(slm) - techav

SAFE LIFTING & MOVING

(SLM)

Learner Guide

TABLE OF CONTENTS

PROGRAMME SLM-1: IDENTIFYING AND EXAMINING EQUIPMENT MODULE ONE PAGE 1 CRITERION TEST PAGE 6 CRITERION TEST EVALUATION SHEET PAGE 8 PROGRAMME SLM-2: SECURING METHODS AND TECHNIQUES MODULE TWO PAGE 11 CRITERION TEST PAGE 27 CRITERION TEST EVALUATION SHEET PAGE 29 PROGRAMME SLM-3: PLANNING AND SELECTING EQUIPMENT MODULE THREE PAGE 32 CRITERION TEST PAGE 38 CRITERION TEST EVALUATION SHEET PAGE 39 PROGRAMME SLM-4: CARRYING OUT SPECIFIC TASKS MODULE 4A PAGE 40 PROGRAMME SLM-5: CARRYING OUT SPECIFIC TASKS MODULE 4B PAGE 51 CRITERION TEST PAGE 62 CRITERION TEST EVALUATION SHEET PAGE 63

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SLM-1 MODULE ONE

IDENTIFYING AND EXAMINING EQUIPMENT MODULE PREVIEW This is the first of five programmes covering four modules on SAFE LIFTING AND MOVING. This programme gives a broad outline of the whole series and goes on to cover the first module on IDENTIFYING AND EXAMINING EQUIPMENT. At certain stages of the video a “DISCUSSION OR PRACTICAL PERIOD” logo will appear on the screen. The video must then be stopped and the COURSE CONTROLLER must be approached for further instructions. These periods will be used for COURSE LEARNERS to discuss what they have seen with each other, with their fellow workers and the course controller. There is also normally a PRACTICAL ASSIGNMENT to be carried out and the video should only be restarted once this assignment has been carried out meeting the standards and criteria laid down. At the end of the video a CRITERION TEST based on the programme objective will be issued to each learner and the learner must achieve all the criteria given before going on to the next programme. Module one covers the following topics:

1. What a SLING is. 2. How a sling is made up. 3. The construction of the WIRE ROPE used in making up slings. 4. The way in which the load that can be carried by a specific sling can be worked out. 5. A basic rule to work out the SAFE WORKING LOAD of a standard wire rope sling. 6. The different types of slings used. 7. The COLOUR CODING system used with slings. 8. How to examine slings. 9. How to identify and examine a CHAIN BLOCK. 10. How to identify and examine a SNATCHBLOCK. 11. How to identify and examine a TIRFOR. 12. How to carry out certain basic checks on an OVERHEAD CRANE. 13. How to identify and examine a CROWBAR. 14. How to identify and examine PIPE ROLLERS used for moving machines and equipment. 15. How to identify and examine a JACK. 16. How to identify and examine a SHACKLE. 17. How to identify and examine a TURNBUCKLE. 18. How to identify and examine the LIFTING EYE on an electric motor. 19. How to identify and examine WIRE ROPE CLAMPS commonly called CROSBY CLAMPS.

It can be seen that a number of new and possibly unfamiliar types of equipment are handled in the first module. Do not be concerned about this since there will be lots of time to discuss and become familiar with them. Pay particular attention to each piece of equipment as it is shown and examined.


TRAINING AIDS REQUIRED It is recommended that a complete inventory of the equipment that will be used during the programme be available in an equipment store. The items marked with CAPITAL LETTERS in the module preview are the main equipment items required. Further items required should include:

o Manila rope of different lengths and diameter. o Lashing rope of different lengths and diameter. o An assortment of slings of different lengths and diameters (chain slings and crimped slings

with safe lifting certificates to be included). o A number of damaged slings with a variety of faults. o Corroded outer cores, damaged spliced ends, kinked, knotted, joined with hitches, broken

outer strands. o A variety of different diameter standard wire rope (wire rope with different numbers and

diameters of strands). o A chart detailing the colour coding of slings used in your organisation. o Lengths of rubber insertion or conveyor belting. o Rope yarn. o Planks of different lengths and thickness. o Wooden wedges. o Any other items commonly used for lifting and moving in your organisation.

MODULE PROCEDURES SESSION ONE

1. The identification of slings and how they are made up with different diameters and lengths emphasised.

2. The construction of standard wire rope. 3. How to determine the safe load that can be carried by a specific sling. 4. The common rule for working out the safe working load that can be carried by a sling:

➢ SAFE WORKING LOAD (SWL) = (ROPE DIAMETER) /100 - SPLICE ➢ SAFETY FACTOR = SWL – (15/100XSWL) TONNES

5. The colour coding of slings. DISCUSSION AND PRACTICAL BREAK POINTS FOR DISCUSSION

o How is a sling made up? o How is the safe working load that a sling can carry determined? o Why is the colour coding system used with slings?

PRACTICAL ASSIGNMENT

1. LITERATE LEARNERS a. Find out what type of slings are used for lifting in your organisation and list the

diameters of the slings that are available. b. Make a chart of the colour coding system used in your organisation.


c. Work out the approximate safe working loads of standard wire rope with diameters of 10 mm, 16 mm and 20 mm.

d. Find out what the procedures are for getting slings and equipment from the equipment store.

2. ILLITERATE LEARNER (Instructions given verbally) (i) Find out what type of slings are used for lifting in your organisation. (ii) Find out whom the responsible person is who can assist you in selecting slings when

required. (iii) Find out what the procedures are for getting slings and equipment from the

equipment store. SESSION TWO

1. The examination of slings. 2. Identification and examination of chainblocks. 3. Identification and examination of snatchblocks. 4. Identification and examination of a tirfor. 5. Checks to be carried out on an overhead crane.

DISCUSSION AND PRACTICAL BREAK POINTS FOR DISCUSSION

o When should equipment be checked and examined? o Why are these checks and examinations necessary? o Why must the overwind and undewind safeties on an overhead crane be tested every time

before use? PRACTICAL ASSIGNMENT

1. LITERATE LEARNER a. List the common faults that can be found in a sling. b. List the types of chainblocks available in your organisation. c. List the range of lifting capacities of available chainblocks. d. List the types of tirfors available in your organisation. e. List the range of lifting capacities of available tirfors. f. Find out if there is an overhead crane available? Who is the responsible person for

the crane, and what are the procedures to be followed to get to use the crane. Ask the responsible person to assist you in carrying out the following checks on the crane:

(i) Electrical cable. (ii) Other electrical equipment. (iii) Overwind safety. (iv) Underwind safety.


g. Obtain the following equipment from the store and carry out the examination and checks as de-tailed on the video:

(i) A sling. (ii) A chainbock. (iii) A snatchblock. (iv) A tirfor.

(Learners may work individually or as a group. With group participation it must be ensured that everybody gets involved and does all the checks and examinations).

2. ILLITERATE LEARNERS (Instructions given verbally) a. Obtain the following equipment from the store and carry out the examinations and

checks as de-tailed on the video: (i) A sling. (ii) A chainblock. (iii) A snatchblock. (iv) A tirfor.

(Learners may work individually or as a group. With group participation it must be ensured that everybody gets involved and does all the checks and examinations). Supervision by the course controller is recommended.

b. Find out if here is an overhead crane available, who is the responsible person for

the crane, and are the procedures to be followed to get to use the crane. Ask the responsible person to assist you in carrying out the following checks on the crane:

(i) Electrical cable. (ii) Other electrical equipment. (iii) Overwind safety. (iv) Underwind safety.

SESSION THREE

1. The identification and examination of crowbars. 2. The identification and examination of pipe rollers. 3. The identification and examination of a cable jack. 4. The identification and examination of a shackle. 5. The identification and examination of a turnbuckle. 6. The identification and examination of an electric motor lifting eye. 7. The identification and examination of wire rope clamps (Crosby clamps).


o Why should crowbars be used for lifting a heavy load instead of just any other lever? o Can any type of pipe be used as rollers for moving machines and equipment?


o Why must only proof-tested shackles be used for lifting? PRACTICAL ASSIGNMENT LITERATE AND ILLITERATE LEARNERS

a. Obtain the following equipment from the store and carry out the examinations and checks as de-tailed on the video:

(i) A crowbar. (ii) A pipe roller. (iii) A jack commonly used in your organisation. (iv) A proof-tested shackle. (v) A turnbuckle. (vi) A Crosby clamp. (vii) Find an electric motor with a lifting eye and obtain permission to carry out

the examination as de-tailed on the video.


SLM-1 MODULE ONE

CRITERION TEST (Literate learners) IDENTIFYING AND EXAMINING EQUIPMENT

All the criteria in this test must be achieved.

1. List the types of slings used in your organisation. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Use the formula SWL = (Rope diameter) / 100 – (15/100 x (Rope diameter) / 100 to

determine the approximate safe working load of a standard wire rope with a diameter of 32 mm. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Make a chart listing the colour coding for slings used in your organisation.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. List the procedures to be followed when obtaining equipment from the store.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Identify each of the following items and then carry out the examinations and checks on

three of the items selected by the course controller: a) A sling e) A crowbar h) A shackle b) A chainblock f) Pipe rollers i) A turnbuckle c) A snatchblock g) A jack j) A wire rope clamp d) A tirfor

NOTE: The identification and examinations must be carried out under the supervision of

the course controller and must include all the steps as detailed in the video presentation.


SLM-1 MODULE ONE

CRITERION TEST (Illiterate learners) IDENTIFYING AND EXAMINING EQUIPMENT

All the criteria in this test must be achieved.

