Facilitator GUIDE Lifting and Positioning Equipment

FACILITATOR GUIDE
RIGGING: LIFTING
ANDPOSITIONING EQUIPMENT
UNIT STANDARD NUMBER: RCI2/005/06/01

NQF LEVEL 2
CREDITS: 4
DOCUMENT NO REV. ISSUE DATE PAGE

COE/ELECT/FACILITATOR/ECI2/008/06/01 00 Page 1 of 26
TABLE OF CONTENTS
INTRODUCTION
This Facilitator Guide is an additional training aid that will guide you, the
facilitator, through the duration of the Learning Program
As a training aid, this facilitator guide contains the essential information to cover
the outcomes and assessment criteria as stipulated for this Unit Standard –
RCI2/006/05/01. As such, the content of the Learner Guide (Module) has to be
covered completely
The Facilitator Guide contains activities that will assist you in transferring the
understanding, knowledge and skills as stipulated in the required specific
outcomes of the Unit Standard.
The Facilitator Guide contains the essential information to cover the specific
outcomes as stipulated for this Unit Standard.
The learning program is divided in the following sections:
Section 1. Select drawings as per job requirement.
Section 2. Interpret drawings and position equipment to ISO standards
Section 3. Care for drawings as per company procedure.

FACILITATOR’S INSTRUCTIONS
Before the commencement of any training intervention ensure the following are
in place:
 Facilitator’s Guide
 Learner Guide/Module
 Assessment Guide
 Videos, PowerPoint slideshow, Handouts if applicable, are available.
 Training Attendance Register for each day of the training
 The venue is well lit
 Air conditioners are in a working condition
 There is enough seats available to accommodate all the learners
 Ensure that all the necessary training aids, e.g. flip chart, white board,
proxima, laptop/computer are in working condition and available in the
training venue.
 Ensure that enough stationary is available

LEARNING PROGRAM INTRODUCTION
At the beginning of the learning program, the following introductory actions have
to be undertaken:
 If unknown to the learners/delegates, the facilitator has to introduce
himself
 Give a very brief overview of your background
 Let the learners/delegates introduce themselves individually (if unknown
to each other)
 Lay down agreed-upon ground rules that will be applicable for the hole
duration of the learning program e.g.
1. Tea and lunch breaks,
2. Convenient breaks,
3. Cell phone usage,
4. Start and end times
5. General classroom behavior etc.
 Ensure all administrative task e.g. attendance register, learner detail
forms etc. are completed before the commencement of the program.
 Learners are required to sign the training attendance register for each
training day of the learning program.
 Give every Learner her/his own module/learner guide
 The module guides learners. The module ideally should be read before
viewing any video/DVD/CD material
 Self-tests are provided in the module/learner guide. Learners should
attempt this on their own and then ask the facilitator to assess it.
 Model answers to the self-tests and assessments are provided in the
Facilitator Guide

UNIT STANDARD
POSITIONING EQUIPMENT: RCI2/006/06/01

Level: 2
Credits:
Core: 4 Fundamental: 0 Elective: 0
Fields and Subfields:

Engineering , Manufacturing and Technology: General
Purpose:
positioning equipment as per drawing specifications.
Entry Assumptions:
ABET 4
_________________________________________________________
REGISTRATION:
Approved by COAITB: No
Accredited by SAQA: No
Code: RCI2/006/06/01
Issue Date: 1/16/98
Review Date: 10/27/98

_________________________________________________________
OUTCOMES AND CRITERIA:
1. Select drawings as per job requirement.
Criteria for Outcome 1

Key Performance
1.1. Latest revision of drawing is selected.
1.2. Specific drawing is selected for a specific job application.

Knowledge & Understanding
1.3. The need for selecting the correct revision.
1.4. The purpose of drawings.
1.5. The consequences of selecting the wrong drawings.
1.6. The steps to be followed to obtain these drawings.
2. Interpret drawings and position equipment to ISO standards.

Key Performance
2.1. Pre-engineering lift document is completed from the installation drawing.
2.2. Equipment is positioned as per drawing.
2.3. Equipment is located on the plant from the drawing.
2.4. Define the profile symbols on drawings.
2.5. Define the purpose of the legend on drawings.
3. Care for drawings as per company procedure.

Key Performance
3.1. Alterations to drawings are reported and recorded according to company
procedures.
3.2. Drawing is returned as per workshop instruction.
3.3. The steps to be followed when returning the drawing.
3.4. The steps to be followed when updating the drawing.
3.5. The consequences of not returning the drawing.
_________________________________________________________
EMBEDDED KNOWLEDGE:
Equipment:
Terminology associated with appropriate equipment.
Operating principles of appropriate equipment.
Working principles of appropriate equipment.

