TTT Manual BC pdf

(a) a road grader operation that requires the operator to stand, in which case, an enclosed cab with closed cab doors or other effective restraining devices must be used, (b) a side boom tractor without a ROPS, or (c) ROPS equipped mobile equipment if the mobile equipment operates in a specific location where there is no significant hazard of rollover, and the surface in the area of operation is maintained free of ground irregularities which might cause a rollover.16.34 Start of shift inspection(1) The operator must inspect the equipment before the start of operation on the shift and thereafter as required to ensurethe safe operating condition of the equipment.(2) The operator must report defects and conditions affecting the safe operation of the equipment to the supervisor oremployer.(3) Any repair or adjustment necessary for the safe operation of the equipment must be made before the equipment isused.16.35 Securing tools and equipmentThe operator must maintain the cab, floor and deck of mobile equipment free of material, tools or other objects whichcould create a tripping hazard, interfere with the operation of controls, or be a hazard to the operator or other occupants inthe event of an accident.16.36 Unattended equipment(1) The operator of mobile equipment must not leave the controls unattended unless the equipment has been securedagainst inadvertent movement such as by setting the parking brake, placing the transmission in the manufacturer'sspecified park position, and by chocking wheels where necessary.(2) Any grapples or tongs on mobile equipment must be landed in a safe position before the equipment controls are leftunattended.16.37 Securing elevated loads(1) An operator must not leave unattended any elevated load, part, extension or machine, unless it has been immobilizedand secured against inadvertent movement.(2) If a worker is required to work beneath an elevated part of mobile equipment, the elevated part must be securelyblocked.(3) Hydraulic or pneumatic jacks must not be used for blocking unless fitted with devices to prevent their collapse in theevent of loss of hydraulic or pneumatic pressure.(4) A dump truck with a chassis manufactured after January 1, 1999 must have a permanently affixed mechanical devicecapable of supporting the empty dump box in the raised position.16.38 Assistance on grades(1) If the grade or condition of the travel surface may result in a piece of mobile equipment having insufficient brakingcapability to maintain adequate control the equipment must be snubbed by a cable, or a suitable vehicle must be used toensure safety when negotiating the grade.(2) Repealed. [B.C. Reg. 312/2003, effective October 29, 2003.][Amended by B.C. Reg. 312/2003, effective October 29, 2003.]16.39 Swinging equipmentIf a hazard is created by the swinging movement of the load, cab, counterweight or any other part of the mobile equipmenta worker must not be within range of the swinging load or equipment, and the operator must not move the equipmentwhen any worker is so exposed.

16.40 ClearanceEquipment must be positioned so that no swinging portion of the equipment can come within 60 cm (2 ft) of anyobstruction in any area accessible to workers, or entry to such areas must be prevented by barriers or other effectivemeans.16.41 Boarding/leavingA person must not board or leave any mobile equipment while it is in motion, except in an emergency.16.42 Obstructed viewIf a mobile equipment operator's view of the work area is obstructed the operator must not move the equipment untilprecautions have been taken to protect the operator and any other worker from injury, including (a) immediately before the movement, the inspection by the operator on foot of the area into which the equipment will be moved, (b) direction by a signaller stationed in a safe position in continuous view of the operator and having an unobstructed view of the area into which the equipment will move, or (c) direction by a traffic control or warning system.16.43 Pedestrian and equipment traffic(1) Where practicable, designated walkways must be used to separate pedestrian traffic from areas of operation of mobileequipment.(2) If it is impracticable to provide designated walkways, adequate safe work procedures to minimize the possibility ofcollision must be used in hazardous work areas, including (a) the use of a traffic control system, (b) enforcement of speed limits for mobile equipment, (c) a requirement for the pedestrian and the mobile equipment operator to acknowledge each other's presence before the pedestrian proceeds through the hazardous area, or (d) other effective means.(3) In areas where lift truck use is separated from pedestrian traffic, a lift truck may travel forward with an elevated load ifsuch operation will improve the operator's view of the path of travel, provided that operating conditions are maintained toensure vehicle stability and the specifications of the equipment manufacturer are not compromised.16.44 Securing loads(1) When material or equipment is being transported it must be loaded or secured to prevent movement of the load whichcould create a hazard to workers.(2) To protect the crew of a vehicle transporting a load which might shift on rapid deceleration of the vehicle, a means ofload restraint must be provided which (a) will prevent significant load shift relative to the carrier under emergency stopping conditions, and (b) meets a standard acceptable to the Board.(3) Subsection (2) does not apply to logging trucks operating in compliance with the requirements of Part 26 (ForestryOperations and Similar Activities).16.45 Restraint for cylindrical objects(1) Cylindrical objects transported on their sides must be effectively restrained against inadvertent movement duringloading and unloading.(2) If perimeter pins are used as part of the restraint system for cylindrical objects the pins must extend above the top ofthe uppermost lay adjacent to the pin by the diameter of the largest cylindrical object stacked above the uppermost layadjacent to the pin, and have a minimum height of 46 cm (18 in).(3) If cylindrical objects are individually blocked or otherwise effectively restrained by specialized dunnage, perimeter pinsspecified by subjection (2) are not required.

16.46 Lift truck loads(1) A unitized load being transported on a lift truck must not project a distance greater than half its height above the forkcarriage, back rest or back rest extension of the lift truck.(2) No part of a load comprised of loose objects may project above the fork carriage, back rest or back extension of a lifttruck.(3) A load which could shift during transportation must be restrained if such shifting would result in the load or the lift truckbecoming unstable.(4) Subsections (1) to (3) do not apply if the load is assembled and handled in such a way that there is no possibility of anypart of the load falling off.



Occupational Health and Safety GuidelinesPart 16 Mobile EquipmentG16.7(j)-1 Lift truck operator trainingPurpose of guidelineThe purpose of this guideline is to explain the training requirements for lift truck operators.BackgroundSection 16.7(j) requires lift truck operators be trained in accordance with CSA Standard B335-94, Industrial Lift TruckOperator Training. (Note: For a copy of CSA Standard B335-94, contact CSA at 604-244-6652, or your local library.)The version of the CSA Standard B335-94 adopted at the time the Regulation came into effect includes the amendmentscontained in \"General Instruction #2,\" published by the Canadian Standards Association (CSA) in November 1996. Onesignificant amendment is the addition to the CSA standard of Clause 7, \"Training and Refresher Courses,\" that setsrequirements for refresher and upgrading courses for lift truck operators.CSA Standard B335-94 defines a \"trainee\" as \"the person being trained as a lift truck operator.\" For the purposes of thisguideline and application of section 16.7(j) of the Regulation, WorkSafeBC considers a trainee to be a person who is takingtraining to become a lift truck operator. A lift truck operator is not considered a \"trainee\" when taking refresher orupgrading courses and related training.A trainee must satisfy medical and fitness criteria before starting training. These requirements are outlined in detail in theCSA standard and are summarized later in this guideline.Completion of training and testingThe employer is responsible for ensuring a trainee completes training and testing that meets the performance criteriaspecified in section 16.7(j) before the person is assigned tasks as a lift truck operator. If an employee claims to have pasttraining and/or experience as a lift truck operator, the employer is responsible for checking references and assessing thenew employee's ability to meet the performance criteria specified in section 16.7(j) before assigning the person to be a lifttruck operator.Lift truck operators do not need a certificate to confirm satisfactory performance and completion of the training mandatedby section 16.7(j). The employer has several options for achieving compliance. Completing an external training course thateffectively covers the specified standard, including the testing requirements, is one option to satisfy the Regulation.Another option is for the employer to provide in-house training and testing, to confirm the operator's knowledge andabilities meet the specified standard. Regardless of how the employer determines a person has achieved the trainingstandard, the employer still has an obligation to provide sufficient supervision and control in the workplace to ensure lifttruck operators meet the standard on an ongoing basis.The CSA standard stipulates a lift truck operator must take a refresher course at least every two years, or if there is anaccident or incident attributable to operator error. The employer is responsible for assessing each lift truck operator'sperformance on an ongoing basis. Clause 7.1.2 of CSA Standard B335-94, regarding ongoing training and refresher courses,states: \"Training courses shall be tailored to the individual's needs as demonstrated by an evaluation and assessment…\"Refresher courses and retraining only need to cover the aspects of lift truck operation that the operator is considered to bedeficient in relative to the performance criteria specified in section 16.7(j). If two years after the last refresher or upgradingcourse an operator is not considered by the employer to have any deficiencies relative to the performance criteria, the

