2022-04-01_SLS_V3

GWO Slinger Signaller V2.0

2021-04-01_TS_SLS_V2.0

Slinger Signaller (SLS)

V3

Publication date: April 1, 2021

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1 LIST OF ABBREVIATIONS ......................................................................................................................... 3

2 TERMS AND DEFINITIONS ....................................................................................................................... 4

3 CHANGE LOG – REVISION 3 ..................................................................................................................... 6

4 SCOPE ..................................................................................................................................................... 8

5 GENERAL REQUIREMENTS FOR GWO SLINGER SIGNALLER ...................................................................... 9

5.1 Target group........................................................................................................................................................... 9 5.2 Aims and strategic objectives................................................................................................................................. 9 5.3 Guidance on delivering lesson elements................................................................................................................ 9 5.4 Validity period ........................................................................................................................................................ 9 5.5 Course codes .......................................................................................................................................................... 9 5.6 Participant prerequisites for the Slinger Signaller module................................................................................... 10 5.7 Physical demands ................................................................................................................................................. 10 6 GENERAL RESOURCES REQUIRED TO DELIVER SLINGER SIGNALLER MODULE........................................ 11 6.1 Instructors ............................................................................................................................................................ 11 6.2 Training equipment .............................................................................................................................................. 11 7 UNDERSTAND GWO LEARNING OBJECTIVES AND TAXONOMY ............................................................. 12 7.1 Learning objectives .............................................................................................................................................. 12 7.2 Learning activities................................................................................................................................................. 12 7.3 Participants assessment and evaluation .............................................................................................................. 13 7.4 The GWO Taxonomy Framework ......................................................................................................................... 14 8 ADMINISTRATION AND CERTIFICATION OF MODULES .......................................................................... 16 8.1 Participant performance assessment ................................................................................................................... 16 8.2 Theory test ........................................................................................................................................................... 16 8.3 Participant assessment form................................................................................................................................ 17 9 SLINGER SIGNALLER MODULE ............................................................................................................... 19 9.1 Aims and objectives ............................................................................................................................................. 19 9.2 Duration of the slinger signaller module .............................................................................................................. 19 9.3 Slinger signaller module instructor to participant ratio ....................................................................................... 20 9.4 Slinger signaller module timetable....................................................................................................................... 20 9.5 Detailed description of the slinger signaller module............................................................................................ 22

Introduction to the training ..................................................................................................................................... 22 General theory......................................................................................................................................................... 26 Practical ................................................................................................................................................................... 30 Training Review ....................................................................................................................................................... 40

ANNEX 1 - COMMUNICATION........................................................................................................................ 43

ANNEX 2 - EXAMPLES OF SAMPLE LIFT PLANS ............................................................................................... 47

ANNEX 3 - EQUIPMENT LIST .......................................................................................................................... 59

ANNEX 4 - VERSION HISTORY ........................................................................................................................ 62

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1 L IST OF A BBREVIATIONS

GWO

Global Wind Organisation

WINDA

GWO training record database

PPE

Personal Protective Equipment

CoG

Centre of Gravity

SWL

Safe Working Load

WLL

Working Load Limit

EWL

Effective Working Length

ASME

American Society of Mechanical Engineers

ANSI

American National Standards Institute

NCCCO

National Commission for the Certification of Crane Operators

CTV

Crew Transfer Vessel

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2 T ERMS AND D EFINITIONS

Shall

Verbal form used to indicate requirements strictly to be followed in order to conform to this training standard and from which no deviation is permitted. Verbal form used to indicate that among several possibilities one is recommended as particularly suitable, without mentioning or excluding others, or that a certain course of action is preferred but not necessarily required. The theoretical point in an object through which the downward force, induced by gravity, of the object can be said to act. Maximum mass which an item of lifting equipment is designed to sustain in a given, certified configuration. Maximum mass or force that an item of lifting equipment (a lifting device or an accessory) can safely be used to lift, suspend or lower a mass without fear of breaking. Actual finished length of a sling, inclusive of fittings, from bearing point to bearing point. A lifting operation where the load is moving relative to the crane, e.g. the mass, measured between the crane hook and the load varies and can induce shock loading onto the crane.

