crane safety - safetytrainingnetwork.com · 106 capitola drive durham, nc 27713 (p) 919-544-6663...

106 Capitola Drive Durham, NC 27713

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PRESENTER'S GUIDE

"CRANE SAFETY"

Part of the SAFETY MEETING KIT Video Series

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



THE "SAFETY MEETING KIT" VIDEO SERIES

This program is part of the "Safety Meeting Kit Video Series. The programs in this series have been created to provide employees with good, basic information on everyday safety and health topics. This series includes programs on the following topics:

$ Accident Investigation $ The ANSI MSDS $ Back Safety $ Compressed Gas Cylinders $ Computer Workstation Safety $ Conflict Resolution (Industrial and

Office versions) $ Crane Safety (Industrial and

Construction versions) $ Driving Safety $ Dealing with Drug and Alcohol

Abuse (Employees and Managers/Supervisors versions)

$ Electrical Safety $ Eye Safety (Industrial and

Construction versions) $ Ergonomics (Industrial and Office

versions) $ Fall Protection $ Fire Extinguishers $ Fire Prevention (Healthcare,

Industrial and Office versions) $ First Aid (Industrial and Construction

versions) $ Hand and Power Tool Safety

(Industrial and Construction versions)

$ Hand, Wrist and Finger Safety (Industrial and Construction versions)

$ Hazardous Materials Labels $ Hazardous Spill Cleanup $ Heat Stress (Industrial and

Construction versions) $ Ladder Safety (Industrial and

Construction versions) $ Machine Guard Safety $ Materials Handling Safety $ Office Safety $ Rigging Safety (Industrial and

Construction versions) $ Safety Audits $ Safety Housekeeping and

Accident Prevention $ Safety Orientation $ Safety Showers and Eye

Washes $ Sexual Harassment

(Employees & Managers/ Supervisors versions)

$ Sexual Harassment Investigations

$ Slips, Trips and Falls $ Welding Safety (Industrial and

Construction versions) $ Wellness and Fitness $ Winter Safety $ Workplace Harassment

(Industrial and Office versions) $ Workplace Stress



$ Workplace Violence

Other products in the "Safety Meeting Kit" line include employee booklets and posters which have been designed specifically to be used with the programs. By combining these three products you have all of the materials you need to promote and conduct a complete safety meeting (for information on booklets and posters contact your local distributor).



TABLE OF CONTENTS Section $ INTRODUCTION TO THE PROGRAM 1

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

$ PREPARING FOR THE PRESENTATION 2

— Structuring the presentation — Setting up the class and classroom

$ CONDUCTING THE SESSION 3

— The initial steps — Showing the program — Conducting the discussion — Concluding the presentation — "Wrapping up" the paperwork

$ OUTLINE OF MAJOR POINTS IN THE PROGRAM 4

$ ACCOMPANYING MATERIALS 5

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



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

The OSHA crane safety regulations.

Equipment inspection.

General and operational safety devices.

General operating procedures.

Working with boom cranes.

Working with jib cranes.

Working with overhead cranes.

Hand signals.

Background While there are many different types of cranes, they all have the ability to make many jobs much easier by being able to lift enormous weight. But they also share the potential for danger when they are not operated safely. Crane-related accidents are often serious, due to the cumbersome and heavy loads that are lifted. A small miscalculation, or a brief moment of inattention, and disaster could strike. Once a load falls not much can be done to stop it, and there is little time for people to safely move out of the way. A coworker could be injured, or expensive equipment could be damaged or destroyed... including the crane itself. OSHA has become so concerned about crane-related accidents that they revised their crane safety regulations to make them even more stringent.



It is estimated that over 90% of crane-related accidents are caused by human error. So it is very important for employees to learn how to work with cranes safely. They need to know that with the proper preparation, equipment and attitude, costly accidents and injuries can be avoided.

Objectives To help employees understand how to work with cranes safely, this education and training program is designed to present basic information in this area. Upon completion of the program, employees should:

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

Be able to conduct a thorough inspection of both their worksite and the cranes they are working with.

