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PRESENTER'S GUIDE

"RIGGING SAFETY IN CONSTRUCTION ENVIRONMENTS"

Part of the "CONSTRUCTION SAFETY KIT" Series

Quality Safety and Health Products, for Today...and Tomorrow

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THE "CONSTRUCTION SAFETY KIT" SERIES

This education program is part of the "Construction Safety Kit" Series. The programs in this series have been created to provide building and construction employees with good, basic information on everyday safety and health topics. Many of these programs also meet employee training requirements of specific OSHA regulations. This series includes the following programs:

Crane Safety

Eye Safety

Fall Protection

First Aid

Hand and Power Tool Safety

Hand, Wrist and Finger Safety

Heat Stress

Ladder Safety

Personal Protective Equipment

Rigging Safety

Right-To-Know/The Hazard Communications Standard

Safety Orientation

Supported Scaffolding Safety

Suspended Scaffolding Safety

The OSHA Lead Standards The series also includes a number of programs that have been created to provide employees with condensed, "refresher" training on important OSHA regulatory topics, as well as meet employee retraining requirements of specific OSHA regulations:

Personal Protective Equipment Refresher Training

Right-To-Know Refresher Training

Supported Scaffolding Safety Refresher Training

Suspended Scaffolding Safety Refresher Training

The OSHA Lead Standards Refresher Training

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com

Other products in the "Construction Safety Kit" product line include employee booklets and posters, which have been designed specifically to be used with the programs. Compliance manuals are also available for many of the OSHA regulatory topics. By combining these products you have all of the materials you need to promote and conduct a complete safety meeting (for information on these products, contact your local distributor).

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com

TABLE OF CONTENTS

Section $ INTRODUCTION TO THE PROGRAM 1

— Structure and organization — Background — Objectives — Reviewing the program

$ PREPARING FOR THE PRESENTATION 2

— Structuring the presentation — Setting up the class and classroom

$ CONDUCTING THE SESSION 3

— The initial steps — Showing the program — Using the program for "Tailgate Meetings" and "Toolbox Talks" — Conducting the discussion — Concluding the presentation — "Wrapping up" the paperwork

$ OUTLINE OF MAJOR POINTS IN THE PROGRAM 4

$ ACCOMPANYING MATERIALS 5

— Scheduling and Attendance Form — Quiz — Training Certificate — Employee Training Log — Booklet

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INTRODUCTION TO THE PROGRAM

Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections in this program include:

The OSHA crane safety regulations.

Hand signals.

Equipment inspection.

Hazard assessment.

Slings.

Hitches.

Load angles.

Personal protective equipment.

Background We have all heard the phrase"... "A chain is only as strong as its weakest link". When it comes to crane operations, rigging can often be that weak link. How a load is attached to a crane can make the difference between a successful lift and an unfortunate accident. Crane-related accidents can often be deadly, due to the large and heavy loads that are lifted. A small miscalculation, or a brief moment of inattention, and tragedy could strike. Once a load falls not much can be done to stop it,

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and there is little time for people to move safely out of the way. A coworker could be injured, or expensive equipment and materials could be damaged or destroyed... even the crane itself. OSHA has been so concerned about crane safety that they revised their crane and rigging safety regulations to make them even more stringent. It is estimated that over 90% of crane-related accidents are caused by human error. So it is very important for employees to learn how to perform rigging operations as safely as possible. With the proper preparation, equipment, and attitude, costly accidents can be avoided. By learning how to rig a load safely... and communicate clearly... employees can steer clear of situations that could place them and their coworkers in danger.

Objectives To help employees understand rigging safety, this education and training program is designed to present basic information in this area. Upon completion of the program, employees should:

Understand the most important aspects of OSHA's crane and rigging safety regulations.

Be able to use hand signals to indicate different crane operations, and understand why proper communication is essential for safe operations.

Be able to conduct a thorough inspection of both their worksite and the equipment they work with.

Understand the fundamental principles in selecting and using specific types of slings, and why the correct choice is important.

Be able to use different hitches with different types of loads.

Know the importance of sling angles, and how they can affect load balance.

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Be able to calculate specific angle and Load determinants when preparing to lift heavy cargoes.

