This page contains a Flash digital edition of a book.
SPONSORS OF COMPETENCY TRAINING FEATURE


“KNOWLEDGE MUST COME THROUGH ACTIoN; you CAN HAvE No TEsT wHICH IS NOT FANCIFUL, SAVE BY TRIAL”


Sophocles


(Greek tragic dramatist, 496 BC - 406 BC)


INTRODUCTION Falls from a height continue to be one of the largest causes of death and injury in the workplace. It is therefore essential that measures be taken to protect workers. Legislation requires that those involved in work at height must be competent (or, if being trained, supervised by a competent person).


WHAT IS COMPETENCE? It is usually taken to be a blend of knowledge, skills and experience. At its simplest, competence may be defined simply as, “the ability to do something well”. There must, however, be a standard against which to make a judgement. Alternatively, it is, “the mental ability to distinguish right from wrong and to manage one’s own affairs”. It is more than the possession of a qualification, with a need for sufficient and relevant experience as well.


The concept of individuals recognising hazards is important and guidance can be found in BS 8437. This states that “Users should … understand fully any potential hazards related to the work and the equipment to be used … (and) … detect any technical defects or omissions in that work and equipment …”.


HOW IS IT ASSESSED? The emphasis in competency based


In addition, every person shall report any activity or defect relating to work at height that they know is likely to endanger the safety of themselves, or another person. So, whilst competence is an issue at the heart of the regulations they do not go on to define what this means.


training is on “performing” rather than purely “knowing”. A good training provider will set out the learning objectives, so that they can be assessed and trainers will know what training or learning is to be provided. For example, during work at height training for wind turbine generators a trainee will be required to demonstrate the use of rescue equipment to recover a casualty from a ladder, as well as the recovery of a casualty suspended after a fall. Training is more than classroom based.


WHO CAN ASSESS THIS? There has been an increasing demand for people to receive training for work at height, with this demand driven partly by legislation and partly by an increasing trend within industry for a more professional approach to be taken. Any training is dependent upon the quality of the training provider, the syllabus to be delivered and the way in which it is delivered. A good height safety training provider will utilise BS 8454. This provides recommendations to assist in ensuring that training is delivered to a high standard, in a safe, controlled environment by competent and experienced staff. Guidance is also given on the information to be given to clients, to enable them to select a course that is suitable for their needs. It does not give a detailed specification of course content and, with no accreditation route, training providers claiming compliance with the standard are expected to be able to justify their claims.


CLOSING REMARK Training is part of the equation, but competence has to be maintained.


David Thomas, CEng, FICE, CFIOSH The Heightec Group Ltd www.heightec.com


1 Work at Height Regulations 2005 2 BS 8437: 2005, Code of practice for selection, use and maintenance of personal fall protection systems in the workplace (Clause 5.3.1)


3 BS 8454: 2006, Code of practice for the delivery of training and education for work at a height and rescue


www.windenergynetwork.co.uk


81


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148