2022-04-01_BR_V3

Blade Repair Training Standard

V3

Publication date: 2022

GWO Blade Repair Training Standard V3

2022-04-01_TS_BR_V03

LIST OF ABBREVIATIONS .................................................................................................................................................... 4

TERMS AND DEFINITIONS .................................................................................................................................................. 5

CHANGE LOG – VERSION 3 ................................................................................................................................................. 6

SCOPE ................................................................................................................................................................................ 8

GENERAL REQUIREMENTS FOR GWO BLADE REPAIR.......................................................................................................... 9

T ARGET GROUP .............................................................................................................................................................................................. 9 A IMS AND STRATEGIC OBJECTIVES ....................................................................................................................................................................... 9 G UIDANCE ON DELIVERING LESSON ELEMENTS ........................................................................................................................................................ 9 V ALIDITY P ERIOD ............................................................................................................................................................................................ 9 C OURSE C ODES .............................................................................................................................................................................................. 9 P ARTICIPANTS PREREQUISITES FOR THE B LADE R EPAIR MODULE ............................................................................................................................... 10 P HYSICAL DEMANDS ....................................................................................................................................................................................... 10 GENERAL RESOURCES REQUIRED TO DELIVER BLADE REPAIR MODULE ........................................................................... 11 I NSTRUCTORS ............................................................................................................................................................................................... 11 P RACTICAL TRAINING FACILITIES ........................................................................................................................................................................ 11 T RAINING E QUIPMENT ................................................................................................................................................................................... 12 UNDERSTAND GWO LEARNING OBJECTIVES AND TAXONOMY ........................................................................................ 13 L EARNING OBJECTIVES .................................................................................................................................................................................... 13 L EARNING ACTIVITIES ..................................................................................................................................................................................... 13 P ARTICIPANTS A SSESSMENT AND EVALUATION ..................................................................................................................................................... 14 T HE GWO T AXONOMY F RAMEWORK ................................................................................................................................................................ 15 ADMINISTRATION AND CERTIFICATION OF MODULES ..................................................................................................... 17 P ARTICIPANT PERFORMANCE ASSESSMENT .......................................................................................................................................................... 17 MODULE - BLADE REPAIR................................................................................................................................................. 20 A IMS AND OBJECTIVES OF THE B LADE R EPAIR MODULE ........................................................................................................................................... 20 D URATION OF THE B LADE R EPAIR MODULE ......................................................................................................................................................... 21 B LADE R EPAIR MODULE TRAINER : PARTICIPANTS RATIO .......................................................................................................................................... 21 M ODULE – B LADE R EPAIR MODULE TIMETABLE .................................................................................................................................................... 21 D ETAILED DESCRIPTION OF THE B LADE R EPAIR MODULE ......................................................................................................................................... 23 I NTRODUCTION TO THE T RAINING ..................................................................................................................................... 23 S AFETY D ATA SHEETS ..................................................................................................................................................... 27 W ORK INSTRUCTION ...................................................................................................................................................... 29 R ISK ASSESSMENT .......................................................................................................................................................... 31 S ECURE AN AREA ........................................................................................................................................................... 32 C ONTAMINATION .......................................................................................................................................................... 33 W ASTE SEGREGATION ..................................................................................................................................................... 35 E RGONOMICS ............................................................................................................................................................... 36 L OCK OUT TAG OUT ........................................................................................................................................................ 38 P ERSONAL PROTECTIVE EQUIPMENT ................................................................................................................................ 39 M ASKS AND FILTERS ..................................................................................................................................................... 41 C HEMICAL SAFETY ........................................................................................................................................................ 44 C OMPOSITES AND BLADE CONSTRUCTION ......................................................................................................................... 47 M ATERIALS ................................................................................................................................................................ 51 T OOLS AND EQUIPMENT ................................................................................................................................................ 56 P HASE TEST ................................................................................................................................................................ 63 L AMINATION SKILLS ...................................................................................................................................................... 63 B ASIC L AMINATION ...................................................................................................................................................... 71 S ANDWICH PANEL ........................................................................................................................................................ 74

