ANSI/ASSP Z490: Safety Training Standards

Training is one of the most common OSHA requirements and one of the most commonly done poorly. The ANSI/ASSP Z490 standards describe what good safety, health and environmental training looks like: how to decide what training is needed, how to design and deliver it, how to measure whether it worked and how to keep records. They are voluntary consensus standards, not laws, but many employers and OSHA inspectors use them as a benchmark.

• Safety Managers
• Trainers
• Supervisors
• HR & Training Departments

The Z490 standards

• ANSI/ASSP Z490.1: Criteria for Accepted Practices in Safety, Health and Environmental Training. It covers the training process in general: needs assessment, program design, trainer qualifications, delivery, evaluation and records. It applies to classroom, on-the-job, simulation, online and other formats.
• ANSI/ASSP Z490.2: Accepted Practices for E-Learning in Safety, Health and Environmental Training. It adds criteria for online and computer-based learning, such as technology, interactivity, user support, assessment and security.
• They are published by the American Society of Safety Professionals (ASSP), accredited by the American National Standards Institute (ANSI). Check the current edition. See ANSI Standards.
• OSHA doesn't adopt Z490, but OSHA's training policy statements and the General Duty Clause allow it to consider recognized practices. See OSHA Training Requirements and Training Records.

Key elements of good training

1. Needs assessment: find out what training is needed by looking at hazards, jobs, regulations, incidents, near misses, audits and workers' skills. Decide who needs which training and when, including new hires, transfers and refreshers.
2. Learning objectives: write clear, measurable statements of what learners should know and be able to do after the training (for example, “inspect a harness and identify three defects”).
3. Program design: choose content and methods that fit the objectives and learners: demonstrations, hands-on practice, case studies, discussion, simulations and visuals, not just lectures or slides. Use the language and reading level learners understand. See Language Rights at Work.
4. Qualified trainers: instructors should know the subject and know how to teach, with experience, credentials and training skills as needed. Competent persons and qualified persons for specific standards have extra requirements. See Competent & Qualified Persons.
5. Delivery: manage group sizes, time, environment, materials, equipment and safety during practice. Provide for people with disabilities and different learning needs.
6. Evaluation: check whether learners learned (tests, quizzes, demonstrations), whether they use the skills on the job (observation) and whether results improved (incidents, audits). Use feedback to improve the program.
7. Records: document who was trained, on what, when, by whom, how they were evaluated and for how long it's valid. Keep records as the law and policy require.
8. Continual improvement: review and update training regularly when processes, regulations or hazards change.

E-learning (Z490.2)

• E-learning must still meet the same learning objectives and quality as classroom training. It isn't just a video.
• Look for interactivity, knowledge checks, scenarios and the chance to ask questions of an instructor. Hands-on skills (such as fall protection, forklifts and respirator fit) still need practical practice and evaluation in person.
• Make sure the learner's identity, completion and scores are tracked, and that content is accurate, current and in the right language.
• Provide technical support, accessible design and enough time to complete training during paid work hours.

Using the standard

• Use Z490 as a checklist when building or buying training: ask vendors how their courses meet needs assessment, objectives, trainer qualification and evaluation.
• Beware of “card mills” and short online courses that give certificates without real learning or practice. See Fake Training Cards and OSHA Trainer Courses.
• Match training to the specific OSHA standard, since many require specific topics, hands-on elements, certification or retraining. See Construction Standards (1926) and General Industry (1910).
• Include refresher training when hazards change, after incidents and when someone shows they haven't understood.
• Involve workers in designing training and listen to their feedback. Make training part of a broader program. See Safety Programs and ISO 45001.

Z490 checklist

• We assessed what training each job needs, based on hazards and rules
• Each course has clear, measurable learning objectives
• Trainers are qualified and training is in a language workers understand
• We test understanding and observe skills, not just record attendance
• Records are kept and the program is reviewed when work or rules change

Last updated: October 5, 2026