_________________________________________________________
RANGE STATEMENTS:
Key Performance:

To be observed during normal working duties or simulated exercises.
Theoretically Assessment:
In order to confirm whether or not a candidate has the knowledge and

understanding deemed necessary to be competent he/she may be asked to explain
orally or in writing.
_________________________________________________________
CRITICAL CROSS-FIELD OUTCOMES:
Collect, analyse, organise and critically evaluate information.

1.2, 1.1
Communicate effectively using visual, mathematical and/or language skills in the

modes of oral and/or written persuasion.
1.3, 1.4, 1.6, 2.3, 2.4, 3.2, 3.3
Demonstrate an understanding of the world as a set of related systems by

recognising that problem-solving contexts do not exist in isolation.
2.1
Identify and solve problems in which responses display that responsible decisions
using critical and creative thinking have been made.
3.2
Organise and manage oneself and one's activities responsibly and effectively.
3.1
_________________________________________________________
ACCREDITATION PROCESS:
Organisations offering the qualifications must be registered and accredited with

the Chemical, Oil and Allied Industries Training Board as a provider and/or
assessment center.
Assessors are appointed by the Organisation offering the qualifications and will
be registered and accredited with the Chemical, Oil and Allied Industries Training
Board.
An External Moderator appointed by the Chemical, Oil and Allied Industries

Training Board will ensure Quality Assurance.
_________________________________________________________
END
STARTING A TRAINING SESSION
 Begin every session with a appropriate activity, such as an icebreaker, a

story or a statement – depending which one is appropriate for the
occasion.
 Ask learners about their expectations of the course and write them down
on a flipchart/whiteboard and display it where it would be visible for the
duration of the course.
 Explain in detail Unit Standard (RCI2/007/06/01) e.g.
• Credits
• Purpose
• Specific outcomes
• Assessment criteria
• Etc.
 Explain to the Learners that in order to measure competence,

assessments will be carried out at the end of the training. Be open and
explicit of what the assessments will entails e.g. Theoretical and Practical
assessments
Discuss the observation checklist that will be used for the practical
assessments etc.
 In order to achieve the 4 credits for this Unit Standard, the Learners have
to undergo assessment in order to prove competence.
 Explain he three levels of competence i.e.
1. Foundational competence – an understanding of what you do and
why.
2. Practical competence – the ability to do a set of tasks in an
authentic way
3. Reflexive competence – the ability to adapt to changed
circumstances appropriately and responsibly, and to explain the
reason behind the action (what if questions)
 According to the principles of the National Qualification Framework, in

order for the learners to receive a certificate of competence and be
awarded credits, they are required to provide evidence of their
competence by means of a portfolio of evidence (POE). This POE will be
moderated by a CHIETA Constituent Moderator and a status form will be
completed for the CHIETA ETQA
 Explain the assessment process to the learners – from the request for
assessment to the judgment and feedback.
 To minimize the need for re-assessment , formative assessments will be
carried out at the end of each section in the learner guide.
 However, candidates who are deemed not yet competent on a summative
assessment will be allowed to be re-assessed no more than three times.
 The assessment requirements for this Unit Standard are stated at the
beginning of each section.
 Discuss the appeals procedure, and the right to appeal against any
assessment decision made against the learner, will be discussed in detail.
 Upon completion of the training intervention, the facilitator should ensure:
1. All training attendance registers have been completed fully and
correctly
2. Completion of the course evaluation form

AN OVERVIEW OF THE MODULE/LEARNER GUIDE
Section 1. Select drawings as per job requirement.
Section 2. Interpret drawings and position equipment to ISO standards.
Section 3. Care for drawings as per company procedure.
THEORETICAL AND PRACTICAL APPLICATION OF THE

MODULE/LEARNER GUIDE
 Theoretical Exercises
 In order to encourage classroom participation, Learners will be expected

to do self-study and give presentations on the construction and operation
of the different types of rigging equipment and tools used in the rigging
industry.
 Learners are expected to start thinking for themselves and take control of
the learning process and by allowing them to do presentations are a step
in the right direction.
 Ensure shy and quite Learners are drawn into classroom discussions by
asking them direct questions. Do not try to embarrass them, but gradually
making them feel part of the group.
 At the end of each section are self-tests for the Learners to recap what
has been discussed and to test their knowledge, understanding and skills.
 Practical Exercises
 A learner is guided, from the text, to perform a suggested practical

exercise. It is very important that these exercises are performed
under YOUR SUPERVISION.

