Cathy Moore's Action Mapping

Following my session at the March 2024 members meeting, this document provides a basic
overview of Action Mapping supported by the safeguarding example I presented. At the end, you
will find some of the ideas that Charity Learning Consortium members came up with on their
tables based on the scenarios they were given.

Overview of Action Mapping

Action mapping was developed by Cathy Moore in 2008. At its heart is the focus on a
measurable goal for your learning. It is then supported by realistic activities the learner
completes to practice behaviour change. Like the Reverse Instructional Design or Backward
Design Instructional Design processes, Action Mapping ends with the content rather than
starting with it.

Here, you can see the process mapped out.

Let's explore what this means. We start at the centre of the diagram and work outwards.

STEP 1

The process starts by setting a measurable goal. By this, we mean a tangible goal that can be
monitored and measured. For example, an increase in fundraising income, a rise in
safeguarding reports, and a reduction in data protection breaches.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
Once you have that goal, you should try to find out why people aren't already meeting that goal.
You can talk to managers and subject matter experts, but the best way is to speak to the people
on the ground. Find out what barriers exist and why they don't do the 'right' thing. You might be
surprised by the results. You might also discover that elearning isn't the right solution to meet
the goal. More on that later.

In our example, we found that learners said…

This flagged that we also had a potential issue with the reporting process if it was difficult to
follow. Based on the discussion with the subject matter expert and learner feedback, we agreed
on a measurable goal of…

"Increasing safeguarding reports by 30%."

STEP 2

You then decide what behaviours must be demonstrated to reach that measurable goal. These
are things that people will or will not do. These are similar to learning objectives, but Cathy
Moore is clear: these should be things you can prove in the learning activity.

In our example, we decided they will need to:

• Identify potential safeguarding concerns.

• Report potential safeguarding concerns in the correct way.

STEP 3

You can then design real-world activities by asking how you can help them practice what they
need to do. What activities can we create that allow them to practice the new behaviour?

In our example, we suggest that:

• Learners are given scenarios and asked to pick potential safeguarding issues.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
 • Learners are asked to identify who is responsible for recognising and reporting
safeguarding concerns.
• Learners practice reporting a concern using the correct process.

STEP 4

Finally, what information do they have to complete the practice activities? This means a focus
on providing the bare minimum rather than everything.

We didn't have time to explore this in the session, but our example would include information
such as:
• How to identify a safeguarding concern in the context of the organisation and the
learner's activities.
• Clear guidance that everyone is responsible for identifying and reporting potential
safeguarding concerns.
• How to report a safeguarding concern within your organisation.
• An overview of what happens after a safeguarding concern is reported.

In summary

We love Action Mapping and find it one of the most useful learning theories when designing
elearning. The three most important elements (if you use nothing else) are to:

1. Start with a measurable goal (not a learning objective or aim).

Try to include something that can be measured (the clues in the name!). If you don't have
good statistics to start with, start recording them while you build the elearning. For example,
do a survey, talk to learners, or even just count the number of reports.

2. Only include essential information.

Yes, we have jumped to the end of the process, but keeping this in mind is a great way to
stop you from just taking a pack of slides and building a module or course. Ensure you only
include information that will help you meet the measurable goal. Anything else might be a
'nice to know' for your subject matter expert, but it will probably be an 'I don't care' for your
learners.

3. Make sure training is the answer.

We mentioned in steps 1 and 2 that training may not be the answer or at least the only
answer. Action Mapping provides a really useful flow chart that you can use to work through
your measurable goal to your solution. This is based on the idea that the problem might be a
result of four things:
1. The environment (for example, organisation culture, managers or systems used).
2. The motivation of staff or volunteers.
3. A lack of knowledge.
4. Skills gap.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
The result of this activity will then shape the solution you need.

Helpful resources
Action@Work blog (the original resource on Action Mapping) https://blog.cathy-moore.com/

The 'Is training the answer' flow chart https://blog.cathy-moore.com/is-training-really-the-

answer-ask-the-flowchart/#gref

Map It by Cathy Moore - https://amzn.eu/d/c6kmIP4

Useful video overview of Action Mapping by Devlin Peck - https://youtu.be/b12Xe_Fg-

yk?si=i6OdOLeSz6AGr0D7

Useful video overview by Action Mapping by Tim Slade -

https://www.youtube.com/watch?v=ey_rkOERSXk&t=84s

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
The results from our activities completed during the session

