Foundation Level Application Form 2015

The ISMAUK Programme Accreditation
Application Form
Foundation Level
International Stress Management Association
Telephone: 0845 6807083
E-mail: [email protected] Web:
Registered Charity No. 1088103 Company Limited by
Guarantee No. 4079657
Application for Programme Accreditation
ISMA ᵁᴷ accredits training and development programmes linked to the adoption and application of The Charter for Wellbeing and Performance.
Applications for ISMAUK accreditation may be received from ISMAUK members.
Non ISMAUK members may submit applications, which, if successful, will require the applicant to apply for membership of ISMAUK prior to formal
approval of the programme.
Applications are submitted to The Standards Committee, and formal approval is ratified by the ISMAUK Board.
Accreditation is at three levels – Foundation, Intermediate and Advanced level.
This application form is for applications for Foundation level accreditation.
Foundation level programmes should be designed to raise awareness of wellbeing and performance.
A description of the standards for Foundation level can be found in Appendix 1.
The main difference between the levels is the range from general knowledge to specific knowledge in detail and depth.
Foundation level programmes should be designed to raise awareness of wellbeing and performance.
Intermediate level programmes should be designed to apply theory, principles and ideas of wellbeing and performance into practice.
Advanced level programmes should be designed to expand understanding of the subject beyond that needed at certificate level
Guiding principle in accreditation
The guiding principle is that:
Training and development inputs (the programme content) leads (the method of delivery) to clearly described learning outcomes (the expected
impact on the learner) and that the learning outcomes can be measured and are directly applicable to the topic of the programme.
It is the learning outcomes and the methods of achieving these that is accredited.
The application process places an emphasis on the background to the programme itself. For example, where do the ideas come from that are included
in the programme? The questions, therefore, seek to link the background to the learning outcomes. They ask how the link is achieved in the
programme itself.
Process of applying for accreditation
All applications for accreditation need to provide sufficient evidence to allow accreditation to take place.
The evidence must be presented transparently and clearly mapped against the standards so the accreditor can make an assessment without searching
for detail.
Where appropriate, please reference page numbers and paragraphs in the supporting material.
Material for submitting an application.
The following is required:
 Completion of the application form.
 A complete set of materials to be used as part of the programme (if materials are used)
 A workbook that is used by the trainer/facilitator as the source document for the programme
 A workbook that is used by participants
 Any videos, webinars, YouTube or other forms of delivery that are part of the delivery process for the programme, if applicable.
This material should be submitted electronically.
Submissions should be sent to: [email protected] with ‘Application for Accreditation’ in the subject heading.
Process of accreditation
The application will be assessed by two members of the Standards Committee against the standards set out in appendix 1.
The two members will accredit the submission independently of each other, after which they will make a decision based on consensus. In exceptional
circumstances, if consensus cannot be reached, the submission will be accredited by a third member of the Standards Committee whose decision will
be final.
The application will be considered within a period of four weeks from receipt.
A decision will be made on the application as follows:
Approved at the level requested
Approved at a level higher or lower than requested
Referred to enable a re-submission to be made covering the points identified in the accreditation process
A preliminary decision will be conveyed to the applicant within 6 weeks of submission
A formal decision will be ratified by the ISMAUK Board at the next formal Board meeting, which is in either March or September.
Any delay in this process will be conveyed to the applicant within the timescale outlined above.
Appeal against the decision of the Standards Committee
Rejected applicants may make an appeal against the decision of the Standards Committee.
The grounds for appeal are:
 That the standards of the submission have been misunderstood
 That the level of approved accreditation has been incorrectly applied
Appeals will be heard in person. This includes using Skype and other conference call facilities. No further written material is required for an appeal.
The appeal will be heard by members of the Standards Committee with an independent member of ISMA in attendance.
The costs of the appeal will be covered by the applicant.
Fee for submitting the application and the administration of the application - £25
Fee for Foundation assessment - £250
Fee for Intermediate assessment - £300
Fee for Advanced assessment - £500
All fees must be paid in advance of the assessment being carried out.