refresher course could simply be a general job safety review with the operator. Training is also required any time newequipment is to be used, performance issues become evident, or there are significant changes in the operator's job.The employer should keep sufficient records of lift truck operator training, testing, and assessment to documentcompliance with 16.7(j).Driver's licence requirementsA lift truck operator using a lift truck exclusively on the employer's private property does not need to have a valid driver'slicence. However, if the lift truck is operated on a public roadway, the provisions of the Motor Vehicle Act apply, and theoperator needs a valid driver's licence of the appropriate class, including any required endorsements such as for air brakes,if applicable.Propane handler's certificateA lift truck operator (or any other person) required to dispense (transfer) propane from one container to another duringrefueling of a lift truck must have a \"propane handler's certificate.\" CSA Standard B149.2 Propane Storage and HandlingCode is adopted under the Gas Safety Regulation as a requirement in B.C. Clause 4.2.1 of the CSA standard states: \"Propaneshall only be transferred from one container to another by a person who is the holder of a certificate recognized by theauthority having jurisdiction.\" The authority having jurisdiction in British Columbia is the BC Safety Authority's (operating asTechnical Safety BC — \"TSBC\") Safety Manager. The Safety Manager recognizes programs that are qualified to issuecertificates. Propane suppliers are usually connected to a propane industry program recognized to provide training andcertification acceptable to the Safety Manager. A source for information on obtaining a certificate is the Propane TrainingInstitute at 1-877-784-4636, or online at http://www.propane.ca. A person dispensing propane should have their certificateavailable at the location where the activity is being done. This is normally achieved by having the certificate posted at ornear the dispensing station. If there is a concern regarding the validity of a certificate, consult the local Gas Safetyinspection office.If the lift truck refueling process only involves changing propane cylinders, a propane handler's certificate is not required,but the operator or other person doing the task should have appropriate training to perform this function. Also, if a lifttruck operator is required to refuel the lift truck with a product other than propane, or to change batteries or connect to abattery charger, the operator's training should cover these tasks.Detailed training program requirementsMedical and Physical FitnessA trainee must meet the medical and physical fitness requirement specified in CSA Standard B335-94 before startingtraining. This requirement does not apply to existing lift truck operators who are successfully doing this work withoutdifficulty and are taking refresher or upgrading courses. If, however, a lift truck operator appears to have difficultyoperating the lift truck in a satisfactory manner, the employer has the right and obligation to investigate. This investigationmay include requiring evidence of compliance with the medical and physical fitness criteria.The medical and physical fitness criteria specified in the CSA standard requires Vision of not less than 20/40 in the better eye and good judgment of space including height and distance. If corrective eyewear is required to comply with the above, the operator must use it while operating a lift truck Ability to distinguish colour, if colour differentiation is required on the assigned job Ability to hear warning signals. If the operator requires a hearing aid to comply with the above, it must be worn while operating a lift truck Full movement of trunk, neck, and upper and lower limbs, and the strength, endurance, agility, and coordination to meet the demands of the job

Compliance with the above medical and physical fitness requirements may be determined by a doctor, a nurse, or anotherresponsible party who by training has the ability to make such a determination. A trainee or operator cannot make his orher own determination on the above criteria.Overview of Training Program ContentA training program will include classroom/theory elements, practical (hands-on) training, and testing. The followingsummarizes the CSA Standard B335-94 criteria.Classroom/Theory PortionBackground Relevant legislation and fundamental safety guidelines, rules, and safety codes applicable to the job Basic principles of lift truck operation, including a focus on lift types, reach, and stability Main components of lift trucks Manufacturer's operating manual for the equipment to be usedBasic Principles of Operation Start-of-shift checks Shutdown and parking procedures Safe practices for starting, stopping, and turning Lift truck stability factors including items such as speed, cornering, load security, centre of gravity, and grade Capacity plate and its location Safe procedures for operating on ramps and grades Forward and reverse driving Correct use of lift trucks Driving hazards such as slippery surfaces, restricted visibility, and exhaust emissions Lift truck safety including generic safety procedures in accordance with the manufacturer's operating manual Lifting, lowering, or supporting peopleLoad Handling General safe methods and procedures for pickup, conveyance, and depositing Selection of loads and assessing mass distribution for capacity, security, and integrity Preparation for load pickup and placement Assessing the safety of load-supporting structures Loading trucks, trailers, and railway cars Inclines or ramps Safety equipment and devices Hazards in the operating environmentOperational Maintenance Maintenance to be performed by the operator Refueling a permanently mounted propane fuel tank Changing a removable propane cylinder Propane cylinder inspection Charging batteries on electric trucks Refueling with other fuels Reporting unsafe operating conditions of vehicles

Operational (Hands-on) TrainingThe classroom/theory elements covered are to be followed with practical demonstration and supervised practice.TestingA trainee or operator may demonstrate proficiency in classroom/theory areas by way of a written or oral test. A trainee oroperator must demonstrate proficiency through an operational test showing skill and understanding of the safe operationof the lift truck(s).G16.7(j)-2 Lift truck operator training - Alternative standardsPurpose of guidelineSection 16.7(j) of the Regulation requires that lift truck operators be trained in accordance with CSA Standard B335-94,Industrial Lift Truck Operator Training (\"Standard\"). Parts 4–7 of the Standard describe the required elements of lift trucktraining and retraining.The purpose of this guideline is to specify two alternatives to the Standard that are acceptable to WorkSafeBC, and tosummarize the applicable requirements of the alternative standards.Alternative acceptable standardsCSA Standard B335-04, Safety Standard for Lift TrucksWorkSafeBC accepts the training (including retraining and upgrading) part of this standard - Part 6 - as an alternative to theStandard. The other parts of this standard are not applicable to operator training, and therefore are not considered part ofthis alternative standard.CSA Standard B335-04 describes similar training topics to the Standard and provides more detail for some training elementssuch as load pick-up and stacking. The standard is an expanded one compared to its earlier version. In addition to trainingrequirements, it now includes general lift truck safety information and safe operating procedures, as well as design andconstruction specifications. The standard includes several sample pre-operation inspection check-lists for operators ofelectric and internal combustion lift trucks.CSA Standard B335-04 also provides for retraining and upgrading. Retraining must occur at intervals not exceeding 3 years.The upgrade training course includes all relevant information, as applicable, with the content, delivery method, andindividual learning needs of the operator determining the course length. Knowledge verification and practical evaluation isto be performed in the same manner as for initial training.Refresher courses and retraining only need cover the aspects of lift truck operation that the operator is considered to bedeficient in relative to the performance criteria specified in CSA Standard B335-04 section 16.7(j). If three years after thelast refresher or upgrading course an operator is not considered by the employer to have any deficiencies relative to theperformance criteria, the refresher course could simply be a general job safety review with the operator. Upgrade trainingis also required when new or modified equipment is to be used, skill or performance deficiencies have been identified, orthere are significant changes in the operator's job.CSA Standard B335-04 also stipulates that operators undergo practical skills evaluation in accordance with the standardevery 18 months, and that the results of this evaluation are documented. The practical skills evaluation must be conductedon the specific work tasks and using the classification of lift truck to which the operator is assigned.Note: For a copy of CSA Standards contact CSA at 604-244-6652 or https://community.csagroup.org/login.jspa, or contactyour local library.

