Foundations for Safety Leadership (FSL)

Foundations for Safety Leadership (FSL)

The Foundations for Safety Leadership (FSL) training program was completed in the spring of 2016 and on January 1, 2017, OSHA’s Directorate of Training and Education approved it as an official elective in their construction 30-hour course.

Over 200,000 individuals have taken the FSL either during the 30-hour course or as part of a company or union training program. Learn more about the FSL dissemination here.

The highly interactive module teaches students about the costs of ineffective, and the benefits of effective safety leadership. Most importantly, it teaches students about 5 critical leadership skills they can use on the jobsite to more effectively communicate and work with their crew members and how doing so leads to a stronger jobsite safety climate.

Research has shown a relationship between applying the FSL leadership skills and reducing the amount of waste created by not using, or underutilizing, available talent; an important principle of Lean Construction. Read more about this relationship here.

To learn more about the FSL or provide feedback, contact Dr. Linda M. Goldenhar ([email protected]).

Here are a couple of examples of what folks have told us about their FSL experience.

“Well received. We had translated to Spanish and Portuguese portions, and we really appreciate the new Spanish version. Although Latin America does not fall under OSHA oversight or CPWR assistance, we include that area in all US standards and training. This FSL is required training for leaders in Latin America and part of continuing education.”

— Director OSH, Thyssenkrupp Elevator Americas

“The biggest thing I took out of the training – and it’s something that I’ve done but never took it as seriously as I do now – was 3-way communicating. Having people explain back to you what you told them. I mean, that really has helped a lot. Instead of just giving somebody some information, sending them off blindly to do the job, and then you know, getting mad ‘cause they didn’t do it right. That way, they can explain back to you exactly what you said to them and if they didn’t get it the first time, you have an opportunity to talk about it and get it right. And it also makes them feel like they’re part of the planning, so to speak, of the specific task. I think that is a great tool; something I’ve done a little bit but am really trying to do a lot more of because of the training.”

— Foreman