Refunds for unsuccessful applications
Foundation refund for unsuccessful application - £150
Intermediate refund for unsuccessful application - £150
Advanced refund for unsuccessful application - £150
Costs for re-submitting applications
Foundation: re-submission - £150 plus £25 administration fee
Intermediate: re-submission - £150 plus £25 administration fee
Advanced: re- submission - £150 plus £25 administration fee
Application for Foundation
Name of the programme to be accredited
Name of organisation submitting the programme for accreditation
Name of the Individual making the application and with whom ISMA communicates on this matter.
Full name and title
Membership No.
Contact address
Contact email
Contact telephone number
What is the duration of the programme (in hours)? If the programme can be delivered in short or long form, please tell us. The accreditation will be
based on the long form.
Is there any preparation time expected from the participants? Do the participants complete a relevant survey or questionnaire either before, during or
after the programme?
How do you intend evaluating the success of the programme?
How is the programme intended to be delivered? If the programme is delivered in multiple ways, please tell us all the methods.
If the programme is delivered by a trainer, is the trainer a member of ISMA?
If the programme is delivered by non-ISMA members, tell us who they are:
What is the purpose of the programme?
How does the purpose link to The Charter for Wellbeing and Performance?
What is the intended target audience for this programme?
10 | P a g e
What are the learning outcomes of the programme (what do you expect the participants to achieve by attending the programme)?
Knowledge and understanding
Please describe below the foundation theories, principles and ideas on which the programme is based. Please use references unless the theories,
principles and ideas are you own.
11 | P a g e
Explain how the foundation theories, principles and ideas have informed the content and delivery of the programme.
Applied knowledge and understanding
Which specific skills are being taught in this programme?
To which learning outcome is this directly linked to?
12 | P a g e
How does this programme equip the participant to apply their learning in practice?
To which learning outcome is this directly linked to?
Please show how this programme incorporates the principles of equality and diversity both in its design and style of delivery.
To which learning outcome is this directly linked to?
13 | P a g e
Generic cognitive skills
How does this programme enable the participant to present/communicate the information and ideas being delivered?
To which learning outcome is this directly linked to?
In the programme, will the participant be encouraged to explore a range of approaches or just one?
To which learning outcome is this directly linked to?
14 | P a g e
Is this programme designed to build the participant’s individual skills/knowledge/understanding primarily for their own use or is it designed to enable them
to apply their learning in a wider context?
To which learning outcome is this directly linked to?
Communication. IT and numeracy skills
List the activities/exercises/experiences that you will use to facilitate learning.
To which learning outcome is this directly linked to?
15 | P a g e
Please describe how one of the learning outcomes will be secured, (i.e. state the desired outcome and describe the activity/exercise/experience that will
secure the outcome and state how you will evaluate effectiveness of the learning experience)
To which learning outcome is this directly linked to?
Does the programme use data? How are data presented and interpreted?
To which learning outcome is this directly linked to?
16 | P a g e
Autonomy, accountability and working with others
If participants are expected to be able to apply their learning in a wider context such as the workplace, how will the programme equip them to
monitor their impact and effectiveness?
To which learning outcome is this directly linked to?
Standards for awards
Knowledge and
a knowledge of
Foundation the main
the programme
awareness of
the wider
knowledge and
apply skills,
and knowledge in
a range of
practical contexts
monitor and
adjust approaches
Appendix 1
Generic cognitive
Communication, IT and
numeracy skills
Autonomy, accountability and
working with others
information and
ideas that are
relevant to the
convey key theories and ideas
in a clear and coherent
application of knowledge and
/or skills gained in the
programme to self
select appropriate means to
convey information and ideas
transfer of knowledge/skills to
others in the workplace
use one or more
17 | P a g e
relevant to the
and actions in
response to
approaches to
address specific
problems within a
routine situation
interpret numerical data
presented in a range of
graphical formats
a broad
appreciation of
emerging from
18 | P a g e