Method: Cathy Moore's action mapping. Start from a measurable business goal, list the observable behaviors that move it, design a practice activity for each, and add only the information a learner needs to do that practice. Anything that does not serve a behavior is cut.
The first version of v2 was all practice and no teaching. It assumed the learner already knew why tape is not a repair, what an anchor is, and what the signs of heat stroke are. Some do not. So the "minimum information" column below is no longer a footnote to a scene: it is taught, in a short lesson, before the scene, and checked after.
1. Business goal
More hazards are reported and fixed before anyone is hurt.
| Primary measure | Hazard and near-miss reports filed per month, per 10 field workers, tracked by property. |
| Quality measure | Share of reports that contain all four details: where, what, how bad, what I did. |
| Speed measure | Time from noticing a hazard to the report reaching a supervisor. |
| Outcome to watch | Injuries and first-aid cases, watched alongside the reports. Watched, not promised: injuries are too rare in a small workforce to show a change in months. |
| Baseline | None. No data was supplied. Collect a 60-day baseline before launch. |
| Target | Projected. Set from the baseline. No number is claimed here. |
The reports measure is the right one because a rise in reports early is the sign the behavior changed. A falling injury count can come from luck.
2. The shape: four hazards, three moves
The behaviors fall into a grid that a worker can carry in their head and on one page.
| Hazard | See it | Stop it | Report it |
|---|---|---|---|
| Shock | Spot a damaged cord | Unplug, tag, take it out | Four-part report |
| Fire | Spot fuel and a flame together | Light nothing, air it out, step away | Four-part report, without judging the tenant |
| Fall | Spot an unprotected edge | Say "Hold up" and keep the work stopped | Facts about the situation, not the person |
| Heat | Spot the signs without diagnosing | Cool, call 911, stay | Say it on the phone: where, what, how bad, what I did |
Twelve skills. Each is taught, checked, practiced in a scene, and tested once. The grid is also the results screen and the field card.
3. Behaviors, practice, and minimum information
| Behavior (observable on the job) | What the learner is taught | How they practice | How it is tested |
|---|---|---|---|
| B1. Stop it. A damaged cord is unplugged, tagged and taken out of the area before the crew starts. A scorched outlet is made safe from a distance. Solvent or fuel found by a pilot light stops the job: nothing is lit, the space is aired out, the supervisor is called; a strong smell means get out and call 911. | Lesson 1: walk a cord end to end (seven points to inspect); water, GFCI and dry hands; four steps to take a cord out of service; why tape is not a repair; what to do about a scorched outlet. Lesson 2: what makes a fire in a utility closet (the learner sorts seven points as fuel, flame, vapor trap or warning sign); how to read a label; five steps to leave it off, air it out, step away. | A use-it-or-tag-it drill on five cords, timed against the ten-second goal. One or two checks per lesson with immediate feedback. Scenes: a frayed cord at a turnover with a coworker who says "tape it"; solvent and a gas can beside a water heater. Weak choices show the consequence, then let the learner choose again. | Shock and Fire cells in the test: find the hazards in a picture (no markers), a card drill, scenario questions with new situations and a "dangerous answer" rule. |
| B2. Speak up. A coworker leaning past an open edge is stopped, out loud, before the work goes on. A worker with early heat symptoms says so and stops. | Lesson 3: spot an unprotected edge (four points, then a diagram of the edge triggers and the guardrail); the three ways to protect it and the A-B-C of personal fall protection; why a ring on a wall is not an anchor until someone approves it; a sentence builder for "Hold up," then two turns of pushback from a twelve-year veteran. Lesson 4: heat signs, in the body. | Sentence builder and pushback (not scored). Scene: a senior coworker leaning past the open balcony edge; then your own headache and nausea on a hot afternoon. | Fall and Heat cells: two balcony pictures to search; select-all on who needs 911 now; scenarios on a roof edge, a balcony you are told to lean over, an unverified wall ring, and your own symptoms. |
| B3. Report it. Every hazard reaches the supervisor the same shift, in a message that says where, what, how bad, and what was done. When nothing happens, the worker follows up, goes up a level, then goes outside. | Lessons 1 to 4: a weak versus strong report, one per hazard. Lesson 5: the duty runs both ways; fix weak messages by rewriting them; what protects you, the 60-day window and who to call. | The learner writes reports in four boxes (lessons 1 and 5) and compares them with a model. Scenes: the text to the supervisor; the hand-off to a tenant; a coworker who asks you not to tell; a report that got no reply. | Report cells: choose the message a supervisor can act on, plus lesson 5 questions on a follow-up, the supervisor's duty, refusal and the 60 days. |
| B4. Respond to heat illness. A coworker with confusion or slurred speech in the heat is moved to shade, cooled, and someone calls 911 and stays with them. | Lesson 4: the signs and which ones mean call now (heavy sweat does not rule heat stroke out); cool, call, stay; water, rest, shade; the Rule of 20 Percent for a new worker's first week, in one paragraph. | Scene: a second-day groundskeeper stops mid-sentence at 12:40 p.m. and says he's fine. | Heat Stop and Report cells, and the select-all on who needs 911 and who is at higher risk. |
Coverage check. Every behavior has a lesson that teaches it, practice in a scene, and at least one test question. Every lesson page serves a behavior. Eight scene decisions across five scenes; twelve test questions, one per cell of the grid, drawn from a bank of 32.
4. What the company must do (the environment actions)
These behaviors depend on things training cannot supply. If the company skips these, the training will not move the goal.
| Needed | Behavior it supports | Why |
|---|---|---|
| Spare extension cords and "Do not use" tags on the truck and in the shop | B1 | Removing a cord is hard if the only replacement is across the property. |
| A hazard-report channel that works from a phone in under a minute | B3 | The phone is where the report happens. |
| A same-day reply to every report, even "got it" | B3 | Reports that vanish teach people to stop sending them. Lesson 5 and scene 5 are about exactly that. HAR §12-60-2(b)(1)(B)(vii) already calls for a reliable system and timely response. |
| A written statement from management that stopping a job for safety is the right call | B1, B2 | The strongest force against "just tape it" is who backs the person who stopped. |
| Harnesses, approved anchor points and a rescue plan on balcony and roof jobs | B2 | A worker can only say "let's get the harness" if there is one. |
| Shade, water, and a first-week plan for new outdoor workers | B4 | OSHA reports that almost half of heat-related deaths happen on a worker's first day. |
5. What was cut and why
| Cut from v1 | Reason |
|---|---|
| Title and objectives screens | Objectives are on the case study, not spent from the learner's time. |
| Leadership letter (full) | The idea, responsibility to each other, is kept in one line. |
| "Legal Framework" screen | No behavior depends on the history of HIOSH. |
| Employer and employee duties table | The duties that matter to a decision appear inside that lesson. The rest is in the sources list. |
| "General Duty Clause" screen | Replaced by lessons that put the general duty to work. |
| Rule of 20 Percent calculator, do-and-don't columns | The calculator answered a question the new worker does not control; the columns were each other upside down. One paragraph and specific list items replace them. |
| Recall quiz | Replaced by checks, scenes and a test that ask the learner to decide, not to recite. |
| Certificate | It printed the browser page and certified nothing. |
Also left out on purpose, and named as a gap: ladders, lockout, and chemical labeling beyond the flame symbol. A ladder standard is in HIOSH's FY2025 top 10, and an independent reviewer asked for it. It belongs in a second module; the welcome screen says so.
6. Diagram
The case study renders this map as an accessible diagram: goal at the left, four behaviors, what is taught and practiced for each, and the information each needs.