Introduction: My first duty as the new Office of Claims Chief Learning Officer (CLO) at Ajack Property and Casualty Insurance was to conduct an analysis of the training program for the Claims Collision Repair organization. Our national multi-line property and casualty (P&C) insurance company collected $5.4 billion in premiums last year. We have grown to 32,000 employees since being founded in 1978 and distribute our products through more than 6,200 independent agents throughout the country. However, Ajack has been spending a lot of money on Claims Collision Repair training without any evidence of results. For this reason, the performance analysis was requested by D. Thompson, Senior Vice President (SVP) of Claims.
Data collection was conducted by completing a series of interviews with key stakeholders. The performance analysis was conducted using Rummler and Brache’s Nine Performance Variables which enabled me to examine the company at each level. After collecting data, I analyzed the data and conducted a gap analysis to identify the current performance gaps at Ajack:
- Claims settlement process takes too long
- Estimates do not allow repair shops ample time or money to complete the work
- No return on investment (ROI) from Claims Collision Repair training
- Increased leakage (overpaying for a claim)
Based on these findings, I recommended a redesign of the training program. The effectiveness of my solution was determined using post-tests and surveys. Success will be measured when leakage ceases and claims are processed quickly and correctly.
Final Report:
Reflection: Based on my performance analysis, I recommended the following solutions to the current performance gaps at Ajack Property and Casualty Insurance:
- Competency-based blended training
- Learning management system – Schoology
- Pre and Post-tests
- Post training surveys
- Annual performance reviews
The competency-based training utilized several different training methods to teach and measure the learning objectives. This project allowed me the opportunity to perform four different analyses (performance, environmental, situational, and learner) which helped ensure all of the potential performance gaps were identified. When the final report was presented to D. Thompson, he was very pleased with the outcomes and recommended solutions. He was especially happy with the decision to implement an LMS because “Using an LMS will also allow us to keep current and update the information.” This project had an immediate impact and was rewarding for everyone involved.
IDPT Outcomes Fulfilled:
- Conduct analyses to identify needs or opportunities for performance and learning improvement.
- Design and develop interventions to solve performance and learning problems.
- Evaluate performance and learning interventions and solutions.
- Manage performance and learning projects.
- Design interventions consistent with ethical standards in the field.
Laura A. Diggle 