AHRI Accreditation Handbook 2019 – VET/TAFE Courses

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Handbook for AHRI Accreditation 2020 VET / TAFE Course

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Table of Contents

INTRODUCTION ................................................................................................................................................... 3

AHRI MODEL OF EXCELLENCE ....................................................................................................................................... 4 ACCREDITATION AIMS .................................................................................................................................................. 5 CRITERIA FOR ASSESSMENT ........................................................................................................................................... 5 COURSE ACCREDITATION APPLICATION FORM .................................................................................................................... 5

PART 1: COURSE INFORMATION.......................................................................................................................... 6

AHRI accreditation criteria .................................................................................................................................. 6 AHRI Model of Excellence competencies ............................................................................................................. 6 AHRI competencies and the Business Services Training Package ....................................................................... 9

PART 2: COURSE REVIEW .................................................................................................................................. 10

Advisory committees ......................................................................................................................................... 10 The National Accreditation Committee ............................................................................................................. 11 Accreditation Process ........................................................................................................................................ 12

2020 APPLICATION TIMELINE ...................................................................................................................................... 12 Accreditation process outcomes ....................................................................................................................... 12 Accreditation period .......................................................................................................................................... 13 Confidentiality ................................................................................................................................................... 13 Review Process .................................................................................................................................................. 13 Notification of Course Changes ......................................................................................................................... 14

AUSTRALIAN ACCREDITED COURSES TAUGHT OVERSEAS POLICY ......................................................................................... 14 NOTIFICATION OF COURSE CHANGES ............................................................................................................................. 15 AHRI COURSE ACCREDITATION EXTENSION POLICY .......................................................................................................... 15

Use of AHRI accredited logo .............................................................................................................................. 16

APPENDICES ...................................................................................................................................................... 17

APPENDIX 1 – STUDENT PRIZES .................................................................................................................................... 17 APPENDIX 2 – AHRI CERTIFICATION AND MEMBERSHIP .................................................................................................... 18

Certified HR Academic membership .................................................................................................................. 18 Certified HR Practitioner membership .............................................................................................................. 18 Professional membership .................................................................................................................................. 18 Academic Member of AHRI ............................................................................................................................... 18 Member of AHRI ................................................................................................................................................ 19 Fellow member of AHRI .................................................................................................................................... 19 Graduate of AHRI .............................................................................................................................................. 19

NON-PROFESSIONAL MEMBERSHIP ............................................................................................................................... 19 Affiliate.............................................................................................................................................................. 19 Student .............................................................................................................................................................. 19

ORGANISATIONAL MEMBERSHIP ................................................................................................................................... 19

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Introduction The Australian HR Institute (AHRI) is the professional body for Human Resources in Australia. AHRI sets the industry standard for HR practitioners in Australia which is globally benchmarked and mapped to both Singapore HR certification (Institute of HR Professionals) and the UK chartered HR standard (Chartered Institute of Personnel and Development). AHRI has reciprocal certification arrangements in place with the CIPD. Professional membership with AHRI ensures that HR practitioners:

o Adhere to a robust professional code of conduct that is supported by governance requirements and disciplinary procedures

o Are effectively supported in their continuing professional development (CPD) to ensure currency of skills and knowledge is maintained.

AHRI provides a wide range of learning and development opportunities in HR, people management and business skills. As a national body, AHRI provides education and networking opportunities across Australia, including the delivery of the world-class AHRI Convention. AHRI also commends excellence in HR and diversity and inclusion practices across Australia through its highly regarded AHRI Awards. AHRI's globally benchmarked Model of Excellence underpins all AHRI's professional development products, events and programs. AHRI sets standards for HR practice through both the AHRI Practising Certification program and industry accreditation of HR qualifications at Australian universities. It also supports vocational standards in HR training by actively contributing to Skills Service Organisations (SSOs) and Industry Reference Committees (IRCs). AHRI conducts independent research and liaises with both Australian and international partners on matters of interest to Australian workers and workplaces. Through its expert industry advisory panels. As a member of the Asia Pacific Federation of Human Resource Management and the World Federation of People Management Associations, AHRI belongs to a global network of HR associations that enables the open sharing of research and issues affecting human resource management worldwide. AHRI is owned by its members and governed by a Board of Directors with a Council of State Presidents that consists of elected councillors representing each Australian state and territory.

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AHRI Model of Excellence

Human resource management is comprised of several interrelated activities that combine to drive business performance. With the goal of contributing to organisational capability HR professionals and academics require knowledge in the competencies outlined in the AHRI Model of Excellence:

• Business Driven

• Strategic Architect

• Ethical and Credible Activist

• Expert Practitioner

• Workplace and Workforce Designer

• Culture and Change Leader

• 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.