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P AINTING ................................................................................................................................................................... 80 B LADE INSPECTION ....................................................................................................................................................... 82 I NSPECTING LIGHTNING PROTECTION SYSTEM .................................................................................................................... 87 S ANDING SKILLS ........................................................................................................................................................... 89 G RINDING SKILLS ......................................................................................................................................................... 91 S URFACE REPAIRS ........................................................................................................................................................ 92 L AMINATE REPAIRS ...................................................................................................................................................... 97 F ILLING AND SHAPING ................................................................................................................................................. 105 T RAILING EDGE REPAIRS .............................................................................................................................................. 106 L EADING EDGE REPAIRS ............................................................................................................................................... 110 S ANDWICH PANEL REPAIR ............................................................................................................................................ 112 B OND LINE REPAIRS .................................................................................................................................................... 115 S UMMARY AND F INAL TEST ......................................................................................................................................... 118 T RAINING REVIEW ...................................................................................................................................................... 119 EQUIPMENT LIST ................................................................................................................................................... 121

PRACTICAL EXERCISE (EXAMPLE) ........................................................................................................................... 125

WORK INSTRUCTION (EXAMPLE) ........................................................................................................................... 129

PHOTOCARD.......................................................................................................................................................... 136

VERSION HISTORY ................................................................................................................................................. 137

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L IST OF A BBREVIATIONS

GWO

Global Wind Organisation

WINDA

GWO training record database

SDS

Safety Data Sheet

PPE

Personal Protective Equipment

LOTO

Lock Out Tag Out

TDS

Technical Data Sheet

TG

Glass Transition

CS

Chopped Strand

UD

Unidirectional

Biax

Biaxial

Triax

Triaxial

WI

Work Instructions

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T ERMS AND D EFINITIONS

Hardback

A thin, pre-cured sheet of fibre reinforced composite material. Usually consisting of 1 layer of 600 gsm biax glass fibre.

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C HANGE LOG – V ERSION 3

Amendment Date

April 2022

Approved by & date

GWO TC APRIL 2022

Version

3

Description of changes

Taxonomy alignment throughout The section Understanding GWO learning objectives has been updated to reflect the reviewed GWO Taxonomy Framework. All learning objectives have been updated with action verbs that reflect the taxonomic levels (basic, intermediate, and advanced level) and the domain (knowledge, skills, and ability) without changing the content of the element.

Action verb ‘demonstrate’ in learning objectives is changed to relevant action verb level/domain.

Learning activity “demonstrate” was changed to ‘practise’ because during training activities, the participants are in a learning process and abilities should be trained, not evaluated. Learning activities have been aligned to match the updated learning objectives with a focus on participant engagement.

Delegates have been changed to Participants , as participant is the proper designation for a person participating in an activity.

Training staff has been changed to Instructors .

The instructor’s perspective has been changed to a generic perspective accommodating different types of training.

All instructor guidelines have been compiled in one section under the individual elements.

More guidelines on the use of feedback have been added to emphasize its importance and ensure its effective use by involving the participants.

All learning objectives have been numbered throughout the standard.

New learning objectives have been created for all lessons that describe the overall ability the participants should acquire during the specific lesson. This focuses the attention on how knowledge and skills support the responsible performance of the employee in the context of the job and the deeper involvement enables participants to learn and remember more deeply. Learning objectives previously positioned at the beginning of a training lesson have been moved to the relevant lesson elements and updated with new taxonomic levels (basic, intermediate, and advanced) and action verbs that reflect these levels. This makes more evident the connection between the learning objectives, the instructor actions, and the participants actions. The Introduction lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons. The Training Review lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons.

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For all modules, the title of lesson Learning outcomes of the XXX Module changed to Detailed description of the XXX Module.

There are no changes to the technical content and the time duration of the standard.

