1. Sandra McFatridge, CVS Health
How to Get Through to your WFM Trainee: Training Your WFM Team Using Adult Learning Theory
Sandra McFatridge,
CVS Health

2. Sandra McFatridge, CWPP
Sr. Manager, Resource Planning, CVS Health
28+ Years Management and Customer Service Experience
20+ Years Contact Center Experience
Hertz
MobileComm
Capital One
Hilton Reservations Worldwide
Medco
Travelers
CVS HEALTH
Fortune 500 Ranked #10 US and #35 Global 500
World’s Most Admired Companies #45
• Forbes® Global 2000: Ranked 86
• Number of Employees: 178k worldwide
• 7800 CVS, Long and Navarro pharmacies
1100 Minute Clinic locations
Caremark – PBM (Prescription Benefit Manager) and Mail Order Pharmacy

3. Objectives
Understand why adults learn differently than children or teens.
Understand the basics of analysis level learning.
Understand how to apply adult learning principles to the training process in WFM.

4. Why are you here?

5. Is your WFM Staff doing training?
When do you find yourself needing to train?
What are you training when you do train?
Do you have any challenges?
Do you know how adults learn?

6. The Why Factor
Children may absorb knowledge faster than adults, but adults can understand and apply knowledge faster than children. What gets in the way of adult learning is the application barrier, needing to know how this knowledge applies before being ready to learn it. Removing the why up-front helps the adult to learn.

7. Child vs. Adult Learning
Chart courtesy of floridatechnet.org

8. Four Learning Types Learning by doing
Learners bring their own life experience
“Hands-on” aspect increases motivation and retention
Small groups
Varying levels of expertise in group
Real Problem or Project
Solve and learn
from experience
Action Based
Experiential
Self-Directed
Project Based
Small groups
Solve a challenging learning scenario applicable to real-world
Group chosen strategies and activities.
Cooperative learning activities which help to build teamwork and collaboration skills.
Informal
Learner takes responsibility for their process
Motivated by internal/external things
Reflective and action-oriented

9. Blooms Taxonomy of Learning

10. I see and I forget.
I hear and I remember.
I do and I understand.
- Confucius

11. Matriculation Path for Workforce Team
Proficiency
Independence
Fundamentals
Intermediate
Formation
Basics
Initiation
Foundations

12. Initiation Foundations Weeks 1 and 2 Review Power of One
Take through WFM Handbook
All processes, policies and procedures are housed in a “Workforce Handbook” this is reviewed with the new hire.
Observations of existing team
Give Client/LOB Overview
Exceptions
As Mr. Miagee would say Wax on wax off – train by having new team member take on exception approval and learn this process. Once this process is mastered the new WFM associate has an understanding of the depth and detail involved in WFM.
Gives an understanding of schedules and methodology
Introduces to concepts needed for effective RTA

13. Formation Basics Weeks 3-4 Absence Line
New staff member works the call-in line learns to post absences and time off.
Teaches basics of scheduling tool
Allows interaction with leadership
Allows for critical thinking on when to re-optimize schedules, why that is important, and how to be effective.
Intraday
Teach about skill based routing and “re-skilling”
Communicate concepts about absence management and volume deviation
Observe then run RTA
Schedule corrections

14. Fundamentals Intermediate Weeks 5-8 Scheduling
Have new team member work with scheduler to learn basics
Running a campaign
Using resources to communicate and gather scheduling nuisances for each organization
Give them ownership of smaller a campaign to schedule
Under supervision (review before publication) the new hire is given a schedule to run, publish, and maintain.
The basics of campaign forecasting are taught

15. Proficiency Independence Weeks 8-16 Solidification:
Bring new hire more into the discussion
Have them review intraday performance and analyze gaps and make recommendations
Have them identify what are drivers for changes noted
Review what we’ve learned give holistic evaluations to solidify knowledge.

16. Questions?