(EduClassics.com Risk Oversight and Management INCOMPLETE AND UNEDITED NOTES)
Oversight and management of risks of learners’ failing to meet criterion include, among others, operational risk, reputational risk, and regulatory compliance risk.
Operational Risk: Instruction
The core day-to-day operational risk of a learner failing to meet criterion resides in the instruction offered. Instruction that addresses the two primary questions of learners is less likely to result in failure. These two questions are, What do I have to do? and What will it cost me to do it?
Learners’ First Question. To mitigate failure, instructors tell or show learners’ what to do first, second, etc. to meet a criterion for learning the lesson. Lesson planning distinguishes from and then combines learners’ steps with parts of the content that make up the lesson. Telling and showing can occur through direct instruction, through contingency management, or through both.
Instructional risk analysts (IRAs) use rates of learning to observe whether learners respond to a lesson as instructed. Rates require someone to count something. Lindsley (1960s) offers a protocol that demonstrates the power of counting and calculating trial-and-error ratios on subsequent learning rates.
… in one of five generic ways. Terman and Merrill (1960) used these ways to assess intelligence and achievement: (1) What is it? (2) What is it like? (3) What is it not like? (4) What is missing? (5) What comes next? Others use these generics also to assess learning.
Failure to meet a criterion for learning as planned for the lesson rests in the lesson plan and in instruction based on that plan.
Learners’ Second Question. Instructional risk analysts observe …
Reputational Risk
To the extent that learners fail to meet a criterion for a lesson, learners are assigned reputations and social status. The generic source of this assignment rests with how instruction responds to learners’ two generic questions.
Regulatory Compliance Risk: External Standards
To the extent that learners fail to meet state and other external standards, the source of this failure rests with how instruction links learners’ questions with those standards.