supported scaffolding safety · leader's guide. 1500-ldg-e . supported scaffolding safety....

LEADER'S GUIDE

1500-LDG-E

SUPPORTED SCAFFOLDING SAFETY

Training for the OSHA SCAFFOLDING STANDARD

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

106 Capitola Drive Durham, NC 27713

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

THE REGULATORY COMPLIANCE KIT VIDEO SERIES

This education program is part of a comprehensive series of programs on important regulatory topics. Many of these programs have been created to meet employee training requirements of specific OSHA, EPA and DOT regulations. The series includes programs on the following regulations and topics:

- The Asbestos Standard. - The Bloodborne Pathogens Standard. - The Confined Space Entry Standard. - DOT Hazardous Materials Regulations (HMR). - Emergency Planning. - Forklifts/Powered Industrial Trucks Standard. - The "HAZWOPER" Standard (Hazardous Waste Operations and

Emergency Response). - Hearing Conservation and Safety - Indoor Air Quality. - The Laboratory Standard. - The OSHA Lead Standard (Industrial and Construction versions). - Lock-Out/Tag-Out. - The OSHA Recordkeeping Standard. - The Personal Protective Equipment Standards (Industrial and

Construction versions). - The Respiratory Protection Standard. - Right-To-Know/The Hazard Communications Standard (Industrial

and Construction versions). - Supported Scaffold Safety (Industrial and Construction versions). - Suspended Scaffold Safety (Industrial and Construction versions). - The CDC Tuberculosis Prevention Guidelines.

Other products in the Regulatory Compliance Kit line include compliance manuals, employee booklets and posters which have been designed specifically to be used with the programs. These products can be used to satisfy OSHA, EPA and DOT compliance requirements for creating written compliance programs, as well as employee training.



WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety and health practices. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment. In order to comply with OSHA's scaffolding regulation, employees must be provided with site-specific information in addition to the information presented in this program."

Copyright 2000 The MARCOM Group, Ltd.



TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM

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

2 PREPARING FOR THE PRESENTATION

- Structuring the presentation - Setting up the class and classroom

3 CONDUCTING THE SESSION

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

4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS

- Scheduling and Attendance Form - Quiz - Training Certificate - Employee Training Log



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 included in the program are:

- Responsibilities of a scaffold expert.

- Creating a level and firm foundation.

- OSHA's maximum intended load.

- Scaffolding assembly.

- Platforms and planking.

- The danger of power lines.

- Ramps and walkways.

- Platform hazards.

- Personal fall arrest systems.

- Guarding against falling objects. Each of the sections covers important information in one topic area, providing employees with general knowledge about working in and around supported scaffolds.



Background For many people, getting to their jobs means driving a car or hopping on a bus or train. But for some workers, getting to their jobs involves climbing onto a scaffold to work on a building or other structure. Whenever someone leaves the ground, the risk of an accident increases dramatically. With more than 10,000 scaffold-related injuries reported each year, OSHA has mandated that workers be trained on how to safely erect and use these valuable work platforms. From ensuring that a foundation is built on solid, level ground to clearing a platform of unnecessary materials and debris, workers can reduce the odds that they or their coworkers might be involved in an accident when using a scaffold. But too many workers approach scaffolds with a lack of knowledge about the hazards and limitations of these temporary work surfaces. Whether they are erecting or working on a supported scaffold, workers need to understand that the dangers associated with this type of equipment can be minimized with proper training, preparation and maintenance. This program highlights the primary causes of safety problems associated with scaffolds, and shows workers how to use proper procedures to work with them safely. Objectives This training program is designed to present information about the nature of OSHA's scaffolding regulation as it applies to supported scaffolds, and help employees reduce or eliminate potential hazards when they are erecting and using scaffolds. Upon completion of the program, employees should:

- Know what the responsibilities of a scaffold expert are, and understand why OSHA mandates that an expert be present at every scaffold worksite.



- Understand the importance of safe scaffold construction, including building a firm foundation and determining the maximum intended load.

- Be able to determine what procedures should be used when

assembling a stable scaffold platform. - Know how to correctly select and use supports and planking.

- Recognize the danger of power lines, and other electrocution

hazards.

- Understand when and how to use personal fall arrest systems.

- Know how to guard against having tools and materials fall from scaffold platforms.

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 section is included in this Leader'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 related to the topic of supported scaffolding safety.

- Relate discussions to your company’s operations, procedures and responsibilities.