Should

Centre of Gravity

Working Load Limit

Safe Working Load (or Rated Capacity)

Effective Working Length

Dynamic Lift

Static Lift

A lifting operation where the load is not moving relative to the crane.

Human Factors

Human factors are an established science that uses many disciplines (like anatomy, physiology, physics, and biomechanics) to understand how people perform under different circumstances. Machine for cyclic lifting and handling of loads suspended on hooks or other load handling devices (whether manufactured to an individual design) in series or from prefabricated components. A job site safety briefing covering the risks and hazards of the task being performed. Ability covers our capacity to act responsibly, safely, and independently or in cooperation with others. When we act, we make use of our knowledge and skills together with our personal and professional experience, attitude, and personal characteristics. Instructor’s feedback should focus on what the participant must adjust to perform correctly. Feedback may imply dialogue where the participant reflects on their understanding or performance.

Crane

Toolbox Talk

Ability

Feedback

Group Discussion

Learning activity involving all participants. Group discussions may be conducted in smaller groups. The instructor should step back

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and only interfere to facilitate the experience exchange between participants. Optimal group size is 4 participants.

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3 C HANGE LOG – R EVISION 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 ac tion verb level/domain.

Learning activity “demonstrate” was changed to ‘ practice ’ 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 emphasise 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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4 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 slinger signaller training in the industry. It has been prepared in co-operation with the members of GWO based on specific risk assessments, data from incident and accident statistics pertaining to the installation, service and maintenance of wind turbine generators and wind power plants involving slinger signalling. This standard describes the requirements for slinger signaller training that are recommended by the members of the GWO. The standard comprises of one module. The members of the GWO recognise trained persons as competent within slinger signalling in the wind industry and accept the trained person as possessing the required knowledge to stop an unsafe work situation where they are, as duty-holders, accountable for safety. Training is verified through the GWO database WINDA.

Additional training may be required for company or country-specific reasons.

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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5 G ENERAL R EQUIREMENTS FOR GWO SLINGER SIGNALLER

Upon completion of the GWO Slinger Signaller module (SS), participants will be aware of the risks and hazards encountered when working with slinger signalling within the wind industry. Furthermore, they will be able to control and mitigate those risks and hazards. The GWO Slinger Signaller training module will also equip participants with the knowledge, skills, and ability 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.

5.1 Target group

Personnel working within the wind industry conducting slinging techniques and signalling during simple lifting operations, meaning lifts conducted based on a lifting plan covering known hazards.

5.2 Aims and strategic objectives

Training in accordance with this standard will enable participants to take responsibility to support and care for themselves and others while working with slinger signalling in the wind industry by possessing the required knowledge, skills, and ability to conduct assigned tasks safely and efficiently.

5.3 Guidance on delivering lesson elements

Section 9.4 gives 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 are not reduced in length. Theoretical elements should be delivered during the practical exercises whenever feasible.

5.4 Validity period

The slinger signaller training is an enduring qualification and therefore a validity period does not apply to this training. This assumes that the participant is actively working with slinger signalling tasks.

5.5 Course codes

Module

Course Code

Slinger Signaller:

SLS

Table 5-5 - GWO Slinger Signaller module course code

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5.6 Participant prerequisites for the Slinger Signaller module

All personnel participating in the Slinger Signaller training module 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. 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 and 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 or are under the influence of any impeding substances like narcotics or alcohol. The Annex 2 of the Requirements for Training Providers: Medical Self-Assessment Form shall be used if no other equivalent procedure is in place. Participant s’ signatures testifying to their medical fitness shall be collected prior to the start of the GWO Slinger Signaller module.

5.7 Physical demands

The GWO Slinger Signaller training module may potentially be physically demanding.

If there is any doubt regarding the medical fitness of any participant, the training provider shall stop training with the participant 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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6 G ENERAL R ESOURCES REQUIRED TO DELIVER SLINGER SIGNALLER MODULE

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

6.1 Instructors

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 current requirements outlined in GWO ’s Requirements for Training Providers document.

