Scientific Reports

An Evaluation of Occupational Health & Safety Training Components of Motive Power Skilled Trades Training Standards in Ontario

Abstract / Description

Objective

We reviewed and evaluated the occupational health and safety (OHS) training components of the curriculum and apprenticeship standards of motive power sector skilled trades in Ontario. A detailed gap analysis of OHS education was conducted by comparing the existing OHS training components with lagging indicators (Ontario’s Workplace Safety and Insurance Board [WSIB] injury data), representing a novel approach to identify training gaps in OHS education. This research will inform Ontario’s skilled trades industry, policy makers, and skilled trades training delivery agents of evidence-informed gaps in OHS training and may lead to the development of trade-specific OHS training, targeted to trade-specific workplace injuries, that can be integrated into current and future curricula standards or through experiential learning. This research also provides a framework for skilled trades training delivery agents to objectively evaluate and improve their curricula.

Background

More than 100,000 lost-time injury claims were reported in Ontario from 2015-2020 across the skilled trades; the motive power sector accounted for approximately 2% of these claims. Scientific peer-reviewed studies show that injury risk can be reduced by effectively educating workers on OHS. There is an emerging consensus on the importance of assessing OHS components in training standards so that workers receive adequate OHS education. To our knowledge, OHS components of skilled trades training standards have not been evaluated based on lagging indicator data (i.e., trade-specific injury data).

Methods

Through occupational classification code crosswalk linkages, we analyzed two sources of data: (1) Ontario Colleges of Trades (OCOT) apprenticeship and curriculum training standards and (2) WSIB injury claims data from 2015 to 2020. Training standards were retrieved from the OCOT website in June 2021. Since then, OCOT was replaced by Skilled Trades Ontario, a new crown agency. According to the new Skilled Trades Ontario website, documents, even if referring to the OCOT, continue to be relevant and accurate.

From the OCOT training standards we first systematically searched for OHS learning outcomes using a list of a priori subject matter expert-determined keywords. We then classified OHS learning outcomes into one or more of the researcher-identified OHS topics through content analysis. We determined the number of hours for each OHS topic (in curriculum standard) and the presence of each OHS topic (in apprenticeship standard) to estimate the extent of OHS training in each trade. Lastly, we trichotomized the number of hours of each OHS topic into low, medium, and high levels of dedicated training.

From the WSIB injury data, based on the Association of Workers’ Compensation Boards of Canada’s (AWCBC) coding manual and with the assistance from WSIB, we categorized 2015-2020 injury claims as MSD or non-MSD related. These categorizations were based on unique combinations of event description and nature of injury description. We then determined injury types of non-MSD related claims based on combinations of WSIB-based descriptors. For each NOC job code, we calculated the number and proportion of claims for each injury type. Lastly, we trichotomized the number of claims per injury type into low, medium, and high levels of reported injury claims.

The two sources of data were linked through crosswalking of Ontario-specific trade codes to 2016 NOC job codes, which were then later crosswalked to 1993 NOC codes and to WSIB classification unit codes. This allowed us to link our trade-specific OHS content analysis from the curricula standards to trade-specific injury data. From the linked data, we first identified the OHS topics that can help prevent each injury type, enabling us to associate OHS topic with injury type. Training gaps were identified through the trichotomized combinations of OHS topic hours and number of claims per injury type, all presented within trade-specific and overall skilled trades heat maps.

General Findings

Across all 18 motive power programs, there were gaps in one or more OHS topics. We found:

OHS training in each curriculum standard accounted for up to 10% of total curriculum hours. The curriculum standard of each motive power skilled trades program focused primarily on legislation, PPE, safe handling of equipment, safe handling of hazardous materials, or safe work processes.

Some of the OHS topics that appeared in the curriculum standard did not necessarily appear in the apprenticeship standard of the same trade, and vice versa.

Most common injury types were musculoskeletal disorders (MSD), struck by object, caught in or compressed by equip./objects, fall on same level, and struck against object.

We observed significant training gaps in ergonomics and housekeeping & cleanliness in the majority of the motive power programs. Several trades also had considerable gaps in hazard-slips, trips, falls, hazard-tools/machines, PPE, and safe handling of equipment.

For these OHS topics, we found a disproportionate amount of dedicated training time (absent or low) with the number of linked injury claims (moderate to high).

While the leading cause of lost time claims is related to musculoskeletal disorders (MSD), surprisingly there were almost no time dedicated to MSD prevention training.

Mental health training including psychological and psychosocial safety as well as prevention of workplace violence and harassment were absent in most training standards.

Recommendations

The outcomes of this research will help inform the motive power skilled trades industry of OHS training needs based on injury statistics. We recommend:

Each motive power trade program should include adequate training for the OHS topics that have significant gaps, specifically ergonomics; housekeeping & cleanliness; hazard-slips, trips, falls; hazard-tools/machines; PPE; and safe handling of equipment.

