BST V17

Safety t raining
Basic Safety Training

Standard (BST)
V17
Publication date: 2 May 2023

Safety training
GWO Basic Safety Training / V17

2023-05-02
CONTENTS
1. LIST OF ABBREVIATIONS ................................................................................................................................. 6
2. TERMS AND DEFINITIONS............................................................................................................................... 8
3. CHANGE LOG................................................................................................................................................... 9
4. SCOPE ............................................................................................................................................................. 14
5. GENERAL REQUIREMENTS FOR THE BASIC SAFETY TRAINING ................................................................ 14
5.1 Overview 15
5.2 Target Group 15
5.3 Aims and Objectives 15
5.4 Duration of the BST Standard Modules 15
5.5 Validity Period 16
5.6 Course Codes 17
5.7 Participant Prerequisites for the BST 17
6. USING THIS STANDARD TO DEVELOP TRAINING ....................................................................................... 18
7. BST FIRST AID MODULE ................................................................................................................................ 20
7.1 Aim and Objectives of the BST First Aid Module 20

7.2 Duration of the BST First Aid Module 20
7.3 First Aid Module Participant Ratio 20
7.4 Equipment for the First Aid Module 21
7.5 First Aid Module Timetable 21
7.6 Detailed Description of the First Aid Module 22
Introduction to the training .............................................................................................................. 22

Lifesaving First Aid using primary survey and the FIRST AID structure............................................. 27
Providing First Aid to relevant incidents in the wind industry........................................................... 36
Scenario-based training .................................................................................................................... 40
Training review ................................................................................................................................. 42
8. BST MANUAL HANDLING MODULE ............................................................................................................. 45
8.1 Aims and Objectives for the BST Manual Handling Module 45
8.2 Duration of the BST Manual Handling Module 45
8.3 Manual Handling Module Participant Ratio 45
8.4 Equipment for the Manual Handling Module 46
8.5 Manual Handling Module Timetable 46
8.6 Detailed Description of the BST Manual Handling Module 47
Global Wind Organisation ©2023/ www.globalwindsafety.org 2 / 301

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Injuries, Symptoms and Essential Manual Handling Principles ......................................................... 53

Warm up activities ............................................................................................................................ 59
Manual handling principles............................................................................................................... 60
Training review ................................................................................................................................. 67
9. BST FIRE AWARENESS MODULE................................................................................................................... 70
9.1 Aims and Objectives of the BST Fire Awareness Module 70

9.2 Duration of the BST Fire Awareness Module 70
9.3 Fire Awareness Module Participant Ratio 71
9.4 Equipment for Fire Awareness Module 71
9.5 BST Fire Awareness Module Timetable 71
9.6 Detailed Description of the BST Fire Awareness Module 72

Legislation ........................................................................................................................................ 77
Fire combustion and fire spread ....................................................................................................... 79
Fire extinguishing ............................................................................................................................. 82
Fire prevention ................................................................................................................................. 85
Firefighting equipment in a WTG ..................................................................................................... 87
Practice and scenario-based training ................................................................................................ 89
Training review ................................................................................................................................. 91
10. BST WORKING AT HEIGHTS MODULE ......................................................................................................... 94
10.1 Aims and Objectives of the BST Working at Heights Module 94

10.2 Duration of the BST Working at Heights Module 94
10.3 Working at Heights Module Participant Ratio 94
10.4 Equipment for Working at Heights Module 95
10.5 BST Working at Heights Module Timetable 96
10.6 Detailed Description of BST Working at Heights Module 99

Legislation ...................................................................................................................................... 104
Harness ........................................................................................................................................... 105
Fall prevention ................................................................................................................................ 109
Vertical fall arrest systems............................................................................................................... 113
Fall arrest lanyards .......................................................................................................................... 118
Dropped objects ............................................................................................................................ 123
Self-retracting lifelines .................................................................................................................... 125
Measures to prevent injury during training ..................................................................................... 129
Practical exercises ......................................................................................................................... 130
Workshop – risk/hazards & suspension trauma............................................................................. 131
Emergency procedures ................................................................................................................ 133
PPE review .................................................................................................................................... 137
Rescue devices and rigging setup ................................................................................................ 137

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Measures to prevent injury during training ................................................................................... 141

Rescue exercises ........................................................................................................................... 142
Training review ............................................................................................................................. 146
10.7 Participant Performance Assessment 147
11. BST WORKING AT HEIGHTS & MANUAL HANDLING MODULE ............................................................... 150
11.1 Aims and Objectives of the BST Working at Heights & Manual Handling Module 150
11.2 Duration of the BST Working at Heights & Manual Handling Module 150
11.3 Working at Heights & Manual Handling Module Participant Ratio 151
11.4 Equipment for Working at Heights & Manual Handling Module 151
11.5 BST Working at Heights & Manual Handling Module Timetable 152
11.6 Detailed Description of BST Working at Heights & Manual Handling Module 155
Introduction to the training ............................................................................................................ 155

Legislation and behavioural safety ................................................................................................. 161
Harness ........................................................................................................................................... 163
Fall prevention ................................................................................................................................ 167
Vertical fall arrest systems............................................................................................................... 171
Fall arrest lanyards .......................................................................................................................... 175
Dropped objects ............................................................................................................................ 181
Self-retracting lifelines .................................................................................................................... 182
Measures to prevent injury during training ..................................................................................... 186
Practical exercises ......................................................................................................................... 187
Injuries, sympotms and essential manual handling principles ...................................................... 189
Manual handling: risk controls & proper manual handling techniques ......................................... 195
Emergency procedures ................................................................................................................ 203
Workshop – risk/hazards & suspension trauma............................................................................. 207
PPE review .................................................................................................................................... 208
Rescue devices and rigging setup ................................................................................................ 209
Rescue exercises ........................................................................................................................... 211
Training review ............................................................................................................................. 214
11.7 Participant performance assessment 215
12. BST SEA SURVIVAL MODULE....................................................................................................................... 218
12.1 Aims and Objectives of the BST Sea Survival Module 218
12.2 Instructor Qualification Prerequisites 218
12.3 Duration of the Sea Survival Module 218
12.4 Instructor to Participant Ratio 219
12.5 Equipment for Sea Survival Module 219
12.6 BST Sea Survival Module Timetable 219
12.7 Detailed Description of the BST Sea Survival Module 221
Introduction to the training ............................................................................................................ 221

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Safety culture and legacy ............................................................................................................... 226

Cold water immersion .................................................................................................................... 227
Life saving appliance (lsa) and ppe ................................................................................................. 230
Search and rescue and global maritime distress & safety systems ................................................. 232
Practical sea survival ....................................................................................................................... 234
Safe travel and transfer (theory) ...................................................................................................... 241
Installations, vessels and WTGS ..................................................................................................... 245
Transfer practical ............................................................................................................................ 246
Training review ............................................................................................................................. 251
ANNEX 1 - EQUIPMENT LIST .................................................................................................................................... 253
ANNEX 2 - GUIDLINE FOR WARM-UP EXERCISES .................................................................................................. 260
ANNEX 3 - MANUAL HANDLING RISK ASSESSMENT ............................................................................................. 267
ANNEX 4 - VERSION HISTORY .................................................................................................................................. 277

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1. LIST OF ABBREVIATIONS
AED Automatic External Defibrillator
ANSI American National Standards Institute
AS/NZS Australia and New Zealand Standard
BST Basic Safety Training
BSTR Basic Safety Training Refresher
BWH Basic Working at Height
CO2 Carbon Dioxide
CPR Cardiopulmonary Resuscitation
CSA Canadian Standards Association
EN European Standards
EPIRB Emergency Position Indicating Radio Beacon
ERC European Resuscitation Council
GWO Global Wind Organisation
GMDSS Global Maritime Distress and Safety System
H.E.L.P. Heat Escape Lessening Posture
HSE Health and Safety Executive (UK)
ILCOR International Liaison Committee on Resuscitation
LSA Life Saving Appliances
PLB Personal Locating Beacon
MES Marine Evacuation Systems
MOB Man Overboard
PPE Personal Protective Equipment
PTSD Post-Traumatic Stress Disorder
SAR Search and Rescue

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SART Search and Rescue Transponder
SRL Self-retractable Lifeline
T.I.L.E. Task Individual Load Environment
TPA Thermal Protective Aid
WTG Wind Turbine Generator
WTG TP Wind Turbine Generator Transition Piece

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2. TERMS AND DEFINITIONS

Term Definition
Additional fall Describes the use of an independent, additional suitable fall protection system in conjunction
protection with a primary fall protection system. Typically, used during training to provide fall protection
to participants as they learn to use fall protection equipment. Additional fall protection may
sometimes be referred to as a “backup”.
The additional fall protection system should be chosen in such a way that it will not hinder the
exercise. Preferably this additional fall protection is not even noticeable by the participant.
As low as This means that a risk is identified and controlled to a lower level weighted against the effort,
reasonably time and money needed to control it
practicable
Fall arrest Preventing the user of a personal fall protection system from colliding with the ground,
structure, or any other obstacle during a free fall
Fall arrest Preventing the user of a personal fall protection system from colliding with the ground,
system structure, or any other obstacle during a free fall
Fall Preventing the user of a personal fall protection system from going into a free fall
prevention
Hip overhang A technique used during the rescue of a casualty from a ladder where the rescue line is
diverted using the side D-ring located at the hip of the rescuer’s harness. This creates greater
space between the casualty and the ladder
Manual The transporting or supporting of a load (including lifting, putting down, pushing, pulling,
handling carrying, or moving by hand or by bodily force)
Must For clarity where the word ‘must’ is used in this standard it shall have the same meaning as
‘shall’
Personal fall Assembly of components intended to protect the user against falls from height, including a
protection body holding device and an attachment system, which can be connected to a reliable
system anchorage point
Rescue Personal fall protection system by which a person can rescue themselves or others, in such a
system way that a free fall is prevented
Restraint Personal fall protection system which prevents the user from reaching zones where the risk of a
system fall from height exists
Shall Verbal form used to indicate requirements strictly to be followed in order to conform to this
training standard and from which no deviation is permitted

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Should Verbal form used to indicate that among several possibilities one is recommended as
particularly suitable, without mentioning or excluding others, or that a certain course of action
is preferred but not necessarily required
Work Personal fall protection system which enables the user to work in tension or suspension in such
positioning a way that free fall is prevented
system
3. CHANGE LOG
Amendment date Version Approved by & date
2 May 2023 17 GWO TC 2023 Description of changes
Changes throughout:
• New layout
• MAC deleted throughout the standard
• GWO Requirements for Training – title updated
Section 2. Terms and definitions:
• Definition for “as low as reasonably practicable” added
• Definition for “additional fall protection” added
Section 4. Scope:
• Revised and updated
Section 5.4. Duration:
• Text updated to clarify instructions
Sections 5.7 and 5.8. Participant Prerequisites for the BST Modules:
• Text simplified with “All personnel participating must meet the participant prerequisites described in
the GWO Requirements for Training.”
Section 5.9. Training Equipment:
• Text Deleted
Section 6. Understanding the GWO Taxonomy:
• The section Understanding the GWO taxonomy has been replaced with a general instruction and
referral to the GWO taxonomy found in the GWO Requirements for Training

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BST First Aid Module
Section 7.2. Duration of the BST First Aid Module:
• Text updated
Section 7.5. First Aid Module Timetable:
• Text updated
BST Manual Handling Module
Section 8.2. Duration of the BST Manual Handling Module:
• Text updated
Section 8.5. Manual Handling Module timetable:
• Text updated
Element 2.3
• Text updated with the removal of “four”
BST Fire Awareness Module
Section 9.2. Duration of the BST Fire Awareness Module:
• Text updated
Section 9.5. BST Fire Awareness Module timetable:
• Text updated
BST Working at Heights Module
Section 10.2. Duration of the BST Working at Heights Module:
• Text updated
Section 10.4. Equipment BST Working at Heights Module
• Text revised and updated, including:
- Explanation of generic training “This enables the participants to conduct pre-use inspection and
to use other safety equipment products compared to those taught during this module (based on
the manufacturer’s user manual). However, a location specific risk assessment might identify the
need for additional instructions.
- The introduction of safety instruction “Additional fall protection must always be used during
training activities at height. The training provider shall introduce control measures that lower the
risks and hazards associated with a fall from height to an acceptable level, following the Hierarchy
of Controls in their risk assessment.”

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Section 10.5. BST Working at Heights Module Timetable:
• The table is updated according to changes in the lesson 8 and the accompanying text has been
updated.
Element 5.2 – Pre-use inspection
• Learning objective 30 updated
• 5.2.2, 5.2.4, 5.2.6 and 5.2.7 updated
Element 5.3 – Correct attachment and Detachment
• Text updated
Element 5.4 – Correct use
• Text updated
Lesson 8 – Self Retracting Lifelines
• Entire lesson has been updated. Backup lines has completely been removed and focus has been
placed on the use of SLRs in actual work in wind turbines.
Element 9.1 – Measures to prevent injury during training
• 9.1.5 Instructions about additional fall protect are updated
Section 10.7
• Assessment instructions made clearer to read
BST Working at Heights & Manual Handling Module
Section 11.2. Duration of the BST Working at Heights & Manual Handling Module:
• Text updated
Section 11.4. Equipment BST Working at Heights Module & Manual Handling Module
• Text revised and updated, including:
- Explanation of generic training “This enables the participants to conduct pre-use inspection and
to use other safety equipment products compared to those taught during this module (based on
the manufacturer’s user manual). However, a location specific risk assessment might identify the
need for additional instructions.
- The introduction of safety instruction “Additional fall protection must always be used during
training activities at height. The training provider shall introduce control measures that lower the
risks and hazards associated with a fall from height to an acceptable level, following the Hierarchy
of Controls in their risk assessment.”
Section 11.5. BST Working at Heights & Manual Handling Module Timetable:

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• The table is updated according to changes in the lesson 8 and the accompanying text has been
updated.
Element 5.2 – Pre-use inspection
• Learning objective 30 updated
• 5.2.2, 5.2.4, 5.2.6 and 5.2.7 updated
Element 5.3 – Correct attachment and Detachment
• Text updated
Element 5.4 – Correct use
• Text updated
Lesson 8 – Self Retracting Lifelines
• Entire lesson has been updated. Backup lines has completely been removed and focus has been
placed on the use of SLRs in actual work in wind turbines.
Element 9.1 – Measures to prevent injury during training
• 9.1.5 Instructions about additional fall protect are updated
Section 11.7
• Assessment instructions made clearer to read
BST Sea Survival Module
Participant prerequisites (deleted):
• Working at heights prerequisite removed
Section 12.3 Instructors:
• Text updated
Section 12.4. Duration of the Sea Survival Module:
• Text updated
Section 12.7. BST Sea Survival Module timetable:
• Text updated
Element 6.4:
• 6.4.1 and 6.4.2 have been updated to make the instructions clearer
Annex 1

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Section Annex 1:
• Equipment list for working at heights and working at heights & manual handling has been updated
- All EN/ANSI/GB/BS EN numbers have been updated
- “Work restraint lanyards” has been changed to “fall restraint lanyards”
- “Vertical fall arrest system” has been changes to “vertical fall arrest system on a rigid anchor line”
- “Fixed length fall arrest lanyard” has been changed to “fall arrest lanyard including energy
absorber”
- “Helmets” have been updated to “industrial safety helmet with a chin strap that is released with a
force of no less than 150 N and not more than 250 N”
- “Carabiners” has been changed to “connectors (carabiners)”
- “Evacuation and rescue devices” has been split into two categories: “Rescue devices with lifting
capacity” (EN 1496) and “devices for emergency decent” (EN 341)
• Equipment list for Seas Survival has been updated
- Rigid life jackets have been removed
- Evacuation and rescue devices has been replaced with descender devices for rescue (EN 341)
- Fixed length fall arrest lanyards has been changed to fall arrest lanyard including energy absorber

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4. SCOPE
Global Wind Organisation is a non-profit body founded by the wind turbine manufacturers and owners. Our
members strive for an injury free work environment in the wind turbine industry, setting common
international standards for safety training and emergency procedures.
This standard describes the requirements for Basic Safety Training Standard courses that are recommended
by the members of GWO. The full standard comprises of six modules:
1. First Aid
2. Manual Handling
3. Fire Awareness
4. Working at Heights
5. Working at heights & Manual handling combined
6. Sea Survival
The members of the Global Wind Organisation (GWO) recognise trained persons as competent within basic
safety in the wind industry and accept the trained person as possessing the required knowledge to stop an
unsafe situation where they as duty-holders are accountable for safety.
This standard has been developed in response to the demand for recognisable safety training in the industry
and has been prepared in co-operation between the members of GWO based on risk assessments and
factual incident and accident statistics from G+ and the wind industry.
General feedback on this document can be sent to info@globalwindsafety.org. See globalwindsafety.org on

how to raise a complaint about a training provider or report a safety incident occurring during training.
5. GENERAL REQUIREMENTS FOR THE BASIC SAFETY TRAINING

Upon completion of the Basic Safety Training modules, participants will be able to possess an awareness of
the hazards encountered when working within the wind industry and how to control and mitigate these
hazards.
The BST will also equip participants with the knowledge, skills, and confidence to appropriately respond in
the event of an emergency and to increase their safety through proper use of personal protective equipment,
emergency equipment and procedures.
The approved GWO Basic Safety Training (BST) provides participants with important skills, which include fire
awareness, first aid, working at heights, and manual handling. To enable participants to work in the offshore
environment, an additional GWO Sea Survival Module training shall be completed.

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5.1 Overview
The GWO Basic Safety Training is divided into the following six modules:
Module 1: First Aid

Module 2: Manual Handling
Module 3: Fire Awareness
Module 4: Working at Heights
Module 5: Working at Heights & Manual Handling combined
Module 6: Sea Survival
Note Working at Heights & Manual Handling Combined is a combined module comprising the lessons
and elements from both the Working at Height Module and the Manual Handling Module and is
intended to be delivered in two days. The combined Working at Height & Manual Handling
Module can be delivered instead of the two standalone modules, where the combined course is
delivered, then the participants shall receive two training records: one for working at height and
one for manual handling.
5.2 Target Group

Personnel who will be working in the wind industry or related fields and will have their duties in a wind
turbine environment, usually in physical contact with a wind turbine or WTG structure.
Personnel that perform job functions that have been risk assessed by their employer or their workplace duty
holder as a function, where training according to one or more modules of the BST standard may mitigate of
the identified risks.
5.3 Aims and Objectives

Training in accordance with this Basic Safety Training will enable participants to support and care for
themselves and others working in the industry by possessing the knowledge and skills of first aid, working at
heights, manual handling, fire awareness, sea survival and in case of an emergency, to be able to evacuate,
rescue and provide appropriate first aid to casualties.
5.4 Duration of the BST Standard Modules

The total contact time for completing the Basic Safety Training Standard is to be 33 hours and 50 minutes.
This is based on the times given in the module timetables and summarised in table 5.4.1 below.
Modules Duration
First Aid 7 hours
Manual Handling 3 hours 35 minutes

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Fire Awareness 3 hours 20 minutes
Working at Heights 13 hours 25 minutes
Working at Heights & Manual Handling Combined 14 hours 40 minutes
Sea Survival 6 hours 30 minutes
Table 5.4.1 – Duration of the GWO BST Modules
The training provider must not exceed the time per day given in table 5.4.2 below.
Maximum Duration Per Day
Contact time 8 hours
Total training day 10 days
Table 5.4.2 – Maximum durations for training days
Note The delivery of this module must comply with the requirements described in the GWO
Requirements for Training.
The total training day includes contact time, meals and breaks and travel between training sites
(where applicable).
Within the module timetables, approximate durations of each of the lessons are given. The training provider
may choose to deliver elements of the training according to other timetables, as long as the total duration is
not reduced, and practical elements are not reduced in length. Theoretical elements may be delivered
during the practical exercises when feasible.
If a participant fails to meet the demands of the BST Module, they shall attend a new BST.
5.5 Validity Period

Basic Safety Standard training is valid for the period stated in Table 5.5.1 (below). Certificates and training
records shall be renewed before the end of a given validity period. A certificate or training record can be
renewed up to two months prior to expiry and maintain the original certification date by uploading the
previous certificates valid until date in WINDA.
If a certificate or training record is renewed outside of two months of expiry, it must carry the new date of
certification.
If a certificate is or training record is expired, the participant must attend the applicable BST module(s)
training(s) to obtain a new training record.

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The validity period is automatically calculated by WINDA by entering the course completion date.
Course/module Certificate Validity (Months)
First Aid 24
Manual Handling 24
Fire Awareness 24
Working at Heights 24
Working at Heights & Manual Handling Combined 24
Sea Survival 24
Table 5.5.1 – GWO BST certificate validity periods
5.6 Course Codes
Module Course Code
First Aid FA
Manual Handling MH
Fire Awareness FAW
Working at Heights WAH
Working at Heights & Manual Handling Combined WAH/MH
Sea Survival SS
Table 5.6.1 – GWO BST Module course codes
Note The BST Working at Heights Module is not intended to test a participant’s fear of heights
5.7 Participant Prerequisites for the BST

All personnel participating must meet the participant prerequisites described in the GWO Requirements for
Training.

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6. USING THIS STANDARD TO DEVELOP TRAINING

The training in this standard is designed around the GWO taxonomy described in the GWO Requirements
for Training. Theoretical and practical activities must be delivered according to the defined taxonomic level
in order to reach the described learning objectives.
When teaching safety equipment, a generic approach to shall be applied aiming to avoid additional
potential product specific formal training after completion of this training. However, national or regional
legislation, company gap analysis and location specific risk assessments may require additional product
specific familiarisation which is the responsibility of the duty holder.
In addition to this, all training based on this standard including all related resources shall, as a minimum,
meet the requirements described in the GWO Requirements for Training.

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First Aid Module
(FA)

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7. BST FIRST AID MODULE

7.1 Aim and Objectives of the BST First Aid Module
The aim of this module is to enable participants, through theoretical and practical training, to recognise signs
and symptoms of life threating situations and administer safe and effective first aid in the wind turbine
industry/WTG environment in order to save lives and prevent further injury, until the casualty can be handed
over to the next level of care.
After having successfully completed this BST First Aid Module, the participants will have the ability to:
1) Act independently in recognising, assessing, and prioritising the need for basic first aid and providing
lifesaving first aid until the casualty can be handed over to the next level of care in case of an incident in
the wind turbine industry/WTG environment (Ability, intermediate level)
2) Take responsibility for recognising their limitations as a basic first aider, calling for help and enable
evacuation off the casualty in case of an incident in the wind turbine industry/WTG environment (Ability,
intermediate level)
7.2 Duration of the BST First Aid Module

The total contact time for completing the BST First Aid MFodule is estimated to be 7 hours and 0 minutes.
The training provider must not exceed the time per day given in the Table 7.2.1 (below).
Total training day 10 hours
Table 7.2.1 – Maximum durations for training day
Note Contact time includes delivery of course lesson content, practical exercises and activities directly
related to these
(where applicable)
7.3 First Aid Module Participant Ratio

The ratio shown for theory sessions indicates the maximum number of participants per instructor attending
the course.

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Practical ratios indicate the maximum number of participants to be supervised by an instructor during each
activity.
Module Session Instructor to Participant Ratio

Theory 1:12
BST First Aid
Practical 1:6
Table 7.3.1 – GWO First Aid Module instructor to participant ratio
7.4 Equipment for the First Aid Module

The equipment required for training as listed in Annex 1 must be available and must fulfil national legal
requirements.
7.5 First Aid Module Timetable

The order in which elements of this BST Module training are delivered may vary according to the didactical
choices of the delivering training provider.
The delivery of this module must comply with the requirements described in the GWO Requirements for
Training.
Lesson Element Duration

1. Introduction 1.1 Safety instructions and emergency procedures
1.2 Facilities
1.3 Introduction
1.4 Scope and main learning objective
1.5 Ongoing assessment (participant assessment
form)
1.6 Motivation
1.7 Human factors
TOTAL 30 min.
2. Lifesaving first aid using 2.1 Management of a first aid incident in a WTG
primary survey and the first environment
aid structure 2.2 Primary survey ‘’C’’- A - B - C
2.3 ‘’C’’ – Catastrophic external bleeding
2.4 Unresponsive
2.5 Obstruction of airways
2.6 CPR – Unresponsive, not breathing
2.7 Bleeding and shock

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TOTAL 180 min.

3. Providing first aid to relevant 3.1 Burns
incidents in the wind 3.2 Chemical contacts to the eye
industry
3.3 Medical emergency situations heart attack &
stroke
3.4 Hypothermia
3.5 Fractures
3.6 Head-to-toe examination
TOTAL 60 min.
4. Scenario-based training 4.1 Scenario-based training
TOTAL 135 min.
5. Training review 5.1 Training review
5.2 Feedback session
TOTAL 15 min.
GRAND TOTAL 420 min.
Table 7.5.1 – GWO First Aid Module timetable
7.6 Detailed Description of the First Aid Module
INTRODUCTION TO THE TRAINING

30 min.
The aim of this lesson is for the participants to be motivated and to engage in the training safely at a training
facility, while recognising what is expected of them during the training.
After having successfully completed this lesson, the participants can:
3) Recognise what is expected of them throughout the module (Knowledge, basic level)
4) Name and point out local emergency procedures and facilities (Knowledge, basic level)
5) Discuss the relevant human factors and explain their implications (Knowledge, intermediate level)
ELEMENT 1.1 - SAFETY INSTRUCTIONS AND EMERGENCY PROCEDURES
Learning objective:

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6) The participant shows interest or curiosity in the safety and emergency procedures at the training
facility (Ability, basic level)
The instructor shall:
Explain and ask involving questions aiming at:
a. Safety instructions according to internal procedures
b. Emergency procedures and emergency exits in the areas where the participants can be
expected to be located during the course
The participants shall:
Engage in answering questions on local safety and emergency procedures
ELEMENT 1.2 - FACILITIES
Learning objective:
7) The participant can recognise the location of facilities at the training location (Knowledge, basic
level)
Present a general description of the facilities at the training location (administration, dining area,
restrooms, toilets, etc.):
Alternative activity: lead a tour and point out facilities
Note relevant facilities and ask questions when in doubt
ELEMENT 1.3 - INTRODUCTION
Learning objective:

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8) The participant shows interest in fellow participants and the course content and design (Ability,
basic level)
Explain the timetable of the BST First Aid Module, including breaks and mealtimes
Give a short introduction to themselves, including their backgrounds as instructors
Ask for participants’ expectations of the training and their learning or development
Give a short introduction to themselves, including job function and expected primary geographic
work location and share expectations of the training
ELEMENT 1.4 - SCOPE AND MAIN LEARNING OBJECTIVES
Learning objective:
9) The participant can recognise the scope and main objectives of the BST First Aid Module
(Knowledge, basic level)
Present the scope and main learning objectives of the BST First Aid Module through a scenario, a
challenge or; “your goal with the basic First Aid Module, should you choose to accept is…”- message
Note A suggested learning activity could be to share stories, present scenarios or personal experiences
that show the importance of being able to do basic first aid in the wind industry (what is in it for
the participants)
Where possible PowerPoint slide(s) should be avoided, as part of the introduction. Instead use
stories, examples or personal experiences that shows the importance of being able to provide
basic first aid in the wind industry and the importance of the BST First Aid Module
Involve participants with questions on understanding and individual experiences on BST First Aid

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Engage in answering questions and share experiences on BST First Aid
ELEMENT 1.5 - ONGOING ASSESSMENTS (PARTICIPANT PERFORMANCE ASSESSMENT FORM)
Learning objective:
10) The participant can recognise the assessment procedure and the aim of the ongoing assessment
Explain the reasons for the ongoing assessment
Explain the layout of the GWO participant performance assessment form and how it will be used
Engage in discussions and (when in doubt) ask questions - relating to the assessment procedure
ELEMENT 1.6 - MOTIVATION
Learning objective:
11) The participant shows interest and willingness to engage in the learning activities (Ability, basic
level)
Explain and lead a discussion on:
a. the importance of personal involvement in the course
b. the definition of and the need for BST First Aid training understandings and abilities
Note Positive motivation is the driving force for commitment, and the instructor should make a focused
effort to support growth of the necessary attitude and motivation in the participants

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Engage in discussions and share experiences on BST First Aid training
Note When the participants succeed by trying out on their own, bring their relevant experience into
play and apply learning points from the instructor’s feedback, the participant develops a positive
attitude and responsibility towards the subject and the performance in the work situation
ELEMENT 1.7 - HUMAN FACTORS
The aim of this element is to draw the participants’ attention to how human performance and taking
responsibility influences a safe work environment, and to prepare for the continued focus on human factors
during practical training and exercises.
Learning objectives:
12) The participant can describe human factors relevant to the wind industry (Knowledge, basic level)
13) The participant shows interest and willingness to focus on human factors during the following
practical exercises (Ability, basic level)
Present how human factors influence accidents in the wind industry (relevant injury statistics should
be referenced and presented from e.g. G+)
Lead a discussion about the role of the individual in improving human performance and how this can
improve the safety of operations in the wind industry
Ensure that constructive feedback on the participant’s performance involve human factor criteria
when these are defined in the learning objective such as the ability to take responsibility or to act
independently
Facts and Human Factors Criteria:
How accidents in the wind industry are influenced by the consequences of human factors and may include
the following terms and conditions:
a. attention and perception

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b. group behaviour and peer pressure weather conditions
c. weather delays noise levels
d. site layout and housekeeping fitness and health
e. domestic and work-related stress workload (both overload and underload) fatigue
f. time pressure and deadlines
g. alcohol, medication, and substance abuse
Engage in discussions and share experiences on how human factors influence accidents in the wind
industry, engage in and reflect on received feedback and take responsibility on their own
performance and development during the training
LIFESAVING FIRST AID USING PRIMARY SURVEY AND THE FIRST AID
STRUCTURE
180 min.
The aim of this lesson is to enable the participants to recognise signs and symptoms of life threating
situations and save lives and preventing injury to the casualty by being able to use primary survey to provide
the correct and effective lifesaving first aid in case of an emergency situation in the wind industry.
Additionally, this lesson is to enable the participants to manage an incident and call for help in a wind turbine
environment and enable evacuation of the casualty(s) off the turbine in order to save lives.
After having successfully completed this lesson, the participant can:
14) Solve how to manage different first aid incidents in a WTG environment in terms of the approach and
assessments made (Ability, basic level)
15) Act independently in providing lifesaving basic first aid by using primary survey to identify and treat
life-threatening conditions in a prioritised order in a first aid incident in a WTG environment (Ability,
intermediate level)
The mentioned life-threatening conditions include:
a. catastrophic external bleeding
b. obstruction of airways

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c. unresponsive casualty
d. unresponsive not breathing casualty
e. bleeding and shock
ELEMENT 2.1 - MANAGEMENT OF A FIRST AID INCIDENT IN A WTG ENVIRONMENT
Learning objective:
16) The participant can explain how safely manage a first aid incident in a WTG environment
(Knowledge, intermediate level)
Explain and demonstrate example(s) of how to manage a first aid incident in a WTG environment:
a. how to follow an efficient and correct first aid structure
a.i to ensure scene safety (including electrical hazards)
a.ii providing lifesaving first aid using the primary survey
a.iii call for help
b. analysis and management of an incident call for help
c. call for help
Facilitate a learning activity for the participants such as leading a discussion, asking the participants
scenario-based questions or share a questionnaire about how to safely manage a first aid incident in a
WTG environment
Engage in the learning activity and share understandings about how to safely manage a first aid
incident in a WTG environment
Note Element 2.1 may be carried out during as part of the practical training e.g. in the scenario- based
training in Lesson 4

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ELEMENT 2.2 - PRIMARY SURVEY “C” A - B – C
17) The participant can name the steps in the primary survey “C”- A – B – C (Knowledge, basic level)
18) The participant can describe the purpose of doing a primary survey (Knowledge, basic level)
19) The participant can explain how to do a primary survey in incidents from the wind industry
20) The participant can perform a correct primary survey in incidents (Skills, intermediate level)
Present primary survey “C” A-B-C and the purpose of the primary survey in patient assessment and
treatment:
a. C – Catastrophic bleeding
b. A - Airway
c. B - Breathing
d. C - Circulation
Ask the participants involving questions about if they have any experiences with primary survey “C” A
- B - C or lead discussions with the participants about the real-life challenges and benefits of primary
survey “C” A - B – C
Explain and demonstrate how to use the Primary Survey (“C” A-B-C) in example(s) of incident(s) from
the different incident types from the wind industry (see Lesson 3) including:
a. key signs of normal body functioning such as respiratory rate and capillary refill
b. how to spot threats to the nervous, respiratory, and circulatory systems
c. how a minor incident can escalate to a serious incident in a WTG environment and what to do
prevent this
Ask the participants to identify the similarities and differences between the examples of the primary
survey shown:
a. what happened?
b. how did the basic first aider(s) act in the examples shown?