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 slinger signalling methods, techniques, and processes comparable to those executed by the participants during the slinger signalling module.

3) Act as first responder in the case of an accident.

Supporting staff:

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

6.2 Training equipment

The equipment required for training as listed in Annex 3 must be available and must fulfil national legal requirements as listed in Table A5-1 in Annex 3 where applicable.

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7 U NDERSTAND GWO L EARNING O BJECTIVES AND T AXONOMY

7.1 Learning 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.

7.2 Learning activities

Learning activities are planned, and systematic activities designed to create learning and enable the participants t o 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’ reflections.

7.3 Participants assessment 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 relevant terminology and correct facts i n their group discussions within the domain of knowledge and when they answer questions of differing complexity. 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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7.4 The GWO Taxonomy Framework

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 on 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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8 A DMINISTRATION AND CERTIFICATION OF MODULES

8.1 Participant performance assessment

Participants will be assessed by means of direct observation and supplementary oral questions where appropriate (formative evaluation). Furthermore, the participant will be subjected to a written phase test after the theory elements (summative evaluation).

To successfully complete this module, the participants must:

Show commitment to avoid incidents while working with slinger signalling.

Show commitment to act out this value by demonstrating a proactive approach.

Participate in the formative evaluation of the module in a constructive manner.

8.2 Theory test

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 in understanding the meaning of the question or the multiple-choice options. The instructor shall not give the participant the correct answers to any test questions.

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

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.

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, then the instructor shall discuss this with the participant to find out the reason. If the reason 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 participant 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.

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Training Providers shall have a documented procedure in place for dealing with participants not meeting the stated learning objectives.

8.3 Participant assessment form

Throughout the entire GWO slinger signaller course the instructor will use the participant performance assessment form (see Annex 1 of the Requirements for Training Providers) to evaluate the participant s’ knowledge, skills, and abilities, with a high focus on evaluating the participants ’ safety awareness. The instructor shall keep a participant performance assessment form (or adaptation) for each participant until the completion/evaluation of the slinger signalling training module. The performance 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 performance assessment form shall be used as a progressive evaluation tool to discuss the performance of a participant in guiding 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 slinger signalling training module, they can attend a new slinger signalling training in accordance with the contractual agreement when ordering the training course. The re-entry point is dictated by the stage where the participant stepped out of the course or where the instructor deems constructive.

Training providers may adapt the participant performance 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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Slinger Signaller (SLS)

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9 S LINGER S IGNALLER M ODULE

9.1 Aims and objectives

The aim of GWO ’s slinger signaller training module is to enable the participant to support and care for themselves and others while working with slinger signalling in the wind industry by possessing the required knowledge, skills, and ability to conduct assigned tasks safely and efficiently. Upon successful completion of GWO ’s slinger signaller training course, the participant will be able to work within the wind industry conducting slinging techniques and signalling during simple lifting operations, meaning lifts conducted based on a lifting plan or covering known hazards.

Overall learning objectives

The participants of the slinger signaller module will have the ability to:

on their own, take responsibility to attach and detach the load to and from the crane lifting attachment (Ability, intermediate level)

take responsibility to initiate and direct the safe movement of the crane, including multiple slinger signallers during limited or blind lifts in both familiar and unfamiliar situations (Ability, intermediate level)

take responsibility for their role and responsibilities during the lift (Ability, intermediate level)

on their own, take responsibility for visual pre- and post-inspection on lifting accessories and load (Ability, intermediate level)

take responsibility for handling lifting accessories (Ability, intermediate level)

act independently when taking responsibility for ensuring safe lift-off and lay down of the load (Ability, intermediate level)

take responsibility for slinging various types of loads, based on weight, centre of gravity, shape, and size and to seek guidance when needed (Ability, intermediate level)

take responsibility to carry out generic routine lifts in accordance with the lift plan independently and responsibly (Ability, intermediate level)

take responsibility to comply with instructions/procedures set up by the employer to manage lifting and to seek guidance when needed (Ability, intermediate level)

take responsibility to ensure that equipment is properly applied, maintained and that defects are reported (Ability, intermediate level)

9.2 Duration of the slinger signaller module

The total contact time for completing this slinger signaller module is estimated to be 13 hours and 40 minutes. This is based on the time estimate given in the module timetable.