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The AHRI Model of Excellence (MoE) 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 several 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

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

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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 (MoE) 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

• 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,

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MoE Competency Competency elements

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

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

Workforce and Workplace Designer

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

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

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MoE Competency Competency elements

Designs a workplace that sustains a capable workforce

• 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

• 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

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MoE Competency Competency elements

• 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

• 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 qualifications:

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• 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 (Clause 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 (Clauses 1.8 -1.25)1). 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.

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 VET/TAFE

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Lecturer VET/TAFE

Senior Lecturer VET/TAFE

Head, Discipline Management VET/TAFE

Convenor, Master HRM VET/TAFE

Chair, Division of Education Committee VET/TAFE

Vice-Chancellor, Division Education Committee

VET/TAFE

Head of School, Business & Government, Division Education Committee

VET/TAFE

Head of School, Information Sciences, Division Education Committee

VET/TAFE

The National Accreditation Committee The National Accreditation Committee (NAC) is a subcommittee of the National Certification Council (NCC) and is responsible for the AHRI Model of Excellence (MoE) and course accreditation. The Terms of Reference sets out the membership, responsibilities, authority and operations of the NAC of AHRI. Responsibilities The NAC oversees the AHRI MoE which is the HR certification standard and ensures it is contemporary and in line with HR best practice. The NAC ensures the AHRI MoE standards are included in University and Vocational Education programs by reviewing applications for course accreditation from tertiary and vocational education providers and provides commentary on the Australian education environment. The NAC is responsible for assessing curriculum content, maintenance and delivery of HR courses to ensure they meet the HR certification standard as outlined in the AHRI MoE. Decision Making The NAC, delegated by the Board is the awarding body of professional accreditation to tertiary and vocational institutes subject to By-law 3. Membership Membership to NAC will consist of 11 members by AHRI Board invitation only and will be formed by representation from:

• AHRI Non-Executive Director

• Academia HR Specialisation (4)

• VET (2)

• Private Sector

• Public Sector

• Not for Profit Sector

• CSP Representative/Councillor/Past Board Member/Past CSP Please click here to view the current members.

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Accreditation Process

• 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 2020 application form will be accepted.

• Payment of course accreditation fees must be made after applications are uploaded to the AHRI accreditation online portal via credit card. We accept Visa, MasterCard, AMEX or Diners. Payments are not refundable after submission.

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

Certificate IV / Diploma / Advance Diploma

$600

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.

2020 Application Timeline The AHRI course accreditation timeline is outlined below. Link to the overview of steps to submit application(s) via portal.

• Submission(s) open date: 27 February 2020

• Submission(s) close date: 21 May 2020

• Desk Audit of applications is undertaken from 25 May 2020

• Desk Audit findings to be forwarded to applicants from 12 June 2020

• Responses to findings, if required are due by 2 July 2020

• National Accreditation Committee meet to review applications on 29 July 2020

• Application outcomes to be forwarded to applicants in September 2020

Accreditation process outcomes 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.

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.

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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.

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.

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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 where:

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

• the URL for the course information webpage has changed. If 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. Please email courseaccreditation@ahri.com.au regarding these changes.

Australian Accredited Courses Taught Overseas Policy Criteria The key criteria for Australian educational institutions delivering HRM programs in offshore contexts are that the structures and core subjects of each program are essentially equivalent to those offered onshore. The delivery of the course can include one (or a blend) of the following modes:

• Face-to-face learning

• Blended learning (on or off campus)

• Online

• Distance education The accredited provider may not extend their AHRI course accreditation to their university partnerships The student may receive credit for studying the offshore course Evidence The providers are required to supply the following evidence with course accreditation application submission(s):

• Course policy on provided courses taught offshore

• Course structure, content and student assessments

• Detailed information on any differences between onshore and offshore courses (eg. Industrial relations content).

Should there be additional evidence, please attach the information on to the application for consideration.

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Process The offshore course(s) will be considered at the AHRI National Accreditation Committee for review and consideration in accordance with AHRI’s governance, by-law 3.

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:

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

accordingly.

The form to advise of these changes can be downloaded here and emailed to courseaccreditation@ahri.com.au. The education provider is also required to advise via covering letter 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. If 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.

AHRI Course Accreditation Extension Policy Consideration Criteria Extension of course accreditation can be considered in exceptional circumstances. Requests for extension due to lack of forward planning for the timely review and submission of a course for reaccreditation will not be considered. Extension requests should be made at least 120 days before the course accreditation expires. Requests made after course accreditation has expired will not be considered. The provider may apply to extend its accreditation period for no more than twelve (12) months from the date of expiry. The NAC may consider extending the period of a provider’s period of accreditation of a course of study for a range of reasons such as the revision of course structure or offerings by an institution. If an extension is required, the provider must make an application for accreditation at least 120 days before the end of the extended period. Review process Applications will be considered on a case-by-case basis.

