Compliance Training Quotes

Only a few people in Burgdorf had read Mein Kampf, and many thought that all this talk about Rssenreinheit-purity of the race-was ludicrous and impossible to enforce. Yet the long training in obedience to elders, government, and church made it difficult-even for those who considered the views of the Nazis dishonorable-to give voice to their misgivings. And so they kept hushed, yielding to each new indignity while they waited for the Nazis and their ideas to go away, but with each compliance they relinquished more of themselves, weakening the texture of the community while the power of the Nazis swelled.

If all we do with these tools is teach compliance and consumption, that's all we're going to get. School can and must do more than train the factory workers of tomorrow.

Only a few of the people in Burgdorf had read Mein Kampf, and many thought that all this talk about Rassenreinheit—purity of the race—was ludicrous and impossible to enforce. Yet the long training in obedience to elders, government, and church made it difficult—even for those who considered the views of the Nazis dishonorable—to give voice to their misgivings. And so they kept hushed, yielding to each new indignity while they waited for the Nazis and their ideas to go away, but with every compliance they relinquished more of themselves, weakening the texture of the community while the power of the Nazis swelled.

As with clicker-trained animals, deliberate use of intimidation almost certainly moves your learner off the SEEKING circuit and onto the conditioned fear path in the amygdala. You may get compliance, but learning slows way down.

What would you know of struggle, perfect son? When have you fought against the mutilation of your mind? When have you had to do anything other than tally compliance's and polish your armor? The people of your world named you "Great One". The people of mine called me slave. Which one of us landed on a paradise of civilization to be raised by a foster father, Roboute? Which one of us was given armies to lead after training in the halls of the Macraggian High Riders? Which one of us inherited a strong, cultured kingdom? And which one of us had to rise up against a kingdom with nothing but a horde of starving slaves? Which one of us was a child enslaved on a world of monsters, with his brain cut up by carving knives? Listen to your blue clad wretches yelling courage and honor, courage and honor, courage and honor! Do you even know the meaning of those words? Courage is fighting the kingdom which enslaves you, no matter that their armies outnumber yours by ten-thousand to one. You know nothing of courage! Honor is resisting a tyrant when all others suckle and grow fat on the hypocrisy he feeds them. You know nothing of honor!

Left-wing progressivism” and “managerialism” are synonymous since the solutions of the former always involve the expansion of the latter. To stay with the example of LGBT causes, these may seem remote from something as technical as “managerialism” but consider the armies of HR officer, diversity tsars, equality ministers, and so on that are supported today under the banner of “LGBT” and used to police and control enterprises. The “philanthropic” endeavours of the Ford Foundation in this regard laid the infrastructure and groundwork to setup new power centres for managerialism under the guise of this ostensibly unrelated cause. Similar case studies can be found in issues as diverse as racial equality, gender equality, Islamist terrorism, climate change, mental health, and the management of the COVID-19 pandemic. The LOGIC of managerialism is to create invisible “problems” which can, in effect, never truly be solved, but rather can permanently support managerial jobs that force some arbitrary compliance standard such as “unconscious bias training”, “net zero carbon”, the ratio of men and women on executive boards or whatever else.

Flames of outrage and reprisal had likewise made a comeback, his nearly forgotten, silent heritage no longer hidden by thirty years of compliance. Instead the fire grew, unmitigated by training, logic or reason.

patriarchy’s dominance depends on the complicity and compliance of women and on the way we enforce these rules with each other, training our children to be obedient to this system as well. As they point out, children come to insert the word don’t before critical words: For boys, it becomes I don’t care; for girls, it is I don’t know.