OHS topics such as confined space; lockout/tag out; lifting equipment; safe work processes; safe handling of hazardous materials; ladders, scaffolds, and platforms, should be included in the trade programs if the topics are relevant based on task demands, exposures, risks, and requirements of the trade.

Relevant OHS topics should be included in both curriculum and apprenticeship standards. By doing so, students can receive training both in classroom and at the workplace and apply knowledge and skills into practice (as a means to improve situational awareness).

Motive power trade programs should include mental health training

Incorporate workplace violence prevention and de-escalation training as well as diversity and inclusion training

Create a culture that encourages workers to voluntarily discuss their mental health concerns with their supervisors

Limitations

We estimated the number of hours of most learning outcomes based on the subject hours and number of OHS topics associated with the learning outcomes. Quantification of qualitative data is a significant obstacle and from our understanding, there is no standardized approach. Our calculations involve several assumptions, and its interpretation should be met with caution; however, with increasing availability of data, we can ascertain estimates with higher precision.

WSIB injury data consists of only accepted lost-time claims; therefore, the total number of injuries for each injury type might be underestimated for each trade.

There is a possibility that particular injury types (e.g., mental health) are disproportionally underestimated in the WSIB data, despite the scientific literature indicating higher rates (typically from self-report). Given this dichotomy, these injury types are susceptible to low reporting. Additionally, not all workplace injuries result in an injury claim, hence underestimating the number of WSIB injury claims.

Results in this study may vary for other research groups depending on the list of OHS topics as well as the a priori linkages created by the researchers. In this study, we discussed and reviewed the OHS topics and a priori linkages based on our expertise, until we reached a consensus.

Future Studies

We will evaluate the motive power curricula training gaps based on no-lost time injury claim data as accepted lost-time claims injury statistics represent the “tip of the iceberg” in the incidence of injury. No-lost-time claims account for the type of injuries where they may be less severe, where workers may continue or return to employment with job modifications and accommodations, and where workers may have a chronic work-related disease but have retired. We will also compare the existing OHS training components with other WSIB injury statistics metrics such as average cost of claims or number of days lost of the injury types to identify gaps in OHS education. We will also interpret the training gaps based on other combinations of training and injury claims (e.g., high training – low injury, high training – high injury). Training gaps will also be assessed based on the perspectives from training providers, instructors, apprentices and trainees, skilled trade organizations, and OHS professionals to provide a more thorough understanding on the OHS training gaps. We will also complement our current analysis with gaps between OHS training and leading indicator data (e.g., workplace hazards, exposures, demands, and risks).

Research Contribution

This research initiative can inform Ontario skilled trades training providers and policy makers of evidence-informed OHS training gaps in the motive power sector. This information may subsequently help guide the development of trade-specific OHS training that is relevant to workplace injuries experienced within a particular trade. This research also informs WSIB of our process for (a) linking data sources using job code crosswalk methods, and (b) classifying non-MSD claims into injury types based on combinations of WSIB-based descriptors. Our study framework can be adapted by skilled trades training providers to systematically evaluate curricula gaps.