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S COPE

Global Wind Organisation (GWO) is a non-profit body founded by wind turbine manufacturers and owners. Our members strive for an injury free work environment in the wind turbine industry, setting common international standards for safety training and emergency procedures. GWO training standards describe the requirements for training courses that are recommended by members of GWO. This standard has been developed in response to the demand for recognisable blade repair training in the industry. It has been prepared in co-operation with the members of GWO based on specific risk assessments, and data from incident and accident statistics pertaining to the installation, service and maintenance of blades on wind turbine generators and wind power plants. This standard describes the requirements for blade repair training that are recommended by the members of GWO. The standard comprises of one module. GWO recognises trained persons as competent within blade repair in the wind industry. GWO accepts the trained person as possessing the required knowledge to stop an unsafe work situation where they, as duty- holders, are accountable for safety. Training is verified through GWO ’s WINDA database. This standard has been developed by the GWO Training Committee. Disputes and potential non-conformities should be brought to the attention of the GWO Audit and Compliance Committee.

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G ENERAL REQUIREMENTS FOR GWO B LADE R EPAIR

Upon completion of the GWO Blade Repair module (BR), participants will be aware of the risks and hazards encountered when working with blade inspection and repair within the wind industry. Furthermore, they will be able to control and mitigate those risks and hazards. The GWO Blade Repair Module training will also equip participants with the knowledge, skills, and confidence to appropriately respond in the event of a hazardous situation and to increase their safety through proper use of personal protective equipment, emergency equipment, procedures and safe craftsmanship.

T ARGET GROUP

Personnel who will be working in the wind industry, specifically in relation to composite inspection and repair work. Personnel that perform job functions (that have been risk assessed by their employer or their workplace duty holder) that are defined as functions where composite work training, according to this standard, may mitigate some of the identified hazards and risks.

A IMS AND STRATEGIC OBJECTIVES

Training in accordance with this standard will enable participants to support and care for themselves and others working in the wind industry by possessing the knowledge and skills of composite inspection and repair work. Upon completion of the GWO Blade Repair training course, participants will be able to work safely with composite materials while conducting inspection and basic blade repair procedures, thereby supporting an overall improvement of the safety for personnel with job functions focussing on composite repair work and inspection in the wind industry.

G UIDANCE ON DELIVERING LESSON ELEMENTS

Section 9.4 gives the approximate duration of each of the lessons. The training provider may choose to deliver elements of the training according to other timetables, provided that the total duration is not reduced, and the duration of practical elements is not reduced in length. Theoretical elements should be delivered during the practical exercises whenever feasible.

V ALIDITY P ERIOD

The blade repair training is an enduring qualification and therefore a validity period does not apply to this training. This assumes that the participants are actively working with composite inspection and repair.

C OURSE C ODES

Module

Course Code

Blade Repair

BR

Table 5-5 - GWO blade repair module course code

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P ARTICIPANTS PREREQUISITES FOR THE B LADE R EPAIR MODULE

All personnel participating in Blade Repair Module training shall be medically fit and capable of fully participating. Specifically, the participants must be made aware of the risks and hazards related to completing this course while being allergic to the materials used in the module. This also applies for participants suffering from asthma and hyperhidrosis manuum (excessive hand sweating). Training providers shall have a procedure that requires participants to sign a statement stating that they are medically fit to participate in the training course. This shall include declaration that they do not suffer from any medical illness that will prevent them from fully participating in the training course or subject them to hazard or risk and are or under the influence of any impeding substances like narcotics or alcohol. The GWO Requirement for Training Providers Annex 2: Medical Self-Assessment Form shall be used if no other equivalent procedure is in place. Participants ’ signatures testifying to their medical fitness shall be collected prior to the start of the GWO blade repair module. Participants must have created a personal ‘P articipant Profile ’ in WINDA and provide their own WINDA ID prior to completing the GWO blade repair training.

P HYSICAL DEMANDS

The GWO Blade Repair Module training may potentially be physically demanding.

If there is any doubt regarding the medical fitness of any participants, the training provider shall stop training with the participants and seek a physician’s advice. Note : Practical exercises shall be designed and delivered solely to meet this standard and shall not place any physical or mental demands on the participants other than those required to meet this standard.