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Should the NAC grant the request for extension, AHRI will notify the applicant of the revised course accreditation expiry date. If the NAC rejects the request for extension, AHRI will notify the applicant of the reasons for rejecting the request. If AHRI, is unable to make an accreditation determination prior to the expiry of the extended period, the provider’s accredited programs will hold the status of Accreditation Extension Pending at the expiry of the extended period.

Use of AHRI accredited logo Marketing the program accreditation If a program is accredited, the VET/TAFE provider will receive access to the AHRI accredited logo including the year(s) accredited, to use on their marketing material for the program in accordance with respective guidelines. The accredited program will also be listed on the AHRI Website. Are there requirements that providers should be aware of when advertising the accredited status of a program or using the AHRI logo? Yes – AHRI have a number of set requirements with how the logo, trademarks and brand are utilised. Contact AHRI at courseaccreditation@ahri.com.au for assistance on using the logo on marketing materials. Where do Professional Bodies publish accredited programs? AHRI publishes an active list of accredited programs on the AHRI website. In efforts to provide accurate information to members and potential members of AHRI about accredited programs available, we require the assistance of higher education providers to maintain the listing via timely submission of their accreditation application and notification of any changes outside this submission period as soon as possible.

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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 via email to studentmember@ahri.com.au.

• 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.

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Appendix 2 – AHRI Certification and Membership

Certified HR Academic membership AHRI Post nominals – CAHR or FCAHR

• The Academic Pathway offers experienced and senior academics an opportunity to become a Certified Academic HR, in recognition of their professional contribution to HR thinking and knowledge, through academic research and/or teaching.

Certified HR Practitioner membership AHRI Post nominals – CPHR or FCPHR

• The AHRI Practising Certification Program is designed to assess the knowledge, skills and behaviours required of HR professionals when applying advanced strategic HR management.

You will be applying the 'toolkit' of HR competencies and behaviours that you have learnt throughout the APC Program, in both theoretical and applied work-based assessments and reflections recorded in your learning journal.

• The Senior Leaders Pathway offers senior HR practitioners and executives the opportunity to attain HR certification through the submission of a retrospective case study and an intensive interview process. This pathway recognises and takes into consideration the extensive experience and skills that senior professionals already have.

• The CIPD Reciprocity pathway is available to HR practitioners and academics who have achieved the equivalent of Certified Practitioner and Academic status by attaining the Chartered MCIPD, Chartered FCIPD, Academic MCIPD or Academic FCIPD categories from the Chartered Institute of Personnel and Development in the United Kingdom. AHRI Post nominals – CAHR or FCAHR / CPHR or FCPHR

• The IHRP mutual recognition pathway is available to HR practitioners who have achieved the IHRP Certified Professional (IHRP-CP), IHRP Senior Professional (IHRP-SP) or IHRP Master Professional (IHRP-MP) certification levels from IHRP in Singapore. AHRI Post nominals – CPHR or FCPHR

Professional membership

Academic Member of AHRI Post nominal – AMAHRI

• Academic membership recognises your professional contribution to the delivery and expansion of HR thinking and knowledge, maintaining professionalism in practice and commitment to self-development.

Eligible HR academics can apply to become a non-certified academic member (AMAHRI) via the Academic Pathway.

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Member of AHRI Post nominal - MAHRI

• MAHRI membership is applicable for mid to senior HR professionals with 5+ years' HR work experience OR relevant HR undergraduate qualification and 2+ years' HR work experience

Fellow member of AHRI Post nominal - FAHRI

• FAHRI membership is applicable for senior to executive HR professionals with 10+ years' HR work experience and 5+ years' experience in strategic management or leadership role.

Graduate of AHRI Post nominal - GAHRI

• Graduate membership is a professional-level membership offered to support recent HR graduates in the first two years of their HR career.

Non-Professional Membership

Affiliate

• Affiliate membership is suitable for people working in HR who do not yet meet professional membership requirements, OR people managers where HR is not their primary function.

Student

• Student membership is a non-professional membership for full or part-time tertiary level students studying HR, business, commerce or psychology. Students studying full-time or part-time at a tertiary level or equivalent 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.

Organisational Membership

Become an organisation member - Your HR team and managers within the wider business will gain access to exclusive benefits including HR resources and special rates for events, in-house corporate training and education across your business. Being an AHRI organisation member also shows your clients and partners that your business is engaged with Australia’s peak HR body.