Lecture Outline Sample

7/27/2019 Lecture Outline Sample

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COMTRAINS TOWER

CLIMBING

SAFETY AND RESCUE4th Edition

LECTURE GUIDE

Objective: The opening section will assure each

student is prepared to study and work to master the

material.

Have the first slide displayed as

students arrive to establish the formality

of the course.

Introduce yourself and any assistants or

visitors.

Pass class roster(s) out and instruct each

student to complete information clearly.

Play theWhy

We Are

Here Accident video.ComTrain Texas LLC, 2012 1


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Explain that you are there because tower

climbers are dying and you hope everyonehere will help to end the

problem.

Confirm that each student

understands

your schedule/agenda for the class.

Use the Our Goals For You slides

(there are two with several items each)

to demonstrate the scope of the course

and the task ahead.

Clearly tell students that the field

activities will simulate a real workday

at a tower. They need to be prepared to

perform rescues as the Hero as well

as the Victim. They need to be prepared in workdress with equipment and PPE. Inform students about

breaks and lunch.

ComTrain Texas LLC, 2012 2


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Advise students of current failure rate (4th edition was

5%)

Use the Jin pole slide and the conflict in

spelling (Gin, Jin, Gen) to demonstrate

the problem in the industry with

definitions and assure students that they

need to question and ask about confusing terms during

the course. Suggest liberal use of the glossary.

Talk about tools to help students master the

subject (instructors to lecture and answer

questions, use slides and videos).

Be sure each student has his/her

textbook and have the students lookthrough the material as you point out

the different tools included (such as

study questions, glossary).

Once you see that students are attentive and prepared

to take notes and participate, you have met the

objective of this section.

CHAPTER #1 OF THE STUDENT TEXT

Introduction



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Objective: This section of the course is designed to

involve the students, to make each student interested

and self-motivated. Assure each student personally

identifies with the subject.

Have the students read the objectives at

the beginning of the chapter.

Insert personal and/or current stories.

Explain what is meant by the gold rush inthe Wireless Communications industry and

how more than ever new people must become

productive at an even faster rate. No time for training

or development of experience.

Explain that agencies such as the Office

of Safety and Health Administration

(OSHA) within the Department of

Labor recognize these issues and have

issued standards found primarily within 29 CFR 1910,

and 1926, to regulate our industry.

Click through slides. Note that OSHA does notapprove products. It uses the services of agencies

such as the American National Standards Institute

(ANSI) to establish test methods and procedures.

New equipment must conform to the testingComTrain Texas LLC, 2012 4


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requirements of ANSI or NFPA before it can be

termed as meeting OSHA standards. The students

should understand this difference and look for the

appropriate labels.

OSHA also mandates training for all tower workers.

A skilled trainer knowledgeable in the use, care,

maintenance, inspection, and function of the

equipment must provide this training.

Click through slide. In 2006 TIA/ANSI

released the new tower standards,

including classification of climbers.

NATE published their new Tower

Safety Training Standards in 2006 and in 2005 North

Carolina OSH published their new regulations for

wireless communication including training standards.

In 2007 several General Contractors and owners

increased their sub contractor and climber

requirements to meet all these new and untried

standards. The basic two-day ComTrain program has

been the international standard since 1996 and

continues to be recognized, as the basic credentialsrequired of a tower climber, by all but a few more

aggressive clients. The Advanced class will meet all

published standards with the exception of the NATE



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Competent Rescuer which continues to be vague

and questionable.

Display slide explaining 6 foot or more

above a surface = 100% fall protection,

either fall restraint or fall arrest.

Explain that before 100% fall protection was

required; rescue was three phone calls; one

to the coroner, one to the boss and one to the wife

or mother of the victim. Today, rescue training and

performance by all climbers is an absolute must. We

are now faced with someone hanging on the tower.

They cant go up and must get help to get down. Youwill learn that one of the most important parts of the

pre-climb safety meeting is the rescue plan.

Direct students to their glossary and

have a student paraphrase the

differences between Fall Arrest, Fall

Restraint and Fall Protection.Have students participate in listing any fall

restraint on towers. Note the limited restraint and

the primary need for fall arrest.



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cold, and gravity (explain that you will discuss this

hazard in depth later in the course).