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G ENERAL R ESOURCES REQUIRED TO DELIVER B LADE REPAIR M ODULE

The training provider shall ensure that the instructors, facilities, and equipment are in place to support the training of the participants.

I NSTRUCTORS

The instructor shall possess appropriate qualifications and experience to ensure that all training and supportive activities are carried out in accordance with current legislation and the requirements outlined in GWO’s Requirement for Training Providers document. In addition to these requirements instructors for this training standard shall have the following:

The instructor must:

1) hold valid certificates for GWO BST/BSTR First Aid and GWO BST/BSTR Manual Handling

2) be able to demonstrate knowledge and practical skills in blade repair methods, techniques, and craftsmanship comparable to those executed by the participants during the practical exercises of the Blade Repair Module

3) act as first responder in the case of an accident

Supporting staff:

1) A person with a valid first aid qualification shall be present during all practical training. This can be the instructor or an assigned emergency response team

P RACTICAL TRAINING FACILITIES

All facilities shall be maintained and, where appropriate, inspected and tested in accordance with current national legislation and manufacturers’ specification. It is recommended that the facilities reach European standards. Risk assessments shall be conducted and documented for all training facilities. The training provider shall hold the required permits to operate the facilities. The learning process is facilitated by comparable elements, comparing the training environment and the participants ’ workin g environment. Comparable elements enhance the application of what is learned. The practical training facilities and the training environment are therefore expected to incorporate as many elements comparable to a real wind turbine working environment as is reasonably practicable. The practical training facility should enable each participant to, individually and/or as part of a team, see, hear and practise the taught subject matter in such a way that it resembles the working practices in a real wind turbine environment.

The following training facility items will be required for the blade repair training:

A workshop area with sufficient:

1) dust extraction to ensure that the amount of dust in the air is kept below 10 milligrams per cubic metre

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2) filtration of extracted air to prevent environmental contamination

3) exposure control measures to limit exposure limits for the instructor and participants to those as stated in the safety data sheet for all materials being used 4) temperature and humidity control to ensure that all materials being used are used within the usage limits specified in the technical data sheet for those materials

5) segregation from classrooms and administrative areas to prevent cross contamination of chemicals

6) waste segregation to prevent cross contamination

The training provider must ensure that chemical waste is disposed of in accordance with national legislation.

The training provider must provide a changing area between workshop areas and clean areas like classrooms and administration areas where participants and staff can change their shoes to prevent contamination of clean areas with chemicals. The above are the minimum requirements, if national legislation and regulations supersedes this, then they must be followed.

T RAINING E QUIPMENT

The equipment required for training as listed in Annex 1 must be available and must fulfil national legal requirements in the country where the training is taking place.

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U NDERSTAND GWO L EARNING O BJECTIVES AND T AXONOMY

L EARNING OBJECTIVES

Learning objectives describe what the participant should know and be able to do when the training is completed. The learning objectives in a training standard are based on the mitigating precautions analysed in the risk assessment. They are the foundation of the learning activities, the course contents and what the participant performance assessment must be based upon.

Coherence between the learning objectives, the learning activities and the assessment is essential.

The purpose of this alignment is twofold:

1. To conduct learning activities that are directly focused on reaching the learning objectives. 2. That assessment of how well the learning objectives are met is done in close coherence with what the participant is practising during the learning activities and in a comparable environment.

Figure 7-1 Alignment figure

Defining learning objectives in relation to all training elements ensures the alignment between objectives, activities, and the on-going participant assessment. More guidance about learning activities and evaluation can be found in the GWO Taxonomy Framework, annex to Requirements for Training Providers. To be able to focus training on building up the necessary abilities, the learning objectives are described according to the GWO taxonomy in the three domains: Knowledge, Skills, and Ability. Ability is what is performed and demonstrated during real-life exercises as well as in the real work situation and is the sum of personal experiences, knowledge, skills, and attitudes.