1. Ask learner to name the types of slings used in your organisation. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Ask learner to name the person who will assist him in selecting the correct sling when

required. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Ask the learner to give the procedure when obtaining equipment from the store.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Identify each of the following items and then carry out the examinations and checks on

three of the items selected by the course controller (Instructions given verbally). a) A sling e) A crowbar h) A shackle b) A chainblock f) Pipe rollers i) A turnbuckle c) A snatchblock g) A jack j) A wire rope clamp d) A tirfor

NOTE: The identification and examinations must be carried out under the supervision of

the course controller and must include all the steps as detailed in the video presentation.


SLM-1 MODULE ONE

CRITERION TEST EVALUATION SHEET IDENTIFYING AND EXAMINING EQUIPMENT

YES NO

LITERATE LEARNER

1. All the types of slings used in the organisation listed.

2. 8.70 Tons.

3. Chart listing gives all details as per organisation colour chart.

4. Procedures to be followed when obtaining equipment from store, listed as per organisation requirements.

ILLITERATE LEARNER

1. All types of slings used in the organisation named.

2. The person who will assist in selecting slings identified.

3. Procedure to be followed when obtaining equipment from store, given as per organisation requirements.

PRACTICAL (Literate and Illiterate)

1. All items identified.

2. Examination of any THREE to be selected.

3. Not more than one must be chosen from 5 to 10.

NOTE: Where checks or examinations are carried out criteria are only achieved if learner makes the correct decision on whether result is accepted or not.

1. SLING (wire-rope)

Diameter measured for stretch.

Examined for:

- Broken outer wires.

- Rust.

- Pitting.

- Kinks.

- Knots.

Both eyes examined.

SLING (chain)

Examined links for:

- Wear.

- Cracks.

- Stretch.

- Rust.

- Pitting.


YES NO

Examined chain for knots.

Both attaching ends examined.

2. CHAINBLOCK

Both hooks examined for safety clips.

The distance between the pop marks on both hooks measured to ensure that they are within 10% of each other.

Lifting chain examined for:

- Cracks.

- Wear.

- Rust.

- Stretched links.

3. SNATCHBLOCK

Hook examined for safety clips.

The distance between the pop marks on hook measured to ensure that they are within 10% of each other.

Sheavewheels

- Free movement.

- Distance between wheel and sides.

- Groove damage.

Detachable side examined for:

- Free movement.

- Locking in place.

4. TRIFOR

Main body examined for:

- Damage.

- Tightness of all bolts.

Rope examined for:

- Correct type.

- Broken outer wires.

- Stretch.

- Rust.

- Pitting.

- Kinks.

- Knots.

Hook examined for safety clip.

The distance between the pop marks on the hook measured to ensure that they are within 10% of each other.

Cable locking device examined.

Forward and reverse levers examined.

Securing bolt and pin examined.


YES NO

5. CROWBAR

Examined for straightness.

Both side examined for:

- Burrs.

- Sharp edges.

6. PIPE ROLLERS

Check that rollers:

- Are same length.

- Are straight.

- Roll easily.

Wall thickness checked for suitability.

7. JACK

Inspected as per manufacturers specifications (Manufacturers checklist to be used).

8. SHACKLE

Shackle examined for proof-tested specifications.

Threads on pin examined.

Threads on body examined.

Pin examined for damage.

Body examined for damage.

9. TURNBUCKLE

Body examined for damage.

Both end fittings examined for damage.

Both threaded portions examined for:

- Damaged threads.

- Stripped threads.

10. WIRE ROPE CLAMP

Both sides of U-bolt threads checked for damage.

Both nuts checked for:

- Damage.

- Proper tightening.

ALL CRITERIA ACHIEVED YES NO

ATTEMPT NUMBER 1 2 3 4 5

DATE: _________________ COURSE CONTROLLER: ______________________________


SLM-2 MODULE TWO

SECURING METHODS AND TECHNIQUES MODULE PREVIEW This is the second of a five programme series covering four modules on SAFE LIFTING AND MOVING. The procedures to be followed during this programme is the same as with the previous one – view the video and when the “DISCUSSION OR PRACTICAL PERIOD” logo appears on the screen, stop the video and carry out the instruction given by the course controller. MODULE TWO COVERS THE FOLLOWING TOPICS

1. Making basic knots and hitchers using manilla rope covering: o The fisherman’s knot also known as whipping. o The half hitch. o The bowline. o The clove hitch. o The reef knot. o The sheet bend.

How to make these knots are shown in full detail. Mastering how to make these knots and hitches will provide a good foundation in being able to secure any load or piece of equipment.

2. The video then goes on to show how slings are attached to beams and equipment, using: o Protecting material on sharp edges to protect the slings. o The single-double wrap basket. o The double-double wrap basket. o The single choker. o The single-double wrap choker. o The single-double choker. o The double-double wrap choker. o The cradle.

3. Golden rules to follow whenever using slings are given – pay particular attention to these, as they are possibly the most important factors in lifting and moving.

4. The video then goes on to show how a chainblock is secured to a beam and how to secure a tirfor to an anchor point. The way in which to provide an artificial anchor point for a tirfor is also explained.

TRAINING AIDS REQUIRED

1. String. 2. Rope yarn. 3. Short, medium and long slings.


4. Rubber insertion or conveyor. 5. A knife. 6. A supported beam at ground level. 7. A large round object, such as a drum. 8. A secured pole. 9. A beam above ground level. 10. A chainblock. 11. A tirfor. 12. Three sturdy pegs about one meter long that can be knocked into the ground. 13. Protecting material to wrap around the pegs. 14. A heavy hammer.


MODULE PROCEDURES

SESSION ONE 1. THE FISHERMAN’S KNOT OR WHIPPING

Steps:

a) Cut a length of string about 300 mm long (the length

is regulated by the thickness of the rope, the thicker the rope the longer the string).

b) Make a loop in string and place on the end of a rope –

the short end of the string must be about 50 mm long and be placed on the rope about 40 mm from the end.

c) Wind the long end of string towards the end of rope to with – in 10 mm of the end. The rope can be wound firmly but not too tight. Also make sure that each ring formed as the string is wound up, touches the previous one.

d) Place the end of the string through the loop

e) pull bottom end of string until the loop is pulled firmly into the wound portion


f)

cut top and bottom ends of rope neatly against wound portion.

2.

HALF HITCH

Steps:

a)

Leaving enough rope to work with, 200 to 300 mm, pass the end of the rope around the pole

b) through the gap between the rope and the pole

c) and pull tight


d)

and through again to form a double half-hitch

e) tie off first one half-hitch and then the other.

3.

BOWLINE

Steps:

a)

Leaving enough slack in the end of the rope and make a loop with the dead end of the rope over the live end.

b) Pass the end of the rope through the bottom of the loop


c)

under the live end of the rope

d) and back through the loop again

e) hold the dead end of the rope and pull the live end until a tight knot is formed.



o Why are different types of knots and hitches used, and not the same ones all the time?

o Which part of a rope is called the “live” side and which side the “dead” side? o Why must half hitches be tied off after they have been made?

PRACTICAL ASSIGNMENT (All learners) Practice making the three knots and hitches as demonstrated in the video presentation.


SESSION TWO

4. CLOTH HITCH

Steps:

a)

Loop the rope around a pole leaving enough slack to work with.

b) Hold the dead end of the rope under the end between the thumb and forefinger.

c) Loop the end of the rope around the pole again, over the loop al–ready in place.

d) Place end of rope through the loop formed.


e)

Pull both ends tight around the pipe.

f) Secure with two half-hitches.


5. REEF KNOT

Steps:

a)

Leaving enough slack in both rope ends, cross the left end of the rope over the right end.

b) Take the end at the right side under the rope and cross over,

c) under the left side and through the loop.

d) e)

Hold both rope ends and pull tight. Tie off both ends with half-hitches.


6. SHEET BEND

Steps:

a)

Make a loop in the end of the thicker rope.

b) Leaving enough slack, pass the end of the smaller rope through the loop

c) over both ends of the large rope

d) and under the live end of the small rope.


e) f)

Hold both rope ends and pull tight. Tie off both sides with half-hitches.



o Why are some knots tied off with half hitches when they have been completed? o What is the difference between a reef knot and a sheetbend?

PRACTICAL ASSIGNMENT (All Learners) Practice making the three knots and hitches as demonstrated in the video presentation.


SESSION THREE Conveyor belting or rubber insertion wrapped around sharp edges to protect slings. The rubber must protect against all sharp edges and must be firmly tied into position. SLINGING METHODS

1. Single-double wrap basket. o Wrap a sling twice around the beam, bring the two ends together, and join with a

shackle.

2. Double-double wrap basket. o Use two slings evenly spaced around the middle of the object, first double wrap the

one sling around the object, then the other and join the four sling ends together with a shackle.

o The angle made by the slings must be less than 90 degrees. 3. Single choker.

o Wrap the sling around the object, reeve one eye through the other one and pull tight.

4. Single-double wrap choker. o Double wrap a sling around the centre of the object, reeve the one end of the sling

though the other end and pull tight. Ensure that the two slings are evenly spaced around the centre of the object.

5. Single-double choker. o Use a long sling folded in the middle and wrap the sling around the object with the

middle of the sling to the top.

o Place the two eyes of the sling though the loop formed by the sling fold and pull tight.

o Join the two sling eyes together with a shackle. o Ensure that the sling is evenly spaced around the centre of the load.

6. Double-double wrap choker. o Use two slings evenly spaced around the centre of the load, carry out a double

wrap choker first with the one sling and then the other. o Join the two sling ends together with a shackle. o Ensure that the sling angles are less than 90 degrees.