- 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 Program Points section 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 supported scaffolding safety.



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 the videotape/DVD and

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

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- 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 chartpad, 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 how to do things safely. Initially, you need to:

- Introduce yourself as the session leader.

- State the title of the program, Supported Scaffolding Safety.

- 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 follow along the lines of the following:

"Today we are going to talk about OSHA's scaffolding regulations, and how we can work as safely as possible with tools and equipment that take us off the ground and onto supported scaffolds."

"We have a pretty good safety program here. However, as we all know, from time to time accidents can still occur when we use scaffolds. Materials we are using can fall off a scaffold, or a hammer or other tool can slip out of someone's hand. Some of us are even responsible for setting up the scaffolds that we use. All of these situations have the potential to cause an injury."



"As you probably know, the government has created a set of regulations to make sure that companies that use scaffolds do as much as possible to protect their employees from accidents and injuries."

"To help us understand these regulations and learn how to reduce or eliminate scaffold-related accidents and injuries, we need as much information as possible about how to erect, maintain and use supported scaffolds."

"We realize that the first step in protecting ourselves in these situations is to be able to recognize, as much as possible, situations where injuries can occur. We have tried whenever possible to limit hazards through safe work practices. We also know that it is important to use appropriate personal protective equipment in many of our tasks."

"These are the type of things the scaffolding regulations address. And learning more about these topics is the focus of our session. 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 available in the preceding section is guide, or point to the board or chart where they have been written 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. Showing the Program At this point, you need to introduce the title of the program once again, Supported Scaffolding Safety, darken the lights if necessary, and begin the showing of the program. If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see.



T

he DVD menu has two selection bars:

- Play. - Contact Us.

To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. 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 supported scaffolding safety. There are everal ways to conduct these discussions. These include: s

- 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 sections that we saw in the program was

about the maximum intended load of a scaffold. Who can tell us what this is and how it is determined?"

- "We saw some interesting things about how to create a level foundation before erecting a scaffold. Who can review some of the types of site preparations that can be effective?"

You should use the discussion format that you are most comfortable with. The Outline of Major Program Points section in this guide, and the questions and answers in the master copies of the quiz can 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 attendees' 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, along with 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. Remember, it is always a good idea to document information about an employee's attendance at these sessions, as well as the fact that the employee has come away from the session with some knowledge regarding supported scaffolding safety.



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.

- Construction is all around us, every day. It seems that no matter where you look:

- New construction is under way. - Existing structures are getting a facelift.

- As the need to reach new heights continues, workers must also rise

to the occasion. - This is where scaffolding comes in.

- Scaffolds are an integral part of the construction process.

- Without them workers would have a difficult time completing jobs in elevated areas.

- While ladders can also reach high places, scaffolds provide an area

of support that: - Allows workers room to move around. - Keeps supplies nearby.

- Scaffolds are really just another tool that we can use to make our

jobs easier. - Like all tools, it's important to know how to use them

correctly. - Otherwise, serious accidents can occur.

- In fact, OSHA is so concerned about this that they have developed

training and safety regulations specifically for working on scaffolds. - These regulations are aimed at stopping the estimated

10,000 scaffold-related injuries that occur each year.



- While there are many kinds of scaffolds covered by OSHA's regulations, this program will concentrate on supported scaffolds.

- Supported scaffolds consist of one or more platforms held up by

some type of rigid supports that are linked to the ground for stability. These can include:

- Poles. - Legs. - Uprights. - Posts. - Frames.

- OSHA requires that workers who use supported scaffolds be trained

in the following areas: - Assembly and disassembly. - The proper use and placement of scaffolds. - How to safely handle materials. - How to prevent falls.

- Even though workers must undergo this thorough training, OSHA

also requires that a scaffold expert be on site whenever a scaffold is erected or used. This expert is responsible for:

- Designing each scaffold that is erected. - Supervising the construction of all scaffolds. - Enforcement of scaffold safety regulations. - Resolution of any problems or questions that relate to

scaffolds.

- One of the first steps to take when constructing a scaffold should be to create a firm foundation.

- OSHA requires that the surface the scaffold rests on be sound, rigid and capable of carrying the maximum intended load' without settling or displacement.

- The maximum intended load is defined as "the total weight of all

workers, including their equipment, tools and materials on the scaffold."

- This includes any force that is applied to the scaffold by ladders or other items that lean against it.