Tower workers must be versatile and capable ofmastering many skills. Digging foundations, running

electrical lines, raising and assembling steel, are just a

few. In addition, they must understand and deal with

the risks to their personal safety brought about by a

number of outside conditions. Some of which are

weather, pressing time schedules, site hazards, toolsand new or inexperienced fellow workers.

Click through the 2 Added Hazards

slides. Along with the birds in the

slides you must also include: stinging

insects, birds droppings (disease),

snakes, and PEOPLE.

Whenever lightning is brought up,

continue with the slide sequence and

discuss the distance calculation

charts and methods. Stress "hear

thunder - climb down!"Dont forgetto return to Added Hazards until it is

clear that there are many. Explain

that this will be addressed later in

the section on PPE.



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When you have exhausted the subjects or feel students

aggressively understand the scope of the need to find

hazards before they cause a problem, increaseconcerns by discussing non-standard environments.

Display next slide of Structural hazards

and discuss that this structure CAN

AND WILL KILL. Today we have

both towers and non-standard

structures. If the structure is three meters off the

ground someone wants to hang antennas on it.

Display slide of non-standard

structures. Ask if anyone knows the

Working Load Limit (capacity) of the

roof of a Harveststore Silo? Generatediscussions, include: asbestos, gas, glass- sky lights,

people, dogs.

Explain how the mounting of communications

equipment on non-standard structures is becoming

more common everyday requiring ever-increasing

levels of skill and ingenuity on their part. Fixed metal

ladders are less common in todays vertical

environment and in some cases towers are beginning

to look less like towers and more like the surrounding



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area. Tower like structures disguised as trees and

crosses, or other familiar shapes are fast becoming the

norm.Note that non-standard structures can offer

challenges far beyond those of the standard tower and

how the tower climber is now faced with the need for

many new skills, not the least of which is rescue.

Insert your own experiences or particularly interesting

stories from other students or workers.


Structural Hazards

Objective:The objective is to recognize the vast

hazards associated with the specialized structures of

towers and the need to constantly ask and learn to be

able to recognize the dangers.

Ask the students Who sets the standards for the

manufacture, construction and inspection of

towers?

Inform the students that towers are

loosely governed by EIA/TIAstandards which have no enforcement

powers. Suggest each student get a copy of EIA/TIA

222 G and keep it with them on site to help assess the

structure. Let them know that the new release in



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January of 2006 not only made numerous new tower

issues clarified but also changed the format of the

standards themselves.

Note that although the new classification of towers is

Class I,II,III and is related to use we should note the

former classification by shape. Introduce the three

basic types of towers - guyed, self supporting and

monopoles.

Display the 2 Self Supporting TowersSlides. Discuss three legs, four legs,

fast taper, slow taper, changing taper;

even 8 legged.

Display Monopole Slide. Discuss up

to 300, t-arms, multiple mounts, poor

climb devices. And the new Stealth

towers. Tower like structures disguised

as trees and crosses, or other familiar shapes are fast

becoming the norm.Note that these stealth towers can

offer challenges far beyond those of the standard

tower and how the tower climber is now faced with

the need for many new skills to just perform their dayto day jobs. And how that rescues on these types of

towers can pose more issues.

Display Guyed Tower Slide.



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Explain they are built up to 2,000 high. They are the

least expensive for heights over 350 in most cases but

lots of land is required.

Display and discuss slide on angle iron

construction, bolts up and out and no

water trough

Display plumb and torque and relay to

students how to check easily for

correctness.

Display and discuss hollow rod or

round towers slide. Show need for

weep holes and base drainage. RUST

Display Bad Foundations slide andthe dangers of them.

Display and discuss structural integrity

and what can happen if you dont have

it.

Display the Weep Holes slides and

discuss their importance and what to

look for in the field.



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Display the cracked cement base slide

and discuss the importance of

inspection.

Display and discuss hidden dangers

slides.

Encourage students to contribute dangerous

structural issues they have seen in the field.

Display and discuss trip hazards. Have

students point out the trip hazards that

they see in the picture.

Display and discuss overloaded

structures.

Display slide of guyed towerparts.

Discuss how to check each element as

you step through and potential

problems.