Scenario 1 - The DP manager has asked you to create a Data Protection module. They explain that they have had several incidents
where people have not reported when someone has made a subject access request. The last incident resulted in a fine from the ICO
because we didn't respond quickly enough.
Activity results:

Group 1 Group 2 Our suggestion

Measurable To avoid fines. Increase reporting by 10%. Increase the reporting of subject access reports by X%
goal To respond within the Increase in the number of reports and stop all fines from the ICO for not responding in 30
time frame. being reported. days.
Reduce the number of fines.
Behaviours Understanding of People complete the report. Identify types of subject access requests that may be
process, procedures, Respond quickly. made by staff, volunteers and the public.
policies, time frame.
Responsibility & Follow the agreed process for reporting subject access
accountability. requests to the DP team.
Realistic Consequences. Identify what a subject request is. To support these behaviours, we might complete activities
activities Giving an example. Understand reporting timelines. such as:
Relatable context to Impact of not adhering to timelines.
the organisation. Submitting accurate reports. Complete a number of scenarios in which the learner
Several emails- get the user to interacts with different people and asks for things. This
identify which and what needs to be would include F2F conversations, email, social media,
reported. Order them based on and telephone. After each interaction, they must confirm
priority. whether it would be classed as a subject access request.
Write a report against criteria and
fail if they don't hit all the key points. After making the decision, they would be asked to confirm
how these requests should be reported.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
Scenario 2 - The Volunteer Manager has asked for a new module to enhance their volunteer induction programme to provide more
information on what to expect in their first six months. You ask what has prompted the request. They tell you they've had complaints
from new volunteers feeling unsure about what they should be doing and have a 30% drop out rate for volunteers during the first three
months.
You ask them to send a survey to everyone who has started volunteering in the last 6 months to gather data on satisfaction levels and
identify where the issues lie. This shows many volunteers joined to meet new people but were not getting the connections they were
looking for.
Activity results:

Group 1 Our suggestion for an elearning module

Measurable Reduce dropout rate to 0%. Increase satisfaction levels in the volunteer survey by 30% and
goal reduce the dropout rate of volunteers in the first 6 months by 50%.
Behaviour Volunteers confidently carry out their The answer to this one probably isn't elearning. It looks like the
duties/roles. problem is the lack of social interaction for volunteers. Maybe the
Volunteers integrating with the organisation. recruitment process is misleading. Maybe the volunteer managers
Volunteer managers can clearly articulate need to introduce more social interaction.
the volunteer role.
If we were to create elearning, it would be for the volunteer managers,
not the volunteers themselves (they crave social contact, elearning is
literally the last thing they need).

So, our behaviour might include:

• Set clear expectations during the recruitment of volunteers.
• Identify social interaction that could enhance the volunteering
experience.
• Identify when volunteers are not receiving the social support they
need.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
 Realistic List of duties-What is their role? What isn't To support these behaviours, we might complete activities such as:
activity their role? • Identify key reasons why people volunteer and match these to
Buddy scheme with internal employees. volunteering roles within your organisation.
Increase check-ins with the volunteer • Review recruitment posters and match them to relevant volunteer
manager. roles to ensure they provide clear expectations for new
Checklist for each volunteer. volunteers.
Socials/online coffee morning. • Design a recruitment poster for a new role to ensure it provides a
clear idea of what to expect.
• Review various social activities and match these to different types
of volunteer roles and activities.

Scenario 3 - The safety team have asked you to develop a new module on the fire safety procedure. After digging a bit further, you find
the procedure centres around the safe evacuation of staff, volunteers and visitors.
Activity results:

Group 1 Our suggestion for an elearning module

Measurable goal We didn't manage to All staff, visitors and volunteers must evacuate the building within the time set out in the
find the sheets for organisation's fire safety policy.
Behaviour either team doing the • Respond to the alarm sound and follow the correct evacuation process.
fire safety procedure • Identify the assembly point they should head to following a successful evacuation.
activity. • Read and identify actions that are relevant to them and their role.

Realistic Activity To support these behaviours, we might complete activities such as:
• Listen to a range of sounds to identify the alarm they would hear.
• Follow a branching scenario to practice the correct evacuation procedure
successfully.
• Match the department/team to the assembly point.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
Scenario 4 - The senior management team would like a code of conduct elearning module to support their policy. When you ask them
what the problem is, they tell you that there have been several complaints about potentially aggressive behaviour. You dig deeper and
are told:
• The people involved don't seem aware that their behaviour is problematic.
• Issues seem to only occur in written communication (MS Teams and email).
Activity results:

Group 1 Group 2 Our suggestion for an elearning module

Measurable People's behaviour is in line Reduce complaints by x% due The issue here relates to poor written
goal with the Code of Conduct. to people not knowing the communication, which is not a code of conduct
Reduce the number of Code of Conduct. issue. This means the first task will be to navigate
complaints. the SMT away from creating a code of conduct
module and towards something that supports staff
in improving their written communication skills in
light of a more hybrid working arrangement.