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c. in those actions, which were the most important?
d. why were these key actions performed?
Facilitate participants’ practice in how to do a primary survey (“C” A-B-C) in incident(s). Provide a lot
of support and guidance to the participants
Give constructive feedback to the participants’ performance throughout the activities of this element
Engage in the learning activity and share understandings about:
a. the similarities and differences between the examples of the primary survey shown
b. the right way of doing a primary survey
Practice how to do a primary survey (“C” A-B-C) in incident(s)
Reflect on the received feedback and use the feedback to improve their performance
ELEMENT 2.3 - “C”- CATASTROPHIC EXTERNAL BLEEDING
21) The participant can explain how to control catastrophic external bleeding (Knowledge,
intermediate level level)
22) The participant can explain the risk of and how to detect catastrophic external bleeding
23) The participant can solve how to detect catastrophic external bleeding (Ability, basic level)
24) The participant can perform the correct treatment of a casualty with catastrophic external bleeding
including the use of first aid equipment (Skills, intermediate level)
Present how to control catastrophic external bleeding i.e. through the use of a torniquet, direct
pressure and pressure dressings
Show example(s) of the threat of, and how to detect, catastrophic external bleeding
Lead discussions or ask the participants involving questions about:

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a. how to control catastrophic external bleeding
b. the threat of, and how to detect, catastrophic external bleeding
Facilitate guided practice for the participants in detecting catastrophic external bleeding eg:
a. present examples of ‘bleeding’ casualties; some casualties with catastrophic external bleeding
and some casualties that are bleeding, but not considered to be catastrophic external
bleeding (e.g. examples of casualties with arterial bleed and examples of other casualties with
venous bleed)
b. ask the participants to detect which are the casualties with catastrophic external bleeding and
why
Demonstrate correct treatment of a casualty with catastrophic external bleeding including the use of
first aid equipment:
a. direct pressure
b. pressure dressings
c. correct use of a tourniquet
d. use of improvised techniques to control catastrophic external bleeding e.g. improvised

tourniquet
Facilitate practice for the correct treatment of a casualty with catastrophic external bleeding including
the use of first aid equipment:
a. direct pressure and pressure dressings
b. correct use of a tourniquet and improvised tourniquet (two tourniquets may be required to
control bleeding)
Give constructive feedback to the participants performance throughout the activities of this element
Engage in the discussions or answering the questions and share understandings about:
a. how to control catastrophic external bleeding
b. the threat of and how to detect catastrophic bleeding
Engage in the learning activity and practise how to detect catastrophic bleeding
Engage in the practice of how to correctly treat a casualty with catastrophic external bleeding
including the use of first aid equipment:

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a. direct pressure and pressure dressings
b. correct use of a tourniquet and improvised tourniquet (two tourniquets may be required to
control bleeding)
ELEMENT 2.4 - UNRESPONSIVE
Learning objective:
25) The participant can perform first aid to an unresponsive casualty (Skills, intermediate level)
Explain and demonstrate how to provide first aid to an unresponsive casualty including:
a. reasons for unresponsiveness
b. threats to the casualty airway
c. primary survey (“C” A - B - C)
d. unresponsive and breathing casualty should be managed using positional techniques such as
the recovery position (or other national/regional established practices)
Facilitate practice for the participants in providing first aid to an unresponsive casualty
Give constructive feedback to the participants’ performance in providing first aid to an unresponsive
casualty
Engage in answering the questions and share understandings about providing first aid to an
unresponsive casualty
Practise providing first aid to an unresponsive casualty
a. threats to the casualty´s airway
b. primary survey (“C” A - B - C)
c. recovery position; first aider recovery position

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ELEMENT 2.5 - OBSTRUCTION OF AIRWAYS
Learning objective:
26) The participant can perform first aid in case of foreign body airway obstruction (Skills, intermediate
level)
Explain and demonstrate first aid for obstruction of airways
a. primary survey (“C” A - B - C)
b. reasons for obstruction of airways
c. mild vs. severe adult airway obstruction
Facilitate practice for the participants in providing first aid in case of obstruction of airways
Give constructive feedback to the participants´ performance in providing first aid in case of
obstruction of airways
Practise providing first aid in case of obstruction of airways e.g mild and severe adult choking
ELEMENT 2.6 - CPR: UNRESPONSIVE, NOT BREATHING
27) The participant can describe how CPR can preserve important life conditions for the human body
28) The participant can perform the correct first aid to an unresponsive, not breathing casualty (Skills,
intermediate level)
29) The participant can recognise AED safety procedures (Knowledge, basic level)
30) The participant can apply an AED safely and correctly following the AED safety procedures (Skills,
intermediate level)

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Lead discussions or brainstorms with the participants about how CPR can preserve important life
conditions for the human body; such as CPR providing sufficient oxygen to the brain to minimise
injury
Explain and demonstrate first aid for unresponsive and not breathing casualty including:
b. reasons for being unresponsive and not breathing
c. performing CPR on adults both with, and without, the use of AED and a pocket mask in
accordance with regional first aid guidelines (including AED safety procedures)
Facilitate participants’ practice in how to use an AED correctly and safely
Facilitate participants’ practice in how to provide first aid for an unresponsive and not breathing
casualty
Give constructive feedback to the participants performance in providing first aid to an unresponsive
casualty and not breathing casualty
Engage in the discussions or brainstorms and share understandings about how CPR can help maintain
important life conditions for the human body such as CPR providing enough oxygen to the brain to
prevent further injury
Practise CPR on adults both with, and without, the use of AED and a pocket mask
Engage in the practice of how to provide first aid for an unresponsive and not breathing casualty:
b. performing CPR on adults both with, and without, the use of an AED in accordance with
regional first aid guidelines
ELEMENT 2.7 - BLEEDING AND SHOCK
31) The participant can perform the correct first aid for external bleeding (Skills, intermediate level)

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32) The participant can apply dressings on a casualty correctly (Skills, intermediate level)
33) The participant can identify the symptoms of hypovolemic shock and perform the correct first aid
for hypovolemic shock (Skills, intermediate level)
Explain and demonstrate how to identify the symptoms of hypovolemic shock and provide the
correct first aid for hypovolemic shock:
b. signs and symptoms of hypovolemic shock (including delayed capillary refill)
c. reasons for hypovolemic shock (e.g. external, and internal bleeding, open fractures, burns)
d. associated risks with hypovolemic shock
e. use of first aid techniques / methods i.e. psychological first aid, positioning, protecting against
the environment e.g. blanket to keep warm
Explain and demonstrate first aid for external bleeding:
b. use of first aid dressings
Facilitate practice for the participants in:
a. first aid for shock
b. first aid for external bleeding
Note Please give feedback to the participants’ performance throughout the activities of this element
Practise first aid for shock
a. first aid primary survey (“C” A - B - C)

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b. use of first aid techniques / methods i.e. psychological first aid, positioning, protecting against
the environment e.g. blanket to keep warm
Practise providing first aid when a casualty is bleeding externally
b. use of first aid equipment (tourniquet and bandages)
c. use of improvised techniques to control external bleeding
PROVIDING FIRST AID TO RELEVANT INCIDENTS IN THE WIND

INDUSTRY
60 min.
Note As far as possible, this lesson must be facilitated by the instructor in an interactive and practical
way with engagement of the participants. Lesson 3 may also be carried out as scenarios or
practical exercises or selected elements may be supplemented with a practical part, if deemed
possible by the instructor
The aim of this lesson is to enable the participants to provide the correct and effective first aid in case of
relevant incidents where a wind turbine technician needs to be able to provide basic first aid in the wind
industry in order to save lives and prevent further injury.
After having successfully completed this lesson, each participant can:
34) Solve how to provide the correct basic first aid to a casualty in relevant incidents in a WTG environment
(Ability, basic level)
The relevant incidents are:
a. burns
b. chemical contacts to the eye
c. medical emergency situations: heart attack and stroke
d. hypothermia
e. fractures
ELEMENT 3.1 - BURNS
Learning objective:

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35) The participants can explain how to provide the correct first aid to treat burns (Knowledge,
intermediate level)
Explain and demonstrate example(s) of how to provide the correct first aid to treat burns including
electrical burns and how the availability of water can influence how burns should be treated
Lead discussions with the participants about the example(s) of how to provide the correct first aid to
treat burns, for example:
a. how did the instructor provide first aid to treat burns?
b. why were the actions performed?
Engage in the discussions about the example(s) shown and share understandings about how to
provide the correct first aid to treat burns
ELEMENT 3.2 - CHEMICAL CONTACTS TO THE EYE
Learning objective:
36) The participants can explain how to provide the correct first aid to chemical contacts to the eye
Explain and demonstrate example(s) of how to provide the correct first aid for chemical contacts to
the eye
Lead discussion with the participants about the example(s) of how to provide the correct first aid for
chemical contacts to the eye
Engage in the discussion about the example(s) shown and share understandings about how to
provide the correct first aid for chemical contacts to the eye

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ELEMENT 3.3 - MEDICAL EMERGENCY SITUATIONS: HEART ATTACK & STROKE
Learning objective:
37) The participants can explain how to provide the correct first aid in medical emergency situations:
heart attack and stroke (Knowledge, intermediate level)
Explain and demonstrate how to recognise and provide the correct first aid in medical emergency
situations:
a. heart attack
b. stroke
Facilitate a discussion for the participants to ensure understanding of medical emergency situations
relating to heart attack and stroke
Engage in a discussion and share understanding about how to provide the correct first aid in medical
emergency situations heart relating to attack and stroke
ELEMENT 3.4 - HYPOTHERMIA
Learning objective:
38) The participants can explain how to provide the correct first aid to a casualty with hypothermia
Explain and demonstrate example(s) of how to provide the correct first aid to treat hypothermia
including how to insulate the casualty
Lead discussion or ask the participants involving questions about the example(s) of how to provide
the correct first aid to treat hypothermia

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Engage in the discussion or answering the questions about the example(s) shown and share
understandings about how to provide the correct first aid to treat hypothermia
ELEMENT 3.5 - FRACTURES
Learning objective:
39) The participants can explain how to identify a suspected fracture and provide the correct first aid
treatment (Knowledge, intermediate level)
Explain and demonstrate example(s) of how to identify a suspected fracture and provide the correct
first aid treatment
Lead discussion or ask the participants involving questions about the example of how to provide the
correct first aid to a casualty with a suspected fracture
Engage in the discussions or answering the questions about the example(s) shown and share
understandings about how to provide the correct first aid to a casualty with a fracture
ELEMENT 3.6 - HEAD TO TOE EXAMINATION
Learning objective:
40) The participants can explain how to correctly perform a head-to-toe examination in accordance
with regional guidelines (Knowledge, intermediate level)
Demonstrate on a person or dummy how to do a head-to-toe examination and explain the focus on
identifying other injuries
Lead discussions with the participants about the example(s) of how to do a head -to-toe examination
for example:

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a. how did the instructor do the head-to-toe examination?
b. what were the steps or actions of the head-to-toe examination?
c. why were these steps or actions performed?
Engage in the discussions about the example(s) shown and share understandings about how to do a
head -to-toe examination
SCENARIO-BASED TRAINING
135 min.
The aim of this lesson is to enable the participants to assess, assist and provide the correct lifesaving basic
first aid in an incident in the wind industry.
41) Take responsibility for managing first aid incidents with the correct approach and assessments made in
a WTG environment (Ability, Intermediate level)
42) Act independently in correctly assessing, assisting, and providing the necessary first aid in an incident
in a WTG environment (Ability, Intermediate level)
43) Take responsibility for the correct use of first aid equipment (Ability, Intermediate level)
44) Discuss common and expected reactions to acting as a first aider, to an unusual situation and to a
casualty (Knowledge, intermediate level)
Note The instructor must lead a brief warm up of the participants in accordance with Annex 2 of the
BST standard – Guideline For Warm-up Exercises prior to beginning scenario based practical
exercises
Explain additional relevant safety procedures in the training area as required

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Facilitate practice for the participants in providing lifesaving first aid through scenario- based training.
As a minimum, the instructor must ensure that each participant practises the following through the
scenario-based training:
a. managing first aid incidents
b. providing necessary lifesaving first aid for a casualty that is unconscious and require CPR
c. correct use of first aid equipment
d. correct and safe use of an AED
Give constructive feedback and debrief to the participants´ performance throughout the scenario-
based training:
a. review positive actions observed during exercise
b. suggest points for improvement
c. acting as a first aider e.g. what are their reactions to this?
d. normal reactions to an unusual situation
Practice providing lifesaving basic first aid through relevant scenarios. As a minimum, the participants
must practise the following through the scenario-based training:
a. managing incidents
b. providing necessary lifesaving first aid
c. correct use of first aid equipment
d. correct and safe use of an AED
Engage in the debriefing and share their experiences and attitudes
Note This scenario-based training shall be conducted as group work with one or more participants as
first aiders, while the other participants act as casualties or observers. Each participant shall, as a
minimum, participate as a first aider (i.e. not as a casualty) at least two times. Relevant first aid
equipment shall be available and used at all times during scenario-based training. To ensure all of
the above mentioned points are covered during scenario-based training, training providers shall
combine several of the following first aid situations mentioned below

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Note Scenarios from the below lists can be combined at will during the scenario-based training as long
as all the mandatory scenarios are covered
The mandatory scenarios to be covered during scenario-based training are:
a. one electrical incident
b. one incident with either a stroke (circulatory, respiratory, central nervous system) or a heart
attack
c. two scenarios must include a head-to-toe examination of the casualty
d. CPR using an AED
Additional scenarios which should be considered included in the scenario-based training are:
e. dropped object: serious injury fall from heights
f. hypovolemic shock
g. serious external bleeding
h. unresponsive with normal breathing
i. serious burns (chemical, electrical, thermal and sun)
j. hypothermia
k. crush injury (e.g. finger injuries)
l. chemical contacts to the eye
m. minor incident escalating to a serious incident
TRAINING REVIEW
15 min.
The aim of this lesson is to enable the participants to reflect on and process their learning outcome and key
takeaways from the module, aiming to achieve a high learning transfer from the module to their way of
working.
ELEMENT 5.1 - TRAINING REVIEW

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Re-present the overall aims and learning objectives of the module for the participants’ comparison of
their learning outcome and the achievement of their previously stated expectations for the module
Reflect on their learning outcome and key takeaways from the BST First Aid Module, aiming to
achieve a high learning transfer from the module to their way of working by means of, for example:
a. group discussion or walk and talk
b. questions and answers in class, or where suitable
Note The instructor may additionally conduct a local evaluation of the training
ELEMENT 5.2 - FEEDBACK SESSION
Give an overall feedback and feed forward on the participants’ learning outcome inspired by the
training as well as from the training-review session
Encourage the participants to examine and grow awareness of which specific elements in their own
WTG type/WTG environment differ from the training scenario environment (to visualise and enhance
learning transfer)
Encourage the participants to discuss with colleagues about how the BST First Aid Module content,
methods and techniques are similar or different to the local specific conditions identified after the
module completion

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Manual Handling
Module
(MH)

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8. BST MANUAL HANDLING MODULE

8.1 Aims and Objectives for the BST Manual Handling Module
The aim of this module is to enable participants, through theoretical and practical training, to reduce the risk
of musculoskeletal injuries for wind technicians in the wind industry and enable participants to perform their
tasks and activities in the safest possible way when working in a wind turbine environment.
The BST Manual Handling Module may be delivered at the same time as the BSTR Manual Handling
Refresher Module.
The instructor should be aware that this module allows first time participants and refresher participants in the
same classroom. Training should therefore incorporate the sharing of knowledge of the more experienced
participants.
After having successfully complete this BST Manual Handling module, the participants will have the ability to
take responsibility for the use of essential manual handling principles to reduce the risk of musculoskeletal
injury when performing physical tasks and activities in the wind industry (Ability, intermediate level)
Definition of manual handling: The transporting or supporting of a load (including lifting, putting down,
pushing, pulling, carrying, or moving by hand or by bodily force.1
8.2 Duration of the BST Manual Handling Module

The total contact time for completing the BST Manual Handling module is estimated to be 3 hours and 35
minutes.
The training provider must not exceed the time per day given in the Table 8.2.1 (below).
1
Ref. https://www.ofi.co.uk
8.3 Manual Handling Module Participant Ratio

the course.
Practical ratios indicate the maximum number of participants to be supervised by an instructor during each
activity.

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Theory 1:12
BST Manual handling
Practical 1:6
Table 8.3.1 – GWO Manual Handling Module instructor to participant ratio
8.4 Equipment for the Manual Handling Module

The equipment required for manual handling must be representative to loads commonly handled in the wind
industry as well as representative to work situations in the wind industry. Training equipment must fulfil
national legal requirements as stated in GWO Requirements for Training.
8.5 Manual Handling Module Timetable

The order in which elements of this module training are delivered may vary according to the didactical
Training.

1. Introduction to the training 1.1 Safety instructions and emergency procedures
1.2 Facilities
1.3 Introduction
1.5 Ongoing assessment (participant performance
assessment form)
1.6 Motivation
1.7 Human factors
1.8 Behavioural safety
TOTAL 20 min.
2. Injuries, symptoms, and 2.1 How to avoid common musculoskeletal
essential manual handling injuries in the wind industry
principles
2.2 Typical symptoms of injuries
2.3 Essential manual handling principles
2.4 Basic dynamic risk assessment and
introduction to the TILE principle
TOTAL 20 min.
3. Warm up activities 3.1 Warm up activities

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TOTAL 20 min.
4. Manual handling principles 4.1 Working over shoulder height
4.2 Working while kneeling
4.3 Push and pull
4.4 Carrying
4.5 Lifting
4.6 Work with handheld tools
4.7 Awkward postures
TOTAL 140 min.
TOTAL 15 min.
Table 8.5.1 – GWO Manual Handling Module timetable
8.6 Detailed Description of the BST Manual Handling Module
Note The administrative part of the course registration should be carried out before the course
commences

20 min.
3) Discuss behavioural safety and the relevant human factors and explain their implications (Knowledge,
intermediate level)

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Learning objective:
4) The participants show interest in the safety and emergency procedures at the training facility
a. safety instructions according to internal procedures
b. emergency procedures and emergency exits in the areas where the participants can be
Learning objective:
5) The participants can recognise the location of facilities at the training location (Knowledge, basic
level)
restrooms, toilets, etc.)
Alternatively, lead a tour pointing out facilities

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Learning objective:
6) The participants show interest in fellow participants and the course content and design (Ability,
basic level)
Explain and ask involving questions aiming at the program of the BST Manual Handling Module
training, including breaks and mealtimes
Learning objective:
7) The participants can recognise the scope and main objectives of the BST Manual Handling
Module training (Knowledge, basic level)
Present the scope and main learning objective of the BST Manual Handling Module training
Involve participants with questions on understanding and individual experiences relevant for BST
Manual Handling Module
Engage in answering questions and share experiences relevant for the BST Manual Handling Module

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Learning objective:
8) The participants recognise the assessment procedure and the aim of the ongoing assessment
Engage themselves in discussion and (when in doubt) ask questions in relation to the assessment
procedure
Learning objective:
9) The participants show interest and willingness to engage in the learning activities (ability, basic
level)
b. the definition of, and the need for, applying manual handling techniques and principles when
working in the wind industry
effort to support growth of the necessary attitude and motivation in the participant

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Engage themselves in discussions and share experiences relevant to BST Manual Handling
The aim of the element is to initiate the participants’ focus on how human performance and taking
Present how human factors influence accidents in the wind industry. Relevant statistics may be used
improve safety in wind turbine environments
Ensure that constructive feedback on the participant’s performance involve human factors criteria
independently
Human Factors Criteria:
The consequences of human factors in accidents in wind turbine environments are influenced by the
following terms and conditions:
b. group behaviour and peer pressure
c. weather conditions
d. weather delays
e. noise levels
f. site layout and housekeeping
g. fitness and health
h. domestic and work-related stress
i. workload (both overload and underload)

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j. fatigue
k. time pressure and deadlines
l. alcohol, medication, and substance abuse
Engage in discussions and share experiences on how human factors influence accidents related to the
BST Manual Handling Module
Engage in and reflect on received feedback and take responsibility on their own performance and
development during the training
ELEMENT 1.8 - BEHAVIOURAL SAFETY
10) The participants can describe how applying manual handling techniques and principles can affect
them in relation to work related musculoskeletal injuries, illnesses, and life-long mobility
11) The participants can describe the causes of injuries, contributing factors and what to do to
mitigate these (Knowledge, basic level)
Present examples of work-related injuries due to employees failing to apply manual handling
principles and techniques when performing manual handling operations. The presentation should be
supported by recent injury statistics from the wind industry related to manual handling, such as the
current G+ incident data report
Ask the participants involving questions about how work-related injuries and illnesses can affect them
and their mobility in the short-term and long-term
Highlight the importance of staying injury free when doing manual handling tasks
Lead a discussion about the causes of injuries and attributing factors. For example:
a. lack of warm-up before manual handling activity
b. time vs effort/conditions/risk
c. putting the job before oneself

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d. negative habits
e. previous injuries
f. physical condition
g. and how to mitigate these causes and factors
Engage in answering the questions about how work-related injuries and illnesses can affect them in
the short-term and long-term
Engage in the discussion about the causes of injuries, contributing factors and what to do to mitigate
these. Discussions should also cover the individual’s responsibility and taking the initiative to conduct
warm-up prior to work
INJURIES, SYMPTOMS AND ESSENTIAL MANUAL HANDLING

PRINCIPLES
20 min.
The aim of this lesson is to create awareness of the risk of musculoskeletal injuries within the wind industry.
After successfully completing this lesson, participants can:
12) Solve how to identify typical symptoms of musculoskeletal injuries (Ability, basic level)
13) Show interest in the manual handling principles and how these can be used to reduce the risk of injury
in their work (Ability, basic level)
Note Parts of the total learning outcome of Lesson 2 must be covered within the practical exercises in
Lesson 4 in exercise introductions and feedback sessions where feasible
ELEMENT 2.1 - HOW TO AVOID COMMON MUSCULOSKELETAL INJURIES IN THE WIND

INDUSTRY
14) The participants can describe common muscular and skeletal injuries related to manual handling
in the wind industry (Knowledge, basic level)

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15) The participants can describe examples of risks and hazards of manual handling relevant to the
job functions within the wind industry (Knowledge, basic level)
Present examples of common muscular and skeletal injuries related to manual handling in the wind
industry including:
a. back injuries e.g. slipped disc
b. muscle strains
Lead a brainstorm or discussion with the participants about examples of risks and hazards of manual
handling relevant to the job functions within the wind industry and the principles of how to improve
safety while executing such tasks, such as:
a. working over shoulder height
b. working while kneeling
c. lifting, push and pull
d. carrying
e. working with handheld tools
f. awkward positions
g. forceful exertions
h. repetitive motions
i. twisting
j. contact stress
k. exposure of local body parts and entire body to mechanical vibrations
l. duration of exposure
m. frequency of exposure
n. intensity of exposure
Lead discussions with the participants about:

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a. the risks and hazards while executing manual handling related tasks
b. principles of how to improve safety while executing manual handling related tasks
Engage in the brainstorms / discussions: share experiences and understandings about:
a. common muscular and skeletal injuries related to manual handling in the wind industry
b. risks and hazards of manual handling relevant to the job functions within the wind industry
c. how to avoid injuries, the risks and hazards and improve safety while executing manual
handling related tasks
Note Element 2.1 may be carried out during the practical training in Lesson 4 and in the training review
in Lesson 5
ELEMENT 2.2 - TYPICAL SYMPTOMS OF INJURIES
16) The participants can recognise typical early symptoms of musculoskeletal injuries (Knowledge,
basic level)
17) The participants can take responsibility for reacting to early symptoms of musculoskeletal injuries
and take initiative for corrective action and seeking medical advice (Ability, intermediate level)
18) The participants can describe potential long-term consequences of musculoskeletal injuries
Facilitate participants’ guided practice in identifying key examples of typical symptoms of

musculoskeletal injuries
Lead participants in discussions about:
a. experiences with musculoskeletal injuries
b. what to do when typical symptoms of musculoskeletal injuries have been identified

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c. the importance of early detection and treatment
Provide constructive feedback to the participants performance in the activities
Practise how to identify key examples of typical symptoms of musculoskeletal injuries
Reflect on the received feedback, engage in the discussions, and share understandings and
experiences about:
a. what to do when typical symptoms of musculoskeletal injuries have been identified
b. the importance of early detection and treatment
ELEMENT 2.3 - ESSENTIAL MANUAL HANDLING PRINCIPLES
19) The participants can describe essential manual handling principles (Knowledge, basic level)
20) The participants can describe the further control measures and how these can be used to reduce
risk of injury in the participants’ own work (Knowledge, basic level)
Explain and demonstrate how to use essential manual handling principles to safely perform frequent
manual handling tasks in the wind industry
Ask the participants involving questions during the practical exercises about how to use essential
manual handling principles, for example:
a. how are the essential manual handling principles followed?
b. what are the differences and similarities between the principles?
c. how will the participants be able to follow the principles in their own work?
d. in what situations is the principle of ‘good housekeeping’ relevant for safe manual handling
operations?
Present and lead a discussion about further control measures and how to use these to reduce risk of
musculoskeletal injury and protect pre-existing injuries. The hierarchy of control measures is
illustrated by figure 8.6.1 Hierarchy of controls. Also see Annex 3 for further discussion

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Ask the participants involving questions about the further control measures and how these can be
used to reduce risk of injury in the participants own work
Figure 8.6.1 – Hierarchy of controls
Engage in answering the questions and share understandings about:
a. the essential manual handling principles
b. the further control measures and how these can be used to reduce risk of musculoskeletal
injury in the participants’ own work
Note Loads used for training should be of a realistic and safe weight and must be in line with the
guidance in the ‘lifting and lowering filter’ presented in Annex 3. Also see figure 8.6.2 (below)

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Figure 8.6.2 – Lifting and lowering filter
Note The use of mechanical and manual aids is recommended wherever possible to reduce risk of
ELEMENT 2.4 - BASIC DYNAMIC RISK ASSESSMENT AND INTRODUCTION TO TILE PRINCIPLE
Note See Annex 3 for TILE principle
Learning objective:
21) The participants can describe the TILE principle and how to apply them in manual handling
situations (Knowledge, basic level)
Present the TILE principle and their use in relation to basic dynamic risk assessment when planning
manual handling operations
Ask involving questions about TILE principle in relation to planning manual handling operations

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Engage in answering questions and share experiences about using TILE principle when planning
Additional optional learning activity. The participants complete a questionnaire covering the main theory
topics from Lesson 2. This may be done during rotation exercises in Lesson 4
Note TILE principle must be addressed at all times (when relevant) during the practical training in
Lesson 4
WARM UP ACTIVITIES
20 min.
Lesson 3 should be conducted in connection to the practical training in Lesson 4.
The aim of this lesson is to create awareness of the importance of warming up before manual handling
operations to reduce the risk of musculoskeletal injury.
22) The participants can recognise the importance of warming up prior to daily physical work tasks to
ensure safe working practices and reduce the risks of musculoskeletal injury (Knowledge, basic level)
23) The participants can take initiative and responsibility to warm up prior to daily physical work tasks
(ability, intermediate level)
Explain the importance of warming up as preparation for manual handling operations, including
repetitive work, working in awkward positions and heavy lifting
Prompt the participants to share experiences about warming up before manual handling operations
Lead a discussion on how to support a culture about warming up on work sites prior to physical work,
including climbing
Lead a warm-up session of the major muscle groups of the body and the ankles, wrists and back,
including:
a. mobility of joints
b. increase heart rate to oxygenate the muscles (warm-up)
c. stretching

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Share experiences on manual handling operations and related warm up activities
Discuss advantages and challenges to warming up prior to physical work activities
Take part in the warm-up session of the major muscle groups, ankles, wrists and back
Note Warm-up activities should be engaging and motivating for the participants, and they should be
possible to perform as a daily routine on the work site. This way, transfer between the training and
the work situation will be ensured. In Annex 2: Guideline for Warm-up Exercises to this BST
Module, a guideline for a warm-up programme is presented
MANUAL HANDLING PRINCIPLES

140 min.
The aim of this lesson is to enable the participants to use essential manual handling principles in a variety of
relevant scenarios in wind turbine work environments.
Note Guidelines on filters for lifting, carrying, and lowering loads, on how to identify low risk tasks, and
on good handling techniques are presented in Annex 3
After successfully having completed this lesson, the participants can:
24) Take initiative and act independently in using essential manual handling principles to reduce the risk
of musculoskeletal injury when working in the wind industry (Ability, intermediate level)
25) Take responsibility for mitigating musculoskeletal injuries (when lifting; pushing and pulling loads; and
when working in awkward postures) by using suitable manual handling principles and aids where
possible (Ability, intermediate level)
Note The scenario-based training exercises should reflect the environment and the work tasks that wind
technicians face on the job enabling the participants to practise how to mitigate the
musculoskeletal injuries risks related to manual handling
Note Scenario-based exercises must follow the TILE principle and include loads of different shapes,
sizes, and weights. The use of manual handling aids must be considered, when planning the
manual handling operation and must be included where relevant
Note Scenario-based exercises may be conducted as a coherent exercise, where several elements are
included

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ELEMENT 4.1 - WORKING OVER SHOULDER HEIGHT
26) The participants can recognise the risks from working over shoulder heights (Knowledge, basic
level)
27) The participants can take initiative to mitigate the risk of musculoskeletal injuries by applying TILE
principle, safe work procedures and using relevant aids when working over shoulder heights
(Ability, intermediate level)
Note Whenever possible, a work task should be planned to reduce activities above shoulder height
Present and explain how to mitigate working over shoulder height and how to mitigate
musculoskeletal injuries when working over shoulder height
Facilitate a scenario-based exercise covering working over shoulder height: e.g. placing spare parts
and loads; bolt tensioning; reaching and rescue scenarios on ladders
Observe the participant’s performance and give constructive feedback throughout on the
participant’s practice with a focus on:
a. the participants using safe techniques and appropriate planning
b. reducing manual handling using suitable handling aids, where possible
c. the use of the manual handling principles
Take active part in exercises covering working over shoulder height and ask questions when unsure of
safe manual handling techniques and principles
Apply TILE principle when planning the manual handling operation
Reflect on the received feedback in order to perform manual handling the best possible way

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ELEMENT 4.2 - WORKING WHILE KNEELING
28) The participants can recognise the risks of musculoskeletal injuries from working while kneeling
principle, safe work procedures and aids when working while kneeling (Ability, intermediate level)
Explain and present how to mitigate musculoskeletal injuries from working while kneeling. For
example: alternating between sitting and standing, organising work task between colleagues and
how to mitigate musculoskeletal injuries when working while kneeling (e.g. by using knee pads and
mats)
Facilitate a scenario-based exercise covering working while kneeling (e.g. cleaning, preparing
rescuing stretchers and tightening bolts)
Observe the participant’s performance and give constructive feedback throughout the participant’s
practice with a focus on:
b. reducing working whilst kneeling by using suitable handling aids where possible
d. using e.g. knee pads and mats to mitigate musculoskeletal injuries
Take active part in exercises covering working while kneeling and ask questions when unsure of safe
manual handling techniques and principles
Reflect on the received feedback in order to perform manual handling in the best possible way

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ELEMENT 4.3 - PUSH AND PULL
30) The participants can recognise the risks from pushing and pulling loads (Knowledge, basic level)
principle, safe work procedures and aids when pushing and pulling loads (Ability, intermediate
level)
Explain and present how to mitigate musculoskeletal injuries from pushing and pulling loads manually
Facilitate a scenario-based exercise covering moving loads, e.g. when transferring between SOV
(walk-to-work) and WTG, and when working in restricted spaces
Observe the participant’s performance and give constructive feedback throughout the exercise with a
focus on:
b. reducing manual handling using suitable handling aids where possible
c. the use of manual handling principles
Take active part in exercises covering pushing and pulling loads and ask questions when unsure of
Reflect on the received feedback concerning pushing and pulling loads in the best possible way in
relation to avoid musculoskeletal injuries
ELEMENT 4.4 - CARRYING

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32) The participants can recognise the risks from carrying loads (Knowledge, basic level)
principle, safe work procedures and aids when carrying loads (Ability, intermediate level)
Explain and present how to mitigate musculoskeletal injuries from carrying loads by following the
TILE principle
Facilitate a scenario-based exercise covering different loads, e.g. shapes, size, weights, in different
route scenarios, such as: stairs, hatches, thresholds and ramps
Take active part in lifting loads exercises and ask questions when unsure of safe manual handling
techniques and principles
Reflect on the received feedback to perform manual handling in the best possible way
Note Use relevant lifting equipment when possible and avoid carrying loads on stairs
ELEMENT 4.5 - LIFTING
34) The participants can recognise the risks from lifting loads (Knowledge, basic level)

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principle, safe work procedures and aids when lifting loads (Ability, intermediate level)
Present and explain risks from lifting loads and how to mitigate musculoskeletal injuries from lifting,
e.g. weight, grip, posture, and position of the load relative to the body
Facilitate a scenario-based exercise covering lifting different kinds of loads, e.g. liquids in containers,
bulky loads, shapes, and unbalanced loads. The exercise must include considerations covering the
task, individual capabilities, the load, and the work environment (TILE)
Observe the participants’ performance and give constructive feedback throughout the participants
Take an active part in lifting loads exercises and ask questions when unsure of safe manual handling
Reflect on the received feedback to perform manual handling the best possible way
Note The participants must also practise in teams of two or more persons (or otherwise according to
local policy) to perform a safe lift of a load that weighs no more than 30kg and is unwieldy;
difficult to grasp; difficult to grip; with contents likely to move or shift (e.g. a rescue dummy and
liquids)
ELEMENT 4.6 - WORK WITH HANDHELD TOOLS

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36) The participants can recognise the risks from repetitive work and from working with handheld
tools (Knowledge, basic level)
principle, safe work procedures and aids when working with handheld tools (Ability, intermediate
level)
Present and explain risks by working with handheld tools; e.g. repetitive work and heavy tools
Facilitate a scenario-based exercise and a discussion covering how to mitigate musculoskeletal

injuries from repetitive work and working with handheld tools
b. reducing musculoskeletal injuries from repetitive work and work with handheld tools
Take an active part in exercises focusing on how to mitigate injuries from working with handheld
tools; ask questions when unsure of safe manual handling techniques and principles and engage in
discussions
Note The instructor should present examples of early symptoms of injuries from vibrating handheld
tools, e.g. numbness and reduced blood circulation in fingers (vibration white finger)
ELEMENT 4.7 - AWKWARD POSTURES

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38) The participants can recognise the risks from working in awkward postures (Knowledge, basic
level)
principle, safe work procedures and aids when working in awkward postures (Ability, intermediate
level)
Present and explain risks from working in awkward postures (such as: when the torso is twisted or
bent; in combination with loads and distance away from the body) and how to mitigate
musculoskeletal injuries from working in awkward postures
Facilitate an exercise covering working in awkward postures and how to mitigate musculoskeletal
injuries, e.g. when working in restricted spaces, working from a ladder and during rescue scenarios
a. using safe techniques and appropriate planning
b. reducing manual handling by using suitable handling aids and work positions where possible
Take active part in exercises focusing on how to mitigate musculoskeletal injuries from working in
awkward postures and ask questions when in doubt of safe manual handling techniques and
principles
Reflect on the received feedback from performing manual handling when working in awkward
postures in the best possible way
TRAINING REVIEW
15 min.

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working.
their learning outcomes and the achievement of their previously stated expectations for the module
Lead a discussion or Q&A aiming at the participants’ reflections of their learning outcome in relation
to their ways of working
Reflect on their learning outcome and key takeaways from BST Manual Handling, aiming to achieve a
high learning transfer from the module to their ways of working by engaging in questions and
answers in class or where suitable
Give overall feedback and feed forward on the participants' learning outcomes inspired by the
training as well as from the training review (Lesson 4)
learning transfer). In addition, and after the module completion, to discuss with colleagues about how
the BST Manual Handling content, methods and techniques are similar or different to specific, local
conditions

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Fire Awareness
Module
(FAW)

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9. BST FIRE AWARENESS MODULE

9.1 Aims and Objectives of the BST Fire Awareness Module
The aim of this module is to enable the participants to prevent fires, make appropriate judgements when
evaluating a fire, manage evacuation of personnel and ensure all are safely accounted for in the event of an
unmanageable fire. If the incident is judged to be safe, the participants should be able to efficiently
extinguish an initial fire by using basic handheld firefighting equipment.
Overall learning objectives:
1) The participants can act independently to identify fire hazards and prevent fires in a wind turbine
environment (Ability, intermediate level)
2) The participants can take responsibility for assessing a fire and, if needed, be able to select the right
extinguishing media according to the fire classes (Ability, intermediate level)
3) The participants can take responsibility for the evacuation of personnel and ensure all are safely
accounted for in the event of an unmanageable fire (Ability, intermediate level)
4) The participants can act independently in efficiently extinguishing an initial fire by using basic handheld
firefighting equipment, if the incident is judged to be safe (Ability, intermediate level)
9.2 Duration of the BST Fire Awareness Module

The total contact time for completing the BST Fire Awareness Module is to be 3 hours and 20 minutes.
The training provider must not exceed the times per day given in table 9.2.1 below.
Note Contact time includes delivery of course lesson contents, practical exercises and activities directly
related to these.
(where applicable).

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9.3 Fire Awareness Module Participant Ratio

The ratio shown for theory sessions indicates the maximum number of participants that can attend the
course.
Other ratios indicate the maximum number of participants to be supervised by one (or more) instructor(s)
during each activity.

Theory 1:12
BST Fire Awareness
Practical 1:6
Table 9.3.1 – GWO Fire Awareness Module instructor to participant ratio
9.4 Equipment for Fire Awareness Module

requirements as listed in table A4-1 in Annex 1 where applicable.
9.5 BST Fire Awareness Module Timetable

Training.

1.2 Facilities
1.3 Introduction
assessment form)
1.6 Motivation
1.7 Human factors
TOTAL 15 min.
2. Legislation 2.1 Global legislation
2.2 National legislation
TOTAL 5 min.