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

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The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to slinging and signalling 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 days

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).

9.3 Slinger signaller module instructor to participant 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 – Participant Ratio

Theory

1:12

Slinger signaller

Practical

1:6

Table 9-3 - GWO Slinger signaller module instructor to participant ratio

Note: During the practical elements, the instructor cannot be the crane operator while instructing.

9.4 Slinger signaller module timetable

The training provider may choose the order in which to deliver the elements of this slinger signaller training module, provided that the order of delivery enables the participant 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 tables 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

Element

Approx. Duration

1

Introduction to the training

1.1

Safety instructions and emergency procedures

1.2

Facilities

1.3

Introduction

1.4

Scope and main learning objectives

1.5

Ongoing Assessments (Performance assessment form)

1.6

Motivation

1.7

Human Factors

1.8

Personal protection equipment TOTAL

45 min.

2

General Theory 2.1

Role and Basic Signals

2.2

Legislation

2.3

Lifting Equipment Types

2.4

Accessories

2.5

Dynamic or Static

2.6

Lifting Plans

2.7

Risk Assessment TOTAL

145 min.

3

Practical

3.1

Manual Handling

3.2

Slings

3.3

Shackles

3.4

Lifting Bags

3.5

Load Attachment Point Types

3.6

Accessory Storage

3.7

Pre- /Post- Use Check

3.8

Quarantine

3.9

Crane Functions

3.10

Load Orientation Devices

3.11

Lifting Angles

3.12

Centre of Gravity (COG)

3.13

Suspended Loads and Dropped Objects

3.14

Lifting Zones

3.15

Roles and Responsibilities

3.16

Toolbox Talk

3.17

Hand/Radio Signals

3.18

Slinging Techniques TOTAL

570 min.

4

Training Review 4.1

Training Review

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4.2 4.3

Feedback Session Theory Test TOTAL

60 min .

GRAND TOTAL

820 min.

Table 9-4 - GWO Slinger / Signaller module timetable

9.5 Detailed description of the slinger signaller module

INTRODUCTION TO THE TRAINING

45 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 slinger signaller 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)

explain the use of correct PPE (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:

1.1.1

Explain and ask involving question 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:

1.1.2

Engage in answering questions on local safety and emergency procedures

FACILITIES

Learning objective:

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

The instructor shall:

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

1.2.2

Alternative activity: lead a tour and point out facilities

The participants shall:

1.2.3

Note relevant facilities and ask questions when in doubt

INTRODUCTION

Learning objective:

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

The instructor shall:

Explain and ask involving questions aiming at the programme of the slinger signaller training module, including breaks and mealtimes.

1.3.1 Give a short introduction of themselves, including their backgrounds as instructors

1.3.2 Ask for participant s’ expectations of the training and their learning or development

The participants shall:

1.3.3 Give a short introduction to themselves, including job function and 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 objective of the slinger signaller training module (Knowledge, basic level)

The instructor shall:

1.4.1 Present the scope and main learning objectives of the slinger signaller training module

1.4.2 Involve participants with questions on understanding and individual experiences on slinger signaller module

The participants shall:

1.4.3

Engage in answering questions and share experiences on slinger signaller module

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ONGOING ASSESSMENTS (PERFORMANCE ASSESSMENT FORM)

Learning objective:

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

The instructor shall:

1.5.1

Explain the reasons for the ongoing and test assessment

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

The participants shall:

1.5.3 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:

1.6.1

Explain and lead a discussion on:

The importance of personal involvement in the course

The definition of, and the need for, slinger signaller module 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 participant.

The participants shall:

1.6.2

Engage in discussions and share experiences on slinger signaller module

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 participants ’ attention to how human behaviour and taking responsibility influences a safe work environment, and to prepare for the continued focus on human factors during practical training and exercises.

