Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Rebecca Jacobson

Submitted October 20th, 2017

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 Project Proposal Module 2

PROJECT TITLE BENEFITS 101

SPONSORING ORGANIZATION
The organization is a nonprofit health care organization that serves consumers
nationwide. It is an integrated organization that provides health care services, health
plan financing and administration with the mission to improve health and well-being in
partnership with their members, patients, and community.

PROJECT DESCRIPTION
Case managers in the Disease and Case Management department provide clinical
support to members. This department operates separately from the Member Services
department. Historically, case managers have been instructed not to quote benefits to
members, but instead to direct them to Member Services. In response to a shift in the
health plan networks, the new directive is for case managers to provide basic benefit
information to members directly.

AIM
Case managers will be prepared to respond to the new directive of providing basic
benefit information directly to members.

TARGET AUDIENCE
Adult professionals with varying age range
Professional staff with several years of clinical experience
Professionally licensed Social Workers, Registered Nurses, and Registered
Dieticians
Primary role is clinical in nature and focused on disease management and
coordination of care

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DELIVERY OPTIONS
Blended Delivery
Existing staff will be experiencing a shift in their roles. The emotional response and
questions related to this will be best addressed face to face. Additionally, specific face
to face simulation on how to communicate and respond to members about benefits will
be required. Finally, a technology system that Case Managers currently use in a limited
capacity will now be utilized in an additional way to find information about benefits. This
can be best addressed with an online or written tutorial and/or manual on navigating the
system. Regardless of the method used, it will be provided in a format which can be
later used as a reference.

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 Front-End Analysis: Instructional Need Module 3

INSTRUCTIONAL NEED
The organization is shifting health plan networks. This is considered a new product. In
response to the changes, the organization gave the directive that case managers in the
Disease and Case Management department will quote basic benefits to members
directly. Although this is a policy change, the lack of knowledge on how to perform the
new job duties creates an instructional need to prepare case managers. Current case
managers have never been trained on accessing benefits in the database,
understanding them, or how to communicate them to members. The instruction will be
designed to address these gaps in knowledge.

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 Front-End Analysis: Learner Characteristics Module 3
LEARNER ANALYSIS

Primary Audience
Case managers in the Disease and Case Management department
Direct supervisors of case managers
Call coaching professionals

Secondary Audience
Service coordinators
Case management technical assistants
Leadership (not including direct supervisors of case managers)
Social work consultants
Business analyst
Compliance officers

General Learner Characteristics

Adults, varying age range 25-70
Primarily female
Primarily full-time, salaried
Licensed nurses, social workers, and dieticians
Professional staff with several years of clinical experience
English speaking
Educated beyond high school, variance from a bachelors to master prepared

Entry Characteristics
Learners are experienced using the database required
Anticipate learner resistance to any additional job duties
Anticipate learner resistance specific to the subject of benefits

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CONTEXTUAL ANALYSIS

Orienting Context
Goals of the learner may include: desire to perform new job duties, improve
confidence of quoting benefits, and enhancing customer service by providing
benefit information directly to the member.
Instruction is perceived by learners as necessary to receive the tools needed to
be successful in completing job duties.
Learners are accountable to perform job duties as measured by performance
reviews, member surveys, and call recording/call coaching.
Learners may believe that theyll have to respond to more complex benefit
questions than the basic information the policy now requires and that these
questions will dominate their calls.

Instructional Context
Room availability is a challenge. Each learner will need to attend 2 sessions,
one of which will need to be held in a computer lab. There are 20 seats in the
computer labs and 150 staff that need to be trained. Training rooms are also
available and can accommodate the entire staff at once.
Training rooms and computer labs are set up that allow for control of:
o Lighting
o Noise
o Temperature (with the help of office services)
o Seating (its modular).
Training will be held on-site and therefore no special accommodations for lunch,
sleeping, or travel needed.
Trainings will be held in a training room and/or a computer lab that is set-up for
audio and visual presentations. There is also a phone if needed.