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3. Fire combustion and fire 3.1 Types of fires

spread
3.2 Fire triangle
3.3 Fire spread
3.4 Fire gases
TOTAL 20 min.
4. Fire extinguishing 4.1 Contingency plan
4.2 Assessing the fire
4.3 Fire classes
TOTAL 25 min.
5. Fire prevention 5.1 Fire hazards
5.2 Fire prevention measures
TOTAL 20 min.
6. Firefighting equipment in a 6.1 Pre-use inspection
WTG
6.2 Correct use of firefighting equipment
TOTAL 20 min.
7. Practice and scenario-based 7.1 Practice
training
7.2 Scenario-based training
TOTAL 80 min.
TOTAL 15 min.
Table 9.5.1 – GWO Fire Awareness Module timetable
9.6 Detailed Description of the BST Fire Awareness Module

15 min.
After having successfully completed Lesson 1 of BST Fire Awareness Module, the participants can:

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Learning objective:
8) The participants show interest or curiosity in the safety and emergency procedures at the training
Learning objective:
level)

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Learning objective:
10) The participants show interest in fellow participants and the course content / design (Ability, basic
level)
Explain and ask involving questions aiming at the programme of the BST Fire Awareness Module
training, including breaks and mealtimes
work location and share expectations on the training
ELEMENT 1.4 - SCOPE AND MAIN LEARNING OBJECTIVE
Learning objective:
11) The participants can recognise the scope and main objectives of the BST Fire Awareness Training
Module (Knowledge, basic level)
Present the scope and main learning objectives of the BST Fire Awareness Module training

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Involve participants with questions on understanding and individual experiences of BST Fire
Awareness Module
Engage in answering questions and share experiences of BST Fire Awareness Module
Learning objective:
Explain the layout of the GWO participant performance assessment form and how it is used
Engage themselves in discussions and ask questions when in doubt in relation to the assessment
procedure
Learning objective:
13) The participants show interest and willingness to engage in the learning activities (Ability, basic
level)

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b. the definition of and the need for BST Fire Awareness Module knowledge, skills and abilities
when working in the wind industry
Engage themselves in discussions and share experiences on BST Fire Awareness Module
play and apply learning points from the instructor’s feedback; the participant develops a positive
The aim of the element is to draw the participants’ attention to how human behaviour and taking
responsibility influences a safe work environment. In addition, the aim is to prepare for a continued focus on
human factors during practical training and exercises.
14) The participants can describe the relevant human factors, and their implications. (Knowledge,
basic level)
15) The participants show interest and willingness to focus on human factors during the following
Present how human factors influence accidents in the wind industry (relevant data may be used)
Lead a discussion about the role of the individual in improving human behaviour and how this can
improve the safety in the wind industry
The consequences of human factors in accidents in the wind industry are influenced by the following terms
and conditions:

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d. weather delays
e. noise levels
j. fatigue
Engage in discussions and share experiences of how human factors influence accidents related to the
BST Fire Awareness Module
LEGISLATION
5 min.
The aim of this lesson is to enable the participants to comply with legislation and requirements that apply to
fire prevention and firefighting equipment related to the industry.
After successfully having completed this lesson, the participants:
16) Show interest in adhering to applicable legislation relevant to fire prevention and firefighting
equipment (Ability, basic level)

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ELEMENT 2.1 - GLOBAL LEGISLATION
Learning objective:
17) The participants can describe relevant legislation and requirements that apply to fire prevention
and firefighting equipment in relation to the industry onshore and offshore (Knowledge, basic
level)
Present examples of relevant legislation and requirements that apply to fire prevention and
firefighting equipment in relation to the industry onshore
Present examples of relevant legislation and requirements that apply to fire prevention and
firefighting equipment in relation to the industry offshore
Ask the participants involving questions about relevant legislation and requirements that apply to fire
prevention and firefighting equipment in relation to the industry onshore and offshore
Engage in answering the questions and share their understandings about relevant legislation and
requirements that apply to fire prevention and firefighting equipment in relation to the industry
onshore and offshore
ELEMENT 2.2 - NATIONAL LEGISLATION
Learning objective:
18) The participants can describe national legislation relevant to fire prevention and firefighting
equipment in relation to the industry (Knowledge, basic level)
Present examples of:
a. applicable legislation

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b. national legislative requirements
c. legal responsibilities
d. local authorities
Ask the participants involving questions about relevant legislation and requirements that apply to fire
prevention and firefighting equipment in relation to the national legislation
Engage in answering the questions and share their understandings about relevant legislation and
requirements that apply to fire prevention and firefighting equipment in relation to the national
legislation
FIRE COMBUSTION AND FIRE SPREAD

20 min.
The aim of this lesson is to enable the participants to understand combustion, fire spread, the different types
of fires and the composition of smoke. In addition, to understand the elements needed for a fire (and more
importantly) how to extinguish a fire and the dangers of smoke.
19) Show interest in the different types of fires and the material state, including the type of material surface
20) Show interest in the triangle of combustion (Ability, basic level)
21) Show interest in fire spread and hazards of fire gases (Ability, basic level)
ELEMENT 3.1 - TYPES OF FIRES
Learning objective:
22) The participants can describe the different types of fires and the material state, including the type
of material surface (Knowledge, basic level)

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Present the types of fires (solid, liquid, gas)
Present material state, including how surface size influences combustion
Facilitate a learning activity such as a quiz, questionnaire or ask the participants involving questions
about the types of fires and the state of material, including the influence of the size of the surface
Engage in answering the activity and share understandings about the types of fires and the state of
material, including the influence of the size of the surface
ELEMENT 3.2 - FIRE TRIANGLE
Learning objective:
23) The participants can recognise basic fire theory e.g. the triangle of combustion (Knowledge,
intermediate level)
Present the elements needed for a fire to occur with reference to the three sides of the triangle of
combustion (oxygen, material, and temperature):
about the elements needed for a fire to occur with reference to the three sides of the triangle of
combustion
Engage in the activity and share understandings about the triangle of combustion
ELEMENT 3.3 - FIRE SPREAD
Learning objective:
24) The participants can explain fire spread (Knowledge, intermediate level)

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Present how fire spreads by (in relation to the wind energy industry):
a. conduction
b. convection
c. radiation
d. direct burning
about how a fire can spread
Give constructive feedback to the participants throughout the activity
Engage in the activity and share understandings about how a fire can spread
ELEMENT 3.4 - FIRE GASES
Learning objective:
25) The participants can explain the composition and hazards of fire gases based on the materials in a
WTG (Knowledge, intermediate level)
Present the composition and hazards of fire gases based on the materials in a WTG
about the composition and hazards of fire gases based on the materials in a WTG
Give constructive feedback to the participants throughout the activity
Engage in the activity and share understandings about the composition and hazards of fire gases
based on the materials in a WTG

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FIRE EXTINGUISHING
25 min.
The aim of this lesson is to enable the participants to assess a fire and, if needed, to be able to identify the
right extinguishing media according to the fire classes. Furthermore, this lesson shall enable the participants
to act according to the contingency plans in a WTG.
26) Solve how to assess a fire (Ability, basic level)
27) Solve how to act in a given situation based on an assessment of the fire and, if needed, to select the
right extinguishing media according to the fire classes (Ability, basic level)
28) Solve how to act according to the continency plans in a WTG (Ability, basic level)
ELEMENT 4.1 - CONTINGENCY PLAN
29) The participants can describe an example of a contingency plan in a wind turbine (Knowledge,
basic level)
30) The participants can describe examples of the importance of knowing beforehand what to do in
an emergency (Knowledge, basic level)
31) The participants can explain when and how to use a personal escape mask if applicable
Share copies of an example of a contingency plan in a wind turbine
Ask the participants involving questions about:
a. the example of a contingency plan for a wind turbine
b. examples of the importance of knowing beforehand what to do in an emergency

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Facilitate an exercise where the participants can share understandings about when and how to use a
personal escape mask if applicable
a. the example of a contingency plan for a wind turbine
b. examples of the importance of knowing beforehand what to do in an emergency
Engage in the exercise and share understandings about when and how to use a personal escape
mask
ELEMENT 4.2 - ASSESSING THE FIRE
Learning objective:
32) The participants can describe the fire intensity curve (Knowledge, basic level)
33) The participants can solve the challenge of how to assess a fire and how to act based on the
assessment of the fire (Ability, basic level)
Present the fire intensity curve
Facilitate a learning activity which enables all participants to practise how to assess a fire and how to
act based on the assessment of the fire
Give constructive feedback to the participants throughout the activity with an emphasis on ensuring
that the participants have a correct understanding of the fire intensity curve; can assess a fire and
know what to do based on the assessment of the fire
Engage in the activity and practise how to assess a fire and how to act based on the assessment of
the fire

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ELEMENT 4.3 - FIRE CLASSES
34) The participants can describe the fire classes (Knowledge, basic level)
35) The participants can explain methods of extinguishing fire with reference to the fire triangle
36) The participants can explain which extinguishing media found in a WTG can be used for various
fire classes (Knowledge, intermediate level)
Present the fire classes and show examples of different types of fires according to the fire classes
Facilitate a learning activity, where the participants must share understandings about:
a. the fire classes
b. methods of extinguishing fire with reference to the fire triangle
c. which extinguishing media found in a WTG can be used for various fire classes
Give constructive feedback to the participants throughout the activity with an emphasis on ensuring
that the participants have a correct understanding of the fire classes and the various fire extinguishers
available for extinguishing various fire types
Engage in the activity and share understandings about:
a. the fire classes
b. methods of extinguishing fire according to the fire classes
c. which extinguishing media found in a WTG can be used for various fire classes
Fire Class by Global Region
Europe North America Australia

Fire Type
Combustible Materials A A A
Flammable Liquids B B B

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Flammable Gases C B C
Flammable Metals D D D
Electrical Fire Not Classified C E
Cooking Oils and Fats F K F
Table 4.3.1 – Fire classes by region
FIRE PREVENTION
20 min.
The aim of this lesson is to enable the participants to take preventive measures to improve fire safety in a
WTG.
37) Solve the challenge of how to identify and mitigate fire hazards in a WTG environment (Ability, basic
level)
38) Show interest in the importance of personal behaviour as a fire prevention measure and how to
improve fire safety during daily work (Ability, basic level)
ELEMENT 5.1 - FIRE HAZARDS
39) The participants can recognise fire hazards in a WTG environment (Knowledge, basic level)
40) The participants can solve the challenge of how to identify and mitigate fire hazards in a WTG
environment (Ability, basic level)
Present example(s) of situation(s) or scenario(s) with fire hazards in a WTG environment

(manned/unmanned)
Explain and demonstrate in how to identify and mitigate the fire hazards in the shown example(s) of
situation(s) or scenario(s) from a WTG environment (manned/unmanned)
Ask the participants relevant questions about how to identify and mitigate the fire hazards in the
example(s)

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Provide additional examples of situations or scenarios from a WTG environment with fire hazards
(manned/unmanned)
Facilitate guided practise for the participants in identifying the fire hazards and deciding how to
mitigate these hazards in the additional examples
Give constructive feedback to the participants’ practice in identifying the fire hazards and deciding
how to mitigate these hazards in the additional examples:
Engage in answering the questions and share their understandings about how to identify and
mitigate the fire hazards in the examples
Engage in the practice of identifying the fire hazards and deciding how to mitigate these hazards in
the additional examples
ELEMENT 5.2 - FIRE PREVENTION MEASURES
41) The participants can describe how to improve fire safety in daily work (Knowledge, basic level)
42) The participants can recognise fixed systems in WTGs, including requirements for special training
for entering WTGs with fixed systems (Knowledge, basic level)
Lead discussion with the participants about how to improve fire safety in daily work
Present example(s) of fixed systems in a WTG, including requirements for special training for entering
WTGs with fixed systems
about fixed systems in a WTG, including requirements for special training for entering WTGs with
fixed systems
Engage in the discussion and share understandings about how to improve fire safety in daily work
Engage in answering the activity and share understandings about fixed systems in a WTG including
requirements for special training for entering WTGs with fixed systems

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FIREFIGHTING EQUIPMENT IN A WTG

20 min.
The aim of this lesson is to enable the participants to be able to use firefighting equipment in a WTG
efficiently without the risk of injuries.
After having successfully completed this lesson, participants can:
43) Solve how to do a pre-use inspection of various firefighting equipment found in a wind turbine (Ability,
basic level)
44) Show interest in distances and correct, efficient, and safe use of various firefighting equipment focusing
on equipment found in a wind turbine (Ability, basic level)
45) Show interest in advantages and disadvantages of various firefighting equipment with a focus on
equipment found in a wind turbine (Ability, basic level)
ELEMENT 6.1 - PRE-USE INSPECTION
46) The participants can describe the importance of pre-use inspection of firefighting equipment
47) The participants can perform pre-use inspections of firefighting equipment (Skills, intermediate
level)
Lead a discussion or brainstorm with the participants about possible consequences if a pre-use
inspection of firefighting equipment is NOT done prior to use
Facilitate practical exercise that enable the participants to practise performing pre-use inspections of
firefighting equipment
Give the participants constructive feedback throughout the activities

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Engage in the brainstorm and share experiences or understandings about the importance of pre-use
inspection of firefighting equipment
Practise pre-use inspections of firefighting equipment
ELEMENT 6.2 - CORRECT USE OF FIREFIGHTING EQUIPMENT
48) The participants can describe the advantages and disadvantages of various firefighting equipment
in WTGs (Knowledge, basic level)
49) The participants can describe the safe distance and precautions for various firefighting equipment
50) The participants can describe how to use various firefighting equipment correctly, efficiently and
safely in WTGs (Knowledge, basic level)
Present the advantages and disadvantages of various firefighting equipment in WTGs
Demonstrate safe distance and precautions for various firefighting equipment
Demonstrate correct, efficient, and safe use of various firefighting equipment in WTGs
Ask the participants involving questions throughout about the:
a. advantages and disadvantages of various firefighting equipment in WTGs
b. safe distances and precautions for various firefighting equipment
c. correct, efficient and safe use of various firefighting equipment in WTGs
Engage in answering the questions and share understandings about the:
a. advantages and disadvantages of various firefighting equipment in WTGs
b. safe distance and precautions for various firefighting equipment
c. correct, efficient and safe use of various firefighting equipment in WTGs

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Note As a minimum, the instructor shall demonstrate how to correctly use a handheld carbon dioxide
(CO2) extinguhser, a water extinguisher, and a fire blanket. Dry chemical extinguishers shall be
explained
Where possible and in accordance with local legislation this demonstration should be conducted
using live fire and active extinguishing agents
PRACTICE AND SCENARIO-BASED TRAINING

80 min.
The aim of this lesson is to enable the participants to assess a fire and if needed, efficiently extinguish a small
fire without the risk of injuries.
51) Take responsibility for the efficient and safe use of the firefighting equipment in a WTG (Ability,
intermediate level)
52) Act independently in assessing the fire and act in a correct manner upon discovering a fire in a WTG
53) Take responsibility for the evacuation of personnel and ensure all are safely accounted for in the event
of an unmanageable fire (Ability, intermediate level)
ELEMENT 7.1 - PRACTICE
54) The participants can apply CO2 extinguishers efficiently and safely (Skill, intermediate level)
55) The participants can apply fire blankets efficiently and safely (Skill, intermediate level)
Facilitate practical exercises that enable the participants to practise the efficient and safe use of:
a. CO2 extinguishers
b. fire blankets

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Give constructive feedback throughout the participants’ practise of the efficient and safe use of CO2
extinguishers and fire blankets
Engage in the exercises and practise using CO2 extinguishers efficiently and safely
Engage in the exercises and practise using fire blankets efficiently and safely
ELEMENT 7.2 - SCENARIO-BASED TRAINING
56) The participants can recognise safety procedures and emergency exits in WTG mock scenarios
57) The participants can describe how smoke develops in an enclosed area and the correct reaction to
such a situation (Knowledge, basic level)
58) The participants can take responsibility for the safe evacuation from a smoke filled environment
59) The participants can act independently and correctly when discovering fire or smoke in a WTG
Explain safety procedures and emergency exits in WTG mock scenarios
Demonstrate smoke development in an enclosed area and the correct reaction to such a situation
Ask the participants relevant questions about the instructor´s demonstration e.g.
a. what happened?
b. how did the smoke develop?
c. how did instructor react in this situation?
d. of those actions, which were the most important?
e. why were these key actions performed?
Facilitate scenarios, where the participants have to practise how to:

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a. safely evacuate a smoke filled environment
b. decide and take the correct actions when discovering fire or smoke in a WTG (various mock
scenarios in WTGs)
Give constructive feedback to the participants’ performance throughout the activities of this element
Engage in the scenarios and practise how to:
a. safely evacuate a smoke filled environment
b. decide and take the correct actions when discovering fire or smoke in a WTG (various mock
scenarios in WTGs)
TRAINING REVIEW
15 min.
working.
Reflect on their learning outcome and key takeaways from BST Fire Awareness Module, aiming to
achieve a high learning transfer from the module to their way of working by means of e.g.
a. group discussions or walk & talk
b. questions & answers in class or where suitable

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training as well as from the training review
the BST Fire Awareness content, methods and techniques are similar or different to specific, local
condition

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Working at Heights
Module
(WAH)

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10. BST WORKING AT HEIGHTS MODULE

10.1 Aims and Objectives of the BST Working at Heights Module
The aim of this module is to enable the participants, through theoretical and practical training, to use basic
personal protective equipment, work safety at height and perform comprehensive basic rescue from height
in a remote wind turbine environment.
After having successfully completed this BST Working at Heights Module, the participants have the ability to
act safely and responsibly when using basic personal protective equipment, working at heights and
performing comprehensive basic rescue from heights in a remote wind turbine environment (Ability,
intermediate level).
Note This course is not designed to test the participants’ capability and aptitude for working at height,
i.e. it is not a test for fear of heights or designed to overcome fear of heights
10.2 Duration of the BST Working at Heights Module

The total contact time for completing the BST Working at Heights Module is estimated to be 13 hours and
25 minutes.
The training provider must not exceed the times per day given in Table 10.2.1 (below).
Note Contact time includes delivery of course lesson contents, practical exercises and activities directly
related to these
(where applicable)
10.3 Working at Heights Module Participant Ratio

the course.

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Other ratios indicate the maximum number of participants to be supervised by an instructor during each
activity.

Theory 1:12
BST Working at Heights
Practical 1:6
Session (Onsite) Instructor to Participant Ratio
Theory 1:12
Practical 1:6
Table 10.3.1 – GWO Working at Heights Module instructor to participant ratio
10.4 Equipment for Working at Heights Module

requirements as listed in Table A4-1 in Annex 1, where applicable.
A generic approach to teaching safety equipment is applied to this module aiming to avoid potential
product specific additional training on completion of this module, which may be required by the participant’s
organisation e.g. prior to site or work.
The generic approach is achieved by teaching a variety of safety equipment products within each safety
equipment category (e.g., guided type fall arresters). This enables the participants to conduct pre-use
inspection and to use other safety equipment products compared to those taught during this module (based
on the manufacturer’s user manual). However, a location specific risk assessment might identify the need for
additional instructions.
Additional fall protection must always be used during training activities at height.
The training provider shall introduce control measures that lower the risks and hazards associated with a fall
from height to an acceptable level, following the Hierarchy of Controls in their risk assessment.
GWO recommends a maximum fall factor of 0.5. To calculate this, the following formula has been used
(shown below) using the maximum allowed lanyard of length 2.00m and a fall of 1.00m
𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹
𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 (𝐹𝐹𝐹𝐹) =
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿ℎ 𝑜𝑜𝑜𝑜 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙
1.00 𝑚𝑚
2.00 𝑚𝑚
𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 (𝐹𝐹𝐹𝐹) = 0.5
During the evacuation exercises in this module the anchor points used for the attachment of fall arrest
lanyard including energy absorbers must be high enough above the ground (or structure below them) that, in
the event of a fall, the energy absorber in their fall arrest lanyard can fully deploy and prevent the
participants from contacting the ground (or structure directly below the anchor point).

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During the evacuation exercise participants must be able to experience a minimum amount of descent (using
an evacuation or rescue device) to ensure that they gain the experience of the speed of descent using these
devices. This can be achieved by having the participants descend from a minimum height using a rescue or
evacuation device.
To ensure enough clearance below the anchor point (for all fall protection equipment that may be used), and
to ensure that the participants can experience a descent of sufficient duration for meaningful learning
transfer, GWO recommends the anchor point is a minimum of 6.75m above the ground (or structure directly
below the anchor point). The recommended 6.75m clearance under the anchor point is explained in detail in
Annex 1.
If a training provider deviates from the recommended anchor point height of 6.75m to a lower height, then
the following additional control measures must be in place.
The training provider shall document a risk assessment for the lower height. This shall include calculations for
the equipment to be used during the evacuation exercises. The calculations shall:
a. use the value for shock absorber elongation that is provided by the equipment manufacturer
and,
b. demonstrate that the equipment will prevent the person from coming into contact with the
ground or structure directly below the anchor point and,
c. use a formula provided by the equipment manufacturer or national legislation that is for the
purpose of calculating anchor point clearance height or, where no such formula exists, use the
formula in Annex 1. The potential fall factor shall not exceed 0.5 and participants must
experience a descent from a platform that is a minimum of 4.5m above the ground
10.5 BST Working at Heights Module Timetable

Training.

1.2 Facilities
1.3 Introduction
assessment form)
1.6 Motivation
1.7 Human factors

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TOTAL 15 min.
2. Legislation 2.1 Global legislation
2.2 National legislation
TOTAL 20 min.
3. Harness 3.1 Pre-use inspection
3.2 Fitting
3.3 Periodic inspections
3.4 Documentation
3.5 Maintenance
TOTAL 30 min.
4. Fall prevention 4.1 Fall prevention over fall arrest
4.2 Pre-use inspection
4.3 Correct attachment to anchor points
4.4 Correct attachment to the harness
4.5 The importance of using work positioning
TOTAL 25 min.
5. Vertical fall arrest systems 5.1 Legal requirements
5.3 Correct attachment and detachment
5.4 Correct use
5.6 Correct documentation
TOTAL 25 min.
6. Fall arrest lanyards 6.1 Legal requirements
6.4 Fall factor
6.5 Fall indicators
6.6 Twin and single fall arrest lanyards
6.7 Approved anchor points for attachment
6.8 The importance of always using fall arrest
systems
TOTAL 55 min.
7. Dropped objects 7.1 Risks

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7.2 Risk reduction

TOTAL 15 min.
8. Self-retracting lifelines 8.1 Fall protection systems during actual work in
wind turbines
8.2 Different allowed maximum angles
8.3 How to attach correctly to the harness
8.4 Approved anchor points for SRL fall protection
systems
TOTAL 10 min.
9. Measures to prevent injury 9.1 Control measures and warm-up
during training
TOTAL 20 min.
10. Practical exercises 10.1 Vertical fall arrest systems
10.2 Fall prevention
10.3 Fall arrest lanyards
TOTAL 60 min.
11. Workshop – risks/ hazards & 11.1 Using the BST Working at Height Module
suspension trauma
11.2 Suspension trauma
TOTAL 30 min.
12. Emergency procedures 12.1 Contents of an evacuation kit
12.2 Preparing equipment for use
12.3 Safe and correct evacuation
12.4 Safe behaviour
TOTAL 80 min.
13. PPE review 13.1 The individual parts of the PPE equipment
TOTAL 10 min.
14. Rescue devices and rigging 14.1 The individual parts of different rescue devices
setup
14.2 Correct use of rescue devices and slings
TOTAL 20 min.
during training
TOTAL 20 min.

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16. Rescue exercises 16.1 Rescue situations in wind turbines

16.2 Safe and correct rescue
16.3 Correct behaviour on the ladder with PPE
TOTAL 355 min.
17. Training Review 17.1 Training review
TOTAL 15 min.
Table 10.5.1 – GWO Working at Heights Module timetable
10.6 Detailed Description of BST Working at Heights Module

15 min.
After having successfully completed Lesson 1 of BST Working at Heights Module, the participants can:
Learning objective:

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Learning objective:
level)
Learning objective:
basic level)
Explain and ask involving questions aiming at the programme of the BST Working at Heights Training
Module programme, including breaks and mealtimes

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Learning objective:
7) The participants can recognise the scope and main objectives of the BST Working at Heights
Training Module (Knowledge, basic level)
Present the scope and main learning objectives of the BST Working at Heights Module training
Involve participants with questions on understanding and individual experiences on BST Working at
Heights
Engage in answering questions and share experiences on BST Working at Heights Module
Learning objective:

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procedure
Learning objectives
level)
b. the definition of and the need for BST Working at Heights Module knowledge, skills and
abilities when working in the wind industry
Engage themselves in discussions and share experiences on BST Working at Heights
play and apply learning points from the instructor’s feedback the participant develops a positive

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basic level)
Present how human factors influence accidents in the wind industry (relevant data may be used)
improve the safety in the wind industry
and conditions:
d. weather delays
e. noise levels
j. fatigue

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Engage in discussions and share experiences of how human factors influence accidents related to the
BST Working at Heights Module
LEGISLATION
20 min.
The aim of this lesson is to enable the participants to comply with legislation for working at heights on
onshore and offshore wind farms.
12) Show interest in complying with legislation relevant to working at heights (Ability, basic level)
Learning objective:
13) The participants can describe global legislation relevant to working at heights (Knowledge, basic
level)
b. legal responsibilities
Ask the participants involving questions about the applicable legislation and legal responsibilities

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Engage in answering the questions and share understandings about applicable legislation and legal
responsibilities
Learning objective:
14) The participants can describe national legislation relevant to working at heights (Knowledge, basic
level)
b. legislative requirements
c. legal responsibilities
Ask the participants involving questions about the applicable legislation, legislative requirements,
and legal responsibilities
Engage in answering the questions and share understandings about applicable legislation, legislative
requirements, and legal responsibilities
HARNESS
30 min.
The aim of this lesson is to reduce the risk of injury caused by a damaged harness by enabling the
participants to perform a pre-use inspection of a harness, to identify when a harness requires a formal
inspection and approval, to explain the basic maintenance of a harness and to correctly fit and adjust a
harness.
15) Take responsibility for working safely with a harness including pre-use inspection, formal inspection
and approval, basic maintenance, and correct use (Ability, intermediate level)

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Learning objective:
16) The participants can perform a pre-use inspection of a any full body harness (Skills, intermediate
level)
Briefly introduce the generic approach to safety equipment as described in the Annex 1
Demonstrate how to select the correct sized harness for the intended work
Demonstrate how to identify the relevant standard markings
Present manufacturer and/or legal inspection periods
Explain the principles and importance of self-inspection of a full body harness for defects and
significant wear, including:
a. observe proper size
b. markings and labels
c. operating weight and temperature range
d. equipment is within period of formal inspections
e. fall indicator
f. dorsal attachment point is seated centrally between shoulders
g. stitching
h. metal parts
i. straps
j. back protection
k. attachment points and D-Rings
l. soiling of harness (e.g. oil spills)

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m. saltwater exposure
n. locks
o. observe manufacturer’s user manual for specific or additional requirements
Demonstrate how to perform a pre-use inspection of a full body harness covering the points in sub-
element 3.1.5
Stress the generic approach to pre-use inspections of a full body harness focusing on similarities and
differences in design, functionality, and operation between different products
Highlight the potential task placed upon the participants (in their own organisation at course
completion) requiring them to familiarise themselves with other safety equipment products
Provide constructive feedback on the participants’ performance during the practice
Practise the ability to perform a pre-use inspection of any full body harness (demonstrated during this
module) covering the points in sub-element 3.1.5
Practise how to correctly identify the standards markings and inspection dates on a full body harness
ELEMENT 3.2 - FITTING
Learning objective:
17) The participants can perform the correct fit and adjustment of any full body harness (Skills,
intermediate level)
Explain the importance of correctly adjusting a full body harness
Demonstrate how to correctly fit and adjust a full body harness ensuring a snug fit and the following
specifics:
a. shoulder straps shall be loosened
b. leg straps sit well
c. abdominal strap shall sit well

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d. chest strap (strapped slightly above or on the chest)
e. pivot link shall be at the hip and shall be flexible. It must not sit so high that it may damage
ribs and internal organs during a fall
Practise the ability to correctly fit and adjust a harness (covering the points in sub-element 3.2.2) to a
snug fit
ELEMENT 3.3 - PERIODIC INSPECTIONS
Learning objective:
18) The participants can explain approvals according to appropriate equipment guidelines (EU, UK,
USA, Canada, Mexico etc.) (Knowledge, intermediate level)
Explain how often the harness shall be approved globally (in the EU, UK, USA, Canada, Mexico, etc.)
Share their understanding of harness approvals according to appropriate equipment guidelines and
ask questions when in doubt
ELEMENT 3.4 - DOCUMENTATION
Learning objective:
19) The participants can explain the approval documentation, equipment serial number, authorisation
date, etc (Knowledge, intermediate level)
Explain documentation, instrument number, authorisation date, etc.

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Explain how to identify the approval documentation, equipment serial number, authorisation date,
etc.
Share their understanding of documentation and ask questions when in doubt
ELEMENT 3.5 - MAINTENANCE
Learning objective:
20) The participants can explain how to maintain a full body harness (Knowledge, intermediate level)
Explain how to store and maintain a harness (e.g. storage in dry environment, wash with fresh water,
etc.)
Share their understanding of harness maintenance and ask questions when in doubt
FALL PREVENTION
25 min.
The aim of this lesson is to enable the participants to use fall/travel restraint and work positioning lanyards to
prevent a fall and reduce the risk of injuries while working at heights.
21) Take responsibility for safely using fall/travel restraint and work positioning lanyards to prevent a fall
and reduce the risk of injuries while working at height (Ability, intermediate level)
ELEMENT 4.1 - FALL PREVENTION OVER FALL ARREST

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22) The participants can perform the attachments of a fall/travel restraint lanyard and work positioning
lanyard correctly to the ladder system (Skills, intermediate level)
23) The participants can explain why fall prevention is preferred over fall arrest (Knowledge,
intermediate level)
Explain why fall prevention is better than fall arrest
Recommend attaching fall arrest as well, when fall/travel restraint or work positioning is attached
and/or being used
Explain that in some companies it is required to attach a fall arrest lanyard while using a work restraint
or work positioning lanyard
Explain how to change position while attached to a work positioning lanyard
Practise the ability to attach a fall/travel restraint lanyard and work positioning lanyard correctly to the
ladder system
Engage in discussing why fall prevention is preferred over fall arrest
Learning objective:
24) The participants can perform a pre-use inspection of a fall/travel restraint lanyard and a work
positioning lanyard (Skills, intermediate level)
Demonstrate how to perform pre-use inspection of a fall/travel restraint lanyard and work positioning
lanyard products required/chosen to instruct this module, by the following principles and covering:

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a. markings and labels
b. operating weight and temperature range
c. equipment is within period of formal inspections
d. integrity, damage, corrosion, saltwater exposure and significant wear of: lanyard rope,
webbing, plastic, metal and heat-shrinkable tubing
e. all moving parts work correctly, with no excessive play
f. connectors (carabiners) operate, and lock as intended and cannot disconnect completely
g. length adjustment function (if fitted) operates, and locks as intended
h. observe manufacturer’s user manual for specific or additional requirements
Stress the generic approach to pre-use inspection of a fall restraint lanyard and work positioning
lanyard focusing on similarities and differences in design, functionality, and operation between
different products
Explain the potential task placed upon the participant in their own organisation on course
completion, requiring them to familiarise themselves with other safety equipment products
Practise the ability to perform a pre-use inspection of fall/travel restraint lanyards and work
positioning lanyards covering the points demonstrated in this element
ELEMENT 4.3 - CORRECT ATTACHMENT TO ANCHOR POINTS
Learning objective:
25) The participants can perform the correct use of fall/travel restraint lanyards and work positioning
lanyards with focus on their own personal safety (Skills, intermediate level)
Explain the importance of personal safety when using work positioning lanyards, participants shall
never lose focus on their own safety
Demonstrate how to correctly attach fall/travel restraint lanyards and work positioning lanyards:
a. to the ladder stiles and reinforced ladder rungs

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b. to certified and structural anchor points
Facilitate practical exercises for the participants covering the scenarios presented in this element
Identify and select certified and structural anchor points for the attachment of fall/travel restraint
lanyards and work positioning lanyards
Practise the ability to correctly attach fall/travel restraint lanyards and work positioning lanyards while
working at height during practical exercises, covering the scenarios presented in this element
ELEMENT 4.4 - CORRECT ATTACHMENT TO THE HARNESS
Learning objective:
26) The participants can perform the attachments of fall/travel restraint lanyards and work positioning
lanyards correctly to the harness (front and/or dorsal attachment points, and/or side D-rings) (Skills,
intermediate level)
Demonstrate how to correctly attach fall/travel restraint lanyards to the harness (front or dorsal
attachment point) according to manufacturer’s user manual and relevant country-specific
requirements/restrictions
Demonstrate how to correctly attach work positioning lanyards to the harness (front attachment point,
and in both side, D-rings at once)
Practise the ability to attach fall/travel restraint lanyards and work positioning lanyards correctly to the
harness
ELEMENT 4.5 - THE IMPORTANCE OF USING WORK POSITIONING
Learning objective:

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27) The participants can explain the importance of using work positioning lanyards in order to leave
hands free for work (Knowledge, intermediate level)
Explain the importance of using work positioning lanyards in order to leave hands free for work
Share their understanding on using work positioning lanyards and ask questions when in doubt
VERTICAL FALL ARREST SYSTEMS

25 min.
The aim of this lesson is to enable the participants to perform a pre-use inspection of various types of vertical
fall arrest systems and to use any vertical fall arrest system while working at height.
28) Show interest in performing a pre-use inspection of various types of vertical fall arrest systems and
using any vertical fall arrest system while working at height (Ability, basic level)
ELEMENT 5.1 - LEGAL REQUIREMENTS
Learning objective:
29) The participants can explain the legal requirements and practical skills for using fall arrest systems
when working at height (Knowledge, intermediate level)
Explain the systems currently in use (rail/wire/inertia reel)
Demonstrate how to correctly identify the relevant standard markings
Explain manufacturer and/or statutory inspection periods

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Explain the correct storage and maintenance
Engage in answering questions and share experiences on the legal requirements and practical skills
for using fall arrest systems when working at height
Learning objective:
30) The participants can perform a pre-use inspection of fall arrest system chosen/required for this
module, including pre-use inspection of a random fall arrest glider/slider (Skills, intermediate level)
Demonstrate how to perform a pre-use inspection of a vertical fall arrest system by the following
principles that cover:
b. system is within period of formal inspections
c. number of users allowed on the system
d. integrity, damage and corrosion of rail and wire and ladder attachments
e. saltwater exposure
f. observe manufacturer’s user manual for specific or additional requirements
Demonstrate how to perform pre-use inspection of the guided type fall arrest products
chosen/required to instruct this module, by the following principles that cover:
a. identify which vertical fall arrest system the guided type fall arrester matches with, including
matching cable size
e. integrity, damage, corrosion, saltwater exposure and significant wear of:
e.i fall arrester

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e.ii cam
e.iii energy absorber
e.iv connectors (carabiners)
f. all moving parts work correctly, with no excessive play
g. spring fitted buttons engage promptly when released
h. locking and catch mechanisms lock/release as intended
i. identify symbol/indication for correct orientation in use
j. gravity stop functionality works as intended
k. fall indicator
l. connectors (carabiners) operate (and lock) as intended, cannot disconnect completely and
have not been extended/shortened
m. which attachment point on harness to connect to
n. observe manufacturer’s user manual for specific or additional requirements.
Stress the generic approach to pre-use inspections of a guided type fall arrester (glider/slider)
focusing on similarities and differences in design, functionality and operation between different
products
Explain that the participant is always required to familiarise themselves with the specific guided type
fall arrester product prior to use e.g. by reading the equipment instruction manuals and to familiarise
themselves with the specific guided type fall arrester (glider/slider) prior to use
Facilitate practice for the participants before the practical exercises lesson
Provide constructive feedback on the participants’ performance during the practise
Practise and demonstrate the ability to perform a pre-use inspection of a vertical fall arrest system
including matching fall arrest glider/slider (demonstrated during this module)
ELEMENT 5.3 - CORRECT ATTACHMENT AND DETACHMENT

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31) The participants can perform the correct attachment of any vertical fall arrest glider/slider to the
matching rail/wire (Skills, intermediate level)
Demonstrate how to attach and detach the glider/slider to the rail/wire of various vertical fall arrest
systems
Explain that the symbol/indication for correct orientation in use of a given guided type fall arrester
may not indicate the climbing direction, and that the equipment should always be used according to
equipment manufacture’s user manual
Practise and demonstrate the ability to correctly attach/detach any glider/slider to the rail/wire of a
matching vertical fall arrest system (prior to the practical exercises lesson of the working at heights
module)
ELEMENT 5.4 - CORRECT USE
Learning objective:
32) The participants can perform the safe and correct use of a vertical fall arrest system while working
at height (Skills, intermediate level)
Demonstrate how to correctly use a vertical fall arrest system, including testing prior commencing
climbing if the fall arrester operates and locks correctly according to equipment manufacture’s user
manual
Practise and demonstrate the ability to correctly use a vertical fall arrest system, including testing
(prior to commencing climbing) if the fall arrester operates and locks correctly according to

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Learning objective:
33) The participants can explain country and region-specific approvals of vertical fall arrest systems
Explain how participants can find the correct country approval for vertical fall arrest systems
Explain that the vertical fall arrest system will require a periodic inspection by a competent person
and that this inspection period will vary from country to country
Explain that the participants must seek out which inspection periods apply in the country where they
will be working
Ask questions when in doubt and share relevant experiences
ELEMENT 5.6 - CORRECT DOCUMENTATION
Learning objective:
34) The participants can explain the correct documentation for the vertical fall arrest system
Explain how participants can find the correct documentation for the vertical fall arrest system
Ask questions when in doubt

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FALL ARREST LANYARDS

55 min.
The aim of this lesson is to enable the participants to safely use fall arrest lanyards while working at height.
35) Take responsibility for safely using fall arrest lanyards while working at height (Ability, intermediate
level)
Learning objective:
36) The participants can explain the legal requirements for using fall arrest systems when working at
height (Knowledge, intermediate level)
Explain the legal requirements for using fall arrest lanyards when working at height
Engage in discussions and ask questions when in doubt
Learning objective:
37) The participants can perform a pre-use inspection of a fall arrest lanyard (Skills, intermediate level)
Demonstrate how to perform pre-use inspection of the fall arrest lanyard products required/chosen to
instruct this module, by the following principles that cover:

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d. integrity, damage, corrosion, saltwater exposure and significant wear of:
d.i energy absorber
d.ii lanyard rope
d.iii webbing
d.iv plastic
d.v metal
d.vi heat-shrinkable tubing
e. all moving parts work correctly with no excessive play
f. connectors (carabiners) operate (and lock) as intended and cannot disconnect completely
h. fall indicator
i. which attachment point on harness to connect to
j. observe fall arrest type (e.g. Y- or V- or I-type) and required attachment procedures, in
particular climbing with a twin fall arrest lanyard
k. observe product fall clearance (max. arrest distance)
l. observe manufacturer’s user manual for specific or additional requirements
Stress the generic approach to pre-use inspections of a fall arrest lanyard focusing on similarities and
Practise the ability to perform a pre-use inspection of any fall arrest lanyard (demonstrated during this
element) before working at height during practical exercises

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ELEMENT 6.3 - CORRECT ATTACHMENT TO HARNESS
Learning objective:
38) The participants can perform a correct attachment of a fall arrest systems to the harness (front and
dorsal attachment points) (Skills, intermediate level)
Demonstrate how to attach fall arrest lanyards correctly to the harness (dorsal, or possible front,
Facilitate practice for the participants before conducting practical working at height exercises
Practise how to correctly attach fall arrest lanyards to a harness
ELEMENT 6.4 - FALL FACTOR
39) The participants can explain the ‘fall factor’ and principle of selecting anchor points which reduce
the fall factor to as low as possible (Knowledge, intermediate level)
40) The participants can act independently in using the principle of selecting anchor points which
reduce the fall factor to as low as possible (Ability, intermediate level)
Define the term ‘fall factor’ as it relates to working at height and fall arrest lanyards
Show diagrams of, and explain, the following:
a. factor 1 fall (FF1)
b. factor 2 fall (FF2)

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Explain how the distance of a free fall can affect the severity of a fall
Explain how reducing the fall factor will reduce the potential free fall distance
Explain how attaching a fall arrest lanyard to an anchor point that is above shoulder height will reduce
the fall factor
Demonstrate how to select anchor points for the attachment of fall arrest lanyards so that the fall
factor is reduced to less than FF1
During subsequent practical training, value and apply the principle of selecting anchor points which
will reduce the fall factor to as low as possible
Note There should be a selection of anchor points at different heights above the working platform
available for the participants to attach their fall arrest lanyards. The lowest anchor points should
be a minimum of 6.75m above ground level (see explanations in Section 10.4 and in Annex 1)
ELEMENT 6.5 - FALL INDICATORS
Learning objective:
41) The participants can explain how to detect if PPE has experienced a fall (Fall Indicator)
Show an example of a fall arrest lanyard where the fall indicator shows that it has experienced a fall
Demonstrate how to identify if the fall arrest lanyard has experienced a fall by using the fall arrest
lanyards fall indicator
Ask questions and share experiences on how to detect if PPE has experienced a fall

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ELEMENT 6.6 - TWIN AND SINGLE FALL ARREST LANYARDS
42) The participants can explain the differences between twin fall arrest lanyards and single fall arrest
lanyards, as well as the different ways they are used (Knowledge, intermediate level)
43) The participants can perform the use of twin tail fall arrest lanyards while double hook climbing
(Skills, intermediate level)
Show examples of, and explain the differences between, twin and single fall arrest lanyards as well as
the different ways of using and observing the manufacturer’s user guidelines
Demonstrate the correct way of using twin and single fall arrest lanyards including; double hook
climbing on ladder, required and recommended distance between twin fall arrest lanyard anchor
point attachment points climbing ladders
Practise how to correctly use single and/or twin fall arrest lanyards while working at height during
practical exercises
Practise how to correctly use twin and/or single fall arrest lanyards (while double hook climbing)
maintaining the correct distance between the anchor points
ELEMENT 6.7 - APPROVED ANCHOR POINTS FOR ATTACHMENT
Learning objective:
44) The participants can explain approved anchor points (Knowledge, intermediate level)
Explain approved anchor points for fall arrest attachment by considering certified anchor points and
structural anchor points which are unquestionably sound (e.g. ladder stiles, reinforced ladder rungs,
gearbox lifting eyes)

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Ask questions and engage in conversations on approved anchor points
Note Approved anchor points shall be pointed out to the participants during practical exercises to the
extent needed
ELEMENT 6.8 - THE IMPORTANCE OF ALWAYS USING FALL ARREST SYSTEMS
Learning objective:
45) The participants can explain the importance of always using a fall arrest system (Knowledge,
intermediate level)
Explain the importance of always using fall arrest systems
Ask questions and share experiences on the importance of always using fall arrest systems
DROPPED OBJECTS
15 min.
The aim of this lesson is to enable the participants to work safely and reduce the risk of injury arising from
dropped objects in and around wind turbines.
46) Show interest in working safely to reduce the risk of injury arising from dropped objects in and around
wind turbines (Ability, basic level)
ELEMENT 7.1 - RISKS
Learning objective:

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47) The participants can explain the risks posed by dropped objects (Knowledge, intermediate level)
Explain the risks posed by dropped objects
Explain which items constitute a dropped object hazard
Describe typical injuries that can occur as a result of a dropped object
Ask questions and share experiences on risks posed by dropped objects
ELEMENT 7.2 - RISK REDUCTION
Learning objective:
48) The participants can explain how to reduce the risk of dropping objects (Knowledge, intermediate
level)
Explain that it is never acceptable to work directly above another person
Explain and demonstrate methods for mitigating the risk of dropped objects like:
a. closing hatches
b. covering openings
Explain and demonstrate how to reduce the risk of dropped objects using:
a. object attachment and tethering
b. closed top tool bags
Define the term ‘drop zone’

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Explain how, by staying out of the drop zone of workers at height, injuries arising from dropped
objects may be prevented
Share their understanding on how to reduce the risk of dropped objects and keep this awareness
during the rest of the training exercises
Take responsibility for staying out of the drop zone of workers at height during the training’s practical
exercises
SELF-RETRACTING LIFELINES
10 min.
The aim of this lesson is to enable the participants to use self-retracting lifelines as fall protection system
during actual work in a wind turbine.
49) Take responsibility for correctly and safely using self-retracting lifelines as a fall protection system in a
wind turbine (Ability, intermediate level)
ELEMENT 8.1 - FALL PROTECTION SYSTEMS DURING ACTUAL WORK IN A WIND TURBINE
Learning objective:
50) The participants can explain the use of an SRL as a fall protection system during actual work in a
wind turbine (Knowledge, intermediate level)
Provide examples of when an SRL may be used as fall protection system during actual work at height
in a wind turbine
Explain that additional fall protection systems are commonly required as a measure to prevent injury
during training activities and that an additional fall protection system is commonly not required in
actual wind turbines, particularly not for emergency situations such as evacuation and rescue

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Explain the different types of SRL fall protection systems typically used for training activities and used
in wind turbines for actual work. Explain why and how they are used, their limitations and fall
clearance, the length of the lifeline
Ask questions and engage in discussion about the importance of using fall protection systems in
training and actual wind turbines
Explain the difference between fall protection systems used in training versus in actual wind turbines
ELEMENT 8.2 - DIFFERENT ALLOWED MAXIMUM ANGLES
Learning objective:
51) The participants can explain the different maximum angles that are allowed when using an SRL
according to manufacture specifications (Knowledge, intermediate level)
Describe the different maximum angles that are allowed according to equipment manufacture’s user
manual
Explain how the maximum angle is calculated based on the angle of the lifeline in use compared to;
either the SRL housing or the SRL attachment point (anchor point) – according to equipment
manufacture’s user manual
Provide an explanation for the different maximum angles allowed when using an SRL and how this is
calculated
ELEMENT 8.3 - HOW TO ATTACH CORRECTLY TO THE HARNESS
Learning objective:
52) The participants can correctly perform the attachment of a self-retracting lifeline to a harness
attachment point (Skills, intermediate level)

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Explain and demonstrate how to correctly attach an SRL to the harness (front and dorsal attachment
points)
Facilitate practical exercises for participants to practise and demonstrate how to correctly attach an
SLR to their harness
Practise and demonstrate how to correctly attach an SRL to their harness
ELEMENT 8.4 - APPROVED ANCHOR POINTS FOR SRL FALL PROTECTION SYSTEMS
Learning objective:
53) The participants can explain the different types of approved anchor points that an SRL is allowed
to be secured to (Knowledge, intermediate level)
describe how to identify and use approved anchor points for the attachment of SRLs
Explain how to identify and use different approved anchor points when attaching an SRL
Learning objective:
54) The participants can perform a pre-use inspection of a self-retractable lifeline (SRL) (Skills,
intermediate level)

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Demonstrate how to perform pre-use inspection of the SRL product required/chosen to instruct this
module, by the following principles that cover:
b. observe product operating weight and temperature range
d. integrity, damage, corrosion, saltwater exposure, and significant wear of:
d.i block including bolts and locking rivets (entire cable/webbing)
d.ii connectors (carabiners)
g. fall indicator
h. brake function (twice)
i. observe correct alignment (max. angle between block and cable/webbing)
j. observe product fall clearance (max. arrest distance)
k. observe manufacturer’s user manual for specific or additional requirements
l. differences in pre-use inspections depending on whether the device is pre-installed or not,

according to manufacturer specifications
Stress the generic approach to pre-use inspection of a self-retractable lifeline (SRL) focusing on
similarities and differences in design, functionality, and operation between different products
Explain that the participant is always required to familiarise themselves with the specific SRL product
prior to use e.g., by reading the manufacturer’s user manual
Facilitate practical exercises for participants to practise and demonstrate a pre-use inspection of an
SRL
Provide constructive feedback on the participants’ performance during practical exercises
Practise and demonstrate how to perform pre-use inspection on the SRL product required/chosen to
instruct this module

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MEASURES TO PREVENT INJURY DURING TRAINING

20 min.
The aim of this lesson is to reduce the risk of injury during training by introducing the participants to the
control measures employed in the practical training area and how to warm up prior to performing rescue
exercises.
55) Take responsibility for control measures employed in the practical training area and for warming up
prior to performing rescue exercises (Ability, intermediate level)
ELEMENT 9.1 - CONTROL MEASURES AND WARM-UP
Learning objective:
56) The participants can explain the control measures employed in the practical training area and how
to warm up prior to performing rescue exercises (Knowledge, intermediate level)
Explain further control measures for the specific training facilities and training to avoid injury during
the training
Verify that the participants can explain the principles of operation of the PPE and equipment to be
used during practical training sessions
Ensure that any hazardous energy sources which may affect the participants during the practical
training sessions are isolated and locked out and that the status of the isolations has been
communicated to the participants
Lead a warm-up session of the major muscle groups of the body, ankles, wrists and back
It is the instructor’s responsibility to always attach additional fall protection to each participant who is
working at height (including both casualty and rescuer). GWO recommends that a SRL is used as
additional fall protection.
Perform a pre-use inspection of their personal fall protection equipment

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Perform a ‘buddy check’ of another participant’s personal fall protection equipment
PRACTICAL EXERCISES
60 min.
The aim of this lesson is to enable the participants to perform safe and controlled work at height, according
to the control measures.
57) Take responsibility for a safe and controlled working at heights (Ability, intermediate level)
ELEMENT 10.1 - VERTICAL FALL ARREST SYSTEMS
Learning objective:
58) The participants can act independently while safely and correctly using the vertical fall arrest
systems in the training facility (Skills, advanced level)
Create practical exercises that enable the participants to practise using the vertical fall arrest systems
safely and correctly
Practise how to use vertical fall arrest systems safely and correctly
ELEMENT 10.2 - FALL PREVENTION
Learning objective:
59) The participants can take responsibility for the safe and correct use of fall restraint lanyards and
work positioning lanyards (Skills, advanced level)

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60) The participants can take responsibility for providing fall prevention (fall restraint) over fall arrest
Create practical exercises that enable the participants to practise how to use fall restraint lanyards
and work positioning lanyards to prevent a fall
Practise the ability to safely and correctly use fall restraint lanyards and work positioning lanyards to
prevent a fall and ask questions when in doubt
ELEMENT 10.3 - FALL ARREST LANYARDS
Learning objective:
61) The participants can take responsibility for the safe and correct use of fall arrest lanyards (Skills,
advanced level)
Practise and demonstrate the ability to use fall arrest lanyards safely and correctly, double hook
climbing included
WORKSHOP – RISK/HAZARDS & SUSPENSION TRAUMA

30 min.
The aim of this lesson is to enable the participants to identify risks and hazards in a WTG environment
(including suspension trauma) and to take responsibility for preventing them.

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62) Take responsibility for working safely at heights in a wind turbine environment (Skills, advanced level)
ELEMENT 11.1 - USING THE BST WORKING AT HEIGHTS MODULE
Learning objective:
63) The participants can explain multiple perspectives acquired through group discussions
Discuss how to best apply the skills learned during the BST Working at Height training in a wind
turbine environment
Share relevant experiences and reflections on the multiple perspectives acquired through group
discussions
ELEMENT 11.2 - SUSPENSION TRAUMA
64) The participants can explain the cause of suspension trauma and ways to prevent it (Knowledge,
intermediate level)
65) The participants can act independently in reducing the risks of a suspension trauma if suspected
in a casualty (Ability, intermediate level)
Explain how suspension trauma affects the human body
Explain how to mitigate suspension trauma using trauma straps (if fitted to the harness) or using a
work positioning lanyard
Demonstrate how to position and treat a conscious and unconscious casualty who is suspected to be
suffering from suspension trauma

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Ask relevant questions when in doubt
Note For a class of 12, divide participants into three groups of four. The participants should use 10
minutes to discuss and generate ideas about rescue and emergency situations in the wind turbine
environment. Each group should write the ideas on a flipchart that the instructor can display to
enhance a large group discussion with the entire class during the remaining 10 minutes of the
workshop. Adjust number of groups of four to match total number of participants.
EMERGENCY PROCEDURES
80 min.
The aim of this lesson is to enable the participants to safely evacuate from a wind turbine using an evacuation
or rescue kit.
66) Act independently in safely evacuating from a wind turbine using an evacuation or rescue kit (Ability,
intermediate level)
Note If there is more than one participant on the top of the training tower at the same time, all need to
be secured, either by the evacuation device or by their fall arrest systems
ELEMENT 12.1 - CONTENTS OF AN EVACUATION KIT
Learning objective:
67) The participants can describe the contents of an evacuation kit (Knowledge, basic level)
Show the contents of an evacuation kit and present how the equipment is used in practice applying a
generic approach to the use of evacuation equipment focusing on similarities and differences in
design, functionality, and operation between different products
Ask the participants involving questions throughout about the contents of an evacuation kit and how
the equipment is used in practice

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Ask and answer questions on the evacuation kit
ELEMENT 12.2 - PREPARING EQUIPMENT FOR USE
Learning objective:
68) The participants can explain how the evacuation equipment is used (Knowledge, intermediate
level)
69) The participants can perform the preparation of rescue and or evacuation equipment for use,
including applying personal fall protection prior to commencing evacuation (Skills, advanced level
Explain that pre-use inspection of the evacuation device may be omitted only if it is permitted by the
manufacturer’s user manual and the manufacturer criteria
Demonstrate how to perform a pre-use inspection of the rescue/evacuation device products

required/chosen to instruct this module, by following principles that cover:
b. equipment is within the period of formal inspections
c. the rope has no damage and end terminations are in good condition
d. the rope runs freely through the device in both directions
e. checking integrity and the absence of, damage, corrosion, saltwater/chemical/lubricant/dirt

exposure or contamination
f. checking for the absence of significant wear of the device
g. rope securing mechanism works correctly
h. the product operating temperature range
Demonstrate how to prepare the equipment for use, including correct use of anchor points
Stress the generic approach in performing a pre-use inspection and using a rescue/evacuation device
focusing on the similarities and differences in design, functionality, and operation between different
products

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completion, requiring them to familiarise themselves with other rescue/evacuation products
Engage in discussion on how the evacuation equipment is used
Practise a pre-use inspection of the rescue/evacuation device and products chosen to instruct this
module
ELEMENT 12.3 - SAFE AND CORRECT EVACUATION
70) The participants can perform a safe and correct single evacuation with the evacuation, or rescue,
device set up in a passive mode (Skills, intermediate level)
71) The participants can perform a safe and correct double evacuation with the evacuation or rescue
device set up in an active mode: including a connecting element between the device and the
harness (Skills, intermediate level)
Demonstrate how to perform a safe and correct evacuation, which shall include:
a. attaching the evacuation device to an anchor point (passive mode setup)
b. attaching the evacuation device to the harness, (active mode setup, applying a
deflection/friction connector (carabiner) on the rescue device) and, during a double
evacuation, using a fall restraint lanyard (kept as short as possible) as a connecting element
between the rescue/evacuation device and the harness
c. when using a friction device; ensure that the rope runs through the device as intended
according to the manufacturer’s instructions
d. detach the fall restraint/fall arrest system, if attached to an anchor point
e. provide fall prevention by keeping the evacuation device rope’s end taut
f. safe and correct access to egress location (e.g. opening escape hatch door, rolled roof edge,
etc)
g. deploying the rope bag and inspecting for knots/length (passive mode setup)

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h. secure the rope bag to the harness (active mode setup)
i. holding onto the rescue device rope while getting into position for descent (e.g. getting out of
the hatch)
j. transferring full body weight to the rescue device rope before descent (e.g. while sitting in the
open hatch and putting tension on the rope)
k. evacuating to ground level
l. disconnecting the evacuation device
Facilitate practical exercises for the participants
Provide constructive feedback on the participants’ performance during the practice:
Practise how to perform a safe and correct evacuation
ELEMENT 12.4 - SAFE BEHAVIOUR
Learning objective:
72) The participants can take responsibility for safe behaviour in connection with evacuation,
including applying personal fall protection prior to commencing evacuation (Ability, intermediate
level)
Explain safe behaviour in connection with evacuation
Practise the ability to perform a passive mode and active mode setup evacuation from height using
full PPE and a random evacuation device (demonstrated during this module)
Practise the ability to disconnect the device after reaching the ground level
Practise the ability to use techniques like attaching equipment to their harness to reduce the risk of
dropped objects

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Note During the evacuation scenarios participants who are not performing the exercise shall be in a
safe area (at ground level) where they can familiarise themselves with setting up evacuation
equipment and rigging the equipment for an evacuation
An instructor shall be at the height chosen to descend from
Instructor(s) and participants shall be secured to an anchor point while waiting to descend. This
can be achieved by correct use of the fall arrest lanyard
When participants are demonstrating the evacuation, a safety line that is connected to the
participants’ harness shall be used. This will be set up and controlled by the instructor and be
secured to a separate anchor point other than that of the evacuation device
Although not a requirement of this standard, participants may repeat the evacuation exercises
should sufficient time be available
PPE REVIEW
10 min.
The aim of this lesson is to introduce the participants to the individual parts of the PPE equipment and
enable them to use the PPE safely.
This lesson is intended to be a recap suitable for the beginning of day two of a training.
73) Discuss the individual parts of the PPE equipment, the correct pre-use inspection and use of the PPE
ELEMENT 13.1 - THE INDIVIDUAL PARTS OF THE PPE EQUIPMENT
Discuss the individual parts of the PPE equipment and instruction in pre-use inspection and use
RESCUE DEVICES AND RIGGING SETUP

20 min.
The aim of this lesson is to enable the participants to utilise a rescue device in a wind turbine environment.

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74) Show interest in the individual parts of the rescue equipment (Ability, basic level)
75) Solve the challenge of how to correctly use rescue devices, anchor points and various rigging
configurations on a ladder system (Ability, basic level)
ELEMENT 14.1 - THE INDIVIDUAL PARTS OF DIFFERENT RESCUE DEVICES
76) The participants can describe the individual parts of different rescue devices including accessories
77) The participants can recognise the generic approach in the parts of a rescue device focusing on
78) The participants can recognise their potential task in familiarising themselves with other safety
equipment products in their own organisation on course completion (Knowledge, basic level)
Explain and demonstrate the individual parts of different rescue devices, including accessories,
covering:
a. how to attach the device to an anchor point
b. how to utilise an integrated friction device (e.g. pig tail/bull horn) to divert the rope
c. how to rig the device with deflection applying a friction connector (carabiner) for an active
mode setup
d. how to secure the rope
e. the use of a rope clamp for rescue (enabling lifting/safe disconnection of a loaded rope type
fall protection lanyard)
Stress the generic approach in the parts of a rescue device focusing on similarities and differences in
Highlight the potential task placed upon the participant in (their own organisation at course
Ask the participants involving questions about the individual parts of the different rescue devices,
including accessories

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Engage in answering the questions and share understandings about the individual parts of the
different rescue devices, including accessories
ELEMENT 14.2 - CORRECT USE OF RESCUE DEVICES & SLINGS
79) The participants can recognise that pre-use inspection of the evacuation/rescue device may be
omitted only if it is permitted by the manufacturer’s user manual and the manufacturer criteria
80) The participants can describe how to perform pre-use inspection of the rescue device products
required/chosen to instruct this module (Knowledge, basic level)
81) The participants can describe how to rig the device onto a ladder stile and reinforced rung
utilising slings (on one side and in a centre position of the ladder system) aiming to enable moving
parts of the device to run freely (Knowledge, basic level)
82) The participants can describe the principles of lifting angle, angle factor and edge protection
83) The participants can describe how to rig the device in passive mode setup, and active (inverted)
mode setup with deflection/deviation applying a friction connector (carabiner) (Knowledge, basic
level)
84) The participants can recognise the generic approach in pre-use inspecting and using a rescue
device focusing on similarities and differences in design, functionality, and operation between
different products (Knowledge, basic level)
85) The participants can recognise their potential task in familiarising themselves with other safety
equipment products in their own organisation on course completion (Knowledge, basic level)
Present that pre-use inspection of the evacuation/rescue device may be omitted only if it is permitted
by the manufacturer’s user manual and the manufacturer criteria
Demonstrate how to perform pre-use inspection of the rescue device products required/chosen to
instruct this module, by following principles that cover:

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b. equipment is within period of formal inspections
c. the rope has no damage and the end terminations are in good condition
e. checking for integrity and the absence of damage, corrosion, saltwater/chemical/lubricant/dirt

g. connectors (carabiners) operate, and lock as intended and cannot disconnect completely
h. rope securing mechanism works properly
i. observe product operating temperature range
Demonstrate how to rig the device onto a ladder stile and reinforced rung utilising slings (on one side
and in a centre position of the ladder system) aiming to enable moving parts of the device to run
freely
Explain and demonstrate the principles of lifting angle, angle factor and edge protection
Demonstrate how to rig the device in passive mode setup, and active (inverted) mode setup with
deflection/deviation applying a friction connector (carabiner)
Stress the generic approach in pre-use inspecting and using a rescue device focusing on similarities
and differences in design, functionality, and operation between different products
Highlight the potential task placed upon the participant (in their own organisation at course
Create a learning activity such as simple quiz, questionnaire or ask the participants involving
questions throughout about:
a. how to perform pre-use inspection of the rescue device products required/chosen to instruct
this module
b. how to rig the device onto a ladder stile and reinforced rung utilising slings (on one side and
in a centre position of the ladder system) aiming to enable moving parts of the device to run
freely
c. the principles of lifting angle, angle factor and edge protection
d. how to rig the device in passive mode setup, and active (inverted) mode setup with

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Engage in answering the activity and share understandings about:
a. how to perform pre-use inspection of the rescue device products required/chosen to instruct
this module
b. how to rig the device onto a ladder stile and reinforced rung utilising slings (on one side and
in a centre position of the ladder system) aiming to enable moving parts of the device to run
freely
c. the principles of lifting angle, angle factor and edge protection how to rig the device in
passive mode setup, and active (inverted) mode setup with deflection/deviation applying a
friction connector (carabiner)

20 min.
The aim of this lesson is to reduce the risk of injury during training by ensuring that the participants are
briefed in the control measures employed in the practical training area and to warm up prior to performing
rescue exercises.
Note This lesson is repeated from Lesson 9 with the intention of teaching the participants good habits
of warming up prior to working
the training

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Attach additional fall protection to each participant. It is the instructor’s responsibility to always attach
additional fall protection to each participant who is working at height (including both casualty and
rescuer). GWO recommends that a SRL is used as additional fall protection.
RESCUE EXERCISES
355 min.
The aim of this lesson is to enable the participants to do a safe and correct rescue in wind turbines while
using correct rescue devices, anchor points and safe behaviour on ladders with PPE.
Furthermore, this lesson will give the participants the opportunity to practice working at height techniques
while performing rescue exercises.
87) Act independently in safely approaching working at heights rescues in wind turbines (Ability,
intermediate level)
88) Take responsibility for safely and correctly using rescue devices (Ability, intermediate level)
ELEMENT 16.1 - RESCUE SITUATIONS IN WIND TURBINES
Learning objective:
89) The participants can describe how to safely approach rescue situations in wind turbines

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Explain and demonstrate how to safely approach rescue situations in wind turbines
Ask the participants involving questions about the instructor´s demonstration of how to safely
approach rescue situations in wind turbines:
a. how did the instructor approach the rescue situation?
b. in those actions, which were the most important?
c. why were these key actions performed?
Engage in answering the questions and share understandings about how to safely approach rescue
situations in wind turbines
ELEMENT 16.2 - SAFE AND CORRECT RESCUE
90) The participants can describe how to conduct a safe and correct rescue in a wind turbine
environment and administer first aid relating to this rescue (Knowledge, basic level)
91) The participants can safely and correctly perform a rescue in a wind turbine environment (Skills,
intermediate level)
Explain and demonstrate how to conduct a safe and correct rescue in a wind turbine environment
and administer first aid relating to this rescue. The demonstration shall include:
a. handling a conscious/unconscious casualty
b. suspension trauma prevention
c. connecting the connector (carabiner) to the casualty’s harness
d. applying tension to the rope to enable safe disconnection of the casualty’s fall arrest and /or
e. safe descent of casualty

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f. suspension trauma treatment
Ask the participants involving questions about the instructor´s demonstration of how to conduct a
safe and correct rescue in a wind turbine environment and administer first aid relating to this rescue
Practise and share understandings about how to conduct a safe and correct rescue in a wind turbine
environment and administer first aid relating to this rescue
ELEMENT 16.3 - CORRECT BEHAVIOUR ON THE LADDER WITH PPE
92) The participants can take responsibility for the safe and correct behaviour on ladders with PPE
93) The participants can act independently in safely and correctly using anchorage points (Ability,
intermediate level)
Explain and demonstrate the correct behaviour on ladder with PPE
Ask the participants involving questions about the instructor´s demonstration of the correct behaviour
on ladder with PPE
Facilitate practical exercises that enable the participants to practice the safe and correct use of:
a. the evacuation/rescue devices, including:
b. pre-use inspection
c. correct and efficient use of anchor points
d. correct behaviour on ladder with PPE
e. a rescue device in the following scenarios:
f. rescue of a conscious casualty hanging by a guided type vertical fall arrester, secured by their
work positioning lanyard (inside of the ladder) with the rescue equipment in a passive setup,
preferably utilising a rope clamp for rescue

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g. rescue of an unconscious casualty hanging by a fall arrest lanyard (inside of the ladder) with
the rescue equipment in an active setup
h. rescue of a conscious casualty secured by their work positioning lanyard attached to the front
attachment point of their harness (from the outside of the ladder)
Give constructive feedback to the participants throughout the exercises
Engage and practise the correct and safe use of the evacuation/rescue devices, including:
a. pre-use inspection
b. correct and efficient use of anchor points
c. correct behaviour on ladder with PPE
Engage and practise how to safely and correctly use a rescue device in the following scenarios:
a. rescue of a conscious casualty hanging by a guided type vertical fall arrester, secured by their
b. rescue of an unconscious casualty hanging by a fall arrest lanyard (inside of the ladder) with
c. rescue of a conscious casualty secured by their work positioning lanyard attached to the front
Note The participants shall at all times during the exercises practice how to reduce the risk of dropped
objects
During exercise 16.3.6.c. The participant performing the rescue should use a rope clamp for
rescue (to train in the use of this equipment) and use the hip overhang technique to move the
casualty away from the ladder
Note During the rescue scenarios the participants who are not performing the exercise shall be in a safe
area (at ground level) where they can familiarise themselves with setting up rescue equipment,
rigging and operating the equipment for a rescue
It is recommended to have the participants familiarise themselves with the rescue equipment
while one rescue exercise is conducted and observe one rescue exercise

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During the rescue scenarios the participants acting as rescuer must correctly use their work
positioning lanyard to secure themselves leaving their hands free to work with the equipment and
casualty
During the rescue scenarios, a rescue dummy can be used to simulate a casualty
The instructor will notify the participants whether the casualty is conscious or unconscious.
Participants may demonstrate the recovery position/seated position once the dummy has been
lowered to a safe area
All appropriate PPE shall be worn during these exercises
Methods of preventing suspension trauma should be demonstrated during the practical exercises,
as they will have already been discussed in theory. This will facilitate good, small group
discussions on the various methods of preventing suspension trauma
TRAINING REVIEW
15 min.
take aways from the module, aiming to achieve a high learning transfer from the module to their way of
working.
Reflect on their learning outcome and key take aways from BST Working at Heights Module, aiming
to achieve a high learning transfer from the module to their way of working by means of e.g.

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Give an overall feedback and feed forward on the participants' learning outcome inspired by the
training as well as from the training review session
learning transfer). In addition to discuss with colleagues how the BST Working at Heights Module
content, methods and techniques are similar or different to the local specific conditions identified
after the module completion
10.7 Participant Performance Assessment

Assessment of learning outcomes.
Participants will be assessed according to the learning outcomes stated in this module by means of direct
observation and supplementary oral questions, where appropriate.
The assessment shall be conducted by practical scenarios based on the WTG environment. Each participant
shall participate and demonstrate:
Correct use of the evacuation/rescue device, including:
a. user inspection and test
b. use of correct anchor points
Correct rescue methods, including:
c. rescue of a conscious casualty secured by their work positioning lanyard (from the outside of
the ladder, with hip diversion, i.e. rescue line is diverted using the side D-ring located at the
hip of the rescuer’s harness. This creates greater space between the casualty and the ladder

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The formal evaluation of knowledge of above scenarios shall be in accordance with the participant
performance assessment form (example provided in GWO’s Requirements for Training). The instructor keeps
the participant performance assessment form until the completion/evaluation of the BST Module
Training providers shall have a documented procedure in place for dealing with participants not meeting the
stated learning outcomes. If a participant fails to meet the demands, they shall attend a new BST Working at
Heights Module.

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Working at Heights &

Manual Handling
(WAH/MH) Combined

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11. BST WORKING AT HEIGHTS & MANUAL HANDLING MODULE

11.1 Aims and Objectives of the BST Working at Heights & Manual Handling Module
The aim of this module is to enable the participants, through theoretical and practical training, to use basic
personal protective equipment, work safely at heights and perform comprehensive basic rescue from heights
in a wind turbine environment. Furthermore, this module also aims to encourage positive manual handling
and ergonomic behaviour and enable participants to perform manual handling tasks in a safe manner.
Overall learning objective for the module:
1) After having successfully completed this BST Working at Heights and Manual Handling Module, the
participants have the ability to act safely and responsibly and apply good manual handling techniques
when working at heights and performing comprehensive basic rescue from heights. (Ability,
intermediate level)
Note This course is not intended to test the participants’ capability and aptitude for working at height,
i.e. it is not a test for fear of heights or designed to overcome fear of heights
11.2 Duration of the BST Working at Heights & Manual Handling Module
The total contact time for completing the BST Manual Handling and Working at Heights Module is 14 hours
and 40 minutes.
related to these
(where applicable)

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11.3 Working at Heights & Manual Handling Module Participant Ratio

the course.
Other ratios indicate the maximum number of participants to be supervised by an instructor during each
activity.

BST Working at Heights with Manual Theory 1:12
Handling Practical 1:6
Session (Onsite) Instructor to Participant Ratio
Theory 1:12
Practical 1:4
Table 11.3.1 – GWO WAH and MH Module instructor to participant ratio
11.4 Equipment for Working at Heights & Manual Handling Module

requirements as listed in Bable A4-1 in Annex 1 where applicable.
A generic approach to teaching safety equipment is applied to this module aiming to avoid potential
product specific additional training on completion of this module, which may be required by the participant’s
organisation e.g. prior to site or work.
The generic approach is achieved by teaching a variety of safety equipment products within each safety
equipment category (e.g., guided type fall arresters). This enables the participants to conduct pre-use
inspection and to use other safety equipment products compared to those taught during this module (based
on the manufacturer’s user manual). However, a location specific risk assessment might identify the need for
additional instructions.
Additional fall protection must always be used during training activities at height.
The training provider shall introduce control measures that lower the risks and hazards associated with a fall
from height to an acceptable level, following the Hierarchy of Controls in their risk assessment.
GWO recommends a maximum fall factor of 0.5. To calculate this the following formula has been used
(shown below) using the maximum allowed lanyard of length 2.00m and a fall of 1.00m
𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿ℎ 𝑜𝑜𝑜𝑜 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙
Using the maximum allowed lanyard of length 2.00 m and a fall 0f 1.00 m,
1.00 𝑚𝑚
𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 𝐹𝐹𝐹𝐹𝐹𝐹𝑡𝑡𝑜𝑜𝑜𝑜 (𝐹𝐹𝐹𝐹) =
2.00 𝑚𝑚

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𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹𝐹 (𝐹𝐹𝐹𝐹) = 0.5
During the evacuation exercises in this module the anchor points used for the attachment of fall arrest
lanyards including energy absorbers must be high enough above the ground (or structure below them) that,
in the event of a fall, the energy absorber in their fall arrest lanyard can fully deploy and prevent the
participants from contacting the ground (or structure directly below the anchor point).
During the evacuation exercise participants must be able to experience a minimum amount of descent (using
an evacuation or rescue device) to ensure that they gain the experience of the speed of descent using these
devices. This can be achieved by having the participants descend from a minimum height using a rescue or
evacuation device.
To ensure enough clearance below the anchor point (for all fall protection equipment that may be used), and
to ensure that the participants can experience a descent of sufficient duration for meaningful learning
transfer, GWO recommends the anchor point is a minimum of 6.75m above the ground (or structure directly
below the anchor point). The recommended 6.75m clearance under the anchor point is explained in detail in
Annex 1.
If a training provider deviates from the recommended anchor point height of 6.75m to a lower height, then
the following additional control measures must be in place.
The training provider shall document a risk assessment for the lower height. This shall include calculations for
the equipment to be used during the evacuation exercises. The calculations shall:
a. use the value for shock absorber elongation that is provided by the equipment manufacturer
and,
b. demonstrate that the equipment will prevent the person from coming into contact with the
ground or structure directly below the anchor point and,
c. use a formula provided by the equipment manufacturer or national legislation that is for the
purpose of calculating anchor point clearance height or, where no such formula exists, use the
formula in Annex 1. The potential fall factor shall not exceed 0.5 and participants must
experience a descent from a platform that is a minimum of 4.5m above the ground
11.5 BST Working at Heights & Manual Handling Module Timetable

Training.


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1.2 Facilities
1.3 Introduction
assessment form)
1.6 Motivation
1.7 Human factors
TOTAL 15 min.
2. Legislation and behavioural 2.1 Global legislation
safety 2.2 National legislation
2.3 Behavioural safety
TOTAL 25 min.
3. Harness 3.1 Pre-use inspection
3.2 Fitting
3.4 Documentation
3.5 Maintenance
TOTAL 30 min.
4. Fall prevention 4.1 Fall prevention over fall arrest
4.3 Correct attachment to anchor points
4.5 The importance of using work positioning
TOTAL 30 min.
5. Vertical fall arrest systems 5.1 Legal requirements
5.3 Correct attachment and detachment
5.4 Correct use
5.6 Correct documentation
TOTAL 25 min.
6. Fall arrest lanyards 6.1 Legal requirements

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6.4 Fall factor

6.5 Fall indicators
6.6 Twin and single fall arrest lanyards
6.7 Approved anchor points for attachment
6.8 The importance of always using fall arrest
systems
TOTAL 55 min.
7. Dropped objects 7.1 Risks
7.2 Risk reduction
TOTAL 15 min.
8. Self-retracting lifelines 8.1 Fall protection systems during actual work in
wind turbines
8.2 Different allowed maximum angles
8.3 How to attach correctly to the harness
8.4 Approved anchor points for SRL fall protection
systems
TOTAL 10 min.
during training
TOTAL 20 min.
10. Practical exercises 10.1 Vertical fall arrest systems
10.2 Fall prevention
10.3 Fall arrest lanyards
TOTAL 60 min.
11. Injuries, symptoms, and 11.1 How to avoid common musculoskeletal
essential manual handling injuries in the wind industry
principles 11.2 Typical symptoms of injuries
11.3 Essential manual handling principles
11.4 Basic dynamic risk assessment and
introduction to TILE principle
TOTAL 25 min.
12. Manual handling: risk 12.1 Working over shoulder height
controls and proper manual 12.2 Working while kneeling
handling techniques
12.3 Push and pull
12.4 Carrying

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12.5 Lifting
12.6 Work with handheld tools
12.7 Awkward postures
TOTAL 60 min.
13. Emergency procedure 13.1 Contents of an evacuation kit
13.2 Preparing equipment for use
13.3 Safe and correct evacuation
13.4 Safe behaviour
TOTAL 80 min.
14. Workshop – risks/ hazards & 14.1 Using the BST Working at Height with Manual
suspension trauma Handling Course
14.2 Suspension trauma
TOTAL 30 min.
15. PPE review 15.1 The individual parts of the PPE equipment
TOTAL 10 min.
16. Rescue devices and rigging 16.1 The individual parts of different rescue devices
setup 16.2 Correct use of rescue devices and slings
TOTAL 20 min.
17. Rescue exercises 17.1 Rescue situations in wind turbines
17.2 Safe and correct rescue
17.3 Correct behaviour on the ladder with PPE
TOTAL 355 min.
18. Training Review 18.1 Training review
TOTAL 15 min.
Table 11.5.1 – GWO BST WAH/MH Module timetable
11.6 Detailed Description of BST Working at Heights & Manual Handling Module

15 min.

