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Course 803 - Scaffold Safety Program Management

Safety guides and audits to make your job as a safety professional easier

Scaffold Training Requirements

training

Introduction

All employees who work on a scaffold must be trained by a person qualified to gain adequate knowledge, skills, and abilities (KSAs) to recognize and control and minimize the hazards associated with the type of scaffold used.

The training should also include the following areas, as applicable:

  1. The nature of any electrical hazards, fall hazards and falling object hazards in the work area;
  2. The correct procedures for dealing with electrical hazards and for erecting, maintaining, and disassembling the fall protection systems and falling object protection systems being used;
  3. The proper use of the scaffold, and the proper handling of materials on the scaffold;
  4. The maximum intended load and the load-carrying capacities of the scaffolds used; and
  5. Other pertinent requirements of the standard.

A competent person must train each employee who is involved in erecting, disassembling, moving, operating, repairing, maintaining, or inspecting a scaffold to obtain adequate KSAs to:

  1. recognize hazards associated with the work in question;
  2. perform the correct procedures for erecting, disassembling, moving, operating, repairing, inspecting, and maintaining the type of scaffold in question;
  3. know the design criteria, maximum intended load-carrying capacity and intended use of the scaffold;
  4. understand other pertinent requirements of the standard.

1. Each employee performing work associated with scaffolds must be trained so that they _____.

a. have at least 10 hours of training from a competent person
b. a good understanding of scaffold safety principles
c. have adequate knowledge, skills, and abilities (KSAs)
d. can become a competent and qualified person

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Competent Person

It's vitally important that scaffold competent persons have more extensive knowledge of scaffolds, skills related to scaffolds, and abilities gained through on-the-job experience. They should also receive instruction and training in how to conduct scaffold training, inspections, and evaluations.

A competent person is defined as one who:

  • Is capable of identifying existing and predictable hazards.
  • Has authorization to take prompt corrective measures to eliminate such hazards.

The competent person(s) should receive additional training regarding:

  • the selection of scaffolds;
  • recognition of site conditions;
  • scaffold hazard recognition;
  • scaffold inspection and evaluation procedures;
  • authority to take corrective actions;
  • conducting scaffold training;
  • protection of exposed personnel and the public;
  • repair and replacement options; and
  • requirements of standards including appendices.

2. In addition to general training for all scaffold workers, a competent person should receive additional training in _____.

a. trench and excavation hazard recognition
b. scaffold inspection and evaluation procedures
c. scaffold hazard recognition and minimization
d. recognition of different types of scaffolds

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Training Requirements

Summary of Training Requirements for Scaffold Users
Those who work from scaffolds Those who erect and dismantle scaffolds
Critical Scaffold Issues
  • falling objects
  • fall protection
  • material handling on scaffolds
  • scaffold load capacities
  • scaffold design criteria
  • scaffold erecting, disassembling, moving, and maintenance procedures
  • scaffold erecting, disassembling, and moving hazards
  • scaffold load capacities
What They Need to Know
  • how to use appropriate fall-protection systems
  • how to control scaffold hazards
  • how to use scaffold walkways, platform components, and access areas
  • maximum-intended and load-carrying capacities of scaffolds
  • subdivision 3/L requirements
  • hazards involved in erecting/ dismantling
  • erection/ dismantling planning procedures
  • how to deal with electrical hazards
  • how to inspect components
  • appropriate design criteria
  • maximum-intended and load-carrying capacities of scaffolds
  • subdivision 3/L requirements
Who Can Train Them
  • any person who has training and experience in the critical scaffold issues (above) and who can teach the issues to scaffold users
  • subdivision 3/L refers to a person with these skills as a qualified person
  • any person who has training and experience in the critical scaffold issues (above), who can teach the issues to erectors/dismantlers, and who has authority to control scaffold hazards
  • subdivision 3/L refers to a person with these skills as a competent person
How Often to Train Them
  • before they begin a new job
  • whenever changes at the worksite present new hazards
  • whenever they fail to demonstrate skills related to any of the critical scaffold issues
  • before they begin a new job
  • whenever changes at the worksite present new hazards
  • whenever they fail to demonstrate skills related to any of the critical scaffold issues

3. Each of the following is a critical issue that should be taught in scaffold training EXCEPT _____.

a. falling objects
b. progressive discipline rules
c. material handling on scaffolds
d. scaffold load capacities

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Develop a Scaffold Training Plan

Effective training programs don't just happen. They require careful planning, specific learning/training goals and objectives, dedicated instructors, and motivated students. It doesn't matter whether the activity is athletics, academics, or occupational safety and health: the underlying training concepts are the same:

  1. Design and develop a training plan
  2. Conduct training
  3. Evaluate training effectiveness
  4. Improve training through feedback

In the next several tabs, we'll take a closer look at these training concepts.