ASME B56.1-2004 Safety Standard for Low Lift and High Lift TrucksWorkSafeBC accepts the training part of this standard (but not the retraining or upgrading portions) - set out in paragraph4.19 and the references therein - as an alternative to the training portions of the Standard.For retraining and upgrading, the provisions in the above noted CSA Standards are to be used. (i.e. CSA B335-94 or CSAB335-04)Note: In 2005 the copyright of this ASME standard was obtained by ITSDF (Industrial Truck Standards DevelopmentFoundation) in Washington, DC. The standard number was changed to ANSI/ITSDF B56.1-2005 (Reaffirmation of ASMEB56.1-2004). This standard can be downloaded from the ITSDF website at: http://www.itsdf.org/pB56.asp. The ITSDF homepage is: http://www.itsdf.org/G16.19 Load handling attachments – ForkliftsPurpose of guidelineThis guideline provides information regarding the Regulation requirements pertaining to installation, written instructionsregarding safe use and stability, and determination of rated capacity when a forklift (also known as a lift truck) is fitted witha load handling attachment.Installation requirementsThere are a number of load handling attachments available for low lift, high lift, and rough terrain forklifts; including forkextensions, telescoping booms, and attachable hoisting devices (hooks, clamps, side shifters, etc.). These load handlingattachments are available both from the forklift manufacturer and from third-party manufacturers. Regulation sections4.3(2) and 16.19(1) require that installation of these attachments be carried out  In accordance with instructions from the manufacturers of both the load handling attachment and the forklift, and the requirements of the relevant forklift standard  By a professional engineerSafe use and stability instructionsThe potential for instability of the forklift when a load handling attachment is installed and when a load is applied to theattachment is a key hazard to be considered in the development of written safe use instructions required under Regulationsection 16.19(2).Instructions for safe use of the forklift with the load handling attachment should address the following factors:  Changes to the stability of the forklift caused by the following: o any extension of the load past the normal point for the load rating of the forklift o the swing of any suspended load  Any altered load capacity caused by the use of the load handling attachment  Any altered handling characteristics of the forklift or forklift capabilities such as maximum fork elevation for a specific forklift  Whether the specifications and instructions of either the forklift manufacturer or the load attachment manufacturer are affected when the forklift and attachment are combined  The relevant specifications and instructions from the appropriate standard (refer to sections 16.7(d) and (e)). These standards include requirements for the use of load handling attachmentsNameplatesIf a forklift is equipped with a load handling attachment, clause 4.2.3 of ANSI/ITSDF B56.1-2009 requires the forklift bemarked to identify the attachment, show the weight of the combination of the truck and attachment, and show thecapacity of the truck with the attachment at maximum elevation with the load laterally centred.Rated capacityLoad handling attachments that (1) allow the load to swing, (2) significantly elevate the normal centre of gravity of the load,

or (3) reposition the allowable centre of gravity of the load past the normal load rating position (as specified by the forkliftmanufacturer) can, in addition to affecting stability of the forklift, create significant changes in the load capacity of theforklift.The forklift manufacturer may have anticipated the effects of the use of load handling attachments and specified the ratedcapacity for this use. Where the forklift manufacturer has not provided for this use in the design and specifications of theequipment and not specified the appropriate rated capacity, or if the manufacturer's (or authorized agent's) specificationsare not available, Regulation sections 4.8(2)(a) and (b) require that the modified rated capacity or rated load be certified bya professional engineer.G16.22 Rollover protective structures (ROPS)Purpose of guidelineThe purpose of this guideline is to explain when ROPS are not required and the alternative to ROPS where compliance withthe ROPS requirements is not practicable.ROPS exemptionEquipment listed in section 16.22(1) of the Regulation must normally have ROPS. If the equipment is operated in a locationmeeting the requirements of section 16.22(3)(a) and the surface meets the requirements of section 16.22(3)(b) then theequipment does not require a ROPS unless WorkSafeBC has required a ROPS be installed because the design of theequipment or circumstances of use indicated the need (refer also to Regulation section 16.21(2)).An example of a specific location where section 16.22(3) could apply is a forestry mill yard. If a forestry mill yard met therequirements of sections 16.22(3)(a) and (b) then ROPS would not normally be required on equipment operating in theyard.Section 16.22(3) only applies to ROPS. It does not apply to other protective structures such as falling object protectivestructures (FOPS). Section 4.12 of the Regulation prohibits the removal of safeguards unless permitted by the Regulation.This includes protective structures such as FOPS.Situations where ROPS are not practicableIf compliance with the section 16.22(1) requirement for ROPS is not practicable, alternative proposals designed to provideequal or greater protection to workers may be submitted in a variance request. Refer to OHS Guideline G-D9-164 for moreinformation on the variance process.If the criteria in 16.22(3) are met then a variance application does not need to be submitted to use the equipment withoutROPS.G16.28 Guarding moving parts on mobile equipmentPurpose of guideline This guideline provides information for guarding moving parts of mobile equipment to an acceptablestandard under section 16.28 of the Regulation.Application Section 16.28 is intended to apply to moving parts such as engine cooling fans and accessory drive belts, andhazards from any specialized equipment installed. It also applies to power train components such as drive shafts, tracks,sprockets, and like components beneath the vehicle where necessary to prevent the operator contacting them while in theoperator's position.Section 16.28 applies to straddle lumber carriers that have vertical chain drives on the outer sides of the wheel suspensions.These chains and sprockets are usually provided with guards by the manufacturer, but are frequently found unguardedwhen in use. Effective guarding of these chains and sprockets is required.

Acceptable standard for safeguarding moving parts Where exposed moving parts pose a hazard to the operator or otherworkers, section 16.28 requires that they be guarded according to a standard acceptable to WorkSafeBC.In order to determine appropriate guarding for exposed parts, an employer should undertake a risk assessment.WorkSafeBC considers guarding developed as a result of a risk assessment and risk reduction process consistent with theprinciples of Part 5 of CSA Z432 - 2004 Safeguarding of machinery to meet a standard acceptable to WorkSafeBC.Performing a risk assessment for safeguarding moving parts The aim of the risk assessment is to evaluate the potential forinjury posed by the exposed moving part in order to identify, apply, and monitor appropriate risk reduction methods. Inapplying the principles of risk assessment contained in CSA Z432, attention should be paid to the hierarchy of safeguardingcontrols. Where practicable, means which eliminate the hazard of exposed moving parts should be considered first.The WorkSafeBC publication Safeguarding Machinery and Equipment (Chapter 2) includes relevant information pertainingto the risk assessment for safeguarding purposes, as well as a Machine Risk Assessment Survey (Appendix 1 of thepublication) that may be a useful reference when performing a risk assessment for safeguarding moving parts of mobileequipment. This publication can be downloaded from the WorkSafeBC website.In some instances, applying the risk assessment approach laid out in the standard will lead to adopting administrativeprocedures instead of a physical guard. This is acceptable where, for example, a guard is not practicable or would interferewith the function of the moving part.Effective risk reduction performed under section 16.28 will also include compliance with other sections of the Regulation. Inparticular, section 4.3 of the Regulation outlines requirements for safe machinery and equipment. This includes therequirement to ensure that equipment be capable of safely performing the functions for which it is used. Part 12 of theRegulation outlines general requirements for guarding of equipment.G16.33 Use of seatbelts on forkliftsPurpose of guidelineThe purpose of this guideline is to describe the requirements in the Regulation for the use of seat belts or other operatorrestraints on forklifts.When a seat belt or other operator restraint is required on a forkliftThe requirement to use a seat belt while operating a forklift depends on the type of forklift, including whether or not theforklift is equipped with a Rollover Protective Structure (ROPS), the year the forklift was manufactured, the requirements ofthe applicable standard referenced in the Regulation, and the manufacturer's instructions. The table below summarizes therequirements to use a seat belt.In the case of powered industrial trucks, ANSI Standard ANSI/ITSDF B56.1-2009 refers to an operator restraint device,system, or enclosure. An operator restraint device, system, or enclosure is intended to assist the operator in reducing therisk of entrapment of the head and/or torso between the truck and the ground in the event of a tip over. The restraintdevice or system may include a seat belt, though a seat belt is not necessarily a part of such device or system. In the tablebelow, the requirement, where applicable, to have a restraint device, system, or enclosure is included for additionalinformation.