Understand how wearing the proper clothes and personal protective equipment can help protect them from injuries.

Reviewing the Program As with any educational program, the "presenter" should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An "outline" of the points in the program is included in this Presenter's Guide to help with this task and for general reference.

As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.

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PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the "trainees" are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should:

Keep the session focused on the topic of rigging safety in construction environments.

Relate discussions to how rigging is involved in the employees' own jobs.

Prevent any one person or small group of employees in the session from doing all the talking.

Get everyone involved. Ask questions of those who don't participate voluntarily.

Clarify comments by relating them to the key points in the program.

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Use the "Outline of Major Points" section included in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on rigging safety. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to prevent accidents and injuries from occurring.

Setting Up the Class and Classroom There are a number of things that must be done to "set up" the class as well as the classroom. If you are using the program for a "Tailgate Meeting" or "Toolbox Talk" some of these things won't apply, but many of them will. So you will still need to run through this checklist prior to your training session. They include:

Scheduling and Notification — Use the enclosed form to schedule employees into the

session. — Make sure that the session is scheduled so that it fits

into your attendees' work day. — Send out notification of the session well in advance, to

give people enough time to incorporate it into their schedule for that day.

— If possible, post a notification on bulletin boards in the affected employees' areas.

The Classroom — Schedule the room well in advance. — Make sure the room can accommodate the expected

number of attendees. — Check it again on the day of the program to make sure

there is no conflict. — Make sure the room can be darkened, and won't create

a glare on the television screen. — Locate the light controls and test them. — Make sure the power for the videotape or DVD player

you are using operates separately from the room light. — See if you can control the room temperature.

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— Know where the closest restrooms are located. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known to

the attendees.

Seating — Make sure everyone can see the screen from their seat. — Make sure everyone can hear both the videotape/ DVD

and you (when you speak). — Check to see that seating is such that writing can be

done easily. — Make sure the seating arrangement allows eye contact

between attendees, and between you and attendees.

Equipment and Materials — Make sure the videotape or DVD player, monitor, and all

appropriate cables and extension cords are available. — Make sure a stand or table is available and is of

appropriate height for all attendees to easily see the monitor.

— If you plan on using a chart pad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements.

— Make sure you have 6" x 8" index cards or other materials to be used as "name tents" for attendees.

— Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using.

"Final Check" — Make sure equipment is in the room prior to the

scheduled session. — Make sure you have the right program, (look inside the

three-ring binder!) — Check to see that the room is set up properly. — Check equipment prior to the presentation to assure

that it works. — Make sure extension cords, etc. are "taped down", if

need be, to avoid tripping.

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— If you are using the videotape version of the program, run the "leader" up to the point where the program begins.

CONDUCTING THE SESSION The Initial Steps

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In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about rigging safety. Initially, you need to:

Introduce yourself as the session leader.

State the title of the program, "Rigging Safety In Construction Environments", and the purpose of the session (to learn about how to eliminate potential hazards and create a safer workplace).

Inform the attendees when there will be breaks (if you plan them) the location of exits and restrooms and if water, coffee, or other refreshments will be available.

Make sure all of the attendees have "signed in" on your scheduling and attendance sheet. Remember, it is very important to document peoples' attendance at the session.

Once this housekeeping is done, it is time to move to the "meat" of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should include information such as the following paragraphs:

"Rigging safety is one of the most important aspects of crane operations. We have all heard about crane-related accidents that caused severe injuries... or even death. But what you may not have heard is that over 90% of crane-related accidents are caused by human error. That is a frightening figure, and it is something we can improve upon with preparation and the right attitude." "Crane-related accidents are always serious, and can often be deadly, due to the large and heavy loads that are lifted. A small miscalculation, or a brief moment of inattention, and tragedy could strike. Once a load falls, there is little time for people to move safely out of the way. As a result, coworkers could be injured, or expensive equipment and materials could be damaged or destroyed... even the crane itself."

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"When you rig a load, you are responsible for thousands of dollars worth of material reaching its destination undamaged. But more importantly, you are responsible for the safety of yourself and your coworkers. This training will help you learn the critical things that are necessary to be able to leave your job site safe and uninjured at the end of the day."