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After having successfully completed Lesson 1 of BST Working at Heights & Manual Handling Module, the
participants can:
Learning objective:
Learning objective:
level)

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Learning objective:
basic level)
Explain and ask involving questions aiming at the programme of the BST Working at Heights &
Manual Handling Module program, including breaks and mealtimes
Learning objective:
8) The participants can recognise the scope and main objectives of the BST Working at Heights &
Manual Handling Module (Knowledge, basic level)

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Present the scope and main learning objectives of the BST Working at Heights & Manual Handling
Module training
Involve participants with questions on understanding and individual experiences on BST Working at
Heights & Manual Handling Module training
Engage in answering questions and share experiences on BST Working at Heights & Manual
Handling Module training
Learning objective:
procedure
Learning objective:

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level)
b. the definition of and the need for BST Working at Heights & Manual Handling module
understandings and abilities
Engage themselves in discussions and share experiences on BST Working at Heights & Manual
Handling
play and apply learning points from the instructor’s feedback the participant develops a positive
basic level)

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Present how human factors influence accidents in the wind industry (relevant statistics may be
applied)
improve the safety of offshore operations
and conditions:
d. weather delays
e. noise levels
j. fatigue
m. warming up prior to working at height, including awkward postures
Engage in discussions and share experiences on how human factors influence accidents related to the
BST Working at Heights & Manual Handling

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LEGISLATION AND BEHAVIOURAL SAFETY

25 min.
The aim of this lesson is to introduce the participants to the site organisation and relevant legislation in order
to ensure the participants are aware of the roles, responsibilities and rules that apply to onshore and offshore
wind farms. Additionally, this lesson will enable the participants to work safely in the wind industry and
remain injury-free.
13) Recognise hazards and risks associated with working at heights and manual handling specific to a wind
turbine generator (WTG) (Knowledge, basic level)
14) Show interest in complying with applicable legislation relevant to working at heights and manual
handing specific to a WTG (Ability, basic level)
15) Act independently in searching for help or seeking guidance regarding legislation about working at
heights and manual handling (Ability, intermediate level)
16) The participants can describe internationally recognised standards/legislation relevant to working
at height (Knowledge, basic level)
17) The participants can describe internationally recognised standards/legislation relevant to manual
handling (Knowledge, basic level
Describe applicable standards/legislation
Describe legal responsibilities
Share their experiences on when it can be necessary to find and apply legislation and where their
local and national legislation can be obtained

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18) The participants can describe national standards/legislation relevant to working at heights
19) The participants can describe national standards/legislation relevant to manual handling
Describe applicable legislation
Describe legislative requirements
Describe legal responsibilities
Share their experiences on when it can be necessary to find and apply legislation and where their
local and national legislation can be obtained
ELEMENT 2.3 - BEHAVIOURAL SAFETY
20) The participants can explain the consequences of injuries (Knowledge, intermediate level)
21) The participants can explain the possible causes of injuries (Knowledge, intermediate level)
Lead a discussion about the causes of injuries, i.e. time vs. effort/conditions/risk, putting job before
self, negative habits, previous injuries, etc.
Highlight the importance of staying injury-free
Explain the consequences of incorrect manual handling

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Lead a discussion about the importance of warming up before working at heights in awkward physical
postures
Discuss how a work-related injury can affect them
Discuss how incorrect manual handling can affect them
Discuss the importance of warming up prior to working at heights and manual handling in general
HARNESS
30 min.
The aim of this lesson is to reduce the risk of injury caused by a damaged harness by enabling the
participants to perform a pre-use inspection of a harness, to identify when a harness requires a formal
inspection and approval, to explain the basic maintenance of a harness and to correctly fit and adjust a
harness.
22) Take responsibility for working safely with a harness including pre-use inspection, formal inspection
and approval, basic maintenance, and correct use (Ability, intermediate level)
Learning objective:
23) The participants can perform a pre-use inspection of a random full body harness (Skills,
intermediate level)
Briefly introduce the generic approach to safety equipment as described in the Annex 1
Demonstrate how to select the correct sized harness for the intended work
Demonstrate how to identify the relevant standard markings
Present manufacturer and/or legal inspection periods

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Explain the principles and importance of self-inspection of a full body harness for defects and
significant wear, including:
a. observe proper size
e. fall indicator
f. dorsal attachment point is seated centrally between shoulders
g. stitching
h. metal parts
i. straps
j. back protection
k. attachment points and D-Rings
l. soiling of harness (e.g. oil spills)
m. saltwater exposure
n. locks
o. observe manufacturer’s user manual for specific or additional requirements
Demonstrate how to perform a pre-use inspection of a random full body harness covering the points
in sub-element 3.1.5
Stress the generic approach to pre-use inspections of a full body harness focusing on similarities and
Highlight the potential task placed upon the participants (in their own organisation at course
Practise the ability to perform a pre-use inspection of a random full body harness (demonstrated
during this module) covering the points in sub-element 3.1.5

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Practise how to correctly identify the standards markings and inspection dates on a full body harness
ELEMENT 3.2 - FITTING
Learning objective:
24) The participants can perform the correct fit and adjustment of a random full body harness (Skills,
intermediate level)
Explain the importance of correctly adjusting a full body harness
Demonstrate how to correctly fit and adjust a full body harness ensuring a snug fit and the following
specifics:
a. shoulder straps shall be loosened
b. leg straps sit well
c. abdominal strap shall sit well
d. chest strap (strapped slightly above or on the chest)
e. pivot link shall be at the hip and shall be flexible. It must not sit so high that it may damage
ribs and internal organs during a fall
Practise the ability to correctly fit and adjust a harness covering the points in sub-element 3.2.2 to a
snug fit
Learning objective:
25) The participants can explain approvals according to appropriate equipment guidelines (EU, UK,
USA, Canada, Mexico etc.) (Knowledge, intermediate level)

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Explain how often the harness shall be approved globally (in the EU, UK, USA, Canada, Mexico, etc.)
Share their understanding of harness approvals according to appropriate equipment guidelines and
ask questions when in doubt
ELEMENT 3.4 - DOCUMENTATION
Learning objective:
26) The participants can explain the approval documentation, equipment serial number, authorisation
date, etc (Knowledge, intermediate level)
Explain documentation, instrument number, authorisation date, etc.
Explain how to identify the approval documentation, equipment serial number, authorisation date,
etc.
Share their understanding of documentation and ask questions when in doubt
ELEMENT 3.5 - MAINTENANCE
Learning objective:
27) The participants can explain how to maintain a full body harness (Knowledge, intermediate level)
Explain how to store and maintain a harness (e.g. storage in dry environment, wash with fresh water,
etc.)

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Share their understanding of harness maintenance and ask questions when in doubt
FALL PREVENTION
30 min.
The aim of this lesson is to enable the participants to use fall/travel restraint and work positioning lanyards to
prevent a fall and reduce the risk of injuries while working at heights.
28) Take responsibility for safely using fall/travel restraint and work positioning lanyards to prevent a fall
and reduce the risk of injuries while working at height (Ability, intermediate level)
ELEMENT 4.1 - FALL PREVENTION OVER FALL ARREST
29) The participants can perform the attachments of a fall/travel restraint lanyard and work positioning
lanyard correctly to the ladder system (Skills, intermediate level)
30) The participants can explain why fall prevention is preferred over fall arrest (Knowledge,
intermediate level)
Explain why fall prevention is better than fall arrest
Recommend attaching fall arrest as well, when fall/travel restraint or work positioning is attached
and/or being used
Explain that in some companies it is required to attach a fall arrest lanyard while using a work restraint
or work positioning lanyard
Explain how to change position while attached to a work positioning lanyard
Conduct warm-up on relevant muscles and loins
Facilitate the practical training on using fall prevention equipment

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Practise the ability to attach a fall/travel restraint lanyard and work positioning lanyard correctly to the
ladder system
Engage in discussing why fall prevention is preferred over fall arrest
Note Warm-up is introduced in Lesson 2 and will be unfolded in Lesson 9. To be loyal to the principles
of safe behaviour, it is necessary to perform warm-up, when relevant
Learning objective:
31) The participants can perform a pre-use inspection of a fall/travel restraint lanyard and a work
positioning lanyard (Skills, intermediate level)
Demonstrate how to perform pre-use inspection of a fall/travel restraint lanyard and work positioning
lanyard products required/chosen to instruct this module, by the following principles and covering:
d. integrity, damage, corrosion, saltwater exposure and significant wear of:- lanyard rope,
webbing, plastic, metal and heat-shrinkable tubing
f. connectors (carabiners), and lock as intended and cannot disconnect completely
h. observe manufacturer’s user manual for specific or additional requirements

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Stress the generic approach to pre-use inspection of a fall restraint lanyard and work positioning
lanyard focusing on similarities and differences in design, functionality, and operation between
different products
Practise the ability to perform a pre-use inspection of a random fall/travel restraint lanyard and work
positioning lanyard covering the points demonstrated in this element, before working at height
during practical exercises
ELEMENT 4.3 - CORRECT ATTACHMENT TO ANCHOR POINTS
Learning objective:
32) The participants can perform the correct use of fall/travel restraint lanyards and work positioning
lanyards with focus on their own personal safety (Skills, intermediate level)
Explain the importance of personal safety when using work positioning lanyards, participants shall
never lose focus on their own safety
Demonstrate how to correctly attach fall/travel restraint lanyards and work positioning lanyards:
a. to the ladder stiles and reinforced ladder rungs
b. to certified and structural anchor points
Facilitate practical exercises for the participants covering the scenarios presented in this element
Identify and select certified and structural anchor points for the attachment of fall/travel restraint
lanyards and work positioning lanyards
Practise the ability to correctly attach fall/travel restraint lanyards and work positioning lanyards while
working at height during practical exercises, covering the scenarios presented in this element

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ELEMENT 4.4 - CORRECT ATTACHMENT TO THE HARNESS
Learning objective:
33) The participants can perform the attachments of fall/travel restraint lanyards and work positioning
lanyards correctly to the harness (front and/or rear attachment points, and/or side D-rings) (Skills,
intermediate level)
Demonstrate how to correctly attach fall/travel restraint lanyards to the harness (front or back
Demonstrate how to correctly attach work positioning lanyards to the harness (front attachment point,
and in both side, D-rings at once)
Practise the ability to attach fall/travel restraint lanyards and work positioning lanyards correctly to the
harness
ELEMENT 4.5 - THE IMPORTANCE OF USING WORK POSITIONING
Learning objective:
34) The participants can explain the importance of using work positioning lanyards in order to leave
hands free for work (Knowledge, intermediate level)
Explain the importance of using work positioning lanyards in order to leave hands free for work
Share their understanding on using work positioning lanyards and ask questions when in doubt

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VERTICAL FALL ARREST SYSTEMS

25 min.
The aim of this lesson is to enable the participants to perform a pre-use inspection of various types of vertical
fall arrest systems and to use any vertical fall arrest system while working at height.
35) Show interest in performing a pre-use inspection of various types of vertical fall arrest systems and
using any vertical fall arrest system while working at height (Ability, basic level)
Learning objective:
36) The participants can explain the legal requirements and practical skills for using fall arrest systems
when working at height (Knowledge, intermediate level)
Explain the systems currently in use (rail/wire/inertia reel)
Demonstrate how to correctly identify the relevant standard markings
Explain manufacturer and/or statutory inspection periods
Explain the correct storage and maintenance
Learning objective:
37) The participants can perform a pre-use inspection of fall arrest system chosen/required for this
module, including pre-use inspection of a random fall arrest glider/slider (Skills, intermediate level)

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Demonstrate how to perform a pre-use inspection of a vertical fall arrest system by the following
principles that covers:
b. system is within period of formal inspections
c. number of users allowed on the system
d. integrity, damage and corrosion of rail and wire and ladder attachments
e. saltwater exposure
f. observe manufacturer’s user manual for specific or additional requirements
Demonstrate how to perform pre-use inspection of the guided type fall arrest products
chosen/required to instruct this module, by the following principles that cover:
a. identify which vertical fall arrest system the guided type fall arrester matches with, including
matching cable size
e. integrity, damage, corrosion, saltwater exposure and significant wear of: fall arrester, cam,
energy absorber and connectors (carabiners)
f. all moving parts work correctly, with no excessive play
g. spring fitted buttons engage promptly when released
h. locking and catch mechanisms lock/release as intended
i. identify symbol/indication for correct orientation in use
j. gravity stop functionality works as intended
k. fall indicator
l. connector (carabiner) elements operate (and lock) as intended, cannot disconnect completely
and have not been extended/shortened

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m. which attachment point on harness to connect to
n. observe manufacturer’s user manual for specific or additional requirements.
Stress the generic approach to pre-use inspections of a guided type fall arrester (glider/slider)
focusing on similarities and differences in design, functionality and operation between different
products
Explain that the participant is always required to familiarise themselves with the specific guided type
fall arrester product prior to use e.g. by reading the equipment instruction manuals and to familiarise
themselves with the specific guided type fall arrester (glider/slider) prior to use
Facilitate practise for the participants before the practical exercises lesson
Provide constructive feedback on the participants’ performance during the practise
Practise and demonstrate the ability to perform a pre-use inspection of a vertical fall arrest system
including matching fall arrest glider/slider (demonstrated during this module)
ELEMENT 5.3 - CORRECT ATTACHMENT AND DETACHMENT
38) The participants can perform the correct attachment of any vertical fall arrest glider/slider to the
matching rail/wire (Skills, intermediate level)
Demonstrate how to attach and detach the glider/slider to the rail/wire of various vertical fall arrest
systems
Explain that the symbol/indication for correct orientation in use of a given guided type fall arrester
may not indicate the climbing direction, and that the equipment should always be used according to
Practise and demonstrate the ability to correctly attach/detach a random glider/slider to the rail/wire
of a matching vertical fall arrest system (prior to the practical exercises lesson of the working at
heights module)

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ELEMENT 5.4 - CORRECT USE
Learning objective:
39) The participants can perform safely and correctly use a vertical fall arrest system while working at
height (Skills, intermediate level)
Demonstrate how to correctly use a vertical fall arrest system, including testing (prior to commencing
climbing) if the fall arrester operates and locks correctly according to equipment manufacture’s user
manual
Practise and demonstrate the ability to correctly use a vertical fall arrest system, including testing
(prior to commencing climbing) if the fall arrester operates and locks correctly according to
Learning objective:
40) The participants can explain country and region-specific approvals of vertical fall arrest systems
Explain how participants can find the correct country approval for vertical fall arrest systems
Explain that the harness will require a periodic inspection by a competent person and that this
inspection period will vary from country to country
Explain that the participants must seek out which inspection periods apply in the country where they
will be working

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ELEMENT 5.6 - CORRECT DOCUMENTATION
Learning objective:
41) The participants can explain the correct documentation for the vertical fall arrest system
Explain how participants can find the correct documentation
FALL ARREST LANYARDS

55 min.
The aim of this lesson is to enable the participants to safely use fall arrest lanyards while working at height.
42) Take responsibility for safely using fall arrest lanyards while working at height (Ability, intermediate
level)
Learning objective:
43) The participants can explain the legal requirements for using fall arrest systems when working at
height (Knowledge, intermediate level)
Explain the legal requirements for using fall arrest lanyards when working at height

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Engage in discussions and ask questions when in doubt
Learning objective:
44) The participants can perform a pre-use inspection of a fall arrest lanyard (Skills, intermediate level)
Demonstrate how to perform pre-use inspection of the fall arrest lanyard products required/chosen to
instruct this module, by the following principles that cover:
d. integrity, damage, corrosion, saltwater exposure and significant wear of:
d.i energy absorber
d.ii lanyard rope
d.iii webbing
d.iv plastic
d.v metal
d.vi heat-shrinkable tubing
h. fall indicator
i. which attachment point on harness to connect to

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j. observe fall arrest type (e.g. Y- or V- or I-type) and required attachment procedures, in
particular climbing with a twin fall arrest lanyard
k. observe product fall clearance (max. arrest distance)
l. observe manufacturer’s user manual for specific or additional requirements
Stress the generic approach to pre-use inspections of a fall arrest lanyard focusing on similarities and
Practise the ability to perform a pre-use inspection of any fall arrest lanyard (demonstrated during this
element) before working at height during practical exercises
ELEMENT 6.3 - CORRECT ATTACHMENT TO HARNESS
Learning objective:
45) The participants can perform a correct attachment of a fall arrest systems to the harness (front and
dorsal attachment points) (Skills, intermediate level)
Demonstrate how to attach fall arrest lanyards correctly to the harness (dorsal, or possible front,
Facilitate practice for the participants before working at height during practical exercises
Practise how to correctly attach fall arrest lanyards to a harness

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ELEMENT 6.4 - FALL FACTOR
46) The participants can explain the ‘fall factor’ and principle of selecting anchor points which reduce
the fall factor to as low as possible (Knowledge, intermediate level)
47) The participants can act independently in using the principle of selecting anchor points which
reduce the fall factor to as low as possible (Ability, intermediate level)
Define the term ‘fall factor’ as it relates to working at height and fall arrest lanyards
Show diagrams of and explain the following:
a. factor 1 fall (FF1)
b. factor 2 fall (FF2)
Explain how the distance of a free fall can affect the severity of a fall
Explain how reducing the fall factor will reduce the potential free fall distance
Explain how attaching a fall arrest lanyard to an anchor point that is above shoulder height will reduce
the fall factor
Demonstrate how to select anchor points for the attachment of fall arrest lanyards so that the fall
factor is reduced to less than FF1
During subsequent practical training, value and apply the principle of selecting anchor points which
will reduce the fall factor to as low as possible
Note There should be a selection of anchor points at different heights above the working platform
available for the participants to attach their fall arrest lanyards.
ELEMENT 6.5 - FALL INDICATORS
Learning objective:

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48) The participants can explain how to detect if PPE has experienced a fall (Fall Indicator)
Show an example of a fall arrest lanyard where the fall indicator shows that it has experienced a fall
Demonstrate how to identify if the fall arrest lanyard has experienced a fall by using the fall arrest
lanyards fall indicator
Ask questions and share experiences on how to detect if PPE has experienced a fall
ELEMENT 6.6 - TWIN AND SINGLE FALL ARREST LANYARDS
49) The participants can explain the differences between twin fall arrest lanyards and single fall arrest
lanyards, as well as the different ways they are used (Knowledge, intermediate level)
50) The participants can perform the use of twin tail fall arrest lanyards while double hook climbing
(Skills, intermediate level)
Show examples of, and explain the differences between, twin and single fall arrest lanyards as well as
the different ways of using and observing the manufacturer’s user guidelines
Demonstrate the correct way of using twin and single fall arrest lanyards including; double hook
climbing on ladder, required and recommended distance between twin fall arrest lanyard anchor
point attachment points climbing ladders
Practise how to correctly use single and/or twin fall arrest lanyards while working at height during
practical exercises

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Practise how to correctly use twin and/or single fall arrest lanyards while double hook climbing on a
ladder maintaining the correct distance between the anchor points
ELEMENT 6.7 - APPROVED ANCHOR POINTS FOR ATTACHMENT
Learning objective:
51) The participants can explain approved anchor points (Knowledge, intermediate level)
Explain approved anchor points for fall arrest attachment by considering certified anchor points and
structural anchor points which are unquestionably sound (e.g. ladder stiles, reinforced ladder rungs,
gearbox lifting eyes)
Ask questions and engage in conversations on approved anchor points
Note Approved anchor points shall be pointed out to the participants during practical exercises to the
extent needed
ELEMENT 6.8 - THE IMPORTANCE OF ALWAYS USING FALL ARREST SYSTEMS
Learning objective:
52) The participants can explain the importance of always using a fall arrest system (Knowledge,
intermediate level)
Explain the importance of always using fall arrest systems
Ask questions and share experiences on the importance of always using fall arrest systems

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DROPPED OBJECTS
15 min.
The aim of this lesson is to enable the participants to work safely and reduce the risk of injury arising from
dropped objects in and around wind turbines.
53) Show interest in working safely to reduce the risk of injury arising from dropped objects in and around
wind turbines (Ability, basic level)
ELEMENT 7.1 - RISKS
Learning objective:
54) The participants can explain the risks posed by dropped objects (Knowledge, intermediate level)
Explain the risks posed by dropped objects
Explain which items constitute a dropped object hazard
Describe typical injuries that can occur as a result of a dropped object
Ask questions and share experiences on risks posed by dropped objects
ELEMENT 7.2 - RISK REDUCTION
Learning objective:
55) The participants can explain techniques of how to reduce the risk of dropping objects

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Explain that it is never acceptable to work directly above another person
Explain and demonstrate methods for mitigating the risk of dropped objects like:
a. closing hatches
b. covering openings
Explain and demonstrate how to reduce the risk of dropped objects using:
a. object attachment and tethering
b. closed top tool bags
Define the term ‘drop zone’
Explain how to prevent injuries arising from dropped objects by staying out of the drop zone of
workers at height
Share their understanding on how to reduce the risk of dropped objects during the rest of the
exercises during this course
Take responsibility for staying out of the drop zone of workers at height during the practical exercises
in this course
SELF-RETRACTING LIFELINES
10 min.
The aim of this lesson is to enable the participants to use self-retracting lifelines as fall protection system
during actual work in a wind turbine.
56) Take responsibility for correctly and safely using self-retracting lifelines as fall protection system in a
wind turbine (Ability, intermediate level)
ELEMENT 8.1 - FALL PROTECTION SYSTEMS DURING ACTUAL WORK IN A WIND TURBINE
Learning objective:

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57) The participants can explain the use of an SRL as a fall protection system during actual work in a
wind turbine (Knowledge, intermediate level)
Provide examples of when an SRL may be used as fall protection system during actual work at height
in a wind turbine
Explain that additional fall protection systems are commonly required as a measure to prevent injury
during training activities and that an additional fall protection system is commonly not required in
actual wind turbines, particularly not for emergency situations such as evacuation and rescue
Explain the different types of SRL fall protection systems typically used for training activities and used
in wind turbines for actual work; why and how they are used, their limitations and fall clearance, the
length of the lifeline
Ask questions and engage in discussion about the importance of using fall protection systems in
training and actual wind turbines
Explain the difference between fall protection systems used in training versus in actual wind turbines
ELEMENT 8.2 - DIFFERENT ALLOWED MAXIMUM ANGLES
Learning objective:
58) The participants can explain the different maximum angles that are allowed when using an SRL
according to manufacture specifications (Knowledge, intermediate level)
Describe the different maximum angles that are allowed according to equipment manufacture’s user
manual
Explain how the maximum angle is calculated based on the angle of the lifeline in use compared to;
either the SRL housing or the SRL attachment point (anchor point) – according to equipment
manufacture’s user manual

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Provide an explanation for the different maximum angles allowed when using an SRL and how this is
calculated
ELEMENT 8.3 - HOW TO ATTACH CORRECTLY TO THE HARNESS
Learning objective:
59) The participants can correctly perform the attachment of a self-retracting lifeline to a harness
attachment point (Skills, intermediate level)
Explain and demonstrate how to correctly attach an SRL to the harness (front and dorsal attachment
points)
Facilitate practical exercises for participants to practise and demonstrate how to correctly attach an
SLR to their harness
Practise and demonstrate how to correctly attach an SRL to their harness
ELEMENT 8.4 - APPROVED ANCHOR POINTS FOR SRL FALL PROTECTION SYSTEMS
Learning objective:
60) The participants can explain the different types of approved anchor points that an SRL is allowed
to be secured to (Knowledge, intermediate level)
describe how to identify and use approved anchor points for the attachment of SRLs

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Explain how to identify and use different approved anchor points when attaching an SRL
Learning objective:
61) The participants can perform a pre-use inspection of a self-retractable lifeline (SRL) (Skills,
intermediate level)
Demonstrate how to perform pre-use inspection of the SRL product required/chosen to instruct this
module, by the following principles that cover:
b. observe product operating weight and temperature range
d. integrity, damage, corrosion, saltwater exposure, and significant wear of:
d.i block including bolts and locking rivets (entire cable/webbing)
d.ii connectors (carabiners)
g. fall indicator
h. brake function (twice)
i. observe correct alignment (max. angle between block and cable/webbing)
j. observe product fall clearance (max. arrest distance)
k. observe manufacturer’s user manual for specific or additional requirements
l. differences in pre-use inspections depending on whether the device is pre-installed or not,

according to manufacturer specifications

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Stress the generic approach to pre-use inspection of a self-retractable lifeline (SRL) focusing on
Explain that the participant is always required to familiarise themselves with the specific SRL product
prior to use e.g. by reading the equipment instruction manual
Facilitate practical exercises for participants to practise and demonstrate a pre-use inspection of an
SRL
Provide constructive feedback on the participants’ performance during practical exercises
Practise and demonstrate how to perform pre-use inspection on the SRL product required/chosen to
instruct this module

20 min.
The aim of this lesson is to reduce the risk of injury during training by introducing the participants to the
control measures employed in the practical training area and how to warm up prior to performing rescue
exercises.
Learning objective:
63) The participants can explain the control measures employed in the practical training area and how
to warm up prior to performing rescue exercises (Knowledge, intermediate level)
the training

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Attach additional fall protection to each participant. It is the instructor’s responsibility to always attach
additional fall protection to each participant who is working at height (including both casualty and
rescuer). GWO recommends that a SRL is used as additional fall protection
PRACTICAL EXERCISES
60 min.
The aim of this lesson is to enable the participants to perform safe and controlled work at height, according
to the control measures.
64) Take responsibility for a safe and controlled working at hights (Ability, intermediate level)
ELEMENT 10.1 - VERTICAL FALL ARREST SYSTEMS
Learning objective:
65) The participants can act independently while safely and correctly using the vertical fall arrest
systems in the training facility (Skills, advanced level)

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Practise how to use vertical fall arrest systems safely and correctly
Create practical exercises that enable the participants to practise using the vertical fall arrest systems
safely and correctly
ELEMENT 10.2 - FALL PREVENTION
Learning objective:
66) The participants can take responsibility for the safe and correct use of fall restraint lanyards and
work positioning lanyards (Skills, advanced level)
67) The participants can take responsibility for providing fall prevention (fall restraint) over fall arrest
Practise how to safely and correctly use fall restraint lanyards and work positioning lanyards to
prevent a fall
Create practical exercises that enable the participants to practise how to use fall restraint lanyards
and work positioning lanyards to prevent a fall
ELEMENT 10.3 - FALL ARREST LANYARDS
Learning objective:
68) The participants can take responsibility for the safe and correct use of fall arrest lanyards (Skills,
advanced level)

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Practise and demonstrate the ability to use fall arrest lanyards safely and correctly, double hook
climbing included
INJURIES, SYMPOTMS AND ESSENTIAL MANUAL HANDLING

PRINCIPLES
25 min.
The aim of this lesson is to create awareness of the risk of musculoskeletal injuries within the wind industry.
After successfully having completed this lesson, participants can:
69) Solve how to identify typical symptoms of musculoskeletal injuries (Ability, basic level)
70) Show interest in the essential manual handling principles and how these can be used to reduce the risk
of injury in their work (Ability, basic level)
Note Parts of the total learning outcome of Lesson 11 must be covered within the practical exercises in
Lesson 12 in exercise introductions and feedback sessions where feasible.
ELEMENT 11.1 - HOW TO AVOID COMMON MUSCULOSKELETAL INJURIES IN THE WIND

INDUSTRY
71) The participants can describe common muscular and skeletal injuries related to manual handling
in the wind industry (Knowledge, basic level)
72) The participants can describe examples of risks and hazards of manual handling relevant to the
job functions within the wind industry (Knowledge, basic level)

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Present examples of common muscular and skeletal injuries related to manual handling in the wind
industry including:
a. back injuries e.g. slipped disc
b. muscle strains
Lead a brainstorm or discussion with the participants about examples of risks and hazards of manual
handling relevant to the job functions within the wind industry and the principles of how to improve
safety while executing such tasks, such as:
a. working over shoulder height
b. working while kneeling
c. lifting, push and pull
d. carrying
e. working with handheld tools
f. awkward positions
g. forceful exertions
h. repetitive motions
i. twisting
j. contact stress
k. exposure of local body parts and entire body to mechanical vibrations
l. duration of exposure
m. frequency of exposure
n. intensity of exposure
Lead discussions with the participants about:
a. the risks and hazards while executing manual handling related tasks
b. principles of how to improve safety while executing manual handling related tasks

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Engage in the brainstorms / discussions: share experiences and understandings about:
a. common muscular and skeletal injuries related to manual handling in the wind industry
b. risks and hazards of manual handling relevant to the job functions within the wind industry
c. how to avoid injuries, the risks and hazards and improve safety while executing manual
handling related tasks
Note Element 2.1 may be carried out during the practical training in Lesson 12 and in the training
review in Lesson 18
ELEMENT 11.2 - TYPICAL SYMPTOMS OF INJURIES
73) The participants can recognise typical early symptoms of musculoskeletal injuries (Knowledge,
basic level)
74) The participants can take responsibility for reacting to early symptoms of musculoskeletal injuries
and take initiative for corrective action and seeking medical advice (Ability, intermediate level)
75) The participants can describe potential long-term consequences of musculoskeletal injuries
Facilitate participants’ guided practice in identifying key examples of typical symptoms of

Lead participants in discussions about:
a. experiences with musculoskeletal injuries
b. what to do when typical symptoms of musculoskeletal injuries have been identified
c. the importance of early detection and treatment
Provide constructive feedback to the participants performance in the activities

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Practise how to identify key examples of typical symptoms of musculoskeletal injuries
Reflect on the received feedback, engage in the discussions, and share understandings and
experiences about:
a. what to do when typical symptoms of musculoskeletal injuries have been identified
b. the importance of early detection and treatment
ELEMENT 11.3 - ESSENTIAL MANUAL HANDLING PRINCIPLES
76) The participants can describe essential manual handling principles (Knowledge, basic level)
77) The participants can describe the further control measures and how these can be used to reduce
risk of injury in the participants’ own work (Knowledge, basic level)
Explain and demonstrate how to use essential manual handling principles to safely perform frequent
manual handling tasks in the wind industry
Ask the participants involving questions during the practical exercises about how to use essential
manual handling principles, for example:
a. how are the essential manual handling principles followed?
b. what are the differences and similarities between the principles?
c. how will the participants be able to follow the principles in their own work?
d. in what situations is the principle of ‘good housekeeping’ relevant for safe manual handling
operations?

