Mobile Crane Operators   (NOC: 7371)

1. 

Reading Text

• Scan precautionary statements and operating instructions listed on warning labels in crane cabs. (1)
• Read driving directions and instructions for jobs in work order entries and short e-mails. (2)
• Read load chart notes that define technical terms and explain conditions and exceptions that apply to the charts' data. they sometimes read extensive notes for details such as which boom parts are included in the term 'total boom length,' which gear elements are considered part of the main boom load, under what conditions rated loads should be determined by boom angle only and which variations in capacities apply when using different jib lines. (3)
• Read explanations, instructions and procedures in operators' manuals. they read about the maintenance and operation of different crane models in manufacturers manuals. they study the procedures for troubleshooting mechanical problems and calculating lift capacities for different crane, boom and rigging configurations. they may also read manuals about rigging methods and the use of on-board computers and load moment indicators. (3)
• Read articles about cranes and the construction industry in union newsletters and industry magazines. for example, a crawler crane operator may read an article in a crane magazine from the united kingdom about new types of stranded wire ropes and changes in the international standard for examination of wire rope. a construction crane operator may read union newsletters about new training requirements and employment opportunities. a mobile crane operator may read on-line reviews of new crane models, and equipment such as winch motors that allow loads to be returned to the ground quickly and safely. (3)
• Read safety regulations, policies and procedures. for example, they may read parts of the occupational health and safety regulations that stipulate standards and procedures for all aspects of crane operation, including the transport, set-up, rigging and operation of cranes. they may also read site-specific safety materials when performing particular jobs. for example, crane operators may read safety policies and procedures for working at oil refineries, pulp mills and naval bases. (4)

2. 

Document Use

• Observe directional and hazard signs at jobsites such as construction sites, transportation facilities, mines and pulp and paper mills. (1)
• Locate data on labels. for example, they locate weights, dimensions and product types on shipping tags and product labels. (1)
• Scan forms such as work orders and highway travel permits for dates, times, locations, rigging specifications and weight restrictions. (1)
• Enter data into inspection forms and crane logs. for example, they check off items on inspection checklists and record tasks completed, malfunctions observed and data on crane running hours and driving distances in crane logs. (2) , (daily)
• Scan lift planning sheets for information such as load weights, distances and directions of lifts, procedures for each operator in multiple crane lifts, locations of excavations and power lines and voltages of power lines and minimum clearances required. (2) , (daily)
• Locate data in a variety of tables. they look up specifications in 'parts of line' and 'rope weights' tables when they calculate the number of parts of line to use for lifts and the maximum loads that can be applied to hoist lines. they use tables that list the weights of different materials by surface area and volume. they consult 'maximum allowable travel tables that specify the boom angles and lengths allowed for different travel conditions and crane configurations. (3)
• Obtain information from construction drawings and plans. for example, they look at building plans and drawings of project sites to identify set-up locations, load placements and lift obstructions. they may look at engineered drawings for tilt-up construction projects to identify sizes, weights and centres of gravity of panels, the locations of lift inserts and brace anchors and other details. (3)
• May use assembly and schematic drawings when performing maintenance and repairs. for example, an operator may study electrical and hydraulic system schematics to know how the crane's magnetic swing mechanism functions, and may read assembly drawings to know how to take apart and reassemble the mechanism when changing its oil seal. (3)
• Locate boom elevation, boom angle and operating range data in range diagrams. for example, an operator uses a range diagram to determine the boom length and angle and jib off-set angle needed to lift a load above a roof of specified height, and to place the load a certain distance from the edge of the roof. (4)
• Locate data in load charts to determine lift capacities of different crane configurations. operators navigate these complex tables to locate gross capacities for a variety of crane and boom configuration variables such as operating radius, boom length, boom angle, jib length, jib offset angle, outrigger position, lifting quadrant and size of counterweights. (4)
• May make rough sketches of crane positions and lift trajectories to explain lifts to clients.
• May draw lift diagrams to check if lifts are feasible. they may use graph paper and protractors to draw the boom lengths and angles that might be used.

3. 