7. Cradle sling. o Use two large slings evenly spaced around the centre of the load. o Pass first the one sling under the load, bring the two eyes together and then carry

out the same procedure with the other sling. o Join the four sling ends together with a shackle. o Ensure that the sling angles are less than 90 degrees.

GOLDEN RULES TO FOLLOW IN THE USE OF SLINGS

1. Always make sure that the right diameter sling is used.


2. Protect the sling against sharp edges. 3. Use a shackle when more than one sling eye has to be attached. 4. When one sling is used it must be attached as close to the centre of gravity of the load as possible. 5. When using two slings they must be spaced evenly around the load centre of gravity. 6. Sling angles must always be less than 90 degrees.


o Why is only one sling used on a load sometimes and two slings at other time? o What is meant by the term ”choker"? o Why must slings be protected against sharp edges? o Why must slings be applied as close to the centre of gravity of the load as possible? o Why must sling angles always be less than 90 degrees? o Why must a shackle always be used when more than one sling end is attached?


1. LITERATE LEARNERS A. List the seven different methods of slinging demonstrated in the video give one

application of each method. B. List six golden rules that must be observed when using slings. C. Practice how to attach slings in the seven methods demonstrated in the video.

2. ILLITERATE LEARNERS A. Name one situation where the following methods of slinging will be used:

(i) Single-double basket. (ii) Double-double basket. (iii) Single choker. (iv) Single-double wrap choker. (v) Single-double choker. (vi) Double-double choker. (vii) Cradle slings.

B. Name the six golden rules that must be obeyed when using slings. C. Practice how to attach slings in the seven methods demonstrated in the video.

SESSION FOUR

1. Attaching a chainblock to a beam. o Must be attached by means of a sling and shackle. o Must be attached directly overhead the load a close to the centre of gravity of the load as possible.


2. Anchoring a tirfor. o Can only move a load if securely anchored. o Normally anchored to a beam but an artificial anchor can be established. o Advisable to always use at least three pegs to provide a good anchor. o For heavy loads pegs with a large cross section about 900mm long should be used. o Thirds of the pegs should be knocked into the ground. o The pegs should be spaced approximately a meter apart. o Must be firmly lashed together.


o In which situations would a tirfor normally be used? o How long should pegs be that are used to create an artificial anchor for a tirfor? o How deep should the pegs be knocked into the ground? o Why must the three pegs be lashed together?

PRACTICAL ASSIGNMENT (All Learners)

1. Practice how to provide an artificial anchor for a tirfor.


CRITERION TEST (Literate learners)

SLM-2 MODULE TWO SECURING METHODS AND TECHNIQUES

All the criteria in this test must be achieved 1. List the six golden rules that have to be observed when using slings. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. List one application for each of the seven slinging methods name below.

(i) Single-double wrap basket: ___________________________________________________________________________ ___________________________________________________________________________

(ii) Double-double wrap basket: ___________________________________________________________________________ ___________________________________________________________________________

(iii) Single choker: ___________________________________________________________________________ ___________________________________________________________________________

(iv) Single-double choker: ___________________________________________________________________________ ___________________________________________________________________________

(v) Single-double wrap choker: ___________________________________________________________________________ ___________________________________________________________________________

(vi) Double-double wrap choker: ___________________________________________________________________________ ___________________________________________________________________________

(vii) Cradle slings: ___________________________________________________________________________ ___________________________________________________________________________ c. Attach slings to appropriate loads using four of the methods listed above. The course

controller will select the four required methods and the slings must be attached, under the supervision of the course controller, to each load as detailed in the video presentation.


CRITERION TEST (Illiterate learners)

SLM-2 MODULE TWO SECURING METHODS AND TECHNIQUES

All the criteria in this test must be achieved (All questions and instructions to be given verbally) 1. Name the six golden rules that have to be observed when using slings. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

2. Name one application for each of the seven slinging methods. (i) Single-double wrap basket:

___________________________________________________________________________ ___________________________________________________________________________

(ii) Double-double wrap basket: ___________________________________________________________________________ ___________________________________________________________________________

(iii) Single choker: ___________________________________________________________________________ ___________________________________________________________________________

(iv) Single-double choker: ___________________________________________________________________________ ___________________________________________________________________________

(v) Single-double wrap choker: ___________________________________________________________________________ ___________________________________________________________________________

(vi) Double-double wrap choker: ___________________________________________________________________________ ___________________________________________________________________________

(vii) Cradle slings: ___________________________________________________________________________ ___________________________________________________________________________ 3. Attach slings to appropriate loads using four of the methods listed above. The course

controller will select the four required methods and the slings must be attached, under the supervision of the course controller, to each load as detailed in the video presentation.


CRITERION TEST EVALUATION SHEET

SLM 2 MODULE TWO SECURING METHODS AND TECHNIQUES

1 All six rules listed (named) YES NO

(i) Always make sure the right diameter sling is used.

(ii) Protect slings against sharp objects.

(iii) Use a shackle when more than one sling eye has to be attached.

(iv) When one sling is used it must be attached as close to the centre of gravity of the load as possible.

(v) When using two slings they must be spaced evenly around the load centre of gravity.

(vi) Sling degrees must always be less than 90 degrees.

2 All seven applications listed (named) YES NO

(i) Single double wrap basket

- Small loads.

- Attaching a sling to a beam.

(ii) Double-double wrap basket

- Lifting long objects.

(iii) Single choker.

- Lifting small objects.

(iv) Single double choke

- Lifting objects with large diameters.

(v) Single double wrap choker

- Lifting long solid objects.

(vi) Double-double choker

- Where there is a possibility that the load may slip.

(vii) Cradle sling

- Lifting large objects.

NOTE: Where the trainee has done further research and gives acceptable answers to any of the above, these should be accepted.


(iii) Single choker YES NO

- Sling protected against sharp edges (where applicable).

- Protecting material adequately and firmly secured around sharp edges (where applicable).

- Sling wrapped around load.

- One eye reeved through other eye.

- Sling pulled tight.

(iv) Single-double choker YES NO



- Sling folded in middle.

- Centre of sling placed at top of load.

- Both eyes of sling placed through loop formed by sling fold.

- Sling evenly spaced around centre of load.


- Two sling eyes joined with a shackle.

(v) Single-double wrap choker YES NO



- Sling double wrapped around load.

- One eye reeved through other eye.

- Sling evenly spaced around centre of load.

3 Select any four slinging methods YES NO

(i) Single-double wrap basket



- Sling wrapped twice around load.

- Two sling ends joined together with a shackle.

(ii) Double-double wrap basket

- Slings protected against sharp edges (where applicable).


- Two slings evenly spaced around middle of load.

- Both slings double wrapped.

- Four sling ends joined together with a shackle.

- Checked if sling angles are less than 90 degrees.



YES NO

(vi) (vi) Double-double wrap choker



- Two slings evenly spaced around centre of load.

- Both slings double wrapped around load.

- Both slings one eye reeved through other eye.

- Both slings pulled tight.

- Two slings ends joined together with a shackle.

- Checked that sling angles are not more than 90 degrees.

-

(vii) Cradle sling YES NO



- Slings even spaced around the centre of the load.

- Both slings passed under load with ends brought together.

- Four sling ends joined together with a shackle.

- Checked that sling angles are not more than 90 degrees.

ALL CRITERIA ACHIEVED: ____________ ATTEMPT NUMBER: 1 2 3 4 5 COURSE CONTROLLER: _______________________ DATE: ______________

SLM-3


MODULE THREE PLANNING AND SELECTING EQUIPMENT

MODULE PREVIEW This is the third program and module in this series covering four modules on SAFE LIFTING AND MOVING. The procedure to be followed during this program is the same as with the previous programs.

o View the video and when the ”DISCUSSION OR PRACTICAL PERIOD” logo appears on the screen, stop the DVD and carry out the instructions given by the course controller.

MODULE THREE COVERS THE FOLLOWING TOPICS

1. Identifying the surrounding in which work will be carried out. 2. Precautions and factors regarding the load to be lifted or moved that must be taken

into consideration and how to obtain the mass of loads to be handled. 3. The hand signals used in lifting and moving. Hand signals play an important role since

it is often the only way of communication during the carrying out of a task. 4. The way of how to plan what methods to use in carrying out the work and how to

select the equipment required is then handled. Actual situations where tasks have to be carried out are given and a detailed procedure is outlined on how to go about deciding on the methods to be used and selecting equipment to be used.

This is a relatively short tape but never the less very important since if a task is not well planned before it is started compromises may have to be made whilst carrying out the work, thereby leading to unsafe acts and possible damage or injuries. TRAINING AIDS REQUIRED

1. Hard hat. 2. Safety gloves. 3. Two situations where actual tasks will be carried during module four. These places

should serve as a preparation to getting the learners into the correct habit of planning their tasks. It is also important that trainees are correctly dressed before going into the work situation – they should have proper overalls on and wear safety shoes at all times.


MODULE PROCEDURES SESSION ONE 1. Examining the environment. 2. Deciding on precautions to be taken during operations.

How to obtain the mass of loads. 3. Hand signals.

(i) Lift.

Hold left hand behind back, clench right hand in a fist with index finger pointing upwards, raise arm and rotate wrist in a circular motion.

(ii) Lower. Hold left hand behind back, clench right hand in a fist with index finger pointing downwards, lower arm towards the ground and rotate wrist in a circular motion.

(iii) Move towards right Hold left hand behind back, clench right hand in a fist with index finger pointing to the right, and lift the arm shoulder height parallel to the ground. Flex the arm upward towards the shoulder and then stretch out. Continue with this movement.

(iv) Move towards left Hold

right hand behind back, clench left hand in a fist with index finger pointing to the left, lift the arm shoulder height parallel to the ground. Flex the arm upward towards the shoulder and then stretch out. Continue with this movement.

