TLIB2807B

TLIB2807B
Maintain and use

hand tools
Learner Guide
Contents
What this Learner’s Guide is about ........................................ 1
Planning your learning ........................................................... 2
How you will be assessed ...................................................... 4
Section 1............................................................................................. 5
Select and use hand tools...................................................... 5
Section 2........................................................................................... 19
Maintaining and storing hand tools ...................................... 19
Additional resources ....................................................................... 34
Feedback on activities .................................................................... 36

TLIB2807B Maintain and use hand tools
What this Learner’s Guide is about
This learning guide is about the skills and knowledge required to
maintain and use hand tools in accordance with workplace
requirements, including selecting and using hand tools to complete
workplace tasks, maintaining basic hand tools in accordance with
manufacturer’s instructions, and securing and storing hand tools in
accordance with workplace procedures.
The following elements of competency from the unit TLIB2807B

Maintain and use hand tools are covered in this learning guide:
Select and use hand tools
Maintain hand tools
Secure and store hand tools
This unit of competency is from the Transport and Logistics Training
Package (TLI07).
© Australian National Training Authority 2003 Page 1

Customised and Developed by Armstrong’s Driver Education P/L April 2009 ADELG1002
Planning your learning
It is important to plan your learning before you start because you may
already have some of the knowledge and skills that are covered in this
Learner’s Guide. This might be because:
• you have been working in the industry for some time,
and/or
• you have already completed training in this area.
Together with your supervisor or trainer use the checklists on the
following pages to help you plan your study program. Your answers to
the questions in the checklist will help you work out which sections of
this Learner’s Guide you need to complete.
This Learner’s Guide is written with the idea that learning is made more
relevant when you, the learner, are actually working in the industry.
This means that you will have people within the enterprise who can
show you things, discuss how things are done and answer any
questions you have. Also you can practise what you learn and see how
what you learn is applied in the enterprise.
If you are working through this Learner’s Guide and have not yet found
a job in the industry, you will need to talk to your trainer about doing
work experience or working and learning in some sort of simulated
workplace.
Page 2 © Australian National Training Authority 2003

ADELG1002 Customised and Developed by Armstrong’s Driver Education P/L April 2009
Section 1: Select and use hand tools
Are you able to: Yes No

1. choose correct tools for work to be
carried out to complete workplace tasks
and to ensure efficient and safe working
conditions?
2. select and use appropriate personal
safety protection to minimise the risk of
personal injury?
Section 2: Maintain hand tools

1. clean and maintain equipment in
accordance with manufacturer's
specifications and/or local instructions to
ensure correct functionality of
equipment?
2. repair, replace or report any unserviceable
tools to relevant personnel to ensure
correct functionality?
Section 3: Secure and store hand tools

1. transport tools in a safe, secure, efficient
manner to minimise risk of injury to
personnel and damage to equipment?
2. store and secure tools according to
manufacturer's or workplace procedures to
prevent damage to, and losses of,
equipment?

How you will be assessed
Assessment of this Unit of Competency will include observation of real
or simulated work processes using workplace procedures and
questioning on underpinning knowledge and skills. It must be
demonstrated in an actual or simulated work situation under
supervision.
You will be required to demonstrate that you can:

• select and use tools appropriate to the task performed
• maintain tools used in the workplace
• secure and store tools
• report damaged tools, request replacement or
hire/purchase of new tools according to workplace
procedures.

Section 1
Select and use hand tools

Section outline
Areas covered in this section

Selecting and using hand tools including:
 selecting and accessing tool that suits the task
 safe working practices

How do you select and use hand tools?
How do you access the right tool for the task?

