Working at heights
Training provider standard

SAFE Work Manitoba has made reasonable attempts to confirm the accuracy of the information contained in this document. However, this document is intended for general information purposes only. SAFE Work Manitoba shall not assume responsibility or liability for actions taken or not taken due to reliance on information in this document alone. Manitoba employers must comply with the Manitoba Workplace Safety and Health Act and Regulations, which may be amended occasionally.

1. Purpose

The SAFE Work Endorsed Training Provider Standard defines requirements for delivering safety training programs endorsed by the SAFE Work Endorsed Training Standards program. 

The standard applies to all individuals, sole proprietors, corporations and not-for-profit organizations that provide SAFE Work Endorsed Training programs. 

The purpose of the SAFE Work Endorsed Training provider standard is to establish a minimum standard for safety training providers that:

• ensures learners receive training from endorsed providers and trainers, and that the programs are consistent and high-quality
• strengthen workplace safety culture by promoting falls from heights
• enables employers to hire workers who have already received consistent training
• contributes to reducing incidents, injuries and fatalities
• contributes to developing a national training provider standard, which can be harmonized across Canada

2. Training provider requirements

2.1.    Legislative and insurance requirements

Training providers must comply with all relevant provincial workplace legislation, including, but not limited to, the Manitoba Workplace Safety and Health Act and Regulation.

In addition, training providers must have all necessary commercial liability or errors and omissions insurance.

2.2.    Program materials

Training providers must ensure the following program materials are provided to the learners before program delivery:

• course title and description of delivery format and instructional method
• a course description,  including the purpose, format, content of the training program, learning outcomes and evaluation methods (Note: evaluations are designed to encourage learner feedback)
• all program costs
• any prerequisites required for the program
• requirements for personal protective equipment or other equipment, the learner is responsible for providing
• provision of program materials in advance, as needed

2.3.    Learner needs

To ensure the specific needs of learners are met, training providers should:

• oversee the learner registration process
• request information about learners’ needs
• request information about any learners’ specific learning accommodation needs

2.4.    Alternative delivery methods

When eLearning or virtual training is combined with face-to-face training, the result is referred to as blended learning. The theory module should be consistent with Manitoba eLearning instructional design guidelines for a blended learning training program with an eLearning component.

2.5.    Training material content

Training providers will ensure that all training materials are:

• appropriate for targeted learner language and literacy levels
• legible and of good quality
• available in sufficient quantity (includes all learning materials, equipment and learning aids)
• free of bias or discrimination, including but not limited to gender, age, and race
• free of defamatory statements, including but not limited to products and equipment
• compliant with copyright rules
• compliant with the Accessibility for Manitobans Act

2.6.    Personal protective equipment and other equipment

Training providers must ensure that all personal protective equipment (PPE) and other required equipment used in the training program:

• Complies with the requirements of the Manitoba Workplace Safety and Health Act and Regulation.
• Complies with or exceeds equipment-specific National Standards of Canada/Canadian Standards Association referenced technical standards.
• Indicates the technical standard with which it complies.
• Is regularly maintained and in good working order as per the manufacturer’s specifications and regulatory requirements.
• Is clearly identified and labelled as damaged or deficient if used only for training demonstration purposes.
• Where possible, PPE should not be shared – if shared, it must be sanitized between users.
• If learners bring their own PPE to the training program, it must meet the above criteria.

2.7 Learning Environment

Training providers must offer a safe, healthy and accessible learning environment, regardless of location

2.8.    Documentation of completion for learners and employers

Upon successful completion of a Working at Heights training program, training providers must provide learners and/or their employers documentation showing successful completion of the program that includes the following information:

• learner’s name
• name of the program
• program identification number
• date of completion
• a statement that the learner has successfully completed the program
• trainer’s name
• evaluator’s signature
• wallet card with expiry date
• other information as required by the Working at Heights training program.

Training Providers must update the training platform within 2 business days after completion of a training program for each successful learner. Learners and their employers (with the learner’s consent) have access to training program completion documentation through this method.

