TLIB3107B

TLIB3107B
Clean up plant,
equipment and work site
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 1
Plan your learning .................................................................. 2
How will you be assessed? .................................................... 5
Section 1 Planning and preparing for tasks ................................... 7

What safety issues are involved for the general public? ...... 14
What preparations are required for the work?...................... 18
Section 2 Undertaking required tasks ........................................... 24

How do you undertake your required work? ........................ 26
How does the worksite or jobsite get prepared? .................. 26
What environmental and safety monitoring should be carried
out during the job? ............................................................... 30
How do you ‘work smart’? .................................................... 36
How do you operate equipment safely and effectively?....... 38
Section 3 Finalising Tasks.............................................................. 41

How do you finalise the job? ................................................ 43
How do you make sure everything is complete?.................. 43
Feedback on activities .................................................................... 49

TLIB3107B Clean up plant, equipment and worksite
What this Learner’s Guide is about
This Learner’s Guide is about the skills and knowledge required to
assess and monitor optimum stock levels in accordance with
workplace requirements including assessing projected demand,
assessing variables that impact upon optimum stock levels,
determining optimum inventory levels, and monitoring optimum
inventory levels.
The unit of competency TLIB3107B Clean up plant, equipment and
worksite is from the Transport and Logistics Training Package (TLI07).
It has a number of elements of competency that are covered in this
guide. These are:
• Plan and prepare work
• Arrange clear up and disposal/reclamation of material
• Operate cleaning equipment and mobile plant
• Finalise work and restore site
© Australian National Training Authority 2003 Page 1

Customised and Developed by Armstrong’s Driver Education P/L May 2008 ADELG1031
Plan your learning
It is important to plan your learning before you start because you may
already have some of the knowledge and skills that are covered in this
Learner’s Guide. This might be because:
• you have been working in the industry for some time,
and/or
• you have already completed training in this area.
Together with your supervisor or trainer, use the checklist on the
following pages to help you plan your study program. Your answers to
the questions in the checklist will help you work out which sections of
this Learner’s Guide you need to complete.
This Learner’s Guide is written with the idea that learning is made more
relevant when you, the learner, are actually working in the industry.
This means that you will have people within your enterprise who can
show you things, discuss how things are done and answer any
questions you have. Also you can practise what you learn and see how
what you learn is applied in the enterprise.
If you are working through this Learner’s Guide and have not yet found
a job in the industry, you will need to talk to your trainer about doing
work experience or working and learning in some sort of simulated
workplace.
Page 2 © Australian National Training Authority 2003

ADELG1031 Customised and Developed by Armstrong’s Driver Education P/L May 2008
Section 1: Identify and prepare for cleaning
Are you able to: Yes No

1. identify details of cleaning requirements
by instructions, inspections, work orders
and schedules?
2. identify and obtain required materials and
equipment?
3. identify and apply relevant legislative,
statutory and workplace requirements and
standards, and monitor application
throughout the work procedure?
4. identify environmental regulatory
requirements to ensure site is left in an
environmentally sound condition?
5. identify required materials to be
removed and methods of removal to
facilitate clean up?
Section 2: Arrange clear up and

disposal/reclamation of material

1. identify and arrange storage/disposal
areas and quarantine zones to ensure
environmentally sound disposal?
2. remove reclaimed materials to storage
areas using appropriate methods?
3. remove non-‐required materials/services
and dispose of in appropriate manner to
ensure clean and environmentally stable
site?
4. inspect site for overlooked materials to
minimise wastage and loss?

Section 3: Operate cleaning equipment and

mobile plant

1. operate cleaning and mobile plant to
site/manufacturer’s requirements?
2. perform operator maintenance to
site/manufacturer’s requirements?
3. clean and store cleaning equipment?
Section 4: Finalise work and restore site

1. establish/restore drainage as necessary to
ensure well drained site?
2. arrange re-‐vegetation/environmental repair
if required to return site to environmentally
sound condition?
3. remove barriers or check for integrity to
ensure access to correct areas?
4. close off access roads if required to
prevent unauthorised access to closed site?
5. leave site in suitable level and surface
condition to ensure environmentally
sound, safe and clean site?