Type of Forklift Seat belt or operator restraint Regulation section requirementsAny forklift, built in any year, where the The use of the seat belt is required Section 4.3(1)(b)(i) of themanufacturer's instructions specify that a seatbelt should be used. by the Regulation. Regulation.ROPS equipped forklifts built in any year. This equipment is required by the Section 16.32(1) and 16.33(1) of theNote: Most forklifts have falling object Regulation to be equipped with a Regulation.protective structures, but not ROPS. Rough seat belt. The seat belt must beterrain forklifts often have ROPS. used unless the equipment operates in a specific location where there is no significant hazard of rollover, and the surface in the area of operation is maintained free of ground irregularities which might cause a rollover.Powered industrial trucks without ROPS built in 1993 or laterType 1: Counter-balanced, centre control, high- Under the required standard, this Section 16.7(d) of the Regulation. See also section 7.39 and 5.3.19 oflift trucks with sit-down, non-elevating operator equipment is required to be ANSI Standard ANSI/ITSDF B56.1- 2009.position equipped with a restraint device, system, or enclosure. The restraint device or system must be used.Type 2: All other powered industrial trucks Under the required standard, a seat Section 16.7(d) of the Regulation. belt or other restraint device or See also section 5.3.19 of ANSI system must be used when Standard ANSI/ITSDF B56.1-2009. provided.Rough terrain forklift without ROPS built in 1992 Under the required standard, seat Section 16.7(e) of the Regulation.or later belts must be provided that meet or See also section 8.26 and 6.2.1(a) of exceed the requirements of ANSI Standard ANSI/ITSDF B56.6- ANSI/SAE J386. The operator must 2011. fasten the seat belt, if provided, before starting to operate the rough terrain forklift.G16.43(3) Pedestrian and equipment trafficPurpose of guidelineThe purpose of this guideline is to provide information on low lift and high lift truck stability.Lift truck stabilityA lift truck works on the principle of the truck and its load balanced over a fulcrum, where the weight of the lift truckcounterbalances the load on its forks (similar to the seesaw principle). The fulcrum, located in the centreline of the frontaxle of the truck, is the pivot point of the seesaw.

Figure 1: Counterbalance lift truck for illustration purposes onlyWhen a lift truck's load exceeds its capacity rating (either weight and/or load centre), unstable conditions are introducedwhich may cause the truck to tip over.  The capacity rating of a lift truck is identified on its data plate (affixed to the truck by the manufacturer) and displays the maximum load (expressed in pounds or kilograms) it can safely raise, lower, and move. The capacity rating consists of two components: weight and load centre. The weight is the weight of the load. The load centre is the horizontal distance between the face of the forks and the centre of gravity or CG of the load (expressed in inches or millimeters), and the vertical distance of the travelling surface to the load centre. The CG is the point on an object where its weight is evenly dispersed and all its parts are in balance. o A front end attachment (e.g., fork extension, paper roll clamp) on a lift truck has its own rated capacity causing the truck's load capacity rating to change.As a load centre distance increases the \"load moment\" increases. The load moment, or moment, is the product of the load'sweight multiplied by the distance of the CG of the load to the fulcrum (pivot point). It is the moment which determines howmuch overturning force is being applied to the lift truck. For example, if a forklift's stated capacity is 3,000 pounds at a 24inch load centre, the load moment cannot safely exceed 72,000 inch-pounds (24 inches x 3,000 lb = 72,000 inch-pounds). Ifthe load centre distance for the actual load is greater than 24 inches, the only way to keep the load moment fromexceeding 72,000 inch-pounds, which could result in the forklift tipping over laterally, is to reduce the load.Stability triangleA lift truck's steer axle is attached to the truck by a pivot pin in its rear axle's centre. When this point is connected to thecentre of the two front wheels with imaginary lines it forms a triangle called the stability triangle. A lift truck and load eachhave their own CG. When a load is placed on a lift truck, the CG of the truck shifts, and a combined centre of gravity (CCG) iscreated. If the CCG is located outside the stability triangle, unstable conditions are introduced causing the truck to tip overeither laterally on its side or tip longitudinally forward. Tip direction is determined by where the CCG is outside the stabilitytriangle.

Figure 2: Stability triangle

Measures to ensure stabilityThe following measures are not an exhaustive list and do not replace lift truck safety standards  Ensure the lift truck is in good operating condition (e.g., the tires are inflated in accordance with the truck's manufacturer standards, and brakes are in optimal working condition).  Ensure the load is positioned against the mast, centered across the forks, and its weight evenly distributed.  Avoid tilting forks forward unless picking up or setting down a load.  Exercise caution when handling loads that are close to the truck's stated capacity rating.  When elevating a load, reduce the load capacity, and carry it at its lowest possible position.  Maintain a clear path of travel and be aware of blind spots.  Travel at a slow speed, and exercise extra caution when turning.  Loads should only be elevated for as long as required to clear the obstruction. The higher the load is elevated the less stable the lift truck becomes.  Be aware of the impact of dynamic forces (e.g., braking suddenly, accelerating rapidly, turning sharply, or operating on uneven surfaces) as the load moment created by these motions may cause the lift truck to tip over.Stability referencesAdditional stability references can be found under the following standards:  CAN/CSA-B335-04 Safety standard for lift trucks  ANSI/ITSDF B56.1 Safety Standard for Low Lift and High Lift TrucksG16.44(2) Acceptable standard for load restraintPurpose of guidelineThe purpose of this guideline is to specify an acceptable standard for load restraint under section 16.44(2).Acceptable standard for securing loadsUnder section 16.44(2)(b), the means of load restraint used to protect the crew of a vehicle transporting a load which mightshift on rapid deceleration of the vehicle must meet a standard acceptable to WorkSafeBC. The British Columbia MotorVehicle Act Regulations require loads to be secured in accordance with the National Safety Code Standard 10, CargoSecurement (Standard 10). Section 2(1) of Standard 10 specifies that the standard applies to certain vehicle weights and onpublic highways. Section 35.02(3) of the Motor Vehicle Act Regulations specifies that \"Despite section 2 (1) of the Standard,the Standard applies to all vehicles transporting cargo on a highway, regardless of the vehicles' gross vehicle weight.\" Forthe purposes of section 16.44(2)(b) of the Regulation, Standard 10 is an acceptable standard for all vehicle weights and onall roads, regardless of the restrictions of section 2(1) of the standard.



