Instructor Teaching Guide

For Additional Scenarios

 The Foundations for Safety Leadership
(FSL) course was developed
collaboratively by

(c) 2015, CPWR - The Center for Construction Research and Training. All rights reserved. These
materials are made available free of charge by CPWR. No content can be modified without
CPWR's approval. CPWR is the research and training arm of North America's Building Trades
Unions and serves the construction industry and its workers (www.cpwr.com).

Production of this training program was supported by NIOSH cooperative agreement

OH009762. The contents are solely the responsibility of the authors and do not necessarily
represent the official views of NIOSH.
TABLE OF CONTENTS

Additional Scenarios Main Menu .......................................................................................... 4

1. PILLARS OF SAFETY......................................................................................................... 5
WATCH ................................................................................................................................ 6
READ ................................................................................................................................... 8
PLAY ...................................................................................................................................10
2. STORMY WEATHER..........................................................................................................11
WATCH ...............................................................................................................................12
READ ..................................................................................................................................14
PLAY ...................................................................................................................................15
3. OH SOLAR MIO .................................................................................................................17
WATCH ...............................................................................................................................18
READ ..................................................................................................................................20
PLAY ...................................................................................................................................21
TAKEAWAYS ................................................................................................................ 23
 Applying Leadership Skills in Real World Scenarios
This guide contains the information instructors/trainers need if they want to use any of the three
additional scenarios when teaching Section 2 of the Foundations for Safety Leadership (FSL)
course. Section 1 course material is not included here. To get the full power point and instructor
guide containing all other teaching material go to https://www.cpwr.com/foundations-safety-
leadership-fsl.

Additional Scenarios Main Menu

NOTES FOR SLIDE 1 SLIDE 1

We’re going to work through [list the scenarios you’ve
picked]. If we have time, we’ll do some others.

CLICK THE ICON OF THE SCENARIO YOU WISH TO

USE

CLICK THE TAKEAWAY ICON IF YOU ARE AT THE END

OF THE CLASS

Additional Instructor Notes

Clicking on any of the first 3 icons on Slide 1 will take you to the introductory slide of that
scenario.

The last icon on Slide 1 takes you to the Takeaway messages. You can
also access the Takeaway slides on slide #26 in the full FSL PowerPoint
slide deck.

Whenever you want to return to Slide 1, you can click on the home icon
located in the bottom right corner of other slides.

4
1. PILLARS OF SAFETY
Fred – Munk’s Masonry, Inc. Foreman
Fay – AMB, Inc. Foreman
Terrie – AMB, Inc. Trainee
Tim – AMB, Inc. Trainee
Situation
Now that the Cain Building is finished, AMB, the general contractor, is putting in some decorative outside
structures including two large brick pillars on either side of the parking lot entrance. The concrete block
structure for one of the pillars is almost done and AMB really wants both of them finished before the grand
opening in a month.

It’s Friday afternoon and the masons have been working hard to meet that goal, but a guardrail on the
scaffold was getting in their way so they decided to remove it and then they also forgot to put it back
before they climbed down to clean-up and leave for the weekend.

On Monday morning, when AMB laborers Terrie and Tim conduct their pre-shift scaffold inspection, they
don’t notice the missing guardrail, so they sign the green tag indicating that the scaffold is 100 percent
OSHA compliant.

Outcome A
Later that morning, after noticing the missing guardrail and the signed green inspection tag, Fred the
masonry foreman, looks up and sees that Terrie, Tim, and their foreman Fay are coming towards him.

Fred yells at Fay, saying that her crew signed off on a scaffold with a missing guardrail and now he won’t
be able to start work which will put them behind schedule and adds that he’ll still have to pay his crew
while they wait.

Fay apologizes and says it will only take about 30 minutes to fix the problem. Fay turns to Terrie and Tim
and yells at them for signing-off on a non-compliant scaffold and for making her look bad in front of the
masonry sub-contractor.

Outcome B
Later that morning, after noticing the missing guardrail and the signed green inspection tag, Fred, the
masonry foreman, sees Terrie, Tim, and their foreman Fay walking toward him. Fred yells at Fay saying
that her crew signed off on a scaffold with a missing guardrail and now he won’t be able to start work
which will put them behind schedule and adds that he’ll still have to pay his crew while they wait.

