Compliance Education (CE) In Presence of Noise in the Form of False Beginner- The Effects of Flipped ‘LI &Assessment ‘model
Journal Title: IOSR Journal of Research & Method in Education (IOSRJRME) - Year 2018, Vol 8, Issue 4
Abstract
Compliance Education (CE) is one of the critical performance functions of the Corporate L&D (CLD) department of all organizations where compliance matters. The price of non-conformance as well as price of conformance, is high stakes too. One of the key factors of compliance measurements is conformance to norms, and the norms include compliance towards the subject of CE itself from a knowledge management perspective. The compliance to CE acts as one of the prime performance criteria of CLD, with high stakes for business continuity, as well as Business Process Excellence (BPE); many functions at an organization level are dependent on a reliable CE for their process integrity. Further, CE itself, is closely linked to continuing education, and in many cases the learners are participating in the CE Learning Intervention (LI) not for the first time. Therefore, there is a high degree of repetition of Terminal Objectives (TO), and therefore enabling Objectives. This paper aims to address 2 aspects of this problem in sequence. The first is to organize and analyze the current challenges in Compliance Education, and assessing the current state of the Teaching Learning Environment (TLE) in the target segment considered for this experiment. The CE participants include the CE learners, as well as the sponsors, and analysts involved in identifying, creating, disseminating, and tracking of CE. Basis these, this paper establishes that CE deals with an extreme case of the False Beginner (FB) factor which affects the desired results, and compliance to CE from a business continuity as well as Business Process Excellence perspective by causing „noise‟/entropy in these processes. The second is based on further surveys, and experiments conducted for CE participant groups to assess the nature of false beginner factor, and establishes the effectiveness of a flipped curricula design approach and the 70/20/10 model towards reducing the FB factor leading to towards BPE. Thus establishing cognitive reasonings‟ closed loop, which on implementation ensures implementation of differentiated integrity LI, totally eliminating CLD/HR‟s compliance non-adherence stress/risk.
Authors and Affiliations
Uday Kranti, Shradha Kanwar, Vijay Mandke
Keywords
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- DOI 10.9790/7388-0804010619.
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