Powered Mobile Equipment ClassificationsBelow is a list of lift truck classifications as defined by the Industrial Truck Association (ITA). Operatorsmust be trained for each specific type of equipment they will operate.Class 1 - Electric Motor Rider Trucks  Lift Code 1 Counterbalanced Rider Type, Stand Up  Lift Code 4 Three Wheel Electric Trucks, Sit Down  Lift Code 5 Counterbalanced Rider Type, Cushion Tires, Sit Down  Lift Code 6 Counterbalanced Rider, Pneumatic or Either Type Tire, Sit Down (includes high- and low- platform)Class 2 - Electric Motor Narrow Aisle Trucks  Lift Code 1 High Lift Straddle  Lift Code 2 Order Picker  Lift Code 3 Reach Type Outrigger  Lift Code 4 Side Loaders, Turret Trucks, Swing Mast and Convertible Turret/Stock Pickers  Lift Code 6 Low Lift Pallet and Platform (Rider)

Class 3 - Electric Motor Hand Trucks  Lift Code 1 Low Lift Platform  Lift Code 2 Low Lift Walkie Pallet  Lift Code 3 Tractors (Draw Bar Pull Under 999 lbs.)  Lift Code 4 Low Lift Walkie/Center Control  Lift Code 5 Reach Type Outrigger  Lift Code 6 High Lift Straddle  Lift Code 7 High Lift Counterbalanced  Lift Code 8 Low Lift Walkie/Rider Pallet

Class 4 - Internal Combustion Engine Trucks - Cushion Tires Only  Lift Code 3 Fork, Counterbalanced (Cushion Tire)Class 5 - Internal Combustion Engine Trucks - Pneumatic Tires Only  Lift Code 4 Fork, Counterbalanced (Pneumatic Tire)Class 6 - Electric and Internal Combustion Engine Tow Tractors  Lift Code 1 Sit-Down Rider (Draw Bar Pull Over 999 lbs.)Class 7 - Rough Terrain Fork Lift Trucks  Lift Code 1 All Rough Terrain Lift Trucks

Mobile Elevating Work PlatformsMobile elevating work platforms are divided into several categories. Both ANSI and CSA Standards usethe International Organization for Standardization (ISO) method for categorizing such equipment.Type 3 - Units that can travel with the platform elevated using controls on the workplatform  Group A - the centre of the work platform remains within the perimeter of the base o This includes scissor lifts - slab and rough terrain  Group B - the centre of the work platform can be positioned beyond the perimeter of the base o This includes boom lifts - slab and rough terrain; articulating and stick

Other Types Powered Mobile EquipmentRegardless if the following (or any other) type of truck or platform is directly named in legislation, or ina standard, the same due diligence and training requirements apply. They are all powered mobileequipment.Work Assist Vehicle (WAVE) Stock Picker / Self-Propelled Elevating Work Platform Utility Vehicles



Instructional TechniquesBasic Training GuidelinesAn excellent training session is nothing without an excellent trainer. This section covers basicguidelines and tips to help improve your training skills.The following areas are covered:  Adult Learning  Preparing for the Training  Establishing Confidence  Setting the Tone  Facilitating Discussion  Stimulating Dialogue  Active Listening  Difficult Situations  Ending I see and I rememberI hear and I do and I I forget understand

Adult LearningEffective instruction involves understanding how adults learn best. Compared to children and teens,adults have special needs and requirements as learners Adults are autonomous and self-directed. Adult learners like to participate in the learning process.Instructors must actively involve adult participants in the learning process and serve as facilitators forthem. Instructors should act as facilitators, guiding participants to their own knowledge rather thansupplying them with facts. Finally, they must show participants how the class will help them reach theirgoals. Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. To connect learning to thisknowledge/experience base, instructors should build on their existing experience/knowledge and linkthe new material to what they know. You should draw out participants' experience and knowledgewhich is relevant to the topic. Instructors must relate theories and concepts to the participants andrecognize the value of experience in learning. It is important to make sure material is applicable to thereal world. Adults are goal-oriented. They appreciate an educational program that is organized and has clearlydefined elements. Instructors must show participants how this class will help them attain their goals.Goals and course objectives should be discussed early in the course. Adults are relevancy-oriented. Learning has to be applicable to their work or other responsibilities tobe of value to them. Therefore, instructors must identify objectives for adult participants before thecourse begins. Theories and concepts must be related to a setting familiar to participants. Adults are practical, focusing on the aspects of a lesson most useful to them in their work.Instructors must tell participants explicitly how the lesson will be useful to them on the job. Adult learners bring their own: self-confidence, self-esteem and self-perception. It is for thesereasons the instructor should:  Provide positive feedback as well as suggestions for improvement.  Praise and encourage to build confidence.  Show respect for the individual; their learning needs, their ideas, their personal space and their right for privacy.  Provide stress-free opportunities for improvement and successful learning experiences.As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth ofexperiences that adult participants bring to the classroom. These adults should be treated as equals inexperience and knowledge and allowed to voice their opinions freely in class.

Motivating the Adult LearnerAnother aspect of adult learning is motivation. Here are several factors that serve as sources ofmotivation for adult learning: External expectations: to comply with instructions from someone else; to fulfill the expectations orrecommendations of someone with formal authority. Personal advancement: to achieve higher status in a job, secure professional advancement, and stayabreast of competitors. Escape/Stimulation: to relieve boredom, provide a break in the routine of work, and provide acontrast to other exacting details of life. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfyan inquiring mind.Barriers and MotivationAdults have many responsibilities that they must balance against the demands of learning. Theseresponsibilities may create barriers against participating in learning.Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include arequirement for competence or licensing, a job promotion, job enrichment, a need to maintain oldskills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply withcompany directives.The best way to motivate adult learners is simply to enhance their reasons and decrease the barriers.Adults learn best when their “self” is not under threat. Instructors should encouragecooperation/collaboration and not competition. Instructors should understand why their students areenrolled (the motivators); they have to discover what is keeping them from learning. Then theinstructors must plan their motivating strategies.Learning Tips for Effective InstructorsLearning occurs within each individual as a continual process throughout life. People learn at differentspeeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positivereinforcement by the instructor can enhance learning, as can proper timing of the instruction.Learning results from stimulation of the senses. In most people, one sense is used more than others tolearn or recall information. Instructors should present materials in such a manner that it stimulates asmany senses as possible in order to increase their chances of teaching success.Adult learners have their own learning styles. Some are visual learners, some auditory learners andsome are kinaesthetic learners. Instructors should try to reach as many of these learning styles with

each lesson. To accomplish this, the instructor must use a variety of training methods. Whenconducting the training the instructor should consider the following for each style: Visual learner – Use printed materials, whiteboard or any other visual aid to support your points.Make sure all your demonstrations are accurate, easy to understand and follow and seen by all. Auditory learner – Use a variety of audio visual aids and ensure you provide good supportingnarration. Speak clearly and use words that are clear and easy to understand and of the appropriatelevel for the group. When using technical terms or acronyms always clarify them. Kinaesthetic learner – Try to use practical exercises and role plays. Ensure you allow enough practisetime; these learners learn by trial and error.Try to reach the learning styles by using a variety of training methods and audio visual techniques.Encourage all participants to be involved in all exercises. Also keep the lesson concise and do not overuse training aids. Do not make the lesson too busy.There are four critical elements of learning that must be addressed to ensure that participants learn.These elements are:1. Motivation2. Reinforcement3. Retention4. TransferenceMotivationIf the participant does not recognize the need for the information (or has been offended orintimidated), all of the instructor's effort to assist the participant to learn will be in vain.The instructor must establish rapport with participants and prepare them for learning; this providesmotivation. Instructors can motivate students via several means: Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmospherethat shows the participants they will help them learn. Set an appropriate level of concern. If the material has a high level of importance, a higher level oftension/stress should be established in the class. People learn best under low to moderate stress; if thestress is too high, it becomes a barrier to learning. Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challengeparticipants but not so high that they become frustrated by information overload. Participants needspecific results about their learning. Feedback must be specific, not general. Participants must also seea reward for learning. A reward can be simply a demonstration of benefits to be realized from learning

the material. Finally, the participant must be interested in the subject. Adults must see the benefit oflearning in order to motivate themselves to learn the subject.ReinforcementReinforcement is a very necessary part of the teaching/learning process; through it, instructorsencourage correct modes of behavior and performance. Positive reinforcement is normally used by instructors who are teaching participants new skills. Asthe name implies, positive reinforcement is \"good\" and reinforces \"good\" (or positive) behavior. Negative reinforcement is not normally used by instructors teaching a new skill or new information.It is useful in trying to change modes of behavior. The instructor uses negative reinforcement until the\"bad\" behavior disappears.When instructors are trying to change behaviors (old practices), they should apply both positive andnegative reinforcement. Reinforcement should be part of the teaching-learning process to ensurecorrect behavior.Instructors need to use it on a frequent basis early in the process to help the students retain what theyhave learned. Then, they should use reinforcement only to maintain consistent, positive behavior.RetentionInstructors should assist the learner in retaining the information. Participants must see a purpose forthe information as well as understand and be able to interpret and apply it. This understandingincludes their ability to assign the correct degree of importance to the material. If the participants didnot learn the material well initially, they will not retain it well either.Retention is directly affected by the amount of practice during the learning. Instructors shouldemphasize retention and application. After the students demonstrate correct performance, theyshould be urged to practice to maintain the desired performance.Research indicates that participants have an immediate retention of: 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say 90% of what they say and do