L EARNING ACTIVITIES

Learning activities are planned, and systematic activities designed to create learning and enable the participants to reach the learning objectives. An important part of learning activities in GWO’s approach is that participants must be actively taking part, for example in verbal discussions and practical training. Hearing or seeing a presentation without any subsequent reflection or critical thinking can only create learning on a very low level and such one-way activity should be avoided. While the participants are practising, the instructor can assess whether they demonstrate that they have reached the actual learning objective. Furthermore, when participants succeed through trying things out on their own, when they bring their relevant experience into play and when they use learning points from feedback; they develop a positive attitude towards the subject and a desire to improve their abilities in the work situation.

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Reflection and experiential learning

Reflection is an essential part of the learning process and must be facilitated in all learning activities. We learn from experience, and we create experiences when we do something and afterwards reflect on and think about what just happened or what we just did and how it worked. Learning activities are what the participants must do to create the necessary experiences and learn and thereby reach the learning objectives – facilitated by the instructor.

This process is illustrated in the Experiential Learning Cycle to the left.

Reflection is more than just thinking about something. Reflection is critical and constructive thinking, that must be initiated by the instructor’s feedback, questions, and challenges.

Figure 7-2 Learning Cycle, by David Kolb

Feedback

The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. Feedback is by far the most effective way to generate reflection and so learning. At the basic taxonomic learning level, feedback must be provided to correct faults and encourage the participants to engage further. At the higher levels, feedback is more about coaching participants to find their own solutions. Suggestions help participants to figure out how they can do better, modify, and develop their knowledge and understanding relative to the learning objective. By posing challenging questions related to the given feedback the instructor initiates the necessary reflection within the participants. At the advanced level, feedback must be conducted in a dialogue where exploratory questions are the generator for the participants’ reflec tions.

P ARTICIPANTS A SSESSMENT AND EVALUATION

The instructor can observe and evaluate the participants’ knowledge, skills and abilities as well as the participants’ on -going development, when the participants are active. To support their observation the instructor may engage in dialogue with the participants to understand why the participants chose to solve the task the way they did, and to clarify their attitude towards the task or topic. The instructor must be attentive to the participants’ use of relevan t terminology and correct facts in their group discussions within the domain of knowledge and when they answer more or less complex questions. When the participants are engaged in practical training, the instructor can investigate their understanding of the task and the relevant theory by questioning and clarifying dialogue. On the basic level of ability, assessment by observation alone may be difficult, and the instructor must explore the attitude of the participants by inquiry and dialogue while they are training. For example, to find out if the participants show interest in a topic or take responsibility in the situation (which could be problematic to observe) the instructor must go into a dialogue addressing the participants level of interest or awareness of the task or topic. Assessment of ability on the more complex levels calls for even more focused observation and dialogue.

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T HE GWO T AXONOMY F RAMEWORK

Taxonomy is a way of describing that there are different levels of learning; some may be quite easy to reach, and some are more complicated and demanding. The aim of the GWO Taxonomy Framework is to ensure coherence and conformity between learning objectives and their related learning activities delivered in a formal learning setting. The structure of the GWO Taxonomy is based on the three learning domains: Knowledge, Skills, and Ability. Learning objectives are also defined at three taxonomic levels: 1) Basic, 2) Intermediate, and 3) Advanced level.

Ability

“When we do our job, we apply our abilities.”

Ability covers the capacity to act responsibly, safely, and independently or in cooperation with others to meet a challenge or to get the job done. Ability can be thought of as everything we carry in the rucksack: our knowledge and skills, our accountability and ability to evaluate situations, make decisions, take responsibility, our caring for others and our social resources as well as our attitudes. In this definition, ability is what we apply in the reality of our workplaces and in life in general. Therefore, learning objectives within the Ability domain must challenge the participants initiative and individual reactions, and the degree of fidelity must be considered to enhance a realistic learning environment. In the field of Ability, the human factor plays a key role in the personal decision on responsibility and initiative and in the execution of “good habits “.