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Technology Inventory
Learners will have access to a computer equipped with the appropriate database.
They have access to the database on their individual computer to practice.

Transfer Context
Case managers currently get questions from members about benefits. When this
occurs, these calls are transferred. After this training, case managers will be able
to address basic inquiries. Learners will be able to employ their knowledge
immediately.
Case manager supervisors will be part of the mandatory training. They will
understand the new requirements and encourage their deployment.

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 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

This training is designed for adult learners. To display transparency and address
questions or concerns prior to training, a brief overview of the organizational decision to
change department policy regarding quoting benefits in response to the changing
products will be reviewed in advance. Clear objectives and an introduction to the topic
and process will be provided to learners to prepare for the training. Several sessions
will be offered to accommodate work schedules and preference. Content will be
specific and focused on what impacts the learners directly, including clear direction on
expectations in performance. The focused content will also help with time appropriate
sessions, and to respect learners time, sessions will start and end on time. Exercises
and practice time will be provided and focused on small group activities to encourage
sharing ideas and expertise. Trainers will be prepared to be viewed as an expert and
receive training directly from the Member Services team. Training content will be
presented in a way to build upon the learners pre-existing knowledge and skills. Case
examples will be provided to apply the learning to real life scenarios. Additionally,
learners will be left with tools that can be referred back to as they begin to apply their
new skills and knowledge in their roles.

APPLICATION OF MOTIVATIONAL THEORIES

Providing a brief overview of the organizational decision to change department policy
and the direct impact on their job duties prior to training will aid learners understanding
of the trainings value. Additionally, sharing clear objectives and a stated focus for the
training will reinforce the worth in performing an expected job duty.
The previous experience of the learner is that they were not to quote benefits and that
those queries should be directed Member Services, where the team is better equipped
to assist regarding benefits. Based upon this, learners may believe that they are less
equipped and Member Services should continue to handle benefit questions. To conflict

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this belief, a few tactics may be utilized. Clinicians want to engage members and build
rapport. Responding to questions about benefits directly can have a positive impact on
the relationship, showing they can respond to needs directly and be seen as an expert.
Another strategy to conflict previous experience could be to show them the perspective
from the members experience. By sharing a story of their own customer service
experience, they may be able to empathize and understand the benefit of not
transferring the call to Member Services. For example, when calling your cell phone
provider, how do you feel when you need a question answered, you explain it to the
representative and are told you must be transferred to a different representative, where,
you assume, you will have to share your inquiry again?
The use of small group activities, providing case examples, and practice will provide
learners the opportunity to apply their new skills in a simulated setting.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

Although the primary audience is proficient in English and at a minimum, college-
educated, variants exist that should be addressed. Several learners speak more than
one language and consideration must be made that their primary language may not be
English. Additionally, although a college education would presume a certain level of
literacy, literacy around benefit language cannot be presumed. Training content will
utilize basic concepts and language around benefits and avoid benefit jargon. To
accommodate diverse audiences, the small group activities and practice will also be an
important part of the training.

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 Task/Goal/Performance Analysis Module 5
TASK ANALYSIS METHOD

For this training I would use several methods of task analysis. For example, I would use
topic analysis for the content on benefit information. The critical incident method would
also be helpful since I am not the SME. An interview with SMEs, member services
representatives, would include:
Identify three instances when you assessed that the member understood the
benefit information provided.
Identify three instances when you assessed that the member did not understand
the benefit information provided.
Below I detailed a procedural task analysis. The first task when quoting a benefit is to
access the benefit information in the database. The user already uses this database for
other tasks and is logged in during their work day. The task analysis method for this
objective is a procedural analysis because navigating the database is an observable
task and includes a series of steps, including psychomotor tasks.
TASK ANALYSIS
1. Find the Special Handling icon on the top of the home page
a. Visual cue: Special handling icon is a picture of a pen and paper
b. Visual cue: Move mouse to hover over icons, the words Special Handling
will appear over the icon
2. Open the Special Handling icon
a. Move mouse to the Special Handling icon
b. Double click your mouse on the icon
c. A list of benefits appears
3. Find a benefit on the benefit list
a. Visual cue: Benefit list is in alphabetical order
b. Visual cue: to see all items on the list, find the down arrow on the right
side of the benefit list

