and the importance of communicating them to workers and supervisors

9.1.3. Eliminating or controlling the hazards of working at heights

By the end of this session, instructors must ensure learners are able to:

  1. explain the importance of the hierarchy of controls related to working safely at heights
  2. explain how to control hazards using elimination, substitution, isolation, engineering, administration and/or PPE to protect workers working at heights
  3. explain the limitations of personal protective equipment
  4. apply the hierarchy of controls to choose the preferred method of working safely at heights, using realistic workplace scenarios

9.1.4. Warning methods and physical barriers

By the end of this session, instructors must ensure learners are able to:

  1. describe types of warning methods and their appropriate use
  2. describe types of physical barriers and their appropriate use
  3. identify the characteristics and explain the appropriate uses of permanent and temporary guardrails
  4. explain which precautions are necessary when installing, relocating or removing guardrails or protective coverings

9.1.5. Barriers and other fixed equipment

By the end of this session, instructors must ensure learners are able to:

  1. identify situations in which bump lines, barriers, guardrails and safety nets would be appropriate
  2. identify the regulatory requirements for bump lines, barriers, guardrails and safety nets
  3. identify the limitations of bump lines, barriers, guardrails and safety nets
  4. identify the specific requirements for strength and design of temporary guardrails

9.1.6. Ladders and similar equipment

By the end of this session, instructors must ensure learners are able to:

  1. identify a minimum of three types of portable ladders and explain the limitations of each
  2. explain the advantages and disadvantages of the different types of portable ladders for working at heights
  3. describe appropriate portable ladders for particular tasks
  4. identify that there are the different regulatory requirements for portable ladders in different sectors
  5. explain that regulatory requirements may place restrictions on the type of work which may be performed for working at heights from a portable ladder
  6. identify and assess, using the hierarchy of controls and case studies, situations in which portable ladders could be used safely for working at heights
  7. identify situations where it would be unsafe to use portable ladders, and explain which alternative means of access would be more appropriate
  8. explain the steps to properly inspect different types of portable ladders
  9. describe how to properly care for, store, and transport ladders
  10. describe how to safely position different types of portable ladders and how to use them
  11. explain the need for additional workplace specific information, instruction, or training by the employer for using ladders
  12. identify common causes of fall injuries while using ladders (for example, missing the last step on a ladder, overreaching while using a ladder, etc.)

9.2. Working at Heights Practical module

9.2.1 Fall protection systems

By the end of this session, instructors must ensure learners are able to:

  1. explain when a travel restraint system, fall restricting system or fall arrest system would be required and the essential components of each
  2. identify the regulatory requirements (where applicable) for fall protection systems
  3. explain the need for additional workplace specific information, instruction, or training by the employer for using fall protection systems

9.2.2. Personal fall protection equipment

By the end of this session, instructors must ensure learners are able to:

  1. explain the limitations and the appropriate application of travel restraint, fall restricting and fall arrest systems
  2. identify the fall protection regulatory requirements (where applicable) for travel restraint, fall restricting and fall arrest systems
  3. describe the specific components of fall protection systems
  4. describe the steps required for the proper set up and use of fall protection systems
  5. describe the proper maintenance and storage of fall protection equipment
  6. demonstrate the ability to calculate the total fall distance and fall clearance required to prevent a worker from striking the ground or an object below
  7. define “bottoming out”, the pendulum effect, harness suspension and explain the effects on the human body for each
  8. demonstrate an ability to inspect and identify deficiencies in the following industry-standard personal fall protection equipment:
    1. full body harness
    2. lifeline
    3. fall arresters (for example rope grab)
    4. shock absorbing lanyard
    5. carabiner
    6. self-retracting lifeline
  9. describe the steps to select adequate equipment, including industry-standard personal fall protection equipment, including full body harness and lanyard
  10. demonstrate how to correctly “don” and “doff” (i.e., put on and take off) industry-standard personal fall protection equipment, including full body harness and lanyard
  11. describe how to protect horizontal and vertical lifelines while in use
  12. describe the appropriate selection, set-up and use of a fall arrester for personal fall protection systems and ladder use
  13. explain the proper use and selection of self retractable lanyards, and the importance of leading-edge capability
  14. demonstrate methods to maintain tie-off at all times to an anchor point when changing anchor points, taking into consideration the location of the worker’s body in relation to the anchor point, the fall hazard and the direction of travel
  15. describe the circumstances where an ADELP harness with mention of R (Flash Arc Resistance) and compatible arc-resistant connectors may be required and used on a construction project
  16. describe possible situations where you may need additional workplace specific information, instruction or training by your employer if you are asked to use fall protection systems in your workplace

9.2.3. Anchor points

By the end of this session, instructors must ensure learners are able to:

  1. explain what an anchor point is
  2. identify three basic types of anchor systems used for fall protection (designed fixed supports, temporary fixed supports [including portable/mobile anchor systems], and existing structural features verified by a professional engineer or competent person)
  3. explain the differences between permanent anchors, temporary fixed supports, and existing structural features as anchor points
  4. explain the appropriate location and use of anchor points
  5. provide examples of appropriate and inappropriate anchor points
  6. identify the consequences of using inappropriate items as anchor points
  7. explain the importance of manufacturer’s recommendations when installing new anchor points and, where necessary, approval of anchor points by a professional engineer
  8. explain the importance of asking for information before using new anchor points

9.2.4. Work access equipment and platforms

By the end of this session, instructors must ensure learners are able to:

  1. using the hierarchy of controls, identify the different types of equipment that may be available to safely perform a variety of tasks at heights. This includes Powered Elevating Work Platforms, scaffolds, ladders, suspended access equipment, and boatswain’s chairs
  2. provide examples of the types of personal fall protection equipment that is needed to safely work at heights on work access equipment and platforms
  3. demonstrate how to safely carry, position and secure a portable ladder, and describe the steps for safe use
  4. explain that if you are asked to use work access equipment, platforms, suspended access equipment, or similar equipment in your workplace, you may need additional workplace specific and/or equipment specific information, instruction or training

9.2.5. Rescue planning

By the end of this session, instructors must ensure learners are able to:

  1. explain the purpose of a working at heights fall rescue plan
  2. explain the roles and responsibilities of employers, supervisors and workers in regard to a fall rescue plan and emergency procedures
  3. identify key components of a fall rescue plan
  4. explain that each project where workers rely on fall arrest systems or safety nets must have a site-specific rescue plan and that information, instruction or training on the site-specific rescue plan is important

10. Learner evaluation

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

10.1. Written tests and alternative evaluation methods

  1. There must be a written test either at the end of each module or at the end of the whole training program. The purpose of the written test is to verify that the key concepts have been understood by learner. The learner must obtain a minimum of 75% in order to successfully complete the training program. After a learner has successfully completed the test, the evaluator must review incorrect answers with the learner in order for them to successfully complete the training program. 
  2. For learners with language, literacy or accommodation needs, alternative evaluation methods to written tests may be employed to verify that key concepts have been understood by the learner. These alternative evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.

10.2. Evaluation of demonstration learning outcomes

  1. Each learning outcome requiring demonstration (sections 9.2.2(f), 9.2.2(h), 9.2.2(j) and 9.2.2(n)) must be performed satisfactorily and documented for each learner in order to successfully complete the Working at Heights Practical module.
  2. For learners with language, literacy or accommodation needs, alternative evaluation methods may be employed to verify satisfactory demonstration of learning outcome by the learner. These evaluation methods must be clearly outlined in the evaluation plan and the corresponding results must be documented by the evaluator.

11. Validity and refresher training

Learners who have successfully completed an approved Working at Heights Training Program must periodically refresh their training in order to maintain its validity.  This supports learners in maintaining their foundational knowledge and skills for working safely at heights.

11.1. Validity of the training program

Successful completion of a working at heights training program includes the completion of both the Working at Heights Basic Theory module (section 9.1) and the Working at Heights Practical module (section 9.2) in accordance with the criteria set out in this standard and the Working at Heights Training Provider standard. Working at heights training remains valid for a period of three years from the date of successful completion. 

11.2. Refresher training

Refresher training can be achieved by successfully completing the Working at Heights Practical module (section 9.2) in accordance with the criteria set out in this Standard and the Working at Heights Training Provider Standard.  Successful completion of the refresher training will re-validate a learner’s working at heights training for another three-year period from the date of successful completion of the refresher. 

Learners must have previously successfully completed both modules of an approved Working at Heights training program to be eligible for refresher training.

Appendix A: Glossary of terms — general

Blended learning

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

Distance learning

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

eLearning (electronic learning)

A term covering a wide set of applications and processes such as web-based learning, computer-based learning and digital collaboration.

Face-to-face training

Usually refers to traditional classroom training, in which an instructor teaches a course to a room of training participants. The term is used synonymously with on-site training and classroom training and instructor-led training.

Module

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

Evaluator

A person who evaluates learners.

Instructor

A person who delivers training programs.

Qualification

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

Subject matter expert (SME)

A person who has extensive knowledge and skills in a particular subject area.

Appendix B: Glossary of terms — working at heights standards

Fall arrest system

An assembly of components joined together so that when the assembly is connected to a fixed support and is capable of arresting a worker’s fall.

Fall restricting system

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

Fixed support

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

Full body harness

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

Guardrail system

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

Safety belt

A belt worn around the waist of a worker and all the fittings for the belt appropriate for the use being made of it.

Safety factor

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

Safety net

A safety net that complies with section 26.8 of Ontario Regulation 213/91, and is located and supported in such a way that it arrests the fall of a worker who may fall into it without endangering the worker.

Travel restraint system

An assembly of components capable of restricting a worker’s movement on a work surface and preventing the worker from reaching a location from which they could fall.

Work belt

A belt that has a back support pad and a connecting hook at the front and that is capable of supporting a worker.