Major Work Activity A - Performs common occupational skills
Table of Contents
Task A-1 Performs safety-related functions
Task descriptor
Mobile crane operators must recognize any changing conditions in their work environment that could affect safety.
A-1.01-Maintains safe work environment
| NL | NS | PE | NB | QC | ON | MB | SK | AB | BC | NT | YT | NU |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| yes | yes | NV | yes | NV | yes | yes | yes | yes | yes | NV | NV | NV |
| Reference Code | Performance Criteria | Evidence of Attainment |
|---|---|---|
| A-1.01.01P | clean oil or grease off deck of crane | oil or grease is cleaned off deck of crane to avoid slip hazards |
| A-1.01.02P | clean windows | windows are cleaned to ensure good visibility |
| A-1.01.03P | remove worn, damaged and defective tools and equipment from service | worn, damaged and defective tools and equipment are removed from service |
| A-1.01.04P | tighten loose bolts | loose bolts are tightened on crane components according to manufacturers’ specifications and limitations |
| A-1.01.05P | maintain 3-point contact for stability during access and egress | 3-point contact is maintained for stability during access and egress |
| A-1.01.06P | perform housekeeping tasks | housekeeping tasks are performed according to site requirements and jurisdictional regulations to avoid injury to self and to others |
| A-1.01.07P | handle chemicals with care | chemicals are handled with care according to manufacturers’ instructions and Workplace Hazardous Materials Information System (WHMIS) requirements |
| A-1.01.08P | control access to work area | access to work area is controlled by installing barriers |
| A-1.01.09P | host toolbox and field level risk assessment (FLRA) meetings and follow recommendations | toolbox and FLRA meeting recommendations are followed |
| A-1.01.10P | identify and report potential hazards | potential hazards are identified and reported according to company policies and jurisdictional regulations |
| A-1.01.11P | dispose of hazardous materials | hazardous materials are disposed of according to jurisdictional regulations |
| A-1.01.12P | follow public health order by jurisdictional authorities | public health order by jurisdictional authorities are followed as a measure of safety |
Range of variables
- tools and equipment include: hand tools, power tools, components for propane torches
- crane components include: ladders, hand railings, fenders
- housekeeping includes: removing debris from cab and around the crane, removing snow from winches and deck
- jurisdictional regulations include: WHMIS, Canadian Standards Association (CSA), Transportation of Dangerous Goods (TDG), Occupational Health and Safety (OH&S), American Society of Mechanical Engineers (ASME), American National Standards Institute (ANSI), Web Sling and Tie Down Association (WSTDA)
- barriers include: barricade tape, pylons, concrete barriers
| Reference Code | Learning Outcomes | Learning Objectives |
|---|---|---|
| A-1.01.01L | demonstrate knowledge of safe work practices and procedures | describe safety policies, procedures and requirements |
| identify potential hazards and describe safe work practices | ||
| describe standard emergency procedures | ||
| describe first aid practices | ||
| describe procedures used to dispose of hazardous materials | ||
| identify types of barriers used to control access to work area and when they are required | ||
| describe operator’s responsibilities in maintaining a safe working environment | ||
| A-1.01.02L | demonstrate knowledge of induced currents, power line hazards and high-voltage electrical equipment | define terminology associated with induced currents, power lines and high-voltage electrical equipment |
| identify hazards and describe safe work practices when operating cranes near sources of induced currents, power lines and high-voltage electrical equipment | ||
| describe jurisdictional limits of approach to power lines | ||
| interpret signage related to high-voltage electrical equipment | ||
| describe procedures used when contact occurs with high-voltage electrical equipment | ||
| A-1.01.03L | demonstrate knowledge of regulatory requirements pertaining to safety | identify and interpret workplace health regulationspertaining to safety |
Range of variables
- hazards include: chemicals, discharge/spills, fire, high tension wires, environmental conditions, heights, energy sources (hydraulic, electrical, pneumatic), overhead (power lines, cranes/other equipment, obstructions), mobile machinery (trucks, cranes, mobile equipment), rotating equipment (belts, pulleys, sheaves, sprockets, chains, pinch points, guards)
- barriers include: barricade tape, pylons, concrete barriers
- operator’s responsibilities include: full control of equipment controls, hoist within limits, safe handling of loads, secure loads, inspecting and maintaining equipment
A-1.02-Uses personal protective equipment (PPE) and safety equipment
| NL | NS | PE | NB | QC | ON | MB | SK | AB | BC | NT | YT | NU |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| yes | yes | NV | yes | NV | yes | yes | yes | yes | yes | NV | NV | NV |
| Reference Code | Performance Criteria | Evidence of Attainment |
|---|---|---|
| A-1.02.01P | select and use PPE and safety equipment | PPE and safety equipment are selected and used according to task, site-specific requirements, manufacturers’ specifications and jurisdictional standards and regulations |