- Once a scaffold expert determines that the ground will handle the load, preparations need to be made to create a level foundation.

- Unfortunately, on most job sites the ground will not be perfectly level.

- Prep work to create a level foundation can include:

- Smoothing out any hills or valleys. - Filling surface holes. - Compacting the ground.

- As the area is being leveled, all obstacles that could interfere with

the placement of the scaffold's legs should be removed. These include:

- Machinery. - Construction supplies. - Bushes or shrubs

- Even with this preparation, it is possible that a scaffold may not be

completely level when it is erected. - To further level the scaffold, all legs should be

connected to adjustable screw jacks. - These allow each leg to be raised or lowered

independently, and provide maximum control in leveling the scaffold.

- In many situations it is also a good idea to use mud sills.

- These are flat wood or metal plates that form a barrier between the soil and the scaffold legs.

- This prevents the legs from sinking into the ground.

- Remember, only true scaffold components should be used to support a scaffold.

- Never build a scaffold with anything that is not specifically designed to support it.

- Makeshift supports like construction equipment or materials such as cinder blocks can slip, break or even collapse.



- Once a safe, solid base for the scaffold has been constructed, the frame can be assembled. This consists of:

- Backs. - Sides. - Cross-braces.

- To make the scaffold's frame as strong as possible, be sure that all

of the components you are using are from the same manufacturer. - You can use parts from different manufacturers only if

your scaffold expert determines that they are compatible.

- Never use parts that must be forced together, or fit so poorly that the structure becomes unstable.

- You should also avoid intermixing parts made of different metals,

such as aluminum and iron. - Some metals are stronger than others. - If a scaffold part made of a hard metal is resting on a

part made of a softer metal, the softer part could bend. - This can make the scaffold wobbly and unsafe.

- As each level of the scaffold is built, you will need to lay down

platforms to support the workers who will be using the scaffold as they do their jobs.

- Platforms can be constructed from individual wood planks or other materials, such as metal or plastic boards that have been designed specifically for platform use.

- If planks are used, gaps may form between them or between a plank

and one of the scaffold's uprights. - It is important to keep these gaps as small as possible,

to prevent workers from tripping and debris from falling through.



- In most cases, planks should be no more than one inch from each other or any uprights.

- In special situations, where the last plank can not fill in the bulk of the space, your employer may authorize leaving a gap of up to 92 inches between the platform and an upright (if it is determined that this won't create a safety hazard).

- No matter what size planks you are using, it’s important to seat them securely by extending each one 6-12 inches over the end support of the scaffold (unless you are using prefabricated planks, which hook onto the scaffold frame for support).

- But it's important not to exceed a twelve inch overlap as well.

- Workers can be tempted to step on the extensions to increase their reach.

- With overly long extensions, this could result in the planks tipping and the worker falling.

- Underextended planks can also be a problem.

- Planks that extend less then six inches beyond the end of a scaffold are often easy to knock loose.

- Vibrations from people walking and working on the scaffold can cause the planks to slip, and eventually fall between the scaffold supports.

- You also need to exercise caution if you are using a number of

planks to cover a long length of scaffold. - In these situations each plank should overlap the next

one by at least 12 inches. - This will create a firm surface for workers and their

equipment.

- On scaffolds where planks are laid end to end (or abutted) without overlapping, each end must rest on its own support, known as a putlog.

- Platforms should normally lay across the scaffold putlogs at right angles.



- Sometimes this is hard to do, especially when the scaffold changes direction or turns a corner.

- In these situations, the planks that bridge the two scaffolds will not be at right angles to the putlogs.

- To anchor these planks they should be laid first, so both ends are overlapped by the planks from the other scaffolds.

- The width of the platform is also important. It must be wide enough

to: - Provide workers with room to do their jobs. - Hold materials. - Allow enough space for workers to pass by each other

when necessary.

- In most cases, this means platforms should be at least 18 inches wide.

- Where space is limited, the scaffold expert can allow 12-inch platforms to be used if he feels this can be done safely.

- When these narrower platforms are used more than six feet above

the ground, extra precautions must be utilized, such as: - Guardrails. - Personal fall protection.

- No matter how wide the platform: - It should be positioned no more than 14 inches from the

work surface, unless workers are protected by guardrails or other forms of fall protection.

- For work that requires extra room, such as lathing or plastering operations, the distance between the scaffold and the work surface can be expanded to 18 inches if the onsite scaffold expert feels this can be done safely.