 In order to develop and enhance teamwork amongst the Learners, it will
be expected from them to connect and test each other in the various
aspects of Basic rigging.
SECTION SELF-TESTS MODEL ANSWERS
Self-Test 1
Q1 What is meant by the latest revision of a drawing when you do a lift? (1)
Answer: It’s the latest updated drawing that is available for

the specific job
Q2 What is a pre-engineering lifting document and explain (Score)

purpose? 6
A Weight of load
B Radius
C Boom length
D Rigging equipment
E Hazards identified
F Documentation
Q3 To whom must u report any alterations on drawings?
The Chief Draughtsman

SELF-TEST 2
Q1 When using two slings to lift a load, what must be made sure of? (1)
Answer: That the slings are made from the same material.
Q2 Name three types of mobile cranes that we discussed in the module? (3)
Answer: Industrial Cranes

Rough Terrain Cranes
Carry Mounted Tall ice boom cranes
Q3 What happen when a crane start tipping? (1)
Answer: The centre of gravity moves closer to the tipping

axis
Q4 What must be done when the load struck the boom? (1)
Answer: Stop. Use another crane to assist in the operation

or loading
Q5 Describe two blocking. (1)
Answer: Hook block or headache ball comes in contact

with the sheaves at the boom tip.

ASSESSMENT MODEL ANSWERS
MODULE NAME LIFTING AND POSITIONING (MODEL ANSWERS)
MODULE NUMBER COE/RIGGING/RC12-005-06-01
Candidate:
Registration Number:
Date of test:
Request For Attempt:

Assessment Pre-test 1 2 3
Total Score Possible Achieved:
TEST RULES
No talking allowed.
No whisperings allowed.
No notes allowed on your desk or on your person.
No help to be offered being it by your friend or the trainer.
No stealing with the eyes allowed (looking at your partner’s paper).
No finger-, eye- or sign language allowed.
No open book references allowed.
Any deviations from the above will result in the immediate
termination of your training contract with PetroSA.
The test exists in two Sections. Please note the following about
these Sections:

TEST
Q1 What is meant by the latest revision of a drawing when you do a lift? (1)
Answer: It’s the latest updated drawing that is available for

the specific job
Q2 What is a pre-engineering lifting document and explain (Score)

purpose? 6
A Weight of load
B Radius
C Boom length
D Rigging equipment
E Hazards identified
F Documentation
Q3 To whom must u report any alterations on drawings?
The Chief Draughtsman
Q4 When using two slings to lift a load, what must be made sure of? (1)
Answer: That the slings are made from the same material.

Q5 Name three types of mobile cranes that we discussed in the module? (3)
Answer: Industrial Cranes

Rough Terrain Cranes
Carry Mounted Tall ice boom cranes
Q6 What happen when a crane start tipping? (1)
Answer: The centre of gravity moves closer to the tipping

axis
Q7 What must be done when the load struck the boom? (1)
Answer: Stop. Use another crane to assist in the operation

or loading
Q8 Describe two blocking. (1)
Answer: Hook block or headache ball comes in contact

with the sheaves at the boom tip.
Q9 Name the seven causes of backward collapse of the boom. (7)
Answer: a) Operating crane at high boom angle.

b) Sudden forward movement of crane at high boom
angle.
c) Sudden release of the load.
d) High wind speeds in front of boom at high boom
angle.
e) Swinging load from downhill side to uphill side.
f) Continuously pulling hoist line after two blocking
g) Hook block is snubbed at boom front and pulled
tight.
Q10 How can a crane be levelled? (1)
Answer: By using the hoist line or target levels.
Q11 What is side loading? (1)
Answer: When the load is either side of the boom tip.
Q12 Name the six procedures to be taken after the load is lowered? (6)
Answer: a) Lifting gear must be taken off and removed.

b) Lifting gear, slings and fitting must be removed and
not damage.
c) All documents must be completed and handed in.
d) Post-operational checks must be carried out.
e) Brake up mobile cranes.
f) Reverse procedure as per set.
Q13 What 11 steps must be taken when a crane is left unattended? (11)
Answer: a) Turn crane so that wind is at the back of

boom.
b) Extend outriggers fully on solid blocking and level
machine.
c) No outrigger set travel brake, place in neutral and
set parking brake.
d) Lower boom angle to 60°.
e) Secure hanging blocks.
f) Engage boom and load hoist pawls.
g) Do not set swing brake or house lock.
h) Disengage master clutch and switch off engine.
i) Ensure that the control levers are in neutral.

j) Lock and secure control panel.
k) Lock all doors to prevent unauthorised entry.
Q14 Describe “increase of load radius” (3)
Answer: a) Reaching beyond vertical extends.

b) Rapid swing
c) Lifting inside the boom tip radius.
Q15 Name the two effects of wind speed on a crane? (2)
Answer: a) Reducing the capacity of the crane.

b) Lost of control over crane and load.