Learning objectives:

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The participants can describe the relevant human factors, and their implications in a wind turbine environment (Knowledge, basic level)

The participants show interest and willingness to focus on human factors during the following practical exercises (Ability, basic level)

The instructor shall:

1.7.1 Present how human factors influence accidents in the wind industry (relevant statistics may be used)

1.7.2 Lead a discussion about the role of the individual in improving human behaviour and how this can improve the safety of offshore operations in the wind turbine environment 1.7.3 Ensure that constructive feedback on the participants ’ performance involve human factors criteria when these are defined in the learning objective such as the ability to take responsibility or to act independently

Facts and Human Factors Criteria:

The consequences of human factors in accidents offshore are influenced by the following terms and conditions:

attention and perception

group behaviour and peer pressure

weather conditions

weather delays

noise levels

site layout and housekeeping

fitness and health

domestic and work-related stress

workload (both overload and underload)

fatigue

time pressure and deadlines

alcohol, medication, and substance abuse

The participants shall:

1.7.4 Engage in discussions and share experiences on how human factors influence accidents in slinger signaller module 1.7.5 Engage in and reflect on received feedback and take responsibility on their own performance and development during the training

PERSONAL PROTECTION EQUIPMENT

Learning objectives:

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The participants can describe the need for correct PPE (Knowledge, basic level)

The participants can identify and describe the correct use of PPE (Knowledge, basic level)

The instructor shall:

1.8.1 Ask q uestions on the participants’ knowledge on the relevant PPE equipment including: helmet, shoes, safety glasses, gloves, high visibility clothing (harness and fall-arrest may be presented)

The participants shall:

1.8.2

Engage in instructor’s questions and share experiences on the use of PPE

Note:

This element may be conducted in relation to the practical exercises

GENERAL THEORY

145 min.

The aim of the lesson is to enable the participants to conduct slinger signaller tasks safely by acquiring the relevant knowledge and abilities.

After having successfully completed this lesson, the participants can:

Show interest in the risk assessment and in conducting slinger signaller tasks safely (Ability, basic level)

Describe the environmental impact on the planning and execution (Knowledge, basic level)

Note: Theory may be presented and discussed during the practical exercises where it is found beneficial for the training

ROLE AND BASIC SIGNALS

Learning objectives:

The participants can explain the slinger signaller role and responsibilities (Knowledge, intermediate level)

The participants can describe basic signals (Knowledge, basic level)

The instructor shall:

2.1.1 Describe the slinger signaller’s role towards the immediate surroundings, including crane crew and spotters – covering individual responsibilities 2.1.2 Lead a discussion on how people involved in basic lifting operations must communicate in a clear and concise manner 2.1.3 Demonstrate basic slinger signalling signals, including ensuring that hand and radio communication are understood by all

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2.1.4 Have participants describe their understanding of the signal package/equipment (See Annex 3) used throughout the training

The participants shall:

2.1.5 Practise the ability to use all aspects of provided signals package during practical exercises, covering giving, receiving, and acting on signals

LEGISLATION

Learning objectives:

The participants can describe where to find the applicable legislation (Knowledge, basic level)

The participants show interest in applying relevant legislation and seeks guidance when needed (Ability, basic level)

The instructor shall:

2.2.1

Describe the duty holder concept regarding legislation

2.2.2 Explain the need to have knowledge of the current national and regional legislation and best practice before conducting slinger signalling operations

The participants shall:

2.2.3 Discuss where information about the current national and regional legislation and best practice can be found

LIFTING EQUIPMENT TYPES

Learning objective:

The participants can describe the different lifting equipment types and their usage and limitations (Knowledge, basic level)

The instructor shall:

2.3.1 Describe the relevant types of cranes/lift devices and their main characteristics and usage (on/offshore), covering as a minimum:

a. hoists/winches

b. telescopic/folding/fixed boom cranes

c. mobile crane

d. transition piece crane

e. overhead crane

2.3.2 Explain focus areas when interacting with the different types of cranes as a slinger signaller including positioning, communication, and movement

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