How will you be assessed?
Assessment of this unit of competency will include observation of real
or simulated work processes using workplace procedures and
questioning on underpinning knowledge and skills. It must be
demonstrated in an actual or simulated work situation under
supervision.
You will be required to demonstrate that you can:

• you can plan carry out and complete clean ups of plant,
equipment and worksites to standards required,
preventing environmental damage and ensuring safety of
yourself, fellow team members and the public.

Section 1 Planning and

preparing for tasks

Section outline
Areas covered in this section are:
Planning and preparing for tasks including:
• safety issues for self and fellow team members
• safety issues for others including the general public
• relevant environmental regulations
• planning for the job

How do you plan and prepare for clean up

tasks?
What safety issues are involved for my fellow

team members and myself?
Safety is of the utmost importance to everyone when you are working.
You may be working alongside railway lines, the roadside, in bushland,
in built up areas or around your own workplace.
Regardless of the location, your focus should be on safety. A good way
to remember who is affected by safety is think about:
The greatest safety risk is to yourself and your fellow team members,
especially if you are working outside your general work area.
Your employer will have issued you with Personal Protective

Equipment (PPE) when you started in your job. This might include:
__ safety boots
__ some form of uniform including identification of your organisation
__ wet weather jacket
__ sunglasses and sunscreen
__ gloves
__ hearing protection (for use around noisy machinery
__ safety glasses (for use when using equipment that gives off sparks,
sawdust, metal particles)
__ high visibility jacket
__ hard hat.

Other PPE, including some of the items listed above, may be available
for use on specialised tasks that have other dangers or hazards. The
table below provides a list of other PPE and when it will be required:
Item of PPE Use
Using chemicals, paints, spraying herbicide,

Respirator
etc
Face shield
Using chemicals that can cause eye irritation
or are corrosive and may splash on face and
into eyes
Heat proof gloves Using hot materials such as tar

Using chain saw or similar equipment thatmay
Leather chaps
cause cuts to limbs
Using knives or cutting tools where
Kevlar gloves
normalflexibility is required
Back support Where heavy or repeated lifting is involved
Insect repellent For working in open areas
Gum boots For working in water

MINI ACTIVITY:
Can you identify any other PPE that is
available for specialised tasks that is
not included in this list? If so, add this
in to the list

Specific PPE will depend on the task you are required to do. As part of
the preparation for the job, you should look at what the job entails.
The basis of working safely is to identify hazards and assess risks and
then put controls in place for the assessed risks so that the risk is
removed or lessened to an acceptable level. This is the basis of (safety)
risk management.
Examples of risks that might be in typical jobs can be grouped around:
__ human error due to mistakes, tiredness, lack of concentration
__ risks associated with machinery being used
__ risks associated with materials that are dangerous goods including

chemicals, paints, solvents, cleaning products, hot tar, etc
__ risks involved with products formed in using equipment such as
sawdust, wood splinters, heavy objects (wood, steel, bricks, stone),
stone chips, nails protruding from wood, etc
__ risks associated with the immediate environment where work is

being done such as cliff faces, traffic areas.
Risk management involves assessing consequences before controls

and put in place and the likelihood of the event occurring. For instance,
the risk associated with being killed on the job as a result of a volcanic
eruption are almost nil in Australia as there are no active volcanoes. If
you were caught in this situation, your survival would be highly
unlikely. So, the consequence is extremely serious but the likelihood is
VERY low. Overall, the risk is assessed as LOW.
On the other hand, the risk that you will get wet crossing a stream by
stepping on slippery moss covered rocks is much higher. The
consequences will probably be just wet shoes or feet but the likelihood
is much higher. The risk is still rated as LOW as it is probably warm
weather and you will suffer no real ill effects from the experience.

The following table provides a suggested measurement chart that you

can use in assessing risks before deciding what controls to put in place
and the priority on controls. The assessment is undertaken before
controls are put in place and then after controls are put in place to
ensure that controls are effective. During the activity, the assessment
is repeated to keep the risk controlled.

The first activity asks you to apply this technique.