Action verbs

The taxonomy levels in the learning objectives are defined by a reasonable number of precise and explained action verbs (highlighted below). They are presented in a progression of increasing complexity – beginning at the Basic Level, where the participant can name, recognise, or describe a tool or a procedure, and ending at the Advanced Level, where the participant can act responsibly, evaluate performance, assess decisions, and supervise fellow workers. Learning objectives in this standard are also tagged with an indication of the domain and taxonomy level in brackets (e.g., Skills, intermediate level). This is done to emphasise the importance of the alignment between objectives and learning activities: at a Basic Level, the instructor may facilitate simple learning activities, and to reach more complex learning objectives, the complexity in activities must be raised accordingly. The taxonomic domains and levels are presented in the figure below.

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Figure 7-4, The GWO Taxonomy – condensed (From the GWO Taxonomy, annex to Requirements for Training Providers)

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A DMINISTRATION AND CERTIFICATION OF MODULES

P ARTICIPANT PERFORMANCE ASSESSMENT

Participants will be assessed by means of direct observation and supplementary oral questions where appropriate (formative evaluation). The participants will also be subjected to written phase tests after theory elements, and again after the close of the training course (summative evaluation). The written tests can consist of multiple choice or descriptive answer questions and shall be set at the same taxonomy level as the objective that they are testing. There shall be at least one question for each lesson in the module.

The written tests shall be conducted in accordance with the following criteria:

1) there shall be an instructor present in the room where written tests are being conducted for the entire duration of the written test

2) the participants shall not communicate with each other during the test

3) the participants shall not communicate with any persons via email, telephone, Skype (or similar) or social media during the test 4) the participants shall be allowed to use training material, handouts, and their own notes during the test 5) where a participant does not understand the meaning of a question or a multiple-choice option, the instructor shall be allowed to help the participant to understand the meaning of the question or the multiple-choice options. The instructor shall not give the participants the correct answers to any test questions

6) there shall be a time limit of 1½ minutes per question

7) the written test questions cannot be used during the training in such a way that the participants could recognise that they will be test questions

8) each participant must answer at least 70% of written test questions correctly to pass the test

If a participant does not reach the passing criteria in written or observational tests, the instructor shall discuss this with the participant to find out the reason. If this is due to a misunderstanding of a question or due to language difficulties, then the instructor can mark a question as correct provided that the participants is able to demonstrate understanding of the lesson element being tested. This must be documented by the instructor and stored with the tests, control measures and evaluations for the course. Training providers shall have a documented procedure in place for dealing with participants not meeting the stated learning objectives. Throughout the entire GWO blade repair course, the instructor will use the participant assessment form (see Requirements for Training Providers) to evaluate the participants ’ knowledge and skills, with a high focus on evaluating the participants ’ safety awareness and craftsmanship skills. The instructor shall keep a participant assessment form (or adaptation) for each participant until the completion / evaluation of the blade repair training module.

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The participant assessment form (or adaptation) is a final evaluation tool for the instructors to assess participants during practical elements. It allows measurement of the number of violations regarding safety, competency or ability. The participant assessment form shall be used as a progressive evaluation tool to discuss the performance of a participant to guide them to success. It also serves as supporting documentation if a participant passes or fails the module. If a participant fails to meet the demands of the blade repair training module, they can attend a new blade repair training in accordance with the contractual agreement when ordering the training course. The re-entry point is dictated by the stage where the participant left the course or where the instructor deems constructive. Training providers may adapt the participant assessment form to other media. Training providers must have a documented procedure in place for dealing with participants not meeting the stated learning outcomes.

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Blade Repair Module (BR)

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M ODULE - B LADE REPAIR

A IMS AND OBJECTIVES OF THE B LADE R EPAIR MODULE

The aim of the GWO Blade Repair Module is to enable the participants to support and care for themselves and others working in the wind industry by possessing the necessary knowledge, skills, and ability for blade repair. Upon successful completion of the blade repair training course, the participants will be able to perform and document a wind turbine blade inspection, and execute repair work in accordance with a work instruction while maintaining the aerodynamic profile and structural integrity in glass fibre reinforced composite parts of a wind turbine within the following dimensions:

1) laminate repairs including leading edge and trailing edge repairs affecting a maximum amount of 5 layers and a maximum repair area size of 500cm²

2) core material replacement up to 200cm²

3) surface repair to paint and gelcoat

The GWO blade repair training course is intended as an entry level course and the participants will not therefore be expected to perform repairs in major structural elements of blades like spars, spar caps and carbon fibre.

