---
title: Performance objectives
summary: Measurable objectives derived from the action map: nine performance objectives for the job, and the enabling objectives each lesson teaches so the learner can reach them.
---

# Performance objectives

Each objective comes from a behavior in the [action map](action-map.html). They are written first as performance on the job (what a supervisor could see), then as the smaller things a learner must know or be able to do to get there, which each lesson teaches and tests.

**Reading the criteria.** They are design targets, not results. No learner has taken this training. The "In the training" column says where the training measures it; the "On the job" column says what a 30-day check would look at. See the [evaluation plan](evaluation-plan.html).

## 1. Performance objectives (on the job)

| ID | Behavior | Objective (condition, verb, criterion) | In the training | On the job (30 days) |
|---|---|---|---|---|
| O1 | B1 Stop it | **Given** a damaged extension cord about to be used by a crew, **remove** it from service by unplugging it, tagging it "Do not use," and taking it out of the work area, **before work continues**. | Lesson 1 scene decision 1; test cell Shock, Stop. | Supervisor ride-along: damaged cords found on a walk-through are tagged or gone, none in use. |
| O2 | B1 Stop it | **Given** solvent or fuel containers stored beside a gas water heater, **decline** to light the pilot or operate any switch, **ventilate** the space and **notify** the supervisor **before any ignition source is used**. | Lesson 2 scene decision 1; test cell Fire, Stop. | Work-order notes for heater calls record any stored fuels found and that the supervisor was called before relighting. |
| O3 | B2 Speak up | **Given** a coworker leaning past an unprotected edge above 6 feet, **say** "Hold up" (and a second line when he pushes back) and **keep the work stopped** until fall protection is in place, or step back and call if he goes on. | Lesson 3 sentence builder and pushback; scene decision 1; test cell Fall, Stop. | Self-report and supervisor check: stop-work calls on balcony and roof jobs. Count of jobs where gear was staged before starting. |
| O4 | B2 Speak up | **Given** their own early heat symptoms (headache, nausea, dizziness), **stop** work, **tell** a supervisor or crew lead, and **move** to shade with water. | Lesson 4 scene decision 2; test cell Heat, Report. | Crew leads log any early-symptom stop. Supervisors note whether stops were made by the worker or found by someone else. |
| O5 | B3 Report it | **Given** any hazard found on a property, **send** a report that contains all four parts (where, what, how bad, what I did) **before the end of the same shift**. | The lesson 1 and 4 report pages; the two write-your-own reports (lessons 1 and 5); the lesson 5 scene; the Report cells in the test. | Share of sampled reports with all four parts. Median time from noticing to report. |
| O6 | B3 Report it | **Given** a tenant who says a hazard has "always been there," **state** the hazard in one sentence, **request** the one action needed, and **hand** enforcement to the supervisor. | Lesson 2 scene decision 2. | Supervisor notes on tenant complaints about maintenance staff during hazard visits. |
| O7 | B3 Report it | **Given** a coworker who asks them not to tell, **report** the practice to the supervisor **the same day** and describe it factually. | Lesson 3 scene decision 2. | Reports that name unsafe practices by coworkers (not only conditions). Any retaliation complaints, which should be zero. |
| O8 | B4 Heat | **Given** a coworker showing confusion or slurred speech in the heat, **move** them to shade, **start cooling** at once, **call 911**, and **stay with them** until help arrives. | Lesson 4 scene decision 1; test cell Heat, Stop. | Crew drill: given a mock scenario, can a worker say the four steps? Incident reviews for any real heat event. |
| O9 | B3 Report it | **Given** a report that gets no reply, **make the hazard safe** (out of use, breaker off if reachable), **follow up in writing the same day**, and **go up one level**, then name the outside step (HIOSH), if nothing happens. | Lesson 5 scene; lesson 5 checks; Report cells in the test. | Reports that are followed up; time to first reply. |
| O10 | Transfer | **After** the training, **choose** one first move and **apply** it during the next week. | The "first move" choice on the results screen. | Follow-up text at day 7: "Did you do your first move?" |

## 2. Enabling objectives (what each lesson teaches)

These are what the learner has to know or do to reach the objectives above. Each is taught on a learn page, checked in a Check yourself question, and sampled in the test.