PRACTICAL ASSIGNMENT
It is crucial to assess the learners’ practical abilities for this module. For this
assessment the facilitator must choose an appropriate task or exercise. In the
manual/learner guide the sections are organized in a logical manner creating
steps that can be followed in order to complete a certain task.
MODULE NAME LIFTING AND POSITIONING LOADS (PRACTICAL)
MODULE NUMBER COE/RIGGING/RCI2/005/06/01

Candidate:
Registration Number:
Date of test:
Request For Attempt:

Assessment Pre-test 1 2 3
Total Score Possible Achieved:
TEST RULES
No talking allowed.
No whisperings allowed.
No notes allowed on your desk or on your person.
No help to be offered being it by your friend or the trainer.
No stealing with the eyes allowed (looking at your partner’s paper).
No finger-, eye- or sign language allowed.
No open book references allowed.
Any deviations from the above will result in the immediate termination of your training
contract with PetroSA.
The test exists in two Sections. Please note the following about these Sections:

What you must do:
 Lift and position a load

 Determine the mass of the load
 Lift the load (position)
 Load and transport the load
What you will be given:
 Rigging equipment
 Load
 Mobile crane
 Assistance
How well must you do:
 To comply to all safety regulations

 Use all hand signals
 Correct to OH&S and MINE and SAFETY acts

Checklist for «Unit_Standard_Name»
No Item Comments Yes No

1 I work area prepared
2 Is documentation obtained
3 Is load weight determined
4 Is correct lifting equipment obtained
5 Is slings inspected
6 Is crane set up correctly
7. Is load chart of crane checked
8. Is crane set up level
9. Is outrigger pads used
10 Is slinging method explained
11 Is different types of slings done
12 Is sling load cart used
13 Is slack taken up to tension the load
14 Is load aligned with centre of gravity
15 Is hand signals described
16. Is tag lines used
17. I weight tied to truck
18. Is load positioned correctly
19. Is safety equipment used
20. Is alternative communication used
Is purpose explained for securing the
21
load
22. Is documentation complete
23 Is tools and equipment stored
24. Is post operation checks done
Is the purpose, caring and post
25.
operational checks explained

LESSON PLAN – Lifting and positioning loads RCI2/005/06/01
Time
CONTENT METHOD
Session Matter Trainee Trainer Activities Pivotal Questions Aids

Activities
Introduction: 15min Listening What are Specific Whiteboard
Complete training attendance register Completion of Outcomes and
1 Unit Standard discussion ( Purpose, attendance Assessment
Credits, Specific Outcomes & Assessment register Criteria?
Criteria)

INTRODUCTION......................2 5 Hrs Lecturing
FACILITATOR’S
What is the Examples of
INSTRUCTIONS.......................3 difference conductors
LEARNING PROGRAM between a
INTRODUCTION......................4 conductor and an
UNIT STANDARD...................5 insulator Examples of
insulators
POSITIONING EQUIPMENT:
RCI2/006/06/01 5
2 STARTING A TRAINING
SESSION....................................8
AN OVERVIEW OF THE
MODULE/LEARNER GUIDE10
THEORETICAL AND Show pictures of
PRACTICAL APPLICATION different types
Complete
OF THE MODULE/LEARNER exercises
GUIDE.....................................10 Listening & SANS 0142 Reg.
SECTION SELF-TESTS questioning 6.2.6 Table 6.9a
MODEL ANSWERS...............11
TRAINING ATTENDANCE
REGISTER 4

LESSON PLAN – Lifting and positioning loads RCI2/005/06/01
Time
CONTENT METHOD
Session Matter Trainee Activities Trainer Activities Pivotal Questions Aids
Task Planning: 1Hr Listen, Questioning Lecturing Why is task Different types of
planning documentation
Obtain the necessary documentation important?
Plan details according to statutory

requirements
3
Acquire drawings and documentation
Test equipment are selected and checked
Select appropriate tools
Notify and liaise with relevant parties
Work area preparation 1Hr Listen, Questioning Lecturing Why do you need
to be 100% sure
Obtain authorization that the circuit has
4 been positively
Isolation of circuit is confirmed and tested isolated and
locked out?
Ensure safety of work area