(v) Move towards person

giving signal, place hands to the front with hands open palm downwards, arms bent and parallel to the ground. Lift arms towards the chest at the same time turning hands to face the chest. When the palms are at chest level, move the hands


downwards again, at the same time turning the palms towards the ground. When the arms are parallel to the ground reverse the action and carry on in this way.

(vi) Move away from person

giving signal Place hands to the front with hands open, arms bent so that the palms are at the chest. Move arms downwards until they are parallel to the ground then move them upwards until they are at the chest again. Carry on this way.

(vii) Lift very slowly Place open

palm of left hand on head. With right fist clenched, open thumb and index finger, face fist upwards, arm stretched out and parallel to the ground. Move arm towards shoulder, at the same time moving thumb and index finger towards each other. When the arm bends as far as it will go, move it towards the ground, at the same time opening the thumb and forefinger. When the arm is again out- stretched and parallel to the ground move arm towards shoulder and carry on in this way.

(viii) Lower very slowly Place open palm of left hand on head.

With right fist clenched open thumb and index finger, face fist downward with arm stretched out and parallel to the ground. Move arm towards thigh, at the same time moving thumb and index finger towards each other. When the hand is at the thigh, move arm upwards, at the same time opening the thumb and index finger, until the arm is parallel to the ground again. Carry on in this way.

(ix) Stop all movement Place left hand behind back. With

palm fully open, lift right arm with forearm parallel to the ground, arm bent at the elbow, palm facing forward and fingers upwards.


(x) Emergency stop with palms fully open, lift both arms

with forearms parallel to the ground, arms bent at elbows, palms facing forwards and fingers upwards.


o Why should the surrounding area be checked before carrying out a task? o Why should equipment be inspected before deciding how to lift or move it? o Why must the mass of a load be known before moving or lifting it? o Why are hand signals sometimes the only form of communication during a task? o Why is it important that everybody involved in lifting and moving tasks should be competent in giving and interpreting hand signals?

PRACTICAL PERIOD (All learners) Get learners to work in groups to practice the hand signals. All learners must be given the opportunity of giving hand signals and also interpreting hand signals given by other learners. Where there is only one learner available the course controller must either pair off with that learner himself or get somebody who is competent in hand signals to work with the learner. NOTE: The hand signals demonstrated may differ in some details from those used in some

organizations. These differences should be clarified with the trainees before they start with the practical period, explaining that hand signals may differ in some detail but basically the concepts are the same. In such cases the organization’s hand signals must be adhered to.

SESSION TWO

1. Selecting the equipment to move a compressor where there is no visible means available to lift it.

1.1 Since there are no beams available to attach lifting equipment, the compressor will be lifted with crowbars. Machines must always be lifted evenly therefore two crowbars will be selected so that the compressor can be lifted evenly at two corners at the same time.

1.2 To avoid the crowbars from slipping they must never be placed directly on the ground but be used together with wooden wedges. These wedges should be placed in a position where it will stop the crowbars from slipping and also assist in giving leverage. Sixteen wedges are selected taking into account that the wedges will also be placed under the compressor as it is lifted.

1.3 As the compressor is lifted it will first be placed on wedges and then on wooden blocks. Since enough wedges were provided for only the lift wooden blocks need to be included. Depending on the thickness of the blocks – they should be thick enough to take the load and also to be able to replace the wedges, but not so thick that they


become difficult to work with – the number will be determined. Using blocks of about 50mm thickness, two per corner will be used giving a total of eight.

1.4 The compressor will be lowered onto rollers and then moved to its new position. The rollers should be similar to those discussed in module one and must be long enough to protrude past the end of the compressor. A minimum of three rollers must be used so that the mass of the compressor can be evenly distributed. In practice a fourth roller is included to place ahead of the load in the direction of movement so that the compressor can be moved onto this roller.

1.5 Machines must never be placed directly onto rollers as this will only give a small load bearing area at the top of each roller and also cause a fair amount of friction due to the metal to metal surface contact. Another reason for not placing the compressor directly onto the rollers is that as the rollers start moving the compressor will become unstable and difficult to control – it may even fall over. Therefore two wooden planks that are wide enough and heavy enough to carry the load are included.

1.6 If the compressor is to be moved for any considerable distance the front and back end must be secured to the planks on top of the rollers by nailing strips of wood across the full length of the front and back of the compressor to the planks.

1.7 Safety equipment such as hard hats and gloves must always be worn when working with movable equipment and objects that could cause hand injuries. As mentioned earlier, proper overalls and safety shoes must be worn as part of daily routine at all times.


o Is it important to know what the mass of the compressor is in this case just seen? o Why were two crowbars and not one selected? o Why are wooden wedges and blocks used and not metal sections? o Why are wooden blocks used and not stronger metal blocks? o Why were three rollers and not two rollers selected? o Could more than three rollers have been selected? o Why are wooden planks used on top of the rollers? o Why could the compressor not be placed directly onto the rollers from the ground? o Are there any other equipment items that could be included?


1. LITERATE LEARNERS Select a machine in an area where there are no visible means of lifting available and get learners to inspect the area and make a list of all the equipment that would be required if that machine had to be moved.

2. ILLITERATE LEARNERS Use the same situation as in 1 above but the course controller must go with the learners and use the same method as shown in the video presentation to assist the learners to compile the equipment requirements. All the learners must be given the opportunity to be involved in getting practice in drawing up the requirements.


NOTE: The size or type of machine and whether it is actually going to be moved is not important as long as the principles provided in the video presentation can be applied to the situation.


CRITERION TEST (All learners)

SLM - 3 PLANNING AND SELECTING EQUIPMENT

All the criteria in this test must be achieved

1. List (Name) three questions that should be asked before deciding how to carry out a task. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. List (Name) the equipment that will be required to move a machine with a mass of

0,75 tonnes to a position approximately 20 meters away when there are no visible means of lifting or moving the machine. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. List the equipment required to lift an electric motor with a lifting eye onto a flat

open sided vehicle and securing the motor ready to be transported. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Demonstrate the hand signal for each of the following instructions during lifting and

moving operations: a. Lift. b. Lower. c. Move towards right. d. Move towards left. e. Move towards person giving signal. f. Move away from person giving signal. g. Lift very slowly. h. Lower very slowly. i. Stop all movement. j. Emergency stop.

5. Name the instruction for any four of the hand signals demonstrated by the course

controller. NOTE: The course controller will select any four hand signals from the ten demonstrated in

4 above.


CRITERION TEST EVALUATION SHEET

SLM-3 PLANNING AND SELECTING EQUIPMENT

NOTE: Criterion test instructions to be given verbally to illiterate learners.

1. ALL THREE QUESTIONS LISTED (Named) (i) Will the task be carried out inside a building? (ii) Will it be outside without any visible means of doing the task? (iii) Will there be enough space to freely lift and move? (iv) Can the equipment be moved and lifted without damaging it? (v) What is the actual or estimated mass of the equipment to be moved? Note: Any three of the five.

2. ALL EQUIPMENT LISTED

(i) Two crowbars. (ii) Sixteen wedges. (iii) Eight wooden blocks. (iv) At least three (four) rollers. (v) Two wooden planks. (vi) Hard hats. (vii) Gloves.

3. ALL EQUIPMENT LISTED (i) Two long 13 mm diameter slings. (ii) One 16 mm diameter sling. (iii) One and a half ton chainblock. (iv) Two planks. (v) Lashing rope. (vi) Four turnbuckles. (vii) Rubber protecting material.

(Conveyor belting, Rubber insertion.)

4. ALL HAND SIGNALS DEMONSTRATED IN ACCORDANCE WITH INSTRUCTIONS GIVEN IN COURSE CONTROLLERS GUIDE

5. ALL FOUR HAND SIGNALS DEMONSTRATED BY COURSE CONTROLLER NAMED

NOTE: Any four of the hand signals listed in the criterion test can be demonstrated ALL CRITERIA ACHIEVED ATTEMPT NUMBER 1 2 3 4 5 DATE: ____________________ COURSE CONTROLLER: ____________________________


SLM-4 MODULE 4A

CARRYING OUT SPECIFIC TASKS (PART ONE)

MODULE PREVIEW This is the fourth program and first part of the fourth module of a five program series on SAFE LIFTING AND MOVING The procedure to be followed during this program is the same as with the previous programs, view the video and when the ”DISCUSSION OR PRACTICAL PERIOD” logo appears on the screen stop the video and carry out the instructions given by the course controller. This video covers the first part of the forth module which is the practical application of the principles and techniques provided so far. There are four practical tasks demonstrated giving models that can be used in different situations. Some of the tasks will be recognized as situations used in previous programmes. Pay particular attention to the way in which each situation is handled as well as to common practices no matter where and what the situation. This and the next program are based on performance modeling techniques – principles are demonstrated and then practiced under similar conditions. All the principles provided so far are brought together to give a firm base on which to develop methods of carrying out tasks. This first task demonstrated is to lift and move a compressor with crowbars and rollers. The initial planning for a task similar to this one was shown from the planning stage, through the examining and checking of equipment, to the actual task being completed. The other tasks demonstrated are:

o Lifting and moving an electric motor with an overhead crane. o Lifting and securing an electric motor onto a flat vehicle.

