November 10th, 2014

7068 High Saddle Ct

Liberty Township, NM
Dear Professor Miller
Program Coordinator / Assistant Professor
Ferris State University
227B Granger Center
605 S Warren Street

Dear Professor Miller:

As a third year student in the Construction Technology and Management
program, I have maintained the same gleeful attitude about the construction industry as
I did during my freshman year while in the Construction Materials and Soils (CONM 123)
course. There has been a long-standing tradition in our program to address safety at
every valuable moment in every course from Construction Surveying (CONM 122) and
Layout to Construction Statics and Structures (CONM 221). The powerful stance we have
taken with early safety training has made an immense difference in the way I view the
construction process. As an upperclassman I feel it is my duty to suggest any possible
avenue for improvement in our program.
Today I write you an unsolicited recommendation for an addendum to the
Construction Practices (CONM 111) course. This proposal contains a brief executive
summarizing key points, an in-depth report outlining our current environment relating
to our student safety training, a construction walkthrough training tool, and a proposed
site layout of the construction walkthrough zone. I believe the model I suggest
accurately conveys real-life issues our students can learn from. This proposal is a living
module that with your help can grow into a valuable learning tool for our future
students. I look forward to meeting with you and discussing the potential in this
program. Any additions, adjustments, or suggestions for the continuation of this
program are greatly appreciated.
Sincerely,

Corey Watkins
Current Junior
Construction Technology and Management
Watkinc5@ferris.edu
Attachment: Proposal

Ferris State University

Construction Management Safety Walkthrough Proposal

Prepared for the

Program Coordinator
Professor Suzanne Miller

Prepared by
Corey A. Watkins
Ferris State University
Construction Technology and Management
Junior

November 10th, 2014

Table of Contents
Executive Summary

(pg 1)

Intro/Background

(pg 2)

Problem

(pg 3)

Solution

(pg 4)

Conclusion

(pg 6)

Appendix 1 (Construction Walkthrough Fact Sheet)

(pg 7)

Works Cited

(pg 8)

Executive Summary:

The following proposal outlines the issues, the CONM faces, regarding safety
training. A look into the current system pertaining to early safety exposures and
future jobsite preparation is discussed. Outside cross-section analysis of current
trends in our industry are presented, along with a proposed plan to produce
stronger safety-minded graduates. A fact sheet to be utilized during the proposed
construction walkthrough is attached and a brief site layout plan of the proposed
laydown area for the event is also included.
Information on current safety culture and OSHA statistics on construction
related deaths have been compiled to give a dynamic analysis of the necessity for
continual training in our program. This information gives valuable data on the fatal
four construction related deaths (falls, struck-by incidents, electrocutions, and
caught-in-between events). These four categories will be directly involved in the
implementation of the proposed Construction Walkthrough event.
To properly convey the importance of an addendum to the Construction
Practices (CONM 111) course, a dissection of the current class and its learning
adjectives have been discussed. A professional interview was conducted prior to the
proposal construction, given to a class by Professor David J. Hannah. His insight gave
valuable lessons on the true need for further training in construction safety. My own
student testimonial of the program and its ability to present safety material is
included. The specific Construction Walkthrough event itinerary and learning
objectives have been discussed in detail.
The Construction Walkthrough Construction Management tool with OSHA
statistics, Personal Protective Equipment (PPE) listing, and section for on-site notes
is given in the Appendix section of the proposal. A Site Layout Plan of the Granger
Center open lab has been provided to give the students and instructor a brief visual
aid.
This proposal has been created for the sole purpose of addressing a large
problem in our program. From a students perspective I write this, but from an
individual with limited job experience, I feel the proposed Construction
Walkthrough poignantly creates a dialogue needed in our program. With this open
forum created in this event we foster an environment for educational growth and
program improvement.

Introduction/Background:

The construction industry has always been marred by death and injury, and
throughout the entirety of the construction process, from the advent of the
aqueducts in ancient Rome, to the Boston Big Dig, construction personnel have
continuously made inventions to further jobsite safety. Crane signaling, rigging
equipment, ladder safety, trench sloping have all been utilized on many projects to
create a safer environment. Yet we still find we work in the most dangerous
profession on the planet.
Out of 3,929 worker fatalities in private industry in calendar year
2013, 796 or 20.3% were in constructionthat is, one in five worker
deaths last year were in construction. The leading causes of worker
deaths on construction sites were falls, followed by struck by object,
electrocution, and caught-in/between. These "Fatal Four" were
responsible for more than half (58.7%) the construction worker
deaths in 2013, BLS (Bureau of Labor Statistics) reports. Eliminating
the Fatal Four would save 468 workers' lives in America every
year.(Common)
These statistics have greatly reduced from generations past but until we create a
zero tolerance for construction related injuries we will continue to find mortality
rates stagnant and slowly on the decline. We must see this as an unacceptable
building condition and create safer sites worldwide.
As an American Council for Construction Education (ACCE) accredited
university, Ferris State University has implemented safety training and exposure
opportunities in many courses throughout the Associates degree and Bachelors
degree track. Training in rigging principles and formwork design are presented in
the CONM 311 Formwork course, trenching techniques are presented in the CONM
123 Construction Materials and Soils course, and Personal Protective Equipment
(PPE) are displayed in the CONM 111 Construction Practices curriculum. Yet there
can be more done to train our peers in the necessary steps in creating safer sites.
Visual aids are becoming static/unchanging sources of repetitive training
exposures; we need to develop more dynamic methods of teaching construction
safety processes.
Professor David J. Hannah, the instructor for the Construction Administration
(CONM 222) course, discusses the over-arching concept of safety in the most
fundamental way possible. In the spring semester of 2014 he states, Safety is the
fourth and newest addition to the triple constraint. This concept directly impacts
every decision to be made while on any construction project, and should be
accounted for early on. (Hannah) This class and statement impacted my judgment
on every jobsite I viewed from that moment on. Many professional construction
managers describe the triple constraint, as the single most fundamental tool when
making jobsite decisions. This early detection and implementation of addressing the
interdependent relationships between time, cost, and quality allow the on-site
personnel to understand outcomes when a needed adjustment occurs. By adding

safety as an over-arching concept coupled with each piece, construction managers

force themselves to address safety in every situation. Yet it took to the end of my
sophomore year to learn this concept. We must attempt to present safety as early as
we can to imprint the necessity of this vague concept and teach our students how to
view potential hazards.

Problem:
Throughout the entirety of my tutelage while attending Ferris State
University, I have taken away many lessons gained through participation in student
run events, peer competitions, and extracurricular activities. These do not compare
to the many semesters while in the classroom setting, where professors drill topics
ranging from ethics in professional scenarios, to the importance of construction
visualization. The one topic that has transcended into all classes while in the
Construction Technology and Management major has been safety.
Safety has become an almost umbrella term used to describe all aspects of
positive construction. It has been added as the fourth piece in the triple constraint;
where relationships between time, cost, and quality are compared and understood
as co-dependent factors in all construction related decision-making. When analyzing
the triple constraint, construction managers and competent individuals learn that
any aspect of the construction process must address the three factors, while
maintaining a safe and healthy jobsite. Yet as a student, I feel we can do better at
developing a way to teach safety in the major.
We pride our university on its hands on curriculum by giving courses in:
Construction Practices (a course developed to give basic introductions to
construction methods pertaining to framing, welding, and concrete placement),
Surveying (a hands-on curriculum utilizing fundamental field engineering
principles), and Plans and Specs (developed to aid in the visualization of
construction documents); but we neglect visually training our students in ways to
combat and understand potential hazards. We leave this step of on-site safety
training up to the employer who then facilitates a brief safety orientation and
expects expedient professional understanding. It is imperative that we as future
Construction Managers comprehend visually what hazards effect our environment
before we get on site.
From prior experience in the field I had been unprepared to combat serious
safety issues pertaining to electrical hazards and crane hoists. If I had the exposure
to these aspects early on I would have shown expertise and integrity, yet I needed
on-site trial and error moments that could have potentially resulted in catastrophic
injury. In hindsight I am shocked at my ignorance and hope to pass on the lesson of
early exposure into construction safety.

I believe our program, as a unit, strives for greatness and welcomes positive
pursuits of education. We can combat the issue of construction related deaths by
making a stand on the problem early on. If students see the actual results of on-site
safety during the beginning of their study, they will comprehend and create new
methods of accident prevention once in the field. We have the opportunity to mold
future industry leaders into safety-minded individuals who have a foundation built
on safety.

Solution:
During the fall of my freshman year, I can recall taking a CONM 111 course
entitled Construction Practices. This class covered:
Materials, methods and equipment used on heavy and commercial
construction projects. Site layout, earthwork, foundations and
structural components of a project. Quantity takeoff, materials
ordering and basic construction codes are introduced. Laboratory
projects emphasize erection details and problems. (CONM 111)
This was the first introduction I had to the hands on portion of construction and
from it I found safety was the most vague topic covered. We danced around the
subject as if we assumed students had prior exposure into the construction industry.
Safety topics covered included: Personal Protective Equipment (PPEs), harnesses,
and sporadic accident avoidance training when unsafe incidents arose during class
periods. There needs to be a stronger effort to display construction safety early
stages of collegiate learning. I propose an addendum/event for the CONM 111
course.
This event/class period will be comprised of construction safety topics
solely, while giving in-depth examples of actual hazards seen on typical commercial
construction projects. Particularly focusing on the fatal four leading causes of
death in the construction industry: falls, struck by an object, electrocution, and
caught-in between incidents. The event will be held in one lab period (three hours)
of the CONM 111 course and shall be seen as a jobsite walkthrough (a typical
procedure made daily by construction management to gauge site productivity and
safety).
Students will enter the Granger lab where multiple scenarios of unsafe
working conditions take place. Once in the lab, students will receive a pad of paper
and a pen for initial safety notes and questions. A walkthrough tutorial and fact
sheet will be provided to aid the process and fill the gaps in uncertainty made by
students. After viewing all stations pertaining to safety, the instructor will go indepth on issues regarding each piece of equipment and the actual hazards involved.
This visual training will give factual examples of serious life threatening hazards