TRAINING ATTENDANCE REGISTER
COURSE
DATE
LEARNER NAME LEARNER SIGNATURE CHIETA NUMBER FACILITATOR
NAME:
SIGNATURE:

ALLIGNMENT MATRIX
Audiovisual
Material (if
Criteria Learner Assessment
Applicable)
Guide/Module Guide

COURSE REACTIONAIRE
Course Name:
Course Dates: TO
Trainer Group
Please rate the following on a scale from one to five with a cross (X) or tick ()
One = Bad Two = Poor Three = average Four = Good Five = Excellent
Rating
Administration 1 2 3 4 5
Registration process
Course Opening and Orientation
Helpfulness and Friendliness of Staff
Venue and Facilities
Neatness and General Health and Safety
Lecture Room Ergonomics and Equipment
Facilitator
Knowledge of the Subject (SME)
Treatment of differing viewpoints
Style of Delivery and manners
Individual participation Encouraged
Maintained control of discussion
Use of Visual Aids: Flipcharts, OHP, VCR,

Handouts, Posters, Realia, etc
Training material used: scope covered, relevant,
sufficient and current.
Learning that took place: Interest held.
Please make use of this opportunity to give us your comments and/or suggestions that supports/motivates your rating
given above. This will help us in our quest to enhance our service to such a level that we truly give substance to our
name: CENTRE of EXCELLENCE.
Remarks
We thank you.
The Training Personnel (COE)


Facilitator GUIDE Lifting and Positioning Equipment

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FACILITATOR GUIDE

UNIT STANDARD NUMBER: RCI2/005/06/01

DOCUMENT NO REV. ISSUE DATE PAGE

The learning program is divided in the following sections:

Section 1. Select drawings as per job requirement.

Section 2. Interpret drawings and position equipment to ISO standards

Section 3. Care for drawings as per company procedure.

DOCUMENT NO REV. ISSUE DATE PAGE

DOCUMENT NO REV. ISSUE DATE PAGE

POSITIONING EQUIPMENT: RCI2/006/06/01

Fields and Subfields:

Issue Date: 1/16/98

Review Date: 10/27/98

OUTCOMES AND CRITERIA:

1. Select drawings as per job requirement.

Criteria for Outcome 1

DOCUMENT NO REV. ISSUE DATE PAGE

2. Interpret drawings and position equipment to ISO standards.

Criteria for Outcome 2

3. Care for drawings as per company procedure.

Criteria for Outcome 3

Terminology associated with appropriate equipment.

Operating principles of appropriate equipment.

Working principles of appropriate equipment.

DOCUMENT NO REV. ISSUE DATE PAGE

In order to confirm whether or not a candidate has the knowledge and

CRITICAL CROSS-FIELD OUTCOMES:

Collect, analyse, organise and critically evaluate information.

Communicate effectively using visual, mathematical and/or language skills in the

Demonstrate an understanding of the world as a set of related systems by

Organisations offering the qualifications must be registered and accredited with

An External Moderator appointed by the Chemical, Oil and Allied Industries

STARTING A TRAINING SESSION

 Begin every session with a appropriate activity, such as an icebreaker, a

 Explain to the Learners that in order to measure competence,

 According to the principles of the National Qualification Framework, in

DOCUMENT NO REV. ISSUE DATE PAGE

Section 1. Select drawings as per job requirement.

Section 2. Interpret drawings and position equipment to ISO standards.

Section 3. Care for drawings as per company procedure.

THEORETICAL AND PRACTICAL APPLICATION OF THE

 In order to encourage classroom participation, Learners will be expected

 A learner is guided, from the text, to perform a suggested practical

DOCUMENT NO REV. ISSUE DATE PAGE

SECTION SELF-TESTS MODEL ANSWERS

Answer: It’s the latest updated drawing that is available for

Q2 What is a pre-engineering lifting document and explain (Score)

Q3 To whom must u report any alterations on drawings?

The Chief Draughtsman

DOCUMENT NO REV. ISSUE DATE PAGE

Answer: Industrial Cranes

Q3 What happen when a crane start tipping? (1)

Answer: The centre of gravity moves closer to the tipping

Answer: Stop. Use another crane to assist in the operation

Q5 Describe two blocking. (1)

Answer: Hook block or headache ball comes in contact

DOCUMENT NO REV. ISSUE DATE PAGE

MODULE NAME LIFTING AND POSITIONING (MODEL ANSWERS)

MODULE NUMBER COE/RIGGING/RC12-005-06-01

Request For Attempt:

Total Score Possible Achieved:

DOCUMENT NO REV. ISSUE DATE PAGE