After each task the opportunity will be given for discussions on the way in which the task was handled and followed by a practical application of the principles and techniques demonstrated. TRAINING AIDS REQUIRED

1. TASK 1 o A machine that can be moved applying the principles demonstrated in the

video presentation. It is recommended that during initial practice sessions that a machine that can be handled fairly easily be selected. The mass should be such that it would be meaningful to use the techniques demonstrated but not so heavy that handling becomes awkward and dangerous. When trainees become competent and confident in handling the equipment, bigger and heavier machines can then be moved.

o Two crowbars.


o Sixteen wooden wedges. o Eight wooden blocks approximately 200 mm x 200 mm x 50 mm. o Four pipe rollers long enough to place under the machine to be moved and to

protrude slightly on each side. o Two planks long enough to place over the rollers and wide and thick enough

to handle the load. o Two strips of plank to be used to secure the machine back and front. o Ten 50 mm nails. o A hammer. o A pair of pliers. o Hard hats. o Gloves 2.

2. TASK 2 o A fairly large electric motor or similar machine with a lifting eye that is

situated in a position that it can be lifted with an overhead crane and moved to a new position.

o An overhead crane. o A shackle. o A sling long enough and with a diameter to handle the mass of the motor. o A lever or similar tool to remove and fasten the lifting eye of the motor. o A rope long enough to be used to guide the motor during transit. o Hard hats. o Gloves.

3. TASK 3 o A fairly large electric motor or similar machine without a lifting eye situated

in a position that it can be lifted by a chain block using the cradle slinging method.

o A chain block with sufficient lifting capacity to handle the motor. o Two long slings to cradle the motor. o One sling to attach the chain block to the beam. o Two shackles. o Four turnbuckles. o Lashing. o Rope yarn to tie off half-hitches. o A knife. o A flat vehicle with planks or conveyor belting or rubber insertion on its base. o A ladder if the beam is high off the ground. o A rope to lift the chain block to the beam. o Rubber insertion or conveyor belting to protect the sling around the beam. o A safety belt. o Hard hats. o Gloves.


MODULE PROCEDURES SESSION ONE Lifting a compressor with an estimated mass of one ton with crowbars and moving it about 10 meters on pipe rollers.

1. Plan the task. o The site of the task is inspected. o The methods and techniques to be used is decided on. o Equipment needed is listed.

2. Collect equipment. o All equipment is collected.

3. Examine equipment. o All equipment is examined.

4. Take all equipment to site of task. 5. Check all equipment to ensure everything is there. 6. Check area to see that it is safe to start the task. 7. Carry out the task.

7.1 Place two wedges on each side of the compressor. o The wedges are placed where they give the crowbars a good leverage

but not obstructing free movement. o Lift the compressor evenly at the two sides. o The compressor is lifted slowly and evenly using crowbars on the

wedges. 7.2 Place two wedges under each side of the compressor.

o The wedges are placed on top of each other so that the tapered edges form a straight surface.

7.3 Lower compressor onto wedges. o The compressor is lowered by slowly releasing the pressure on the

crowbars. o The person lifting on either side is at all times aware and alert to what

the other one is doing. o Hand and feet are at all times kept clear from under the compressor.

7.4 Carry out the same procedure on the other end of the compressor. o The same procedure and precautions are carried out in lifting and

lowering at the other end. o The compressor is now in a level position again.

7.5 Place wedges on both sides of the compressor. o Enough wedges are placed to lift the compressor to the next desired

level. o The wedges are placed in such a way that there is no possibility that

they will slip or that the crowbars will slip on them at the same time giving good leverage.

7.6 Remove the wedges from under compressor and place a wooden block under each edge of the base.

7.7 Lower the compressor onto the blocks. o The angle of the compressor is checked at all times to ensure that

there is no possibility of slipping. 7.8 Carry out the same procedure on the other end of the compressor.

o The compressor is again in a level position.


7.9 Place a plank under the compressor base. o The planks protrude sufficiency on both sides of the base for wedges

to be placed on it. 7.10 Place enough wedges on plank at either side to give sufficient leverage to lift

to next level. 7.11 Lift the compressor. 7.12 Place wedges on top of wooden blocks

o The wedges are placed to form a secure level surface on top of the wooden blocks.

7.13 Lower the compressor onto the wedges and blocks. 7.14 Carry out the same procedure at the other end of the compressor. 7.15 Lift the compressor, remove the wedges from the blocks, place a second

block on top of the first block and lower compressor. o There are sufficient wedges to give the lift required. o The blocks are placed in such a way that they support the corners of

the compressor and will not obstruct the rollers and planks when they are placed under the base.

7.16 Carry out the same procedure on the other end of the compressor. 7.17 Slide three pipe rollers in under the compressor base.

o The rollers are evenly spaced along the length of the base. o And they protrude evenly on both sides of the base.

7.18 Place two planks on top of the rollers along the edges of the compressor base.

o The planks are placed straight on top of the rollers. o And they are kept clear of the wooden blocks supporting the

compressor. 7.19 Lift the compressor, remove one wooden block from each corner at one end

and lower onto the planks and rollers. o Sufficient wedges are placed in a suitable position to lift the

compressor clear of the blocks. o Only one block at each corner is removed at first as a safety

precaution. 7.20 Carry out the same procedure at the other end. 7.21 Remove all blocks and wedges from under and around the compressor. 7.22 The compressor is secured into position by nailing strips of wood along both

ends of the compressor onto the planks on top of the rollers. 7.23 Check that the compressor is standing firm and secure. 7.24 Before moving the compressor the method of movement is planned.

o The fourth roller is placed in front of the compressor in the direction of movement.

o And as the back roller becomes free from under the base, it is lifted and placed in front of the compressor again.

7.25 The compressor is slowly moved forward onto the roller in front of it. o The fourth roller is placed so that the base of the compressor is

supported by this roller before the back roller comes free from under the base.

7.26 The compressor is slowly moved in this way until it reaches its new position.


o The rollers are continuously checked to see that they are straight in the direction of desired travel and that they are evenly spaced.

o The compressor is at all times supported by at least three rollers. 7.27 When the compressor reaches it new destination all movement is stopped,

and the Securing strips keeping the compressor in position are removed so that the compressor can be lifted off the rollers and lowered onto the ground.

7.28 Wedges are placed at two sides at one end of the compressor. o Enough wedges are used to lift the compressor clear of the planks on

the rollers. o The wedges are packed on top of each other to give a firm and secure

base for the crowbars to be used. 7.29 The compressor is lifted and then lowered onto two wooden blocks placed at

the corners. o The compressor is slowly guided to stand firmly on the blocks. o The blocks are placed so that they will not obstruct the rollers and

blocks when they are removed. 7.30 The same procedure is followed at the other side of the compressor. 7.31 The planks and then the rollers are removed from under the compressor.

o Care is taken not to move against the wooden blocks at the corners of the base.

o Hands and feet are kept clear from under the compressor. 7.32 The compressor is lowered and placed onto one wooden block and wedges at

each corner. o Two sides at one end is first lowered and then the two sides at the

other end. o The wedges used with the crowbars are regulated as the compressor

is lowered. 7.33 The compressor is lowered onto one wooden block at each corner.

o The wooden blocks are placed well in under the corners. o Again first the two sides at the one end is lowered and then the two

sides at the other end. 7.34 The compressor is lowered onto the ground.

DISCUSSION AND PRACTICAL BREAK

o Why is the compressor lifted together at two sides at one end and then at two sides at the other end?

o Why is the compressor first lifted onto wedges and then onto wooden blocks instead of directly onto wooden blocks?

o What precautions must be taken at all times during the task? o Why is the compressor secured with strips of wood at the front and back ends? o How can the direction of travel be changed while the compressor is being moved?


PRACTICAL ASSIGNMENT o Choose a suitable task where the principles and techniques demonstrated in the

video presentation can be carried out – keeping the recommendations made when listing the training aids required in mind.

o The trainees should work as a group getting everybody to do different duties as the task is practiced.

o The course controller must be fully involved during the first time the task is carried out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer, only when trainees become competent and confident in principles and techniques.

o All learners must be given the opportunity to carry out all duties – working as part of a team and taking charge of the operations of the team.

o The task must be carried out in full detail – from the planning stage through the selecting and examining of equipment stage to the completion of the task. The methods, principles, and techniques acquired during the previous modules must be rigidly adhered to.

SESSION TWO Lifting and moving an electric motor with a suitable lifting eyebolt and a mass of about 0,75 tons with an overhead crane:

1. Plan the task. o The site of the task is inspected. o The methods and techniques to be used is decided on. o The equipment needed is listed.

2. Collect the equipment. o All equipment is collected.


4. Take all the equipment to the site of the task. 5. Check all the equipment to ensure everything is there. 6. Check the area to see that it is safe to start the task. 7. Carry out the task.

7.1 Attach the sling to the motor lifting eyebolt. o A shackle is used to secure the sling to the eyebolt.

7.2 Move the crane hook towards the motor. o The appropriate hand signal is given.

7.3 Stop the crane movement when the hook is over the motor. o The appropriate hand signal is given.

7.4 Lower the hook and stop the downwards movement when the hook is low enough for the sling to be attached to the hook.

o The appropriate hand signal is given. 7.5 Attach the sling to the crane hook. 7.6 The hand signal for lift is given.

o Stand well clear of the hook movement. 7.7 When all the slack has been taken out of the sling the upward movement is

stopped. o The appropriate hand signal is given.


7.8 A guide rope is attached to the motor to guide its movement. o The guide rope is attached in a suitable position to give control on

both sides of the motor. o A clove hitch is used to secure the guide rope to the motor. o The free ends of the guide rope is left long enough to easily guide the

motor from the ground when it has lifted to clear all the obstacles in its path of travel.

7.9 Check the sling ends to see that they are secure and safe. 7.10 Give the hand signal to rise.

o Guide motor as it clears the ground. 7.11 Continue to raise the motor until it is high enough to clear all obstacles in the

path of travel and then stop all movement. o The appropriate hand signal is given.