Display guy wire slide and

discuss slack and taut issues.

You can play the Loose Guys

video here.



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Tools and Techniques

Objective: To assure students recognize the vastnumber of dangers generated by a workers' selection

of technique and miss-use of tools of the trade.

Show the Tools and Techniques slide.

Tell story of an accident such as a

screwdriver in the eye or an accident

involving a knife or a spray of coldgalvanization in the eye. Be creative here.

Discuss tool bags, belts and the need to tether tools.

Suggest bag covers and latches to prevent drop

dangers.

Ask students for their best example of dangeroususe of tools on towers and why it shouldnt be

used.

Click through slides of stupid acts.

Discuss bad decisions on work

techniques.A Tower Climbers commute to work begins at the

base of the structure and like a driver who must get

back and forth to have a good day; you must get up



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and down safely. We can show you the how and

explain the why, but the rest is up to you

Show slides of knots and explain thedifferences between knots, bends and

hitches.

Conduct a knot-tying workshop. Give each

student a length of rope and demonstrate

tying a bowline, an overhand bend and a

Munter hitch. Have each student tie all

three.


Safety Equipment

Objective:Assure students understand how to apply

hazard assessment to selecting and using PPE and

the differences between regulations and policies.

(Your employer must specifically train you on the

use, inspection and maintenance of any PPE your

company policies demand).

Have students silently read objectives.

Ask the class for a definition of PPE and OPE.

Someone may read them from the glossary



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Display slide showing PPE

Discuss each element as you advance

through the slide. Enhance each

element by pointing out the hazards the students

identified earlier in the class.

Enhance use of equipment with stories.

Discuss the footwear issues of:

1. Steel or reinforced toes & shanks

2. Traction

3. Support

4. Comfort and safety

Dont forget to mention special socks for steel toes.

Discuss the hand protection issues of gloves:

1. Bird droppings

2. Burrs and rough surfaces from galvanizing

3. Hot and cold surfaces

4. Rope or line abrasions

5. Stinging insects

Ask what students use for hand protection. Discuss

the various types and styles of gloves available.

Demonstrate a pair of leather gloves.

Demonstrate a pair of safety goggles/glasses.



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Clarify that there are PPE required by policy and

additional PPE required by individual hazard

assessment. Simple considerations might be:prescription glasses, band aids to prevent infection

and Tylenol or aspirin to avoid the distraction of a

headache. Often it is the skill of hazard assessment

that dictates use of PPE more than specific policy.


Fall Protection

Objective: To clarify the issues of the hazard of

falling and assure the students understands the

principles and equipment usage of Personal Fall

Protection Systems.

Revisit fall restraint.Specify that if fall restraint is not in place, 100% fall

arrest must be used.

Display ABCS slide.

Explain that PFAS is made up of three

major components:A= Anchor Point = 5000 lbs/attachment

As required by OSHA, anchorage points must be

capable of supporting 5,000 pounds per employee

attached or shall be designed & installed (a) to be part



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of a complete PFAS which maintains a safety factor of

at least 2 to 1 and (b) under the supervision of a

qualified person. You should be that qualified person

after having successfully completed this course.

OSHA states that to be a competent person, you must

have the authority to ensure enforcement.

B= Body Harness = full when in PFAS

C= Connect devices = anything connecting A to B.

The operative word in PFAS is system and the

thought process used must start with an evaluation of

the anchorage, the use of a full body harness and

application of the appropriate connecting hardware.

Personal safety becomes your responsibility and you

must select the components and assemble the systemto meet all standards. To be effective in selecting

components and implementing a PFAS, each student

must understand each element of the system.

Show the DBI/SALA

Harness Man Video.

Generate open discussion on the video. Emphasize

the drop test results using a 220-pounddummy weight.



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4961 pounds of impact created from a 6 ft drop on a

wire cable becomes 832 pounds of impact from the

when using a Shock Absorbing Lanyard.

1800 lbs. in a full body harness is the maximum

allowable impact in any fall.

Explain 2 to 1 rigging. At maximum 1800 lbs of

impact, the minimum required strength must be 3,600

lbs (1800 x 2).

Ask class if it is acceptable to use PFAS to climb a

lightweight (about 2800 lb Break Strength) tower

and if so how?

