Post-Mortem, Still Progressing

When I started with my current department at PHEAA, the contact center had a dedicated trainer. This individual left the agency in late 2022, and as the only other person in the department with training experience, the following new hire class fell to me. I was directed to use the materials the former trainer had created to teach the new hires all they would need to know. After class was over, I went to my manager and the contact center manager with a desire to change the materials. While the former trainer may have been an SME, she was not an educator, and many areas of opportunity could be leveraged to make training shorter, more effective, more comprehensive, or at the very least more interesting. I was eager to “burn it down and start over.”

The training program allows for tiered responsibilities. Tier 1 focuses on answering general questions, updating personal information and account access troubleshooting, and reviewing basic eligibility with callers. Tier 2 covers more complicated topics related to eligibility and supports Tier 1 when questions get complex. Tier 3, the specialists, respond to escalated situations (requests to speak with a supervisor, etc.), calls from schools, and provide support for Tier 2 agents. Tier 2 is only active during the busy season.

Earlier this year, an actual contact center trainer was transferred from another department. I advocated for this applicant over others as I know they had the energy and drive to reimagine the new hire training program, just as I hoped. Since they joined the department, we have conducted three new hire training classes, each 3 weeks long. At the same time, I have been involved in other projects, and we have both been heavily involved in testing the new system. We start another new hire class in a few days – and the curriculum is the same as it was in 2022, with only minor changes to outdated content and order of topics taught.

The new contact center trainer and I have discussed changes we would like to see in the program, including delivery methods, materials, assessments, review activities, and practical applications of the content. So far, our discussions have remained only between us. There are competing priorities for our time right now, and the managers are sometimes stuck in the idea of “this is how we have always done it”. While this “project” is not yet complete, I feel confident in giving a mid-way evaluation of how it has gone, and not gone, over the last three years.

Wins and Successes:

• We have successfully reorganized the existing content to allow the lessons to match the call flow. For example, when the phone rings, an agent must first give an approved greeting, then confirm to whom they are speaking, and then ensure we have accurate contact information for the student. Before our efforts, those steps were only introduced at the very end of training, but now, they are much closer to the beginning. This content sequencing can aid in the effective implementation of the lessons (Morrison et al., 2019)

• The contact center trainer and I have found alignment and agreement on the best path forward for not only the entire curriculum but also individual lessons.

• The contact center trainer has learned quickly and continues to increase his knowledge. He seeks opportunities to engage in more advanced topics to expand his familiarity and does not shy away from a challenge.

Remaining Challenges and Areas of Opportunity

• Currently, two Tier 1 sub-topics are taught using e-learning modules created in Captivate. These modules are poorly constructed and lack the interactivity that Captivate can provide, due to the skill level of the previous trainer and the time provided for that individual to learn the nuances of this rather complicated software. One of the modules has an integrated assessment, and one does not. One requires pre-work before completing the module, and one does not. Both modules can be improved. Captivate provides an opportunity to add audio, video, and other interactive elements to increase engagement without risking cognitive overload (Mayer, 2005).

• Management has still not provided buy-in for a complete program overhaul. Currently, we are pulled in too many directions and have not been able to formulate a full proposal. Instead, our efforts have been side conversations, mentioned in other meetings, and ineffective.

• Tier 2 topics could easily be taught in Tier 1 training. This would eliminate the need for transfers to a new line, inconsistent caller experience, and annual refresher training for Tier 2 staff. However, other business units are involved in the decision to create, open, maintain, and close the Tier 2 lines. Other individuals in our department are responsible for creating and maintaining procedures, internal resources, and staffing forecasting. Including that group of stakeholders would require firm and enthusiastic support from our managers, and we are not there yet.

To ensure not only success but to spur movement on this project, a concentrated effort is required. Priorities must align with urgency, and a clear plan must be developed (instead of the half-planned conversations that get derailed and sidetracked). Effective change management techniques must be carefully employed to break management out of the “that is how we have always done it” trap and allow forward momentum (Beach, 2006). Dr. Stolovitch describes what he calls a “RASCI,” and this organizational chart (Walden, n.d.) would be helpful as the contact center trainer and I carve out time to revamp this program and involve the other individuals and business units.

References:

Beach, L. R. (2006). Leadership and the art of change: A practical guide to organizational transformation. Sage.

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.

Walden University, LLC. (Executive Producer). (n.d.). Defining the scope of an ID project [Video file]. Retrieved from https://waldenu.instructure.com