Fay apologizes and says it will only take about 30 minutes to fix the problem. Fay’s immediate reaction is
to yell at Tim and Terrie for making her look bad, but she knows from experience that it will only make
them defensive and tune out what she’s saying, so she tries a different approach and asks them to follow
her.

Once they are away from the pillar, she asks if they know why Fred was so mad. When they don’t
respond, she realizes they may not actually know what was wrong. Rather than getting angry, she points
out the problem and explains that they must always do a thorough top to bottom inspection before letting
anyone use a scaffold that AMB builds. Fay brings up OSHA’s e-tool on her tablet, reads aloud the
instructions for properly inspecting a scaffold and asks Tim and Terrie to repeat the steps and
requirements so she can clarify any misunderstandings. Once Fay is satisfied that they understand all of
OSHA’s inspection steps, she says she’ll go with them and watch as they replace the guardrail, re-inspect
the scaffold, and fill out the tag indicating that it’s 100% compliant and ready for the masons to use.

5
NOTES FOR SLIDE 2 SLIDE 2
The key safety leadership moment illustrated in Pillars of
Safety is how to help crew members correct an unsafe
situation.

The safety hazard in this scenario is falls.

INSTRUCTOR INFORMATION – This scenario is

designed to illustrate the following safety leadership
skills:
1. Leading by example
2. Actively listening and practicing 3-way
communication
3. Developing team members through teaching,
coaching, and feedback

CLICK ON DESIRED TEACHING MODE…

WATCH

NOTES FOR SLIDE 3 SLIDE 3

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 4 SLIDE 4

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

6
NOTES FOR SLIDE 5 SLIDE 5
Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome A, neither Fred nor Fay used any safety

leadership skills. Fay did not lead by example when she
yelled at them for making her look bad. She didn’t use any
of the active listening skills to understand why they signed
off on a non-compliant scaffold. She also did not teach,
coach, or provide constructive feedback to help Terrie and
Tim be more informed and engaged safety leaders.

ADVANCE SLIDE

NOTES FOR SLIDE 6 SLIDE 6

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 7 SLIDE 7

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome B, Fay leads by example by taking the time to

help Terrie and Tim understand the importance of the
situation. She uses her active listening skills to help her
realize that Terrie and Tim might be unsure of how to
properly inspect a scaffold and she develops them by
teaching and coaching them on how to do it.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

7
READ

NOTES FOR SLIDE 8 SLIDE 8

Refer students to page 5 in the student guide

Read/have students read the situation in the Pillars of

Safety script (or instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 9 SLIDE 9

Read/have students read outcome A in Pillars of Safety

script (or instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 10 SLIDE 10

Reveal the discussion questions and/or use the facilitation

table to go through skills.

In outcome A, neither Fred nor Fay used any safety

leadership skills. Fay did not lead by example when she
yelled at them for making her look bad. She didn’t use any
of the active listening skills to understand why they signed
off on a non-compliant scaffold. She also did not teach,
coach, or provide constructive feedback to help Terrie and
Tim be more informed and engaged safety leaders.

ADVANCE SLIDE

8
NOTES FOR SLIDE 11 SLIDE 11

Read/have students read outcome B in Pillars of Safety

script (or instructor reads it aloud).

ADVANCE SLIDE TO READ THE REST OF OUTCOME B

NOTES FOR SLIDE 12 SLIDE 12

Continue reading or have students continue reading
outcome B in Pillars of Safety script (or instructor reads it
aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 13 SLIDE 13

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome B, Fay leads by example by taking the time to

help Terrie and Tim understand the importance of the
situation. She uses her active listening skills to help her
realize that Terrie and Tim might be unsure of how to
properly inspect a scaffold and she develops them by
teaching and coaching them on how to do it.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

9
PLAY
NOTES FOR SLIDE 14 SLIDE 14
For the role play activity, we’ll first watch the scenario
situation together. Then, in groups of 2, each person will
take the role of one character and for 2 minutes play out
the conversation the characters might have by using or not
using the skills. After, we’ll come back as a group to
discuss how it went.