As a matter of illustration, if a small tower offers

structural members with strength of only 2,000 lbs,

you must design and limit the impact forces from afall to less than 1,000 pounds. You must severely

limit the length of free fall.

What are the two generic forms of appurtenances

on a tower?

Have students look up definition in theglossary. This forces students to use the

text and to see more than they know.



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Explain that appurtenances are attachments and are

either discrete or linear. Note that they are important

to rigging an effective PFAS.

Display Appurtenance slide.

Explain that students must keep in mind

the objective of rigging is to protect the

body and that fall space and swing zone are critical

considerations.

Display slide of the swing zone.

Explain swing hazards and threading.

Explain that two major objectives in rigging your

PFAS are:

1.Maintain 100% fall protection at all times.2. Minimize secondary hazards should you fall.

Discuss possible need to fabricate anchor points.

Discuss use of slings, hardware and portable anchors.

Display slide of THLL.

Discuss anchorages for THLL. Pointout overhead mounting not the hip level

mount taught to deck workers.



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Point out and explain that THLLs can be purchased

commercially with in-line shock absorbers and

connectors.

Share the obvious; that after seeing the drop test, it is

easy to see why a full body harness is not only

required, but also desired.

Demonstrate inspection of a full body

harness. Demonstrate donning and adjusting

harness.

Point out possible differences in harnesses and rings.

Explain that if they will be using a tool belt, it must be

under the harness, or incorporated into the harness. If

their harness has loops or straps for tool pouches, be

certain these are properly secured and remind themthat anything dropped from a tower can cause serious

injury within the drop zone.

Display slide showing safe-climb

attachments. Discuss different forms.

Demonstrate use of front D ring then inspect

and attach safe climb attachment.



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Display slide of positioning lanyards.

Demonstrate differences in positioning

lanyards then how to inspect and attachment

issues; then attach to harness.

Tell the story about the climber who connected his

positioning lanyard to his screwdriver instead of his

side D ring and fell 80 feet, (page 50 in student text)

or your own story about not trusting sound when

hooking.

Display slide of Fall Arrest Lanyards.

Demonstrate different forms of shock

absorbing lanyards, use and inspections,

attachments (note only use the dorsal orback D ring for any fall arrest

attachment).



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Explain the limits of hooking back onto

the lanyard webbing with narrow throated

hooks and side loading and gate loading of

hardware.

Inspect and attach arrest lanyard to harness.

Demonstrate and explain the use of three point

attachments. Inspect and attach to harness.

Demonstrate and explain use of saddles, introduce

spreader bar and central attachment hardware.

Display slide of Adjustable Positioning

Lanyards.

Display slide of Tuff Tug Safe Climb

Attachment System. Explain the uses

for the system and how it makes

climbing safer.

Display slide of Body Harnesses.

Explain the differences in the BodyHarnesses and discuss why you would

or wouldnt use certain harnesses.



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Have each student inspect, don and adjust

his or her individual harness. Have them

each read the rigging information on their

own equipment, discuss differences in

capacities. Coach the individuals on proper

adjustment.

Demonstrate and explain a hook, self-

locking carabineer and clevis or

shackle.

Have the students refer to their

glossary for the difference between a

clevis and shackle and have someone

explain it. This is really additional

assurance that students use the text.

Ask how a shackle could be used rigging a PFAS?

Ask the students if anyone can explain the obvious

difference between a hook and a carabineer.

(Carabineers are uniform in thickness and are

uniformly tested on all sides except for the gate.

Hooks are generally narrow at the point, thicker at the

bottom and narrow up the side. They are only tested



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for strength at the bottom, which is the intended

direction of loading).

Pass the hardware around and have students examineand work all variations of gates and locks.

Explain drop forged steel/gate and auto lock.

Demonstrate roll out, and show and explain to the

students how using non-compatible and non-locking

hardware can be dangerous. Pass the demo unitaround to the class.

Ask how carabineers are rated.

Show Newton slide.

Explain kN and conversions to lbs.

Coach students how to inspect and connect

their PFAS equipment to their harnesses.

point out differences and the pros and cons

of different equipment to class.