7.12 Move the motor towards the area where it can safely be moved in the direction it has to be moved to and then stop all movement.

o The appropriate hand signals are given. 7.13 Move the crane towards the new position where the motor must be placed

and stop all movement when the motor is in the vicinity of its new position. o The appropriate hand signals are given. o The motor is guided all the way. o Make sure that there are no people under the motor while it is being

moved. 7.14 Lower the crane hook until the motor is about 100 mm off the ground and

then stops all movement. o The appropriate hand signals are given.

7.15 Remove the guide rope from the motor. 7.16 Move the motor to its new position and stop all movement when it reaches

this position. o The appropriate hand signals are given. o The motor is guided by hand as it moves along.

7.17 Lower the crane hook until the motor is firmly on the ground and the sling is slack on the motor and then stops all movement.

o The appropriate hand signals are given. o The motor is guided by hand as it is lowered.

7.18 Remove the crane hook from the sling, raise the hook and move the crane to its parking area.

o The appropriate hand signals are given. DISCUSSION AND PRACTICAL BREAK POINTS FOR DISCUSSION

o Why are hand signals so important when using an overhead crane? o Why is the guide rope attached to the motor? o Why must the motor not be moved over people on the ground? o It is not advisable for the person directing the lifting and moving of the motor to also

operate the crane – why?


PRACTICAL ASSIGNMENT o Make the necessary arrangements for the use of an overhead crane to lift and move

a fairly large electric motor or similar machine with a lifting eyebolt. It must be ensured that all the trainees are briefed on the organization’s regulations with respect to the use of overhead cranes before attempting the task.

o The learners should work as a group getting everybody to do different duties as the task is practiced.

o The course controller must be fully involved during the first time the task is carried out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer only when trainees become competent and confident in principles and techniques.


o The task must be carried out in full detail – from the planning stage through the selecting and examining of equipment stage to the completion of the task. The methods, principles and techniques acquired during the previous modules must be rigidly adhered to.

SESSION THREE Lifting and securing an electric motor with a mass estimated at one ton without a lifting eye onto a flat vehicle and securing the motor to be transported.

1. Plan the task. o The site of the task is inspected. o The methods and techniques to be used is decided on. o The equipment, needed is listed.

2. Collect the equipment. o All equipment is collected.


4. Take all the equipment to the site of the task. 5. Check all equipment to ensure everything is there. 6. Check the area to see that it is safe to start the task. 7. Carry out the task.

7.1 Examine the overhead beam. o Determine the position for the sling to hold the chainblock.

7.2 Place a ladder in position and climb up the ladder. o The ladder is held at all times whilst working. o A safety belt is worn and is safely secured around the beam.

7.3 Wrap rubber protection around the beam. o The rubber must be able to fully protect the sling against all sharp

edges. o The rubber is firmly tied into position.

7.4 Attach the sling to the beam. o The single-double wrap basket slinging method is used. o The sling ends are secured with a shackle.

7.5 Attach the chainblock onto the sling. o The chainblock is pulled up to the top of the beam using a suitable

rope.


o The chainblock is attached to the shackle on the sling. 7.6 Move the sling so that the chainblock hook is as close to the centre of gravity

of the load as possible. o The centre of gravity point of the load is found. o The person on top of the ladder is directed from the bottom to move

the sling to the correct position. 7.7 Cradle sling the motor.

o Two slings of the same length are used. o The one sling is first placed in position and its ends held together. o The second sling is placed in position and its ends are held together. o The four sling ends are secured together with a shackle. o The sling angles must be less than 90 degrees.

7.8 Lower the hook of the chainblock. o The hook is lowered until it is low enough to be attached to the slings

and then all movement is stopped. o The appropriate hand signals are given.

7.9 Attach the chainblock hook to the shackle on the slings. o The shackle is firmly placed over the hook ensuring that the hook

safety clip is in position. 7.10 Raise the hook of the chainblock.

o The hook is raised until all the slack has been taken out of the slings and then all movement is stopped.

o The appropriate hand signals are given. 7.11 Inspect all sling ends and contact areas.

o This type of inspection is always carried out before a load is lifted. o The sling ends are checked to see that they are secure and seat

properly. o The slings on the motor are checked to see that they are evenly

spaced around the centre of the motor and that they are not obstructed in any way.

7.12 Lift the motor. o The motor is raised off the ground and then lifted as fast as possible. o All movement is stopped when the motor is lifted high enough to, so

that the vehicle can be pushed in underneath it. o Hands and feet are kept clear from underneath the motor. o The motor is guided as it is lifted. o The appropriate hand signals are given.

7.13 Position the vehicle under the motor. o The vehicle base is covered with rubber insertion or conveyor belting. o The vehicle is positioned so that the motor will be placed in the centre

to maintain a balanced distribution of its mass. o It is ensured that the vehicle is firmly parked and will not move when

the motor is lowered onto it. 7.14 Lower the motor.

o The motor is lowered to within about 50 mm from the base of the vehicle and then all movement is stopped.

o The vehicle base is again inspected to make sure that the motor will fit on properly.

o The appropriate hand signals are given.


7.15 Lower the motor onto the vehicle base. o The chainblock hook is lowered until the motor is firmly down onto

the base of the vehicle and all movement is stopped when the slings are completely slack.

o The motor is guided onto the base of the vehicle. o The appropriate hand signals are given.

7.16 Remove the hook and slings from the motor. o The chainblock and slings are moved out of the way.

7.17 Hook four un-tensioned turnbuckles to the base of the vehicle. o All the turnbuckles are completely un-tensioned. o The turnbuckles are positioned where they can effectively be used to

secure the motor. o The turnbuckles must be positioned in a manner that they are easily

accessible and freely moveable. 7.18 Tie the motor in position.

o Weave the lashing rope through one turnbuckle eye, over the motor, through another turnbuckle eye, across to another turnbuckle, through the eye, over the motor, through the turnbuckle eye, back over the motor again and through a shackle.

o The lashing rope is pulled tight and tied off with half-hitches. o A figure of eight arrangement is used to lash the motor to the vehicle. o The lashing rope is pulled tight throughout the lashing procedure. o Before pulling the lashing tight, its position is checked to see that it

cannot damage anything. o The lashing rope is passed through all four turnbuckle eyes.

7.19 Tension the lashing rope. o The four turnbuckles are tightened by hand first and then with a

suitable lever. o The lashing is tensioned equally at all four turnbuckles. o The turnbuckles are tensioned but must not be forced by using too

large a lever. 7.20 Check that the motor is firmly and securely lashed. 7.21 Move the vehicle to its required destination. 7.22 Remove all the equipment used for the task.

DISCUSSION AND PRACTICAL BREAK

o Why is a safety belt worn and fastened onto the beam? o Why is the cradle slinging method used on the motor? o What safety rules must be observed when using the cradle method of slinging? o What type of slinging method is used on the sling to which the chainblock is

attached? o What precautions must be taken when attaching the sling to the chainblock hook? o Why are the turnbuckles un-tensioned when they are attached to the vehicle before

the lashing rope is weaved into position?


PRACTICAL ASSIGNMENT Select a suitable motor or similar machine without a lifting eyebolt onto which the cradle slinging method can be applied, positioned where it can be lifted with a chainblock attached to an overhead beam and secured onto a flat vehicle. NOTE: Where it is not possible to carry out this task in the vicinity of an overhead beam, a portable jib will also be suitable since the lifting methods and principles are the important factors in this task – not the use of ladders and safety belts. The learners should work as a group getting everybody to do different duties as the task is practiced. The course controller must be fully involved during the first time the task is carried out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer only when trainees become competent and confident in principles and techniques. All learners must be given the opportunity to carry out all duties – working as part of a team and taking charge of the operations of the team. The task must be carried out in full detail – from the planning stage through the selecting and examining of equipment stage to the completion of the task. The methods, principles and techniques acquired during the previous modules must be rigidly adhered to.


SLM-5 MODULE 4B

CARRYING OUT SPECIFIC TASKS (PART TWO)

MODULE PREVIEW This is the fifth and last program and second part of the fourth of a five program series covering four modules on SAFE LIFTING AND MOVING. The procedure to be followed during this program is the same as with the previous programs, view the tape and when the ”DISCUSSION OR PRACTICAL PERIOD” logo appears on the screen, stop the tape and carry out the instructions given by the course controller. The demonstration of practical tasks that was started in the previous program is continued. This fourth module provides models on how to carry out tasks in specific surroundings using specific equipment – a further three are demonstrated on this tape. The first task demonstrated is moving a transformer sideward and then lifting and securing it to be transported. Some important concepts are shown during the carrying out of this task that provides an easy method of moving a heavy mass sideways. The second task is lifting a roll of cable using cable jacks and the last task is lifting an electric motor with an overhead beam to attach equipment. It is assumed that there is no suitable chainblock available to lift the motor with. At the end of the module a criterion test based on the module will be given. After having successfully achieved all the criteria of the criterion test, a final competence test based on all four modules must be achieved in order to be certified competent in the principles and techniques of safe lifting and moving. TRAINING AIDS REQUIRED

1. TASK 4 o A transformer or any other equipment or machine that can be lifted and

moved sideways using the principles demonstrated on the videotape. It is important that the beam be long enough so that the two slings can be attached to the beam a minimum of two to three meters apart. The height of the beam is not too important other than giving enough space to lift the machine.

o Two chainblocks. o Two slings to attach the chainblocks to the beam. o Rubber insertion or conveyor belting to protect the chainblocks against sharp

edges on the beam. o Rope yarn. o Seven shackles. o Two slings to attach to the transformer (the length of these slings is

determined by where the lifting eyes on the machine are situated. On machines without lifting eyes, other slinging methods, such as cradle slinging for example, can be used).


o A length of manila rope for lifting the chainblocks. o A vehicle for lifting the transformer onto. The vehicle base must either be

covered with rubber insertion or conveyor belting or it must have two planks heavy enough to carry the mass of the transformer on its base.

o Lashing rope. o A ladder. o A safety belt. o Hard hats. o Gloves.

