SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Perform a boom conversion 
SAQA US ID UNIT STANDARD TITLE
253586  Perform a boom conversion 
ORIGINATOR
SGB Generic Manufacturing, Engineering, Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Engineering and Related Design 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for learners within the mechanical handling (rigging) context and focuses on the competencies required to perform a boom conversion procedure in order to lift and move a load.

A person credited with this unit standard is able to:
  • Explain a boom conversion procedure.
  • Plan and prepare for a boom conversion.
  • Perform a boom conversion.

    This unit standard will contribute to the full development of any learner by providing recognition, further mobility and transportability within the field mechanical handling (rigging) on a processing plant, building or factory installation. The knowledge, skills and understanding demonstrated in this unit standard are essential for social and economic transformation and upliftment within the broader engineering environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This unit standard is one of a series of unit standards associated with mechanical handling (rigging) and related equipment.

    The credits allocated to this unit standard assume that a learner has already learned to:
  • Use hand tools.
  • Use manual lifting equipment and tackle.
  • Work safely in terms of the Driven Machinery Regulations. 
    		•

    UNIT STANDARD RANGE 
    General guide for scope, context and level:
  • For the purpose of learning and assessment, a boom conversion is to be performed on Lattice Boom Cranes.
  • Lifting equipment includes chain slings, wire rope slings, rope, shackles, eye bolts, spreader and equalising beams.

    Safe procedures, control and storage, include:
  • OHS Act and local authority requirements.
  • Maintaining a record of usage.
  • Care and general storage methods.

    Context:
  • Formal, informal learning and RPL can obtain this unit standard.
  • This unit standard can be obtained through RPL. The learner should be under supervision, (see qualification RPL).

    Level:

    Level (for Level 4).

    A learning programme leading to the award of this unit standard should develop learners who demonstrate:
  • Ability to carry out moderate tasks that are familiar.
  • Ability to offer a clear choice of routine responses.
  • Basic operational knowledge base as indicated in the embedded knowledge component and that are readily available.
  • An understanding of known solutions to familiar problems with little generation of new ideas.
  • Ability to work under direct supervision with some responsibility. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the boom conversion procedure. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The procedure and purpose for converting a boom is explained by listing a step by step process giving reasons for the task. 

    ASSESSMENT CRITERION 2 
    The reasons for lowering the boom is discussed and explained in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 3 
    The reasons for removing the hooks is discussed and explained in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 4 
    The consequences of the incorrect procedures is explained in terms of safety regulations and the occupational health and safety legislation. 

    ASSESSMENT CRITERION 5 
    The reasons for slagging the boom suspension is discussed and explained in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 6 
    The reason for following a prescribed sequence/procedure is explained in terms of work-site practice and manufacturers' specifications. 

    ASSESSMENT CRITERION 7 
    Terms and definitions used are consistent with generally accepted mechanical handling terminology. 

    ASSESSMENT CRITERION 8 
    Communication methods are explained in terms of generally accepted industry practice. 

    SPECIFIC OUTCOME 2 
    Plan and prepare for the boom conversion. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The scope and precise nature of the lifting task is explained, in accordance with work instructions. 

    ASSESSMENT CRITERION 2 
    Lifting equipment and resources are correct for the task, available on site by the agreed time, and checked for serviceability in accordance with regulatory and worksite practices. 
    ASSESSMENT CRITERION RANGE 
    Resources include mechanical handling equipment, support materials, applicable documentation, personal protective equipment.
     

    ASSESSMENT CRITERION 3 
    Pathways are cleared, potential obstructions are removed and personnel are notified, prior to the lifting task. 

    ASSESSMENT CRITERION 4 
    Pre-operational checks are carried out on lifting equipment and tackle, in accordance with work instruction. 

    SPECIFIC OUTCOME 3 
    Perform the boom conversion. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The scope and precise nature of the boom conversion procedure is explained, in accordance with work instructions. 

    ASSESSMENT CRITERION 2 
    The procedure and purpose for converting a boom is explained by listing a step by step process giving reasons for the task. 