• learner’s name
• learner’s address and contact information
• name of the program;
• program identification number, if applicable
• date of completion
• trainer’s name
• trainer’s identification number, if applicable
• other information, as requested.

2.9.    Evaluation and transfer of learning to the workplace

Training providers must support the transfer of learning by evaluating the learner’s successful achievement of learning outcomes in the training program. Training providers must:

• verify the learner’s identity
• clearly communicate the methods of evaluation so that learners understand the performance expectations and how they will be assessed
• ensure that the evaluation is bias-free, valid, reliable, and leads to appropriate decisions regarding the learner’s achievement of learning outcomes
• ensure that learners can receive real-time feedback on their ongoing progress and evaluation results
• ensure that the trainer or evaluator can review program content with learners who are struggling to meet learning objectives
• ensure that instruction and evaluation activities meet learner’s language, literacy and accommodation

3. Trainer requirements

3.1.    Trainer qualifications

Training providers must ensure their trainers’ qualifications are valid and current.

Trainers must have the following qualifications:

1. Technical occupational health and safety knowledge and experience – obtained through at least one of the following:
   • a professional occupational health and safety designation/certification
   • three years of recent occupational health and safety experience
   • a degree, diploma or certificate in occupational health and safety from a recognized post-secondary institution
   • three continuous years of experience as a workplace health and safety committee member
   • practical work experience
2. Adult education knowledge and delivery experience – A combination of adult education delivery experience and knowledge of principles obtained through at least one of the following:
   • more than 100 hours of adult education delivery experience in the last five years
   • a degree, diploma or certificate in adult education principles from a recognized post-secondary education institution
   • a professional training and development designation
   • successful completion of a training program based on adult learning principles, as evaluated by the training provider
3. Knowledge and experience related to the training standard content – obtained through at least one of the following:
   • more than five years of recent delivery experience on the training program topic(s)
   • successful completion of a train-the-trainer session for a training program, as evaluated by the training provider
   • successful co-facilitation of a minimum of two sessions of the training program, as evaluated by the training provider
4. Knowledge of Manitoba legislation as they apply to the training standards – (Also knowledge of specific hazards and PPE related to the training standards.) Acts and regulations include:
   • the Manitoba Workplace Safety and Health Act and Regulation, if it relates to the program content
   • codes, standards and guidelines that relate to the subject and the specific equipment required to be used in the training program
   • the specific hazards related to the subject
   • the Working at Heights hierarchy of controls
   • work access, fall prevention and personal fall protection equipment referred to in the training program, as well as the limitations of this equipment.
   • advanced knowledge in the correct use and application of any equipment referred to and used in the training program

For alternative delivery methods such as eLearning, blended learning or distance learning, the training provider must ensure the program will be delivered by qualified trainers proficient in using the required software, platform or other information technology.

3.2.    Trainer delivery expectations

Effective trainers create positive learning environments, engage learners and assess the achievement of learning outcomes. Training providers must ensure their trainers meet the following delivery expectations:

3.2.1.   Create positive learning environments

Trainers must:

• use adult learning principles
• know training program content and keep to the instructional design
• communicate the training program’s learning outcomes
• demonstrate positive attitudes towards learning
• create a safe and positive learning environment
• ask learners for feedback
• use a variety of instructional techniques
• use PPE or other equipment in accordance with the legislative requirements and the training program
• demonstrate respectful and professional behaviour
• resolve any learner’s inappropriate behaviours promptly and respectfully

3.2.2.   Engage learners

Trainers must:

• use interactive learning techniques to promote participation, such as discussions, simulations, role play, and case studies
• link course content and learning activities with learners’ knowledge and experience
• link program content with learners’ workplace
• use a variety of clarification and feedback strategies

3.2.3.   Assess learning and performance

Trainers must:

• communicate learning evaluation criteria
• use evaluation methods that are appropriate to learners’ language, literacy and accommodation needs
• monitor and evaluate individual and group performance throughout the program
• assess the training program’s learning outcomes
• review incorrect answers or practices with the learners

4. Evaluator qualifications

The training provider must ensure that the evaluator has the following qualifications:

4.1. Knowledge of:

• the Manitoba Workplace Safety and Health Act and Regulation and/or Canada Labour Code Part ll, as it relates to Working at Heights
• specific equipment to be used for training
• the hazards of Working at Heights
• the hierarchy of controls as it applies to Working at Heights
• work access, work positioning, fall prevention and personal fall protection equipment referred to in the Working at Heights training program, as well as the limitations of this equipment.