2. TASK 5 o A fairly large drum of cable situated in a position that the drum can be lifted

on jacks and the cable rolled off the drum. Where a cable drum is not available it is recommended that some other suitable object be used that can be lifted with a jack (not necessarily a cable jack) showing, the principles demonstrated in the video program.

o Two cable jacks (or other suitable jacks). o Two lengths of manila rope. o Four pegs about 400 mm long. o Two heavy hammers. o A length of shafting long enough to go through the cable drum, extending

sufficiently to go over the jacks when they are in position. The shafting must be thick enough to support the mass of the cable drum and its cable without bending.

o Hard hats. o Gloves.

3. TASK 6 o A fairly large motor or other suitable machine with a lifting eyebolt situated

in a position that it can be lifted from an overhead beam. It is assumed that there are no suitable chainblocks available for lifting the motor and that only a tirfor is available. If there is no suitable anchor point available for the tirfor, the motor must be situated in a position where an artificial anchor, as demonstrated in the video presentation, can be created. Similarly if there is no suitable anchor available for the snatchblock at the ground level an artificial anchor can be provided in the same manner. Remember however always to use suitable permanent anchor points if they are available.

o A suitable pedestal to lift the motor onto. o Four snatchblocks. o Rubber insertion or conveyor belting to protect the slings attaching the

snatchblocks the beam and also to protect the snatchblock on the ground against dirt.

o Rope yarn. o Four shackles. o A tirfor. o Three slings to attach the snatchblocks to beams. o One sling to attach the tirfor to an anchor point.


o One long standard wire rope with eyes spliced into the ends. The length of the rope will depend on the height of the beam and the distance of the anchor points from the motor. If only a standard wire rope without eyes in is available, two temporary eyes can be made in the ends of the rope using the methods and procedures demonstrated in the first part of this module.

o A length of manila rope. o A ladder. o A safety belt. o Hard hats. o Gloves. o Optional: Three heavy pegs about 900 mm long.

A heavy hammer. Rope to lash the pegs together. Protecting material for the pegs. MODULE PROCEDURES SESSION ONE Lifting and moving a transformer with a mass of 1 696 kilograms by using two chainblocks, then lifting the transformer onto a vehicle and securing it to be transported.

1. Plan the task. o The site of the task is inspected. o The methods and techniques to be used is decided on. o The equipment needed is listed.

2. Collect the equipment. o All the equipment is collected.

3. Examine the equipment. o All the equipment is examined.


7.1 Examine the overhead beam. o The positions of both chainblocks are determined. o The hook of the first chainblock, referred to as the middle chainblock,

must hang as close to the centre of gravity of the transformer as possible.

o The hook of the second chainblock must hang as close to the centre point of the new position as possible.

7.2 Place a ladder in position. o The ladder is placed so that both chainblocks can be attached to the

beam. o Somebody is holding the bottom of the ladder at all times.

7.3 Climb up the ladder. o A safety belt is used. o The top of the ladder is firmly tied into position.

7.4 Attach the first chainblock to the beam. o The position is pointed out from the ground.


o Rubber protecting material is wrapped around the beam and securely tied into position.

o A sling is attached to the beam using the single-double basket method.

o The sling ends are secured together with a shackle. o The chainblock is pulled up to the beam with a rope.

7.5 Attach the second chainblock to the beam. o The same procedure is followed as with the first chainblock. o The chainblock, together with the sling and protecting material, is

moved along the beam to a position pointed out from below. 7.6 Attach a sling to each lifting eye of the transformer.

o The slings are the same lengths. o Shackles are used on the lifting eyes. o All lifting eyes are used (there are sometimes more than two lifting

eyes). 7.7 Secure the sling ends together.

o Two shackles are attached to each other with a third shackle. o The third shackle is used to secure the sling ends together leaving two

free shackles the sling angles must be less than 90 degrees. 7.8 Attach the chainblock hooks.

o The hooks of both chainblocks are lowered until they can be attached to the two free shackles.

o The middle chainblock hook the left-hand shackle and the second chainblock hook to the other one.

7.9 Take up the slack in the slings. o Both chainblocks are operated together until the slack is altogether

taken out of both slings. o the hook of the middle chainblock is raised pulling the slings towards

it. o At the same time the hook of the second chainblock is lowered

allowing the movement towards the middle. 7.10 Check the slings.

o Both slings are tight. o The slings do not obstruct each other. o The sling angles are not more than 90 degrees. o All slinging areas are secure.

7.11 Lift the transformer. o The hook of the first chainblock is raised þ at the same time lower the

hook of the second chainblock. o The chain of the second chainblock is kept tensioned all the time. o the transformer is lifted high enough so that it can easily be moved. o The movement of the transformer is guided. o All feet are kept clear from under the transformer.

7.12 Move the transformer to the right. o Raise the hook of the second chainblock. o At the same time lower the hook of the first chainblock. o The tension in the chain of the first chainblock is adjusted allowing the

transformer to move to the right.


o The co-ordination between the operators of both chainblocks is closely monitored.

o When the transformer is moved to the desired position the upward movement of the second chainblock is stopped.

o The downward movement of the first chainblock hook is continued until its chain is altogether slack.

o The transformer is now supported by the second chainblock. 7.13 Lower the transformer.

o Lower the hook of the second chainblock until the transformer is firmly on the ground.

o The hook of the middle chainblock is lowered if necessary to make sure it remains un-tensioned.

7.14 Remove the hook of the first chainblock. o The hook is removed from the shackle. o The hook is moved out of the way by raising it.

7.15 Lift the transformer. o The hook of the second chainblock is raised until the transformer is

high enough off the ground so that the vehicle can be moved in under it.

o All movement is stopped when the transformer is lifted high enough. o All hands and feet are kept clear from under the transformer.

7.16 Move the vehicle in under the transformer. o The vehicle must have rubber insertion or conveyor belting or two

planks long enough and thick enough to support the mass of the transformer on its base.

o The vehicle is positioned so that the transformer will seat firmly in the centre on the vehicle.

7.17 Lower the transformer. o The chainblock hook is lowered until the transformer is firmly down

on the vehicle and then all movement is stopped. o The transformer is guided as it is lowered.

7.18 Secure the transformer to the vehicle. o A lashing rope is secured to the vehicle and weaved through the

securing eye of the transformer, onto the vehicle, through the eye of the transformer, and tied off.

o The rope is pulled tight at all times during the weaving process. o The rope is tied off with half-hitches. o The half-hitches are tied off with rope yarn. o Both sides of the transformer are secured in the same way.

7.19 Check that the transformer is secure. 7.20 Remove the chainblock hook.

o The chainblock hook is lowered and removed from the shackle. o The hook is moved out of the way by raising it.


o Why are two chainblocks used in this task?


o Can two chainblocks each with a lifting capacity of one ton be used to share the load of 1 696 kilograms?

o Why is the first chainblock positioned in the middle of the transformer and the second one in the middle of the new position of the transformer?


o Choose a task as outlined in TRAINING AIDS REQUIRED. o The learners should work as a group getting everybody to do different duties as the

task is practiced. o The course controller must be fully involved during the first time the task is carried

out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer only, when the trainees become competent and confident in the principles and techniques.



o Where there is only one trainee or not enough trainees to make up the team, suitable assistants must be used.

SESSION TWO Lifting a roll of cable with a mass of one ton standing on fairly level hard ground, using cable jacks.

1. Plan the task. 1.1. The site of the task is inspected. 1.2. The methods and techniques to be used is decided on. 1.3. The equipment needed is listed.

2. Collect the equipment. 2.1. All the equipment needed is collected.

3. Examine the equipment. 3.1. All the equipment is examined.


7.1. Examine the centre holes on the cable drum. o The holes must be undamaged. o The holes must be able to support a shaft. o Both holes must be examined.

7.2. Place the jacks in position. o The bases must stand firm and level. o The ground must be leveled if necessary. o The jacks are placed as close to the cable drum as possible without

obstructing anything. o Both jacks are placed in the same way.


7.3. Place a shaft through the centre of the cable drum. o The shaft must be long enough to protrude on both sides and

protrude equally past the ends of the cable jacks. o The shaft must be thick enough to support the mass of the cable drum

when lifted, without bending. 7.4. Raise both cable jacks.

o Both cable jacks are raised together. o The jacks are raised evenly. o The shaft must fit securely on the jacks. o Raise both jacks until the shaft is tight up against the top of the hold

but the drum not yet rose off the ground. 7.5. Check that jacks are firm.

o Both jacks are checked. 7.6. Loosen end of the cable off. 7.7. Raise the cable drum.

o Both jacks are raised together. o Both jacks are raised evenly. o The drum is lifted just high enough so that it will be able to turn

without being obstructed. 7.8. Secure both jacks.

o Knock pegs firmly into the ground. o The pegs are knocked into the ground in positions on either side of

both jacks. o The pegs are positioned to give a firm pull on the jacks. o A manila rope is tied to both the jacks using a clove hitch. o The ends of each rope are pulled tight around the pegs. o The ropes are tightened off using half-hitches.