For that module, we'd suggest conducting an

anonymous survey asking staff to give feedback on
this area. This would include data collection
identifying where the problems lie and its impact on
staff. This might lead to a measurable goal of:

Reduce the number of staff reporting repeated

incidents of poor written communication from
colleagues by X%.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
 Behaviour Awareness of your Follow The Code of Conduct. Demonstrates empathy for others and recognises
communication style and Use the right communication the impact poor communications have on them.
what is and isn't and tone of voice approach for Recognises triggers that affect how they
acceptable, especially in the situation. communicate with others.
written communication. Managers have honest
Able to provide and receive conversations about Identifies techniques for responding to poor
feedback well. behaviours. communications in a positive way.
Realistic Examples of written Scenarios- is it in line with the To support these behaviours, we might complete
Activity communication. Code of Conduct (make some activities such as:
Compassion practice peer answers not always obvious).
reviews (interactive activity) Example- teams/email Scenarios that show the impact this type of
(Use AI? Chatbot). message- how do you communication can have on a colleague.
Read Behaviours respond? (Give a model
Framework (recognising answer if we don't have AI). Interactions that allow them to review and select
difference). We'll move manager elements elements within written communication that might
Read the Code of Conduct. out or have a feedback model not be appropriate and receive feedback.
for managers.
Interact with AI to practice writing skills while getting
tailored feedback.

Scenario 5 - The Data Team have asked for your support in reducing errors made by staff on service users records.
You analyse their data and shadow several members of staff as they complete their tasks. You identify two major issues:
1. The user interface (UI) is difficult to use.
2. Users are not concerned by adding poor or incomplete data.
You discuss your findings with the Data Team, who agree to work with the database supplier to create a new UI, and you agree to create
a module to tackle the data perception issue.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
Activity results:

Group 1 Our suggestion for an elearning module

Measurable goal We didn't manage to find the The focus for this module will be changing people's perception on the
sheets for the team doing the importance of accurate data to ensure effective support of service users.
fire safety procedure activity.
Reduce error rates by a further 20% 4 months after applying the new UI.
Behaviour Add service users' information as accurately and completely as possible.
Realistic Activity To support these behaviours, we might complete activities such as:

• Follow a scenario where a service user's information has been entered

incorrectly and watch how this impacts them.
• Correct the data for the service user and see the improved outcome.
• Review top tips for ensuring accurate information is added.

Scenario 6 - You are asked to create a resource on wellbeing that all staff will be required to complete. You review feedback in the staff
survey and also speak to staff directly. It seems that around 60% of the issues result from managers asking staff to commit to unrealistic
deadlines.
Activity results:

Group 1 Group 2 Our suggestion for an elearning module

Measurable To reduce reported issues Reduction in staff reporting being Reduce staff reports of unrealistic deadlines set
goal of unrealistic deadlines asked to commit to unrealistic by managers by 20%.
down to 40%. deadlines 60% to 30% in the staff
survey.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024
 Behaviour Employees: • Project management- Managers • Identify realistic deadlines for a range of
Challenging unrealistic to understand projects.
deadlines (how to have projects/workloads. • Carry out effective conversations with staff
these conversations). • Prioritising workloads. or managers to challenge and agree on
• SMART objectives. deadlines.
Managers: Setting realistic • Resource management- Assess
tasks and deadlines. Communication between
management and staff.
• People Management skills.
Realistic Employees: Put a manager through a course To support these behaviours, we might
Activity Scenario-based (workshop session). complete activities such as:
questions. Blended approach.
Outline an agreed What is your understanding of a • Use a recommended matrix to identify
process. realistic goal? deadlines for common activities.
Toolkit. • Complete scenarios to practice having
Roleplay live sessions. conversations around deadlines. Learners
can select their role in the conversations
(staff or manager).
Managers:
Planning cycles and time
management.
Linking tasks with overall
organisational
ethos/culture.
Huge thanks to everyone who contributed to the session. We hope you found it and that this supporting resource is useful.

© Little Man Project Ltd. Charity Learning Consortium March Members Meeting 2024