After having successfully completed the GWO blade repair training, the participants will be able to:

Take responsibility for working safely with applicable chemicals, while utilising the applicable personal protective equipment in a controlled manner throughout all phases of blade inspection and repair work (Ability, intermediate level)

Explain typical types of blade construction, materials and the importance of surface finish relating to aerodynamic performance and efficiency (Knowledge, intermediate level)

Distinguish between and work safely in a controlled manner with epoxy, polyester, polyurethane, vinyl ester, methacrylate, reinforcement materials and solvents related to composite inspection and repair work (Skills, intermediate level)

Take responsibility for preparing, operating, and maintaining the correct tools and equipment, be it electrical or mechanical (Ability intermediate level)

Take responsibility for safely performing and documenting laminate, sandwich panel and surface layer repairs in accordance with a work instruction in glass fibre reinforced composite parts (Ability, intermediate level)

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D URATION OF THE B LADE R EPAIR MODULE

The total contact time for completing this blade repair module is estimated to be 70 hours. This is based on the time estimate given in the module timetable (table 9-4).

The training provider must not exceed the times per day given in table 9-2 below.

The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to blade repair in a way that is constructive for the entire class.

Maximum Duration Per Day

Contact time

8 hours

Total training day

10 hours

Table 9-2 - Maximum durations for training day

Note: Contact time includes delivery of course lesson contents, practical exercises and activities directly related to these .

The total training day includes contact time, meals and breaks and travel between training sites (where applicable).

B LADE R EPAIR MODULE TRAINER : PARTICIPANTS RATIO

The ratio shown for theory sessions indicates the maximum number of participants that can attend the course per instructor. The ratio shown for practical sessions indicates the maximum number of participants to be supervised by one instructor during each activity.

Module

Session

Instructor: Participants Ratio

Theory

1:12

Blade Repair

Practical

1:6

Table 9-3 – Instructor to participant ratio

M ODULE – B LADE R EPAIR MODULE TIMETABLE

The training provider may choose the order in which to deliver the elements of this blade repair training module, provided that the order of delivery enables the participants to safely execute all tasks and exercises given to them, and that all learning objectives are met. The approximate duration of each lesson is given in the table below. The training provider may choose to deliver elements of the training according to other timetables, provided that the total duration is not reduced, and practical elements are not reduced in length. Theoretical elements should be delivered during the practical exercises whenever feasible.

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Lesson topic

Lesson Name

Approximate duration

Introduction to the training

1

Introduction to the training

20 min.

2

Safety data sheets

15 min.

3

Work instruction

10 min.

4

Risk assessment

20 min.

5

Secure an area

10 min.

6

Contamination

15 min.

7

Waste segregation

10 min.

8

Ergonomics

15 min.

9

Lock Out Tag Out

10 min.

TOTAL

125 min.

Personal Protective Equipment

10

Personal protective equipment

100 min.

11

Masks and filters

45 min.

TOTAL

145 min.

General knowledge

12

Chemical safety

90 min.

13

Composites and blade construction

60 min.

14

Materials

75 min.

15

Tools and equipment

40 min.

16

Phase test

30 min.

TOTAL

295 min.

Craftsmanship

17

Lamination skills

150 min.

18

Basic lamination

290 min.

19

Sandwich panel

420 min.

20

Painting

120 min.

21

Blade inspection

230 min.

22

Inspecting lightning protection system

50 min.

23

Sanding skills

45 min.

24

Grinding skills

100 min.

25

Surface repairs

180 min.

26

Laminate repairs

600 min.

27

Filling and shaping

180 min.

28

Trailing edge repairs

380 min.

29

Leading edge repairs

440 min.