The dominance panacea is so out of proportion that entire schools of training are based on the premise that if you can just exert adequate dominance over the dog, everything else will fall into place. Not only does it mean that incredible amounts of abuse are going to be perpetrated against any given dog, probably exacerbating problems like unreliable recalls and biting, but the real issues, like well-executed conditioning and the provision of an adequate environment, are going to go unaddressed, resulting in a still-untrained dog, perpetuating the pointless dominance program. None of this is to say that dogs aren’t one of those species whose social life appears to lend itself to beloved hierarchy constructs. But, they also see well at night, and no one is proposing retinal surgery to address their non-compliance or biting behavior. Pack theory is simply not the most elegant model for explaining or, especially, for treating problems like disobedience, misbehavior or aggression. People who use aversives to train with a dominance model in mind would get a better result with less wear and tear on the dog by using aversives with a more thorough understanding of learning theory, or, better yet, forgoing aversives altogether and going with the other tools in the learning theory tool box. The dominance concept is simply unnecessary.

and shoot-don’t-shoot training. This is the Oklahoma v. Tuttle decision (1984, 10th Federal Circuit Court), and today many law enforcement trainers teach that a law enforcement agency is probably not in compliance with federal circuit court guidance if they are still shooting at anything other than a clear, realistic depiction of a deadly force threat.

... schools in many industrialized nations were not, for the most part, designed to produce innovative thinkers or questioners -- their primary purpose was to produce workers. The author Seth Godin writes, "Our grandfathers and great grandfathers built schools to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked." To create good workers, educations systems put a premium on compliancy and rote memorization of basic knowledge -- excellent qualities in an industrial worker. (Or, as the cartoonist and Simpsons creator Matt Groening puts it, "it seems the main rule that traditional schools teach is how to sit in rows quietly, which is perfect training for grown-up work in a dull office or factory, but not so good for education.") And not so good for questioning: To the extent a school is like a factory, students who inquire about "the way things are" could be seen as insubordinate. It raises, at least in my mind, a question that may seem extreme: If schools were build on a factory model, were they actually designed to squelch questions?

Leading, not following We’ve been trained to follow. In fact, the very nature of training has following built right into it. We follow instructions. We follow the rules. We follow the leader. The challenge in a six-billion person world is that we don’t have a shortage of followers. Followers are easy to find, and the tools for compliance are more powerful (but less useful) than ever. Now the economy is demanding leaders. Human beings who can engage in what it really means to be a person—to forge connections, to see a path and to make a difference.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

one of the hottest topics today is ethics—ethics discussions, ethics curriculum, ethics training, codes of ethics. This book shows that while ethics is fundamentally important and necessary, it is absolutely insufficient. It shows that the so-called soft stuff is hard, measurable, and impacts everything else in relationships, organizations, markets, and societies. Financial success comes from success in the marketplace, and success in the marketplace comes from success in the workplace. The heart and soul of all of this is trust. This work goes far beyond not only my work, but also beyond anything I have read on the subject of trust. It goes beyond ethical behavior in leadership, beyond mere “compliance.” It goes deep into the real “intent” and agenda of a person’s heart, and then into the kind of “competence” that merits consistent public confidence.

(Archidamus:) We are not stimulated by the allurements of flattery into dangerous courses of which we disapprove; nor are we goaded by offensive charges into compliance with any man's wishes. Our habits of discipline make us both brave and wise; brave, because the spirit of loyalty quickens the sense of honour, and the sense of honour inspires courage; wise, because we are not so highly educated that we have learned to despise the laws, and are too severely trained and of too loyal a spirit to disobey them. We have not acquired that useless over-intelligence which makes a man an excellent critic of an enemy's plans, but paralyses him in the moment of action. We think that the wits of our enemies are as good as our own, and that the element of fortune cannot be forecast in words. Let us assume that they have common prudence, and let our preparations be, not words, but deeds. Our hopes ought not to rest on the probability of their making mistakes, but on our own caution and foresight. (Book 1 Chapter 84.2-4)

When parents greet their children’s disagreement, disobedience, or practicing with simple hostility, the children are denied the benefit of being trained. They don’t learn that delaying gratification and being responsible have benefits. They only learn how to avoid someone’s wrath. Ever wonder why some Christians fear an angry God, no matter how much they read about his love? The results of this hostility are difficult to see because these children quickly learn how to hide under a compliant smile. When these children grow up they suffer depression, anxiety, relationship conflicts, and substance-abuse problems. For the first time in their lives, many boundary-injured individuals realize they have a problem. Hostility can create problems in both saying and hearing no. Some children become pliably enmeshed with others. But some react outwardly and become controlling people—just like the hostile parent. The Bible addresses two distinct reactions to hostility in parents: Fathers are told not to “embitter [their] children, or they will become discouraged” (Col. 3:21). Some children respond to harshness with compliance and depression. At the same time, fathers are told not to “exasperate [their] children” (Eph. 6:4). Other children react to hostility with rage. Many grow up to be just like the hostile parent who hurt them.

On the Training of Doctors is dedicated to everyone in the world that defies conventions. It is dedicated to those that take the chance to be themselves in a world that demands compliance to norms. We dedicate this book to everyone in the queer, BDSM Lifestyler/kinkster, geek/nerd, neurodivergent, pagan, artistic, writing, transgender communities, and any other community that dares to defy the “norms”. There is nothing that takes more courage than to stand up and be yourself when those around us demand that we conform. We refuse to conform. We refuse to comply. We are beautiful and unique. We are never going to go away, and we are going to change the world.

Recognizing that parental responsibility is insufficient for successful child-rearing, but still not conscious of the role of attachment, many experts assume the problem must be in the parenting know-how. If parenting is not going well, it is because parents are not doing things right. According to this way of thinking, it is not enough to don the role; a parent needs some skill to be effective. The parental role has to be supplemented with all kinds of parenting techniques — or so many experts seem to believe. Many parents, too, reason something like this: if others can get their children to do what they want them to do but I can't, it must be because I lack the requisite skills. Their questions all presume a simple lack of knowledge, to be corrected by “how to” types of advice for every conceivable problem situation: How do I get my child to listen? How can I get my child to do his homework? What do I need to do to get my child to clean his room? What is the secret to getting a child to do her chores? How do I get my child to sit at the table? Our predecessors would probably have been embarrassed to ask such questions or, for that matter, to show their face in a parenting course. It seems much easier for parents today to confess incompetence rather than impotence, especially when our lack of skill can be conveniently blamed on a lack of training or a lack of appropriate models in our own childhood. The result has been a multibillion-dollar industry of parental advice-giving, from experts advocating timeouts or reward points on the fridge to all the how-to books on effective parenting. Child-rearing experts and the publishing industry give parents what they ask for instead of the insight they so desperately need. The sheer volume of the advice offered tends to reinforce the feelings of inadequacy and the sense of being unprepared for the job. The fact that these methodologies fail to work has not slowed the torrent of skill teaching. Once we perceive parenting as a set of skills to be learned, it is difficult for us to see the process any other way. Whenever trouble is encountered the assumption is that there must be another book to be read, another course to be taken, another skill to be mastered. Meanwhile, our supporting cast continues to assume that we have the power to do the job. Teachers act as if we can still get our children to do homework. Neighbors expect us to keep our children in line. Our own parents chide us to take a firmer stand. The experts assume that compliance is just another skill away. The courts hold us responsible for our child's behavior. Nobody seems to get the fact that our hold on our children is slipping. The reasoning behind parenting as a set of skills seemed logical enough, but in hindsight has been a dreadful mistake. It has led to an artificial reliance on experts, robbed parents of their natural confidence, and often leaves them feeling dumb and inadequate. We are quick to assume that our children don't listen because we don't know how to make them listen, that our children are not compliant because we have not yet learned the right tricks, that children are not respectful enough of authority because we, the parents, have not taught them to be respectful. We miss the essential point that what matters is not the skill of the parents but the relationship of the child to the adult who is assuming responsibility.

I think anyone who Is In the army, police force, security, home affairs or any public sector . Should not only be trained on how to do their job, but also should be taught Accountability, responsibility, loyalty, honesty, teamwork, Integrity , compliance, ethics ,morals and most importantly patriotism to avoid corruption .

Are Class Captains and School Prefects managers or leaders? Schools miss it when they assign a student to discipline other students. Class captains and school prefects are leaders not managers. A Leader is on A MISSION not on A DUTY. And being a leader goes beyond expecting compliance from others, which is what managers do. If your school assigns prefect to enforce compliance in any way you are doing it all wrong. For one, seeking compliance from anyone is complicated and it comes with a position that "demands" respect and thus you are putting such children at a risk of being hated by their peers. Prefect should be examples not authority figures, plus they should be trained to act like leaders should, if you also don't train them, you are doing it too wrong. Here are some of those "things" you should train your prefect: 1. Active listening 2. How to help their peers and other students find meaning in learning 3. How to make others students wellbeing and safety their priority. 4. How to inspire others and lead by example. Charity begins from school too. Your prefects can learn people skills that can guarantee their future right from your school. Your prefects should be assets to your school because of what they can learn to do now to become better in future not because of what they can do for your school now, which obviously is very little.

TW-17. It can also be used to control an opponent by firmly grasping their head with one arm and driving a knuckle or fingertip into the point for compliance. Force should be applied towards to the tip of the nose for best effect. This type of control technique is commonly taught to Law Enforcement Officers as part of their training in dealing with a passive, but non-compliant, protesters, for instance. Defensively, attacks to the side of the head can generally be effectively blocked using the shoulder, arm, or movement of the torso.

1 = Very important. Do this at once. 2 = Worth doing but takes more time. Start planning it. 3 = Yes and no. Depends on how it’s done. 4 = Not very important. May even be a waste of effort. 5 = No! Don’t do this. Fill in those numbers before you read further, and take your time. This is not a simple situation, and solving it is a complicated undertaking. Possible Actions to Take ____ Explain the changes again in a carefully written memo. ____ Figure out exactly how individuals’ behavior and attitudes will have to change to make teams work. ____ Analyze who stands to lose something under the new system. ____ Redo the compensation system to reward compliance with the changes. ____ “Sell” the problem that is the reason for the change. ____ Bring in a motivational speaker to give employees a powerful talk about teamwork. ____ Design temporary systems to contain the confusion during the cutover from the old way to the new. ____ Use the interim between the old system and the new to improve the way in which services are delivered by the unit—and, where appropriate, create new services. ____ Change the spatial arrangements so that the cubicles are separated only by glass or low partitions. ____ Put team members in contact with disgruntled clients, either by phone or in person. Let them see the problem firsthand. ____ Appoint a “change manager” to be responsible for seeing that the changes go smoothly. ____ Give everyone a badge with a new “teamwork” logo on it. ____ Break the change into smaller stages. Combine the firsts and seconds, then add the thirds later. Change the managers into coordinators last. ____ Talk to individuals. Ask what kinds of problems they have with “teaming.” ____ Change the spatial arrangements from individual cubicles to group spaces. ____ Pull the best people in the unit together as a model team to show everyone else how to do it. ____ Give everyone a training seminar on how to work as a team. ____ Reorganize the general manager’s staff as a team and reconceive the GM’s job as that of a coordinator. ____ Send team representatives to visit other organizations where service teams operate successfully. ____ Turn the whole thing over to the individual contributors as a group and ask them to come up with a plan to change over to teams. ____ Scrap the plan and find one that is less disruptive. If that one doesn’t work, try another. Even if it takes a dozen plans, don’t give up. ____ Tell them to stop dragging their feet or they’ll face disciplinary action. ____ Give bonuses to the first team to process 100 client calls in the new way. ____ Give everyone a copy of the new organization chart. ____ Start holding regular team meetings. ____ Change the annual individual targets to team targets, and adjust bonuses to reward team performance. ____ Talk about transition and what it does to people. Give coordinators a seminar on how to manage people in transition. There are no correct answers in this list, but over time I’ve

Parents who purchase compliance through promise of reward are turning their child into a racketeer, paying for protection. The child becomes the Mafia or union boss, and you take the role of intimidated businessman. If you are bargaining with a terrorist for one more day’s reprieve from anguish, you may then strike a favorable deal. But, if you are training up a child, you need to reconsider your methods. Allowing yourself to be intimidated into compromise will turn your child into a psychological bully.

A plumber is required to get his calculations right, or hot water will spray all over the place and he will be fired or sued. A soldier must learn to stick to a plan and to remember his training under pressure or he and his friends will die. A business owner must wake up every day and subject himself to the harsh and inescapable vicissitudes of the free market. A journalist or a compliance officer or a bureaucrat, on the other hand, is able to live almost entirely in his head. Are we to presume that this does not matter?

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Subjectivation is not a flowering of autonomy and freedom; it’s the end product of procedures that train an individual in compliance and docility. One accepts structuring codes in exchange for an internal psychic coherence. Becoming yourself is not a growth process but a surrender of possibilities that we learn to regard as egregious, unbecoming. “Being yourself” is inherently limiting. It is liberatory only in the sense of freeing one temporarily from existential doubts. (Not a small thing!) So the social order is protected not by preventing “self-expression” and identity formation but encouraging it as a way of forcing people to limit and discipline themselves — to take responsibility for building and cleaning their own cage.

Republicans say they believe the commission’s efforts to work with political groups on training and compliance have kept campaigns within the legal lines and helped to bring down

We should not err by regarding personal satisfaction, “happiness,” as the criterion for mental health. Mental health must be judged not only by the relative harmony that prevails within the human ego, but by the requirements of a civilized people for the attainment of the highest social values. If a child is “free of neurotic symptoms” but values his freedom from fear so highly that he will never in his lifetime risk himself for an idea or a principle, then this mental health does not serve human welfare. If he is “secure” but never aspires to anything but personal security, then this security cannot be valued in itself. If he is “well adjusted to the group” but secures his adjustment through uncritical acceptance of and compliance with the ideas of others, then this adjustment does not serve a democratic society. If he “adjusts well in school” but furnishes his mind with commonplace ideas and facts and nourishes this mind with the cheap fantasies of comic books, then what civilization can value the “adjustment” of this child? The highest order of mental health must include the freedom of a man to employ his intelligence for the solution of human problems, his own and those of his society. This freedom of the intellect requires that the higher mental processes of reason and judgment should be removed as far as possible from magic, self-gratification, and egocentric motives. The education of a child toward mental health must include training of the intellect. A child’s emotional well-being is as much dependent upon the fullest use of his intellectual capacity as upon the satisfaction of basic body needs. The highest order of mental health must include a solid and integrated value system, an organization within the personality that is both conscience and ideal self, with roots so deeply imbedded in the structure of personality that it cannot be violated or corrupted. We cannot speak of mental health in a personality where such an ethical system does not exist. If we employ such loose criteria as “personal satisfaction” or “adjustment to the group” for evaluating mental health, a delinquent may conceivably achieve the highest degree of personal satisfaction in the pursuit of his own objectives, and his adjustment to the group—the delinquent group—is as nicely worked out as you could imagine. Theoretically,

The steps to creating standard work in an office and service environment are 1. Identify the key activities that are performed in an area 2. Prioritize these by importance (optional) 3. For each key activity, identify a team of individuals who will develop the standard work 4. Observe the current process, identify differences between associates and opportunities to streamline 5. Obtain consensus on “best practices” 6. Document it in a simple and visual way 7. Train associates in the new standard work 8. Monitor for effectiveness, issues, and compliance

Diversity training is any program designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally teach individuals who are different from others how to work together effectively. "From the broad corporate perspective, diversity training is defined as raising personal awareness about individual differences in the workplace and how those differences inhibit or enhance the way people work together and get work done. In the narrowest sense, it is education about compliance – affirmative action (AA), equal employment opportunity (EEO), and sexual harassment." A competency based definition refers to diversity training as any solution designed to increase cultural diversity awareness, attitude, knowledge, and skills. Diversity training is thought to be more needed because of the growing ethnic and racial diversity in the workplace.

The rhetorical training of ABA might be best understood as a kind of "we are always watching you.

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