TransferenceTransfer of learning is the result of training -- it is the ability to use the information taught in the coursebut in a new setting. As with reinforcement, there are two types of transfer: positive and negative. Positive transference occurs when participants use the behavior taught in the course. Negative transference, occurs when participants do not do what they are told not to do. This resultsin a positive (desired) outcome.Transference is most likely to occur in the following situations: Association -- participants can associate the new information with something that they alreadyknow. Similarity -- the information is similar to material that participants already know. Degree of original learning -- participant's degree of original learning was high. Critical attribute element -- the information learned contains elements that are critical on the job.Other factors the instructor should consider include the physical conditions to the learning situation.Adults will bring different physical conditions and challenges. To be prepared is essential andrecognition of the physical conditions demonstrates professionalism and instils confidence in theinstructor by the participants. Speeds of learning – Not all students learn at the same rate. Allow enough time to accommodateindividual time frames for learning, however do not waste time dwelling on a subject. Get a goodunderstanding of student’s knowledge by asking questions and observing them. Try to keep thesessions at a pace aimed at the middle of the class. You can also provide a variety of resources, so thatindividuals may continue with their learning after the class is over. Make sure ideas are masteredbefore covering new material; link new material to old. Physical – Try to avoid having students remain inactive for long periods of time. Try to allowadequate breaks; both in frequency and length. Make sure the environment is comfortable, in termsof; temperature, lighting, ventilation, sightlines, comfortable seating, adequate work space, etc. Visual acuity – Ensure the lighting levels are adequate. Make sure students can easily see: eachother, you and all training aids or audio visual presentations. Printing and diagrams should be neat, andlarge enough for good visibility. Make sure you do not teach to the training aid, try to face the studentsas much as possible, especially when speaking. Auditory acuity – Speak clearly, and at an appropriate speed. Check regularly for understanding.Avoid audio distractions, e.g. separate conversations, outside noises etc. Length of session – The more technical the topic, the shorter the session. e.g. 45 minutes maximumfor new skills.

Focus on adult learning theory carries the potential for greater success and requires a greaterresponsibility on the part of the teacher. Learners come to the course with precisely definedexpectations. If they can be shown that the course benefits them pragmatically, they will performbetter, and the benefits will be longer lasting.Preparing for the TrainingEffective training take practice and planning. This section offers tips on preparation activities:Personal PreparationThe best training is no accident – it is the result of trainers spending hours familiarizing themselveswith the material. Here are some guidelines to help you assess if you know the material well enough todeliver a powerful training session: Take the time. The standard preparation time is three hours for every hour of training. It seems likea lot, but it’s worth it in the end. Learn the material. Know the material inside and out and make your own notes about theinformation so you can use power point presentations as a resource, not as a crutch, and can answerquestions correctly. Unless absolutely necessary, do not read while presenting! Use your own words. The training will be more interesting for participants, and you will be moreconfident if you know the salient points well enough to be able to express them with your own uniquestyle. Use your experiences to illustrate the point. Personalizing information with your own anecdotes orother tactics will enhance the impact of the slides and handouts.

Establishing Confidence Voice Body 38% LanguageAs the graph (right) illustrates, much ofwhat is communicated during training is Words 55%through the demeanour of the trainer. 7%Trainers confident in both their wordsand their body language will be moreeffective in persuading the participantsto trust the material.This section covers two important waysto make sure you are a confident trainer:Demonstrating Your CredibilityMinimizing Your Stage FrightDemonstrating Your CredibilityThere are seven common steps you can take to ensure the participants view you as a credible trainer.The steps are: Always be honest with the participants. If you don’t know the answer to a question, don’t make oneup.Make your presentations balanced and as free from bias as possible.Make sure the audience knows you are knowledgeable about the subject.Raise questions about the information yourself.Support the information with your own facts and experiences.Invite questions from the audience.HINT: Remember, for all of these steps, it’s not just what you say, it’s how you say it: stand-up straight,speak with a big voice, and resist folding your arms across your chest.

Minimizing Your Stage FrightPublic speaking can be very intimidating to someone not used to it. The following tips can help youovercome your stage fright. Remember, you know the material. Increase your confidence by reminding yourself that you are wellprepared. Release Tension. One of the best ways to do this is take deep breaths. Breathe from your diaphragmand remember to exhale all the way. Rehearse. After you have mastered the material, practice the presentation until you feel confident. Know the room and your equipment. Finish testing your audio visual equipment and be completelyset up by the time participants arrive. Know the participants. Talk to them as they arrive – it is easier to speak in front of people you arefamiliar with than a group of strangers. Reassure Yourself. The participants are not there to see you perform; they are there to learn thematerial. People are not waiting for you to make a mistake.HINT: Don’t apologize for your nervousness or mistakes; just keep going! Apologizing can draw theaudience’s attention to something they didn’t even notice. Resist imitating another’s style. Be natural and relaxed. Practice in front of a video camera. Replay and watch for “ums” and “ers” and other mannerismsthat may annoy your students. Know your first line and the transition to the main point. Memorizing the introduction to the trainingcan dissipate anxiety and help you begin with confidence. Concentrate on the message, not yourself. Focus on what you are there to do: engage theparticipants in the material so they can learn. Rest up and eat well. Training requires a lot of energy, enthusiasm and focus. Being on your toes forseveral hours can be mentally and emotionally exhausting, so get plenty of rest and nutrition so thatyou are physically and psychologically alert.

Setting the ToneTrainers have the opportunity to set the tone for the training. This section covers the following areasthat will help you establish an open and honest learning environment: Greeting Ice Breakers Ground RulesGreetingA person’s first impressions of training can shape her or his whole experience. That is why it isimportant to finish setting up a few minutes early and be ready to greet participants as they enter theroom. Introduce yourself Make sure they sign the participants’ class list Clearly outline the objectives of the training sessionBreaking the IceIce breakers are short activities that get participants energized and feeling comfortable with eachother. They also help set an enthusiastic tone for the training and can help ensure that participants areactively engaged.The following are tips to keep in mind as you decide what type of ice breaker to use: Know your audience. Before deciding which activities to use, consider physical abilities. Be very flexible. Make sure you are using an ice breaker that can be adapted to the group if needed. Participate enthusiastically. Only choose ice breakers you are willing to be part of. Sharingsomething about yourself helps establish your credibility as well.HINT: There are many examples of ice breakers you can use in your training that can be found throughan internet search.Everyone must participate. If a participant is uncomfortable with the ice breaker, decide on anotherway she or he can share something with the group. The only exceptions to the participation rule arelatecomers. However, as soon as possible after people arrive late, take a moment and ask them to saytheir names and any other information you feel they need to share for everyone to feel comfortableand equal.

Ground RulesBefore beginning the training, set some ground rules. Ground rules establish the way participantsinteract with one another during the training. The ground rules do not need to be extensive. Somesample ground rules are: Keep an open mind. Everyone participates; give priority to those who have not spoken. Return from breaks on time. Silence means consent. Be open and honest. We are all experts and we are all learners. Listen and process what others are saying. No side conversations. It is okay to disagree – but do not be disagreeable. There are no right or wrong answers; all responses are valued. Respect one another. No cutting off other speakers.If you devise the ground rules in advance, make sure to ask participants if there is anything they wouldlike to add. This allows participants to feel that their voices are heard. Either way, make sure that theground rules are posted in the room throughout the training, in case you need to refer to them.