ACCESSIBLE SKILLED TRADES: INCLUSIVE AND ACCESSIBLE SKILLED TRADES EMPLOYMENT FOR PEOPLE WITH DISABILITIES

Introduction Skilled trades are fundamental to the functioning and growth of Canada’s economy. Workers in trades occupations build infrastructure, maintain essential services, and support industries ranging from construction and manufacturing to transportation and service sec tors. The skilled trades may represent a promising pathway toward equitable employment outcomes for persons with disabilities. Skilled trades careers can provide stable employment, strong earnings potential, and opportunities for advancement. Despite this potential, persons with disabilities remain underrepresented in skilled trades occupations. Research across sectors has documented discrimination in hiring practices, limited opportunities for advancement, and insufficient knowledge among employers regarding disability accommodation. Individuals with disabilities frequently report encountering stigma, aesthetic bias, and skepticism about their productivity or qualifications. In skilled trades environments, these barriers are often amplified by the nature of work tasks and workplace cultures. Trades workplaces often prioritize physical performance, technical skill, and productivity, which can shape assumptions about workers’ abilities and influence access to opportunities. This report addresses knowledge gaps by examining accessibility in skilled trades from multiple complementary perspectives: workers, employers, and previous scientific studies. The projects presented in this report explore employer readiness to accommodate workers with disabilities, the availability of assistive devices, technologies and workplace support solutions, and the lived experiences of persons with disabilities navigating skilled trades employment pathways. Studies contained in this report employ complementary mixed-methods, including phenomenological interviewing, surveys, scoping reviews and environmental scans. Collectively, these findings have direct implications for the development of accessibility standards that reflect the operational, cultural, and safety realities of skilled trades environments. Summary of Findings The research in this report converges on a clear message: persons with disabilities are a significant, underutilized talent pool for Canada’s skilled trades, yet face layered structural, cultural, training, and equipment barriers. Practical, scalable solutions, particularly in training design, PPE and procurement, accommodation pathways, and employer readiness, can meaningfully improve sector entry, safety, and retention. Participation & Risk Persons with disabilities represent about 20% of apprenticeship populations, but remain underrepresented in the broader trades workforce and advancement pathways, across a variety of sources. Apprentices with disabilities reported lower occupational health and safety knowledge, higher likelihood of severe injury, and more chronic and short-term pain, suggesting a preventable gap in training efficacy and workplace controls. Structural & Cultural Barriers Structural obstacles, such as administrative complexity, inconsistent accommodation processes, and certification challenges, limit both access and progression within trades. Cultural dynamics, especially stigma, “old boys’ club” norms, and misconceptions about visible and nonvisible disabilities, shape whether workers disclose, request support, or remain in skilled trades careers. Although participants bring strengths (e.g., problem solving, hyperfocus), deficit-based assumptions often over-shadowed these assets. Disclosure is strategic: workers weigh safety, trust, and anticipated stigma, highlighting the need for transparent, psychologically safe pathways to share their disability. Training & Learning Preferences Hands-on learning was broadly preferred. Apprentices with disabilities consistently recommend accommodations across three themes: learning style, resources, and physical accommodations. PPE Design PPE issues cluster around fit, function, comfort, and sensory load. Poorly designed or ill-fitting PPE can compound disability-related needs and create compatibility conflicts with assistive devices. Employer Readiness & Accommodations Many companies reported being insufficiently prepared to accommodate several impairment types; readiness was lowest for vision and mobility impairments. Construction firms were less prepared than other sectors to accommodate mobility and hearing impairments. Company size matters. Larger organizations showed greater preparedness for mobility and learning-related accommodations, suggesting a resource and capacity gradient. Assistive Technologies & Workplace Solutions Evidence scans show a disproportionate focus on physical impairments, with limited solutions for vision, hearing, and cognitive, needs, where many employers felt least prepared Employers’ awareness and integration of assistive technologies into disability management remain uneven; alignment between solutions and trade-specific tasks or functional demands is critical for adoption and impact. Implications and Next Steps Across all recommendations, a consistent theme emerges: without trade-specific standards, implementation becomes discretionary, inconsistent, and vulnerable to dilution. Employers may struggle to interpret their obligations, workers may experience uneven access to supports, and accountability mechanisms may remain weak. Therefore, trade specific standardization is not merely desirable; it is essential to achieving the objectives of accessibility legislation and ensuring that standards result in real, measurable change in skilled trades workplaces. Conclusions These findings underscore an urgent need to move beyond generalized approaches to accessibility and toward standards that reflect the unique cultures, tasks, and safety realities of skilled trades work. Persistent cultural exclusion, inconsistent employment practices, complex disclosure dynamics, and uneven accommodation access reveal systems that remain misaligned with the lived experiences of workers with disabilities. By applying these findings to standards, Accessibility Standards Canada has a critical opportunity to lead this shift by advancing trade-specific accessibility standards that translate high-level principles into actionable, practical guidance. Without such specificity, implementation risks being fragmented and ineffective. With it, Canada can meaningfully expand equitable participation in the skilled trades, strengthen workforce resilience, and build inclusive trades systems capable of meeting the country’s future social and economic needs. View French Publication

Scientific Reports 2025

The Level of Perceived Occupational Health and Safety Knowledge in Skilled Trades Apprentices: Impact, Influencing factors, and Learning Preferences