- It is important to inspect individual planks for damage as the scaffold

is being built, as well as at the start of each shift. - Never use a platform or a plank that has a painted

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- Paint can hide damage like cracks and splits. - Painted surfaces can also become slippery in cold or

wet weather.

- However, materials other than paint may be used on all parts of platforms and planks as long as they do not interfere with the integrity of the platform. These include:

- Preservatives. - Fire retardants. - Traction finishes.

- In addition to structural problems, there are other hazards to watch

out for when working with scaffolds. - One of the most commonly encountered hazards is high voltage

power lines. - You should always know the location of any nearby

power lines when you are erecting or working on a scaffold.

- Make sure that people and scaffold parts are far enough away from electrical sources that they can not come into contact with them.

- The general rule of thumb is that the higher the voltage of the power lines, the further away you should be.

- Ask your supervisor about the distance you should maintain from any sources of electricity that you are working near.

- After a scaffold is in its final position, you need to make sure it is

being accessed safely. - Never climb up the cross-braces. - Their X-like shape does not provide a safe area of

support for your hands and feet. - Climbing cross-braces also puts a strain on the scaffold,

and can cause it to weaken or even tip.



- You can properly access a scaffold by using: - Ladders - Stairway towers. - Ramps. - Walkways.

- Ladders lean against the scaffold and are secured in place by a chain.

- To provide enough support for workers accessing and exiting the scaffold, the ladder should extend three feet above the top of the platform it is leaning against.

- Remember, you need to have both hands free to grab onto the rungs of a ladder.

- This limits the amount of materials that can be carried.

- Another type of scaffold access is stairway towers. - These are stair columns that connect to the scaffold

frame. - Stairs make it easier to climb to different levels while

carrying equipment (although you need to keep one hand on a safety railing at all times).

- OSHA requires that safety rails be installed on all stairway towers.

- Rails must be attached to each side of the steps. - Also, there should be both a top and middle rail. - The top rail should be able to be used as a hand rail...

unless a separate hand rail is installed. - All hand rails must have three inches of clearance from

any other object (in order to allow gloved hands enough room to slide along the rail without interference).

- Hand rails must also be strong enough to support the force generated by an average falling person.

- Another way to get to different areas on a scaffold is by using ramps

or walkways. - OSHA requires most scaffold ramps to have a slope of

less than 20 degrees. - This is an angle that workers can easily walk on safely

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- A steeper slope may be used if cleats (metal or wooden strips that provide extra traction) are attached to the ramp.

- If a ramp or walkway is six or more feet above the ground, a guardrail must also be installed.

- It's important to inspect ramps, walkways and platforms every day.

- Make sure they are in good working condition. - Ensure that they have not been overloaded with

materials or equipment. - If you discover any damage, report it to your supervisor

immediately.

- Another type of platform hazard to watch out for is the build-up of debris.

- This means anything from work materials to trash. - Debris can be kept to a minimum by removing tools and

equipment as soon as you are finished with them, and throwing trash away at the end of the workday.

- In addition to making it easier to work and move around on the scaffold, this will reduce the potential for slips, trips and falls.

- If piles of material such as barrels or bricks build up on your scaffold,

avoid the temptation to use them as makeshift ladders or stools. - Items like these can easily tip over and cause you to lose your balance. - To work on an area that is out of reach, a ladder can be

used in some situations. - But be sure to check with your supervisor for the proper

way to secure the ladder to the scaffold platform.

- OSHA feels that any time someone is more than six feet above the ground they should be protected from fall hazards in some way.

- Since much of the work done on scaffolds is above this height, OSHA has developed specific rules about scaffold fall protection above six feet.

- Most of these rules focus on the use of guardrails and personal fall arrest (PFA) Systems.



- These regulations require that guardrails be installed between 39 and 45 inches above the walking surface of the scaffold.

- The rails must be able to support the force of an average falling worker.

- On scaffolds where more protection is needed, personal fall arrest

systems are required. - They slow and eventually stop workers from falling, by

using harnesses and lifelines. - A personal fall arrest system consists of:

- An anchoring device. - A lifeline. - A deceleration device. - A body harness, which may include a lanyard.

- Lifelines for PFA systems can be vertical or horizontal.

- Lifelines that support a PFA system should not be attached to the scaffold.

- If the scaffold itself begins to tip over, a worker could be pulled down with it.

- Also, if a worker falls, the scaffold could fall with them.