Activity 1: Assessing risks in undertaking a job
Consider the following case study. List the main risks that you can
identify, (estimate) likelihood and consequences and propose control
measures for these risks.
You are required to demolish a shed within a transport depot close to
where trucks are unloaded. After completing the demolition, you have
to landscape the area with second hand sleepers and plant a number
of trees and shrubs. The soil is heavy clay and will require a bobcat to
move the soil and replace it with good soil.
There is feedback on this activity at the back of this Learner’s Guide

What safety issues are involved for the general

public?
The risk assessment that you undertake on a given tasks or job, may
identify risk to the general public. For example, your job might be to
resurface a road or track with tar or stones.
This task will involve some interaction with the general public such as:
__ stopping traffic
__ interfering with pedestrian access
__ materials coming into contact with general public (who are not
wearing the PPE that you and your fellow team members will be
wearing)
__ heavy equipment being used around general public
__ stones or other materials being flung into the air.
In the same way that you suggested controls to be put into place in
Activity 1 (go back and do this if you haven’t already!), you need to
consider controls that will protect the general public.

Looking again at the events listed above, some associated risks and
suggested controls (in relation to general public) are given. Note that
some controls treat a number of risks at the same
time.
Where works are undertaken that have associated risks for the general
public, relevant authorities should be consulted. This may be:
__ local government authority

__ transport authority (for rail or road, etc)
__ government department (e.g. if on edge of national park, etc)
__ private landowners where relevant (this may be through local
government authority)
__ police, fire, utilities (gas and water companies if relevant).
A permit may be required to undertake the work from any or all of the
above types of authorities. Time should be allowed to obtain necessary
permits as these may have to go through a council meeting or similar
governance body for approval.

Signs and barriers will assist in making the area safer for the general
public. These might include wooden barriers; water filled plastic
barriers; witches hats; or other commercially available materials. Some
organisations may make up their own signage to provide required
information such as alternative routes or paths, anticipated finishing
dates, authority or organistion undertaking works, etc.
The focus of Activity 2 is to assess hazards and risks to general public in
doing maintenance work in public areas.

Activity 2: Analysing sales plans and stock movement data
Arrange with your trainer to work on a crew where the job involves
exposure to the public and some risk to the public.
While you are working on this job, look at the steps that are put in
place to ensure the safety of others, specifically the general public.
If you do not get this opportunity, look at a local roadwork project and
observe how safety of the general public is considered and ensured.
Talk to the crew if you are able to or the local government or
responsible authority about safety of the public during these types of
projects.
Summarise what you have learnt in the space below.
There is feedback on this activity at the back of this Learner’s Guide.

What preparations are required for the work?
Planning is a critical part of any job. Lack of planning can cause delays
in completion, make costs increase beyond budgets and prevent other
work functions from operating smoothly.
The following flow chart summarises the steps taken in preparing for a
job.

In detail, this involves:
1. ACCESS PLANS FOR THE JOB OR DEVELOP THESE FROM TASK
DESCRIPTION
You may be provided with drawings, plans, a memo or email request
to undertake a given task or job. Examples might include:
__ landscape an area
__ surface a road
__ demolish small buildings or sheds

__ erect a small structure.
Where council permits are required, a plan will be available showing
the proposed works. Other work not covered by plans may only have a
written request. Time spent in developing a plan of what the area will
look like on completion, will help to make the task proceed efficiently
and assist further planning.
2. ESTABLISH A TIMELINE FOR WORKS TO BE COMPLETED
Timelines for the project may be imposed or you may have to work
these out. When calculating the timelines for the project, remember to
allow for factors such as:
__ wet or extreme weather

__ conditions set by the materials being used (drying of paint, setting
of concrete, etc)
__ availability of specialist tradespersons or equipment
__ number of people doing the work
__ size of the task.
A timeline will help to plan your work and that of others and assist you
if you are asking your trainer for more staff to complete the job within
a given time.
3. DRAW UP MATERIALS AND EQUIPMENT LISTS
Materials and equipment might include:
__ vehicles
__ hand and power tools
__ specialised tools including mechanised tools
__ portable power generator (if required)
__ materials used in doing the work
__ PPE
__ barriers, etc for protection of work crew and public including lights
and any materials required for making the site safe out of working
hours (trenching, covers, etc).
4. DRAW UP LIST OF SPECIALISED SKILLS & EQUIPMENT
NEEDED FROM OUTSIDE ORGANIZATION