### Lesson 1: Shock
- **E1.1** Name the places to inspect on a cord: pins, where the cord meets the plug, the jacket, flat or kinked spots, tape, the rating tag, and how it is placed, and sort cords into use or tag in about ten seconds each. *(Walk the cord; use-it-or-tag-it drill; Shock-See in the test.)*
- **E1.2** State why tape over damaged insulation is not a repair. *(Stop it page; checks.)*
- **E1.3** Put the four steps to take a cord out of service in order: unplug, tag, take out, tell. *(Stop it steps with icons; Shock-Stop.)*
- **E1.4** State that cords and tools used where you are likely to touch water must be approved for it, that a repair-work extension cord needs GFCI protection, and that hands must be dry to plug in or unplug. *(Water and power page; check; Shock-Stop.)*
- **E1.5** Write the four-part report. *(Report page, write-your-own; Shock-Report.)*
- **E1.6** For a scorched or sparking outlet: keep people back, switch off its breaker if you know it and can reach it, call. *(Stop it page; welcome-back quiz; lesson 5 scene.)*

### Lesson 2: Fire
- **E2.1** Identify the fuel, the flame or heat sources, the vapor traps and the warning signs in a utility closet. *(Fuel-plus-flame diagram; closet picture with sort; Fire-See.)*
- **E2.2** Read a label: flame symbol, signal word Danger or Warning, hazard statement, precaution. *(Label picture; check.)*
- **E2.3** Put the first four moves in order when vapor is near an ignition source, and know that a strong smell or dizziness means get out and call 911. *(Flow chart and steps; welcome-back quiz; Fire-Stop.)*

### Lesson 3: Fall
- **E3.1** State the edge triggers: 4 feet in general industry, 6 feet in construction. *(Edge picture; check.)*
- **E3.2** Name the three ways to protect an edge, and the three parts of personal fall protection: anchor, body harness, connector. *(Three ways page; checks; Fall-See.)*
- **E3.3** State what an approved anchor must hold (5,000 pounds per worker, or be designed by a qualified person) and that a ring on a wall is not an anchor until someone has approved it. *(Edge picture; check; Fall-Stop.)*
- **E3.4** Build a "Hold up" with three beats and hold the line through two rounds of pushback. *(Sentence builder and pushback; Fall-Stop.)*
- **E3.5** Know that calling a stop on a coworker is crew practice, and that the law protects your own refusal. *(Practice-not-law note; welcome-back quiz; Fall-Report.)*

### Lesson 4: Heat
- **E4.1** Select the signs that mean call 911 now: confusion, slurred speech, seizure, passing out, hot dry skin, and know that heavy sweating does not rule heat stroke out. *(Signs board; select-all check; Heat-See.)*
- **E4.2** State cool, call, stay, and that the worker is never left alone or driven to a clinic instead of a call. *(Cool page; check; Heat-Stop.)*
- **E4.3** Apply the Rule of 20 Percent to a new worker's first days, and know who is at higher risk. *(Prevent page with the bar chart; Heat-See.)*
- **E4.4** Say what to give a 911 dispatcher: where you are, what you see, how bad, what you did. *(Report page; Heat-Report.)*

### Lesson 5: Speak up
- **E5.1** State that the supervisor must take immediate steps when told of an unsafe condition. *(Chain page; check; Report cells.)*
- **E5.2** Write a four-part report from scratch for a hazard and compare it with a model. *(The write-your-own page; Report cells.)*
- **E5.3** State that refusing an unsafe practice and filing a complaint are protected, that the filing window is 60 days, and which number to call in each situation. *(What protects you; who-to-call tool; checks; Report cells.)*
- **E5.4** When a report gets no reply: make it safe, follow up in writing, go up a level, then go outside. *(Ladder diagram; check; scene.)*

## 3. Notes on how these were written

- **Verbs are things you can watch.** Remove, decline, say, stop, send, state, report, move, call, select, order. No "understand" or "be aware of."
- **Conditions are the moment.** "Given a coworker leaning past an edge" is the situation the worker will be in. It is also what the scene recreates, so practice and performance match.
- **Criteria are binary where possible.** A cord is tagged or it is not. A report has four parts or it does not.
- **The rules are reasons, not recitations.** No objective asks the learner to cite a section. A worker who can stop a cord, stop a coworker and write a four-part report is doing what the law asks.
- **What is missing on purpose.** No objective says "explain the General Duty Clause," which the original opened with.