StandardsRevisions2015 06 01

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StandardsRevisions2015 06 01

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  1. Changes to the CPE Standards and the CPE Model Rule

    Slide 1 - Changes to the CPE Standards and the CPE Model Rule

    • The Evolution of CPE
  2. CPAs cannot connect the relevance of CPE to what they do and the services provided…

    Slide 2 - CPAs cannot connect the relevance of CPE to what they do and the services provided…

  3. The future workforce is already learning differently

    Slide 3 - The future workforce is already learning differently

  4. CPE must evolve with the profession – not looking back but anticipating the future

    Slide 4 - CPE must evolve with the profession – not looking back but anticipating the future

  5. Evolution

    Slide 5 - Evolution

    • Merriam-Webster offers a definition of “evolution” as a process of continuous change and progression….
    • to a better state
  6. Changes to CPE Standards

    Slide 6 - Changes to CPE Standards

    • Approach to change has been additive
    • Keep the current, traditional instructional delivery methods
    • New delivery methods allow for learning that is more personalized and on demand (just in time)
  7. Changes…

    Slide 7 - Changes…

    • Interactivity in Group Live programs
    • Nano-Learning
    • Blended Learning
    • Assessments in Self Study
  8. Interactivity in Group Live

    Slide 8 - Interactivity in Group Live

  9. Has anyone sat through a CPA session like this?

    Slide 9 - Has anyone sat through a CPA session like this?

  10. Why?

    Slide 10 - Why?

    • Our brains can pay full attention only 20 minutes at a time
    • When the brain is allowed to rest, the brain resets and allows itself to focus on new information
    • Adapted from an article by Josh Davis, Maite J. Balda, and David Rock, published in the fifth edition of the NeuroLeadership Journal (2014).
    • Space is needed between learning sessions
    • People do not store memories – we grow them
    • Growth takes time
  11. Interactivity in Group Live Delivery Method

    Slide 13 - Interactivity in Group Live Delivery Method

    • Proposed change in CPE Standards:
    • Each credit of CPE in a group live program must include at least one element of interactivity
    • Examples:
    • Group discussion
    • Polling questions
    • Instructor-posed question with time for reflection
    • Use of a case study
  12. Nano-Learning

    Slide 14 - Nano-Learning

  13. Nano-Learning – Why?

    Slide 15 - Nano-Learning – Why?

    • Neuroscience supports smaller chunks of learning for maximum retention
    • Desire for just-in-time learning to reinforce concepts
    • Desire to access learning on demand and mobile
  14. Nano-Learning

    Slide 16 - Nano-Learning

    • Proposed Changes in CPE Standards:
    • A new instructional delivery method – separate application process on the National Registry
    • Tutorial content – teach by example and supply information to complete a certain task
    • Successfully complete assessment of two questions – 100% passing grade
    • One-fifth credit (0.20 credit) is the maximum credit to be awarded a single nano-learning program
  15. Face-to-face classroom style

    Slide 18 - Face-to-face classroom style

    • The Virtual Classroom
    • Hands-on coaching
    • Self-paced learning
    • Blended Learning
  16. What is Blended Learning?

    Slide 19 - What is Blended Learning?

  17. Blended Learning – Why?

    Slide 20 - Blended Learning – Why?

    • Personalization for the learner
    • Drives learner engagement
    • Controls to some degree the learning experience
    • Flexible for learning preference styles – a blended approach caters to varying needs
    • NOT about technology
    • All about instructional design
  18. Blended Learning Example

    Slide 21 - Blended Learning Example

  19. Blended Learning Example

    Slide 22 - Blended Learning Example

  20. Proposed Changes to CPE Standards:

    Slide 23 - Proposed Changes to CPE Standards:

    • A new instructional delivery method – separate application process on the National Registry
    • Any pre-program, post-program and/or homework assignments must relate to the defined learning objectives of the program
    • CPE program sponsor must provide clear information that summarizes the components of the program and what must be completed or achieved during each component in order to qualify for CPE credits
    • CPE credits equal sum of the CPE credit for the completed components of the program
    • CPE credits could be determined based on actual duration time or by pilot test or word count formula as prescribed in the CPE Standards
  21. Assessments for Self Study

    Slide 25 - Assessments for Self Study

    • Does not measure competency but course completion
    • Did the learner go through all of the course material and have learning objectives been achieved?
  22. Slide 26

    • Assessments can now occur at the end of modules or significant learning activities
    • Assessments can be in the form of simulations
    • Assessment must cover at least 75% of the learning objectives for the program
    • Proposed Changes to the CPE Standards:
  23. Recommendations to CPE Model Rule – Why?

    Slide 27 - Recommendations to CPE Model Rule – Why?

    • To promote CPE uniformity
    • To maximize CPE regulation value and compliance
  24. Recommendations to CPE Model Rule

    Slide 28 - Recommendations to CPE Model Rule

    • 70-20-10 Learning Model
    • Subject Areas: Technical versus Non-technical
    • Audit & Tax Other
  25. Actually performing the job

    Slide 29 - Actually performing the job

    • Coaching and mentoring
    • Formal training
    • 70 - 20 - 10 Model for Learning
  26. CPE     Formal Training

    Slide 30 - CPE Formal Training

  27. Technical Versus

    Slide 31 - Technical Versus

    • Non-Technical – Why?
    • Profession is no longer only audit and tax
    • No “one-size-fits-all” for the profession
    • Diversity requires flexibility
  28. CPE Model Rule Recommendation

    Slide 32 - CPE Model Rule Recommendation

    • A minimum of 50% of the total CPE credits required for the CPE reporting period must be in technical learning activities
    • Technical areas defined as:
    • Accounting
    • Information Technology
    • Accounting (Governmental)
    • Management Services
    • Auditing
    • Regulatory Ethics
    • Auditing (Governmental)
    • Specialized Knowledge
    • Business Law
    • Statistics
    • Economics
    • Taxes
    • Finance
  29. Comments from the CPE Committee

    Slide 33 - Comments from the CPE Committee

  30. Timing

    Slide 34 - Timing

    • Proposed Changes to CPE Standards
    • Exposure Draft posted May 19, 2015 – public comment period through October 1, 2015
    • Target timeline: final revisions approved by Boards in January 2016
    • Recommendation to CPE Model Rule
    • Target timeline: formal recommendation to UAA Committee in July 2015
  31. Questions?

    Slide 35 - Questions?