- Instead, workers must attach the lifeline to a structural member of a building like a support beam which is strong enough to hold the weight of a worker during a fall.

- The lifelines should be able to swing freely without getting tangled in tools, debris or other objects... including people who are on the scaffold.

- PFA systems should also be used by workers who erect or

dismantle scaffolds, as long as the PFA's do not create a safety hazard themselves.

- OSHA acknowledges that lifelines can get tangled in Scaffold components during assembly or removal, which could cause problems.

- It is up to the scaffold expert to determine whether or not it is safe for erectors and dismantlers to use PFA systems.



- In addition to thinking about the effects of gravity on themselves, workers also have to be aware of objects that can fall from a scaffold.

- This is where falling object protection is needed.

- Everyone on the job site needs to take an active role in making sure that nothing falls from the scaffolds they are working with.

- This can be done by using preventative measures such as toe-boards, screens and debris nets.

- Toe-boards form a protective lip around the edge of a platform and help to prevent objects from sliding or being kicked off a scaffold.

- Screens and debris nets hang beneath platforms and walkways, to catch falling objects before they hit the ground.

- If there is the potential for extremely heavy objects to fall, screens

and netting will not be sufficient. - In these cases, the area below the danger zone should

be roped off to protect workers from potential injuries. - Remember, you can also help to protect yourself from

many falling objects by wearing a hard hat.



***SUMMARY***

- Protecting yourself while working on scaffolds comes down to two things:

- Using common sense. - Remembering your training.

- Make sure you know how to fill and level the ground where your

scaffold will stand.

- Remember that the scaffold's legs must be straight in order to keep the scaffold level and sturdy.

- Use planks and platforms that are the correct length and width for

the job you are doing.

- Inspect any scaffold before you use it.

- Use guardrails and PFA systems when necessary.

- Keep debris to a minimum.

- Always follow safe work practices.

- Scaffolds make it easier to reach high places. - But it's up to you to keep yourself safe when you get

there.

- The next time you use a scaffold make sure that it is set up correctly and that you are following safe work practices while you are on it.

- This is one time you don't want to fall head over heels for your job!



ACCOMPANYING MATERIALS In order to assist you in complying with as many facets of your training requirements as possible, we have provided some materials that can be used with this program. Some 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. Usually, a copy of this attendance/sign-in 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 supported scaffolding safety you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their before and after answers as part of the session. Typically, the quiz is 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 this course, as well as associated courses or 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.



SCHEDULING AND ATTENDANCE FORM


TRAINING SESSION SCHEDULE



QUIZ


Name: Date: 1. True or False... OSHA estimates that approximately 10,000 scaffold-related injuries

occur every year? True False

2. Which of the following types of supports are used in building supported scaffolds?

Poles. Frames. Posts. All of the above.

3. True or False... OSHA requires that a scaffold expert be on site only during the initial

assembly of a scaffold? True

False 4. True or False... The maximum intended load of a scaffold includes the total weight of all

workers, as well as their equipment, tools and materials? True False

5. True or False... When you are erecting a scaffold, it is permissible to use cinder blocks

for support? True False

6. True or False... You should never use a platform or a plank that has a painted walking

surface? True False

7. True or False... OSHA does not require that safety rails be used on all scaffold stairway

towers, only certain types? True False





QUIZ


PRESENTER'S COPY WITH ANSWERS 1. True or False... OSHA estimates that approximately 10,000 scaffold-related injuries

occur every year? X True False

2. Which of the following types of supports are used in building supported scaffolds?

Poles. Frames. Posts. X All of the above.

3. True or False... OSHA requires that a scaffold expert be on site only during the initial

assembly of a scaffold? True

X False 4. True or False... The maximum intended load of a scaffold includes the total weight of all

workers, as well as their equipment, tools and materials? X True False

5. True or False... When you are erecting a scaffold, it is permissible to use cinder blocks

for support? True X False

6. True or False... You should never use a platform or a plank that has a painted walking

surface? X True False

7. True or False... OSHA does not require that safety rails be used on all scaffold stairway

towers, only certain types? True X False



EMPLOYEE TRAINING LOG

SUPPORTED SCAFFOLDING 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 _____________________________________ has

completed the course Supported Scaffolding 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 completed on _________.

_____________________________ ____________

(employee name)

(course instructor)

(date)

(course instructor) (date)

supported scaffolding safety · leader's guide. 1500-ldg-e . supported scaffolding safety....

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