Writing

• Write brief entries in crane logs. for example, crane operators write log entries about tasks completed, problems experienced and maintenance required. (1)
• May write e-mail. for example, construction crane operators may e-mail administrative staff to enquire about holiday schedules and stress leaves. they may write e-mail to their supervisors and clients to discuss site preparation requirements. (2)
• May write descriptions and explanations for various reporting and data collection forms. for example, they may explain the risk factors and procedures for high risk lifts in critical lift reports to clients. they may describe symptoms and possible causes of malfunctions in maintenance and deficiency reports to help mechanics troubleshoot. they write factual descriptions of accidents and incidents and may include recommendations for preventative actions in accident and incident reports. (3)

4. 

Numeracy

• May calculate out-of-pocket expenses. for example, they may pay for transportation, meals and accommodation when performing out of town jobs. they calculate amounts for several purchases and kilometres travelled at specified rates for reimbursement claims. (money math), (2)
• May calculate invoice amounts for jobs. they charge for time and travel at specified rates, calculate applicable taxes and add fuel surcharges. (money math), (3)
• Measure lift variables such as the weight of loads using on-board digital scales, wind speed using anemometers and the widths of passage ways and distances of operating radii using measuring tapes. (measurement and calculation math), (1)
• May calculate equipment requirements. for example, they may calculate the number of trailers to rent for transporting sections of a boom according to the number of sections to be transported and the number of sections each trailer can transport. they may calculate numbers of boom sections needed to produce specified total boom lengths. (measurement and calculation math), (2)
• Calculate net capacities of cranes by totalling the weights of gear such as hooks, hoist lines, jibs and slings, and deducting this weight from cranes' rated gross capacities. (measurement and calculation math), (2)
• Adjust load capacities by applying appropriate safety factors. for example, they may increase the capacity of rigging used by a factor of ten when lifting people and reduce rated load capacities by specified percentages for each crane when making tandem lifts. (measurement and calculation math), (2)
• Calculate the quantities and sizes of gear required for lifts. they may calculate the number of parts of hoist line, the angles and lengths of sling legs and the size of counterweights to use according to factors such as load weight, line capacity, and boom length and angle. for example, an operator calculates the number of parts of line to use by totalling all elements of suspended weight and dividing the suspended weight by the safe working load of the hoist line. an operator may calculate the effect of different sling angles on total load weight, the distribution of weight on each sling leg and the lengths of unequal sling legs needed for lifting loads straight above their centres of gravity. (measurement and calculation math), (3)
• Calculate weights of loads. for example, they calculate weights of objects using constants such as weights per foot, square metre and cubic yard. operators may calculate the weights of unusually shaped loads such as steel plates with holes cut out and additional pieces welded on. (measurement and calculation math), (3)
• Check that lift variables fall within manufacturers' and regulated specifications. for example, they compare the load weights with cranes' net capacities and air temperatures and wind speeds with canadian standards association specifications for safe lift operations. (data analysis math), (1)
• Calculate work rates such as the number of tilt-wall panels erected per day and windows lifted per hour to project job completion times. (data analysis math), (2)
• Estimate lift variables for non-critical lifts that are well below crane capacity. for example, they may estimate operating radii by pacing off the distances between loads and cranes' centres of gravity. they may estimate the heights of buildings by counting the number of storeys and multiplying by typical storey heights. (numerical estimation), (1)
• Estimate times required to complete jobs according to travel distances, number of rigging and set-up steps and rates of work that can be accomplished per time period. (numerical estimation), (2)
• Estimate changes in crane capacity that may occur when loads are lifted, lowered and swung. they consider the effects of line speeds and stopping distances on load weights and the quadrants through which loads travel. (numerical estimation), (2)

5. 

Oral Communication

• Talk to co-workers and suppliers about ongoing work. for example, they may receive job assignments from dispatchers, coordinate inspection and maintenance tasks with other operators, participate in crew safety meetings, order transport permits from highways departments and arrange for repair and rental services. (1) , (daily)
• Speak to supervisors and managers about jobs and equipment. for example, an operator discusses the priorities of jobs with a manager, consults an equipment foreperson about the condition of cranes and asks an operations coordinator for assistance in moving a crane from site to site. (2)
• May communicate with officials such as health and safety inspectors. for example, they may explain the safety procedures they will follow in handling hazardous materials and making lifts near public roadways. (2)
• Instruct apprentices, co-workers and on-site work crews. for example, operators assign tasks to apprentices and explain how to configure cranes for specific jobs. operators instruct on-site crew members, such as electricians and millwrights, who have limited training for rigging loads and signalling for crane operations. they may teach other operators what they have learned in training courses. (2)
• Discuss lift specifications and worksite conditions with on-site personnel. they ascertain site characteristics such as the hardness of ground and locations of underground structures which affect set-up locations for cranes. they may clarify operational restrictions such as limits to boom heights when working at airports to avoid scrambling signals from control towers. they explain planned lift procedures and may request that changes be made to the worksites before lifts can proceed. they may need to debate the safety of lifts and argue their case against pressure from clients who resist delays and extra costs. they select appropriate tone and language to communicate with a variety of workers including labourers, forepersons and engineers. (3)
• Communicate with riggers, signallers and other operators during lifts. they use verbal communication and hand signals to communicate the pace of lift movements and precise positioning of loads. they may rely on signals from two or more other workers to perform 'blind lifts' in which the operators cannot see the loads and load destinations. they may communicate by radio with supervisors and other crane operators to coordinate operations during multi-crane lifts. (3) , (daily)