"The program we are going to watch provides a lot of good information about how following good rigging safety practices can help prevent accidents and injuries. To make this the most productive session possible, we need to look at what we want to accomplish here today of this guide, (verbally reference the

<Objectives= list from the first section or gesture to the blackboard

or chart where you have written them down)". Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being "graded", but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember.

Conducting the Discussion After the program or chapter has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of creating a safer workplace and how to perform safe rigging operations. There are several ways to conduct this discussion. These include:

Calling for questions from the attendees and using these questions as the basis for the discussion.

"Leading" the discussion through the points covered in the program, using statements such as:

— "One of the segments of the program discussed the risk of electrocution. Who can tell us where we could encounter this hazard and how to avoid it?"

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— "We saw an interesting sequence about hand signals. Who can demonstrate the proper hand signal for an emergency stop?"

You should use the discussion format that you are most comfortable with. The Outline of Major Points section in this guide, and the questions and answers in the master copies of the quiz can also be very useful as a basis for discussion. Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendee's questions and areas of obvious interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session.

Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.)

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"Wrapping Up" the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of "paperwork" must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course. Remember, it is always a good idea to document information about employee attendance at these sessions, as well as the fact that the employee has come away from the session with an increased knowledge of rigging safety.

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OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program.

$ Loads come in all shapes and sizes, including: — Freight. — Equipment. — Building materials.

$ There are many different ways to rig these loads.

— If we miss a step in the rigging process, things could go seriously wrong.

— We need to stay alert. — And follow safety rules.

Because of the hazards associated with working with cranes, OSHA has had "crane safety" regulations in force for some time.

— But until recently, they hadn’t been changed for almost 40 years.

However, with the crane-related accidents in the construction industry increasing rapidly, in August of 2010 OSHA updated a number of provisions in the construction portions of the regulations.

— To be more in tune with today’s sophisticated equipment and operating environments.

The crane regulations cover a number of areas, including: — Ground conditions. — Assembly and disassembly. — Work around power lines. — And inspections.

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They also address: — Signaling. — Fall protection. — Work area control. — Operator certification. — Qualifications for "signal persons" and maintenance

personnel. — And training.

While you should be familiar with all of the provisions of the crane regulations that affect you and the people that you work with, some of the recent changes in the regulations are particularly notable.

Before a crane is positioned or assembled, it must be verified that the "ground conditions" are firm, drained and graded so that the crane can set up safely.

Crane assembly, disassembly and set-up must be overseen by personnel who are "competent" and "qualified".

There are new restrictions as to how far a crane must be from power lines when it is being assembled, operating or traveling.

— Generally it must be at least 20 feet away at all times. — But this can vary depending on the amount of current

going through the lines.

By November 10, 2014 all crane operators must be "certified" by either:

— An accredited testing organization. — A licensed government agency. — Or a qualified employer program.

"Signal persons" must be "qualified" based on the criteria OSHA has specified in the regulation, by either:

— A "third party qualified evaluator". — Or their employer’s own "qualified evaluator".

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Maintenance employees can only operate a crane as they work on it if:

— They’re familiar with how that specific type of crane functions.

— Or they’re directly supervised by a qualified or certified crane operator.

$ The first step in preventing rigging accidents is preparation.

$ Communication is essential in a rigger's work. — To move a load successfully, both the rigger and the

crane operator need to use a number of hand signals.

$ To indicate to an operator that you want the hook on the crane lowered:

— Point downward. — Move your hand in small circles.

$ To indicate that the load should be hoisted:

— Raise your arm. — Point up. — Move your hand in small circles.

$ To indicate that you want the crane to stop:

— Extend one arm to your side with your palm facing down.

— Move your arm back and forth horizontally.

$ To call for an emergency stop: — Extend both arms out to the sides with palms down. — Move your forearms horizontally.

$ There are two other "special" signals that are used only

when working with boom cranes.

$ To indicate that you want the boom to be lowered: — Extend your arm. — Close your fist. — Point your thumb down.

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$ When you need the boom raised: — Extend your arm. — Close your fist. — Point your thumb up.

$ Once you are comfortable that everyone can communicate

effectively, check with the operator to make sure that the crane has been inspected.

— Both you and the operator should verify that the crane is ready to lift safely.

