Course Title

Day 1 — Rigging and Lifting Subject Matter Mastery

1. Regulatory Framework and Lifting Terminology

1.1 Legislation at Trainer Depth

• LOLER 1998 Regulations 3, 7, 8, 9, and 10 — scope, marking, organisation, thorough examination, and defect reporting obligations

• PUWER 1998 Regulations 4, 5, 6, 8, and 9 — suitability, maintenance, inspection, information, and training obligations

• OSHA 29 CFR 1926.251: Rigging Equipment for Material Handling — inspection, use, and storage requirements for construction rigging

• The trainer's obligation to deliver legislation accurately — misrepresenting statutory requirements constitutes a competency failure

• LEEA competency framework — roles, responsibilities, and training scope for slinger-signaller, rigger, and lift supervisor programs

1.2 Lifting Terminology at Trainer Depth

• Working Load Limit — WLL, Safe Working Load — SWL, Factor of Safety, Mode Factor, and Proof Load — precise definitions and trainer-level application

• Appointed Person, Lift Supervisor, Slinger-Signaller, and Crane Operator — distinct roles, responsibilities, and authority under BS 7121-1

• Lift categorization per BS 7121-1 — basic, intermediate, and complex lifts — and the corresponding planning and personnel requirements

• Thorough examination versus pre-use inspection — the critical distinction trainers must convey clearly to all rigging audiences

2. Lifting Equipment and Accessories — Trainer Knowledge

2.1 Lifting Machines

• Crane types and their training implications including (mobile crane, tower crane, overhead EOT, chain hoist, and lever hoist — operational characteristics relevant to each trainee audience)

• Crane load chart interpretation including (working radius, boom configuration, and outrigger extension — and teaching participants to read a load chart confidently)

• Common trainer errors when explaining crane types — avoiding oversimplification that leaves trainees unable to apply knowledge on site

2.2 Lifting Accessories — Deep Technical Knowledge

• Wire rope slings including (construction types, WLL marking, end terminations, and withdrawal criteria per ASME B30.9: Slings — 10% broken wires per lay length)

• Chain slings including (Grade 8 and Grade 10, leg configurations, WLL by mode, and withdrawal criteria — 5% elongation and 10% cross-section reduction)

• Webbing slings including (flat and round sling construction, colour-coded WLL identification, UV degradation, and chemical incompatibility)

• Shackles per ASME B30.26 including (bow and dee types, screw-pin and bolt-type, WLL marking, and pin security requirements)

• Hooks per ASME B30.10: Hooks including (swivel hooks, safety latch function, throat opening withdrawal at 10% increase, and deformation assessment)

• Below-the-hook devices including (lifting beams, spreader beams, and the rated capacity at specified lifting point spacing)

3. Rigging Calculations and Load Estimation

3.1 Load Estimation Methods

• Weight estimation from material density including (steel 7,850 kg/m³, concrete 2,400 kg/m³ — calculation for cubes, cylinders, and irregular sections)

• Centre of gravity determination including (visual assessment, symmetry calculation, and the implication of CofG offset for rigging point selection)

• Teaching load estimation practically including (using physical objects in the training environment — giving trainees tactile weight estimation experience)

3.2 Rigging Calculations at Trainer Depth

• Sling angle and leg tension relationship — the critical calculation trainers must master and convey clearly

• Two-leg sling tension formula: Leg Tension = Load Weight ÷ (2 × cos(half included angle)) — applied with worked examples

• Mode factor application including (calculating SWL for multi-leg arrangements — Mode 1 through Mode 4)

• Maximum recommended included angle — 90° — and teaching trainees why exceeding it is a hidden overload risk

• Rigging hardware selection including (selecting shackles and hooks rated above the calculated leg tension with no angle derating)

• Common trainer calculation errors including (using total load weight instead of leg tension for hardware selection — and how to correct this misconception in trainees)

Day 2 — Lift Planning, Inspection, and Instructional Design

4. Lift Planning and Inspection Training Content

4.1 Lift Planning at Trainer Depth

• Lift plan content requirements per BS 7121-1 including (load description and weight, CofG, rigging method, crane selection, working radius, ground bearing, and exclusion zone)

• Teaching lift plan development including (using worked examples from Middle East construction and industrial environments that trainees recognize)

• Hazard identification in lifting operations including (load drop, structural collapse, overhead power line contact, personnel in the exclusion zone, and rigging failure)

• SIMOPS management during lifting including (concurrent crane operations, interference arcs, and communication protocol between lift supervisors)

• Applying HIRARC — Hazard Identification, Risk Assessment, and Risk Control to pre-lift risk assessment — and teaching it as a systematic tool not a compliance form

4.2 Pre-Use Inspection and Hand Signals

• Pre-use inspection scope per LOLER 1998 and LEEA framework — and the trainer's obligation to demonstrate inspection technique physically, not just describe it

• Defect identification practical training including (using seeded defect samples — bent hooks, kinked wire rope, and cut webbing — in every rigging inspection training session)

• Standard hand signals per BS 7121-1 including (hoist, lower, slew left and right, extend and retract boom, travel, and emergency stop — and training trainees to demonstrate each correctly)

• Radio communication protocol including (call signs, standard phraseology, and the prohibition on informal radio communication during lifting operations)

5. ADDIE Instructional Design for Rigging and Lifting Training

5.1 Analysis and Design

• ADDIE — Analysis, Design, Development, Implementation, and Evaluation applied to rigging training program planning

• Training Needs Analysis — TNA — per ISO 10015:2019 including (identifying the competency gap for each rigging audience — slinger, rigger, lift supervisor)

• Writing rigging learning objectives per Bloom's Taxonomy including (Knowledge — identify withdrawal criteria, Application — calculate sling leg tension, and Psychomotor — demonstrate correct sling configuration)

• Content sequencing for rigging training including (legislation and terminology first, then equipment, then calculations, then practical — building from regulatory context to hands-on application)

5.2 Development and Evaluation Planning

• Developing rigging training materials including (physical equipment samples, seeded defect kits, calculation worksheets, sling angle reference cards, and hand signal charts)

• Kirkpatrick Level 1 evaluation design for rigging training including (post-session reaction form covering content relevance, practical exercise quality, and trainer clarity)

• Kirkpatrick Level 2 evaluation including (pre and post knowledge test for terminology and calculation topics, and practical competency checklist for equipment inspection and sling configuration)

• Kirkpatrick Level 3 evaluation including (workplace observation checklist completed by the lift supervisor 30–60 days after training — verifying correct pre-use inspection and sling selection on site)

• Kirkpatrick Level 4 evaluation including (linking rigging training completion to site lifting incident rate, near-miss frequency, and LOLER thorough examination defect rate)

6. Adult Learning and Facilitation for Rigging Audiences

• Andragogy principles applied to experienced rigger and slinger audiences including (connecting rigging content to near-miss events participants have witnessed, and treating experience as a learning resource not a barrier)

• The Cone of Experience applied to rigging training — maximizing hands-on equipment practice and minimizing passive lecture to reflect the psychomotor nature of rigging competency

• Managing resistance in experienced riggers including (challenging incorrect practices without humiliating participants in front of peers — the most common TTT failure point in rigging programs)

• Multilingual rigging training management including (bilingual terminology cards, demonstration-heavy delivery, and assessment in the trainee's first language where required)

• Psychological safety for near-miss sharing including (creating the condition where experienced slingers disclose close calls — the most valuable learning resource in any rigging training session)

Day 3 — Delivery Skills and Round 1 Micro-Teaching

7. Training Delivery Skills for Rigging and Lifting

7.1 Presentation and Demonstration Technique

• Voice projection and pacing for outdoor and noisy site training environments — rigging trainers often deliver in non-classroom conditions

• Physical demonstration technique including (positioning the group so all trainees can see the rigging equipment, demonstrating at slow speed first, then real speed, then slow speed again)

• S-OJT — Structured On-the-Job Training five steps for rigging skill transfer including (Prepare — explain what and why, Present — demonstrate correctly, Practice — supervised repetition, Performance — independent execution, and Follow-up — worksite verification)

• Using real equipment in training including (never substituting diagrams for physical slings, shackles, and hooks when training a psychomotor skill)

• Managing the rigging training environment including (safe handling of training equipment samples, seeded defect samples stored separately from serviceable equipment, and PPE requirements during practical sessions)

7.2 Questioning and Facilitation

• Open and probing questions for rigging knowledge checking including (triggering calculation thinking — "what happens to sling tension if we increase the angle from 60° to 120°?")

• Scenario-based questioning using Middle East lifting incidents as discussion triggers

• Managing the participant who provides a dangerously incorrect rigging answer — correcting without creating reluctance to answer in future

• Practical demonstration facilitation including (directing the group's attention to the critical inspection point, then asking what they observe — before confirming or correcting)

8. Micro-Teaching Practice — Round 1

• Round 1 structure including (each participant delivers a 10-minute rigging topic segment — observed by the facilitator and peers)

• Observation focus for Round 1 including (subject matter accuracy, learning objective clarity, demonstration technique, and physical equipment use)

• Peer feedback using SBI — Situation, Behavior, Impact — focused on rigging content accuracy and delivery clarity

• Facilitator feedback using GROW Coaching Model — Goal, Reality, Options, and Will — identifying the specific technical or delivery skill to develop before Round 2

• Self-reflection on subject matter gaps revealed during delivery — the most valuable outcome of Round 1 for rigging TTT participants

Day 4 — Practical Assessment Design and Co-Trainer Development

9. Designing Rigging Competency Assessments

9.1 Knowledge Assessment Design

• Multiple-choice question design for rigging topics including (withdrawal criteria questions with plausible distractors, calculation scenario questions, and legislation knowledge questions — all aligned to Bloom's Taxonomy)

• Calculation assessment design including (presenting a rigging scenario requiring sling leg tension calculation — assessing Application level per Bloom's)

• Assessment security for rigging programs including (rotating question sets between cohorts, particularly for calculation assessments where answer sharing is common)

• Marking guidance development including (providing clear marking criteria so that different assessors produce consistent results — critical for rigging competency where the pass-fail consequence is a site authorization decision)

9.2 Practical Rigging Competency Assessment

• Practical assessment checklist design including (one observable behavior per checklist item, pass criteria defined as the correct standard per LOLER, LEEA, or ASME B30, and no subjective descriptors)

• Conducting a sling inspection practical assessment including (presenting serviceable and defective slings, observing the trainee's identification and withdrawal decision, and recording against the checklist)

• Conducting a sling configuration practical assessment including (presenting a defined load and rigging requirement, observing sling selection and angle management, and assessing against the withdrawal and configuration criteria)

• Conducting a hand signal assessment including (calling signals randomly and observing the trainee's demonstration against the BS 7121-1 standard)

• Managing not-yet-satisfactory outcomes including (structured SBI feedback identifying the specific rigging skill gap, additional supervised practice, and reassessment scheduling)

• Assessment record retention per LOLER 1998 and ISO 10015:2019 including (assessment result, assessor name and signature, date, and authorization recommendation)

10. Co-Trainer Development and Program Management

10.1 Developing Co-Trainers

• The co-trainer development pathway including (observe, assist, deliver with support, and deliver independently — each stage requiring documented sign-off before progression)

• Delivering SBI feedback to co-trainers after observed rigging delivery including (Situation — the specific session context, Behavior — the exact rigging technique or explanation, and Impact — the effect on trainee understanding or safety)

• Applying the GROW Coaching Model to co-trainer performance development including (setting a specific delivery improvement goal — not a generic "deliver better" objective)

• Managing the co-trainer who teaches incorrect rigging technique — the most serious quality failure in any rigging TTT program — and the authorized trainer's obligation to intervene

10.2 Rigging Training Program Management

• Trainer authorization register for rigging trainers including (trainer name, authorization scope — slinger, rigger, lift supervisor, authorization date, and renewal date)

• Training matrix management including (tracking rigging competency across the operational workforce, LOLER refresher intervals, and identifying overdue revalidation)

• Training record content per ISO 10015:2019 and LOLER 1998 including (participant name, training topic, date, trainer name, assessment result, and next refresher date)

• Document control for rigging training materials per ISO 9001:2015 Clause 7.5 including (version control for sling withdrawal criteria cards, hand signal charts, and calculation worksheets)

• Continual improvement of rigging training quality applying PDCA — Plan-Do-Check-Act including (quarterly review of Level 1 and Level 2 evaluation data — updating training materials when common errors reveal instructional gaps)

Day 5 — Round 2 Delivery Practice, Assessment, and Certification

11. Micro-Teaching Practice — Round 2

11.1 Full Rigging Session Delivery

• Round 2 structure including (each participant delivers a 15-minute complete rigging session incorporating Round 1 feedback improvements — using physical equipment and a calculation or practical exercise)

• Observation focus for Round 2 including (subject matter accuracy at trainer depth, demonstration technique, practical assessment administration, and response to a planted incorrect answer from a peer)

• Peer and facilitator SBI feedback — focused on improvement from Round 1 and remaining development priorities

• Subject matter accuracy verification — any rigging content error in Round 2 requires immediate correction and is noted as a certification condition

11.2 TTT Certification Assessment

• Written knowledge assessment covering (LOLER 1998 Regulations, LEEA terminology, withdrawal criteria per ASME B30.9 and B30.10, sling leg tension calculation, Bloom's Taxonomy application, and Kirkpatrick Level 3 evaluation method)

• Formal 20-minute rigging training delivery assessment — each participant delivers a complete rigging segment observed by the facilitator against the TTT competency checklist

• Assessment criteria including (technical accuracy, learning objective clarity, demonstration technique, questioning skill, practical assessment administration, and response to learner questions)

• Pass standard including (satisfactory on all competency checklist items — any technical rigging error is an automatic not-yet-satisfactory regardless of delivery quality)

• Certification including (certified participants receive Rigging and Lifting Trainer authorization and are entered in the trainer register with their authorized training scope)

12. HSE, Quality Integration, and Case Studies

• Rigging training as an HSE control measure per ISO 45001:2018 Clause 7.2 — competency verification obligation requires evidence of demonstrated ability, not just training attendance

• Quality management of rigging training per ISO 9001:2015 including (nonconformance management for training delivery errors, corrective action for poor evaluation results, and continual improvement per Clause 10.2)

• HSE requirements during practical rigging training including (PPE for all participants handling lifting equipment samples, clear separation of seeded defect equipment from serviceable equipment, and exclusion zone during any live load demonstration)

• Case studies from rigging training failures in Middle East construction, oil and gas, and port environments including (slinger-signaller fatalities linked to trainers who delivered incorrect withdrawal criteria, crane overturning incidents linked to load chart training that omitted rigging weight deduction, and load drop incidents from sling angle training that incorrectly taught 120° as an acceptable included angle) and the importance of technically accurate, competency-verified rigging TTT programs

• Group discussion on rigging TTT challenges in regional environments including (maintaining rigging training technical accuracy across large distributed trainer networks in GCC mega-projects, managing multilingual slinger-signaller assessment in multicultural frontline workforces, and updating rigging training content when standards are revised)

• Post-program development planning including (each participant completing a personal development plan with their first three authorized rigging training sessions, their support requirements, and their subject matter development priorities for the 90 days following certification)