6. 

Problem Solving

• Find that there are obstacles at set-up locations and obstructions to lift paths. for example, an operator finds that a row of cars are parked where the crane is to be set up. the operator asks staff to move the cars, and when that fails, selects an alternate set-up location. an operator finds there are pipes, electrical cables or tree branches in the path of a lift. the operator plans a different lift path using higher boom angles and jib extensions that allow the load to travel over the obstruction. (1)
• Find upon arrival at job sites that clients are unprepared for scheduled lifts. for example, operators may find that crane set-up locations have not been levelled, crews are not ready for loads to be lifted and installed, loads are too large for the cranes ordered and clients do not have the required permits for procedures such as operating with outriggers on city streets. the operators consider alternate set-up locations, find other tasks to perform to give clients time to prepare and if necessary reschedule the jobs. (2)
• Experience delays and interruptions caused by equipment failures and bad weather. for example, an operator finds that a crane's hydraulic hose splits and spills hydraulic oil at the work site. the operator detaches the broken hose, arranges for repairs, installs the repaired hose and checks that it does not leak. the operator also cleans up and disposes of the spilled oil according to procedures for handling hazardous materials. (2)
• Discover that they cannot complete lifts as planned. for example, a crane lifting a tilt-up panel has an outrigger break through the concrete slab on which the crane is set up. the operator swings the load back over a solid outrigger and avoids pinning workers participating in the lift. the operator then slowly puts the panel down and moves the crane. the operator notifies the safety supervisor, takes notes and photographs, and files an incident report. (3)

7. 

Decision Making

• Delegate tasks to apprentices. they consider the demands of the tasks and the skills of the workers. for example, an operator may decide to let an apprentice operate a crane to make a lift considering the clearances around the crane and the value and fragility of the load. (2)
• Choose set-up locations and crane configurations for specific jobs. they analyze numerous factors including ground conditions, the weights and locations of loads, crane capacities, and the positions of structures and personnel. their choices can have serious consequences when making critical lifts. for example, boom truck operators may choose lift methods for moving vehicles in crashes which involve trapped passengers. (3)
• Make operational decisions during lifts such as to start, stop and vary the speed and direction of lifts. they base their decisions partly on communication with riggers and signallers but also on their own assessment of numerous factors. for example, they consider the reliability of signals received, whether loads are secure, the response of controls and the positions of vehicles and crews in the vicinity of lifts. they are responsible for the safety of lifts once loads leave the ground. (3)
• Refuse to make lifts when they judge the lifts would be unfeasible and unsafe. for example, they may refuse to make lifts if load weights approach cranes' maximum rated capacities, ground conditions are unsuitable, required permits are not on-site and wind speeds and air temperatures are close to limits for safe operation. they balance the risks of making problematic lifts against disappointing clients and losing their business. (3)

8. 

Job Task Planning

• Crane operators organize their own tasks to complete jobs assigned by their dispatchers and supervisors. they may have some responsibility for determining the priority of jobs. their work activities vary according to their employment contexts. for example, an operator employed by a pulp mill may operate only one crane and work only at the mill site. in contrast, operators who work for crane rental companies may operate several types of cranes at a wide range of jobsites including ship yards, airports, oil refineries and a variety of construction projects. the schedules of crane operators range from performing several different jobs during a day to spending whole days doing repetitive production lifts such as moving boulders and pouring concrete. their schedules may be disrupted by mechanical breakdowns, poor weather and changes in the work schedules of clients' crews.

• Crane operators may plan the work of apprentices on specific jobs. they may, as committee members in trades organizations, participate in developing trades testing standards and training materials.