that occur daily during many commercial construction processes. Here, valuable
first hand experiences will give students the exposure needed to combat a future in
unsafe practices.
A Michigan man initially made the idea for this walkthrough concept in the
early 2000s. David Allie owns and operates 4-Safety LLC in Marquette MI, a local
business dedicated to educating and supporting construction safety. He has created
a hands-on visual training method I wish to implement throughout the safety
walkthrough I have planned. From his experience with scaffolding construction, Mr.
Allie has developed a miniature system used to give students visual examples of
improper scaffolding procedures. In an interview with PRUnderground, Allie
discusses his product and its results.
Instead of attending a boring training session, and then trying to
translate that knowledge to a job site, the workers were able to
interact, engage, and work with a miniature, yet fully functional
scaffolding model. Based on his customer reviews, not only do the
teachers prefer this method of teaching, but his students confirmed
for him, that this is exactly what they needed. (Allie)
I wish to utilize the same aspect of hands-on tutelage that Mr. Allie now sells. By
using small-scale tools to create large-scale problems, students grasp the
importance of safety early on. The size of the tool used to assist the event will
benefit all participants by giving multiple scenarios to find errors, and results in
quick cleanup after the event concludes.
With previous summers spent on jobsites for General Contractors I can attest
that with a stronger background in construction safety, students gain the expertise
and confidence needed to become dynamic leaders early in the internship/co-op
process. Students will be able to prove to potential employers that not only have
they the drive needed in the professional environment but the safety mindset that
the industry prides itself on. We are in a time of transition, where construction
personnel on all levels must address safety, from tool box talks (a
management/team meeting used to address all aspects of a days work prior to the
start of work), to early safety orientations.

Conclusion:

By implementing safety training early on in the first year of the Associate

track students gain life-long skills and exposure to one of the most important
aspects in construction, safety. Here we can teach students vital techniques and
catch them at their most vulnerable. With the use of this safety walkthrough,
prospective construction managers, superintendents, and project managers will be
able to approach potential safety hazards with confidence and competence. We are
building the leaders of the future and we must instill a creative workforce that not
only believes in safety in their prospective positions, but who also expects a baseline
of safety in all aspects of construction. I hope this proposal marks the beginning of a
stronger safety driven program and the start of a more dynamic workforce.

CONSTRUCTION WALKTHROUGH FACT SHEET

CONTENT OUTCOMES:
Assist future construction
personnel to understand
potential site hazards.
Present clear, up to date
construction methods to remedy
outstanding issues.
Identify the top leading causes
for death and injury in
construction.
Identify construction materials
for Personal Protective
Equipment (PPEs).
Provides a clear layout for
Walkthrough.

PPEs:

Hard Hats
Safety Glasses
Steel Toe Boots
Gloves
Ear Protection
Harnesses
Reflective Vests

Construction Deaths and Injuries: of 796 in

2013

Falls: 294 (D)

Struck by Object: 82 (D)
Electrocutions: 71 (D)
Caught-in/between: 21 (D)
Fires/Explosions: 148 (D)
Ladders: 81% of Falls (D)

(https://www.osha.gov/oshstats/commonstats.html)
(http://www.cdc.gov/mmwr/preview/mmwrhtml/m
m6316a2.htm)
(http://www.bls.gov/news.release/pdf/cfoi.pdf)

Walkthrough Notes and Hints:

Look for electrical issues.

Check rigging Lines.
Are ladders safe?
Watch for equipment on elevation changes.
How many men on site? What crew do they
belong to?

BIBLIOGRAPHY
1.) Occupational Safety & Health Administration [OSHA]. (11/8/14).
Regulations (Standards-1926 Subpart E). Retrieved from
https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STA
NDARDS&p_id=10909
2.) "Personal Protective Equipment Training Guide." ELCOSH :. N.p., n.d. Web. 08
Nov. 2014.
3.) "David Allies Invention Is Revolutionizing Construction Safety Training for
Workers Around the World." PRUnderground. N.p., n.d. Web. 08 Nov. 2014.
4.) "Construction Practices (CONM 111)." Construction Practices (CONM111). N.p.,
n.d. Web. 11 Nov. 2014. (Course description)
5.) "Commonly Used Statistics." Commonly Used Statistics. N.p., n.d. Web. 13 Nov.
2014. (OSHA statistics)
6.) Hannah, David J. "Construction Safety." Personal interview. 15 Jan. 2013.