Hand tools are defined as those operating without an external
power supply or motor. Examples include:
• hammers
• chisels
• wrenches
• screw drivers
• rulers
• hand saws
• callipers
• socket sets.
Each of these tools requires the user to supply the movement.
Some of these tools have a motorised version such as power
saws.
The range of hand tools available is vast. Hand tools as
opposed to power tools are used where:
• power is not available (although cordless power tools with
a chargeable battery are now widely available)
• a degree of finesse or delicate touch is required that is not
available via a power tool
• the working area will not allow power tools to be used
(power tools tend to be bigger than hand tools of the
same function)
• a risk could be posed through electric sparks
• the power tool version is not available or not yet made.
In some workplaces, team members will be supplied with the
tools required for jobs around the workplace with an option of
purchasing tools required for specialised tasks or hiring these
from an equipment hire company. This is particularly useful
for expensive tools or those used infrequently.
Contractors and some tradespeople are employed on the
basis that they have the required tools for the tasks involved
in the job.

The next activity looks at how you access tools in your
workplace.

Activity 1: How do I get a hold of that tool?
Discuss with your trainer and other relevant people in your

workplace (maintenance supervisor, stores personnel, etc) the
process for accessing tools (new types of tools rather than
replacements) that are not available in the workplace.
When are tools bought rather than hired?
How do you find out if a tool that you need is already available? Is
there a catalogue or register of tools?
What do you do if you don’t know what type of tool you need for a
given task – for example, if a specialised nut has to be removed but
a standard spanner or wrench will not match the shape of the nut?
Summarise your responses in the space below.

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There is feedback on this activity at the back of this Learner’s

Guide.

The right tool for the task is important, as using the wrong
tool may result in damage to the object you are working on
and possibly a costly replacement will be required.
Examples might include:
• trying to use a standard screwdriver to undo or tighten a
Phillips Head screw (screw head may become damaged
and require drilling out)
• using a wrench as a hammer (the wrench will probably
shatter and could cause damage)
• using a hacksaw to cut wood (the cut will probably not be
straight and clean)
• using a chisel to make a hole in metal plate (chisel will be
damaged and need grinding and resharpening)
• using an adjustable spanner instead of finding the correct
size spanner or wrench (can result in burring the head or
losing shape and requiring sawing off or drilling out).
If in doubt, ask for advice.
If the right tool isn’t available, get the right tool through
making a purchase or hiring it.
The next activity asks you to investigate the use of the wrong
tool for the job.

Activity 2: Wrong tool for the task
Discuss with your fellow team members what can happen when the
wrong tool is used for a job. You may also have some examples
that you know of from your past experience.
Use the table below to list these situations. An example has been
provided to guide you.
Tool required and Wrong tool used Result

purpose
Hammer to fix a nail Wooden mallet Mallet damaged, nail

bent and required
finding hammer to
remove and then nail
again

Guide.

How do I ensure that I use tools safely?
Hand tools appear to be a safe piece of equipment to use. Certainly
the hazards associated with power tools are often greater because of
the speed with which they travel. However, safety is important at all
times and should be considered when using hand tools.
Before using a hand tool, especially if you have not used this tool
before, you should do a hazard assessment. This means that you
examine the tool and check what possible injury could result from its
use.
The following checklist will help you in making this assessment:
Criterion Examples of hand tools

that this may apply to
Does the tool have the capacity to cut Chisels, knives, saws
material and therefore the user?
Does the material being worked on present Glass cutters, masonry
some hazard? hammer (chips flying
off)
Does the tool have the capacity for impact Hammer (hit fingers)
injury?
Does the tool present a hazard if dropped Mallet, cold chisel
on self?
Can the tool break and cause injury through Chisel (handle)
cuts or flying debris?
Can skin be caught in moving parts of tool? Spiral ratchet
screwdriver, brace and
bit
Can tool ‘pinch’ when used? Tin snips, pliers
Other hazards may be involved in using the tools as associated with
the location. For example, working on ladders, working on roofs, etc.
These potential hazards are not considered in this Learner’s Guide but
should be addressed in using the tools in a given situation.