Facilitating DiscussionTraining that is interactive is effective, because the participants’ involvement and experiences areactually a part of the learning process. Actively engaged participants are more likely to recall and usethe information outside the confines of the training.However, leading an active training session is hard and requires some facilitation skills.The key to facilitating effectively is to remember that your role is to lead the discussion, not direct it.The following are tips to help you remember to facilitate rather than direct: Be respectful of the participants. Demonstrate this respect by calling them by their names andlistening actively. Be enthusiastic about the topic and the training program. Display your enthusiasm by leaningtowards participants when they are speaking. Ask and encourage questions and idea sharing. Do not use destructive language, such as, “That’swrong” when responding. Be clear and direct. This means give examples and avoid the passive voice. Use silence to give participants time to think about an answer or response to a question before yougive them “the answers.” Count to ten. If you don’t get any responses from the participants, rephrasethe question and count to ten again. Then, prompt the group with an answer and ask for others. Encourage the participation of people who have been quiet. One way to do this is to state theparticipant’s name first and ask the participant an opinion question with no correct answer. You canavoid putting the participant on the spot by asking a question you know she or he can easily respondto.Stimulating DialogueDiscussions actively promote active learning. This section offers tips in the following areas to helpstimulate interesting discussions: Asking Questions Responding to Incorrect Answers Answering Questions

Asking QuestionsIt is incumbent upon the trainers to pose stimulating and intriguing questions or topics for discussion.Below are some tips for asking questions that yield powerful responses. Use open-ended questions that encourage answers beyond yes or no. Use “think back” questions. When trying to engage participants in a discussion about theirexperiences, ask them to remember their past instead of imagining a hypothetical situation. Ask clear and concise questions. Make sure your questions only cover one issue at a time. Use unbiased questions. Phrase questions in a way that does not betray your opinion and that doesnot guide the participants to answer one way or another. Avoid asking “why.” When asked why they think something or feel a certain way, people canbecome defensive for many reasons; they might not have an answer, they might not want to sharetheir answer, or they might feel as though they do not need to justify what they believe. Instead ofasking someone why they believe something, try asking them what experiences led them to thatconclusion, to give examples, or other strategies that will help draw out more information.Responding to Incorrect AnswersDo not shut down a person who gave an incorrect response. This may freeze the discussion, as otherswill not want to risk responding for fear of being shut down. To minimize the potential forembarrassment, acknowledge the effort and then redirect the question to the whole group. Forinstance, you might say, “Interesting. I can see how you might come up with that idea. Who else has anidea?”Answering QuestionsAs a trainer, one of the most common questions you will ask is, “Does anyone have any questions?” If,in response, you are asked questions you think the group can answer, redirect them to the group toencourage active learning. If you are the only person who can answer the question, use the followingtips: You’re asked a question that you can’t answer. Don’t be defensive or fake it, just say you don’t knowor ask to get back to the person later. You’re asked an extensive question. Break the question down into smaller parts and keep youranswer as concise as possible without omitting key details. You’re asked a question you already answered. Try again and if the questioner still doesn’tunderstand, but the rest of the group looks bored, ask to talk about it in more detail after the training. You’re asked a question you think is stupid. Remember, not everyone is as familiar with the materialare you are. Be patient.

You’re asked a controversial question. This is good; it means people are thinking critically. Take yourtime in answering; don’t be pressured into saying anything you don’t mean. You’re asked a hostile question. Stay calm. Rise above it by sticking to the issues.HINT: Sometimes you may need a few seconds to collect your thoughts before answering a question.Several strategies for taking this time while staying engaged with the participants include repeating thequestion back to the participant, asking for clarification, or asking the participant to repeat thequestion because you are not sure if you heard it completely. You’re asked a question you don’t want to answer. Say so, and, when appropriate, offer to meetwith the person later to discuss your response. If everyone wants you to respond, you should considerthe reasons why and how it may be either useful or detrimental to the training. You’re asked a closed question. A closed question is one for which you can answer with a simple“yes” or “no.” Instead of giving a one word answer, try to add some detail to let the questioner knowthat you don’t think the question is inconsequential.Active ListeningActive listening skills are essential for effective discussion facilitation. Active listening buildsunderstanding and consensus in a group, as active listening skills include not only listening to contentand feelings, but also responding in a way that enhances mutual understanding. This section covers thefollowing active listening skills: Encouraging Clarifying Reflecting Summarizing & Tracking Validating StackingEncouragingEncouraging is how you create an open space for people to participate without putting any oneindividual on the spot. Encouraging is especially helpful during the early stages of the discussion, whileparticipants are still warming up. As people become more engaged, they do not need as muchencouragement to participate.ClarifyingClarifying can be used to better understand what was said. It sends the speaker the message, “I amwith you; I understand you so far. Now tell me more.” Clarifying is particularly useful in two

circumstances: 1) when someone is having difficulty expressing an idea; 2) when someone thinks theyare being clear, but the thought is actually vague or confusing to listeners.ReflectingReflecting is the act of telling a participant your interpretation of the basic feelings they expressedwhile speaking. A facilitator is using reflecting when saying to participants, “You sound very excitedabout all the possibilities.” Reflecting allows you to show the participants that you understand howthey feel. It also allows participants to evaluate their own feelings after hearing them expressed bysomeone else.Summarizing & TrackingSummarizing is the work that facilitators do to review the progress of the discussion, pull together theimportant facts and ideas, and establish the basis for further discussion. Summarizing is not somethingto save until the end of the discussion.When several lines of thought exist simultaneously, facilitators use a summarizing technique known astracking. The term “tracking” means keeping track of the various lines of thought that are going onsimultaneously. Tracking lets the group see that several elements of the topic are being discussed atonce.ValidatingValidating is very simple and has a great impact. A facilitator is validating when acknowledging theworthiness of another person by saying something like, “I really appreciate your participation.” Thisstatement demonstrates that you value the participant’s ideas, opinions, and feelings; as a result theparticipant is likely to remain engaged in the training.StackingStacking is a procedure for helping people take turns when several people want to speak at once.During a discussion, participants may become distracted as they compete for air time. Stacking letsparticipants know that they will have a turn to speak and frees-up the facilitator to listen, instead ofconstantly trying to remember who has spoken and who is waiting to speak.

Difficult SituationsRegardless of your skill as a facilitator and the amount of preparation you put into the training, you willinevitably face some difficult situations. This section covers how to handle the following types ofsituations: Discussion Dominators No Response Off-topic Discussions Side Conversations Skipping Ahead Interpersonal Conflicts Rambling DiscussionsDiscussion DominatorsIf someone is doing a lot of the talking it may prevent others from contributing their thoughts, whichlimits their active learning. Although it may seem intimidating, it can be very easy to reduce theamount of sharing coming from one participant. Wait for a pause in their speaking, respectfully acknowledge the contribution, and thank them. Youcan say something like, “I really appreciate your comments.” Then make direct eye contact with other participants and ask something like, “It’s very interesting toget a variety of perspectives, I would like to hear from other people as well.”No ResponseEvery facilitator has stood before a group that stares at them blankly after asking what was thought tobe a very simple question. In this kind of situation, it is helpful to try to understand why participantsare not responding. Did you ask a question that was difficult for the participants to understand?If so, rephrase or reword the question in a way that ensures that salient issues are explored. Are people tired of talking about the topic and/or bored? In this case, if you, as the facilitator, thinkyou haven’t gotten all of the information you want on that topic, move on to the next topic. Are people feeling uncomfortable about talking? This typically occurs at the beginning of a trainingsession and is less likely to occur when the facilitator is able to set a comfortable tone and put peopleat ease in the beginning. If no one responds to a question, and you aren’t sure what the problem is, it’sokay sometimes to just wait it out. Be quiet for a moment and allow people time to think. Often,