Understand the differences and the similarities among the major types of cranes they may encounter.

Be familiar with both general and operational crane safety devices and know how they function.

Know the best methods of lifting and lowering a load.

Be able to recognize and use standard hand signals to direct different crane operations.

Reviewing the Program As with any educational program, the "presenter" should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An "Outline of Major Program Points" in the program is included in this Presenter's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.



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

Keep the session focused on the topic of crane safety.

Relate discussions to how cranes are used in the employees' own working environments.

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

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

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

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



Setting Up the Class and Classroom Remember, there are a number of things that must be done to "set up" the class as well as the classroom. These fall into several groups of activities, and include:

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

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

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

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

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

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

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

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

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

player you are using operates separately from the room light.

— See if you can control the room temperature. — Know where the closest restrooms are located. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known

to the attendees.

Seating — Make sure everyone can see the screen from their

seat. — Make sure everyone can hear both the videotape/

DVD and you (when you speak).



— Check to see that seating is such that writing can be done easily.

— Make sure the seating arrangement allows eye contact between attendees, and between you and attendees.

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

and all appropriate cables and extension cords are available.

— Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor.

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

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

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

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

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

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

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

need be, to avoid tripping. — If you are using the videotape version of the program

run the "leader" up to the point where the program begins.



CONDUCTING THE SESSION The Initial Steps In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about Crane Safety. Initially, you need to:

Introduce yourself as the session leader.

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

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

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

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

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

"Because you work with cranes, you are responsible for thousands of dollars' worth of material reaching its destination undamaged. But more importantly, you are responsible for the safety of yourself and your coworkers.



"The program we are going to watch today provides a lot of good information about how to work with cranes safely, and what part we each play in the process. To make this the most productive session possible, we need to look at what we want to

accomplish here today" (verbally reference the <Objectives= list from the first section

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

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

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

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

— "One of the segments of this program discussed setting up a boom crane. Who can explain how a boom crane should be set up so that it can be operated safely?"

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

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



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

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



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

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

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

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

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

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

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

personnel. — And training.

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



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

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

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

— Generally it must be at least 20 feet away at all times.

— But this can vary depending on the amount of current going through the lines.

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

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

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

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

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

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

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

There are many types of cranes. — They have many similarities. — Yet they also have important differences.



Most industrial cranes fall into three basic categories: — Overhead cranes. — Jib cranes. — Boom cranes.

Overhead cranes are attached to support platforms or the walls of buildings.

— These cranes move along bridges to carry their loads, usually in a straight line.

— Unlike other cranes, they do not have much of a range of motion.

Jib cranes... such as the wall crane... have an arm which suspends a hoist rope, block and hook.

— They can pivot to position a load. — A jib crane's arm can not be adjusted for angle... it is

locked into a horizontal position. — But the crane's hoist block may be able to move

along the jib arm.

Boom cranes... such as "truck" or "tower" cranes... are the most complicated type of cranes.

— While we don’t cover "tower cranes" in this program, much of what we’re discussing (including the OSHA crane regulations) applies to them as well.

Boom cranes are similar to jib cranes in several ways: — They both have a hoist rope and a hook. — The rope and hook hang from an arm. — But in a boom crane the boom arm can also be

adjusted for angle and length.

There are many variables to take into account when dealing with boom cranes.

— Operators are required to take special training to use them.

— Because they are powerful and complicated, it is important to learn how to use them before work begins.



The first thing to do before working with any crane is to locate the standard safety devices. There are two types:

— General safety devices. — Operational safety devices. — General safety devices are found inside the crane's cab, and often include bells and warning lights. — If sensors detect a problem, the devices will sound

off or blink.

Other common general safety devices include horns and warning tags that are used to alert coworkers if:

— The crane is moving. — The crane is not functioning properly.

Occupational safety devices monitor or control the handling capability of the crane, and include:

— Overload Indicators. — Emergency stop buttons. — Limit switches.

For example, a limit switch cuts off power when a crane reaches the end of its range of movement.

After locating the safety devices, it is important to inspect the crane thoroughly.