30

Sandwich panel repairs

180 min.

31

Bond line repairs

180 min.

32

Summary and final test

60 min.

33

Training review

30 min.

TOTAL

3635 min.

GRAND TOTAL

4200 min.

Table 9-4 - GWO Blade Repair Module timetable

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GWO BLADE REPAIR TRAINING STANDARD V3

2022-04-01_TS_BR_V03

D ETAILED DESCRIPTION OF THE B LADE R EPAIR MODULE

INTRODUCTION TO THE TRAINING

20 min.

The aim of this lesson is for the participants to be motivated and to engage in the training safely at a training facility, while recognising what is expected of them during the training.

After having successfully completed lesson 1 of the Blade Repair Module, the participants can:

Recognise what is expected of them throughout the module (Knowledge, basic level)

Name and point out local emergency procedures and facilities (Knowledge, basic level)

Discuss the relevant human factors and explain their implications (Knowledge, intermediate level)

SAFETY INSTRUCTIONS AND EMERGENCY PROCEDURES

Learning objective:

The participants show interest or curiosity in the safety and emergency procedures at the training facility (ability, basic level)

The instructor shall:

Explain and ask involving questions aiming at:

safety instructions according to internal procedures

emergency procedures and emergency exits in the areas where the participants can be expected to be located during the course

The participants shall:

Engage in answering questions on local safety and emergency procedures

FACILITIES

Learning objective:

The participants can recognise the location of facilities at the training location (Knowledge, basic level)

The instructor shall:

Present a general description of the facilities at the training location (administration, dining area, restrooms, toilets, etc.)

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GWO BLADE REPAIR TRAINING STANDARD V3

2022-04-01_TS_BR_V03

Alternative activity: lead a tour and point out facilities

The participants shall:

Note relevant facilities and ask question when in doubt

INTRODUCTION

Learning objective:

The participants shows interest in fellow participants and the course content and design (Ability, basic level)

The instructor shall:

Explain and ask involving questions on the blade repair training module programme, including about breaks and mealtimes

Give a short introduction to themselves including their backgrounds as instructors

Ask for participants’ expectations of the training, their learning and development

The participants shall:

Give a short introduction to themselves, including job function, expected primary geographic work location and share expectations on the training

SCOPE AND MAIN LEARNING OBJECTIVES

Learning objective:

The participants can recognise the scope and main objectives of the Blade Repair Training Module (knowledge, basic level)

The instructor shall:

Present the scope and main learning objectives of the Blade Repair Training Module

Involve participants in questions on understanding and individual experiences on blade repair

The participants shall:

Engage in answering the above questions and share experiences of blade repair

ONGOGING ASSESSMENTS (PARTICIPANT ASSESSMENT FORM)

Learning objective:

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GWO BLADE REPAIR TRAINING STANDARD V3

2022-04-01_TS_BR_V03

The participants can recognise the assessment procedure and the aim of the ongoing assessment (Knowledge, basic level)

The instructor shall:

Explain the reasons for the ongoing assessment

Explain the layout of the GWO participant assessment form and how it will be used

The participants shall:

Engage themselves in discussions and ask questions when in doubt in relation to the assessment procedure

MOTIVATION

Learning objective:

The participants show interest and willingness to engage in the learning activities (Ability, basic level)

The instructor shall:

Explain and lead discussion on:

the importance of personal involvement in the course

the definition of and the need for blade repair understandings and abilities

Note: Positive motivation is the driving force for commitment. The instructor should make a focused effort to support growth of the necessary attitude and motivation in the participants.

The participants shall:

Engage themselves in discussion and share experiences on blade repair

Note: When the participants succeed by trying out on their own, bring their relevant experience into play and apply learning points from the instructor’s feedback, they develop a positive attitude and responsibility towards the subject and the performance in the work situation.

HUMAN FACTORS

The aim of the element is to draw the participant’s attention to how human behaviour and taking responsibility influences a safe work environment The aim is additionally to prepare for a focus on human factors during practical training and exercises.

Learning objectives:

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