Once the hazards are identified, the next question is to consider how
to prevent these happening.
As an example, if you were using a mallet to break up a low brick wall,
you would identify the following hazards:
• dropping mallet on own foot
• dropping bricks on foot or jamming fingers as bricks are
removed and stacked
• stone chips going into eyes
• blisters on hands from mallet
• cement dust exposure to hands and lungs
• hitting self or others working with you with mallet as you
swing.
Choosing appropriate Personal Protective Equipment (PPE) will help to

control some of the hazards outlined above. Safety glasses and safety
boots should be used. Gloves will prevent injury to fingers and stop
blistering and cement dust from affecting skin (it is very alkaline and
hard on skin).
To prevent hitting others, a degree of common sense and logic should
be applied. If you are constantly aware of where your fellow workers
are located, you will avoid hitting them. If the area is relatively
enclosed, a face mask may be required to stop breathing in cement
dust. This may not be required outdoors in windy conditions.
PPE for other jobs and tasks might include:

• safety boots (you will probably be required to wear these
throughout your working day)
• high visibility clothing (working outdoors in public area ort
along rial lines, etc)
• hard hat
• gloves
• hair net
• safety glasses
• breathing apparatus
• face shield
• disposable coveralls.
The PPE required will depend on the assessment you make of the
hazards present in the job. Other hazards may be encountered
according to the type of materials being used (glass, splinters from

wood, etc) and any chemicals and solvents being used (Spirits of Salts
to clean brickwork, paint thinners, etc.)
Part of your induction and further training within your workplace
should have included Occupational Health and Safety and will have
addressed some of the issues being raised in this Learner’s Guide.
The next activity asks you to list PPE required in a range of situations.

Activity 3: Personal Protective Equipment (PPE)
Respond to the following questions. Talk to your trainer, team

members, OHS representative, others in the workplace if you need
help answering the questions.
What equipment are you required to wear at all times?
What other equipment are you required to wear when performing

tasks involving use of hand tools? List four examples of different
tasks you have completed using different hand tools and the
hazards that you identified and how you considered these before
commencing the task.
Use the table below to fill out your responses.

Task description Hand tools used Potential hazards Ways to minimise

potential injury from
hazards
There is feedback on this activity at the back of this Learner’s Guide.

Customised and Developed by Armstrong’s Driver Education P/L March 2008 ADELG1002
As well as undertaking an assessment to identify potential hazards

with the use of the tools, you should ensure that you can use the tool
in an efficient and effective manner.
Your should approach your trainer or an experienced person in the
workplace such as a qualified tradesperson or your trainer to seek help
if you are required to use a tool that you have never used before.
It may help to get off-‐cuts or samples to practice using the tool until
you feel confident of using it properly. The time spent practicing could
save money, in the end, with not having to do the job a second time or
wasting materials.
Tradespersons say that a sharp tool is a safe tool. Sharp tools ‘grab’
rather than slip and do the job quicker and more effectively. The next
section discusses tool maintenance including sharpening.
Consider your competence (ability to apply knowledge and skills to
real work situations) at using hand tools in a similar way to how you
view your tool kit – the larger this is, the better you are able to do your
job and the easier the jobs can be. In the next activity, you are asked
to make a list of tools you can use competently.

Activity 4: An inventory of your skills at using tools
Complete the following table that lists tools that you use (do this over a few weeks or a month). The fourth column is for
tips on how to use the tool effectively and the last column is your own assessment at your confidence and competence
to use that tool. Talk to your trainer if you need help filling out the table. An example has been filled out as a guide.
Hand tool Uses Safety issues Comments on use Competence?
Hammer Fix and remove nails Check head is not loose Swing from end - YES
don’t choke hammer

Hand tool Uses Safety issues Comments on use Competence?

Section 2
Maintaining and storing hand

tools

Section outline
Areas covered in this section

Maintaining and securing tools including:
 cleaning and maintenance of tools
 checking tools for fitness for use
 transporting and storing tools