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 15 SLIDE 15

Divide students into groups and ask them to do a role play
as indicated on the slide using none of the leadership skills.

After 2 minutes, reveal the discussion questions or use the

facilitation table to go through skills.

In outcome A, Fay did not lead by example when she yelled

at Terrie and Tim for making her look bad. She didn’t
attempt to actively listen to understand why they signed off
on a non-compliant scaffold. She also didn’t teach, coach,
or provide constructive feedback to develop Terrie and Tim into more informed and engaged
safety leaders.

ADVANCE SLIDE

NOTES FOR SLIDE 16 SLIDE 16

Now have the students redo conversation between Fay and
Terrie/Tim using one or more of the skills such as:
1. Leading by example
2. Actively listen and practice 3-way communication
3. Developing team members through teaching, coaching
and feedback
After 2 minutes, reveal the discussion questions or use the
facilitation table to go through skills.
In outcome B, Fay leads by example by taking the time to
help Terrie and Tim understand the importance of the situation. She uses her active listening
skills to help her realize that Terrie and Tim might be unsure of how to properly inspect a scaffold
and she develops them by teaching and coaching them on how to do it.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

10
 2. STORMY WEATHER
Sam – AMB, Inc. Superintendent
Francis – Aiden’s Carpentry Foreman
Evan – Aiden’s Carpentry Experienced worker
Filip – Parson’s Sheet Metal Foreman
Elaine – Parson’s Sheet Metal Experienced worker
Tad – Parson’s Sheet Metal Trainee

Situation
At the morning huddle, AMB’s superintendent, Sam, tells the sheet metal and carpentry crews that today’s
biggest task is to prepare the roof for the HVAC systems. After they discuss the steps involved and the
potential hazards that may come up, Sam adds that they need to get started because the afternoon
weather forecast is calling for severe thunderstorms with a chance of lightening.

Once on the roof, Francis and Evan from Aiden’s Carpentry cut two holes for the sheet metal workers to
install the HVAC duct work. Since they won’t be starting the installation until after lunch, Francis and Evan
screw down pieces of plywood over the holes and put out a few safety cones.

Outcome A
After lunch, as Parson’s sheet metal crew is getting ready to start work, Filip, the foreman at Parson’s Sheet
Metal, notices dark clouds coming in. At the same time, Elaine, an experienced sheet metal worker, realizes
that she’s the only one who has fall protection, which they will need when they remove the plywood that’s
covering the holes. She calls to the trainee Tad to hold-up for a minute.

As she’s telling Tad that everyone needs to be wearing fall protection before they can start their work, Filip
interrupts her saying that it’s going to start raining really soon and they can’t waste any time going to get
getting fall protection. And besides, he says, there’s really no risk of falling since they’re not working at the
edge of the building and the hole won’t be open for that long before they install the duct work.

As Elaine starts to explain that the holes in the roof present a fall risk no matter how long they are open,
she notices that Filip is glaring at her, so she stops talking. Tad is pleased because it means he won’t have
to trudge down to the trailer to get the fall protection equipment.

Outcome B
After lunch, as Parson’s Sheet Metal crew is getting ready to start work, Filip, the foreman, notices dark
clouds coming in. At the same time Elaine, an experienced sheet metal worker, realizes that she’s the only
one who has fall protection, which they will need when they remove the plywood that’s covering the holes.
She calls to the trainee Tad to hold-up for a minute.

As she’s telling Tad that everyone needs to be wearing fall protection before they can start their work, Filip
starts to interrupt her but stops.

While he would really like to get started before the storm, he realizes the situation gives him an opportunity
to recognize Elaine for taking ownership of safety and for demonstrating good safety behavior in front of
Tad. So he lets Elaine continue explaining why it’s important they all should be wearing fall protection.

After she’s done, Filip thanks her for being a good role model and asks Tad to go down and get the fall
protection equipment. He adds that if the stormy weather starts, they’ll just have to wait it out and maybe
even finish-up tomorrow.

11
NOTES FOR SLIDE 17 SLIDE 17
The primary safety leadership moment illustrated in
Stormy Weather is how to encourage others to use safety
leadership skills.