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 4. Get more detail on a benefit
a. Find benefit on the list
b. Use mouse to click on the down arrow to see full list
c. Click one time on the benefit
d. Details about the benefit and the benefit language to provide to the
member will appear
5. Return to the benefit list
a. Visual cue: find the back arrow; arrow that is facing to the left that
appears on the top-left side of the page
b. Move mouse to the back arrow and click one time
c. The entire benefit list will appear

GOAL ANALYSIS

Instructional Need/Aim

The organization is shifting health plan networks. This is considered a new product. In
response to the changes, the organization gave the directive that case managers in the
Disease and Case Management department will quote basic benefits to members
directly. Although this is a policy change, the lack of knowledge on how to perform the
new job duties creates an instructional need to prepare case managers. Current case
managers have never been trained on accessing benefits in the database,
understanding them, or how to communicate them to members. The instruction will be
designed to address these gaps in knowledge.
Goal Analysis
Step 1 - Write down the goals.

Original goals:

Case managers will be prepared to respond to the new directive of providing basic
benefit information directly to members.

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Step 2 - Write down everything a learner would have to say or do for you to agree
that the learner has achieved the goal. This is not a list of what you will need to
do as the instructional designer or teacher.

I feel comfortable quoting basic benefits

Define basic benefits

Navigate the database to find basic benefit information

Accurately answer questions about basic benefits

Understand benefit language

Use appropriate language when quoting benefits

Communicate information effectively, so the member can understand

Provide good customer service

State job expectations in quoting benefits directly to members

Understand techniques to verify member understands

Recite (describe) process of when to quote basic benefits

Recite (describe) process if benefit information is beyond basic

Recite (describe) process if member does not understand benefits after explanation

Step 3 - Sort the items Listed in step 2.

Understanding benefits

Define basic benefits

Navigate the database to find basic benefit information
Accurately answer questions about basic benefits
Understand benefit language
I feel comfortable quoting basic benefits

Process for quoting benefits:

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 State job expectations in quoting benefits directly to members
Recite (describe) process if benefit information is beyond basic
Recite (describe) process if member does not understand benefits after
explanation
Recite process of when to quote basic benefits

Communicating with member:

Provide good customer service

Understand techniques to verify member understands
Use appropriate language when quoting benefits
Communicate information effectively, so the member can understand

Step 4 - Write a complete sentence to describe each of the items on your final list.

Understanding benefits

Define Identify what is considered basic benefits (move to process since only
quoting basic benefits)
Navigate the database to find basic benefit information
Accurately answer questions about basic benefits (combine under process)
Understand the benefit language (overall be able to interpret or comprehend)
I feel comfortable quoting basic benefits (if can do all above, will be equipped to
quote)

Case managers will understand where to find benefit information and understand the
benefits.

Process for quoting benefits:

State job expectations in quoting benefits directly to members (below are detailed
job duties)
Recite (describe) process if benefit information is beyond what is considered
basic or outside of their parameter
Recite (describe) process of when to quote basic benefits/
Identify what is considered basic benefits
Recite (describe) process if member does not understand benefits after
explanation

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Case managers will know when to quote benefits and how to respond if the benefit
information is beyond their parameters or the member does not show understanding
after they provide an explanation of benefits.

Communicating with member:

Provide good customer service (below points are providing this)

Understand techniques to verify member understands
Use appropriate language (scripts) when quoting benefits
Communicate information effectively, so the member can understand and
accurately
Case managers will be able to use appropriate benefit language when quoting
benefits, communicate effectively, and verify the members understanding.