9. 

Finding Information

• Find information about lifts such as load weights and characteristics of job sites. for example, they clarify and supplement information received from dispatchers by speaking with on-site personnel, taking measurements of loads and sites, and examining shipping labels and jobsite drawings. (2)

10. 

Computer Use

• May use word processing. for example, they may write lists of maintenance tasks and text for deficiency and incident reports using basic text and formatting functions. (2)
• Use computer-assisted design, manufacturing and machining. for example, they use on-board load moment indicators and load management systems to monitor percentages of crane capacities used, weigh suspended loads, enter configuration data and access load charts and operational specifications. (2)
• May use communications software. for example, they may use e-mail to communicate with office staff about administrative matters and with clients about lift preparations. (2)
• May use the internet. for example, they may search manufacturers' websites for maintenance procedures and parts diagrams, take on-line safety courses and receive job assignments on their companies' intranet systems. (2)

11. 

Critical Thinking

• Judge the accuracy and reliability of lift-related information given to them by others. for example, they judge the accuracy of statements by site personnel about load weights and the stability of set-up sites. they verify statements using their own observations, calculations and reviews of shipping labels and job-site drawings. they judge the reliability of signals provided by signallers by observing the clarity of signals and thoroughness of information provided. they assess the adequacy of others' slinging work by checking to see that sizes, angles and attachment points of slings are appropriate for the weights and shapes of loads. (2)
• Assess the condition of cranes and gear such as hoist lines, hooks, blocks and sheaves, booms, outriggers and hydraulic systems. they use inspection criteria that are clearly specified but which also require experience and judgment to apply. for example, they assess the wear on woven wire rope by considering the hours of use recorded in crane logs, the number of broken strands visible and the sounds emitted when the rope is bent which may indicate hidden interior broken strands. they assess boom swing mechanisms and conventional crane brakes by sensing the strength of the swing and stiffness of brakes. they judge whether bowing and drooping in booms are unacceptable abnormalities by observing the booms' function and consulting technical personnel. (3)
• Evaluate the safety of lifts before and during lifts. before lifts, they analyze all lift variables for conformance with occupational and site-specific safety regulations. these include ground conditions, load weights in relation to crane capacities in different configurations, clearances from power lines and other obstructions and environmental conditions such as temperature and wind. during lifts they continue to monitor all lift variables including the security and balance of loads, the effect of wind on boom and load movements and the activities of surrounding personnel. they observe the response of crane functions to controls and interpret warning signs such as squeaking, contortion and cracks in crane components indicating critical stability and structural problems which require immediate corrective manoeuvres. (3)

12. 

Use of Memory

• Remember frequently-used procedures and standards such as procedures for handling hydraulic oil spills and required clearances from power lines of various voltages.
• Remember the dimensions of frequently-used cranes. for example, they recall the lengths, widths, weights and outrigger lengths of cranes to anticipate how well the cranes will fit on particular sites.

13. 

Working with Others

14. 

Continuous Learning

15. 

Other Information

• Crane operators need to be in good physical shape to work with heavy equipment and gear. they use many body positions including standing and walking to survey work sites, bending, crouching and reaching to maintain, assemble and rig cranes and climbing onto booms. they coordinate upper and lower limbs, and use hand-eye coordination to drive, assemble and operate cranes. they manipulate numerous controls to raise and lower booms, rotate crane cabs and booms, wind and unwind winches and operate other peripheral equipment. they may simultaneously use hands, feet and knees with varying pressure to finesse crane operations. they use heavy strength to handle equipment and gear such as outrigger pads, hoist ropes, slings, hook blocks and shackles. they may execute tasks that require unusual strength and coordination such as swinging a sledge hammer while hanging over the side of a boom. crane operators use good eyesight to read load charts and watch signallers. they need keen spatial sense and accurate depth perception to position loads precisely at a distance. they use strong visualization skills to picture in their minds how lifts will take place. they also are sensitive to vibrations that may indicate equipment and lift problems.

• Crane operators should be careful, methodical, alert and observant at all times. they need to be calm, patient, confident and able to handle the stress of manoeuvring heavy equipment and loads safely while working under time constraints.

• In the future, cranes will continue to become more technologically sophisticated and requirements for crane operators to gain technical and safety certifications may expand. these developments will place demands on continuous learning, computer use and reading skills of crane operators.