— Accidents can be prevented by finding small problems before they become major malfunctions.

— Check the crane's fluid levels. — Try out the controls. — Test the brakes.

Start the crane up. — By listening for unusual noises, you can often locate

leaks or other potentially serious problems.

While inspecting a crane, pay special attention to the hook.



— Hooks are used to attach the load to the hoist rope. — Never use a hook with a broken or bent safety latch. — The sling could slip off and damage the load.

Look for hooks that are stretched or twisted as well. A hook should be replaced if:

— The opening is stretched 15% or more from its original size.

— It is twisted more than 10 degrees.

Always check the weight limits on any crane... before using it.

Once a general inspection is completed, focus on the particular type of crane that you are using.

An overhead crane rides on a bridge or rail, and has "end stops".

— The end stops prevent the crane from running off the rail.

— "Bumpers" are used to reduce the impact when the crane reaches the end of the rail.

— Bumpers and end stops are prone to "wear-and-tear", so make sure they are secure before using the crane.

When working with a jib crane, know the jib arm's range of motion.

— Without this knowledge, hands or fingers might get caught in the equipment.

Check jib cranes for bent supports or misalignment, as well.

— Do this periodically while the crane is in use as well.

Also check the hoist brake. — Make sure it can hold, and lower, the crane's load

safely.



Most boom crane accidents are the result of mistakes made during set-up. Prevent problems by:

— Using a load chart. — Ensuring that the crane is level. — Knowing the capacity of the slings that are being

used.

A boom crane is equipped with legs called outriggers, which are used to position and level the crane.

— Start by extending the outriggers and placing them on solid ground.

— Wood or metal plates are often used to ensure secure footing.

After extending the outriggers, check the level inside the cab to see if the crane is parallel to the ground.

— If the crane is not level, and a lift is attempted, severe damage could result to the crane itself.

— An unbalanced crane can also tip over and damage equipment or injure a coworker.

— Take the time to level a boom crane with its outriggers.

When setting up a boom crane for a lift, consult the crane's load chart.

— The load chart lists the weight capacity for the crane at various boom angles and lengths.

— A copy is permanently attached to the crane. — Your supervisor usually has a copy as well.

When calculating the weight of a load include all lifting equipment... such as the rigging, block and hook.

— Make sure to find the correct boom length and Angle that is needed for the lift.

Take the time to understand the load chart before beginning a lift.



When the crane is set up... and you are familiar with how it works... you are ready to "rig" the load.

— Make sure nothing is in the way of the crane. — Clear away boxes, tools or any materials that may be

lying around.

Once the area is clear, position the crane directly over the load so that the hoist rope hangs straight down.

— The load must be lifted straight up and down. — If the load is lifted diagonally, the crane could be

damaged.

Next, attach the load. Be sure to put the sling on the hook correctly.

— A hook is designed to support loads at its center. — Never put the sling on the tip of the hook. — The weight of the load could stretch and weaken the

hook.

Once you have rigged and attached the load, make sure that everyone understands standard hand signals.

To show that you want to hoist a load: — Lift your arm, point up and move your index finger in

a small horizontal circle.

To indicate that you want to lower a load: — Point your arm downward, extend your index finger,

and move it in a small horizontal circle.

To signal that you want to stop the crane: — Point your arm out to the side, face your palm to the

ground, and move your arm back and forth horizontally.

To call for an emergency stop: — Point both of your arms out to the side, face both

palms downward and move your arms back and forth horizontally.



If you are using a boom crane, there are two other hand signals that everyone should know:

— To signal that you want to raise the boom, extend your arm out to the side and then point your thumb up.

— To show that you want to lower the boom, extend your arm out to the side and point your thumb down.

As the lift begins, pay close attention to the "angle of the load."

— This is the angle between the load and level ground.

The best way to lift is with the load parallel to level ground.

— If the angle of the load exceeds 10 degrees, the load could fall out of the sling.

— This could cause damage to the equipment or to the load... and might injure a coworker.

Once the load is balanced and is hoisted into the air, you may need to travel with it.