The safety hazards in this scenario are falls and bad

weather.

INSTRUCTOR INFORMATION - It is designed to

illustrate the following safety leadership skills:
1. Leading by example
2. Engaging and empowering team members
3. Developing team members through teaching,
coaching, and feedback
4. Recognizing team members for a job well done

CLICK ON DESIRED TEACHING MODE…

WATCH

NOTES FOR SLIDE 18 SLIDE 18

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 19 SLIDE 19

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

12
NOTES FOR SLIDE 20 SLIDE 20
Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome A, Elaine was leading by example and

developing her team member, Tad, when she started
teaching him that the hole in the roof presents a fall
hazard and that they should all be wearing fall protection.
Filip on the other hand was not leading by example when
he interrupted her and gave reasons why they didn’t have to worry about the fall protection. He
undercut Elaine’s authority as an experienced worker and sent a message to Tad that in the
future he need not pay attention to what she asks him to do in terms of jobsite safety.

ADVANCE SLIDE

NOTES FOR SLIDE 21 SLIDE 21

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 22 SLIDE 22

Reveal the discussion questions and/or use the
facilitation table to go through skills.

In outcome B, Elaine was leading by example and

developing her team member, Tad, when she started
explaining that the hole in the roof presents a fall hazard
and that they should all be wearing fall protection. This
time, Filip leads by example and empowers Elaine by
giving her the time to explain the fall hazard to Tad
despite the impending storm. Filip also recognized
Elaine by thanking her for being a good role model to Tad.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

13
READ
NOTES FOR SLIDE 23 SLIDE 23
Refer students to page 7 in the student guide

Ask students to read the situation for Stormy Weather (or

instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 24 SLIDE 24

Ask students to read outcome A for Stormy Weather (or
instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 25 SLIDE 25

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome A, Elaine was leading by example and

developing her team member, Tad, when she started
teaching him that the hole in the roof presents a fall hazard
and that they should all be wearing fall protection. Filip on
the other hand was not leading by example when he
interrupted her and gave reasons why they didn’t have to
worry about the fall protection. He undercut Elaine’s authority as an experienced worker and sent
a message to Tad that in the future he need not pay attention to what she asks him to do in
terms of jobsite safety.

ADVANCE SLIDE

14
NOTES FOR SLIDE 26 SLIDE 26
Ask students to read outcome B for Stormy Weather (or
instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 27 SLIDE 27

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome B, Elaine was leading by example and

developing her team member, Tad, when she started
explaining that the hole in the roof presents a fall hazard
and that they should all be wearing fall protection. This time
Filip leads by example and empowers Elaine by giving her
the time to explain the fall hazard to Tad despite the
impending storm. Filip also recognized Elaine by thanking her for being a good role model to
Tad.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

PLAY

NOTES FOR SLIDE 28 SLIDE 28

For the role play activity, we’ll first watch the scenario
situation together. Then, in groups of 2, each person will
take the role of one of the scenario characters and for 2
minutes play out the conversation the characters might
have either not using or using leadership skills. After 2
minutes is up, we’ll come back together as a group to
discuss how it went.

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

15
NOTES FOR SLIDE 29 SLIDE 29
Divide students into groups of 2 and ask them to do a role
play as indicated on the slide using none of the leadership
skills.

After 2 minutes, reveal the discussion questions or use the

facilitation table to go through skills.

In outcome A, Elaine was leading by example and

developing her team member, Tad, when she started
teaching him that the hole in the roof presents a fall hazard and that they should all be wearing
fall protection. Filip on the other hand was not leading by example when he interrupted her and
gave reasons why they didn’t have to worry about the fall protection. He undercut Elaine’s
authority as an experienced worker and sent a message to Tad that in the future he need not pay
attention to what she asks him to do in terms of jobsite safety

ADVANCE SLIDE

NOTES FOR SLIDE 30 SLIDE 30

Now have the students redo conversation between Filip
and Elaine using one or more of the leadership skills such
as:
1. Leading by example
2. Engaging and empowering team members
3. Developing team members through teaching, coaching,
and feedback
4. Recognizing team members for a job well done

After 2 minutes, reveal the discussion questions or use the facilitation table to go through skills.

