Results:
Throughout my tenure at Group Health, I worked diligently and iteratively to institutionalize curricula and teaching methods that de-prioritized administrative processes--"What the computer needs is . . ."--in favor of empathetic, interpersonal engagement--"What are the patient's / consumer's needs?".
Day-long PowerPoint presentation were replaced with itineraries of sequential, hands-on skills building exercises. Teachers shifted their approach from Lecturer to Director; guiding the cohort through a series of scenarios that gave each student multiple opportunities to sharpen their communication talents while honing their software navigation skills
Over six years at Group Health I created 36 business operations courses, 12 skill building seminars, 24 self-paced learning tools and 8 change management workshops all aligned to the belief that . . .
Throughout my tenure at Group Health, I worked diligently and iteratively to institutionalize curricula and teaching methods that de-prioritized administrative processes--"What the computer needs is . . ."--in favor of empathetic, interpersonal engagement--"What are the patient's / consumer's needs?".
Day-long PowerPoint presentation were replaced with itineraries of sequential, hands-on skills building exercises. Teachers shifted their approach from Lecturer to Director; guiding the cohort through a series of scenarios that gave each student multiple opportunities to sharpen their communication talents while honing their software navigation skills
Over six years at Group Health I created 36 business operations courses, 12 skill building seminars, 24 self-paced learning tools and 8 change management workshops all aligned to the belief that . . .
Managed curricula design and teaching methodologies
vis-a-vis customer care, business process and software education
for the 900 employees of GHC’s Business Operations Division.
vis-a-vis customer care, business process and software education
for the 900 employees of GHC’s Business Operations Division.
PROGRAM MANAGEMENT & DEVELOPMENT
INSTRUCTIONAL DESIGN & TEACHING
- Conducted training needs analysis interviews with business operations managers; determined learning objectives, project timelines, delivery methods and assessment measuress
- Developed and delivered change management seminars regarding software upgrades, business process enhancements and insurance billing procedures
- Authored concept proposals, training plans and project summary reports
- Taught workshops on the principles of adult learning and exercise focused facilitation techniques
INSTRUCTIONAL DESIGN & TEACHING
- Designed a ten-module, 25-day staff development program for employees of GroupHealth’s centralized appointing call center, aligning foundational education (e.g., communication behaviors and clinical terminology) with application training (i.e., Epic Cadence® appointing and Epic Prelude® insurance registration)
- Produced a 37-minute film, The Big Picture, used for teaching customer care behaviors and communication skills to call center and in-clinic staff
- Created self-paced learning courses on ProviderOne (DSHS'/Medicaid web portal used by appointing / check-in staff) and iPayment (cash management system used by Pharmacy Operations managers and staff)
- Researched / wrote a 60-page workbook on the history, scope of use and records management requirements for six categories of healthcare insurance
Every seminar, workshop and/or curriculum I created at Group Health Cooperative
began with CARE: a four-part methodology of . . .
Connected Attentive Responsive Empathetic
. . . communication perspectives, approaches and demeanors.
Along with incorporating the CARE methodology into curricula,
I designed (and co-facilitated) a series of communication skill building workshops and
seminars that illustrated how the model was used to determine call quality scores.
began with CARE: a four-part methodology of . . .
Connected Attentive Responsive Empathetic
. . . communication perspectives, approaches and demeanors.
Along with incorporating the CARE methodology into curricula,
I designed (and co-facilitated) a series of communication skill building workshops and
seminars that illustrated how the model was used to determine call quality scores.
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In 2007, I directed a landmark project entitled, "Circle of Care".
For the first time, this project brought together clinicians and business staff to have frank conversations about factors that impeded cross-departmental collaboration and elevated patient stresses vis-a-vis their in-clinic experience.
For the first time, this project brought together clinicians and business staff to have frank conversations about factors that impeded cross-departmental collaboration and elevated patient stresses vis-a-vis their in-clinic experience.
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These three videos were produced (and shown at each, "Circle of Care" workshop)
to communicate executive sponsorship for the initiative
and to demonstrate poor, and positive, communication skills.
to communicate executive sponsorship for the initiative
and to demonstrate poor, and positive, communication skills.
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The Big Picture
In 2009 I conceptualized, wrote and produced, "The Big Picture",
a 37 minute film that demonstrates CARE communication skills
in an array of face-to-face and telephone customer service scenarios.
a 37 minute film that demonstrates CARE communication skills
in an array of face-to-face and telephone customer service scenarios.
Diligently documenting and consistently updating a customer's insurance / billing information is a vital facet of providing outstanding customer care.
Neglecting to accurately register insurance prior to service can burden the consumer with distressing and arduous work that may undermine the patient's wellbeing, health recovery and/or satisfaction with the care provided.
Neglecting to accurately register insurance prior to service can burden the consumer with distressing and arduous work that may undermine the patient's wellbeing, health recovery and/or satisfaction with the care provided.
Curricula was created for facilitated workshops and self-paced learning.
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Examples of weaving communication skills into business operations education.
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In 2009 Group Health created a centralized Primary Care appointing (call) center for all of the Coop's western Washington clinics. For the PCAC I created a 10-module, three-stage learning path constituting classroom education, supervised practicum work and peer-supported job performance. Throughout the multi-week on-boarding program, employees were evaluated, and given mentoring feedback, per their attitudes, aptitudes and attendance. |
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For the personnel and protocols of Specialty Care Departments,
I created curricula with tailored visuals, terminology and scenarios.
I created curricula with tailored visuals, terminology and scenarios.
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Challenged myself to make a change . . .
My time at Group Health Cooperative was a period of hyper creativity and prolific output. However, after six years with the organization, I saw no avenue for my professional development and a diminishing horizon for my creative.
In April of 2011 I began searching for my next mission. The campaign encompassed 63 overtures, 5 phone and 1 in-person interview. On September 2 I was offered (and accepted) a role with Talyst, which began on October 3, 2011.
My time at Group Health Cooperative was a period of hyper creativity and prolific output. However, after six years with the organization, I saw no avenue for my professional development and a diminishing horizon for my creative.
In April of 2011 I began searching for my next mission. The campaign encompassed 63 overtures, 5 phone and 1 in-person interview. On September 2 I was offered (and accepted) a role with Talyst, which began on October 3, 2011.