| A-1.02.02P | check PPE for proper fit | PPE is checked that it fits properly according to manufacturers’ specifications |
| A-1.02.03P | inspect PPE and safety equipment for wear and defects | PPE and safety equipment are inspected for wear and defects |
| A-1.02.04P | identify and remove from service all worn, damaged and defective PPE and safety equipment | PPE and safety equipment are removed from service according to manufacturers’ specifications |
| A-1.02.05P | replace deficient PPE and safety equipment | deficient PPE and safety equipmentare replaced |
| A-1.02.06P | clean, maintain and store PPE and safety equipment | PPE and safety equipment are cleaned, maintained and stored according to manufacturers’ specifications and site-specific requirements |
Range of variables
- defects include: abrasions, tears, cracks, deformations
- standards and regulations include: WHMIS, OH&S, CSA, ASME, ANSI
| Reference Code | Learning Outcomes | Learning Objectives |
|---|---|---|
| A-1.02.01L | demonstrate knowledge of PPE and safety equipment, their applications, limitations, maintenance, storage and procedures for use | identify types of PPE and safety equipment and describe their applications, limitations, maintenance, storage and procedures for use |
| A-1.02.02L | demonstrate knowledge of inspection requirements for PPE and safety equipment | describe importance of expiry dates on PPE and safety equipment |
| identify potential defects and adjustments with PPE and safety equipment | ||
| A-1.02.03L | demonstrate knowledge of regulatory requirements pertaining to PPE and safety equipment | describe standards and regulations pertaining to use of PPE and safety equipment |
| describe certification and training requirements for PPE and safety equipment |
Range of variables
- defects include: abrasions, tears, cracks, deformations
- standards and regulations include: WHMIS, OH&S, CSA, ASME, ANSI
A-1.03-Uses documentation
| NL | NS | PE | NB | QC | ON | MB | SK | AB | BC | NT | YT | NU |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| yes | yes | NV | yes | NV | yes | yes | yes | yes | yes | NV | NV | NV |
| Reference Code | Performance Criteria | Evidence of Attainment |
|---|---|---|
| A-1.03.01P | document lift responsibilities of personnel involved in lift on FLRA or hazard assessment | lift responsibilities of personnel involved in lift are documented on FLRA or hazard assessment according to site and company policies |
| A-1.03.02P | record information in daily log book | information is recorded in daily log book |
| A-1.03.03P | check off in log book working condition of components | working condition of components is checked off in log book according to standards and regulations |
| A-1.03.04P | fill out maintenance request forms | maintenance request forms are filled out according to scheduled or unscheduled maintenance needs or concerns |
| A-1.03.05P | fill out driver’s daily | driver’s daily log book is filled out according to transport regulations |
| A-1.03.06P | interpret engineered lift drawings | engineered lift drawings are interpreted |
| A-1.03.07P | interpret safety-related documentation | safety-related documentation is interpreted |
| A-1.03.08P | check crane, rigging and attachments’ certification for expiry dates and report if expired | crane, rigging and attachments’ certification for expiry dates are checked and reported if expired |
Range of variables
- standards and regulations include: CSA, OH&S, WHMIS
| Reference Code | Learning Outcomes | Learning Objectives |
|---|---|---|
| A-1.03.01L | demonstrate knowledge ofsafety-relatedand work-related documentation and their applications | define terminology associated with safety-relatedand work-related documentation |
| identify types of safety-relatedand work-related documentation and describe their applications | ||
| A-1.03.02L | demonstrate knowledge of procedures used to interpret and prepare safety-related and work-related documentation | explain responsibilities associated with completing safety-relatedand work-related documentation |
| describe procedures used to interpret and complete safety-relatedand work-related documentation | ||
| A-1.03.03L | demonstrate knowledge of regulatory requirements pertaining to safety-relatedandwork-related documentation | identify standards and regulations pertaining to safety-related andwork-related documentation |
| explain mobile crane operator’s jurisdictional legal responsibilities |
Range of variables
- work-related documentation include: log books, engineered lift drawings, lift plan, manufacturers’ specifications (load charts, operator manuals), permits, job scope analysis (JSA), site orientation, work orders, maintenance schedules and records, policies
- standards and regulations include: CSA, OH&S, WHMIS
Task A-2 Uses communication and mentoring techniques
Task descriptor
Learning in the trades is done primarily in the workplace with tradespeople passing on their skills and knowledge to apprentices, as well as sharing knowledge among themselves. Apprenticeship is, and always has been about mentoring – learning workplace skills and passing them on. Because of the importance of this to the trade, this task covers the activities related to communication in the workplace and mentoring skills.
Communication in this trade is vital so that all personnel involved in the lift is aware of what is happening.
A-2.01-Uses communication techniques
| NL | NS | PE | NB | QC | ON | MB | SK | AB | BC | NT | YT | NU |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| yes | yes | NV | yes | NV | yes | yes | yes | yes | yes | NV | NV | NV |
| Reference Code | Performance Criteria | Evidence of Attainment |
|---|---|---|
| A-2.01.01P | demonstrate communication practices with individuals or in | instructions and messages are interpreted by all parties involved in communication |
| A-2.01.02P | listen using active listening practices | active listening practices are utilized |
| A-2.01.03P | speak clearly using correct industry terminology to ensure understanding | understanding of message is confirmed by both parties |
| A-2.01.04P | receive and respond to feedback on work | response to feedback indicates understanding and corrective measures are taken |
| A-2.01.05P | explain and provide feedback | explanation and feedback is provided and task is carried out as directed |
| A-2.01.06P | use questioning to improve communication | questions enhance understanding, on‑the‑job training and goal setting |
| A-2.01.07P | participate in safety and information meetings | meetings are attended, information is relayed to the workforce, and is applied |
| A-2.01.08P | use hand signals | hand signals are used according to industry standards |
| A-2.01.09P | use radio communication when required | radio communication is used when required |
| A-2.01.10P | coordinate lift responsibilities | lift responsibilities are coordinated with crew members and other tradespeople in work area and at pre-lift meetings |
| A-2.01.11P | confirm roles and responsibilities of crew members for crane transport | roles and responsibilities of crew members that will be participating in the transport and organizing of escort vehicles are confirmed |
Range of variables
- active listening includes: hearing, interpreting, reflecting, responding, paraphrasing
- radio communication when required includes:in blind lifts, personnel basket lifts, multiple crane lifts, when vision is obscured, as per jurisdictional or client requirements
| Reference Code | Learning Outcomes | Learning Objectives |
|---|---|---|
| A-2.01.01L | demonstrate knowledge of trade terminology | define terminology used in the trade |
| A-2.01.02L | demonstrate knowledge of effective communication practices | describe the importance of using effective verbal and non-verbal communication with people in the workplace |
| identify sources of information to effectively communicate | ||
| identify communication and learning styles | ||
| describe effective listening and speaking skills | ||
| identify personal responsibilities and attitudes that contribute to on-the-job success | ||
| identify the value of diversity in the workplace | ||
| identify communication that constitutes bullying, harassment and discrimination | ||
| describe standard hand signals | ||
| describe radio communication and when it should be used | ||
| identify types of communication devices and describe their purpose and operation | ||
| describe procedures used to communicate during hoisting operations | ||
| explain purpose of site communication plan |
Range of variables
- people in the workplace include: other tradespeople, colleagues, apprentices, supervisors, clients, manufacturers, general public
- sources of information include: regulations, occupational health and safety requirements, jurisdictional requirements, prints, drawings, specifications, company and client documentation
- learning styles include: reflection, seeing it, hearing it, trying it
- personal responsibilities and attitudes include: asking questions, working safely, accepting constructive feedback, time management and punctuality, respect for authority, good stewardship of materials, tools and property, efficient work practice
- harassment includes: objectionable conduct, comment or display made either on a one-time or continuous basis that demeans, belittles, or causes personal humiliation or embarrassment to the recipient
- discrimination is prohibited based on: race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, disability, genetic characteristics, pardoned conviction
- types of communication devices include: portable and stationary radios, mobile phones and mobility devices, computers, crane horn
A-2.02-Uses mentoring techniques
| NL | NS | PE | NB | QC | ON | MB | SK | AB | BC | NT | YT | NU |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| yes | yes | NV | yes | NV | yes | yes | yes | yes | yes | NV | NV | NV |
| Reference Code | Performance Criteria | Evidence of Attainment |
|---|---|---|
| A-2.02.01P | identify and communicate learning objective and point of lesson | apprentice or learner can explain the objective and point of the lesson |
| A-2.02.02P | link lesson to other lessons and the job | lesson order and unplanned learning opportunities are defined |
| A-2.02.03P | demonstrate performance of a skill to an apprentice or learner | steps required to demonstrate a skill are performed |
| A-2.02.04P | set up conditions required for an apprentice or learner to practice a skill | practice conditions are set up so that the skill can be practiced safely by the apprentice or learner |
| A-2.02.05P | assess apprentice or learner’s ability to perform tasks with increasing independence | performance of apprentice or learner improves with practice to a point where skill can be done with little supervision |
| A-2.02.06P | give supportive and corrective feedback | apprentice or learner adopts best practice after having been given supportive or corrective feedback |
| A-2.02.07P | support apprentices or learners in pursuing technical training opportunities | technical training is completed within timeframe prescribed by apprenticeship authority |
| A-2.02.08P | support anti-harassment in the workplace | workplace is harassment and discrimination-free |
| A-2.02.09P | assess apprentice or learner suitability to the trade during probationary period | apprentice or learner is given feedback that helps them identify their own strengths and weaknesses and suitability for the trade |
Range of variables
- steps required to demonstrate a skill include: understanding the who, what, where, when, why, and how, explaining, showing, giving encouragement, following up to ensure skill is performed correctly
- practice conditions means: guided, limited independence, full independence
- harassment includes: objectionable conduct, comment or display made either on a one-time or continuous basis that demeans, belittles, or causes personal humiliation or embarrassment to the recipient
- discrimination is prohibited based on: race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, disability, genetic characteristics, pardoned conviction
| Reference Code | Learning Outcomes | Learning Objectives |
|---|---|---|
| A-2.02.01L | demonstrate knowledge of strategies for learning skills in the workplace | describe the importance of individual experience |
| describe the shared responsibilities for workplace learning | ||
| determine one’s own learning preferences and explain how these relate to learning new skills | ||
| describe the importance of different types of skills in the workplace | ||
| describe the importance of essential skills in the workplace | ||
| identify different learning styles | ||
| identify different learning needs and strategies to meet them | ||
| identify strategies to assist in learning a skill | ||
| A-2.02.02L | demonstrate knowledge of strategies for teaching workplace skills | identify different roles played by a workplace mentor |
| describe teaching skills and leadership skills | ||
| explain the importance of identifying the point of a lesson | ||
| identify how to choose a good time to present a lesson | ||
| explain the importance of linking the lessons | ||
| identify the components of the skill (the context) | ||
| describe considerations in setting up opportunities for skill practice | ||
| explain the importance of providing feedback | ||
| identify techniques for giving effective feedback | ||
| describe a skills assessment | ||
| identify methods of assessing progress | ||
| explain how to adjust a lesson to different situations |
Range of variables
- essential skills are: reading, document use, writing, oral communication, numeracy, thinking, working with others, digital technology, continuous learning
- learning styles include: reflection, seeing it, hearing it, trying it
- learning needs include: learning disabilities, learning preferences, language proficiency
- strategies to assist in learning a skill include: understanding the basic principles of instruction, developing coaching skills, being mature and patient, providing feedback
- teaching skills include: identifying the point of the lesson, linking the lesson, demonstrating the skill, providing practice, giving feedback, assessing skills and progress