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Figure 11.6.1 – Hierarchy of Controls
Present and lead a discussion about further control measures and how to use these to reduce risk of
musculoskeletal injury and protect pre-existing injuries. The hierarchy of control measures is
illustrated by Figure 11.6.1 Hierarchy of Controls. Also see Annex 3 for further discussion
Ask the participants involving questions about the further control measures and how these can be
used to reduce risk of injury in the participants own work
a. the essential manual handling principles
b. the further control measures and how these can be used to reduce risk of musculoskeletal
injury in the participants’ own work
Note Loads used for training should be of a realistic and safe weight and must be in line with the
guidance in the ‘lifting and lowering filter’ presented in Annex 3. Also see Figure 11.6.2 (below)

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Figure 11.6.2 – Lifting and lowering filters
Note The use of mechanical and manual aids is recommended wherever possible to reduce risk of
ELEMENT 11.4 - BASIC DYNAMIC RISK ASSESSMENT AND INTRODUCTION TO TILE PRINCIPLE
Note See Annex 3 for TILE principle
Learning objective:
78) The participants can describe the TILE principle and how to apply it in manual handling situations
Present the TILE principle and its use in relation to basic dynamic risk assessment when planning
Ask involving questions about TILE principle in relation to planning manual handling operations

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Engage in answering questions and share experiences about using TILE principle when planning
Additional optional learning activity. The participants complete a questionnaire covering the main theory
topics from Lesson 2. This may be done during rotation exercises in Lesson 4
Note TILE principle must be addressed at all times (when relevant) during the practical training in
Lesson 4
MANUAL HANDLING: RISK CONTROLS & PROPER MANUAL

HANDLING TECHNIQUES
60 min.
The aim of this lesson is to enable the participants to use essential manual handling principles in a variety of
relevant scenarios in wind turbine work environments.
Note Guidelines on filters for lifting, carrying, and lowering loads, on how to identify low risk tasks, and
on good handling techniques are presented in Annex 3
79) Take initiative and act independently in using essential manual handling principles to reduce the risk of
musculoskeletal injury when working in the wind industry (Ability, intermediate level)
80) Take responsibility for mitigating musculoskeletal injuries (when lifting; pushing and pulling loads; and
when working in awkward postures) by using suitable manual handling principles and aids where
possible (Ability, intermediate level)
Note The scenario-based training exercises should reflect the environment and the work tasks that wind
technicians face on the job enabling the participants to practise how to mitigate the
musculoskeletal injuries risks related to manual handling
Note Scenario-based exercises must follow the TILE principle for planning, and must include loads of
different shapes, sizes, and weights. The use of manual handling aids must be considered, when
planning the manual handling operation and must be included where relevant

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Note Scenario-based exercises described in the respective elements of this lesson must be bundled
and conducted as coherent exercises, where several elements in this lesson are included
ELEMENT 12.1 - WORKING OVER SHOULDER HEIGHT
81) The participants can recognise the risks from working over shoulder heights (Knowledge, basic
level)
principle, safe work procedures and using relevant aids when working over shoulder heights
Note Whenever possible, a work task should be planned to reduce activities above shoulder height
Present and explain how to mitigate working over shoulder height and how to mitigate
musculoskeletal injuries when working over shoulder height
Facilitate a scenario-based exercise covering working over shoulder height: e.g. placing spare parts
and loads; bolt tensioning; reaching and rescue scenarios on ladders
Observe the participant’s performance and give constructive feedback throughout on the
participant’s practice with a focus on:
b. reducing manual handling using suitable handling aids, where possible
Take active part in exercises covering working over shoulder height and ask questions when unsure of
Reflect on the received feedback in order to perform manual handling the best possible way

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ELEMENT 12.2 - WORKING WHILE KNEELING
83) The participants can recognise the risks of musculoskeletal injuries from working while kneeling
84) The participants can take the initiative to mitigate the risk of musculoskeletal injuries by applying
TILE principle, safe work procedures and aids when working while kneeling (Ability, intermediate
level)
Explain and present how to mitigate musculoskeletal injuries from working while kneeling. For
example: alternating between sitting and standing, organising work task between colleagues and
how to mitigate musculoskeletal injuries when working while kneeling (e.g. by using knee pads and
mats)
Facilitate a scenario-based exercise covering working while kneeling (e.g. cleaning, preparing
rescuing stretchers and tightening bolts)
b. reducing working while kneeling by using suitable handling aids where possible
d. using e.g. knee pads and mats to mitigate musculoskeletal injuries
Take active part in exercises covering working while kneeling and ask questions when unsure of safe
manual handling techniques and principles
Reflect on the received feedback in order to perform manual handling in the best possible way

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ELEMENT 12.3 - PUSH AND PULL
85) The participants can recognise the risks from pushing and pulling loads (Knowledge, basic level)
principle, safe work procedures and aids when pushing and pulling loads (Ability, intermediate
level)
Explain and present how to mitigate musculoskeletal injuries from pushing and pulling loads manually
Facilitate a scenario-based exercise covering moving loads, e.g. when transferring between SOV
(walk-to-work) and WTG, and when working in restricted spaces
Observe the participant’s performance and give constructive feedback throughout the exercise with a
focus on:
Take active part in exercises covering pushing and pulling loads and ask questions when unsure of
Reflect on the received feedback concerning pushing and pulling loads in the best possible way in
relation to avoid musculoskeletal injuries
ELEMENT 12.4 - CARRYING
87) The participants can recognise the risks from carrying loads (Knowledge, basic level)

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principle, safe work procedures and aids when carrying loads (Ability, intermediate level)
Explain and present how to mitigate musculoskeletal injuries from carrying loads by following the
TILE principle
Facilitate a scenario-based exercise covering different loads, e.g. shapes, size, weights, in different
route scenarios, such as: stairs, hatches, thresholds and ramps
Take active part in lifting loads exercises and ask questions when unsure of safe manual handling
Reflect on the received feedback to perform manual handling in the best possible way
Note Use relevant lifting equipment when possible and avoid carrying loads on stairs
ELEMENT 12.5 - LIFTING
89) The participants can recognise the risks from lifting loads (Knowledge, basic level)
principle, safe work procedures and aids when lifting loads (Ability, intermediate level)

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Present and explain risks from lifting loads and how to mitigate musculoskeletal injuries from lifting,
e.g. weight, grip, posture, and position of the load relative to the body
Facilitate a scenario-based exercise covering lifting different kinds of loads, e.g. liquids in containers,
bulky loads, shapes, and unbalanced loads. The exercise must include considerations covering the
task, individual capabilities, the load, and the work environment (TILE)
Observe the participants performance and give constructive feedback throughout the participants
Take an active part in lifting loads exercises and ask questions when unsure of safe manual handling
Note The participants must also practise in teams of two or more persons (or otherwise according to
local policy) to perform a safe lift of a load that weighs no more than 30kg and is unwieldy;
difficult to grasp; difficult to grip; with contents likely to move or shift (e.g. a rescue dummy and
liquids)
ELEMENT 12.6 - WORK WITH HANDHELD TOOLS
91) The participants can recognise the risks from repetitive work and from working with handheld
tools (Knowledge, basic level)
principle, safe work procedures and aids when working with handheld tools (Ability, intermediate
level)

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Present and explain risks by working with handheld tools; e.g. repetitive work and heavy tools
Facilitate a scenario-based exercise and a discussion covering how to mitigate musculoskeletal

injuries from repetitive work and working with handheld tools
Observe the participants’ performance and give constructive feedback throughout the participants’
b. reducing musculoskeletal injuries from repetitive work and work with handheld tools
Take an active part in exercises focusing on how to mitigate injuries from working with handheld
tools; ask questions when unsure of safe manual handling techniques and principles and engage in
discussions
Note The instructor should present examples of early symptoms of injuries from vibrating handheld
tools, e.g. numbness and reduced blood circulation in fingers (vibration white finger)
ELEMENT 12.7 - AWKWARD POSTURES
93) The participants can recognise the risks from working in awkward postures (Knowledge, basic
level)
principle, safe work procedures and aids when working in awkward postures (Ability, intermediate
level)

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Present and explain risks from working in awkward postures (such as: when the torso is twisted or
bent; in combination with loads and distance away from the body) and how to mitigate
musculoskeletal injuries from working in awkward postures
Facilitate an exercise covering working in awkward postures and how to mitigate musculoskeletal
injuries, e.g. when working in restricted spaces, working from a ladder and during rescue scenarios
a. using safe techniques and appropriate planning
b. reducing manual handling by using suitable handling aids and work positions where possible
Take active part in exercises focusing on how to mitigate musculoskeletal injuries from working in
awkward postures and ask questions when in doubt of safe manual handling techniques and
principles
Reflect on the received feedback from performing manual handling when working in awkward
postures in the best possible way
Note Each participant would benefit most if they participate in a practice scenario based on a wind
turbine work environment
Lifting various objects in the correct and proper manner. These can be of different shapes and
sizes but shall not weigh more than 15kg
In teams (two or more persons if required according to local policy), perform a correct lift of a
load that weighs no more than 30 kg and is unwieldy, difficult to grasp, difficult to grip, with
contents likely to move or shift (e.g. a rescue dummy)
The lesson elements concerned with manual handling should be practiced during subsequent
exercises where the participants are performing exercises for rescue and evacuation from height
and at any other time where they are handling equipment or props for exercises
The instructor should observe and provide immediate constructive feedback to the participants
focusing on the following areas:
• reducing manual handling using suitable handling aids where possible
• planning of manual handling tasks using the TILE principle considering the load weight,
maximum reaching distance and aggravating factors

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• correct manual handling techniques
EMERGENCY PROCEDURES
80 min.
The aim of this lesson is to enable the participants to safely evacuate from a wind turbine using an evacuation
or rescue kit.
95) Act independently in safely evacuating from a wind turbine using an evacuation or rescue kit (Ability,
intermediate level)
Note If there is more than one participant on the top of the training tower at the same time, all need to
be secured, either by the evacuation device or by their fall arrest systems
ELEMENT 13.1 - CONTENTS OF AN EVACUATION KIT
Learning objective:
96) The participants can describe the contents of an evacuation kit (Knowledge, basic level)
Show the contents of an evacuation kit and present how the equipment is used in practice applying a
generic approach to the use of evacuation equipment focusing on similarities and differences in
Ask and answer questions on the evacuation kit
ELEMENT 13.2 - PREPARING EQUIPMENT FOR USE
Learning objective:

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97) The participants can explain how the evacuation equipment is used (Knowledge, intermediate
level)
98) The participants can perform the preparation of rescue and or evacuation equipment for use,
including applying personal fall protection prior to commencing evacuation (Skills, advanced level
Explain that pre-use inspection of the evacuation device may be omitted only if it is permitted by the
Demonstrate how to perform a pre-use inspection of the rescue/evacuation device products

required/chosen to instruct this module, by following principles that cover:
b. equipment is within the period of formal inspections
c. the rope has no damage and end terminations are in good condition
e. checking integrity and the absence of, damage, corrosion, saltwater/chemical/lubricant/dirt

g. rope securing mechanism works correctly
h. the product operating temperature range
Demonstrate how to prepare the equipment for use, including correct use of anchor points
Stress the generic approach in performing a pre-use inspection and using a rescue/evacuation device
focusing on the similarities and differences in design, functionality, and operation between different
products
completion, requiring them to familiarise themselves with other rescue/evacuation products
Engage in discussion on how the evacuation equipment is used

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Practise a pre-use inspection of the rescue/evacuation device products chosen to instruct this module
ELEMENT 13.3 - SAFE AND CORRECT EVACUATION
99) The participants can perform a safe and correct single evacuation with the evacuation, or rescue,
device set up in a passive mode (Skills, intermediate level)
100) The participants can perform a safe and correct double evacuation with the evacuation or rescue
device set up in an active mode: including a connecting element between the device and the
harness (Skills, intermediate level)
Demonstrate how to perform a safe and correct evacuation, which shall include:
a. attaching the evacuation device to an anchor point (passive mode setup)
b. attaching the evacuation device to the harness, (active mode setup, applying a
deflection/friction connector (carabiner) on the rescue device) and, during a double
evacuation, using a fall restraint lanyard (kept as short as possible) as a connecting element
between the rescue/evacuation device and the harness
c. when using a friction device; ensure that the rope runs through the device as intended
according to the manufacturer’s instructions
d. detach the fall restraint/fall arrest system, if attached to an anchor point
e. provide fall prevention by keeping the evacuation device rope’s end taut
f. safe and correct access to egress location (e.g. opening escape hatch door, rolled roof edge,
etc)
g. deploying the rope bag and inspecting for knots/length (passive mode setup)
h. secure the rope bag to the harness (active mode setup)
i. holding onto the rescue device rope while getting into position for descent (e.g. getting out of
the hatch)
j. transferring full body weight to the rescue device rope before descent (e.g. while sitting in the
open hatch and putting tension on the rope)
k. evacuating to ground level

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l. disconnecting the evacuation device
Facilitate practical exercises for the participants
Provide constructive feedback on the participants’ performance during the practice:
Practise how to perform a safe and correct evacuation
ELEMENT 13.4 - SAFE BEHAVIOUR
Learning objective:
101) The participants can take responsibility for safe behaviour in connection with evacuation,
including applying personal fall protection prior to commencing evacuation (Ability, intermediate
level)
Explain safe behaviour in connection with evacuation
Practise the ability to perform a passive mode and active mode setup evacuation from height using
full PPE and a random evacuation device (demonstrated during this module)
Practise the ability to disconnect the device after reaching the ground level
Practise the ability to use techniques like attaching equipment to their harness to reduce the risk of
dropped objects
Note During the evacuation scenarios participants who are not performing the exercise shall be in a
safe area (at ground level) where they can familiarise themselves with setting up evacuation
equipment and rigging the equipment for an evacuation
An instructor shall be at the height chosen to descend from
Instructor(s) and participants shall be secured to an anchor point while waiting to descend (this
can be achieved by correct use of the fall arrest lanyard)

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When participants are demonstrating the evacuation, a safety line that is connected to the
participants’ harness shall be used. This will be set up and controlled by the instructor and be
secured to a separate anchor point other than that of the evacuation device
Although not a requirement of this standard, participants may repeat the evacuation exercises
should sufficient time be available
WORKSHOP – RISK/HAZARDS & SUSPENSION TRAUMA

30 min.
The aim of this lesson is to enable the participants to identify risks and hazards in a WTG environment
(including suspension trauma) and to take responsibility for preventing them.
102) Take responsibility for working safely at heights in a wind turbine environment (Skills, advanced level)
ELEMENT 14.1 - USING THE BST WORKING AT HEIGHTS WITH MANUAL HANDLING COURSE
Learning objective:
103) The participants can explain multiple perspectives acquired through group discussions
Discuss how to best apply the skills learned during the BST Working at Heights training in a wind
turbine environment
Share relevant experiences and reflections on the multiple perspectives acquired through group
discussions
ELEMENT 14.2 - SUSPENSION TRAUMA
104) The participants can explain the cause of suspension trauma and ways to prevent it (Knowledge,
intermediate level)

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105) The participants can act independently in reducing the risks of a suspension trauma if suspected
in a casualty (Ability, intermediate level)
Explain how suspension trauma affects the human body
Explain how to mitigate suspension trauma using trauma straps (if fitted to the harness) or using a
Demonstrate how to position and treat a conscious and unconscious casualty who is suspected to be
suffering from suspension trauma
Ask relevant questions when in doubt
Note The class will be divided into three groups of four participants, maximum. The participants should
use 10 minutes to discuss and generate ideas about rescue and emergency situations in the wind
turbine environment. Each group should write the ideas on a flipchart that the instructor can
display to enhance a large group discussion with the entire class during the remaining 10 minutes
of the workshop. Adjust number of groups (of four) to match total number of participants
PPE REVIEW
10 min.
The aim of this lesson is to enable the participants to don and use the PPE correct and safely.
This lesson is intended to be a recap at the beginning of day two.
106) Explain the individual parts of the PPE equipment, the correct pre-use inspection and use of the PPE
107) Act independently to inspect and don relevant PPE (Ability, intermediate level)

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ELEMENT 15.1 - THE INDIVIDUAL PARTS OF THE PPE EQUIPMENT
Discuss the individual parts of the PPE equipment, instruction in pre-use inspection and PPE use
RESCUE DEVICES AND RIGGING SETUP

20 min.
The aim of this lesson is to enable the participants to utilise a rescue device in a wind turbine environment.
108) Show interest in the individual parts of the rescue equipment (Ability, basic level)
109) Solve the challenge of how to correctly use rescue devices, anchor points and various rigging
configurations on a ladder system (Ability, basic level)
ELEMENT 16.1 - THE INDIVIDUAL PARTS OF DIFFERENT RESCUE DEVICES
Learning objective
110) The participants can explain the individual parts of the rescue equipment (Knowledge,
intermediate level)
Explain and demonstrate the individual parts of different rescue devices, including accessories,
covering:
a. how to attach the device to an anchor point
b. how to utilise an integrated friction device (e.g. pig tail/bull horn) to divert the rope
c. how to rig the device with deflection applying a friction connector (carabiner) for an active
mode setup
d. how to secure the rope

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e. the use of a rope clamp for rescue (enabling lifting/safe disconnection of a loaded rope type
fall protection lanyard)
Stress the generic approach in the parts of a rescue device focusing on similarities and differences in
Ask the participants involving questions about the individual parts of the different rescue devices,
including accessories
Engage in answering the questions and share understandings about the individual parts of the
different rescue devices, including accessories
ELEMENT 16.2 - CORRECT USE OF RESCUE DEVICES & SLINGS
Learning objective:
111) The participants can explain correct usage of rescue devices, anchor points and slings, including
various rigging configurations on a ladder system (Knowledge, intermediate level)
Present that pre-use inspection of the evacuation device may be omitted only if it is permitted by the
Demonstrate how to perform pre-use inspection of the rescue device products required/chosen to
instruct this module, by following principles that cover:
b. equipment is within period of formal inspections
c. the rope has no damage, and the end terminations are in good condition
e. checking for integrity and the absence of damage, corrosion, saltwater/chemical/lubricant/dirt


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g. connectors (carabiners) operate, and lock as intended and cannot disconnect completely
h. rope securing mechanism works properly
i. observe product operating temperature range
Demonstrate how to rig the device onto a ladder stile and reinforced rung utilising slings (on one side
and in a centre position of the ladder system) aiming to enable moving parts of the device to run
freely
Explain and demonstrate the principles of lifting angle, angle factor and edge protection
Demonstrate how to rig the device in passive mode setup, and active (inverted) mode setup with
Stress the generic approach in pre-use inspecting and using a rescue device focusing on similarities
and differences in design, functionality, and operation between different products
Create a learning activity such as simple quiz, questionnaire or ask the participants involving
questions about the correct usage of rescue devices
Engage in answering the activity and share understandings about correct usage of rescue devices
RESCUE EXERCISES
355 min.
The aim of this lesson is to enable the participants to do a safe and correct rescue in wind turbines while
using correct rescue devices, anchor points and safe behaviour on ladders with PPE.
Furthermore, this lesson will give the participants the opportunity to practice working at height techniques
while performing rescue exercises.
112) Act independently in safely approaching working at heights rescues in wind turbines (Ability,
intermediate level)
113) Take responsibility for safely and correctly using rescue devices (Ability, intermediate level)

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ELEMENT 17.1 - RESCUE SITUATIONS IN WIND TURBINE ENVIRONMENT
Learning objective:
114) The participants can describe how to safely approach rescue situations in wind turbines
Explain and demonstrate how to safely approach rescue situations in wind turbines
Ask the participants involving questions about the instructor´s demonstration of how to safely
approach rescue situations in wind turbines
Engage in answering the questions and share understandings about how to safely approach rescue
situations in wind turbines
ELEMENT 17.2 - SAFE AND CORRECT RESCUE
115) The participants can describe how to conduct a safe and correct rescue in a wind turbine
environment and administer first aid relating to this rescue (Knowledge, basic level)
116) The participants can safely and correctly perform a rescue in a wind turbine environment (Skills,
intermediate level)
Explain and demonstrate how to conduct a safe and correct rescue in a wind turbine environment
and administer first aid relating to this rescue. The demonstration shall include:
a. handling a conscious/unconscious casualty
b. suspension trauma prevention
c. connecting the connector (carabiner) to the casualty’s harness

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d. applying tension to the rope to enable safe disconnection of the casualty’s fall arrest and /or
e. safe descent of casualty
f. suspension trauma treatment
Ask the participants involving questions about the instructor´s demonstration of how to conduct a
Practise and engage in answering the questions and share understandings about how to conduct a
ELEMENT 17.3 - CORRECT BEHAVIOUR ON THE LADDER WITH PPE
117) The participants can take responsibility for the safe and correct behaviour on ladders with PPE
118) The participants can act independently in safely and correctly using anchorage points (Ability,
intermediate level)
Explain and demonstrate the correct behaviour on ladder with PPE
Provide constructive feedback on participants’ performance
Practise the ability to safely and correctly use the evacuation/rescue devices, including:
a. pre-use inspection
b. correct and efficient use of anchor points
Practise the ability to safely and correctly use a rescue device in the following scenarios:

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c. rescue of a conscious casualty secured by their work positioning lanyard attached to the front
Note The participants shall at all times during the exercises demonstrate the ability to reduce the risk of
dropped objects
During exercise 17.3.3 (reference to c.) the participant performing the rescue should use a rope
clamp for rescue (to train the use of this equipment) and use the hip overhang technique to move
the casualty away from the ladder
Formal assessment of knowledge (see Section 11.7)
Note During the rescue scenarios the participants who are not performing the exercise shall be in a safe
area (at ground level) where they can familiarise themselves with setting up rescue equipment,
rigging and operating the equipment for a rescue
It is recommended to have the participants familiarise themselves with the rescue equipment
while one rescue exercise is conducted and observe one rescue exercise
During the rescue scenarios the participants acting as rescuer must correctly use their work
positioning lanyard to secure themselves leaving their hands free to work with the equipment and
casualty
During the rescue scenarios, a rescue dummy can be used to simulate a casualty
The instructor will notify the participants whether the casualty is conscious or unconscious.
Participants may demonstrate the recovery position/seated position once the dummy has been
lowered to a safe area
All appropriate PPE shall be worn during these exercises
Methods of preventing suspension trauma should be demonstrated during the practical exercises,
as they will have already been discussed in theory. This will facilitate good small group discussions
on the various methods of preventing suspension trauma
TRAINING REVIEW
15 min.

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working.
Reflect on their learning outcome and key takeaways from BST Working at Heights & Manual
Handling, aiming to achieve a high learning transfer from the module to their way of working by
means of e.g.:
training as well as from the training review
the BST Working at Heights & Manual Handling content, methods and techniques are similar or
different to specific, local conditions
11.7 Participant performance assessment

Assessment of learning outcomes:
Participants will be assessed according to the learning outcomes stated in this module by means of direct
observation and supplementary oral questions, where appropriate
The assessment shall be conducted by practical scenarios based on the WTG environment

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Each participant shall participate and demonstrate:
Correct manual handling throughout, including:

a. reducing manual handling using suitable handling aids where possible
b. planning of manual handling tasks using the TILE principle and a tool considering the load
weight, maximum reaching distance and aggravating factors
Correct manual handling techniques:

a. practical exercise simulating the loading and unloading of a service truck. Use equipment
common to a technician’s daily duties. Loading truck exercise should include a dummy to
simulate loading a casualty
Correct use of the evacuation/rescue device, including:

a. user inspection and test
b. use of correct anchor points
Correct rescue methods, including:

c. rescue of a conscious casualty secured by their work positioning lanyard (from the outside of
the ladder, with hip diversion, i.e. rescue line is diverted using the side D-ring located at the
hip of the rescuer’s harness. This creates greater space between the casualty and the ladder)
d. the formal evaluation of knowledge of above scenarios shall be in accordance with the
participant performance assessment form (example provided in the Requirements for
Training). The instructor keeps the participant performance assessment forms until the
completion/evaluation of the BST Module
Training providers shall have a documented procedure in place for dealing with participants not meeting the
stated learning outcomes. If a participant fails to meet the demands, they shall attend a new BST Working at
Height & Manual Handing Module.

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Sea Survival Module
SS

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12. BST SEA SURVIVAL MODULE

12.1 Aims and Objectives of the BST Sea Survival Module
The aims of this BST Sea Survival course are to give, by theoretical and practical training, participants the
ability to act safely and responsibly and to take the correct preventive actions in all aspects of offshore
operations from shore to installation vessel (or WTG) and vice versa. This is both during normal operations
and in an offshore wind energy environment emergency.
The overall learning objective:
1) After successfully having completed this BST Sea Survival Module, the participants have the ability to
act safely and responsibly in an offshore work environment and to take responsibility for their own and
fellow employees’ safety in work situations as well as in emergency situations (Ability, intermediate
level)
Note In addition to adhering to legal regulations and standards, the training provider must continuously
ensure that the training material is updated and in alignment with industry guidelines from G+
specifically: Working at Height in the Offshore Wind Industry and Safe Management of Small
Service Vessels Used in the Offshore Wind Industry
12.2 Instructor Qualification Prerequisites

The instructor shall possess appropriate qualifications and experience to ensure that all training and
supportive activities are carried out in accordance with current legislation and/or local guidelines and current
version of GWO’s Requirements for Training offering GWO training.
In addition, instructors for the GWO BST Sea Survival Module must hold a valid GWO Working at Heights
Module training certificate
12.3 Duration of the Sea Survival Module

The total contact time for completing the BST Sea Survival Module is 6 hours and 30 minutes.
Table 12.4.1 – Maximum durations for training days

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related to these
(where applicable)
12.4 Instructor to Participant Ratio

The ratio shown in Table 12.5.1 indicates the maximum number of participants that shall attend the course
per instructor.

Theory 1:12
Sea Survival
Practical 1:6
Table 12.5.1 – GWO Sea Survival Module instructor to participant ratio
Note There must always be at least two instructors or rescue person present during practical training
Note The local training site emergency response plan may call for a further number of qualified safety
and rescue personnel
12.5 Equipment for Sea Survival Module

The equipment required for training as listed in Annex 1-5 must be available and must fulfil national legal
requirements as listed in Table A1-5 (see Annex 1) where applicable.
12.6 BST Sea Survival Module Timetable

Training.

1.2 Facilities
1.3 Introduction

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assessment form)
1.6 Motivation
1.7 Human factors
TOTAL 20 min.
2. Safety culture and legacy
TOTAL 5 min.
3. Cold water immersion 3.1 Exposure
3.2 Cold shock
3.3 Hypothermia
3.4 Drowning
3.5 Sea sickness
3.6 Contaminated water
TOTAL 15 min.
4. Lifesaving appliances (LSA) 4.1 Personal LSA and PPE
and PPE
4.2 Collective LSA
TOTAL 10 min.
5. SAR AND GMDSS 5.1 SAR
5.2 GMDSS and transponders
5.3 Physical actions to enhance detection
TOTAL 10 min.
6. Practical Sea Survival 6.1 Correct donning and use of LSA and PPE
6.2 Risks related to evacuation into water
6.3 Warm-up
6.4 Controlled entry into the water from TP ladder
6.5 Individual and collective swimming techniques
6.6 Correct usage of life raft
6.7 Emergency descent by constant rate
descender
6.8 Summary by exercise
TOTAL 140 min.
7. Safe travel and transfer 7.1 Safety introduction on board transfer vessel
(theory)
7.2 Hazards related to different types of transfers

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7.3 Transfer vessels

7.4 Safe transfer from vessel
7.5 Safe transfer from vessel to vessel and dock to
vessel (theory)
7.6 Safe handling of equipment and storage
TOTAL 20 min.
8. Installations, vessels and 8.1 Safety on board
WTGS
8.2 Man overboard procedures (MOB)
TOTAL 5 min.
9. Transfer practical 9.1 Procedure for transfer between crew transfer
vessel and wind turbine generator transition
piece
9.2 Safe transfer between crew transfer vessel and
wind turbine generator transition piece
TOTAL 130 min.
TOTAL 35 min.
Table 12.7.1 – GWO Sea Survival Module timetable
12.7 Detailed Description of the BST Sea Survival Module

20 min.
4) Discuss the relevant human factors and explain the implications of these (Knowledge, intermediate
level)

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Learning objective:
5) The participants show interest in the safety and emergency procedures at the training facility
Learning objective:
level)
Alternatively, lead a tour pointing out facilities

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Learning objective:
basic level)
Explain and ask involving questions aiming at the program of the BST Sea Survival Module training,
including breaks and mealtimes
Learning objective:
8) The participants can recognise the scope and main objectives of the BST Sea Survival Module
training (Knowledge, basic level)
Present the scope and main learning objective of the BST Sea Survival Module training
Involve participants with questions on understanding and individual experiences on BST Sea Survival
Module
Engage in answering questions and share experiences relevant for the BST Sea Survival Module

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Learning objective:
Engage themselves in discussion and ask questions when in doubt in relation to the assessment
procedure
Learning objective:
10) The participant shows interest and willingness to engage in the learning activities (Ability, basic
level)
a. The importance of personal involvement in the course
b. The definition of and the need for BST Sea Survival Module understandings and abilities

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Engage in discussions and share experiences on BST Sea Survival Module
The aim of the element is to draw the participants’ attention to how human behaviours and taking
11) The participant can describe human factors relevant to the wind industry and their implications
12) The participant shows interest and willingness to focus on human factors during the following
Present how human factors influence accidents in the wind industry (relevant statistics may be used)
improve the safety of offshore operations
Ensure that constructive feedback on the participant’s performance involve human factor criteria
independently
How accidents in the wind industry are influenced by the consequences of human factors and may include
the following terms and conditions:

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d. weather delays
e. noise levels
j. fatigue
Engage in discussions and share experiences on how human factors influence accidents during
offshore operations
Reflect on the feedback received and take responsibility of their own performance and development
during the training
SAFETY CULTURE AND LEGACY

5 min.
The aim of this lesson is to give the participants the needed awareness of site organisation and relevant
legislation in relation to safety culture and organisation to ensure that the participants are aware of the roles,
personal responsibilities and rules that apply to offshore wind farms.
After having successfully completed this lesson of BST Sea Survival Module, the participants can:
13) Show interest in rescue recovery organisation and safety culture on site and will on their own seek
guidance when needed (Ability, basic level)

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Present and explain site organisation for rescue and recovery and types of units on a site
Explain legal responsibilities in terms of a short discussion on the participants’ experiences with
rescue and recovery organisations
Engage in discussion and share experiences on rescue and recovery on offshore wind farms
COLD WATER IMMERSION

15 min.
The aim of this lesson is to provide participants with the needed knowledge to minimise the risk of
hypothermia, drowning, contamination due to polluted water and sea sickness.
After having successfully completed this lesson of the BST Sea Survival Module, the participants can:
14) Take initiative to intervene and supervise in order to mitigate detected risks in relation to cold water
immersion (Ability, intermediate level)
ELEMENT 3.1 - EXPOSURE
Learning objective:
15) The participants can explain the human body’s reaction to exposure in different offshore
environments and what precaution to take (Knowledge, intermediate level)
Facilitate a group discussion or Q/A activity on different types of exposures in different offshore
environments and relevant precautions
Engage in discussion and share experiences on the human body’s reaction to exposure in different
offshore environments and what precautions to take

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ELEMENT 3.2 - COLD SHOCK
Learning objective:
16) The participants can describe bodily consequences of cold shock and how to prevent it
Facilitate a group discussion or Q/A activity on:
a. the bodily reaction related to cold shock and how to behave in relation to cold shock
Engage in discussion and share experiences on bodily reaction related to cold shock
ELEMENT 3.3 - HYPOTHERMIA
Learning objective:
17) The participants can recognise signs of hypothermia and how to use a Thermal Protective Aid
(TPA) (Knowledge, basic level)
Facilitate a group discussion or Q/A activity on:
a. the various stages and signs of hypothermia, and how to detect these
b. how to apply a TPA
Present examples of individual and collective actions to minimise the risk of hypothermia while in the
water (“HELP” – Heat Escape Lessening Positions)
Engage in discussions and share experiences on hypothermia

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Note This element may be conducted during the practical exercise
ELEMENT 3.4 - DROWNING
Learning objective:
18) The participants can recognise signs of drowning (Knowledge, basic level)
Facilitate a group discussion or Q/A activity on signs of drowning and correct first aid treatment on
drowning
Engage in discussions and share experiences on drowning
Note This element may be conducted during the practical exercise
ELEMENT 3.5 - SEA SICKNESS
Learning objective:
19) The participants can describe the consequences from sea sickness (Knowledge, basic level)
Facilitate a group discussion or Q/A activity on the consequences of sea sickness and mitigating
actions
Engage in discussions and share experiences on sea sickness and mitigating actions
Note This element may be conducted during the practical exercise lesson

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ELEMENT 3.6 - CONTAMINATED WATER
Learning objective:
20) The participants can describe the main risks from staying in contaminated water (Knowledge,
basic level)
Facilitate a group discussion or Q/A activity on the main biological hazards from staying in
contaminated water and in what environments or situations this may occur
Engage in discussions and share experiences of staying in contaminated water
Note This element may be conducted during the practical exercises
LIFE SAVING APPLIANCE (LSA) AND PPE

10 min.
The aim of this lesson is to enable the participants to recognise the advantages and limitations of personal
LSA and PPE and their usage in a correct and safe manner.
After successfully having completed this lesson of the BST Sea Survival Module, the participants can:
21) Take responsibility for the use of LSA and PPE in the offshore wind industry (Ability, intermediate
level)
Note Correct donning and use of LSA and PPE is covered in the practical exercise (Lesson 6 of this Sea
Survival Module)
ELEMENT 4.1 - PERSONAL LSA AND PPE

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22) The participants can describe advantages and limitations of personal LSA and PPE related to the
industry (Knowledge, basic level)
23) The participants can recognise different types of suits: anti-exposure (transfer suit) and immersion
suits (vessel evacuation suit) (Knowledge, basic level)
Present and explain:
a. advantages and limitations of the different personal LSA and PPE related to the industry
including different types of PLB, life jackets, suits: anti-exposure (transfer suit), and immersion
suit (vessel evacuation suit)
b. the correct use of the different personal LSA and PPE and importance of familiarisation with
the equipment
c. correct pre-use check, maintenance, and storage of personal LSA and PPE
d. facilitate a group discussion on the participants’ understanding of LSA and PPE
Engage in discussions and share experiences with LSA and PPE
ELEMENT 4.2 - COLLECTIVE LSA
Learning objective:
24) The participants can explain advantages and limitations of LSA related to the industry
Facilitate a group discussion or Q/A activity on advantages and limitations of the different collective
LSA, related to the industry, for example life rafts, lifeboats, and marine evacuation systems (MES)

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Engage in discussion and share experiences on the use of LSA
Note The participants shall practise pre-use check and the application of LSA and PPE during Lessons 6
and 9 of this module
SEARCH AND RESCUE AND GLOBAL MARITIME DISTRESS & SAFETY

SYSTEMS
10 min.
The aim of this lesson is to introduce GMDSS (Global Maritime Distress and Safety Systems) and Search and
Rescue (SAR) to the participants to enable the participants to act accordingly to enhance their efficiency and
response time of the SAR operation and thereby their own evacuation and rescue.
25) Recognise common components of search and rescue operations (Knowledge, basic level)
Note A dummy PLB should be used for the training
ELEMENT 5.1 - SAR
Learning objective:
26) The participants can describe basic principles of SAR operations (Knowledge, basic level)
Present and explain the basic principles of SAR operations
Engage in answering questions and share experiences on SAR operations

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ELEMENT 5.2 - GMDSS AND TRANSPONDERS
Learning objective:
27) The participants can describe overall principles of the GMDSS and transponders system and how
to activate a personal locator beacon (Knowledge, basic level)
Present and explain basic principles of GMDSS including transponders and locators:
a. emergency positioning indicating radio beacon (EPIRB)
b. search and rescue transponder (SART/AIS-SART)
c. personal locating beacon (PLB)
Engage in Q/A activities and share their knowledge about the different transponder’s types and
usage
ELEMENT 5.3 - PHYSICAL ACTIONS TO ENHANCE DETECTION
Learning objective:
28) The participants can recognise and name relevant distress signals and actions to enhance
detection (Knowledge, basic level)
Explain and illustrate examples of relevant distress signals and actions to enhance detection
Engage in Q/A activities and share experiences on relevant distress signals and physical actions to
enhance detection at sea

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Note Participants practise physical actions during practical exercise
PRACTICAL SEA SURVIVAL

140 min.
The aim of this lesson is to enable the participants to enhance the chance of individual and collective survival
in an emergency at sea.
29) Take responsibility and take initiative to act correctly and independently or in cooperation with others
in actual emergency situations at sea (Ability, intermediate level)
30) Take responsibility of performing safe evacuation from a WTG transition piece (Ability, intermediate
level)
Note The instructor shall during the practical exercise ensure that the participants meet the stated
learning objectives in all elements
ELEMENT 6.1 - CORRECT DONNING AND USE OF LSA AND PPE
31) The participants can take responsibility on their own for donning and using LSA and PPE correctly
32) The participants can take responsibility to perform an effective buddy check on colleague’s LSA
and PPE (Ability, intermediate level)
Explain and demonstrate:
a. characteristics, features, and function of LSA and PPE
b. correct donning of LSA and PPE, including immersion and transfer suits while focusing of the
implications of failing to do so correctly
c. the purpose and procedure for buddy check

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d. the potential exposures when using LSA and PPE in a WTG environment
Observe participants practicing the donning of LSA and PPE as well as performing buddy check, and
provide constructive feedback on the participants’ efforts on donning and buddy checking
Practise correct donning and use of personal LSA and PPE, including suit, life jackets and harness
Practise buddy check
Decide how to apply the instructor’s feedback to the following exercises
ELEMENT 6.2 - RISKS RELATED TO EVACUATION INTO WATER
Learning objective:
33) The participants understand and can discuss sea survival techniques in relation to evacuation into
water (Knowledge, intermediate level)
a. risks related to the evacuation and release in water currents, waves, and swell. How to apply
sea survival techniques including different types of evacuation, by use of equipment or manual
evacuation (jump, ladder etc.)
b. controlled entry into the water from a height (less than 1 m)
c. evacuation by helicopter sling hoist
d. collective techniques to minimise the risk of hypothermia, including heat escape lessening
posture (‘HELP’)
e. individual swimming techniques
f. collective swimming techniques
g. bodily reaction related to cold shock and the related symptoms
Facilitate discussions on risks related to evacuation into water and prepare participants for the
practical exercise

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Discuss risks and options concerning:
a. the ability to enter the water from a height in a controlled manner
b. risks related to the evacuation and release in water currents, waves, swell and how to apply
sea survival techniques in such conditions
c. collective techniques to minimise the risk of hypothermia including heat escape lessening
posture (‘HELP’) individual swimming techniques
d. collective swimming techniques
ELEMENT 6.3 - WARM UP
Prior to the practical exercises, instructors and participants should conduct a covering warm-up program (see
Annex 2, Guideline for warm-up exercises)
Aim of this element is to mitigate risks of musculoskeletal injuries from the practical elements of the training
and to support manual handling culture of always to warm up prior to physical activities
ELEMENT 6.4 - CONTROLLED ENTRY INTO THE WATER FROM TRANSITION PIECE (TP) LADDER
Learning objective:
34) The participants can act independently and take responsibility to enter the water from a WTG
transition piece in a controlled manner (Ability, intermediate level)
Explain and demonstrate how to enter the water by the TP ladder by:
a. applying twin fall arrest lanyards during the descent
b. detach and secure lanyards when above the surface and free of waves
c. check surface below for any obstacles
d. climb down and enter to mid waist
e. manually inflate the life vest
f. make sure no entanglements from PPE, climb down and push backwards in the water

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g. make safe distance to the TP
h. observe participants doing exercise and prepare feedback
enter the water by the TP ladder by:
a. applying twin fall arrest lanyards during the descent
b. detach and secure lanyards when above the surface and free of waves
c. check surface below for any obstacles
d. climb down and enter to mid waist
e. manually inflate the life vest
f. make sure no entanglements from PPE, climb down and push backwards in the water
g. make safe distance to the TP
ELEMENT 6.5 - INDIVIDUAL AND COLLECTIVE SWIMMING TECHNIQUES
35) The participants can perform individual swimming techniques with LSA and PPE donned (Skills,
intermediate level)
36) The participants can take responsibility for supporting other participants while applying collective
swimming techniques (Ability, intermediate level)
37) The participants can solve how to minimise the risk of hypothermia while in the water (Ability,
basic level)
Guide the participants in the water in relation to individual and collective swimming and the
responsibility of supporting the person next to you in the water
Guide the participants in the water in practising individual and collective positions to minimize the
risk of hypothermia (heat escape lessening posture (‘HELP’)

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Follow the instructors’ guidance and practise individual and collective swimming techniques and
positions to reduce hypothermia
ELEMENT 6.6 - CORRECT USAGE OF LIFE RAFT
38) The participants can take responsibility for ensuring the correct use of a life raft in an emergency
at sea (Ability, intermediate level)
39) The participants can explain how to recover a nearby casualty in the water (Knowledge,
intermediate level)
40) The participants can describe how to right a capsized life raft (Knowledge, basic level)
41) The participants can describe equipment in a life raft (Knowledge, basic level)
42) The participants can describe actions to enhance detection at sea (Knowledge, basic level)
Note Treatment of hypothermia is covered in the GWO BST First Aid Training Module
a. inflation of life raft (may be presented on video)
b. righting a capsized life raft
c. methods of entering a life raft
d. immediate and further actions in a life raft
e. the equipment in life rafts
f. recovery of a nearby casualty in the water
g. actions to enhance detection at sea, including relevant distress signals

