The BridgeBlog

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By Lorraine Schnelle, CPA

In my last blog post we talked about the learning pyramid, which depicts average retention rates based on the type of learning activity. Today, let’s talk about how you can determine the types of learning activities you’ll need as it relates to a staff member’s educational needs.

CCCQ Scale

Below is my very own handy litmus test, the “Compliance, Complexity, Change and Quality Scale,” or my CCCQ Scale. This test helps me understand the big picture of an educational need. Use this scale to evaluate each educational situation and then read my suggestions at the end of this post, based upon your results.

Compliance: Is this a compliance issue? If it is, draw a line on the Compliance scale. Where you put that line depends on the “risk” that you feel this issue has with regard to the organization. For example, if this is a new compliance issue and it relates to a large number of staff members, place your mark near the “high” end of the scale. However, if it relates to a small number of staff members, then place your mark closer to the center. If it is a compliance issue that is not new, but rather a refresher, place your mark between the low and middle section. If it is not a compliance issue, don’t place a mark on this scale at all.

Change: Is this related to a change in process, procedure, technology, etc.? If it is, put a line on this scale based on the significance/breadth of the change. For example, let’s say you are implementing a document scanning system for the first time in all patient access areas. This involves new technology and process education – this is a significant change so place your mark closer to “high” end of the scale. However, if you are changing the dress code policy, even though that can be controversial and cause issues, mark this change on the “low” end of the scale. Again, if this educational need is not related to a change, don’t place a mark on this scale.

Complexity: What is the level of complexity? Ask yourself these questions to help you determine where to place your mark:

• Is it a new concept or issue?
• Is it a unique industry concept or issue?
• Are there many steps that need to be understood?
• Are there terms and expectations that require explanation?
• Have there been other educational activities on this concept or issue in the past?

These are just a few suggestions. Take some time to ponder and come up with your own questions, and determine where your mark should be on the scale. You should have a mark somewhere on this scale.

Quality: Is it a quality issue? If so, ask yourself “do you have quantifiable information that this is a quality issue?” Notice the word “quantifiable.” You may get verbal feedback from a staff member that there’s a “quality” issue, such as there’s been discrepancies noted in patient addresses. This is not enough to make a mark on this scale. You need to take the time to validate the “quantity” or “volume.” That is what you are going to document on this scale – is it “high,” “low” or somewhere in between?

Results

Now that you have all your “marks” on the CCCQ scale, step back and look at the big picture.

• If you have more marks on the “high” end of the scale, this means you should consider a variety of delivery methods and tools as you create the educational activities to support the end result.
• If your marks are on the “low” end of the scale, most likely -
  • One educational tool will meet the need.
  • A large-scale educational initiative is not required. Rather, additional research is needed to identify the individuals that need the education.

Next week, my blog post will talk about “the end game” – making sure we understand the objective of the educational activity and ensuring we stay on target.

Thanks for stopping by and happy training!