How do you maintain and store tools?
What are the requirements for cleaning and

maintenance of tools?
If you walk into a tool shop and start looking around at price tags, you
will soon realise that tools are not cheap and represent a major
investment for a self employed person, home handyperson or for an
organisation to supply the hand tools (let alone power tools) required
in the workplace. Given the cost or value of hand tools, it is important
to look after tools.
After use, tools should be cleaned off and left dry. A coating of oil or
rust inhibitor is a good way of finishing off the cleaning process.
Cleaning may involve removing the materials you have been working
with and using. The table below gives a range of materials and
solvents that can be used to remove these materials (space is allowed
to fill in any additional tips you pick up in the workplace):
Material Solvent/cleaning process
Water based paint Water or if dried methylated spirits*
Oil based paint Turps or if dried paint stripper or scrape off*
Silicone sealant Turps
Wood filler Scape off and use water
Liquid nails, PVA Scrape off
Grease Hand cleaner or warm soapy water
Masking tape on Eucalyptus oil

windows being
painted


* Paint brushes that are left too long without being cleaned can be
reconditioned using a mixture of half water and half (clothes) washing
powder
Finishing off with a spray of WD40 or wiping tools with an oily rag (if
made of steel such as chisels) is an excellent way to prevent rust
damaging tools.
Maintenance of tools can be carried out as they are put back into
storage so that they are in good condition for the next user. This may
involve sharpening of blades such as in planes, chisels, saws, etc.
Some workplaces will send off saws and other tools for sharpening or
have an external person come into the workplace to do this on a
regular basis or have a person in charge of tools and sharpening these.
As stated before, blunt tools can be dangerous to use besides being
frustrating as they are slower to get the job done.
If each user is expected to maintain tools and sharpen them, you will
need to learn how to do this. The required sharpening tools and
gauges should also be available such as:
• an oilstone and oil
• saw files
• saw set for setting saws
• drill gauges (to check angles of bits, etc)
• verniers to heck thicknesses and tolerances
• grinding wheel
• WD40 or other rust preventer/lubricant.
Ask your trainer or an experienced colleague to help you learn how to
sharpen the tools you use.
Other checks should be made on tools such as:

• is the handle or head of the tool loose?
• are tools out of shape (jaws of pliers meet, straight edge
still straight)?
• are any parts missing (end section of ruler or tape)?
• are wooden handles splintered or broken (hammers,
chisels)?
The next exercise asks you to list the tools that you have learnt to
sharpen and maintain.

Activity 5: An inventory of your skills at maintaining tools
Complete the following table that lists tools that you use (do this over a few weeks or a month) and maintenance of these
tools. The third and fourth columns are for sharpening and other maintenance checks to be performed on tools. The
last column is your own assessment at your confidence and competence to maintain that tool. Talk to your trainer if you
need help filling out the table. An example has been filled out as a guide.
Hand tool Uses Sharpening required Other maintenance Competence?
Nail punches Punch in nails below Ensure point is not burred WD40 or oily rag to YES
wood surface prior to over (grind to shape if so) wipe over to prevent
filling and painting rust

Hand tool Uses Sharpening required Other maintenance Competence?

What are you required to do when you identify a

broken tool?
As you check tools, you may identify a tool that is no longer functional
for any number of reasons including those given in the previous
section.
In some workplaces, you will be expected to repair the tool or arrange
for its replacement. This should be done promptly especially if this is
the only tool of its kind in the workplace (specialist tool).
The next activity asks you to determine your responsibilities when you
identify tools that are defective or damaged.
© Australian National Training Authority 2003
Page 25
Activity 6: RRR – repair, replace and report
Discuss with your trainer or other relevant persons in your

workplace, what you are required to do when you identify a tool that
is not functional. Respond to the following questions and use the
space to record your answers.
Do you have to repair broken tools?
Do you have to report damaged tools?
Do you (personally) have to replace broken tools?
How are you trained to repair tools (if this is part of your role)?
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Guide.
Page 26 ©
How do you store and secure tools?
The value of tools has been discussed in previous sections of this
Learner’s Guide. As well as maintaining tools, it is important to store
tools correctly to gain the maximum life out of these tools.
Tools that have sharp edges such as chisels and saws will blunt if
stored for transport with other tools. To avoid this, covers and
protective guards should be put around tools.
For example, saws can be stored during transport in a pouch made of
leather or plastic or wrapped in a cloth. A piece of PVC pipe cut down
its length can make a good ‘scabbard’ for a saw.
Chisels and drill bits can be put into a pouch such as shown below:
Drill bits or
chisels of
different sizes
Toolboxes are available in metal or plastic with compartments for
smaller tools and screws and other fastenings and these will protect
the tools during transport.
Storage of tools in a workshop or storage box can make use of a
‘shadow board’. This is a board fixed to the wall with nails or other
fixings to place tools on and the outline of the tool painted (often in
black) onto the board. This enables tools to be easily replaced in the
same place and any missing tools to be easily identified. When tools
are replaced, if the replacement tool has a different shape to the
original tool, the new shape can be painted onto the board. A
mechanic’s workshop or a carpenter’s shed will often feature a
shadow board.
Page 27
Page 28 ©
Other tips for storing and protecting tools include:

• using plastic cutlery trays to store small tools and drill bits,
fasteners
• use lidded buckets for storage of extension cords, wire,
rope
• when storing paint brushes lay these flat with a strip of
card taped around the bristles to keep these straight
• use recycled jars for keeping fasteners separate from tools
(see through plastic is the best as these are unbreakable
and easy to identify contents)
• use holes in handles of tools to hang these (e.g. from
shadow board)
• use a bull dog clip or similar to clip instructions and
maintenance directions for tools (contained in a plastic
bag to keep protected) on same hook or peg as the tool
• lay a strip of felt in the bottom of tool boxes as extra
protection for tools
• empty out tool boxes periodically and get rid of dust and
dirt that accumulates there (wipe over with an oily cloth or
spray with WD40 while empty)
• apply sump oil (from garage or workshop) to wooden
handles of tools and wipe of excess to maintain condition
of handles
• add a packet of silica gel (from hobby shops) to your tool
box to absorb moisture and prevent rust
• keep a magnet in your tool box to pick up screws and nails,
etc that you drop.
Perhaps the best tip for maintaining tools is to make sure you still have
them at the end of the day’s work, particularly if you are working off-‐
site. Some tradespeople use a strip of brightly coloured tape of fluoro
paint to mark their tools for easy identification.
Always keep your tools within eyesight and if you leave the area, take
precautions to ensure you are not inviting someone else to add to their
tool collection.
The next activity looks at storage ands security of tools in your
workplace.
Page 29
Page 30 ©
Activity 7: Tool storage
Discuss with your trainer, supervisor or other relevant persons in

your workplace, useful hints for tool storage. Respond to the
following questions and use the space to record your answers.
Where are tools between uses?
What sorts of ‘clever devices’ are used to store tools (shadow

board, etc)?
How are tools checked on return and removal from workplace

storage area? Do you have to sign tools out under your own
name?
What other checks are made on the tools in the storage area or
toolkits and what should be there?
What strategies do you employ to ensure that tools are secure?

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Guide.
Page 31
Page 32 ©
Page 33
Additional
resources
Page 34 ©
Web sites:
• Tool suppliers such as:
 Tama
http://www.tama.com.au
 Loone’s
http://www.loones.com.au
 Just Tools
http://www.justtools.com.au
 Snap on Tools
http://www.snapon.com/au/
Organisations:
• Hardware stores (note many offer home handyperson sessions on
using specific tools and products distributed by these shops on
weekends).
Paper-‐based resources:
• Instructions supplied with tools for use and maintenance.
Page 35
Feedback on
activities
The responses provided in this section are suggested responses.
Because every workplace is different, your responses may vary
according to your specific workplace procedures, the equipment
available and the nature of the business.
Page 36 ©
Activity 1: How do I get a hold of that tool?
Workplace procedures for ordering new tools will vary and may
require justification or a budget may be allowed for such purchases
and approval is given provided budget is not over-spent.
Hiring tools is useful where the tool is expensive and not often
used.
Finding a tool may be as simple as looing in your allocated tool box

or using a paper based or electronic database of tools.
Assistance in identifying required tools could be sought from

experienced colleagues and tradespersons employed within the
organization, hire companies, tool suppliers.
Activity 2: Wrong tool for the task
Generally using the wrong tool for a task results in damage to the
tool or the object being worked on with the tool. The right tool for
the job is an important rule to follow to avoid damaging tools or
equipment.
Activity 3: Personal Protective Equipment
PPE that you are required to wear at all times might include safety
boots, gloves, safety glasses and hearing protection. For some
tasks high visibility clothing, hard hat, etc may be required.
Hearing protection is generally not needed when using hand tools