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Provide constructive feedback on the participants ability to take responsibility for ensuring the correct
use of a life raft
Apply and practise:
a. the ability to enter a life raft
b. knowledge of immediate and further actions in a life raft the ability to find and handle the
equipment in a life raft
c. knowledge of how to enhance detection, including relevant distress signals (fx group splashing
their feet while floating in a circle)
ELEMENT 6.7 - EMERGENCY DESCENT BY CONSTANT RATE DESCENDER
Learning objectives
43) The participants can, under supervision of the instructor, perform (two by two) safe double
descent into the water and detach from the evacuation system while in the water (Skills,
intermediate level)
Explain and demonstrate single and double evacuation from WTG by descent into the water
including:
a. single and double evacuation from WTG by descent into the water including:
b. pre-use inspection of descending device
c. correct fitting of harness
d. attachment to descending device
e. descent into water
f. manual inflation of lifejackets

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g. detachment in the water (single and double evacuation)
Provide constructive feedback on the participants’ efforts during the practical exercises .The feedback
should focus on the development of abilities
Note Various types of accessories for each detachment may be applied or demonstrated, e.g., quick
release, connector (carabiner), restraint lanyards, types of detachment etc. To cover risks of panic,
bodily malfunction, accessibility due to body positioning and equipment restraints
Practise double evacuation from WTG by descent into the water including:
a. pre-use inspection of PPE and descending device
b. correct fitting of harness
c. attachment to descending device
d. descent into water (double evacuation)
e. manual inflation of lifejacket
f. detachment in the water
Note A passive set-up with connector (carabiner) connection is recommended to ensure fidelity
ELEMENT 6.8 - SUMMARY BY EXERCISE
If time and training facility risk assessment allows, an exercise to summarise the sea survival practical
elements (elements 64, 6.5 and 6.6) may be conducted. This exercise and its related feedback will enhance
the participants’ learning outcome in relationship to elements 6.4, 6.5, & 6.6
Brief the following exercise and explain safety procedures of the exercise to ensure that the
participants understand that they are to apply their abilities gained in Lesson 6 practical sea survival –
including their knowledge, skills, accountability, responsibility and initiative
Provide constructive feedback on the participants ability to take responsibility and act correctly in a
simulated emergency situation at sea

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Apply their abilities to act correctly and independently or in cooperation with others in a simulated
emergency situation at sea
The following activities can be included in one coherent scenario:
a. controlled entry into the water from a WTG TP ladder
b. individual swimming techniques
c. correct use of collective techniques to prevent hypothermia
d. collective swimming techniques
e. entry into a life raft
f. immediate actions in a life raft
g. recovery of a nearby casualty in the water
h. (non-mandatory) helicopter hoist of one participant from life raft – terminating the exercise
i. formal assessment of knowledge (see Lesson 10, Test and Training Review)
SAFE TRAVEL AND TRANSFER (THEORY)

20 min.
The aim of this lesson is to give the participants the necessary basic knowledge on hazards and risks of travel
and transfer to subsequently apply it when practicing correct preventive measures and use of the available
LSA and PPE in a correct and safe manner.
44) Recognise the hazards and risks of travel and transfer and can describe correct preventive measures
and procedures and how to use available LSA and PPE in a correct and safe manner (Knowledge, basic
level)
ELEMENT 7.1 - SAFETY INTRODUCTION ON BOARD TRANSFER VESSEL
Learning objective:

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45) The participants can explain the importance of the safety introduction on board transfer vessels
Facilitate a group discussion on the aim, content, and importance of the safety briefing
Engage in discussion and share experiences on:
a. the aim and importance of the safety briefing and its content
b. how correct conduct on board can reduce hazards and risks
ELEMENT 7.2 - HAZARDS RELATED TO DIFFERENT TYPES OF TRANSFERS
Learning objective:
46) The participants can name different types of transfers and describe how to mitigate the different
hazards (Knowledge, basic level)
Explain principles and the hazards related to the different types of transfers and lead a discussion on
how to mitigate these hazards in each situation (dynamic/floating > static/fixed; static/fixed >
dynamic/floating; dynamic/floating > dynamic/floating)
Engage in the discussion on mitigating hazards in different types of transfers and share their
experiences
ELEMENT 7.3 - TRANSFER VESSELS
Learning objective:

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47) The participants can recognise different types of transfer vessels commonly used by the WTG
industry (Knowledge, basic level)
Describe:
a. the different types of transfer vessels commonly used by the WTG industry
b. various types of vessels the participants may encounter in a sea survival situation
Share their experiences on different types of transfer vehicles commonly used by the WTG industry
ELEMENT 7.4 - SAFE TRANSFER FROM VESSEL TO WTG (THEORY)
Learning objective:
48) The participants can explain the use of self-retractable lifeline and twin fall arrest lanyards
Present and explain safe transfer from vessel to WTG and back including:
a. use of self-retractable lifeline (SRL)
b. use of twin fall arrest lanyards
c. the final decision whether to transfer, or not, lies with the transferee
Note 7.4.1 is based on the G+ Offshore Wind Health and Safety Association, Good Practice Guideline,
‘Working at Height in the Offshore Wind Industry’, section 4.4 ‘Transfer by Stepping Over
Between Vessels And Offshore Structures’ and in particular these sections:
- Protection against falling: SRL on boat landing ladder
- Roles of supervisors, vessel captain, deckhand, and passengers

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Lead a short discussion on safe transfer
Engage in a discussion on the differences in handling the self-retractable lifeline (SRL) and the twin
fall arrest lanyards
ELEMENT 7.5 - SAFE TRANSFER FROM VESSEL TO VESSEL AND DOCK TO VESSEL (THEORY)
Learning objective:
49) The participants can describe how to safely transfer from dock to vessel and vessel to vessel
Explain safe transfer from dock to vessel and from vessel to vessel
Present examples on risks from sudden waves and wind gusts
Engage in discussion on how to safely transfer from dock to vessel and vessel to vessel
ELEMENT 7.6 - SAFE HANDLING OF EQUIPMENT AND STORAGE
Learning objective:
50) The participants can recognise how to safely handle and store equipment (Knowledge, basic
level)
Describe principles for safe handling of equipment and storage
Facilitate a discussion on:

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a. the implications of failing to handle equipment safely
b. the responsibilities of storing equipment correctly
c. risks from dropped objects
Engage in discussion on safe handling of equipment and storage and share experiences
INSTALLATIONS, VESSELS AND WTGS

5 min.
The aim of this lesson is to inspire the participants to ensure safe conduct on installations, vessels, and WTG´s
during normal operations and in case of emergencies and evacuation. In addition to seek guidance when
needed.
After successfully completing this lesson of the BST Sea Survival Module, the participants can:
51) Show interest in safe conduct in wind industry environment and seek guidance, when needed (Ability,
basic level)
ELEMENT 8.1 - SAFETY ON BOARD
Learning objective:
52) The participants can recognise how failing to adhere to general safety on board installations,
vessels and WTGs may lead to sea survival situations (Knowledge, basic level)
Present principles of general safety on board installations, vessels, and WTGs
Present principles for contingency/plans on installations, vessels, and WTGs
Lead a short discussion or Q&A on possible risks from failure in relation to general safety principles
on board installations, vessels, and WTGs

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Engage in discussion or Q&A on general safety principles on board installations, vessels and WTGs
and share experiences
ELEMENT 8.2 - MAN OVERBOARD PROCEDURES (MOB)
Learning objective:
53) The participants can explain relevant actions when a person falls in the water (Knowledge,
intermediate level)
Describe MOB procedures on installation, vessel, or WTG. Include what the vessel crew will do, and
what is expected from the wind employee if one falls overboard or sees a person falling overboard
Present different types of recovery equipment and methods of use including: unassisted recovery
from water, and assisted recovery from water in cooperation between casualty and rescuer, and by
means of cradle and rescue net
Lead a discussion on MOB procedures
Engage in discussions on MOB procedures and share experiences
Note The theoretical knowledge of general procedures and awareness in case of a man overboard
incident, may be presented as part of instructional activities and discussions in Lesson 6, Practical
Sea Survival
TRANSFER PRACTICAL
130 min.
Note The practical transfer training is designed as a two-step sequence of practical learning activities:
1) training the procedure for transfer from crew transfer vessel (CTV) to transition piece and back
to CTV, and 2) practising live transfer from CTV to transition piece and back to CTV
The aim of this lesson is to enable the participants to conduct safe transfer of themselves and equipment
between crew transfer vessel and wind turbine generator transition piece and back to vessel.

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54) Take responsibility for conducting safe transfer for themselves between CTV and WTG TP (Ability,
intermediate level)
ELEMENT 9.1 - PROCEDURES FOR TRANSFER BETWEEN CREW TRANSFER VESSEL AND WIND
TURBINE GENERATOR TRANISITON PIECE
Learning objective:
55) The participants can perform transfer between CTV and WTG TP following the relevant
procedures (Ability, intermediate level)
Explain and demonstrate the procedure for safe transfer between CTV and WTG TP and for the
return transfer to CTV
Supervise participants’ pre-use inspection of PPE (quick connector included) prior to commencing
transfer process
Conduct practical training of the procedure while focusing on safety and procedural commands
Conduct pre-use inspection of PPE (quick connector included) prior to commencing transfer process
Practise the procedure for safe transfer between CTV and WTG TP and for the return transfer to CTV:
a. advance from the designated transfer waiting area to the transfer position upon the command
“ADVANCE!” from the deckhand
b. to prepare their quick connector
c. to connect their quick connector to the attachment point of the SRL when the deckhand calls
out the command “TRANSFER!” and presents the SRL attachment point to them
d. to step across to the ladder and climb immediately after connecting to the SRL, with the SRL
loose retrieval line over their shoulder
e. to immediately disconnect from the SRL on the command “ABORT TRANSFER!” from the
deckhand

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f. to close the platform gate or provide alternative fall protection before disconnecting from the
SRL and give the command “CLEAR!” to signal to the deckhand that the SRL is ready to use
for the next transferee
g. verify with the deckhand that transfer can commence by giving the command “READY FOR
TRANSFER!”, before transfer from WTG to vessel (exit) commences
h. inspects the SRL brake function and fall indicator prior to the transfer from WTG to vessel
i. to connect to the SRL and start the transfer from WTG to vessel immediately
j. to identify the deckhand’s count down during climbing from the 5th ladder rung above the
CTV deck “FIVE, FOUR, THREE, TWO, ONE!”
k. upon the deckhand’s command “ONE!”; move one hand to the quick connector’s release
function while keeping three points of contact with the ladder, and orientate towards the
vessel while stepping across
l. immediately release of the quick connector from the SRL as soon as they touch the vessel with
their second foot
Note Deck hand will hold his hand on the retrieval line of the SRL to keep the device under control
m. immediately climb upwards to a safe position upon the deckhand’s command “ABORT!”
during their descent and resume their descent upon the deckhand’s command “READY!” or
“DOWN!”
n. application of the above-mentioned principles during transfer without quick connector and
with twin fall arrest lanyards
o. loud and clear communication
Note Practising the procedures for safe transfer can be conducted from the ground to and from any
ladder certified for working at height training
ELEMENT 9.2 - SAFE TRANSFE BETWEEN CREW TRANSFER VESSEL AND WIND TURBINE
GENERATOR TRANSITION PIECE
Learning objective:
56) The participants can take responsibility for conducting safe transfer between vessel and WTG
applying lanyards and connectors (Ability, intermediate level)

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Facilitate participants’ pre-use inspection of PPE (quick connector included) prior to commencing
transfer process
a. the importance of identifying hazards (swells, marine growth, waves, equipment failure)
relating to the transfer, including the right to say stop/refuse to transfer
b. safe transfer of self between vessel and WTG using:
b.i SRL with quick connector
b.ii SRL without connector
b.iii twin fall arrest lanyards
c. underline the importance of observing and learning from the other participants doing the
transfer exercises
Lead the practical training of safe transfer following the procedure
Provide constructive feedback to the participants between the exercises
Conduct pre-use inspection of PPE (quick connector included) prior to commencing transfer process
Practise two transfers* (one transfer to; and one from the WTG) of self of each type (listed below) per
participant:
a. SRL with quick connector
b. twin fall arrest lanyards
Note * Based on the G+ Offshore Wind Health and Safety Association, Good Practice Guideline:
‘Working at Height in the Offshore Wind Industry’, section: 4.4.3 ‘Protection Against Falling: SRL
on Boat Landing Ladder’
Practise, while taking responsibility on their own:
a. keep one hand on handrail when moving about vessel
b. advance from the designated transfer waiting area to the vessels transfer position upon the
command “ADVANCE” from the deckhand

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c. to hold on to the vessel for safety and prepare their quick connector
d. to connect their quick connector to the attachment, point of the SRL when the deckhand calls
out the command “TRANSFER” and presents the SRL attachment point to them
e. to step across to the WTG ladder and climb immediately after connecting to the SRL, with the
SRL loose retrieval line over their shoulder
f. to immediately disconnect from the SRL on the command “ABORT TRANSFER” from the
deckhand
g. to close the platform gate or provide alternative fall protection before disconnecting from the
SRL, and give the command “CLEAR” to signal to the deckhand that the SRL is ready to use
for the next transferee
h. verify with the deckhand that transfer can commence by giving the command “READY FOR
TRANSFER”, before transfer from WTG to vessel (egress) commences
i. inspects the SRL brake function and fall indicator prior to the transfer from WTG to vessel
j. to connect to the SRL and start your transfer from WTG to vessel immediately
k. to identify the deckhand’s count down during climbing from the 5th ladder rung above the
CTV deck “FIVE, FOUR, THREE, TWO, ONE”
l. upon the deckhand’s command “ONE”; move one hand to the quick connector’s release
function while keeping three points of contact with the ladder, and orientate towards the
vessel while stepping across
m. immediately release of the quick connector from the SRL as soon as they touch the vessel with
their second foot
n. immediately climb upwards to a safe position upon the deckhand’s command “ABORT”
during their descent, and resume their descent upon the deckhand’s command “READY” or
“DOWN”
o. application of the above-mentioned principles during transfer without quick connector and
with twin fall arrest lanyards
p. loud and clear communication
q. the ability to react to instructions and hazards during the transfers
Receive the instructor’s feedback and reflect on how to apply the feedback points in future transfer
work situations

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TRAINING REVIEW
35 min.
working.
Lead a discussion or Q&A aiming at the participants’ reflections of their learning outcome in relation
to their ways of working
Reflect on their learning outcome and key takeaways from BST Sea Survival Module, aiming to
achieve a high learning transfer from the module to their way of working by means of for example:
b. questions & answers in class, or where suitable
Give an overall feedback and feed forward on the participants' learning outcome inspired by the
training as well as from the training review session
Encourage the participants to examine and grow awareness of how their own workplace WTG
types/WTG environments differ from the training scenario environment. Promote participants
discussion with their colleagues about how sea survival content, methods and techniques are similar
or different to the local specific conditions identified after the module completion

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Annexes

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ANNEX 1 - EQUIPMENT LIST

The following pages contain the lists of equipment required for delivering each of the modules contained
within this training standard. All equipment shall meet the criteria defined in the GWO Requirements for
Training.
1. BST FIRST AID

The following equipment is required during the entire duration of the BST First Aid Module training
1. Anatomical torso or graphical representation or illustration of human anatomy
2. Airway model or graphical representation or illustration of an airway model
3. A minimum of one resuscitation dummies (adult) per four participants
4. First aid equipment which as a minimum must include:
a. AED
b. tourniquet
c. bandages – pressure dressings
d. eye flush
e. pocket mask for CPR
f. protection gloves
5. Make-up kit for first aid scenarios
6. AED training unit and as minimum one AED training unit per resuscitation dummy
7. Blankets / thermal protective aid (TPA)
Any equipment used during this GWO training module shall meet or exceed the minimum requirements of
the national standards in the country where the training is taking place. When working in a country where
there is no applicable national standard then the equipment shall meet or exceed the minimum requirements
of the European standards
2. BST MANUAL HANDLING

The following equipment is required during the entire duration of this BST Manual Handling training to meet
the needs of the BST Manual Handling Module
1. A lumbar vertebrae model for educational purposes
2. A model of a shoulder for educational purpose

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3. A load that weighs no more than 30kg and is unwieldy i.e.-difficult to grasp, difficult to grip, with
contents likely to move or shift (e.g. a rescue dummy)
4. Personal protective equipment
5. Other lifting props for manual handling - weighing a maximum 15kg
the national standards in the country where the training is taking place
When working in a country where there is no applicable national standard then the equipment shall meet or
exceed the minimum requirements of the European standards
3. BST FIRE AWARENESS

The following equipment is required to meet needs for the Fire Awareness Module
1. Handheld CO2 and water extinguishers
2. Fire blankets
3. Dummies
4. Personal protective equipment (PPE)
5. Personal escape mask (optional)
the national standards in the country where the training is taking place
When working in a country where there is no applicable national standard then the equipment shall meet or
exceed the minimum requirements of the European standards
4. BST WORKING AT HEIGHTS & MANUAL HANDLING MODULE

The following equipment is required to instruct the BST Working at Height & Manual Handling Module.
Within each equipment category one product or more must be operative for practical training. Required
additional different products are accepted in a limited quantity as products for hands on demonstration.
The instructor must select the most relevant products according to their geographic location and target
audience
1. Full body harness:
a. at least two different products
2. Fall restraint lanyards:

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a. at least two different adjustable products
3. Fixed length fall arrest lanyards with an energy absorber:
a. one flexible Y-type
b. one fixed adjustable Y – or I-type
c. recommended but not required: one fixed or flexible V-type
4. Helmets
5. Vertical fall arrest system with the following sliders/gliders:
a. cable guide, twist type attachment
b. cable guide, slot type attachment
c. cable guide clamp type attachment
d. rail type attachment
6. Self-Retractable Lifeline (SRL)
7. Slings
Note The European standard for slings specifies safety requirements and test methods for slings used
for mountaineering (slings are used as anchor points and since there are no industrial standard for
slings, they must also comply with the requirements listed in table A4-1 below)
8. connectors (carabiners) with mandatory automatic closing and locking system
9. Evacuation/rescue devices:
a. one emergency descent and one rescue device, or
b. different rescue devices
10. Rope clamp for rescue (enabling lifting/safe disconnection of a loaded rope type fall protection
lanyard)
11. Vertical aluminium ladders
12. Anchor points
Note The height of the anchor point shall ensure that in the event of a fall there will be enough space
below the anchor point to allow the shock absorber in a fixed length fall arrest lanyard to fully

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deploy while preventing the person who is falling from coming into contact with the ground or
structure below the anchor point
The GWO recommends an anchor point height of 6.75m for the evacuation exercises
The recommended height is based upon the following formula,
𝑅𝑅𝑅𝑅 = 𝐿𝐿𝐿𝐿 + 𝐷𝐷𝐷𝐷 + 𝐻𝐻𝐻𝐻 + 𝐶𝐶,
Where:
RD = required fall distance clearance (minimum anchor point height)
LL = length of lanyard
DD = deceleration distance (fall distance)
HH = height of suspended worker
C = safety factor
The value for HH is the length of the suspended worker after a fall includes factors like the height of the
person and harness stretch, to account for these variables this is set to 2.00m.
Using the value for HH (2.00m), the maximum allowed values for LL (2.00m) & DD (1.75m), and the minimum
allowed value C (1.00 m), gives ,
𝑅𝑅𝑅𝑅 = 𝐿𝐿𝐿𝐿 + 𝐷𝐷𝐷𝐷 + 𝐻𝐻𝐻𝐻 + 𝐶𝐶
And,
𝑅𝑅𝑅𝑅 = 2.00 𝑚𝑚 + 1.75 𝑚𝑚 + 2.00 𝑚𝑚 + 1.00 𝑚𝑚,
Therefore,
𝑅𝑅𝑅𝑅 = 6.75m
Therefore, GWO recommends that the anchor points used during the evacuation exercises are placed a
minimum of 6.75m above the ground or any structure which a person may come into contact with, in the
event of a fall.
the national standards listed in Table A4-1. When working in a country where there is no applicable national
standard then the equipment shall meet or exceed the minimum requirements of the European standards.

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Country Specific Equipment Standards
Equipment Europe North America China United Kingdom

EN 361+358 ANSI/ASSP Z359.11 GB 6095 +GB 6095 BS EN 361+358
Full Body W/GB 6095 Q
Harness
EN 358 ANSI/ASSP Z359.3 GB 24543 W/GB BS EN 358
Fall restraint 24543 Q
lanyards
Fall arrest EN 354 and/or EN ANSI/ASSP Z359.13 GB 24543 Z+GB/T BS EN 354 and/or
lanyard 355 24538 BS EN 355
including
energy
absorber
Industrial safety EN 397 +A1 ANSI Z89.1 Type I GB 2811 BS EN 397 +A1
helmet with a
chinstrap that
is released with
a force of no
less than 150 N
and no more
than 250 N
Vertical fall EN 353-1 ANSI/ASSP Z359.15 GB 24542/GB BS EN 353-1
arrest system 24537/GB 24543
on a rigid Z/GB 30862+GB/T
anchor line 24538/GB 24544
Self Retracting EN 360 ANSI/ASSP Z359.14 GB 24544 BS EN 360
Lifelines
(Retractable
type fall
arresters)
EN795 ANSI/ASSP Z359.18 GB 30862 BS EN795
Anchor Points
EN 354 + 795 ANSI/ASSP Z359.12 GB 24543 Z+GB BS EN 354 + 795
Slings 30862
Connectors EN 362 ANSI/ASSP Z359.12 GB/T 23469 BS EN 362
(Carabiners)
EN 1891 ANSI/ASSP Z459.1 GB/T 23268.2 BS EN 1891
Static ropes NFPA 1983

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Rescue devices EN 1496 ANSI/ASSP Z359.4 BS EN 1496

with lifting
capacity
Devices for EN 341 ANSI/ASSP Z359.4 GB/T 38230 A or BS EN 341
emergency GB/T 38230 B or
decent GB/T 38230 C
EN 131-2 - GB/T 17889.1 BS EN 131-2
Vertical
Aluminium and GB/T 17889.2 and
Ladders EN 14122-4 BS EN 14122-4
Table A4-1-Country specific equipment standards – Working at Heights
5. BST Sea Survival

The following equipment is required to meet the needs for the Sea Survival Module.
1. Inflatable lifejackets
2. Survival suits
3. Helmets
4. Inflatable life raft with equipment
5. Helicopter rescue sling
6. Device for emergency descent
7. Safety harnesses
8. Twin fall arrest lanyards
9. Self retractable lifeline (SRL)
10. PPE
11. Ladder simulating a WTG boat landing suitable for practicing safe transfer between ladder and boat
12. Boat suitable for practicing safe transfer to and from WTG ladder
13. Various types of accessories for each detachment quick release, restraint lanyard etc.
the national standards of the country in which the actual training is taking place. When working in a country
where there is no applicable national standard then the equipment shall meet or exceed the minimum
requirements of the European standards.

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Country Specific Equipment Standards
Equipment Europe North America China United Kingdom

- - - -
Life Jackets
- - GB/T 32227 -
Inflatable
- - GB/T 9953 -
Survival Suits
Industrial EN 397 +A1 ANSI Z89.1 Type I GB 2811 BS EN 397 +A1
safety helmet
with a
chinstrap that
is released with
a force of no
less than 150 N
and no more
than 250 N
Devices for EN 341 ANSI/ASSP Z359.4 GB/T 38230 A or BS EN 341
emergency GB/T 38230 B or
decent GB/T 38230 C
EN 361+358 ANSI/ASSP Z359.11 GB 6095 +GB 6095 BS EN 361+358
Full Body W/GB 6095 Q
Harness
Fall arrest EN 354 and/or EN ANSI/ASSP Z359.13 GB 24543 Z+GB/T BS EN 354 and/or
lanyard 355 24538 BS EN 355
including
energy
absorber
Self Retracting EN 360 ANSI/ASSP Z359.14 GB 24544 BS EN 360
Lifelines
(Retractable
type fall
arresters)
Table A1-5-Country specific equipment standards – Sea Survival

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ANNEX 2 - GUIDLINE FOR WARM-UP EXERCISES
Warm-up program and illustrations developed and provided by

© ExorLive.com [www.exorlive.com]

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ANNEX 3 - MANUAL HANDLING RISK ASSESSMENT

This is an instructor guidance elaborating the concept of aggravating factors related to manual handling risk
assessment.
The baseline of assessing manual lifts is the load weight and the distance from the spine in the lower back
(the reaching distance), respectively.
While assessing manual handling, number of additional risk factors to the lift must be considered, which,
individually and especially combined, will enhance the strain on the musculoskeletal system. These factors
are the, so-called, aggravating factors.
Prior to delivering the Manual Handling Module, instructors should review local instructors and risks
assessments for the tasks planned, including assessment of whether a given task should be solved by the
participants by using a handling aid.
1. Load Weight and Reaching Distance

The following guidance introduces some simple tools to help identify ‘low-risk’ manual handling tasks and
introduces a hierarchy of control that can be used to help identify simple solutions to reduce risk from
manual handling further. Tasks outside of these guidelines should be assessed by an appropriately qualified
professional using more detailed assessment tools or a full manual handling risk assessment for the task.
Lifting and lowering filters

Use the guideline filters for lifting and lowering (shown in Figure 1) to help you identify low-risk tasks. The
guideline filters do not set specific weight limits, so the guidelines are not ‘safe limits’ for lifting and carrying.
They use broad assumptions or generalisations where, if met, the risk of injury is considered to be low.
Working outside the limits is likely to increase the risk of injury, which can lead to ill health. The guidelines
are derived from lifting capacity data which show differences between men and women in the population
(rather than individuals). Where the handling task falls within the filter guidelines, you do not normally need
to do any other form of risk assessment unless you have individual workers who may be at significant risk. If
you are unsure, complete a more detailed assessment.

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Figure 1-Lifting and lowering filters
Note Figure 1 assumes that the load is easily grasped with both hands and is handled in reasonable
working conditions, with the worker in a stable body position
Risk assessment, lifting and lowering

1. Each box in Figure 1 contains a filter value for lifting and lowering in that zone. The filter values in the
boxes are reduced if handling is done with arms extended, or at high or low levels, as that is where
injuries are most likely to happen and will most likely be harmful to health. Such lifts must be
evaluated separately.
2. Observe the work activity you are assessing and compare it to Figure 1. First, decide which zone or
zones the worker’s hands pass through when moving the load. Then assess the maximum weight
being handled. If it is less than the value given in the matching box, it is within the guidelines.
3. If the worker’s hands enter more than one zone during the operation, use the smallest weight. Use an
in-between weight if the hands are close to a boundary between zones.

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4. Lifting and lowering. Do I need to make a more detailed assessment? You will need to make a more
detailed assessment using an appropriate tool, e.g. full risk assessment checklists (or equivalent) if:
a. the handling operation must take place with the hands outside the zones in Figure 1
b. the weight exceeds those in Figure 1
c. the handling involves torso twisting
d. the handling is more frequent than one lifts every two minutes
e. the handling is done by a team
f. the handling operations are complex, for example, the weights vary significantly or there are
several start and finish locations
g. the lift does not meet the conditions given for using the guidelines, for example, if the load is
difficult to grasp or handle
h. the person lifting may be at significant risk, for example, new or expectant mothers, young
workers, those new to the job, or those with a disability, significant health problem or recent
injury
Carrying risk assessment

You can apply the filter weights for lifting and lowering in Figure 1 to carrying operations where the load:
a. is held against the body
b. is carried no further than about 10m without resting
c. does not prevent the person from walking normally
d. does not obstruct the view of the person carrying it
e. does not require the hands to be held below knuckle height or much above elbow height
f. Where you can carry the load securely on the shoulder without lifting it first (for example, by
sliding it onto your shoulder), you can apply the filter values up to 20m

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Pushing and pulling risk assessment

In pushing and pulling operations, the load might be slid, rolled,
or moved on wheels. Observe the worker’s general posture
during the operation. Figure 2 shows some acceptable push/pull
postures. The task is likely to be low risk if:
• the force is applied with the hands
• the torso is largely upright and not twisted
• the hands are between hip and shoulder height
• the distance moved without a pause or break is no more

than about 20m
When do I need to make a more detailed assessment?
If the load can be moved and controlled very easily, for example
with one hand, you do not need to do a more detailed
assessment. You should make a more detailed assessment
using, for example, the RAPP tool or full risk assessment
checklists (or equivalent) if:
• the posture shows that the task requires significant forces,

for example, leaning
• here are extra risk factors like slopes, uneven floors,

constricted spaces or trapping hazards
Figure 2 Acceptable push/pull postures 1
2. Aggravating Factors
The aggravating factors of the lifting operation must be considered which, individually and especially in
combination, will enhance the strain on the musculoskeletal system posing a risk of injury and manual
handling harmful to health.
Examples of aggravating factors; categorised by the four elements of the TILE principle:
Basic dynamic risk assessment – TILE principle
1
UK Government Copyright (by permission)

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All manual handling tasks should be preceded by a basic dynamic risk assessment carried out by the persons
planning to carry out the task before commencing the activity. This can be conducted using the simple and
well known TILE approach.
T-Task I-Individual(s) L-Load E-Environment
For ‘Task’ considerations should include:
a. no suitable handling aid is available
b. holding loads away from torso
c. lifting below knee height or above shoulder height
d. carrying, pushing, pulling or precise positioning of the load reaching upwards
e. twisting or stooping
f. large vertical movement
g. long carrying distances
h. strenuous pushing or pulling
i. unpredictable movement of loads
j. frequent or prolonged physical effort
k. lifting for a longer period of time
l. insufficient rest or recovery
m. team effort
n. a work rate imposed by a process
For ‘Individual(s)’ capability considerations should include:
a. pose a risk to those with a health problem or a physical or learning difficulty
b. no warm-up
c. require unusual capability previous and pre-existing injuries
d. pose a risk to those who are pregnant
e. pose a risk to new workers/young people

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f. require special information/training
g. unusual strength or height required for the activity
h. specialist knowledge or training required
For the ‘Load’ considerations should include:
a. heavy
b. bulky or unwieldy
c. difficult to grasp
d. difficult to grip
e. unstable or unpredictable
f. contents likely to move or shift
g. intrinsically harmful (e.g. sharp/hot)
h. sharp edges
For the Work Environment considerations should include:
a. constraints on posture, e.g. working on knees, laying on back
b. restricted spaces
c. poor floors, e.g. greasy, wet, uneven
d. variations in levels, e.g. stairs, thresholds
e. hot/cold/humid conditions
f. strong air movements, e.g. outside of tower, nacelle, etc
g. poor lighting conditions
h. weather conditions; rain, gust, wind, temperature
Additionally, it is recommended to consider additional factors including whether the activity is hindered or
enhanced by wearing particular protective clothing or PPE and work/organisation (psychosocial) factors such
as training, sudden changes in workload, communication, consultation, etc.
3. Good Handling Technique

A good handling technique is no substitute for other risk-reduction steps, such as providing lifting aids, or
improvements to the task, load or working environment. Moving the load by rocking, pivoting, rolling or

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sliding is preferable to lifting it in situations where there is limited scope for risk reduction. However, good
handling technique forms a very valuable addition to other risk-control measures. To be successful, good
handling technique needs both training and practice. The training should be carried out in conditions that
are as realistic as possible, emphasising its relevance to everyday handling operations in the workplace.
There is no single correct way to lift and there are many different approaches, each with merits and
advantages in particular situations or individual circumstances. The content of training in good handling
technique should be tailored to the particular handling operations likely to be carried out, beginning with
relatively simple examples and progressing to more specialised handling operations as appropriate. For
example:
a. employees should be able to identify loads that may cause injury when handled. Increases in
size often indicate an increase in weight and difficulty of handling
b. where the size of the item is less important than how full it is, e.g. in the case of a dustbin
containing refuse, they should assess the load by looking inside it or use techniques such as
rocking the load from side to side before attempting to lift it
c. they should also treat unfamiliar loads with caution. Drums which appear to be empty or other
closed containers should be tested, e.g. by trying to raise one end
d. they should apply force gradually when testing loads. If employees feel too much strain, they
should be encouraged to look for another way of handling the load safely
The following list illustrates some important points which are relevant to a basic two-handed symmetrical lift
– a lift using both hands that takes place in front of and close to the body, without any twisting.
Basic lifting operations
Rocking a load to assess its ease of handling.
Figure 2 -Basic lifting operations 2
2

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Think before handling/lifting. Plan the lift/ handling activity.

Where is the load going to be placed? Use appropriate handling
aids where possible. Will help be needed with the load? Remove
obstructions, such as discarded wrapping materials. For long
lifts, such as from floor to shoulder height, consider resting the
load mid-way on a table or bench to change grip.
Keep the load close to the waist. Keep the load close to the
waist for as long as possible while lifting. The distance of the
load from the spine at waist height is an important factor in the
overall load on the spine and back muscles. Keep the heaviest
side of the load next to the body. If a close approach to the load
is not possible, try to slide it towards the body before
attempting to lift it.
Adopt a stable position. The feet should be apart with one leg
in front of the other (alongside the load if it is on the ground) to
increase the stability of the worker’s posture. The worker should
be prepared to move their feet during the lift to maintain a
stable posture. Wearing over- tight clothing or unsuitable
footwear may make this difficult.
Ensure a good hold on the load. Where possible, hug the load
as close as possible to the body. This may be better than
gripping it tightly only with the hands.
Moderate flexion (slight bending) of the back, hips and knees at
the start of the lift is preferable to either fully flexing the back
(stooping) or fully flexing the hips and knees (full/ deep
squatting)
Don’t flex the back any further while lifting. This can happen if
the legs begin to straighten before starting to raise the load.
Figure 2 -Basic lifting operations 3 The worker should start the movement with the strong leg
muscles while keeping the back posture constant.
3

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Avoid twisting the back or leaning sideways especially while

the back is bent. Keep shoulders level and facing in the same
direction as the hips. Turning by moving the feet is better than
twisting and lifting at the same time.
Keep the head up when handling. Look ahead not down at the
load once it has been held securely.
Move smoothly. Do not jerk or snatch the load as this can make
it harder to keep control and can increase the risk of injury.
Don’t lift or handle more than can be easily managed. There is
a difference between what people can lift and what they can
safely lift. If in doubt, seek advice or get help.
Put down, then adjust. If precise positioning of the load is

necessary, put it down first, then slide it into the desired
position.
Figure 2 basic lifting operations 4
Source of reference
This Annex is based upon:
4

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a. legal requirements and guidelines of the Danish and UK EHS authorities and legislation on
manual handling
b. G+ Manual Handling Case Studies doc.
c. https://www.hse.gov.uk/pubns/books/l23.htm
d. Equinor Ergonomics and Manual Handling Study 2018
e. contains public sector information published by the UK Health and Safety Executive and
licensed under the Open Government Licence’
Note Local legal requirements must always be adhered to when performing manual handling

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ANNEX 4 - VERSION HISTORY
DECEMBER 2022 16.1 GWO TC Description of changes
Version V16. 1 Dec2022
Annex 1 Equipment Lists
BST Working at Height. Table A4-1 Country specific equipment standards – Working at Height) PP 222/3.
BST Sea Survival. Table A1-5 Country specific equipment standards – Sea Survival) PP225
Full Body Harness reference for Europe and UK. The following erroneous reference removed “…or EN
813” (Europe). In UK, “…or BS EN 813”
VersionV16Sep22
Section 5. 7 and 12.2 Participants pre-requisites: New pre-requisites added:
Prerequisites for participating in the Sea Survival module is a valid GWO Working at Height training
certificate– because:
1) To ensure safe climbing and descending on ladders. WaH gear is not the syllabus for sea survival –
just tools to conduct exercises
2) To make participants feel safe and comfortable in trusting fall arrests, SRLs and descend/rescue device
(fx milan)
3) To keep a flow in the training activities and not spend time on individual introductions to the gear
Section 12.3 Instructor qualification pre-requisites added:
A competent GWO BST Sea Survival module instructor must adhere to the instructor qualifications as per
the Requirements for GWO Training as well as holding a valid GWO Working at Height training certificate
Section 12.5 Note added: The local training site emergency response plan may call for a further number of
qualified safety and rescue personnel
Time 12-5 adjusted according to changes in lessons and elements
Lesson 3, Cold water immersion: mitigate hypothermia is changed to minimize the risk of hypothermia
Element 3.3 b) “tPA” corrected to TPA
Element 3.3 added: Instructor shall: Present examples of individual and collective actions to minimize the
risk of hypothermia while in the water (“HELP” – Heat Escape Lessening Positions)

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Lesson 5 – “SAR and GMDSS” unfolded: SeARch and rescue and Global Maritime Distress & Safety
Systems
Element 5.3 Physical actions to detection – learning objective: participants can recognise and name
relevant distress signals and actions to enhance detection (Knowledge, basic level)
Lesson 6, Practical Sea Survival Duration changed to 140 min
New learning objective: Take responsibility of performing safe evacuation from a WTG transition piece
Element 6.1 – Correct donning and use of LAS and PPE – new instructor activity added: Observe
participants practicing the donning of LSA and PPE as well as performing buddy-check, and provide
constructive feedback on the participants’ efforts on donning and buddy-checking
New participants action added: Decide how to apply the instructor’s feedback to the following exercises
Element 6.2 Risks related to evacuation into water – adjusted learning objective: participants understand
and can discuss sea survival techniques in relation to evacuation into water
Element 6.2 Instructor shall explain and demonstrate:
• Controlled entry form not more than 1 m height
• Evacuation by helicopter sling
• collective techniques to minimize the risk of hypothermia, including Heat Escape Lessening Posture
(‘HELP’)
Furthermore feedback is deleted and a discussion added instead: Facilitate discussions on risks related to
evacuation into water and prepare participants for the practical exercise
Participants actions: Discuss risks and options concerning:
Floating and swimming without life jacket deleted Donning life jacket in the water deleted
Techniques to enhance chances of being spotted deleted
Discuss collective techniques to minimize the risk of hypothermia including Heat Escape Lessening Posture
(‘HELP’) individual swimming techniques
New Element 6.3 Warm Up added: Aim of this element is to mitigate risks of musculoskeletal injuries from
the practical elements of the training and to support manual handling culture of always to warm up prior to
physical activities
New Element 6.4 Controlled entry into the water from TP ladder New element 6.5 Individual and collective
swimming techniques
New element 6.6 Correct usage of life raft
Participants shall not righten a life raft, but instructor must demonstrate

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Element Emergency (double) descent by constant rate descender
Added to the instructor activity: detachment in the water (single and double evacuation). Various types of
accessories for each detachment may be applied or demonstrated, e.g. quick release, carabiner, restraint
lanyards, types of detachment etc. To cover risks of panic, bodily malfunction, accessibility due to body
positioning and equipment restraints
The participants shall practise double evacuation with manual inflation of life jacket and detachment in the
water
The summary by exercise is depending of training time available and local training facility risk assessment
Element 8.2 MOB note adjusted to The theoretical knowledge of general procedures and awareness in
case of a man overboard incident, may be presented as part of instructional activities and discussions in
lesson 6, Sea Survival.
Lesson 9 Transfer practical – The practical transfer training is designed as a two-step sequence of practical
learning activities: 1) training the procedure for transfer from CTV to Transition piece and back to CTV, and
2) practising live transfer from CTV to Transition piece and back to CTV
Duration changed to 130 min Equipment annex:
Rigid life vest is no longer required because wind employees travelling on CTVs bring their own
inflatable lifejackets
Inflatable lifejackets (automatic inflation for instructor’s demonstration and manual release for practice)
In relation to transfer trainings:
ladder simulating a WTG boat landing suitable for practicing safe transfer between ladder and boat
If an alternative ladder system is used for dry transfer training, it must comply to standards 14122-4 (part 4)
or similar
Boat or dynamic platform to simulate a moving vessel in waves < 0.5 m suitable for practicing safe transfer
to and from WTG ladder
Various types of accessories for each detachment quick release, restraint lanyard etc.
APRIL 2022 15 GWO TC APRIL 2022 Description of changes
Module 1, First Aid reviewed, including updated duration of total contact time from 13 hours to 4 hours
Substantial Changes to the Module:
The module is decreased from 7 lessons to 5 lessons.