When choosing equipment, especially specialised equipment, be aware

of any specialised skills and licences and permits required to operate
equipment or work within space including:
 requirements to work in enclosed spaces and trenches
 licences to operate equipment for earthmoving and moving

materials, etc.
For specialised functions, it may be cheaper and quicker to use a
contractor. For example, if a series of postholes are required in hard
soil or clay, it may be easier to hire a contractor to dig these (12 holes
750 mm deep will take a tractor with PTO and auger, about 45 minutes
to dig).
5. DEFINE ANY REQUIREMENTS (REGULATORY, OHS OR LEGISLATIVE)

FOR JOB
Safety considerations have already been discussed in the previous

section of this Learner’s Guide. Other regulations that may have an
effect on how work is planned include:
__ Dangerous Goods code

__ environmental legislation.
Under the Dangerous Goods code, such substances must be labelled
and a register kept of where these substances are stored. Material
Safety Data Sheets (MSDS) are provided for chemicals with
information provided on hazards associated with use, disposal of
wastes and what to do in the event of an accident.
This code may apply where you are using chemicals for tasks such as:
__ bleaching materials
__ using solvents to remove or dissolve material including paint and
other surface coatings
__ spraying for insect or weed control
__ controlling pests such as rabbits, foxes, rats, mice, etc.
The substances will have a diamond shaped label and should be
handled with care and by those with appropriate training.
Protection of the environment is regulated for larger organisations by
government agencies but generally by local government authorities
for smaller businesses.
The regulations are, in summary, designed to prevent damage to the
environment and protect environments. This area covers:

__ discharge of chemicals and pollutants into waterways and the sea
__ discharge of chemicals and pollutants to the air
__ preserving native vegetation
__ preserving native animals including birds, sea creatures, fish (marine
and freshwater) and their habitat (where they live).
It is an offence to intentionally pollute the air, water or soil. All
reasonable steps must be taken to prevent such incidents. As a general
rule, all materials used in works should be removed after use rather
than buried, burnt or left to lie around.
Liquids should be contained using barriers such as sand bags (for
absorption), plastic or other waterproof barriers. Areas can be
protected with plastic sheeting to prevent chemical solids from
entering the soil and therefore waterways.
Removal of native trees and vegetation is subject to strict controls and
can incur penalties, particularly for significant trees and trees from
remnant vegetation areas (still in their natural state).
Replanting of trees, shrubs and grasses that are both native and local
(local provenance) is encouraged to provide suitable environments to
protect local, native species. In some areas, birds, butterflies and other
animal life that has not been sighted for some time, have recolonised
areas planted in this way. This also applies to suburban areas such as
Altona in Melbourne where replanting is assisting the survival of the
Altona Skipper Butterfly. This species has become ‘vulnerable’ (in
danger of becoming endangered) due to drainage of swampland and
removal of its food source -‐ a local sedge or grass plant.
Local regulations should be checked before undertaking works in

areas of natural or native bushland or grasslands.
6. REFINE AND DOCUMENT PLAN FOR APPROVAL INCLUDING

PURCHASING & HIRE, ETC
The plan for the works should now be close to being finalised.
Approval may be required, depending on workplace regulations, and
especially if new materials are required or the budget for the works
exceeds a given limit.
The completed plan might consider:
__ safety for yourself, fellow workers and the public

__ identified risks
__ required permits and compliance with regulations
__ vehicles, materials and equipment

__ contracted services and hired equipment

__ licences and training required
__ numbers required and composition of work crew and competence
of crew members
__ traffic management if required
__ timelines for work
__ budget including savings through contracting and hiring
__ any required inspections at end of job
__ finished ‘product’.
You are asked to apply these concepts in the next activity.

Activity 3: Planning a job
Talk to your trainer about jobs that are required in the future. Work
with your trainer and fellow team members to develop a plan for the
job based on the information given in this section of the Learner’s
Guide.
If there is no such opportunity in your workplace, ask your trainer to
set you a hypothetical situation that you can plan for.