7.9. Check that both cable jacks are secure and upright. 7.10. Start rolling off cable.

o Keep feet clear from under cable drum. DISCUSSION AND PRACTICAL BREAK POINTS FOR DISCUSSION

o Why must the jacks be level and stand up straight? o Why are the jacks secured with manila rope? o Why is the end of the cable loosened off, before the cable drum is lifted off the

ground? PRACTICAL ASSIGNMENT

o Choose a task as outlined in TRAINING AIDS REQUIRED. o The learners should work as a group getting everybody to do different duties as the


out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer only when the trainees become competent and confident in the principles and techniques.




o Where there is only one learner or not enough trainees to make up the team, suitable assistants must be used.

SESSION THREE Lifting a motor (with an estimated mass of one ton), situated in the vicinity of a beam that can be used for lifting it, with a lifting eyebolt. A tirfor is to be used to lift the motor, as no suitable chainblocks are available.

1. Plan the task. 1.1. The site of the task is inspected. 1.2. The methods and techniques to be used is decided on. 1.3. The equipment needed is listed.

2. Collect the equipment. 2.1. All the equipment is collected.

3. Examine the equipment. 3.1. All the equipment is examined.


7.1. Climb up the ladder. o A ladder is placed in a position so that two slings can be attached to

the beam. o The ladder is held at the bottom all the time. o The top of the ladder is securely tied to the beam. o A safety belt is worn and secured around the beam.

7.2. Attach two slings to the beam. o Wrap rubber protecting material around the beam about 500 mm to

the centre point of the motor, onto the beam above the motor. o These positions are indicated from the ground. o The rubber protecting material is tied around the beam. o A sling is wrapped around the beam using the single- double wrap

basket method around each position. o The sling ends are secured with shackles.

7.3. Attach the eye of a long rope onto the first sling. o The length of the rope is determined by the height of the beam and

the distance of the tirfor anchor point from the motor. o The rope has eyes on both ends. o The rope is pulled up to the beam using a manila rope. o The rope eye is attached to the sling shackle.

7.4. Attach the rope to a snatchblock. o A snatchblock is pulled up to the beam with a manilla rope. o The snatchblock is hooked onto the second sling.


o The snatchblock detachable end is opened. o The rope from the sling is looped downwards, and weaved through

the snatchblock. o The snatchblock is closed off.

7.5. Attach a snatchblock to the motor lifting eyebolt. o The loop formed between the first sling and the. o Snatchblock is allowed to go down to the motor. o Weave the loop through a second snatchblock. o Attach the snatchblock hook to the motor lifting eyebolt. o The snatchblock detaching side is opened, the rope weaved around

the sheavewheel and the side closed off again. 7.6. Attach a deflecting snatchblock to the bottom end of the beam.

o Rubber protecting material is wrapped around the beam. o A sling is attached to the beam using the single-double wrap basket

method and the ends secured with a shackle. o The sling is placed low down on the beam close to the ground. o Attach a snatchblock with its hook to the sling. o Place protecting material under the snatchblock to protect it against

dirt lying on the ground. o An artificial anchor point must be provided if there is no suitable

beam to anchor this deflecting snatchblock. 7.7. Attach the rope to the deflecting snatchblock.

o Take up all the slack in the rope. o The end of the rope is pulled tight on the motor lifting eyebolt and

snatchblock, the snatchblock on the beam above and weaved through the deflecting snatchblock.

o The snatchblock detachable side is opened, the rope is reeved around the sheavewheel and the snatchblock is closed off.

o The rope must not touch the motor as it goes down to the motor þ the rope must be pulled in the direction of the tirfor anchor point.

o The rope angle must not be more than 90 degrees. o The deflecting snatchblock is temporarily placed on the protecting

material on the ground. 7.8. Lash the temporary tirfor anchor points together.

o Secure a rope to the first of the three pegs and tie the rope off with half-hitches.

o Tie the front two pegs together. o The pegs are firmly bound; the rope pulled tight around the peg a

number of times and tied off with half-hitches. o The second and third pegs are firmly bound together in the same way. o The correct placing and depth of pegs as previously explained must be

adhered to. 7.9. Attach the tirfor to the anchor point.

o Make sure the anchor has proper protecting material around it. o Wrap a sling around the anchor, using the single-double wrap basket

method and secure the ends together with a shackle. o Remove the tirfor securing pin, place the tirfor in place and replace

the pin locking it in position.


o The tirfor rope is out and the rope locking device is in the unlocked position.

7.10. Attach the tirfor rope to the motor lifting rope. o Feed the tirfor rope through the rope guide until all the initial slack

has been taken up and the tirfor hook can be attached to the eye of the rope from the motor.

o Pull the tirfor rope tight and lock it in position. 7.11. Tension the ropes.

o Take all the slack out of both ropes with the aid of the tirfor. o The tirfor movement handle is moved so that the rope is fed through

the tirfor in position. o All movement is stopped when the ropes are fully tensioned and

before the motor starts to lift. 7.12. Check all ropes and contact points. Checks are carried out at:

o The ropes handing from the beam. o The snatchblocks attached to the motor lifting eyebolt. o The rope going to the deflecting snatchblock. o The contact area of the deflecting snatchblock. o The contact areas of the tirfor rope and the motor rope. o The tirfor attachment to the anchor point. o The lashing of the anchor points. o The stability of the anchor points.

7.13. Lift the motor. o The motor is lifted by operating the tirfor handle. o The motor is guided as it lifts clear off the ground. o The motor is lifted high enough so that the pedestal can be moved in

under it and then all movement is stopped. o Hands and feet are kept clear from under the motor as it is lifted.

7.14. Lower the motor into position. o The pedestal is moved in under the motor. o The pedestal is position so that the motor will fit the position it will be

bolted onto on the pedestal. o The tirfor handle is placed on the reverse lever and the tirfor rope is

moved in the opposite direction allowing the motor to be lowered. o The motor is guided in position as it is lowered. o The appropriate hand signals must be given for the lifting and the

lowering of the motor. o Check that the motor is firmly in position.

7.14. Remove all equipment used. DISCUSSION AND PRACTICAL ASSIGNMENT POINTS FOR DISCUSSION

o Why are snatchblocks used to attach to the beam and the motor lifting eyebolt? o What is the purpose of the snatchblock used as the deflecting snatchblock? o Why is one long rope used instead of a number of short ones? o Why are the pegs of the anchor point lashed together? o To what depth should the anchor pegs be knocked into the ground?


o What proportion of the peg is normally above the ground? o What precautions must be taken when lifting the motor with the tirfor?


o Chose a task as outlined in TRAINING AIDS REQUIRED. o The trainees should work as a group getting everybody to do different duties as the


out, taking full control of all operations and then delegating certain responsibilities until he acts as an observer only when the learners become competent and confident in the principles and techniques.



o Where there is only one learner or not enough trainees to make up the team, suitable assistants must be used.


CRITERION TEST (All learners) SML - 4 & 5

CARRYING OUT SPECIFIC TASKS NOTE: Tasks will be evaluated according to the principles, methods and techniques

covered in the program ”SAFE LIFTING AND MOVING”. ALL CRITERIA MUST BE ACHIEVED

1. You are required to work as part of a team carrying out one of the six lifting and moving tasks practiced during the program. The course controller will select the position that you will take in the team and also which task will be carried out. Your position may be changed from time to time during the task.

2. You are required to take charge of a team carrying out one of the six lifting and moving tasks practiced during the program. You will be required to carry out the whole task in full, from the planning stage through the selecting and examining of equipment to the completion of the task. You will be required to give all the instructions for the different operations and take full responsibility for the actions of all members of the team. All communications to team members must as far as possible be by means of the appropriate hand signals.

The course controller will select the task to be carried out.


CRITERION TEST EVALUATION SHEET SLM - 4 & 5

CARRYING OUT SPECIFIC TASKS NOTE: Criterion test instructions to be given verbally to illiterate learners. The learner giving instructions as well as those carrying out the instructions must be closely supervised to ensure that they do not give or carry out dangerous practices. Any sign of unsafe acts must be stopped immediately and assistance given to rectify the malpractice. To avoid specific leaner getting only mundane duties whilst others get just difficult duties, learner(s) to be moved to carry out different duties during the task. The learner(s) must be evaluated on as many duties as possible.


CRITERION TEST EVALUATION SHEET SLM - 4 & 5

CARRYING OUT SPECIFIC TASKS

YES NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

1.1 1.2 1.3 1.4 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 4.1 5.1

Did the learner: Wear proper overalls and safety shoes. Obey all instruction given by task administrator. Interpret all hand signals given by task administrator. Carry out all duties safely and competently. Planned the task by: Examine the environment. Deciding what techniques to use to carry out the task. Deciding if there are any special precautions that need to be taken. Deciding what tools and equipment to use. Selected all the equipment needed by: Obtaining the mass of the load. Selecting equipment as per organization procedures. Selecting slings as per organization colour coding system OR by obtaining correct slings from responsible person. Selecting equipment with the required lifting capacities. Selecting the required quantity of equipment. Selecting all safety equipment. Examined all the equipment by: Carrying out examinations as per approved procedures on all equipment. Checked all equipment on site by: Correlating equipment available to equipment list made. Checked to see that it was safe to start task. Established communication system with all members of team before starting the task. Carried out the task in a logical and safe manner. All hand signals clearly given as per organization system. All verbal instructions given clearly and distinctly. Work of all members of team monitored. Task completed without any dangerous or haphazard commands. Task carried through to its completion without any unsafe incidents.

ALL CRITERIA ACHIEVED Attempt number 1 2 3 4 5 LEARNER: __________________________________________________________________ DATE: _________________ COURSE CONTROLLER: ________________________________

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