Demonstrate the mechanics of an SRL

with its lanyard and built in drum and

automatic breaking system.ComTrain Texas LLC, 2012 26


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Explain how most SRLs allow a two-foot free fall

and deceleration distance of 18 inches. Total fall

distance allowed is 3-1/2 feet.

Emphasize the importance of anchoring the SRL

above the back D-ring, and remind them a SRL is a

fall arrest device and part of a PFAS.

Because the SRL is a mechanical device, most units

require regular maintenance and service by the

manufacturer. As with all other PFAS, be sure to read

the manufacturers instructions on use, care and

maintenance.

Review the following additional points with thestudents:

1. PFAS cannot be used to support a weight in

excess of the rating of the weakest component.

2. Most body harnesses are designed to support a

total weight of 310 pounds but differ.



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Ask students what the WLL or capacity of their

harness is? Ask what the rigging information on

their shock-absorbing lanyard is? Have them

look.

Emphasize the non-standard nature of the ratings and

the need, as with any rigging element, to read and

know the specific ratings of the parts of their system.

3. Total weight of climber and equipment carried

cannot exceed rating on weakest piece of the system.

(300, 310, 350, etc.)

4. Custom harnesses can be obtained from

manufacturers.

Relate the strict rule of never using PFAS for any

other use:

1. Dont ever tow vehicles with it.

2. Dont use PFAS to haul equipment up or down a

tower.

3. Never modify PFAS in any way.

4. Never use life or safety line rope alternately forrigging and as a part of PFAS. Ropes may be de-rated

for other purposes but never returned to service as part

of PFAS.



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Getting from the structure into a suspended positionrequires us to descend or ascend on some type of

rigging.

Ask students if they have ever heard the rule you

cant ride the winch line.

Explain that it is untrue. You cant ride the load line!

Tell students if your company allows

powered man riding they must understand

the companys policies. To better

understand there is a set of the powered

winch riding rules in the appendix of theirtext.

Explain there are systems available that allow manual

ascending and descending to do your work or perform

rescues. Examples of such systems are the Rollgliss,

Suretyman, PMI Tower Pak and others from Miller,

Buckingham & Elk River.

Show slide of riding tools and point out

the different tools shown and discuss

controlled descent vs. repelling.



Man Riding


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Ask if any student uses another type of tool and do

they have it with them.

As mentioned, there are several pieces of testedequipment available which allow a climber to be

safely lowered or raised into position. When you

select any of these systems you must receive training

in the specific system before using it.

All recognized systems are tested and rated as man

riding or rigging systems they are not fall

protection systems. Therefore, you must also use a

PFAS during suspension work.

SRL's are one solution to fall protection while man

riding. They are available from 6to 195.

A more flexible PFAS during suspension is the

vertical lifeline system, which works much like a safe-

climb cable. It is attached under the 5,000-pound

anchor requirement to a separate anchor point from

that used by the suspension system.

Show rope grab (brake)

Demonstrate how to use the rope brake.

Demonstrate use and inspection of a

vertical lifeline system.



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Explain that typically the climber attaches to the

lifeline with a rope grab or rope brake using a 3 foot

or less shock absorbing lanyard connected to their

back D-ring. This arrangement limits the free fall to

the required 6 feet or less.

Show snatch blocks and explain how they work.

Demonstrate rigging equipment and

usage. Show slings, hardware, snatch

blocks and their relationship to rigging a

man riding system and to load rigging.

Pass rigging equipment around for students to

examine.


Administering Safety

Objective: To assure understanding of the need for

formal safety planning and safety meetings,documentation and the hierarchy of these related to

law and policy.

Explain that no matter what laws, policies or

training is used to protect tower climbersComTrain Texas LLC, 2012 31


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Show slide of Pre-Climb Safety

Meeting.

Discuss pre-mobilization planning and its importance

to the days work, which must include safety. A

written plan should be developed for each site that

includes any known hazards and methods employed to

mitigate such hazards. This hazard assessment plan

should also address crew skills.

Discuss when safety plans should be developed, and

step through their elements. It is critical that you

cover all pertinent policies if available. Discuss

factors to consider in safety plans and discuss why and

impacts.

Ask how many climbers must be on the site before

anyone climbs?