Section 2 Undertaking
required tasks

Section outline

Undertaking required tasks including:
• setting up and preparing the worksite or job site
• carrying out safety and environmental requirements
• working smart
• operating equipment

How do you undertake your required work?
How does the worksite or jobsite get prepared?
Once you get approval to start the job and the commencement date
arrives, the next step is to prepare the work or job site (referred to as
site from here on).
Safety should be the first priority followed by efficient work practices.
The area should be made safe and ready for the required tasks to be
undertaken. The site should be inspected and cleared. Zones can be
allocated for various uses. This preparation could involve:
__ clearing rubbish
__ setting up a rubbish pile
__ setting up areas for recyclable materials
__ setting aside areas for materials to be delivered and stored
__ allocating parking for vehicles and equipment
__ erecting barriers
__ putting up signage
__ putting barriers for liquid wastes in place to protect soil and
waterways
__ checking existing drainage patterns from levels of surface and
existing pooling of water.
Materials that can be recycled include:
__ plastics (with recyclable sign on bottom)

__ glass including broken glass
__ metals
__ wood
__ paper
__ bricks, stone, paving material and similar
__ building components (windows, doors, weatherboards, etc).
Depending on workplace policies, these materials can be sold or
returned to storage at your workplace. Placing unwanted materials
such as wood (unpainted building materials or trees cut down) with a
sign announcing that these materials are free to be taken, allows for
further recycling and re-‐use.

Perhaps the ultimate recycling is to have seed collected from sites
where native vegetation may be damaged or cleared or where more of
the same species of plant is required. These can be propagated and
planted after the site works are completed. Local seed will produce
plants that have a greater chance of survival, as they are adapted to
local conditions.
An important consideration in site planning is to that room is left for
the actual work to be done in a safe manner.
Drainage should be allowed for. For instance, if a surface is tarred, the
water running off the road will be far greater than a sandy surface and
more than a surface composed of screenings or small stones. The
camber (slope) of the road will cause water to run off both sides of the
new road. A drain may have to be installed to take the water into
existing watercourses such as small streams. Allowance should be
made for worst-‐case conditions – very heavy rainfall rather than
‘drizzle’ or light rain.
The key to drainage is that water requires a fall in level to be removed.
In the following activity, this is an issue required for consideration.

Activity 4: Preparing the site
Look at the following case study and plan the use of the site during
construction. These details are to be added to the sketch map
provided of the site.
You are working with a team of two others to erect a small storage
shed beside a railway siding for use by your company to pick up railed
deliveries and store these until pick up is arranged. The structure will
be made from treated pine (which is poisonous to fish) with a tin roof
and has a creek nearby (see map provided and drawing of finished
structure). Your plan should include:
__ the precautions you will take to ensure sawdust does not get into
the creek
__ how you will allow for run-‐off from the tin roof (assume this is a
very wet area)
__ how you will allocate space for:
__ vehicular parking (your work vehicle to transport yourself and co-‐
workers
__ deliveries of material
__ rubbish
__ excess soil from holes dug for stumps for structure
__ what measures you will take to restore area as before (or improve
area) including vegetation (assume supplies of local plants are
available.
Shed design – front view


Site plan (outer line indicates perimeter of block owned by company).


What environmental and safety monitoring

should be carried out during the job?
Having set up the job so that safety and environmental considerations
are taken into account, monitoring should be carried out throughout
the operation to ensure that safety and environmental standards are
maintained.
This could involve both continuous monitoring and auditing.
Auditing involves having a checklist for the project and taking time to
walk through the site and complete the checklist. As a result of the

audit, action might result to change the way that the job is being
undertaken.
For instance, the checklist might include that all rubbish is removed to
a designated site or a bin on a regular basis (twice a day or before
every break). The audit might show that rubbish has been left to
collect or placed in a position that it gets in the way of other tasks or
jobs. The action will be to clear the rubbish and talk to those
responsible to ensure that, in future, removal is done as required or
scheduled.
Another example is checking that paint or solvent used on the job
does not escape into the soil or drains, etc. Your audit might show that
used containers of solvent have been left in the open but within the
designated rubbish area without lids. In the event of rain, the can
might fill and overflow, allowing he contents to get into the soil or
drains. This might also be picked up as part of continuous monitoring.
Continuous monitoring involves ‘keeping your eyes open’ while you

are working. For instance, while you are walking around the site, you
may observe a fellow team member operating a noisy piece of
equipment without hearing protection. A gentle reminder can be given
to ensure that hearing protection is always worn in these situations.
In the example given in the previous activity, a fellow crew member
might be about to commence sawing of treated pine outside the
designated area. Again, a gentle reminder may be required.
A sample checklist has been provided below for the situation used in
the previous activity. The audit is assumed to be undertaken at the end
of each day and has been filled out with comments/actions for the
week of the job.
(The blank checklist that follows is for your own use in your workplace
and for completing the activity that follows).