$ Also make sure that you both know the weight capacity of

the crane. — This will help you to not overload it.

$ Inspecting the hook is important too.

— Never use a hook with a broken or bent safety latch. — The sling could slide off of the hook and drop the load. — The load could be damaged. — An injury could even occur.

$ Keep in mind that hooks are made to carry loads at their

centers. — Never lift a load on the tip of a hook. — This can cause the hook to stretch and weaken.

$ Take the time to get another hook if: — The opening is stretched more than 15% from its

original size. — The hook is twisted more than 10 degrees.

$ Once the crane and hook have been inspected you can move

on to picking out the proper sling for your job.

$ Slings are used to carry a load. They can be made out of many different types of materials, such as:

— Chain. — Wire rope. — Synthetic fabrics.

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— Metal mesh.

$ When choosing a sling, consider the characteristics of the load, such as:

— Size. — Shape. — Temperature.

$ Knowing the temperature of a load is important because in

extreme heat some slings may: — Stretch. — Melt. — Break.

$ By selecting the right sling, you can make rigging and

controlling the load a lot easier and safer.

$ A chain sling should be used for lifting the heaviest loads. — It also works well in a high temperature area (such as a

steel mill). — It is less likely to be damaged by heat than any other

type of sling.

$ Before using a chain sling, inspect it for cuts or worn links. — By pushing the links together, and checking where

"metal rubs metal", you can find hidden worn spots and other potential problems.

$ Synthetic slings are the most flexible, and are used when

loads have to be protected from abrasion. — Their light weight also helps to reduce riggers' fatigue

and stress.

$ Metal mesh slings are best for lifting objects with sharp edges... such as plate steel... since the edges can not cut through the mesh.

— Metal mesh slings also make it easier to balance a load, because of their wide load-bearing surfaces.

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$ The most widely used type of sling is the wire rope sling. — These are commonly found at construction sites. — They are also used in other rugged environments.

$ Before working with a wire rope sling, inspect it for broken

or significantly worn wires. Check for: — Corrosion or broken wires on the end connections. — Kinks. — Crushed wires. — Unwinding strands. — If you find any of these conditions do not use the Sling,

since it could be weakened.

$ Once you have picked out your sling, you are ready to attach the load.

— Start by determining which hitch to use. — A hitch is the way a sling is attached to the load and the

hook.

$ There are three basic kinds of hitches: — Vertical. — Basket. — Choker.

$ You can only use vertical hitches on loads equipped with

lifting attachments, such as eye bolts or latches. — To create a vertical hitch, attach the hoist hook to the

sling. — Then connect the sling to the lifting attachment.

$ A choker hitch works particularly well with wide loads. — Wrap the sling snugly around the load. — Then run one end of the sling through the shackle on

the other end, and fasten it to the hook.

$ Sometimes a regular choker hitch is not tight enough. — In these situations, you should use a double wrap

choker hitch. — Wrap the sling around the load twice.

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— Then loop one end through the other. — Attach it to the hook.

$ The most commonly used hitch is the basket hitch.

— To form this hitch, cradle the sling around the load. — Then place both ends of the sling over the hoist hook.

$ When deciding which hitch to use, keep in mind that the

same factors apply to both hitches and slings, and that both are affected by the load's:

— Weight. — Size. — Shape.

$ For example, a long metal pole... due to its length... would

need a double wrap choker hitch to keep it in place. — You would also want to use a synthetic sling. — Its flexibility and strength would help to keep the pole

stable.

$ No matter which hitch you are using the hoist rope should only be used to lift and lower the hook. It is important not to wrap the hoist rope around the load. This could damage the:

— Rope. — Hook. — Load.

$ After selecting the sling and hitch, you still need to determine how to prevent the load from damaging the sling.

— The easiest way to do this is to place padding around the sling.

$ To protect both the sling and the load, place wood or other

"softeners" between them. — This will help prevent the sling from cutting into the load. — It also stops the load from causing wear and tear on the

sling.

$ Sometimes a load needs more than one sling to keep it

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stable as it's being lifted. — To figure out the safest way to rig the slings, look at

"sling angles".

$ A sling angle is the angle between a sling and the load. — By paying close attention to the sling angles for each

sling, you can be sure that the load will be safe and secure when it is lifted.