with the exception of hammers and mallets used to shape metal.
Eye protection will be required where particles, dust and metal
shavings are produced. Gloves should be worn for protection
where the materials being used have splinters or are breakable
such as glass. Other PPE used will depend on tasks undertaken
and job role.
Activity 4: An inventory of your skills at using tools
Responses will vary widely depending on tasks performed and job

role. The listed tools will be similar or the same as that for activity
5.
Page 37
Activity 5: An inventory of your skills at maintaining tools
Responses will vary widely depending on tasks performed and job

role. The listed tools will be similar or the same as that for activity
4.
Activity 6: RRR – repair, replace and report
Responses will depend on workplace procedures and how tools are

accessed in workplaces. Where tool kits are provided, procedures
will be different to a shared access system for tools. Basis
maintenance such as sharpening tools and replacing consumable
parts such as blades is an essential skill to have when using hand
tools as waiting for someone to do such basic maintenance tasks
may delay the completion of work.
Activity 7: Tool storage
Responses might include:

• tool boxes, shadow boards, tool lockers, dedicated tool store
rooms, etc
• tool registers, lists, etc.
• periodic maintenance schedules for tools and checking of tool
kit contents
• locks on tool boxes during off site use, guidelines in not leaving
tools unattended, etc.
Page 38 ©

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Additional resources ....................................................................... 34

Feedback on activities .................................................................... 36

What this Learner’s Guide is about

The following elements of competency from the unit TLIB2807B

Select and use hand tools

Maintain hand tools

Secure and store hand tools

© Australian National Training Authority 2003 Page 1

Planning your learning

Page 2 © Australian National Training Authority 2003

Section 1: Select and use hand tools

Are you able to: Yes No

Section 2: Maintain hand tools

Are you able to: Yes No

Section 3: Secure and store hand tools

Are you able to: Yes No

© Australian National Training Authority 2003 Page 3

How you will be assessed

You will be required to demonstrate that you can:

Page 4 © Australian National Training Authority 2003

Select and use hand tools

© Australian National Training Authority 2003 Page 5

Areas covered in this section

Page 6 © Australian National Training Authority 2003

How do you select and use hand tools?

How do you access the right tool for the task?

© Australian National Training Authority 2003 Page 7

Page 8 © Australian National Training Authority 2003

Activity 1: How do I get a hold of that tool?

Discuss with your trainer and other relevant people in your

When are tools bought rather than hired?

Summarise your responses in the space below.

There is feedback on this activity at the back of this Learner’s

© Australian National Training Authority 2003 Page 9

Page 10 © Australian National Training Authority 2003

Activity 2: Wrong tool for the task

Tool required and Wrong tool used Result

Hammer to fix a nail Wooden mallet Mallet damaged, nail

There is feedback on this activity at the back of this Learner’s

© Australian National Training Authority 2003 Page 11

How do I ensure that I use tools safely?

Criterion Examples of hand tools

Can tool ‘pinch’ when used? Tin snips, pliers

Page 12 © Australian National Training Authority 2003

Choosing appropriate Personal Protective Equipment (PPE) will help to

PPE for other jobs and tasks might include:

© Australian National Training Authority 2003 Page 13

Page 14 © Australian National Training Authority 2003

Activity 3: Personal Protective Equipment (PPE)

Respond to the following questions. Talk to your trainer, team

What equipment are you required to wear at all times?

What other equipment are you required to wear when performing

Use the table below to fill out your responses.

Page 14 © Australian National Training Authority 2003

Task description Hand tools used Potential hazards Ways to minimise

There is feedback on this activity at the back of this Learner’s Guide.

© Australian National Training Authority 2003 Page 15

As well as undertaking an assessment to identify potential hazards

Page 16 © Australian National Training Authority 2003

Activity 4: An inventory of your skills at using tools

Hand tool Uses Safety issues Comments on use Competence?

© Australian National Training Authority 2003 Page 17