4.2. Advanced knowledge in correct use of equipment referred to and used in the program.

• Evaluator Expectations
• The training provider must ensure that the evaluator:
• works under the direction of the training provider and is either the trainer or a subject matter expert
• uses evaluation methods that are appropriate to learner’s language, literacy and accommodation needs
• assesses the training program’s learning results
• reviews incorrect answers or practices with the learners
• does not tell, hint or help learners except for reasons of accommodation (such assistance must be directly requested by the learner)
• upholds the integrity of the learning evaluation process.

5. Quality assurance and review of provider standards

5.1.    Quality assurance

Quality assurance activities determine if providers and trainers adhere to the training provider standard. These activities include:

• audit of training provider
• review of learner evaluation summaries from all courses
• annual trainer evaluation by the provider
• validation that annual training delivery frequency per course for each trainer is greater than or equal to two
• proof that all courses and program materials are reviewed at least every three years to reflect any changes in regulations or legislation, current best practices or relevant research findings

5.2.    Review of training provider standard

Maintaining an up-to-date and effective Training Provider Standard is important for both learners and providers, which will occur by:

• securing ongoing feedback from providers, learners, and auditors
• compiling evaluation feedback on a yearly basis
• completing a comprehensive review and update every five years  

6. Code of ethics

All training providers must adhere to high ethical standards of practice in delivering Endorsed Training programs.

Training providers must strive for a high level of professional and ethical conduct at all times and must:

• comply with all relevant workplace legislation
• maintain high standards of honesty, integrity and trust
• ensure information is accurately represented, interpreted and communicated
• respect the confidentiality of personal information
• treat learners fairly and without bias
• follow occupational health and safety principles and contribute to a positive occupational health and safety culture
• avoid, or else disclose any real or perceived conflict of interest, including:
  1. accepting financial or non-financial payment for the training provider’s duties over and above regular compensation for work done
  2. giving preferential treatment to individual learners
  3. engaging in outside activities that conflict with their training provider duties
  4. other actions that create a real or perceived conflict of interest
• ensure that the collection and utilization of personal information comply with the Manitoba Freedom of Information and Protection of Privacy Act (FIPPA)

Glossary

Asynchronous instruction (ASTD)
A general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people.

Blended learning
Describes the practice of using several training delivery methods in a single training program. This refers to the combination of classroom instruction and eLearning.

Distance learning
An educational scenario where the trainer and students are separated by time, location, or both. Education and training courses are delivered to remote locations via ASTD. 

eLearning
A term covering a wide set of applications and processes that includes web-based learning, computer-based learning, virtual classrooms and digital collaboration.

Face-to-face Training
Usually refers to traditional classroom training, in which a trainer teaches a course to a room of training participants. The term is used synonymously with on-site training, classroom training and trainer-led training (slightly modified from ASTD definition).

Trainer
A person who delivers training programs.

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

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 (ASTD definition).

Training provider
An individual, sole proprietor, corporation or not-for-profit organization that offers and delivers training.

Acknowledgements statement

The working at heights group has developed a provider standard that outlines the minimum requirements for program objectives, training requirements and learning outcomes that are designed to educate Manitoba workers on working in compliance.

Please note that while reasonable efforts have been made to ensure that the criteria of the training provider standard are met, the responsibility resides with the employers to ensure compliance with the training requirements under the Manitoba Workplace Safety and Health Act and Regulations. In determining what rights or obligations a party may have under the province’s legislation, reference should always be made to the official version of the Act and Regulation.

Published: February 2023