Rethinking OEHS Training: Moving Beyond Compliance to Reduce Risk

Research shows that compliance-focused safety training alone rarely delivers lasting risk reduction, prompting calls for competency-based, risk-informed learning models.

• By Bernard Fontaine
• Jan 12, 2026

Introduction

Occupational and environmental health and safety (OEHS) training has long been a central element of regulatory compliance and organizational risk management. Globally, employers invest substantial resources in mandatory safety orientations, refresher courses, and certification programs. Despite this investment, the International Labour Organization (ILO) estimates that nearly 3 million workers die each year from occupational injuries and diseases, with hundreds of millions more experiencing nonfatal harm (International Labour Organization [ILO], 2019). These figures raise critical questions about the effectiveness of prevailing OEHS training paradigms.

Traditional OEHS training has often emphasized rule memorization, hazard communication, and regulatory minimums rather than competence, behavioral change, or systems-level risk reduction. This paper argues that improving OEHS training outcomes requires a fundamental shift from compliance-focused instruction to competency-based, risk-informed, and systems-integrated learning models. The objective of this manuscript is to synthesize evidence from occupational health, safety science, human factors, and adult education literature to propose a practical framework for improving OEHS training outcomes across diverse economic and organizational contexts.

Defining OEHS Training Outcomes

Training effectiveness in OEHS has historically been measured using lagging and proxy indicators such as training hours delivered or the percentage of the workforce trained. However, training outcomes are multidimensional and extend well beyond attendance or test scores (Burke et al., 2006).

Outcome Domains

Effective OEHS training outcomes can be categorized into five interrelated domains (Table 1).

Table 1: Domains of OEHS Training Outcomes

Focusing on only one domain—particularly knowledge—fails to capture whether training has meaningfully reduced occupational risk.

Limitations of Traditional OEHS Training Models

A substantial body of research demonstrates that information-based training alone rarely produces durable behavior change (Robson et al., 2012). Common limitations include:

• Overreliance on lecture-based or online modules with minimal interaction
• Generic content disconnected from actual tasks and exposures
• Emphasis on regulatory compliance rather than hazard control
• Lack of reinforcement, coaching, or performance feedback
• Minimal evaluation beyond course completion

These weaknesses are exacerbated in high-risk industries and in developing economies, where informal work arrangements, language barriers, and limited resources further constrain the effectiveness of training (Nuwayhid, 2004).

Evidence-Based Strategies to Improve OEHS Training Outcomes

• Adult Learning Principles and Human Factors - Adult learning theory (andragogy) emphasizes that adults learn best when training is relevant, problem-centered, and grounded in experience (Knowles et al., 2015). OEHS training programs that incorporate real incidents, worker participation, and problem-solving exercises demonstrate stronger learning transfer than do didactic approaches.
• Human factors and ergonomics further highlight the importance of cognitive load, fatigue, and system design in shaping safe behavior (Reason, 1997). Training that ignores these factors risks attributing failures to workers rather than addressing underlying system weaknesses.
• Risk-Based and Job-Specific Training - Risk-based training aligns learning objectives with task hazard analyses (THA), job hazard analyses (JHA), and exposure assessments. Rather than treating all hazards equally, training prioritizes high-severity and high-likelihood risks. This approach mirrors the hierarchy of controls and supports more efficient allocation of training resources (NIOSH, 2015).
• Experiential and Immersive Learning - Experiential learning approaches—such as simulations, drills, and scenario-based exercises—have been shown to improve hazard recognition and retention (Kolb, 1984). Emerging technologies, including virtual reality (VR) and augmented reality (AR), offer new opportunities to expose workers to realistic hazard scenarios without actual risk, particularly in construction, mining, healthcare, and emergency response settings (Sacks et al., 2013).
• Competency-Based Training and Verification - Competency-based training shifts the focus from time spent in training to demonstrated ability to perform critical tasks safely. This model is increasingly reflected in international guidance and standards, including ISO 45001, which emphasizes competence and continual improvement (International Organization for Standardization [ISO], 2018). Verification methods may include observed task performance, peer review, and supervisor sign-off.

Technology-Enabled Training: Opportunities and Risks

Digital learning platforms have expanded access to OEHS training globally, particularly for multinational organizations. However, technology alone does not guarantee improved outcomes. Table 2 summarizes standard technologies and associated considerations.

Table 2 - Technology in OEHS Training: Benefits and Risks

Effective programs integrate technology with coaching, supervision, and organizational learning processes.

Integration With Management Systems and ESG Frameworks

Training outcomes improve when OEHS learning is embedded within formal management systems such as ISO 45001 and ISO 14001. These systems emphasize leadership commitment, worker participation, and performance evaluation—all critical enablers of practical training.

From an ESG perspective, OEHS training directly supports the “Social” and “Governance” pillars by protecting worker health, strengthening human capital, and reducing operational and reputational risk (World Economic Forum, 2020). Organizations that integrate OEHS training metrics into enterprise risk management (ERM) frameworks are better positioned to identify emerging risks and demonstrate due diligence to investors and regulators.