Activity 5: Auditing the site during work operations
Talk to you trainer and arrange to work on a job for which you can
audit the site over a period of 3 or more days. Use the checklist
provided above as your auditing tool or instrument.
Discuss the criteria for the audit with your trainer, trainer and fellow
crew members. Consider OHS in your discussions. You may have to do
some research to establish any environmental and safety
requirements,
Conduct an audit of the site at least daily and record this on the blank
checklist provided (photocopy it) or one that your workplace uses.


How do you ‘work smart’?
‘Working smart’ is about thinking and planning your work. In the
previous sections of this Learner’s Guide, you have been guided to
take this approach to your work and to look at potential risks
associated with the job.
Some other suggestions about ‘working smart’ might include:
__ when using paints or stains to finish off a surface, use a scrap piece
to check that the desired effect will be obtained
__ set aside time, perhaps at the end of the day, to check your tools,
sharpen and oil them and do other maintenance as required
__ if painting and you need to stop for awhile, wrap brushes and
rollers in plastic or plastic bags so you don’t have to clean them and
they won’t go hard
__ if using a specialised piece of equipment or external contractor, call
them in once by working out all the required jobs using that
equipment and get these ready to do in one go (e.g. in the example
given in Activity 4, stump holes for the shed might be dug using a
tractor with PTO and auger. The gate to the railway siding will also
require holes dug, so get the tractor operator to do these at the same
time.)
__ if going offsite to do a job, think through the tools (hand and
power) required including those that will be required if things don’t go
according to plan
__ time spent clearing up after you will prevent accidents and make
the next task easier to do
__ use signage/barriers and telling other team members what you are
doing so that your work is not interrupted or someone accidentally
walks across the newly sealed surface you have just completed!
__ if cleaning an area, work from top to bottom – remove dust,
sawdust and plaster dust from higher ledges, etc before cleaning
lower areas and then find they are dirtied again when you clean high
areas
__ don’t paint yourself into a corner!! If surfacing an area, plan your
work so that you finish at a door way or entrance so you can get out of
the space without having to step over your completed work.
These are suggestions for ‘working smart’. The activity that follows
asks you to think about and list ways that you come up with for
‘working smart’.

Activity 6: ‘Working smart’
Discuss with your fellow team members the strategies they use for
doing jobs that are the result of experience – the ‘useful tips’ they
have come up with. List these together with others that you identify.
Do this over a period of time.

How do you operate equipment safely and

effectively?
Within this Learner’s Guide it is not possible to give direction for
operating the range of tools and equipment that you will use in your
workplace.
Some examples of tools and equipment that you might use include:
__ mops, brooms and other cleaning equipment similar to what you
would use at home
__ spray painting equipment
__ paint brushes and rollers similar to what you would use for painting
around the house
__ spades, shovels, picks, wheelbarrows for minor landscaping and

gardening type projects
__ water lances (high pressure spray for cutting into hardened soil,
softer rock or stone, etc)
__ chainsaws, axes, saws
__ pneumatic tube hones (used for cleaning out tubing or cylindrical
containers)
__ steam cleaners, vacuum cleaners, electric polishers
__ wood working/construction tools such as hammers, chisels,
screwdrivers, pliers, wire cutters, tin snips, etc
__ mechanised equipment such as cement mixers
__ materials movement equipment including diggers, bobcats, etc.
The list could fill many pages and is intended only as a guide to the
variety of tools you might use in your workplace.
The emphasis has already been placed on safety in the workplace. In
relation to using tools and equipment, the key to safe use is to use the
tools and equipment in the way that they are intended. As mentioned
some of the equipment above such as diggers, require a license.
Others such as chainsaws (rated as one of the potentially most
dangerous tools that a person can buy without licensing or training)
have recommended courses for safe use.
If you are using tools that are potentially dangerous, ask for instruction
on how to use the tool from either:
__ a fellow team member or someone from the training area

__ the hirer
__ the manufacturer/retailer if bought new.
Instructional manuals should be read before using the equipment.