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The total contact time of the module is decreased from 13 hours and 20 to 7 hours.
Lesson 2 is updated according to a training needs analysis done by the GWO review working group of
what a wind turbine technician needs to be able to do as a basic first aider.
Therefore, lesson 2 is aimed at enabling the participants to recognise signs and symptoms of life threating
situations and save lives and prevent injury to the casualty by being able to use Primary Survey to provide
the correct and effective lifesaving first aid in case of an emergency situation in the wind industry.
Lesson 3 is updated according to a review of general injury and illness statistics from the GWO members,
which led to a focus on how to do a head-to-toe examination and the listed relevant incidents in lesson 3:
4) Burns
5) Chemical contacts to the eye
6) Medical emergency situations: Heart attack & Stroke
7) Hypothermia
8) Fractures
Lesson 4 is updated with a new split between mandatory and additional scenarios, which can be combined
at will during the scenario-based training as long as all the mandatory scenarios are covered. The
mandatory scenarios are:
1) One electrical incident
2) One incident with either a stroke (circulatory, respiratory, central nervous system) or a heart attack
3) two scenarios must include a “head-to-toe” examination of the casualty
4) CPR using an AED
All the above updates are based on a training need analysis of what a wind turbine technician needs to be
able to do as a first aider. This analysis included a review of general injury and illness statistics from the
GWO members among others origin from ON and OFF erection, service, lifting and transfer operations. In
addition, the updates are also a consequence of the project scope given by the GWO Training Committee
to increase the competitiveness of BST and BSTR First Aid modules e.g. by reducing the contact time,
where working group has focused on combing instructional valid principles such as reducing the amount
of (presented) information with a thorough analysis of the training needs to achieve the best possible
outcome.
Learning objective in lesson 1 & 2 alters to singular with possible misalignment with gender neutral (plural)
pronouns
Module 2, Manual Handling reviewed, including reviewed annexes for Warm-up and Manual Handling Risk
Assessment
Substantial Changes to the Manual Handling Module:

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The module is decreased from 7 lessons to 5.
Technical theory has been deleted and necessary theory has been transferred to be applied during the
practical training.
Warm-up. The warm-up lesson 3 focuses on building culture, and Annex 2 now offers an inspiring warm-up
program that is possible to conduct on the pier and on larger vessels prior to transfer. Warm-up should
not just be conducted in relation to the training. Warm-up is essential for mitigating musculoskeletal
injuries, and a culture of always to warm-up prior to manual handling and other physically demanding tasks
must be always supported by training providers.
The elements in the practical training and exercises are structured in work related physical postures:
kneeling, lifting, pushing/pulling, carrying and so on. The 7 elements are inspired from G+ reports,
Equinor study on Manual Handling (2018) and work group participants studies and experiences. Applying
TILE principle is now part of all practical elements.
Annex 3 – Manual Handling risk assessment – the guiding tools are unfolded to be more user-friendly for
the instructor.
Taxonomy alignment throughout the BST standard
The section Understanding GWO learning objectives has been updated to reflect the reviewed GWO
Taxonomy Framework
All learning objectives have been updated with action verbs that reflect the taxonomic levels (basic,
intermediate, and advanced level) and the domain (knowledge, skills, and ability) without changing the
content of the element
Action verb ‘demonstrate’ in learning objectives are changed to relevant action verb level/domain.
Learning activity “demonstrate” was changed to ‘practise’ because during training activities, the
participants are in a learning process and abilities should be trained, not evaluated
Learning activities have been aligned to match the updated learning objectives with a focus on participant
engagement
The instructor’s perspective has been changed to a generic perspective accommodating different types of
training
All instructor guidelines have been compiled in one section under the individual elements
More guidelines on the use of feedback have been added to emphasize its importance and ensure its
effective use by involving the participants
All learning objectives have been numbered throughout the standard
New learning objectives have been created for all lessons that describe the overall ability the participants
should acquire during the specific lesson. This focuses the attention on how knowledge and skills support
the responsible performance of the employee in the context of the job and the deeper involvement
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The Introduction lesson for all standards has been updated to ensure alignment between all GWO training
standards for generic lessons. New aim in lesson 1 “The aim of this lesson is for the participants to be
motivated and to engage in the training safely at a training facility, while recognising what is expected of
them during the training.”
The Training Review lesson for all standards has been updated to ensure alignment between all GWO
training standards for generic lessons
For all modules, the title of lesson Learning outcomes of the XXX Module changed to Detailed description
of the XXX Module
2. Terms and definitions – listed in alphabetical order
2. Terms and definitions – Definitions of Manual handling added
JANUARY 2021 14 Description of changes
Change in total training standard:
“Delegate” changed to “Participants”. (Plural - to avoid using his/hers in following text. Instead, we use
"their")
“Training staff” changed to “the instructor” “Attitude” changed to “Ability”
BST 6: New version of “Understanding GWO learning objectives” Changes to BST Sea Survival Module
January 2021:
Throughout the Sea Survival module:
All learning objectives moved to relevant learning elements and tagged with domain and level (e.g.,
Ability, intermediate level)
Learning activities are adjusted with more focus on participants involving activities - and some
responsibility is placed on the participant engagement
Instructor/Participants ratio: Added: Note: There must always be at least 2 instructors or rescue person
present during practical training
BST SS Timetable:
Adjusted in accordance with new headings on lessons and elements Lesson 9: 150 min; lesson 10: 35 min
Lesson 1, Introduction:
Motivation: new wording added: Instructor shall facilitate a group discussion or Q/A activity on:

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The importance of personal involvement in the course, why advanced rescue preparedness and skills are
relevant, How the participants will be challenged, and why
Participants shall engage in group discussions and share own experiences New Human Factors section
added
Lesson 2, Legacy – is changed to Safety culture and legacy
Aim is adjusted to: The aim of this lesson is to give the participants the needed awareness of site
organisation and relevant legislation in relation to safety culture and organisation to ensure that the
candidates are aware of the roles, personal responsibilities and rules that apply to offshore wind farms.
Learning objective adjusted to: Having successfully completed this lesson, participants will show interest in
rescue and recovery organisation and safety culture on site and seek guidance when needed. (Ability,
basic level)
Lesson 3, title from: “Exposure, cold, hypothermia, drowning” to “Cold water immersion”. Sea sickness is
added as a hazard with precautious actions
Element 3.5 Learning objective: The participants can describe the consequences from seasickness
Element 3.6 - Learning objective: The participants can describe the main risks from stay in contaminated
water (Knowledge, basic level)
Contaminated water is added as a hazard with precautious actions Lesson 5 – 5.2.1 New technology
added (SART – AIS – AIS – SART)
Lesson 6 – new 6.2.16: Floating and swimming without a life jacket and donning the life jacket while in the
water
Element 6.4: Inflation of raft is a crew task. 2. The learning outcome from watching a video launch with
possibility to pause or re-view is much deeper than a one-time demo.
New Element 6.5 – Helicopter rescue from water: Participants practice donning HELO sling in the water
Emergency descend changed to practicing double evacuation with detachment in the water Lesson 7 -
Element 7.2: (Dynamic/Floating->Static/fixed; Static/fixed->Dynamic/floating; Dynamic/floating-
>Dynamic/floating)
Element 7.6: New risk added - . . . including dropped objects Lesson 8 –
Adjusted aim: The aim of this lesson is to inspire the participants to ensure safe conduct on installations,
vessels, and WTG´s during normal operations and in case of emergencies and evacuation. And to seek
guidance when needed.
Adjusted Learning objective: After successfully having completed this lesson of the BST Sea Survival
module, participants will show interest in safe conduct in wind industry environment and seek guidance
when needed (Ability, basic level)

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Element 8.2. MOB deleted – new learning objective: The participants can explain relevant actions when a
person falls in the water
Lesson 9 – New title: Safe transfer of oneself between Motivation: The movement of equipment
and tools is not to be prioritised during SS-module is covered in other modules of BST, such as Manual
Handling
Adjusted learning objective: After successfully having completed this lesson of the BST Sea Survival
module, the participants can take responsibility for conducting safe transfer for themselves between dock
and vessel and between WTG and vessel
Element 9.1.1 Safe transfer of self and equipment – “Equipment” deleted as equipment storage is a crew
responsibility
9.1. Learning objective changed to Ability, intermediate level
Lesson 10 – Test and training review: new section on Evaluation and feedback Annex 1 – Equipment list
Cradle, rescue net deleted, as MOB rescuing MOB is deleted from curriculum Emergency descent device
added
Self-Retractable Lifeline (SRL) unfolded
Added: Ladder simulating a WTG boat landing suitable for practicing safe transfer between ladder and
boat
Added: Boat suitable for practicing safe transfer to and from WTG ladder
Added: “…of the country in which the actual training is taking place” to underline, that the table A3- 41 is
regional examples only
OCTOBER 2020 13.1 Description of changes
• GWO Standard updated to match the Corporate Visual identity of GWO (CVI)
• Each module now contains a cover page and the module name listed in the header as reference.
• New ISO Code added to standard
• All previous versions of the Change log have now been moved to Annex 4. The current change log
remains at the start of the standard.
• Duplicate information removed from Section 4. Scope

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The following sections have been removed due to this information now included in the new Requirements
for Training Providers and Requirements for Certification Bodies (released May 2020)
Section 5
5.4 Conformity with other training – section removed
5.5 Legal Requirements – Section Removed
Section 6
6.1 Staff – section removed
6.2 Facilities and Equipment – section removed/Equipment now moved to section 5.9
6.3 Theory training facilities – section removed
6.4 Practical training facilities – section removed
6.5 Training Equipment – section removed
Section 8
8.1 Administrative arrangements – section removed
8.2 Participant performance assessment – section removed
8.3 Requirement to upload training record in WINDA – section removed (course Codes have now been
moved to section 5.6)
8.4 Training Providers own Records and Certificates issue – section removed
8.5 Participant performance assessment form – section removed
Annex 1
• Participant Performance Assessment Form – Section removed (now in the Requirements for Training
Providers)
Annex 2
• Medical Assessment Form – Section removed (now in the Requirements for Training Providers)
All section reference numbers have now been updated
SEPTEMBER 2019 13 GWO TC SEPT 2019 Description of changes
October 2019 – minor corrections

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Following release of the standard there have been some reports of grammatical errors in the document,
these have been corrected.
• Sections 10.7, 12.7 and 13.7 have been aligned with the learning objectives in the lessons.
To align with the North American market there have been some wording changes throughout and the
imperial measurements have been included where applicable. These changes do not affect the learning
outcomes.
2019 - Working at Heights & Manual Handling Review
Working group to combine the two modules. Therefore, V13 of BST has 6 modules.
Insertion of new module 5 “Working at heights and manual handling combined”
Comprehensive review of both manual handling and working at heights modules
Document changes
Formatting of document changed and aligned throughout document, includes numbering all
sections, lessons, elements, sub-sections, and tables for ease of reference. Inserted Section 2 - Terms and
definitions
Section 3 - Change log layout changed, for ease of reading Annex 3 – Manual handling risk assessment
moved to Annex 5 Equipment lists for all modules moved to Annex 3.
Inserted Annex 4 – Guideline for warm-up exercises
Anchor point height review
Requirement for anchor point height changed to a recommendation. With additional control measures if
using a lower height.
Overall Changes
• Version changed from 12 to 13
• Date changed to reflect most recent date of changes.
• Added level and domain to all learning objectives (e.g., L2 – Knowledge) for ease of understanding)
• Aims for each lesson updated
• Taxonomy action verbs moved to each lesson element
• Module 5 Working at height & Manual Handling is Added
Section specific changes
1 Table of contents
• Updated to reflect changes to standard.

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2 Terms and Definitions
• Inserted.
3 Change Log
• Format changed for ease of reading.
4 Scope
• Changed number of modules from 5 to 6.
5.1 Overview
• Changed number of modules from 5 to 6 under overview.
• Inserted working at height and manual handling combined course.
5.6 Duration of BST Modules
• Section reworked to give clarity to contact time and total training day.
• Duration given as total contact time
• Inserted table 5-7 to clarify maximum durations per day.
6.5 Training equipment
• Reworked to include reference to equipment lists in Annex 3.
8.5 Participant performance assessment form
• Name changed from “Control Measures”.
• Wording updated to use participant performance assessment instead of control measures.
9 BST Module 1 – First Aid
• Numbered to section 9 and all subsequent subsections now 9.x
e.g., 1.1 Aims and objectives of the BST First Aid module becomes sub-section 9.1.
10 BST Module 2 – Manual handling
e.g., 1.1 Aims and objectives of the BST fire awareness module becomes sub-section 10.1.
11 BST Module 3 – Fire awareness
e.g., 1.1 Aims and objectives of the BST fire awareness module becomes sub-section 11.1.

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12 BST Module 3 – Working at height
e.g., 1.1 Aims and objectives of the BST working at height with manual handling module becomes sub-
section 12.1.
13 BST Module 4 – Working at Heights & Manual Handling Combined
• New combined module inserted
14 BST Module 5 – Sea survival
e.g., 1.1 Aims and objectives of the BST sea survival module becomes sub-section 14.1.
ANNEX 3 Equipment list
• Moved manual handling risk assessment to Annex 5 and inserted equipment list to align with other
standards
ANNEX 4 Guideline for warm-up exercises
• Inserted
ANNEX 5 Manual handling risk assessment
• Moved from Annex 3
Sub-Section specific changes
9.1 Aims and Objectives of the BST First Aid module
• Aim updated to include CPR and AED.
9.2 ,10.2, 11.2, 12.2, 13.2 &14.2 Duration of the BST xx Module
• Section reworked throughout to clarify contact time and total training day.
• More accurate time estimates.
9.4, 10.4, 11.4, 12.4, 13.4 & 14.4 Equipment for xx module
• Moved list of equipment to Annex 3
• 12.4 & 13.4 Changed the requirement to a recommendation for an anchor point height of 6.75 m,
with the change included additional control measures if the height is lower.
9.5, 10.5, 11.5, 12.5, 13.5 & 14.5 xx module timetables
• Table format adjusted and standardised.
9.6, 10.6, 11.6, 12.6, 13.6 & 14.6 Detailed description of the xx module

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• Paragraph styles aligned throughout the lessons, elements & notes.
• Bullets removed and replaced with numbering throughout.
9.7, 10.7, 11.7, 12.7, 13.7 & 14.7 Participant performance assessment
• Paragraph styles aligned throughout.
Manual handling changes
Reduced from 8 lessons to 7 lessons.
10.1 Aims and objectives of the BST manual handling module
• Learning objective list order changed to reflect hierarchy of control.
Lesson 2 – Legislation and behavioural safety
• Lesson 6 incorporated into lesson 2.
• Time increased to 15 minutes.
• Inserted learning objectives 3 & 4.
• Inserted element 2.3 – behavioural safety.
Lesson 3 – Spinal anatomy and posture
• Moved form lesson 4.
Lesson 4 – Planning manual handling
• Moved form lesson 5.
• Name changed from “T.I.L.E. Principle and assessing aggravating factors.
Lesson 5 – Measures to prevent injury during training
• New lesson.
Lesson 6 – Manual Handling: Risk controls & Proper manual handling techniques
• Previous lesson 3 incorporated.
• Name changed from lifting techniques and scenario-based training.
Fire awareness changes
Lesson 4 – Fire extinguishing
• Inserted table L4-3 of fire classes in element 4.3.4.

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2023-05-02
Working at height changes
12.3 Working at Heights instructor to participant ratio
Changed from 1:4 to 1:6 for practical exercises (Remains 1:4 for on-site).
12.4 Equipment for Working at Heights module
• Inserted an explanation of the generic approach to training.
• Added a requirement to reduce the potential fall factor.
• Inserted additional control measures for a reduction in anchor point height
Lesson 1 - Introduction
• Time reduced to 15 minutes in line with other GWO Modules.
Lesson 3 – Harness
• Element 3.1 – Name changed to Pre-use inspection.
• Element 3.1 - Expanded pre-use inspection.
• Element 3.2 – Name changed to Fitting.
• Element 3.3 – Name changed to Periodic inspections.
• Element 3.4 – Name changed to documentation.
• Element 3.5 – Name changed to maintenance.
Lesson 4 – Fall prevention
• Name changed from work positioning lanyards.
• Moved from lesson 6 in line with the hierarchy of control.
• Element 4.1 – Inserted and incorporates previous element 6.5.
• Element 4.2 – Name changed and moved from 4.6.
• Element 4.2 – Expanded pre-use inspection.
Lesson 5 – Vertical fall arrest systems
• Time reduced to 25 minutes.
• Element 5.2 – Name changed.

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2023-05-02
• Element 5.3 – Name changed to correct attachment and detachment.
• Element 5.5 – Name changed to Periodic inspections.
Lesson 6 – Fall arrest lanyards
• Inserted learning objectives for double hook climbing and fall factor
• Element 6.1 – Name changed to legal requirements.
• Element 6.2 – Name changed to pre-use inspection and moved from element 6.7.
• Element 6.3 – Name changed to correct attachment to harness and moved from element 6.2.
• Element 6.4 – Inserted.
• Element 6.7 – Name changed to approved anchor points for attachment and moved from element
6.5.
Lesson 7 – Dropped objects
• New lesson.
Lesson 8 – Self retracting lifelines
• Name changed from backup systems for exercises.
• New Lesson.
Lesson 10 – Practical exercises
• New Lesson.
Lesson 11 – Workshop – Risks/Hazards and suspension trauma
• Incorporated previous lesson 13 on suspension trauma.
Lesson 12 – Emergency procedures
• Inserted learning objective for a double evacuation.

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2023-05-02
• Improved descriptions throughout.
Lesson 13 – PPE Review
Lesson 14 – Rescue devices and rigging setup
• New Lesson.
• Incorporates and expands previous element 14.3.
• New Lesson.
• This lesson is a copy of lesson 9 and is inserted to allow time on day two.
Lesson 16 – Rescue exercises
• Removed exercise to rescue an unconscious casualty from the outside of the ladder.
Lesson 17 – Evaluation
13 BST Module 5 – Working at Heights & Manual Handling Combined
• New module combining the lessons and elements of manual handling into the working at height
training.
01.04.2019 12 GWO TC 20.03.19 Description of changes
First Aid:
• Staff: Added following: First Aid Instructors need to be certified first aid Instructors according to
national legislation and/or recommended guidelines
• Lesson 2: Added ref. to International Liaison Committee on Resuscitation (ILCOR)
• Lesson 3: Anatomy section simplified e.g. element 3.1 d. vital organs and their requirements, 3.4
removed, 3.5 Personal Hygiene change to Personal Protective Equipment and moved to lesson 4.1
• Lesson 5: C-ABC – adding C for catastrophic/critical bleeding
• Lesson 5: Lifesaving first aid using primary survey “C” - A - B – C – added 50 min from AED

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2023-05-02
Removal of CPR on children
• Lesson 6: AED – no longer a separate lesson but integrated in lesson 5.
• Lesson 7 - Ordinary first aid: Changed to secondary survey and increased with 50 min from the
previous AED lesson.
Traffic related accidents include in lesson: 7.1.4 – the scenario-based training
Fire Awareness
• Personal escape masks Now optional in the equipment list Also part of the theory in lesson 4
• Square of combustion
• Changed to triangle
SEPTEMBER 10 11 GWO SC
2018 SEPTEMBER 20,
2018 Description of changes
Sea Survival review
Duration change
• Course reduced from 1½ day duration to 1
Primarily by moving theory elements into the practical elements.
Overall changes
Elements moved and integrated
• Element 8.1/8.2 moved to Lesson 5
• Element 9.1,9.2,9.3,9.4,9.5,9.6 and 3.1,3.2,3.3,4.1 and 8.2 moved to Lesson 6
• Element 5.1,5.2,5.3,5.4,5.5 moved to Lesson 7
• Element 6.1 moved to Lesson 8
• Element 10.1,10.2,10.3 - 5.3,5.4,5.5 and 7.1 into Lesson 9
Element specific changes
• Updated: Added new introduction Lesson, aligning with latest developed standards
• Updated: 1.1, added referral to G+ guidelines alignment

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2023-05-02
• Updated: 1.1, Aims & Objectives wording
• Updated: 1.2, duration section to 2x4 hours
• Updated: 1.3, Trainer – Participant Ratio, practical to 1:4
• Updated: 1.5, timetable to reflect the 1-day duration setup
• Updated: Lesson 3, Learning objectives. Drowning content was changed from “demonstrate” to
“explain” to reflect the theory perspective of the lesson
• Updated: Lesson 3, Learning objectives. Hypothermia level changed from “various steps” to
“symptoms” due to details being covered in first aid
• Updated: 3.4, drowning. Changed from “Explain” and “demonstrate”, to “explain” due to the topic
being covered in first aid
• Updated: 4.1.3, added “Correct pre-use check” based on survey feedback
• Updated: 5.1, the instructor must now only “explain” and not “demonstrate”. Furthermore, it is now
SAR operation and not organisation
• Updated: 6.1.2, added “immersion and transfer suits” to clarify
• Updated: 6.2.1, added “Including different types of evacuation, by use of equipment or manual
evacuation” to make it more precise
• Updated: 6.2, sequence
• Updated: 6.2, changed “safe” to “controlled”
• Updated: 6.2, first aid elements removing “various” to make it more precise
• Updated: 6.2.10, from “safe” to “controlled”
• Updated: 6.3.1.5, added “Covering risks of panic, bodily malfunction, accessibility….” To help the
instructors during the lesson
• Updated: 6.4.6, removed “various” to make it more precise
• Updated: 6.4.12, removed “stages” to simplify it
• Updated: 6.6.1, added “participants understand that they are to demonstrate the skills covered in
Lesson 6 practical sea survival” to ensure motivation for the exercise
• Updated: 6.6.2, “safe” removed, “controlled” added
• Updated: Lesson 7, Aims and Objectives. “Dynamic-dynamic” added to reflect that all principle types
of transfer are covered
• Updated: 7.2.1, dynamic – dynamic added
• Updated: 7.2.2.2, added “Various types of vessels the participant may engage in a Sea Survival
Situation” due to the different operational footprint of the vessels when conducting Sea Survival

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• Updated: 7.2.3.1 and 7.2.3.2, reversed the safe transfer methods to reflect the safety priorities
• Updated:7.2.4.1/2, updated the sequence to reflect operational pattern
• Updated: 8.2.2, added different types of contingency plans to make it more precise
• Updated: 9.1.2, “Storage” is added to reflect that equipment/cargo is to be handled specifically
• Updated: 9.2.1, added different types of hazards
• Updated: 9.2.2, Updated the exercises to include SRL with and without quick connector
• Updated: 9.2.4, Added “with/without quick connector” and specified that each exercise must be
conducted twice by each participant
• Updated: 9.2.5, added “The ability to react to instructions and hazards during the transfers”
• Updated: 9.3.2, added “Assisted recovery from water in cooperation between casualty and rescuer by
means of cradle and rescue net” to emphasise that both approaches must be covered
• Updated: 2.2, removed 2.2.2 and 2.2.3 due to potentially having 12 different nationalities on the
course
• Updated:1.7, changed the numbering of the control step elements to reflect the updated sequence in
the Sea Survival module
• Removed: Lesson 6, Aim & Objectives “Demonstrate the various techniques to enhance the individual
and collective chances of survival and evacuation”, as this is covered in the other aims & objectives
• Removed: 6.5, Participants shall demonstrate Helicopter rescue from water as demonstrated by staff”
as it is deemed sufficient that the participants observe the instructors “explaining” and
“demonstrating” it
• Removed: Lesson 9, referral to G9 as this is now under the overall Aims & Objectives section
• Removed: 9.2.2, “moving equipment with Twin fall arrest lanyards” as this is impossible
Taxonomy update
Update of the taxonomy methodology to improve consistence and quality, including: update of Aims and
objectives section, alignment between aims & objectives and the learning objectives, update of element
taxonomy
MAY 31 2017 10 GWO SC APRIL 27 Description of changes
Content
• New intro “Scope” replaces “Foreword and Editorial”

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2023-05-02
• General section: Target group detailed to “personnel working in a wind turbine environment”
• General: new section on “Understanding GWO Learning Objectives” incl. Taxonomy Table
• General: new section on Conformity with other training section added, allowing certified training
providers to incorporate delivery of other certified training.
• first aid module: specified at least one scenario must be based on electrical incident, diabetes deleted
as first aid situation
• Manual Handling: may now be delivered as combined MH and MHR course, increased discussion
based learning, introduced aggravating factors in theoretical lessons, and specified scenario-based
training.
• Added Annex 3: Manual handling risk assessment (aggravating factors)
• FAW module: may now be delivered as combined FAW and FAWR course, increased discussion
based learning, and specified scenario-based training. Technical term fire gases implemented
(instead of smoke), instruction in dry chemical extinguisher specified (reduced) to taxonomy level
“explain”
• WaH module: anchor point specified to minimum 6.75 meters, always ensuring that safe distance is
available for fall arrester to work.
Major layout work:
All common administrative elements now only in general sections of standard and deleted from each of
the module descriptions.
• Templates for Control Measures and Medical Self-assessment forms supplied as Annex 1+2 supplied
• Specific requirements to trainer/participant ratio, equipment and performance criteria remain in

modules
Module learning outcomes and lesson elements merged into “detailed description".
9 Description of changes
General
Individual module update versions on front page of standard removed. Participant prerequisites
Added prerequisite for Participant to possess a personal WINDA ID and provide it to the Training Provider
prior to completing the course.
All sections

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2023-05-02
Changed certification requirement from issuing a certificate to instead upload a record of training to
WINDA.
Changed requirement from handing out certificates to Participants to instead ensure that Participants have
provided their WINDA ID.
Validity Period
Changed text to include uploading of records to WINDA Entire document
Switched logo to new GWO logo
Left the date field in the medical self-check forms blank.
MARCH 2016 8 GWO SC 15.03.2016 Description of changes
Introduction
Updated the requirements for renewal of certificate. first aid Module
Corrected numerical error in point 3.3
DECEMBER 2015 7 Description of changes
Introduction
• Removed certification requirement 3 “Type of equipment used in the course and maximum training
height (BST Working at Heights Module only)” in Working at Height module. Removed due to RUK
alignment.
• Consequence of expired certificates added under Validity period.
Working at Heights Module
• Removed certification requirement 4 from point 3.3 “Type of equipment used in course and maximum
training height”. Removed due to RUK alignment.
• Removed part of the note in point 3.3 WaH module saying “However, a climb to a higher height than
the minimum height stated in this Standard can be an indicator of the Participant’s capability and
aptitude to work at heights. The maximum height used during the training must be stated on the
certificate”. Removed due to RUK alignment.

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Sea Survival Module
Alignment with updated requirements set by UK Health and Safety Executive for boat transfers:
• Section 1.5: Objective (3) added
• Section 1.6: Lesson 3, Lesson 4, Lesson 5, Lesson 9 and Lesson 10 altered
• Section 1.9: Element 3.2, Element 4.1 and Element 4.2, Element 5.1, Element 9.2, Element 9.3,
Element 10.1, Element 10.2 altered
• MES (Marine Evacuation system) added to List of abbreviations
• Removal of Safe Transfer from Vessel to Vessel exercise due to too high risk while practicing (current
objective 4 altered and previous Element 5.6 and 10.3 deleted)
• Validity reduced to 24 months (Section 3.2) Equipment for easy detachment added (Section 2.6)
Equipment for easy detachment added (Section 2.6)
12.03.2014 6 GWO SC 27.03.2014 Description of changes
• Appendix and Change Log
• Appendix removed. Change Log moved from the end to the beginning of this document after the
title page.
Working at Heights Module
• 1.1: Length of Working at Height course corrected from 8 hours to 16 hours.
• 1.6: Lesson 1 Introduction. The word “Refresher” removed.
• 2.6: Equipment. The version years are removed from the safety/equipment standards. The reason for
this is that there are many standards that are frequently updated. Updating all of these standards with
their new versions will require lots of work. If no years are mentioned, the newest version of the
equipment standard will always prevail.
Entire GWO Basic Safety Training Standard Document (All Modules)
Small corrections to spelling, grammar, styles and tables (no meanings of sentences have been changed)
Amendment date Version Approved by & date Description of changes

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2023-05-02
21.11.2013 5
• Participant prerequisites corrected for each Module (Section 1.3)
Physical demands corrected for each Module (Section 1.4)
04.11.2013 4 Description of changes
• Spelling, grammar corrected (no meanings of sentences have been changed), format corrected
• Participant prerequisites updated for each Module (Section 1.3)
• Physical Demands updated for each Module (Section 1.4)
• Added Appendix 1A to each Module (GWO’s suggestion for Medical Self-Assessment) Working at
Heights Module
Information about Certification (EN, ANSI, etc.) has been added for equipment list for module (Section 2.3,
p. 144)
Entire GWO Basic Safety Training Standard Document
• Draft of Version 3 finalised
• All sections updated with current information
Small changes in document layout, writing corrections included

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2023-05-02
Entire GWO Standard Document
• Date of birth removed from GWO course certificates
• Change log is now in an Appendix at the end of the GWO Standard document
• Change in requirements for medical certificates for GWO courses. Now, with exception of Sea
Survival, Participants may participate in a course as long as they present a physician’s medical
certificate prior to the end of the course
Change in document layout and some language, grammar, spelling and writing corrections
15.07.2012 1 GWO SC 30.07.2012 Description of changes
Module Manual Handling
• Records
It has been added min. 5 years
Module Fire Awareness
• 1.8 Timetable
10 min. have been added to practice and scenario-based training. Total time is now 210 min.
• Control Measures have been corrected
• Records
Added min. 5 years
Module Working at Height
• 1.7 Participant performance assessment
The section has been rewritten
• Equipment
Harness according to EN361/358 or EN 813/361/358 Slings EN566 according to minimum 795-B
Anchor points according to EN795A
• Records
Added min. 5 years

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2023-05-02
Carabiner EN362 has to have an automatic locking system Control Measures have been corrected
Module Sea Survival
• 1.7 Participant performance assessment
The section has been rewritten
• Records
Added min. 5 years
Control Measures have been corrected

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Safety t raining

Basic Safety Training

Publication date: 2 May 2023

GWO Basic Safety Training / V17

1. LIST OF ABBREVIATIONS ................................................................................................................................. 6

2. TERMS AND DEFINITIONS............................................................................................................................... 8

5. GENERAL REQUIREMENTS FOR THE BASIC SAFETY TRAINING ................................................................ 14

6. USING THIS STANDARD TO DEVELOP TRAINING ....................................................................................... 18

7. BST FIRST AID MODULE ................................................................................................................................ 20

7.1 Aim and Objectives of the BST First Aid Module 20

Introduction to the training .............................................................................................................. 22

8. BST MANUAL HANDLING MODULE ............................................................................................................. 45

Introduction to the training .............................................................................................................. 47

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GWO Basic Safety Training / V17

Injuries, Symptoms and Essential Manual Handling Principles ......................................................... 53

9. BST FIRE AWARENESS MODULE................................................................................................................... 70

9.1 Aims and Objectives of the BST Fire Awareness Module 70

Introduction to the training .............................................................................................................. 72

10. BST WORKING AT HEIGHTS MODULE ......................................................................................................... 94

10.1 Aims and Objectives of the BST Working at Heights Module 94

Introduction to the training .............................................................................................................. 99

Global Wind Organisation ©2023/ www.globalwindsafety.org 3 / 301

GWO Basic Safety Training / V17

Measures to prevent injury during training ................................................................................... 141

10.7 Participant Performance Assessment 147

Introduction to the training ............................................................................................................ 155

11.7 Participant performance assessment 215

12. BST SEA SURVIVAL MODULE....................................................................................................................... 218

Introduction to the training ............................................................................................................ 221

Global Wind Organisation ©2023/ www.globalwindsafety.org 4 / 301

GWO Basic Safety Training / V17

Safety culture and legacy ............................................................................................................... 226

ANNEX 1 - EQUIPMENT LIST .................................................................................................................................... 253

ANNEX 2 - GUIDLINE FOR WARM-UP EXERCISES .................................................................................................. 260

ANNEX 3 - MANUAL HANDLING RISK ASSESSMENT ............................................................................................. 267

ANNEX 4 - VERSION HISTORY .................................................................................................................................. 277

Global Wind Organisation ©2023/ www.globalwindsafety.org 5 / 301

GWO Basic Safety Training / V17

ANSI American National Standards Institute

AS/NZS Australia and New Zealand Standard

BST Basic Safety Training

BSTR Basic Safety Training Refresher

BWH Basic Working at Height

CO2 Carbon Dioxide

CPR Cardiopulmonary Resuscitation

CSA Canadian Standards Association

EPIRB Emergency Position Indicating Radio Beacon

ERC European Resuscitation Council

GWO Global Wind Organisation

GMDSS Global Maritime Distress and Safety System

H.E.L.P. Heat Escape Lessening Posture

HSE Health and Safety Executive (UK)

ILCOR International Liaison Committee on Resuscitation

LSA Life Saving Appliances

PLB Personal Locating Beacon

MES Marine Evacuation Systems

MOB Man Overboard