Explain that it is ComTrains recommendation that

OSHA compliance can only be fully achieved when at

least two climbers are assigned to a task. The

necessity to have first aid and rescue promptly

available supports this recommendation and we

further recommend that each climber be certified in

First Aid and CPR.



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Be sure all understand the answer is 2 and explain

the two OSHA regulations that demand that case

(First aid and emergency response).

Explain that the use of and the tools required to

complete the work must be known. This includes

rescue equipment.

OSHA specified that all companies with over 5

employees who work in a fall hazard area must have a

written fall protection plan. This plan must includeclarification of the pre-job planning procedures and

responsibilities.

Discuss the hierarchy of safety meetings: Weekly

Safety Meeting, Pre-mobilization safety meeting and

the Daily Site Safety meetings.

Explain that a daily site safety meeting must at a

minimum include these essential elements:

1.Location of first aid kit.

2.Location and contact number of nearest medical

facility.3.Each climber performs a pre-climb inspection &

hazard assessment.

4.Inspect PFAS/PPE/OPE



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5.Review and adjustments to pre-mobilization safety

plan.

6.Agree to a workable rescue plan.


Safety Policy and Safety Practice

Objective:Assure students understand the need for

good physical conditioning, personal conditioning

and responsible continued study of the principles ofsafety.

Have students read the objectives

Our profession involves some obvious

very physical demands. How many others start their

commute at the base of a tower, stand on their feet all

day and must constantly maintain perfect balance.

Display slide showing climbing

mechanics.

Mention the importance of maintaining good health

and physical conditioning. Caution against party

hearty mentality.



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Discuss the recommended climbing mechanics:

1. Climb with your legs not your hands.

2. Maintain three points of contact at all times.

3. Minimize side-to-side swing when climbing.

4. Maintain a steady pace and dont rush.

5. Consider alternating handgrips.

6. Consider the side rails rather than the rungs.

7. When descending, hands proceed the feet.

8. Climb on the high or outside of the structure.

9. Take occasional rest breaks.

Suggest carrying water or having it ferried up.

NEVER DRINK ALCOHOL ON TOWERS

Review each point

Caution the students about the weakness of the human

back.

Suggest the possible use of kneepads on nonstandard

structures.

Describe in detail the steps to reach and return fromwork positions.

1. Attach to safe climb.

2. Attach PFAS before disconnecting from safe climb.

3. 100% connected maneuvering and crossing.



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4. Attach positioning lanyard, then readjust and

connect PFAS.

5. Attach to suspension equipment and PFAS before

disconnecting and exiting work position.

6. If using descent equipment, exit from the descent

device at the ground or deck.

7. If descending to your work location, attach a

positioning lanyard or PFAS before disconnecting

from the descent device.

8. Remain 100% connected at all times.9. Attach to safe climb before disconnecting from the

structure and then descend.

Clarify any company policies and the absolute need to

comply.


Rescue

Objective:Assure students understand the need to

select a workable emergency response plan before

beginning each days work.

Display The Rescue slide.



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Have students read objectives.

OSHA requires that you have a rescue plan in the

event a climber cannot get down alone.

Historically, we have treated this requirement lightly.

One reason was that a fall was usually fatal. Now we

have effective fall arrest and the need for rescue ismuch more likely.

The traditional planning may have been to have

someone call 911, which is often not effective.

Need to confirm availability and response time.

This course introduces several tested rescue

techniques.

Display 6 Rescue Techniques slide.

Discuss each technique & steps to implement.Generate discussion on each technique. Have the

students discuss which, in their opinion, would be the

most practical or effective in different situations.



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Offer these scenarios as examples -

1. Remote site, 2 people, 200-foot monopole.

2. Congested urban rooftop with no access.

3. Freestanding tower, fall in SRL, no injury.

Be sure the students agree on a situation where each

technique is the best choice.

Display technique slides and discuss them.

CONCLUSION:

Give the students a few minutes to review the text and

their notes. Ask them if they have any questions about

anything from the first day of class.

1. Address any questions.

2. Suggest read the text and prepare for exam.

3. Advise students to wear climbing clothes and

bring their PPE equipment to the class.

4. Remind them the class begins at WHEN?



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