$ The force exerted on each sling increases as its sling angle

decreases. — If this force exceeds the sling's weight capacity, the

sling could break. — A sling angle of 90 degrees is ideal because it puts the

least stress on the sling.

$ There are two ways to get a sling angle of 90 degrees: — Use a lifting attachment. — Use a single sling employing one of the three common

hitches.

$ Unfortunately, most loads do not have lifting attachments, and many loads require two slings.

— To find the right sling angle for two or more slings, ask your supervisor for a sling angle chart.

$ A sling angle chart lists various sling angle factors.

— If your are using two slings, multiply the sling angle factor by half the weight of the load.

— This determines what the weight capacity of each sling needs to be.

$ For example, the sling angle factor for two slings attached to

a load at angles of 60 degrees is 1.155. — For a 1000 pound load you would multiply 500 pounds

(half the load's weight) by 1.155. — This tells us that each sling would need to be rated for

at least 578 pounds.

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$ If the sling angle were 45 degrees, the chart would tell us that each sling would need to have a weight capacity of at least 707 pounds.

— Sling angles of less than 45 degrees should be avoided, because they put too much stress on the sling.

$ Keep in mind that the shorter the slings, the sharper the

sling angles will be. — So if you use slings that are too short, you could easily

overload them, causing the slings to break.

$ You can catch sling angle problems and find the slings that are right for your lift if you:

— Take your time. — Consult a sling angle chart.

$ Cranes are only intended to lift straight up and down.

— A diagonal lift puts too much stress on the crane and could tip the crane over.

— Before you lift, make sure that the crane is positioned directly over the load.

— Outriggers should be extended and planted firmly on the ground.

$ While lifting, you also need to be careful of "accidental

drops". — Most often these are caused by having a bad "angle of

load" (the angle between the load and the level ground). — Most drops occur when the load is not parallel to this

"level ground".

$ Never let the angle of load exceed 10 degrees. — More than that and the load could slip and fall. — People could be injured. — Material could be damaged.

$ While accidental drops are dangerous, the most common

hazard that a rigger faces is electrocution.

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— A frequent cause of electrocution is contact with overhead power lines or electrical equipment.

$ Before you start work:

— Make sure that you know the height of any power lines near your job site.

— Know the location of all electrical equipment. — Be sure that the operator also knows to direct the crane

away from any danger.

$ You should also keep an eye on the weather. — You do not want to stand next to a crane or hold onto a

tagline in a storm. — If you do, you could easily become a target for lightning.

$ Check the weather forecasts before going to work, so that

you know if storms are likely. — But keep in mind that forecasts can sometimes be

wrong. — Check the sky periodically for signs of approaching

storms. — That way you can stop working if there is the danger of

lightning.

$ As the lift progresses you need to pay close attention to the load.

— Often it can shift and change the angle of the load. — Remember that the angle should never exceed 10

degrees from horizontal.

$ Once the load is in the air, the next step is to move it. — To help control and position the load, it is often a good

idea to use ropes or taglines. — By putting tension on the tagline, you can prevent the

load from spinning, or help direct it toward its destination.

— Taglines can also help you maneuver the load into tight places.

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$ During the lift, stop periodically to make sure that the load is secure. As you travel with the load:

— Do not carry it above people. — Or allow anyone to walk under it.

$ When you come to a stopping point, remember that a

suspended load should never be left unattended. — It is an "accident waiting to happen." — Move to within a few inches of a good landing point. — Then slowly lower the load until it is "grounded".

$ Wearing the correct clothes and gear during rigging

operations is also important. It can protect you from: — Cuts. — Bruises. — Other, more serious injuries.

$ It is particularly important to wear heavy leather gloves.

— They will protect you from rope abrasions and sharp objects.

$ You should also wear safety shoes with steel toes to protect your feet from:

— Heavy equipment. — Dropped loads.

$ A hard hat and safety glasses will help protect your head

and eyes from falling or hanging objects.

$ Sleeveless shirts can leave arms exposed to sharp objects and machinery.

— Make sure you are wearing a shirt with sleeves that can protect you from cuts and abrasions.

— Don't forget to tuck your shirt tails in so they will not get caught on the sling or the load.