— Be sure to move at low speeds. — This helps you keep an eye on the load while

watching where you are going at the same time. — Stop periodically to ensure that the load is stable. — Avoid sudden stops and starts that could unbalance

the load.

Always watch where you are going. — Never pass a load over someone. — Never let anyone walk underneath a load. — They could be seriously injured or killed if the load

falls on them.

You have the greatest control of the load when using a "tagline".

— A tagline is a piece of rope attached to the hoist block, or the load itself.



— By putting tension on the tagline, you can help move the load smoothly and safely to its destination.

When you get a load to its destination be sure to "land" it immediately.

— A suspended load is an accident waiting to happen. — Someone could walk or drive into the load... or it

could fall.

As you put the load down, lower it slowly, stopping a few inches from the landing point.

— Make sure everything is secure. — Then lower the load the rest of the way.

Once the load has been landed, the slings should be removed and put back where they belong.

— This prevents them from snagging on other objects when the crane travels again.

— Also raise the hoist block high enough so no one will hit their head or run into it.

* * * SUMMARY * * *

By moving the things that take a lot of power to lift, cranes help make life easier.

— But if they are not used properly, they can cause damage... injury... even death.

— Knowing how to lift, move and land a load will help keep us all safe.

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

Familiarize yourself with the type of crane that you are using.

Remember to inspect the crane before working with it.



Make sure that you and your coworkers know the proper hand signals.

Know the weight capacity of a crane before rigging a load.

Always position a crane directly over the load.

When lifting, check the angle of the load to make sure it is level.

Safety can sometimes seem like a "burden". But by learning to use cranes properly, that "load" can be "lifted" off of our shoulders!



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

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

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

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



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

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



QUIZ

"CRANE SAFETY"

Name: Date:_____________________ 1. True or False... It is critical to know the weight capacity of a crane before

hoisting a load? True False

2. Which of the following is not a type of industrial crane?

Boom. Jib. Barrel. Overhead.

3. True or False... When performing an inspection of a crane, it is not

necessary to check fluid levels to see if they are within acceptable limits? True False

4. True or False... Every boom crane has its own load chart?

True False

5. True or False... You can always adjust the angle of a jib crane?

True False



6. Which of the following operational safety devices does not monitor and control the handling capabilities of a crane?

Overload indicators. Emergency stop buttons. Anti-slip bevels. Limit switches.

7. True or False... To signal an emergency stop, extend both of your arms out

(with palms down) and move them horizontally? True False



QUIZ

"CRANE SAFETY"

PRESENTER'S COPY...WITH ANSWERS 1. True or False... It is critical to know the weight capacity of a crane before

hoisting a load? X True False

2. Which of the following is not a type of industrial crane?

Boom. Jib. X Barrel. Overhead.

3. True or False... When performing an inspection of a crane, it is not

necessary to check fluid levels to see if they are within acceptable limits? True X False

4. True or False... Every boom crane has its own load chart?

X True False

5. True or False... You can always adjust the angle of a jib crane?

True X False

6. Which of the following operational safety devices does not monitor and

control the handling capabilities of a crane? Overload indicators. Emergency stop buttons. X Anti-slip bevels.



Limit switches. 7. True or False... To signal an emergency stop, extend both of your arms out

(with palms down) and move them horizontally? X True False



SCHEDULING AND ATTENDANCE FORM

"CRANE SAFETY" TRAINING SESSION SCHEDULE

ATTENDEE DATE

TIME

SIGNATURE



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

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION

LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS

CERTIFICATION OF TRAINING AND TESTING (Instructor's Signature)



TRAINING CERTIFICATE

This is to certify that ______________________________________________________________________ (Employee Name)

has completed the laboratory safety course "CRANE

SAFETY" and has been tested on the contents of the course,

as required.

This training, as well as the associated testing was conducted

by ___________________________________ and was (Instructor Name)

completed on ___________. (Date)

crane safety - safetytrainingnetwork.com · 106 capitola drive durham, nc 27713 (p) 919-544-6663...

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