Compliance training programs

2002 ◽  
Vol 17 ◽  
pp. 2
Author(s):  
I.-M. Wieselgren
2017 ◽  
Vol 2 (1) ◽  
pp. A20-A30 ◽  
Author(s):  
Ryan J. Baxter ◽  
D. Kip Holderness ◽  
David A. Wood

ABSTRACT This study extends Baxter, Holderness, and Wood's (2016) study on the effectiveness of gamified training in an information security compliance setting. Our study uses similar methods and gamification style to assess how gamified training can help employees comply with anti-corruption regulations, specifically the U.S. Foreign Corrupt Practices Act and the U.K. Bribery Act. We perform a field study with 158 employees of a large, multinational bank to examine the effectiveness of gamified anti-corruption training. Similar to Baxter et al. (2016), we find that employees strongly prefer gamified training to traditional, non-gamified training and that gamified training modestly increases employees' knowledge of the bank's anti-corruption policies. We extend the prior study by providing marginally statistically significant evidence that employees with less work experience outperform those with greater work experience on the post-training knowledge assessment. Our results suggest that gamification is a valuable tool for improving anti-corruption training. Data Availability: Please contact the authors.


2008 ◽  
Vol 18 (1) ◽  
pp. 24-31
Author(s):  
Martha Wilder Wilson ◽  
Elizabeth Zylla-Jones

Abstract The goal of university training programs is to educate speech-language pathology and audiology students to become competent and independent practitioners, with the ability to provide high quality and professional services to the public. This article describes the behaviors of “at-risk” student clinicians, so they may be identified early in their practica and remediation may be implemented. The importance of establishing a student at-risk protocol is discussed as well as a remediation plan for these students. This article summarized the Auburn University Speech and Hearing Clinic’s Student At-Risk Protocol, which may serve as a model for university training programs. The challenges of implementing such a protocol are also discussed.


2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.


2006 ◽  
Vol 37 (12) ◽  
pp. 66
Author(s):  
SHERRY BOSCHERT
Keyword(s):  

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