In outcome B, Elaine was leading by example and developing her team member, Tad, when she
started explaining that the hole in the roof presents a fall hazard and that they should all be
wearing fall protection. This time, Filip leads by example and empowers Elaine by giving her the
time to explain the fall hazard to Tad despite the impending storm. Filip also recognized Elaine
by thanking her for being a good role model to Tad.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

16
 3. OH SOLAR MIO
Ferris – Alan’s Operators Foreman
Ethan – Alan’s Operators Experienced worker
Emily – Alan’s Operators Experienced worker

Situation
It’s 7 am. Operating engineers Ethan, Emily, their foremen Ferris, and a few ironworkers are in The Cain
Building parking lot checking out the flatbed trailer that’s loaded with mounting structures needed to build
solar carports.
Earlier that week, Ferris had developed a lift plan that took into account the size and weight of the
materials, the ground conditions, and the crane’s load and lift capacity. However, late yesterday afternoon
the GC needed the larger crane at a different job site and the only one that was available to rent was
smaller with less capacity.
In the past, Ferris has had the GC’s superintendent make the go/no-go decision, particularly when a
change could delay the schedule. Unfortunately, AMB’s superintendent isn’t at the jobsite yet, so Ferris
must decide whether or not to do the lift using the smaller crane.
As Ferris considers what to do, one of the iron workers starts pressuring him to begin hoisting the steel
mounts immediately, reminding him that the carport installation is behind schedule and the GC is already
ticked-off. The ironworker’s pushing and the fact that they are behind schedule lead Ferris to put his
concerns aside and go ahead with the lift.
Outcome A
Ferris asks Ethan and Emily to get the slings and attach them to the first structure. Emily is worried about
the size of the crane and tells Ferris that she’s concerned the crane may be too small to do the lift safely.
Ferris responds defensively, saying that he’s sure it will be okay to do the lift.
Ethan and Emily look at each other before they reluctantly get the slings. As Ferris lifts the load and
extends the boom, he feels the bed of the crane begin to shift and the outrigger starts to lift off the ground.
Luckily, he is able to retract the boom just in time to prevent a possible disaster.
Outcome B
Ferris asks Ethan and Emily to get the slings and attach them to the first structure. Emily is worried about
the size of the crane and tells Ferris that she’s concerned the crane may be too small to do the lift safely.
Ferris hears what Emily is saying and in the back of his mind he recognizes that she’s right. He also
realizes that if ignores her comment, then all his talk about expecting his crew to openly voice jobsite
safety concerns is meaningless, and that his role as a safety leader will be greatly weakened.
So, instead of going ahead with the lift, Ferris brings everyone together and tells them that even though
the GC may not be happy about it, he is taking Emily’s concern seriously and is going to postpone the lift.
He goes on to say that he’ll let AMB’s superintendent know what’s going on as soon as he gets to the
jobsite and work with him to find a larger crane they can use, hopefully by the end of the day.
Before he starts discussing alternative job assignments, Ferris turns to Emily and, in front of everyone,
thanks her for having the courage to speak up and question his decision about the smaller crane, adding
that he appreciates it when she and others on the jobsite take their role as a safety leader seriously.

17
NOTES FOR SLIDE 31 SLIDE 31
The key safety leadership moment in Oh Solar Mio is what
can happen when production and scheduling are prioritized
over safety.

The safety hazard in this scenario is use of proper

equipment.

INSTRUCTOR INFORMATION - It is designed to

illustrate the following safety leadership skills:
1. Leading by example
2. Actively listening and practicing 3-way
communication
3. Engaging and empowering team members
4. Recognizing team members for a job well done

CLICK ON DESIRED TEACHING MODE…

WATCH

NOTES FOR SLIDE 32 SLIDE 32

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 33 SLIDE 33

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

18
NOTES FOR SLIDE 34 SLIDE 34
Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome A, Ferris did not use any safety leadership

skills. He didn’t lead by example when he decided to go
ahead with the lift even though he knew he didn’t have the
right equipment. He didn’t engage his crew in the safety
decision-making process and he also didn’t listen to Emily
when she voiced her concern.