Goal

Combine the statements into a goal statement (a very brief paragraph).

Case managers will understand where to find benefit information and understand
the benefits.

Case managers will know when to quote benefits and how to respond if the
benefit information is beyond their parameters or the member does not show
understanding after they provide an explanation of benefits.

Case managers will be able to use appropriate (scripted) benefit language when
quoting benefits, communicate effectively, and verify the members
understanding.

Case managers will be able to identify when to quote benefits and where to find benefit
information. They will be able to comprehend benefits and accurately quote them to
members using appropriate benefit language, then assess the members understanding
and appropriately respond if the member does understand or the questions are outside
the parameters of a basic benefit.

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 Instructional Objectives Module 5
PROJECT (INSTRUCTIONAL) GOAL
Case managers will identify when it is appropriate to quote benefits and locate benefit
information. They will understand basic benefits and quote them to members using
scripted benefit language, assess the members understanding, and appropriately
respond if the member does not understand or the questions are outside their
parameter for quoting benefits.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Case managers will have an understanding of basic benefits
o Provided common benefit terms, case manager will accurately describe
these terms (cognitive, remembering)
o State the definition of a basic benefit (cognitive, remembering)
o State the definition of a complex benefit (cognitive, remembering)
o Display understanding of a benefit by accurately describing the benefit
(cognitive, understanding)
Case manager will provide basic benefit information to members as appropriate
o Provided the policy, accurately state when it is appropriate for case
managers to quote benefits to member (cognitive, remembering)
o Navigate the database and locate the specific benefit information and
script (psychomotor, complex overt response)
o Verbally state benefit information using scripted language (cognitive,
remembering)
o Provided the process, verbally state what to do if benefit information is
identified to be in the complex benefit category. (cognitive, remembering)
Case manager will ensure benefit information provided is understood by member
and how to respond if member does not understand
o After techniques to assess understanding are provided, case manager will
describe techniques. (cognitive, understanding)

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 o Perform techniques to assess understanding by accurate assessing
understanding during a role play activity. (cognitive, applying)
o Describe how to escalate a benefits interview if it is determined a client
does not understand a benefit. (cognitive, remembering)

Enabling Objectives Matrix & Supporting Content Module 6

Title of the unit/module: Communicating benefit information
Brief description of target audience: Learners include case managers, their direct
supervisors, and call coaches who provide telephonic case management to members.
Learners are currently employed professional licensed adults with clinical experience.
List Terminal Objective Here: Case managers will provide basic benefit information to
members as appropriate
List Pre-Instructional Strategy: Objectives

Enabling Level on Blooms Learner Activity Delivery Method

Objectiv Taxonomy (What would (Group
e learners do to presentation/lecture,
master this self-paced, or small
objective?) group)
Provided the remembering Sort a list of benefits Group presentation,
policy, into basic or complex reading
accurately categories.
state when it
is appropriate
for case
managers to
quote
benefits to
member
Navigate the complex overt Complete a quiz that Group presentation, self-
database and response has questions about paced
locate the benefit information
specific using the database
benefit
information
and script
Verbally state remembering Role play scenarios in Group presentation, small
benefit small groups group

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 Enabling Level on Blooms Learner Activity Delivery Method
Objectiv Taxonomy (What would (Group
e learners do to presentation/lecture,
master this self-paced, or small
objective?) group)
information
using scripted
language
Provided the remembering Simulate the action Group presentation/lecture,
process, steps to take if the small group, reading
verbally state benefit information is
what to do if beyond their
benefit parameters (complex
information is vs. basic) with instructor
identified to
be complex,
not basic

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 References

https://www.instructionaldesigncentral.com/whatisinstructionaldesign

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 Final Project Rubric

Please see the final project rubric at: Portfolio Rubric and the reflection paper rubric at:
Portfolio Rubric Reflection

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