Optum New Hire

Orientation
Specialty Account Training for Mercer Health Advantage

Carolyn Scott

Overview of Training
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.

Overview of Training
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 used by nurse case management.
The projected timetable to introduce this training sequence is
January 1, 2015
Training duration is 10 business days.

Objectives of training
Correct use of account specific scripting
Ability to perform partner referrals
Accurate documentation of member interactions using designated
templates

Methodology for training

Ten and two rollout of information. Information followed by
discussion of points of knowledge.
Use of computer based exercises with return demonstrations in
non-production environment with fictional member files.
Role playing and rehearsal of scripting.

Rationale for Course

Current Model
New hire orientation and training is approximately 4 weeks in
duration. This process introduces the new hire to the organization,
and the software systems used for communication, tracking, and
documentation of member interactions. The new hire is then
expected to undergo a 5 day preceptorship program with a seasoned
staff member in their assigned work area.

Rationale for course

Projected model
New hire staff would complete the initial orientation process for
two weeks. At week 3, specialty training would ensue, with account
specific data introduced to new hires. Preceptor shadow training
would remain in effect as a reinforcement tool for the formal
training.

Current model versus projected model

Current Model

Projected Model

Staff must re-learn data pertaining to how

to communicate with members, as well as
how to document transactions. Preceptor
period gives new information the new hire
must assimilate into practice.

Staff coming to the area are already

equipped with the information needed to
proceed with tasks under supervision of a
seasoned staff member.

Resources Utilized

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.

Formative assessment
Using Smith & Ragans elements:

Review current process

Perform objective, needs and task analysis
Expert reviews to be performed by management
Learner evaluations via field test and small group feedback

Training announcements and input

Corporate chain of command will be utilized to communicate the
training adjustments to all affected departments.

The training facilitator, section managers, and team leaders will

meet to evaluate the need for any changes to the training
scenarios.

Criteria for Success

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, perform partner referrals in a non-production
computer-based environment, and document member interactions
using account specific templates.

Evaluation instruments for training

Final evaluation of mock scenarios via computer-based input with

instructor oversight to ensure completion of tasks.

Exit survey to be completed a course end with area for comments

and suggestions for improvement.
Measurement of Optum balanced performance scorecard metrics
at the 90 day mark for benchmarking of new hires.

Future use of evaluation data

Continuous process improvement of training, with updates and
additions if needed.
Feedback on usability with changes to meet the needs of diverse
learners
Ability to benchmark learners and compare speed of adaptation of
knowledge and skill

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

Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching Intensive and

Accelerated Courses: Instruction that Motivates Learning. San
Francisco, CA: John Wiley & Sons.