ADVANCE SLIDE

NOTES FOR SLIDE 35 SLIDE 35

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

NOTES FOR SLIDE 36 SLIDE 36

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome B, Ferris leads by example, actively listens to

Emily’s concerns, and empowers her when he decides to
stop the job until the proper equipment is available. He also
recognizes Emily for having the courage to speak up and
for being a valuable team member.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

19
READ

NOTES FOR SLIDE 37 SLIDE 37

Refer students to page 9 in the student guide

Ask students to read the situation for Oh Solar Mio (or

instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 38 SLIDE 38

Ask students to read outcome A for “Oh Solar Mio” (or
instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 39 SLIDE 39

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome A, Ferris did not use any safety leadership

skills. He didn’t lead by example when he decided to go
ahead with the lift even though he knew he didn’t have the
right equipment. He didn’t engage his crew in the safety
decision-making process and he also didn’t listen to Emily
when she voiced her concern.

ADVANCE SLIDE

20
NOTES FOR SLIDE 40 SLIDE 40
Ask students to read outcome B for Oh Solar Mio (or
instructor reads it aloud).

ADVANCE SLIDE

NOTES FOR SLIDE 41 SLIDE 41

Reveal the discussion questions and/or use the facilitation
table to go through skills.

In outcome B, Ferris leads by example, actively listens to

Emily’s concerns, and empowers her when he decides to
stop the job until the proper equipment is available. He also
recognizes Emily for having the courage to speak up and
for being a valuable team member.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

PLAY

NOTES FOR SLIDE 42 SLIDE 42

For the role play activity, we’ll first watch the scenario
situation together. Then, in groups of 2, each person will
take the role of one of the scenario characters and for 2
minutes play out the conversation the characters might
have either not using or using leadership skills. After 2
minutes is up, we’ll come back together as a group to
discuss how it went.

VIDEO WILL START AUTOMATICALLY

ADVANCE SLIDE

21
NOTES FOR SLIDE 43 SLIDE 43
Divide students into groups of 2 and ask them to do a role
play as indicated on the slide using none of the leadership
skills.

After 2 minutes, reveal the discussion questions or use the

facilitation table to go through skills.

In outcome A, Ferris did not use any safety leadership

skills. He didn’t lead by example when he decided to go ahead with the lift even though he knew
he didn’t have the right equipment. He didn’t engage his crew in the safety decision-making
process and he also didn’t listen to Emily when she voiced her concern.

ADVANCE SLIDE

NOTES FOR SLIDE 44 SLIDE 44

Now have the students redo conversation between Ferris
and Emily using one or more of the leadership skills such
as:
1. Leading by example
2. Actively listening and practicing 3-way communication
3. Engaging and empowering team members
4. Recognizing team members for a job well done

In outcome B, Ferris leads by example, actively listens to

Emily’s concerns, and empowers her when he decides to stop the job until the proper equipment
is available. He also recognizes Emily for having the courage to speak up and for being a
valuable team member.

CLICK SCENARIO MENU ICON TO RETURN TO MAIN MENU

22
TAKEAWAYS

NOTES FOR SLIDE 45 SLIDE 45

We’ve come to the end of the FSL course and we’ve
covered a lot.

Before we uncover the take away messages, tell me one or

two things you learned today, or even better, something
you’re going to start doing right away (or stop doing) when
you get back to the jobsite.

So, here’s are the key points I hope you will take away with
you and put into practice on the jobsite:

 It takes COURAGE to be a leader.

 It takes COURAGE to speak up.
 These skills can easily be inserted into the daily workflow and productivity will not be affected.
 Leaders…
1. Lead by Example
2. Engage and Empower team members
3. Actively listen and Practice 3-way communication
4. Develop team members by teaching, coaching, and knowing how to give constructive
feedback
5. Recognize team members for going above and beyond for safety

And finally, if you use these skills on the jobsite and become a true safety leader, you can
improve both jobsite SAFETY CLIMATE and SAFETY OUTCOMES.

ADVANCE SLIDE

NOTES FOR SLIDE 46 SLIDE 46

The FSL course was developed collaboratively by these
organizations.

23