Time spent looking over the machine to identify what are the potential
hazards, is time well spent. This time can be used to identify PPE
required when using the equipment.
Equipment should be cleaned after use or at the end of the day, oiled,
blades sharpened, parts replaced, fuelled, etc so that the equipment is
ready fro use the next day. As the cleaning process is being done,
checks can be made for required repairs or replacement of parts.
A hazard identification/risk assessment process should also be

undertaken.
The next activity focuses on using tools and equipment safely.

Activity 7: Operating equipment and using tools
Use the space below to list the tools and equipment that you use in
your workplace. Talk to your trainer, supervisor and other team
members who have used this piece of equipment and identify any
potential hazards involved in using the equipment and precautions you
should take including PPE required or recommended, available training
programs, etc. One response has been provided to guide you.


Section 3 Finalising
Tasks

Section outline
Finalising tasks including:
• dismantling the site and final check for completeness

How do you finalise the job?
How do you make sure everything is complete?
In National Parks, signs are placed advising users of the parks that bins
are not provided and for visitors to:

This advice is equally relevant to clean up operations at your
workplace.
Completing a job will involve:
__ checking drainage of site (this may be mean waiting for rain or
using hose to check drainage
__ removing all rubbish
__ arranging for pick up of recycled materials or taking these to
depots, assigned areas
__ disposal of wastes according to requirements, particularly if
classified as dangerous goods
__ levelling soil and replanting or landscaping
__ arranging final inspections required by local government, etc
__ cleaning and repairing all tools and equipment and returning these
to store, hirer or other sources
__ informing trainer or originator of job request (and completing a
report, if relevant)
__ removing barriers, signage erected for duration of job and make
repairs to these material if required
__ re-‐opening access roads, tracks, pathways closed for duration of job

__ checking plans or designs to ensure everything is completed.
Your workplace may use checklists to assist in making sure jobs are
completed and reach standard required. This may be similar to the
checklist used during the project.
In the next activity, you will be asked to look at a job and develop a
checklist to use when the job is completed.

Activity 8: Completing the job
Develop a checklist for use when finalising a job. The blank used in
Activity 5 can be adapted for this purpose or your workplace may have
a checklist that is used.
Discuss with your trainer a job that is coming up that you could use as
the example for this activity.
Make your checklist fit the job that you have chosen.
Arrange to do a final check of the job using your checklist. Do this with
your trainer so you can get support to complete this activity.

Additional
resources

Websites
• Listing for local government
(Access relevant local government web site)
http://www.gov.au/
• Workcover Authority of NSW
http://www.workcover.nsw.gov.au/
• WorkSafe Victoria
http://www.workcover.vic.gov.au/wps/wcm/connect/Work
Safe
• WorkCover Queensland
....http://www.workcover.qld.gov.au/
• WorkCover WA
....http://www.workcover.wa.gov.au/
• WorkCover SA
....http://www.workcover.com/home.aspx
• ACT WorkCover
....http://www.workcover.act.gov.au/
• Workplace Standards Tasmania
....http://www.wst.tas.gov.au/node/WST.htm
• NT WorkSafe
....http://www.worksafe.nt.gov.au/

Feedback on activities
The responses provided in this section are suggested responses. Because
every workplace is different, your responses may vary according to your
specific workplace procedures, the equipment available and the nature of the
business.


Activity 1: Assessing risks in undertaking a job
Some of the possible risks in undertaking this job are listed with an indication
of likelihood (second column and consequences (third column). Suggested
controls are given. Discuss your response with your trainer and fellow team
members.
Key to risks before control put in place:

(Ranked in order of consequence and then likelihood)
L = likelihood 1 = very unlikely

2 = possible
3 = some occurrences
4 = happen on a regular
5 = certain to happen regularly
C = consequence 1 = minor cut or bruise

2 = minor attention required
3 = attention required/off work for day or two
4 = serious injury, hospitalisation
5 = death, major catastrophe

Activity 2: Risks to the general public
The controls put in place for assessed risks fall into the following approaches:
__ reduce the likelihood including avoiding the risk altogether