    ASSESSMENT CRITERION 3 
    The boom is lowered in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 4 
    The hooks are removed in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 5 
    Correct procedures are applied in terms of safety regulations and the occupational health and safety legislation. 
    ASSESSMENT CRITERION RANGE 
    Safe working practices include but are not limited to:
  • Site access, communication and signal methods and centre of gravity of load.

    Consideration is given to the safety of fellow workers.
     
    		•

    ASSESSMENT CRITERION 6 
    The boom suspension is slagged in terms of work-site procedures and manufacturers' specifications. 

    ASSESSMENT CRITERION 7 
    The prescribed sequence/procedure is followed in terms of work-site practice and manufacturers' specifications. 

    ASSESSMENT CRITERION 8 
    Communication with the crane operator is demonstrated according to standard work-site practice. 
    ASSESSMENT CRITERION RANGE 
    Communication methods may include verbal and non-verbal techniques.
     

    ASSESSMENT CRITERION 9 
    The boom conversion is performed in accordance with manufacturers' design specifications and standard work-site practice. 

    ASSESSMENT CRITERION 10 
    All tools and equipment are cleaned and stored on completion of the boom conversion according to work-site practices. 
    ASSESSMENT CRITERION RANGE 
    For the purpose of assessment, work instructions may consist of an assessment exercise which may include:
  • A work instruction or jobbing sheet.
  • And/or work drawings.
  • Permit conditions.
  • Safe working practices include but are not limited to: site access, communication and signal methods, centre of gravity of load, etc.
  • Consideration is given to the safety of fellow workers.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited in terms of the criteria laid down by the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names & functions of:
  • Types of booms and boom conversions.
  • Communication techniques.

    Attributes, descriptions, characteristics & properties:
  • Different applications of booms.
  • Characteristics of different types of booms and lattice cranes.
  • Common defects.
  • Hazards.

    Sensory cues:
  • Visual observance and vigilance.

    Purpose of:
  • Communication during the task.
  • Safety checks.
  • Quality checks.

    Processes, events, causes and effects, implications:
  • Incorrect communication.
  • Of not following safety procedures.
  • Of not preparing adequately.

    Procedures and techniques:
  • Preparation procedures for using lattice cranes to perform a boom conversion.
  • Techniques related to the safe use of lattice cranes.
  • Preparation of the boom.
  • Safety procedures.
  • Procedures for maintaining lattice cranes and accessories.
  • Quality procedures.
  • Recording and reporting procedures.
  • Methods and measures for the safe control of loads during lifting procedure.

    Regulations, legislation, agreements, policies, standards:
  • Applicable safety, health and environmental protection legislation and standards.
  • Driven Machinery Regulations.
  • Occupational Health and Safety Act.
  • Code of Safe Working Practice (Marine).

    Theory, rules, principles, laws:
  • Applicable basic lifting theory related to the safe use of lattice cranes.
  • Calculations related to Safe Load Limit (SLL).
  • Standard formulas for calculation of mass of final loads on the hook.
  • Safety principles governing the use of lattice cranes.

    Relationships, systems:
  • Relationship of the load to the use of appropriate lattice cranes.
  • Relationship of power to weight as a ratio.
  • Relationship between safety, lifting or moving a load efficiently and productivity.
  • Quality of workmanship. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems:
  • Recognise problems while lifting or moving a load and communicating appropriately. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work together with others:
  • Participate in efforts of workgroup. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage myself and my activities:
  • Plan the sequence of operations based on job instructions and set up the lifting task appropriately. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • Interpret information from job instructions and make decisions based on that information.
  • Organising personnel and the environment. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • Provide feedback on outcome of work to appropriate personnel. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems:
  • Relationship between mechanical handling, boom conversion and the broader engineering environment. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Recognition of Prior Learning:

    Credits may be obtained by applying to an accredited/approved training provider/institution in order to have prior learning recognised in lieu of past work experience. Past experience must relate to the specific outcomes contained within this unit standard. The ensuing assessment of candidates seeking recognition of prior learning should not be so onerous as to deter them from doing so. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59731   Further Education and Training Certificate: Mechanical Handling (Rigging)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.