4. What do effective training programs require?

a. Spontaneity
b. Careful planning
c. General goals
d. Third-party trainers

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Develop a Scaffold Training Plan (Continued)

1. Design a Training Program

Determine if training is needed. Determine whether a worksite problem can be solved by training. Will training solve the problem or are hazards or engineering problems causing injuries?

Training is most effective when it focuses on what workers need to know to do their jobs safely. Training is especially helpful for inexperienced workers, new workers, and workers unfamiliar with special processes and equipment.

Identify training needs. Establish what the worker is expected to do and identify hazardous tasks. Analyze each task to determine what the worker should learn to do a job safely.

Design learning activities. Learning activities enable workers to demonstrate acquired desired skills and knowledge. The activities should simulate actual job tasks as closely as possible. Learning activities can be group-oriented, with lectures, role playing, and demonstrations. They can also be designed as self-paced activities for individual workers.

5. Scaffold training is most effective when it focuses on _____.

a. what workers must know to do their jobs safely
b. accident scenarios and special topics
c. what management believes workers need to know
d. how to do something rather than why it's important

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Develop a Scaffold Training Plan (Continued)

2. Conduct the Training

Plan the training structure and format. Consider the number, frequency, and length of sessions. Determine instructional techniques and who will do the training.

Make sure the training is well-organized and has clearly defined objectives. Give workers an overview of what they’ll learn. Relate training materials to tasks and jobs.

To make sure workers gain the necessary skills to work safely, OSHA expects you to include hands-on practice during the training. Reinforce learning by summarizing objectives and key concepts. Be sure to let workers participate in discussions and ask questions. Finally, administer written exams to best test individual knowledge of the topics being taught.

Click here to download a scaffold safety sample lesson plan.

6. Which of the following is an OSHA expectation for scaffold training?

a. No more than 10 students in a class
b. At least 10 hours of training
c. A 20-question final exam
d. An opportunity for hands-on practice

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Develop a Scaffold Training Plan (Continued)

3. Evaluate Training Effectiveness

How do you know training is accomplishing your objectives? Develop a plan to objectively evaluate training effectiveness. To do that, focus on what workers and supervisors "think" about the training, not how they "feel" because feelings are subjective. Examples of questions to ask and statistics to analyze to objectively determine the effectiveness of training include:

  • asking workers what they've learned through training;
  • asking supervisors how effectively their workers are accomplishing training goals;
  • analyzing trends in hazard, near-miss, and accident reporting; and
  • examining injury and illness statistics.

4. Improve Training through Feedback

Collect and evaluate feedback from workers, supervisors, and others affected by the training. When you’re sifting through what people had to say about the training, consider these questions:

  • Did the training focus on critical elements of the job?
  • Were major gaps in workers’ knowledge or skills covered?
  • Were the training objectives presented clearly?
  • Did the objectives state the performance levels expected of workers?
  • Did learning activities simulate actual work tasks?
  • Were learning activities appropriate for the knowledge and skills the jobs required?
  • Were training materials organized and presented clearly?
  • Were workers motivated to learn?
  • Were workers encouraged to participate and to ask questions? Adjust the training program if the feedback warrants a change.

7. All of the following are ways to objectively evaluate the effectiveness of scaffold training EXCEPT _____.

a. asking workers what they thought about the training
b. asking supervisors how they feel about the training
c. analyzing trends in hazard, near-miss, and accident reports
d. asking supervisors how worker skills have improved

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Retraining

Site management personnel should also be familiar with correct scaffolding procedures so they can better determine needs and identify deficiencies.

If the employer believes an employee lacks the skill or understanding needed for safe work involving the erection, use or dismantling of scaffolds, the employer should retrain each the employee so that the required proficiency is regained.

Retraining is required in at least the following situations:

  • where changes at the worksite present a hazard about which an employee has not been previously trained;
  • where changes in the types of scaffolds, fall protection, falling object protection, or other equipment present a hazard about which an employee has not been previously trained; or
  • where inadequacies in an affected employee's work involving scaffolds indicate that the employee has not retained the requisite proficiency

If, after an evaluation of circumstances, it is determined that a worker has completed required training, been given the physical resources and support to work safely, and intentionally violates a safety rule, practice, or procedure, it may be more appropriate to administer progressive discipline rather than retraining.

8. When may discipline be the most appropriate response when employees violate safety rules, practices, or procedures?

a. When worksite changes present new hazards on which employees haven't been trained
b. When changes in the equipment present hazards on which employees haven't been trained
c. When employees lack the KSAs to be proficient
d. When employees with adequate KSAs intentionally violate safety rules

Check your Work

Read the material in each section to find the correct answer to each quiz question. After answering all the questions, click on the "Check Quiz Answers" button to grade your quiz and see your score. You will receive a message if you forgot to answer one of the questions. After clicking the button, the questions you missed will be listed below. You can correct any missed questions and check your answers again.

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