Introduction Canada’s skilled trades shortage has negatively impacted organizations and consumers and has cost billions of dollars from healthcare expenditure and productivity loss. This issue is compounded by the high risk of disabling injury to workers in the skilled trades, particularly apprentices. While occupational health and safety (OHS) training may improve health and safety outcomes in theory, we must emphasize the appropriate delivery of OHS content to better suit skilled trades apprentices. It may be possible to maximize the impact of OHS training by first understanding how apprentices perceive their current training. The findings presented in this study improves on the current understanding of the potential links between a skilled trades apprentice’s perceptions and preferences of their OHS training, and their injury outcomes. Through effective delivery of OHS training, including considerations of apprentice preferences, we may be able to maximize the retention of health and safety information and contribute towards the development of a safer workforce. Objectives We aim to explore the relationships between a skilled trades apprentice's perception of their OHS knowledge and their self-reported physical and cognitive demands. This report also aims to explore the relationship between a skilled trades apprentice's self-reported functional limitations and their knowledge acquisition. Finally, we seek a better understanding of an apprentice’s preferred delivery method when learning about OHS. Key Findings An apprentice with a lower self-perception of their OHS knowledge was also more likely to report a negative OHS outcome. Inexperienced apprentices that have a lower self perceived knowledge in their OHS training were also more likely to report that they had sustained an injury over a 12-month period. There were also relationships between an apprentice’s self-perceived knowledge of health and safety, and the self-reporting of feeling burned out and overwhelmed. The program release type, age, and level of an apprentice influenced their perceived OHS confidence and subsequent relationship with injury and pain self reporting. Day release apprentices were 1.5 times more likely to self-report an injury, while younger apprentices perceived themselves as more confident than older apprentices but were twice as likely to self-report an injury. Older apprentices, while less likely to self-report an injury, were 1.24 times more likely to report non-injury related body pain. There was a greater self-reporting of cognitive functional limitations compared to physical functional limitations (e.g. walking). While apprentices with these functional limitations overall perceived that they were unaffected by them, trends indicated that these apprentices perceived themselves as less likely to be able to manage their own safety, and the safety of their coworkers. This may indicate that apprentices with functional limitations may not be fully aware of the underlying impacts of their functional limitations on their work ability, including their ability to implement their OHS training. Hands-on training was overwhelmingly preferred by apprentices as a means of improving the retention of information and improving the situational awareness that would otherwise be underdeveloped through traditional classroom lectures. A combination of receiving foundational OHS training through their apprenticeship training and workplace specific OHS training from the employer may improve an apprentice’s ability to identify and manage OHS hazards. Practical Implications We may be able to improve an apprentice’s OSH outcomes by improving their confidence in their OSH training. However, a confident apprentice is not necessarily a safe apprentice, as that confidence must be proportional to their OHS knowledge. Apprentices will benefit from receiving hands-on OHS training that is directly aligned with the most relevant workplace hazards. This requires that the apprentice receive not only foundational OHS knowledge in the classroom, but also more specific, situationally relevant training from their employer. If implemented correctly, OHS training may facilitate a reduction in workplace injuries and MSD development through the application of well-retained and relevant OHS knowledge.

Scientific Reports 2025

Landscape of Experiential Learning Technologies for Teaching Occupational Health and Safety in Skilled Trades

Background and Objective Injuries and illnesses among skilled trades professions accounted for over 25% of all workers’ compensation claims in Ontario between 2015 and 2020. Ensuring that skilled trade professionals are equipped with the relevant occupational safety and health (OSH) knowledge, skills, and abilities is critical in mitigating occupational risks and reducing injuries. Low engagement during OSH training has been the primary reason for low retention of OSH-related knowledge; thus, skilled trade professionals and trainees must receive effective and engaging OSH training to ensure that the knowledge is learned, retained, and applied. Experiential learning technologies (ELTs) (e.g., immersive virtual reality (VR) experiences, simulators, and interactive and serious games) can increase engagement, and knowledge and skills retention when compared to traditional classroom PowerPoint lectures. Given that ELTs may be a powerful tool for teaching OSH, we aim to build an ELT toolbox to support OSH training in the skilled trades. As a first step in developing an ELT toolbox, we conducted an environmental scan to better understand the existing OSH-related ELTs that are commercially available for trainees and professionals working in the skilled trades. Methods A systematic web-based search was performed to obtain existing commercially available OSH-related ELTs for the skilled trades; snowballing technique was applied to identify additional results. Key information was extracted from each relevant ELT, including the description of the ELT and its intended occupation, the tasks performed in the ELT, and the OSH topics taught. Software developers who only offered customized ELT solutions were also documented. Key Findings ➢ 288 off-the-shelf OSH-related ELTs for skilled trade occupations were identified. Over 50 complimentary ELTs (nearly 20%) can be delivered via highly accessible platforms such as desktops or smartphones. ➢ 85 unique off-the-shelf ELT developers/distributors were identified. 65% of the off-the-shelf ELT developers’/distributors’ headquarters were in the USA; 11% were in Canada. More ELTs need to be developed in Canada or have options to be customized to Canadian safety laws and regulations. ➢ 10 different types of delivery mechanisms for OSH-related ELTs emerged. Most of the ELTs are delivered through VR headsets, meaning that, if trainees have access to a VR headset, they can access a vast library of OSH-related ELTs. ➢ 96 unique topic areas were identified. Thirteen topics were relevant to general skilled trades, 3 were relevant to the service sector, 3 for the automotive sector, 32 for the industrial sector, and 45 for the construction sector. Many of the ELTs identified were relevant to acute injury prevention while few focused on the chronic and long-term consequences of hazardous exposures. ELTs designed for trade-specific occupations (n=192) often focused on the safe work processes and practices of a given task (e.g., painting, welding, machine operations, gas leak inspection) with the integration of OSH concepts. ➢ 42 software developers who only offered customized ELT solutions were identified.