Developed and Developing Economy Considerations

OEHS training strategies must be adapted to local economic, cultural, and workforce conditions. In developed economies, training increasingly addresses chronic exposures, psychosocial risks, and aging workforces. In developing economies, foundational hazard controls, literacy-sensitive materials, and participatory approaches often yield the most significant impact (Takala et al., 2014). Low-cost, high-engagement training models—such as toolbox talks, peer trainers, and visual materials—have demonstrated effectiveness in resource-constrained settings when aligned with local realities.

Case Studies: Training Linked to Measurable Risk Reduction

U.S. Construction: Respirable Crystalline Silica

The U.S. construction sector provides a well-documented example of how risk-based, task-specific training can improve OEHS outcomes. Following OSHA’s 2016 Respirable Crystalline Silica Standard for Construction (29 CFR 1926.1153), several large contractors implemented exposure-focused training programs linked to job hazard analyses and engineering controls such as wet cutting and local exhaust ventilation. Training emphasized recognition of high-exposure tasks (e.g., concrete cutting, tuckpointing), proper use of control technologies, and competent use of respiratory protection.

Evaluation data from union training centers and large infrastructure projects demonstrated improved worker knowledge of silica hazards, increased use of engineering controls, and measurable reductions in personal exposure monitoring results when compared to pre-standard baselines (OSHA, 2017; NIOSH, 2020). Programs that incorporated hands-on demonstrations and supervisor reinforcement outperformed classroom-only approaches, underscoring the importance of experiential learning and management engagement

U.S. Healthcare: Sharps Injury Prevention

In the U.S. healthcare sector, sharps injuries remain a significant source of occupational exposure to bloodborne pathogens, including hepatitis B virus (HBV), hepatitis C virus (HCV), and human immunodeficiency virus (HIV). Following the passage of the Needlestick Safety and Prevention Act of 2000, healthcare organizations were required to implement engineering controls, update exposure control plans, and provide training on safer medical devices (29 CFR 1910.1030). Leading hospital systems paired device introduction with competency-based training, peer champions, and continuous feedback mechanisms to ensure effective adoption.

Risk-based training programs focused on high-risk tasks (e.g., phlebotomy, intravenous line insertion, surgical suturing), proper activation of safety-engineered devices, and situational awareness during patient movement or disposal activities. Training emphasized hands-on simulation, device-specific competency verification, and reinforcement during onboarding and annual refresher sessions. Unit-based “sharps safety champions” and frontline worker involvement in device selection further strengthened program effectiveness by aligning controls with real-world clinical workflows.

Evaluation data from large hospital networks and surveillance systems demonstrated significant reductions in sharps injuries following implementation of integrated engineering and training interventions. CDC and EPINet surveillance data indicate declines of 30–50% in percutaneous injury rates in facilities that combined safety-engineered devices with robust training and reporting cultures, compared to facilities relying primarily on policy-based controls (CDC, 2019; NIOSH, 2021). Importantly, organizations that fostered non-punitive reporting and strong supervisory engagement achieved more sustained reductions in injuries and illness than those that emphasized compliance alone.

This case illustrates how task-specific, exposure-focused training integrated with engineering controls and organizational culture change can substantially reduce occupational health risks in complex service environments. Similar to construction silica control programs, successful sharps injury prevention efforts demonstrate that training is most effective when embedded within a broader hierarchy of controls and reinforced through leadership commitment and worker participation.

Global OEHS Training and Education:

• Construction silica
• European Union (Carcinogens & Mutagens Directive; EU-OSHA-supported SME training)
• Brazil (SESI/Fundacentro construction silica awareness programs)
• Healthcare sharps
• United Kingdom (NHS implementation of Sharp Instruments Regulations)
• Sub-Saharan Africa (WHO-supported participatory training in resource-limited settings)
• Mining dust
• China (national pneumoconiosis prevention and mandatory dust training)
• South Africa (gold mining, silica control tied to surveillance and training)

Measuring What Matters

To sustain improvement, organizations must move beyond lagging indicators:

• Leading indicators: training-to-task alignment, supervisor engagement
• Exposure-based metrics: reductions in measured risk
• Learning transfer audits at 30–90 days post-training
• Worker feedback loops and near-miss learning systems

Conclusion

Improving OEHS training outcomes requires a paradigm shift—from compliance-focused instruction to risk-informed, competency-based, and systems-integrated learning. When training is aligned with real work, reinforced by leadership, and measured by meaningful outcomes, it becomes a powerful lever for protecting workers, strengthening organizations, and advancing sustainable development.

References

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• National Institute for Occupational Safety and Health. (2020). Health effects of occupational exposure to respirable crystalline silica. U.S. Department of Health and Human Services. https://www.cdc.gov/niosh/topics/silica
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