---
title: Action map
summary: Business goal, then the on-the-job behaviors that move it, then a practice activity for each, then the least information each practice needs, now taught in short lessons and tested at the end.
---

# Action map

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.