CUSTOM ACCREDITATION REVIEW (CAR) PROCESS
The Custom Accreditation Review (CAR) process is designed to ensure that all new courses and programs developed by Authorized Training Providers (ATPs) align with our academic, compliance, and quality assurance standards. This structured evaluation framework safeguards the consistency, integrity, and excellence of every accredited training program delivered under our system, ensuring that learners receive high-quality, standardized education worldwide.
PROCESS OVERVIEW:
- The ATP submits a detailed training outline for evaluation.
- Our team reviews the submission against established accreditation criteria and instructional design guidelines.
- Constructive feedback is provided, outlining any revisions or enhancements required for compliance.
- The ATP revises and resubmits the outline until all requirements are satisfactorily met.
- Upon approval, official accreditation documentation and the associated pricing package are issued.
- The newly accredited course or program is added to the ATP’s Training Management System (TMS) profile.
- The ATP may then begin delivering the approved accredited training program.
It is the responsibility of each ATP to develop or license appropriate course materials for the qualifications they intend to deliver. All materials must undergo review and receive our approval before being used in training delivery.
BEFORE YOU BEGIN:
Please ensure that all required information is complete and accurate before initiating your submission. The accreditation form is divided into six sections designed to capture detailed program information for efficient review and approval.
IMPORTANT NOTES:
- Incomplete or unclear submissions may delay the evaluation and approval process.
- A confirmation copy of your submission will be automatically emailed to you upon receipt.
- Every custom course or program must receive prior approval before training delivery.
- Approved programs will be issued official accreditation documentation, co-branded with both the ATP and our organization’s logos (subject to terms and conditions).
- All accredited training must include the purchase of official documentation, serving as proof of accreditation and certification authenticity.
SECTION 1: TITLE OF THE COURSE
The purpose of the training title is to provide the audience with a snapshot of what the training is about. Please be sure the title is specific and accurately describes the training being conducted.
Examples:
- Emergency Action and Fire Prevention Plans
- Fire Safety and Prevention Planning
SECTION 2: DESCRIPTION OF THE COURSE
The training description provides your audiences with a concise explanation of the content of your training. A good training description can mean many enrolments, while a poor course description can doom your training before it starts.
Things to keep in mind when writing your description:
- Keep the description focused on the content of the training. Include only what the course actually covers, not what the course may cover.
- The description should be 30 to 120 words. Using too few words makes the course look insubstantial. If a description is over 120 words, it can intimidate the learner. People will rarely read the description if it is too long.
Examples:
- This course is an introduction to the elements of an effective Emergency Action Plan (EAP) and Fire Prevention Plan (FPP).
- Employers are required to have these two safety plans to help ensure they are prepared in emergency situations.
SECTION 3: DURATION OF THE TRAINING
The 'Number of Training Hours' refers to the total duration of training that is mandated for students and anyone who takes the courses either online or face to face. This includes theoretical training, practical exercises, and on-the-job training.
SECTION 4: TARGETED AUDIENCE
Who is your target audience for this course?
Example:
- General Employees
- Supervisors
- Managers
- Executives
- Construction Workers
- Operators
SECTION 5: LEARNING OBJECTIVES
Learning objectives are clear statements of the knowledge, competencies, or skills students will achieve and can demonstrate upon completing a course. Learning objectives express advanced thinking skills that incorporate course content and activities. The learning outcome can be observed as a behavior, skill, or practical knowledge upon completing the course. Each learning objective should include:
• The audience
• A behavior
• The conditions
• An acceptable standard
Here are some examples :
• By the end of the class, each student, when given a full-face respirator, will be able to correctly perform all steps of the don-doff procedure.
• By the end of training, the learner will be able to discuss at least two advantages of conducting incident analysis when asked by the trainer.
SECTION 6: MAIN TOPICS AND SUB-TOPICS BREAKTION BY SESSION
Please provide a detailed list of the course topics, and sub-topics, taught during this course. List the topics in the order they will be taught and include the expected duration, in minutes, for each topic or sub-topic.
Example :
• Overview of the hazard communication program - the purpose of the program (30 minutes)
• Primary, secondary, portable, and stationary process container labeling requirements (45 minutes)
• Discussion of the various sections of the SDS (30 minutes)
• Emergency and Spill procedures (60 hours)
• Discussion of the hazards of the following chemicals to which students will be exposed (90 minutes)
• Symptoms of overexposure (30 minutes)
• Use/care of required personal protective equipment used with the above chemicals (45 minutes)
• Employee accountability (30 minutes)
• Total time: 360 minutes (6 hours)
SECTION 7: PLANNED ACTIVITIES, METHOD OF EVALUATION AND GRADING
The goal of an evaluation is to assess a student's understanding of the content and provide feedback on their learning. The evaluation also allows the instructor to assign a score to indicate the level of understanding achieved. Scores are expressed as a percentage from 0 to 100.
Instructors can base a score on a number of factors:
• Written assessment (multiple-choice exam) REQUIRED
• Hands-on exercises (optional)
• Practical activities (optional)
• Demonstrations (optional)
Attendance can NOT be used as a component for a score.
Instructors must fully document the individual components for a score. This documentation must be retained by the ATP as defined within the Authorized Training Provider Manual (ATPM).
SECTION 8: EVALUATION STRUCTURE OF THIS COURSE
Before submitting your course outline, please review it for accuracy and content to ensure all the information is available to start the review process.
AISP will review your course outline. Please allow up to five (3) business days for this review process.
WHAT'S NEXT:
• If all the information is included and your course is approved, we will add your course to the American Institute of Safety Professionals TMS. Once the course has been added to the TMS, we will email you with confirmation of the approval.
• If your course outline is missing information or we cannot approve the course as submitted, we will email you with any questions we might have or with the reason your course could not be approved.
Questions about your Custom Course Review (CCR)?
please email info@amiosp.com
Thank You
Please remember to send us pictures of your training classes so we can highlight them on our social media channels and on your ATP profile.
SECTION 9: FINAL SUBMISSION
What are the practical exercises, or activities planned for this course?
Practical exercises and activities provide students with an opportunity to practice what they have learned during the training.
Examples :
• Instructor lead demonstrations (10 minutes)
• Labeling diagrams (5 minutes)
• Ranking the order of importance (5 minutes)
• Ordering the steps of a procedure or process (10 minutes)
• Group activities
• Writing sample accident analysis reports (60 minutes)
• Performing a sample hazard evaluation (30 minutes)
Practical exercises can also include hands-on training, such as:
• Donning and doffing PPE (20 minutes)
• Demonstrating how to use fall protection equipment (60 minutes)
• Setting up and inspecting scaffolding (120 minutes)
• First aid or rescue (60 minutes)
• Measuring hazard gases (30 minutes)
Instructors should review the exercises, providing students with an opportunity to ask questions and receive an evaluation or correct answers. You should also indicate the expected duration of each activity.