someone will speak up, either to answer the question or to ask a question that allows you to betterunderstand the silenceOff-topic DiscussionsWhen the group begins to talk about issues not relevant to the training, you might take advantage of apause and say, “Thank you for that interesting idea. Perhaps we can discuss it in a separate session.With your consent, I would like to move on.”Side ConversationsOne of the best ways to handle a situation in which some people are having a private discussion is toaddress it before the training begins, when you set ground rules. Stress that it is very important not tohave side conversations because it interferes with individual’s full participation in the group discussion.HINT: This kind of disruption may also signal that it is time to take a break, and you may want tosuggest no more than a five minute break. It will be important to make sure people know at what timethe training will continue and be proactive about bringing people back together so that the training cancontinue.Skipping AheadWhen a participant skips ahead, you can gently return the person to the topic at hand. Acknowledgewhat was said and that it was an interesting point. Once you get to that topic, acknowledge thatrelevant information has already been shared, paraphrasing what the participant said. Ask theparticipant if there is anything else to add on the topic.Interpersonal ConflictIf two or more people in the group begin arguing with each other in an unproductive manner, youmust confront the situation before it spirals out of control. You can try to defuse the situation withhumour, or reframe what the participants are saying and move on. If this does not work, direct thewhole group to the ground rules. If the conflict continues, address the problem directly, asking for anyunderlying reasons that might be fuelling the conflict. Finally, if that does not work, speak to theperson or persons involved separate from the group.HINT: Again, this kind of disruption may also signal that it is time to take a break. During the break, goand talk to the participants involved in the conflict and see if there is something you can do to calmthem down and resolve the conflict before the break ends.

Rambling DiscussionIn order to get through the whole training, some discussions need to be curtailed, even when they areproductive and interesting. When a discussion has gone on for too long, you can jump in whensomeone takes a breath and comment on the quality of the discussion, but add that it is time to moveon.EndingIt is important to provide closure in order to ensure participants leave feeling positive. This sectioncovers two aspects of ending: Debriefing ClosingDebriefingDebriefing after the training is essential to getting feedback from participants on the training. It is notonly beneficial for the instructor, who can use the feedback to improve subsequent training, it is agood chance for participants to express their thoughts so that they feel their voices are truly heard.Some guidelines for successful debriefing include:Make the objective clear. Make sure that they understand that debriefing is used for you to gain anunderstating of participants’ reactions, suggestions and ideas for what went well and what did not, andhow the training can be improved. They can comment on the clarity or flow of content at this point.Keep the discussion focused. Ask for constructive feedback related to the current training only.Encourage feedback. Tell participants how much you value their observations and ideas, thanking eachperson for any debriefing comments they contribute.Debriefing should not be optional for participants. Make sure that you debrief within the timescheduled for the training so that participants do not leave before they have given you their feedback.ClosingAfter debriefing, thank the group for their participation and say good bye. Instead of immediatelycollecting your materials and breaking-down the room, position yourself in a place where participantscan access you. There may be participants who have questions or comments they did not want toshare with the group, or want to have personal contact with you for some reason. Validate their needsby being available, as this will send them off feeling personally connected to the training.

Learning CurveThe time of the day at which any one of us reaches our peak level of energy varies widely. Experimentsin schools and industry have demonstrated that most of us follow a similar pattern in attention spanand learning abilities. Using a typical working day to illustrate this point, we can see that by 11 am weare at our brightest. Following the pre and post lunchtime slump, there is another surge in energylevels in the mid to late afternoon. We then decline again toward the end of the day.The instructor can use this knowledge to their advantage. Put difficult material at peak energy timesand interesting material at low energy times. The easiest material should be for just after lunch. Keepinterest high to counteract a late Friday afternoon slump by either introducing interesting material or atest. % Energy Level 80706050 1PM 8AM 9AM 10AM 11AM 12PM 2PM 3PM 4PM 5PM Time of Day 6PM % Energy LevelThe above graph can be applied to any shift pattern, regardless of what time of day, the actual workday begins.



DocumentationAs a competent trainer, you will need to ensure that all the necessary documentation has beencompleted for each operator. It must be filed in the operator’s personnel file, for later review. Withoutproper, thorough documentation, your training and / or evaluations did not, in the eyes of the law,take place.All documentation must be signed. You should have the following documents for each operator:  Operator attendance / sign-in sheet  Completed theory tests  Completed operator evaluation forms  Signed operator log  Copies of any licences or certificates issuedOperator Attendance / Sign-In SheetThis is important because it not only starts the “paper-trail” for your documentation, it also shows thestudents that you are serious about being professional. Operator training shouldn’t be taken lightly.Theory TestsAll written tests should be scored and kept on file. A “pass” is a score of 70% or more.Evaluation FormsThe practical evaluation sheet is the proof that the operator was given a hands-on evaluation of theequipment. Any coaching that is given prior to the actual test, may or may not be recorded. Theinstructor should complete the document regardless of the outcome of the evaluation (pass or fail).Have the student sign it. It should also have the instructor’s signature as well as the date and model ofvehicle used.Operator LogsYou should keep a proper record of your training sessions. This includes keeping a file of all studentsyou have trained and / or evaluated. You will need to develop a master log with a sequentialnumbering system. The information here should reflect the classification of equipment the student hassuccessfully been trained on. You must sign it, to make it a legal document.Licenses and CertificatesYou may issue a wallet sized license, or even a wall certificate of achievement, to your students.This is not a legal requirement unless your students have been trained to use elevating work platforms.In this case, you must issue some form of proof, in the form of a certificate or license. The operatormust carry this proof with them at all times, while operating an aerial platform.

Lesson PlanningPlanning your lessons should be a priority. A well thought out lesson plan will create structure, whichwill greatly help both your ability to teach the subject and, in your student’s ability to learn effectively.Remember that learning doesn’t need to be complicated.A sample of a lesson plan could follow this format:A. TopicB. LocationC. Time FrameD. Required Materials & EquipmentE. Objective 1) Welcome 2) Ground Rules 3) Program Outline 4) State Course Objectives 5) Material a) Equipment Parts and Terminology b) Stability c) Pre-Operational Inspection d) Equipment Operation e) Pedestrians f) Fuel & Shutdown 6) Summary 7) Questions 8) Theory Test 9) Practical Evaluation 10) Debrief 11) CloseThere is no right or wrong lesson plan. As long as the information is covered and the material isdelivered in a manner the student can understand, you are free to deliver it in any way you see fit.

Example Lesson Plan for Theory Knowledge Lesson Plan: Theory Knowledge for Mobile Equipment OperatorsMaterials Required o Training room with sufficient tables, chairs for all participants o Computer o Projector / television o Sign-In sheet o Theory tests o Pens & notepaperIntroduction o Introduce yourself o State purpose of the training course o Explain any “Ground Rules” e.g. switch off cell phone etc. o Give students a time frame for the course – include break timesEquipment Specific Theory Material o PowerPoint Presentation  Legislation  Parts & terminology  Stability  Pre-use inspections  Equipment operations  Pedestrians  Recharging / refuelling  Shut down proceduresQuestion Period o Allow for questions before continuing o Ensure all questions are answered sufficiently o Make notes if any questions require any follow-up researchTheory Test o Give theory test to each attendee o Wait until all students have completed the test o Mark tests – test results do not need to be published. Be aware of the need for privacy for some students. o In the case of incorrect answers; confirm that each student is clear about which was the correct answer and why. o Failed tests should result in the student being told they cannot continue the course, at this time. Refer to company policies for retraining intervals.

o If you discover a student that has reading or comprehension issues that were not previously known, ask them to remain after dismissing the class. o You may re-administer the theory test verbally, if it will help the student understand.Practical Evaluation o For successful students, inform them they can now move onto the practical part of the course. o Give students a defined plan for their practical evaluation. Confirm times, places, equipment etc. before they are dismissed from the classroom.