$ Rigging plays a pivotal role in crane operations.

— If a load is not rigged properly, the consequences can be devastating.

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$ But by taking the proper precautions, you can get the job done safely!

* * * SUMMARY * * *

$ Know the OSHA crane regulations, and how they affect you and your coworkers.

$ Before rigging a load, make sure that both you and the crane operator know the standard hand signals.

$ Know the weight capacity of the crane... and the lifting

accessories... that you are using.

$ Familiarize yourself with the different types of slings and hitches that can be used to rig a load.

$ Make sure that every load you rig is secure, and that the

sling angles are safe.

$ Never carry a load above other workers, or allow anyone to walk under a load.

$ Be sure to wear the proper protective clothing and

equipment for the job you are working on.

$ Once you get the "hang" of it... it can be easy to rig a load safely!

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ACCOMPANYING MATERIALS In order to assist you in conducting your session on rigging safety, we have provided some materials that can be used with this program. Many of these materials have been furnished in "master" form. This will enable you to make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include:

Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee "sign-in" on the appropriate form, documenting their attendance at the session. Typically, a copy of this form is filed in the employee's personnel file.

Quiz The quiz is normally given after viewing the program. However, if you want an indication of the "increase" in the attendees' knowledge of rigging safety, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their "before" and "after" answers as part of the session. The quiz is usually filed in the employee's personnel file.

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Training Certificate This form allows you to give each employee their own "certificate of completion" showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion.

Employee Training Log This log helps you to keep track of when each employee has taken the course, as well as associated courses/training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.

Booklet* A sample copy of the employee booklet that has been designed for use with this program has also been included. Using both text and illustrations to review important points, the booklet is designed to reinforce the message employees receive in the training session. The material is presented in the same order as seen in the program and is organized into concise sections, making it easy to understand and remember. *Additional booklets, as well as copies of the poster that has been created to get employees thinking about rigging safety, are available from your distributor.

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QUIZ

"RIGGING SAFETY IN CONSTRUCTION ENVIRONMENTS"

Name: Date:_________ __________

1. True or False... The most common hazard that a rigger faces is

electrocution? True False

2. True or False... It is safe to use a hook with a bent safety latch?

True False

3. Slings are made of which of the following materials?

Wire rope. Chain. Metal mesh. Synthetic fabric. All of the above.

4. True or False... A chain sling should never be used to lift heavy loads?

True False

5. Which of the following is not a type of hitch used in rigging operations?

Basket. Choker. Horizontal. Vertical.

31

6. True or False... To signal an "emergency stop", extend both arms out (with palms down) and move your arms horizontally?

True False

7. True or False... Never leave a suspended load unattended?

True False

32

QUIZ

"RIGGING SAFETY IN CONSTRUCTION ENVIRONMENTS"

PRESENTER'S COPY...WITH ANSWERS

1. True or False... The most common hazard that a rigger faces is

electrocution? X True False

2. True or False... It is safe to use a hook with a bent safety latch?

True X False

3. Slings are made of which of the following materials?

Wire rope. Chain. Metal mesh. Synthetic fabric. X All of the above.

4. True or False... A chain sling should never be used to lift heavy loads?

True X False

5. Which of the following is not a type of hitch used in rigging operations?

Basket. Choker. X Horizontal. Vertical.

33

6. True or False... To signal an "emergency stop", extend both arms out (with palms down) and move your arms horizontally?

X True False

7. True or False... Never leave a suspended load unattended?

X True False

34

"RIGGING SAFETY IN CONSTRUCTION ENVIRONMENTS"

ATTENDEE DATE

TIME

SIGNATURE

35

EMPLOYEE TRAINING LOG Employee: Employee #: Social Security #: Department: Date of Next Required Training:

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION

LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS

CERTIFICATION OF TRAINING AND TESTING (Instructor's Signature)

36

TRAINING CERTIFICATE

This is to certify that ______________________________________________________________________ (Employee Name)

has completed the laboratory safety course " Rigging Safety

In Construction Environments " and has been tested on the

contents of the course, as required.

This training, as well as the associated testing was conducted

by ___________________________________ and was (Instructor Name)

completed on ___________. (Date)