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Instructional Plan and Presentation

Carolyn Scott
CUR516
August 11, 2014
Dr. Charity Jennings

Instructional Plan and Presentation

Phase I
Title: Optum specialty account training for Mercer Health Advantage
A two week course designed to prepare nurse case managers to perform specific
procedures and protocols for the Mercer Health Advantage (MHA) account. Upon completion of
the specialty training, a nurse case manager will be able to use scripting, initiate referrals, and
write effective documentation within the parameters of the overall account and the specific
clients within the MHA account. The nurse case manager will be able to apply policies of Optum
Health and Mercer Health Advantage to manage members healthcare needs.

The target audience includes newly hired Optum nurse case managers or case managers
transferring from other accounts. These case managers have successfully completed the initial
two weeks of corporate training and are competent with the operation of the software programs
for nurse case management.
Delivery modalities are computer-based training lead by a facilitator, as well as problem
based learning.

Phase II
The goal of this training:
1. To enable a nurse case manager, whether newly hired or transferred from another
section of the organization, to accurately perform the duties required by the
specialty account of Mercer Health Advantage (MHA).

The objectives this goal

1.1 The Optum nurse case manager new hire/transfer will be able to correctly use
scripting, given a working computer, access to the internet and intranet and job aids at least three
times without error in a practice session.
1.2 The Optum nurse case manager new hire/transfer will be able to correctly initiate
referrals to partners given a working computer, access to the internet and intranet and job aids at
least three times without error in a practice session.
1.3 The Optum nurse case manager new hire/transfer will be able to correctly document
case materials given a working computer, access to the internet and intranet and job aids at least
three times without error in a practice session.
The objectives consist of knowledge dependent skills that case managers must perform
within this role. Optum employs registered nurses who possess clinical knowledge and expertise.
General orientation introduces them to the requirements of the organization. Specialty account
training will involve specific requirements and application of techniques not utilized in other
parts of the organization. The case manager will need to apply these skills in concert with
working knowledge of the expectations of Mercer Health Advantage.
The objectives employ project-based learning in concert with encouraging critical
thinking skills. Hands on computer exercises involving the non-production environment allows
learners to practice the input of information. The rehearsal of account specific scripting in a
controlled environment assists the learner to become comfortable with the verbiage expected by
the client to interface with members telephonically. Critical thinking skills are developed as
scenario-based exercises are presented and the learners are able to discuss outcomes and policyguided actions to take with each situation.

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The information will be provided to the learner in an organized fashion, using the ten
and two method. Information will be given and discussion will ensue after each topic is
explained in an introductory session. This training will utilize role playing, where the instructor
facilitates scenario driven exercises that individuals work on and present solutions within the
participant group.
Computer based training (CBT) in a non-production environments will be used in order
for learners to have hands on experience with direct input of data for members. Pre-recorded
practice phone calls, both inbound and outbound, will be used for role playing by case managers
with client specific scripts.
Phase III
Total length of training: 10 business days. Anticipated start date January 2015.
Personnel involved: One facilitator, all applicable pod team leaders, manager(s), and staff
new to Mercer Health Advantage, either by new hire or transfer.
Resources needed: working computers with internet and intranet access, account specific
job aids in soft copy, training rooms, recorded mock messages and scenarios for the final
summative assessment.
Communication of the plan will be through corporate channels requesting an adjustment
to the current configuration of new hire orientation. Via memo, the request as well as the
proposal and objectives will be presented. A request for a pilot of this revised approach will be
requested.
With approval of the revised training plan for this specialty account, a presentation to the
managers and team leaders would ensue. Their knowledge of each pod and sub account will
qualify them as subject matter experts, and their ongoing input into the process and information

that is to be presented to the learners is vital to the relevance of the training process. This
cooperative approach will be utilized to solicit and solidify their commitment.
Participant selection is derived from new staff members joining the team, whether a new
hire or transfer from another account.
Formative assessment will consist of the elements contained in Smith & Ragan (1999).
Design review will consist of a review of the current 4 week process for new hires, and the
abbreviated preceptor training that follows the formal classroom setting. Objective, needs, and
task analysis will be performed in order to synthesize current practice and present a seamless
training for the learner, who will transition from the general training offered by Optum, to their
specialty account. Expert reviews will be performed by management of the account. Team
leaders and managers with specific expertise in the day to day operations of the account will be
consulted. Learner evaluations will occur as a field test with small group feedback elicited. An
exit survey is to be administered at the end of the course. The ongoing evaluation of this
specialty training will be implemented by observing learner metrics at the 90 day point following
training, and as new accounts with varying specifications are initiated within MHA, revisions of
specific scenarios and mock telephone calls will be necessary.
Phase IV
Criteria for determining whether goals, objectives and overall outcomes of the course or
training session will be met.

By the end of the training, learners will be able to integrate specialty account
practices of call scripting into the daily operations of Optum Health by
successfully completing mock calls using appropriate verbiage.

Learners will be able to generate partner referrals within the prescribed

parameters and templates provided by Mercer Health Advantage protocols within
a test environment.

Learners will be able to perform documentation within prescribed parameters of

Mercer Health Advantage templates within a test environment.

Evaluation instruments that must be created.

Test files will be set up within the computer-based training environment for
learners to utilize throughout the training, and for the final evaluation.

Recording of mock calls with simulated members presenting a range of conditions

and responses will need to be recorded and archived.

Scenarios for documentation will be formulated in a written format for instructor

administration at the end of the training, with checklist indicating learner
completion of each task.

End of course evaluation utilizing a satisfaction scale for the training content,
instructor satisfaction, and a section for comments and areas of improvement.

Evaluation overview of how information could be used for future decisions regarding the
efficacy and additional offerings of course or training session.
The end of course evaluations could be used for future training by giving feedback on the ease of
use of the instruments of instruction, as well as course expectations. By allowing the learners to
comment on the training with areas for improvement, future training could be altered to include
or exclude certain areas. For example, if the training is considered to be too compressed by a
majority of the learners, the impact could be a lengthening of the training period.

Reference
Smith, P. & Ragan, T. (1999). Instructional design. Hoboken, NJ: John Wiley & Sons