__ reduce the consequences of the risk (e.g. seatbelts do not change
likelihood of accident but can reduce injury in accidents)
__ combinations of both approaches.
Activity 3: Planning a job
Your plan should consider:
__ safety for yourself, fellow workers and the public

__ identified risks
__ required permits and compliance with regulations
__ vehicles, materials and equipment
__ contracted services and hired equipment
__ licenses and training required

__ numbers required and composition of work crew and competence of crew
members
__ traffic management if required
__ timelines for work
__ budget including savings through contracting and hiring
__ any required inspections at end of job
__ finished ‘product’.
Activity 4: Site planning
The site plan suggested below is only one answer. It allows for all the factors
identified in the direction for the activity.
1. Plastic sheet will be put down at 1 which is the sawing area, for sawdust to
be collected daily and put into bin at *, away from creek and trees.
2. Car parked outside site.
3. Materials storage area.
4. Run-‐off from roof will be channelled through underground pipe to creek
(as it is clean water) as shown at 4.
5. Rubbish area away from creek and out of way of works. Easy for truck to
come and pick up.
6. Excess soil moved to pile in rubbish area if not much, spread over site in
thin layer (not over vegetation).

Site during works.

Site after works are completed.

Darker areas indicate possible newly vegetated areas.
Activity 5: Auditing the site during work operations
Your criteria should include any requirements in relation to: safety;
environment; customer specified requirements; local government authority
conditions.


Activity 6: ‘Working smart’
Get feedback and use your fellow team members for advice and support
when doing this activity.
Activity 7: Operating equipment and using tools
The example provides a guide to this activity. Use other people to help you
complete this activity so you learn from them.
Activity 8: Completing the job
Your trainer and supervisor can give you feedback on the checklist and the
final check that you make on the job.


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Section 1 Planning and preparing for tasks ................................... 7

Section 2 Undertaking required tasks ........................................... 24

Section 3 Finalising Tasks.............................................................. 41

Feedback on activities .................................................................... 49

What this Learner’s Guide is about

© Australian National Training Authority 2003 Page 1

Plan your learning

Page 2 © Australian National Training Authority 2003

Section 1: Identify and prepare for cleaning

Are you able to: Yes No

Section 2: Arrange clear up and

Are you able to: Yes No

© Australian National Training Authority 2003 Page 3

Section 3: Operate cleaning equipment and

Are you able to: Yes No

Section 4: Finalise work and restore site

Are you able to: Yes No

Page 4 © Australian National Training Authority 2003

How will you be assessed?

You will be required to demonstrate that you can:

© Australian National Training Authority 2003 Page 5

Section 1 Planning and

© Australian National Training Authority 2003 Page 7

Page 8 © Australian National Training Authority 2003

How do you plan and prepare for clean up

What safety issues are involved for my fellow

Your employer will have issued you with Personal Protective

© Australian National Training Authority 2003 Page 9

Item of PPE Use

Using chemicals, paints, spraying herbicide,

Heat proof gloves Using hot materials such as tar

Back support Where heavy or repeated lifting is involved

Insect repellent For working in open areas

Gum boots For working in water

Page 10 © Australian National Training Authority 2003

__ human error due to mistakes, tiredness, lack of concentration

__ risks associated with machinery being used

__ risks associated with materials that are dangerous goods including

__ risks associated with the immediate environment where work is

Risk management involves assessing consequences before controls

© Australian National Training Authority 2003 Page 11

The following table provides a suggested measurement chart that you

Page 12 © Australian National Training Authority 2003

Activity 1: Assessing risks in undertaking a job

© Australian National Training Authority 2003 Page 13

What safety issues are involved for the general

__ interfering with pedestrian access

__ heavy equipment being used around general public

__ stones or other materials being flung into the air.

Page 14 © Australian National Training Authority 2003

__ local government authority

© Australian National Training Authority 2003 Page 15

Page 16 © Australian National Training Authority 2003

Activity 2: Analysing sales plans and stock movement data

Summarise what you have learnt in the space below.

© Australian National Training Authority 2003 Page 17

What preparations are required for the work?

Page 18 © Australian National Training Authority 2003

__ erect a small structure.

2. ESTABLISH A TIMELINE FOR WORKS TO BE COMPLETED

__ wet or extreme weather

3. DRAW UP MATERIALS AND EQUIPMENT LISTS

Materials and equipment might include: