AHRI Accreditation Handbook 2018 – VET/TAFE Courses

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Handbook for AHRI Accreditation 2018 VET / TAFE Course

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Table of Contents Introduction p.3

AHRI Model of Excellence p.3

Accreditation Aims p.4

Criteria for Assessment p.4

Course accreditation application form

Part 1: Course Information p.5

AHRI accreditation criteria

AHRI Model of Excellence competencies

AHRI competencies and the Business Services Training Package

Part 2: Course Review p.9

Advisory committees

Referees

The National Accreditation Committee p.10

Accreditation Process p.11

Accreditation process outcomes

Accreditation period

Confidentiality

Review Process p.13

Notification of Course Changes p.13

Appendices p.14

Appendix 1 – Student prizes

Appendix 2 – AHRI membership

Appendix 3 – Accreditation administration fees

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Introduction This Handbook provides a guide to the procedures and requirements for the accreditation of VET / TAFE in human resource management with the Australian Human Resources Institute (AHRI). AHRI is the national association representing human resource and people management professionals. AHRI leads the direction and fosters the growth of the HR profession through actively setting standards and building the capability of the profession. As the HR professional association, it is vital for AHRI to be involved in the education of people who enter the profession. Through the course accreditation process the application of the AHRI HR Model of Excellence will influence ongoing human resources curriculum development.

AHRI Model of Excellence

Human resource management is comprised of a number of interrelated activities that combine to drive business performance. With the ultimate goal of contributing to organisational capability HR professionals require knowledge in the following competencies:

• Business Driven

• Strategic Architect

• Ethical and Credible Activist

• Expert Practitioner

• Workplace and Workforce Designer

• Culture and Change Leader

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• Stakeholder Mentor and Coach. Human resource management knowledge and capability underpin HR practice and influence the professional behaviour of HR professionals and how they are perceived. The AHRI Model of Excellence has evolved from the HR Management Model developed by AHRI in 2003, incorporating latest research results from the HR Competency Study conducted by RBL and the University of Michigan and drawing from the HR Competency Model developed from this study by Professors Dave Ulrich and Wayne Brockbank. AHRI participated in the fifth and sixth rounds of the study as a regional partner. In 2014 AHRI redeveloped the Model of Excellence through extensive research and consultation with specialist AHRI member committees. Through this redevelopment an outer ring of behaviours has been incorporated into the Model of Excellence. These behaviours have been incorporated to reflect the individual attributes of an effective HR practitioner.

Accreditation Aims There are a number of important interrelated aims for AHRI’s role in accreditation of HR courses delivered in Australia, including:

• To develop and promote HR as a profession

• To provide industry feedback, knowledge and experience in curriculum development to ensure continued professional relevance

• To develop co-operation, partnerships and alliances with educators in pursuing common goals in relation to HR and the profession

• To develop and promote HR course development that enhances professional standing and recognition of AHRI members

• To increase awareness and visibility of AHRI as the HR industry body.

Criteria for Assessment AHRI recognises that each institution and course is unique. Furthermore, it acknowledges that fundamentally, the academic quality and standards of courses related to professional preparation are primarily secured by the internal quality assurance processes of the institutions. As the Australian HR professional association, it is important for AHRI to be involved with the education of people entering the profession, as well as those already within the profession. Through the application of the AHRI HR Model of Excellence the ongoing development of curriculum in Australia will continue to reflect the changing requirements of Australian business. Course accreditation application form The course accreditation application consists of two parts: 1. Course information

1.1 Determination of course particulars and academic requirements (number of core and elective units of study)

1.2 Summary details of the subjects within the course 1.3 Audit by VET regulator – audit date and regulatory authority conducting audit 1.4 Student resources – links to course handbook and student guides

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2. Course review 2.1 Formal evaluation and review processes 2.2 Curriculum/Advisory Committee Board meeting schedule 2.3 Details of Curriculum/Advisory Committee/Board meeting dates 2.4 Curriculum/Advisory Committee/Board members 2.5 Referees

As part of the course accreditation application, the Curriculum/Advisory Committee/Board minutes are also required to be provided as an appendix. Further details regarding the major elements of the course application are provided in the following sections of this document. Refer to the ‘Application Process’ section of this document for a hyperlink to access the course accreditation application form.

Part 1: Course Information AHRI relies on the fact that to be registered as a provider within the Australian vocational education and training system, registered training organisations are required to meet criteria set down within the VET Quality Framework, inclusive of the Standards for Registered Training Organisations (RTOs) 2015. Part 1 of the application for accreditation consists of an overview of the institution’s VET course including relevant institutional information that relates to VET Quality Framework compliance.

AHRI accreditation criteria

The accreditation criteria are intended to be flexible to encourage Institutions to develop HR courses in unique and innovative ways. As a consequence the accreditation decision is a matter of judgement rather than precise measurement.

AHRI accreditation is based upon the AHRI HR Model of Excellence capabilities and the extent to which the course reflects these competencies:

• Business Driven

• Strategic Architect

• Stakeholder Mentor and Coach

• Workforce and Workplace Designer

• Ethical and Credible Activist

• Expert Practitioner

• Culture and Change Leader. For your reference, details of each of these competencies and the competency elements is provided in the table below.

AHRI Model of Excellence competencies

MoE Competency Competency elements

Business Driven

Understands the organisational context and objectives

• Understands the operations, products and service delivery priorities of the organisation

• Understands the organisation’s operating environment, including financial, performance and stakeholder needs

• Drives competitive advantage and delivers quality outcomes for clients through people

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MoE Competency Competency elements

• Understands and anticipates the impact of the political and legislative framework and government policy on the organisation

• Understands and anticipates the impact of social, technological, economic and demographic changes on the organisation

• Responds appropriately to internal and external influences and their likely impact on workforce risk, agility, governance, sustainability and organisational performance

• Provides operational outcomes that are in the context of and consistent with other organisational systems

• Understands and applies the language of the organisation and its stakeholders

Strategic Architect

Contributes to organisational strategy translated into HR strategy

• Interprets the internal and external political environment and manages the HR function within it to deliver an effective HR strategy

• Challenges organisational outcomes and how they might be achieved from a people perspective

• Develops and implements HR strategies that are valued and ensures organisational strategies are achieved

• Embodies responses to economic, demographic, technology trends in the HR strategy

• Understands the impact of business digitisation on HR solutions

• Influences and communicates the alignment and contribution of HR activities to organisation or government objectives

• Takes action to ensure HR strategy and functions improve organisational performance

• Manages and drives HR activities that are aligned to, and contribute to, organisation or government objectives

• Designs and delivers solutions to workforce issues, challenges and opportunities

• Applies effective and valued HR practices appropriate to organisational context and outcomes required

• Measures and evaluates the impact of HR solutions on organisational or government outcomes and adapts strategies accordingly

Stakeholder Mentor and Coach

Builds and fosters relationships and partnerships with key stakeholders in order to ensure organisational capability

• Engages with industry, government, sector stakeholders to develop valued and effective HR solutions

• Delivers valued and acted upon insights and solutions that meet stakeholder needs

• Develops and maintains effective contacts, partnerships, and networks, to deliver required HR solutions which achieve organisational outcomes

• Establishes and maintains mechanisms for effective support and capability development of stakeholders that meet their people management requirements

• Coaches managers to develop the competence and confidence required to perform their people management responsibilities effectively

• Partners with stakeholders to ensure that HR solutions are aligned with organisational context and objectives

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MoE Competency Competency elements

• Fosters solution focused conversations and assists leaders to make informed decisions about where to prioritise and allocate their resources

Workforce and Workplace Designer

Designs a workplace that sustains a capable workforce

• Aligns the workforce profile to meet the needs of the organisation

• Designs a productive, sustainable and engaging workplace that integrates work and life

• Constructs and designs jobs which match the needs of the organisation and individual employee capabilities, their aspirations and motivations

• Utilises workforce analytics to identify strategic and operational workforce requirements

• Attracts, retains, develops, engages, supports and rewards a talented and capable workforce reflective of the organisation’s diverse community and service delivery requirements and the work life integration needs of employees

• Anticipates and responds to external and internal political realities that require adjustment to the current workplace and workforce

• Establishes organisational team and individual performance frameworks and systems that ensure a productive and engaged workforce

• Provides and facilitates a workplace that is motivating and engaging

• Builds frameworks that enable the development of workforce capacity and capabilities for future requirements of the organisation

• Develops and enables the workforce to utilise new and emerging technologies

Ethical and Credible Activist

Influences through the provision of valued insights resulting in the achievement of individual and organisational objectives

• Uses knowledge to give candid insights to influence quality decision making

• Advocates on behalf of the organisation and the sector in which it operates

• Exercises sound judgement and demonstrates courage when influencing decision making

• Has a track record of achieving positive people results for the organisation

• Actively listens and uses meaningful and appropriate communication skills

• Displays high order personal values and leadership including integrity, ethical behaviour and accountability for people practices

• Advises and influences with integrity and self-awareness to achieve organisational objectives

• Demonstrates personal and professional integrity at all times consistent with the organisation’s codes of ethics and/or codes of conduct

• Understands potential conflicts of interests and manages them appropriate to make sound, rational and ethical decisions

• Drives the application of expertise in advising and influencing others in their decision making

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MoE Competency Competency elements

• Be accountable for own decisions and actions of those of the HR function

Expert Practitioner

Builds, maintains and applies HR knowledge

• Applies and continuously grows personal knowledge in HR, industrial and employment relations, leadership and other people management areas

• Challenges the status quo and develops insights on how business and/or government decisions affect organisational design, culture and business performance

• Knows extent of internal capability and when to engage specialist HR expertise/tools from HR or seek expertise from other areas of the organisation

• Understands and anticipates emerging and current global trends and technological changes and their impact on the workforce and the workplace

• Understands how HR solutions can support business digitisation

• Uses internal consultant skills to translate and adapt theory into practice

• Understands and is familiar with organisational data, financial indicators, performance indicators and other measurements

• Provides insights, information and advice about people management and the HR function’s role, services and capabilities

• Develops and exercises political nous and uses judgement when influencing decisions

• Demonstrates pragmatic and effective problem solving ability in the provision of people management services

Culture and Change Leader

Fosters a productive and sustainable organisational culture

• Has an understanding of the components required for a productive and sustainable organisational culture

• Designs and delivers innovative HR solutions that create and foster a productive and sustainable organisational culture

• Determines, communicates and implements accountability frameworks of expected employee behaviours

• Works with the executive to articulate vision for the organisation and communicate the need for change when required

• Works with executive to understand the optimal culture for the organisation to achieve its objectives

• Translates culture and values into workforce and workplace practices

• Manages and supports a collaborative, innovative and values based culture

• Embeds a culture of coaching for performance and productivity into the organisation

• Where required, develops the business case for change and identifies and engages people who can make change happen

• Monitors progress and success of change processes and sustains change through HR solutions

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MoE Competency Competency elements

• Communicates the outcomes of change to the organisation and adapts applies the learning from change experiences

AHRI competencies and the Business Services Training Package

The Business Services Training Package developed in 2006/07 was undertaken in association with a National Project Reference Group of which AHRI was a member. Through this relationship, the AHRI HR Model of Excellence capabilities have been embedded within the structure of the following equivalent qualifications:

• BSB41015 Certificate IV in Human Resources

• BSB50615 Diploma of Human Resource Management

• BSB60915 Advanced Diploma of Management (Human Resources) Please note that AHRI accreditation is only undertaken against ‘core’ units of study, where a graduating student can be guaranteed of having completed these units of study. While details of elective units are noted, they are not used for the purposes of assessing accreditation eligibility.

Part 2: Course Review

Advisory committees The Standards for Registered Training Organisations (RTOs) 2015 requires RTOs to develop training and assessment strategies in consultation with industry stakeholders (Standard 1, Elements 1.5 and 1.6). Assessment is required to meet training package and regulatory requirements and industry experts should be involved in validation of the assessment (Standard 1, Element 1.11). Each RTO provides evidence that the training and assessment strategies it develops is clear, and based on data collected on industry and enterprise requirements through the use of effective consultation processes. A vital aspect of any course of study is the ongoing review, evaluation and continuous improvement of the program. Part 3 of the accreditation application refers to the existence of a Curriculum/Advisory Committee/Board whose role it is to provide ongoing support. It would be anticipated that the Curriculum/Advisory Committee/Board would meet on a biannual basis. As an indication of the desired make-up of this type of committee the AHRI National Accreditation Committee has provided suggestions regarding the formation of the following stakeholder groups: Senior industry representatives representing both the public and private sector with a range of generalist and specialist HR experience AHRI professional member Senior academics with a combination of specialist and broader business focus Past and present students of the course of study Representation from a graduate recruiter etc. The size and mix of the committee should be reflective of the breadth of the education program. In addition, the professional capabilities of the committee should be relevant to the program and should be aligned to the ideal target market of the course of study.

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For example, a tertiary HR course with a strong international focus may utilise an advisory committee with the follow members:

Job role / title Organisation

Corporate Services Manager Public Sector Organisation

General Manager Private Sector Organisation

General Manager Private Sector Organisation

Director Government Department

Recruiter Recruitment Organisation

HR Manager International Public Service Organisation

Lecturer University

Lecturer University

Senior Lecturer University

Head, Discipline Management University

Convenor, Master HRM University

Chair, Division of Education Committee University

Vice-Chancellor, Division Education Committee

University

Head of School, Business & Government, Division Education Committee

University

Head of School, Information Sciences, Division Education Committee

University

Referees The inclusion of referee details in the application is a key validation element and gives the AHRI National Accreditation Committee the opportunity to communicate with key stakeholder groups associated with the construction and conduct of the tertiary course.

The National Accreditation Committee The National Accreditation Committee (NAC) conducts a desk audit/assessment of the university applications based on the information and documents supplied in the application form. As a general rule a site visit will not be required of public universities or Registered Training Organisations (RTOs). The NAC operates as an independent body with authority to report to the AHRI Ltd Board on the accreditation outcomes of the tertiary human resource management courses. The NAC is appointed by AHRI Ltd according to the following criteria which is designed to represent the various stakeholder groups:

i. Chair of the NAC (nominated by the AHRI Ltd Board) ii. Two Council of State President or State Council members (nominated by the AHRI Ltd

Board) iii. AHRI National President (endorsed by the AHRI Ltd Board) iv. Industry representatives representing both the public and private sectors with a range

of generalist and specialist HR experience (minimum 4 committee members, but can be increased under the direction of the National President on behalf of the AHRI Ltd Board)

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v. Senior academics with a combination of specialist and broader business focus (minimum 2 committee members, but can be increased under the direction of the National President on behalf of the AHRI Ltd Board)

vi. VET representative (1-2 maximum) vii. Representatives from AHRI (in a non-voting capacity) as required.

Please click here to view the current members. Accreditation Process

1. Download the 2018 course accreditation application form and complete the application: VET/TAFE Application Note:

• An application for each course for which the institution is seeking accreditation needs to be complete (e.g. if you are seeking accreditation for 3 courses then 3 separate applications would be required).

• Only applications utilising the 2018 application form will be accepted.

2. Submit the application form(s) via the AHRI accreditation online portal: To submit your completed application, you will need your AHRI login details via submit link below. If you do not have a login, you will need to create one via the same link. Your application MUST be submitted as a Microsoft Word document. No other format will be accepted. Link to Submission Portal Payment of course accreditation fees must be made at the same time that applications are uploaded to the AHRI accreditation online portal. Application fees are as follows:

Accreditation application fees (incl. 10% GST) *Pricing is based per course

VET/TAFE University

$600 $960

Application submission dates:

• The AHRI accreditation online portal will be open to accept completed application submissions together with payment on 7 February 2018.

• Submission close date is on 2 May 2018. The portal will be closed after this date and late submissions will not be accepted.

3. Upload your documents to the AHRI accreditation online portal:

a. Multiple courses can be uploaded. b. Complete the online payment. Credit card details will be required in order to complete

the application. Once completed, you will receive an email confirming that the application(s) has been received.

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4. Via desk audit, AHRI verifies that the course accreditation application is complete and

correct.

a. Complete and correct course accreditation applications are put forward for assessment by the AHRI National Accreditation Committee (NAC).

b. Incomplete applications are returned for further detail or evidence. 5. The NAC assesses the course accreditation applications and reports on outcomes,

with the accreditation outcomes being: ‘Accredited’, ‘Accreditation Pending’ or ‘Accreditation Premature’. Further information about outcomes is provided in the table below.

Accreditation process outcomes

Status Definition Action

Accredited

The NAC finds that based upon the application submitted that the course is to be accredited.

Upon confirmation of acceptance AHRI adds the course to its register of Accredited Courses and sends the applicant an Accredited Course Logo. Use of the logo is bound by conditions supplied by AHRI to the qualifying institution, for the qualifying accreditation period.

Accreditation Pending

The NAC finds that further evidence is required in order to fully assess if the course is suitable for accreditation.

In the case of an applicant that is required to provide further evidence, AHRI will provide feedback indicating the gaps in information provided, and a date by which this must be provided to the NAC for reconsideration.

Accreditation Premature

The NAC finds that the application by an institution is premature and that further more in depth consideration must be given by the institution prior to a future application.

In the case of an application being premature, AHRI will provide feedback indicating the gaps in information provided and guidance regarding the resubmission of an application the following year.

Note: Detailed information about AHRI course accreditation is available on the AHRI website. Accreditation period The period for accreditation of an AHRI accredited course is generally three (3) years. After this period, the education provider will need to apply for reaccreditation of the course. However, where a course is scheduled for significant impending change or is in teach-out mode, the National Accreditation Committee may only approve accreditation of a course for a 12 month / one (1) year period. As part of AHRI’s management of the course accreditation process, the education provider will be notified by AHRI when a course is due for reaccreditation.

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Confidentiality Course accreditation applications and all supporting evidence are confidential between the AHRI National Accreditation Committee and the tertiary institution. Review Process In the event that an Institution is dissatisfied with the outcome of the accreditation process, an application for review may be lodged for the decision to be reviewed. The process is outlined as follows:

1. The applicant notifies the AHRI accreditation team that they wish to appeal the decision of the NAC by emailing courseaccreditation@ahri.com.au

2. The AHRI accreditation team, together with the NAC Chair, nominates a review panel and sets a time and place for the review. a. The review panel members must not be voting members of the NAC, excepting the

Chair. b. The review panel will be chaired by an AHRI representative. c. The applicant must forward any submissions and further evidence two weeks prior

to the meeting of the review panel. They may address the review panel during the review meeting.

d. The review panel may request further information. 3. The review panel will examine:

a. The application and supporting documents b. Desk audit summary c. Any additional submissions from the applicant.

4. The review panel advises the NAC either that it upholds the decision, or that it recommends that the decision be revisited.

5. A final decision will be provided to the applicant within 30 days of the review panel meeting.

Notification of Course Changes If the structure, curriculum or delivery mode of the accredited course changes with the accreditation period, it is the responsibility of the education provider to notify AHRI within ten (10) working days of the change so that the impact of the course changes can be assessed by the National Accreditation Committee to determine whether:

(a) ongoing accreditation is appropriate; (b) re-accreditation is required; and (c) information in AHRI’s course register and on the AHRI website needs to be amended

accordingly. The education provider is also required to advise AHRI within ten (10 working days) where:

• the designated contact person (as indicated in the course accreditation application) has changed

• the URL for the course information webpage has changed. In the event that this information has changed, it is the responsibility of the education provider to provide this information to AHRI to ensure AHRI’s course register and website information remains correct and current.

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Appendices Appendix 1 – Student prizes In an effort to strengthen ties between AHRI and its accredited education providers, AHRI provides student awards to students of AHRI accredited education programs. All AHRI accredited education providers are entitled to one AHRI Student Award per accredited program. Key elements of AHRI’s Student Award Policy are as follows:

• A maximum of one Student Award per accredited program per annum o Accredited providers will determine their individual course awards (for example

Student of the Year) and the criteria for each award

• Accredited providers are to: o notify AHRI in writing a minimum four weeks before any prize is to be awarded o provide details of the accredited course, the name of the prize (e.g. Student of

the Year) and the recipient’s name o details are to be provided to the AHRI Student Engagement Consultant,

Membership Department, Level 13, 565 Bourke Street Melbourne, 3000

• All prizes will be comprised of either: a. a one year Graduate AHRI Membership if eligible or if still studying; OR b. a one year Student AHRI Membership AND a 12 month subscription to HR Monthly, an AHRI certificate and a congratulations letter from AHRI.

Should you have any specific questions about the AHRI Student Awards policy please contact studentmember@ahri.com.au.

Appendix 2 – AHRI membership

Certified HR Practitioner membership CPHR, FCPHR There are two Certified HR Practitioner membership levels – CPHR and FCPHR. These membership levels are only available to members who have successfully completed one of the certification pathways and have been awarded certification by the National Certification Council. Read more about certified HR Practitioner membership Read more about the AHRI certification pathways For further queries please contact certification@ahri.com.au

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Certified HR Academic membership CAHR, FCAHR There are two Certified HR Academic membership levels – CAHR and FCAHR. These membership levels are only available to members who have successfully completed the academic pathway and have been awarded certification by the National Certification Council. Note: Should you not be awarded with certification you will be considered for AMAHRI (Academic Member). Read more about the Academic Pathway For further queries please contact academics@ahri.com.au

Professional membership MAHRI or FAHRI MAHRI or FAHRI memberships are professional memberships suited to HR practitioners depending on their level of experience and qualification. Professional members are covered by AHRI ProCover insurance, have full access to member resources and discounts. Professional membership of AHRI demonstrates commitment to a HR career and the profession and includes continuing professional development requirements. Read more about professional membership For further queries please contact members@ahri.com.au Graduate Graduate membership is a professional level membership. It has been designed especially members who have recently graduated, and the reduced rate reflects the fact that they are just beginning their careers. Graduate members are covered by AHRI ProCover insurance and get full access to member resources to start gaining valuable networks for their future in the profession. To be eligible for graduate membership you need to have graduated from a HR relevant qualification within the last two years. Read more about graduate membership For further queries please contact members@ahri.com.au Organisation membership Become an AHRI organisation member to demonstrate your organisation's ongoing commitment to the professional development of your employees and engagement with the HR profession. This membership includes one full individual membership and will provide discounts to everyone in your organisation to attend any of AHRI's conferences, events (*excluding member only networking forums), webinars, training and education programs. You will also receive further discounts off the price of individual memberships for the rest of your HR team. For further queries please contact organisationmember@ahri.com.au

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Non-Professional Membership Affiliate Affiliate membership is for those with people management responsibilities, but HR is not their primary function. Affiliates may have a range of backgrounds from line managers and team leader to business owners. These members get support and access to HR information to successfully manage their people and HR processes at work. This membership type is also suitable for people who are working in HR but do not yet meet the requirements for a professional membership. Read more about affiliate membership For further enquiries contact members@ahri.com.au Student membership University students studying relevant undergraduate courses can access AHRI member resources to support their studies and get a foot in the door with AHRI’s professional networking opportunities. This membership grade is designed for students that have not yet entered the workforce and it is therefore not suitable for people who are currently working in HR. Read more about student membership For further queries please contact studentmember@ahri.com.au Appendix 3 – Accreditation application and assessment fees

Accreditation application and assessment fee payments are to be made when applications are submitted via the AHRI course accreditation online portal. Accreditation application and assessment fee

• University course accreditation application: $960.00 per course (incl. GST)

• VET/TAFE course accreditation application fee: $600.00 per course (incl. GST)

Note: The course accreditation fee is set on a cost recovery basis. It designed to cover administration, assessment and marketing costs. The fee is used to maintain the course accreditation processes (e.g. course application processing, desk audits and NAC meetings) and website information regarding course accreditation.