Documentation Demystified, Part 1: What a "Good" Policy Really Looks Like
When organizations begin the IACET accreditation process, one of the most common questions we hear is: “What exactly are you looking for in our documentation?”
It’s a fair question, and an important one. Accreditation isn’t about producing paperwork for paperwork’s sake. It’s about clearly communicating how your organization operates, how decisions are made, and what learners and stakeholders can expect.
As applicants move through the process, they submit three distinct types of documentation: policies, processes, and evidence. This three-part blog series will walk through each of these, starting here with policies: the foundation on which everything else is built.
Policies as Communication Tools, Not Bureaucracy
Policies often get a bad reputation. For many organizations, they’re seen as static, legalistic documents that sit in a folder and only come out when something goes wrong. But in a strong learning organization, policies serve a very different role.
Policies are communication tools. They speak to internal and external stakeholders (e.g., administrators, instructors, facilitators, and learners) by setting clear expectations for participation in your learning experiences. They guide decisions, influence behavior, and define roles and responsibilities. In short, policies establish the principles that govern how your organization operates and what stakeholders can reasonably expect from you.
When Commissioners review policies as part of an accreditation application, they are not looking for perfection or legal jargon. They are seeking clarity, accountability, and alignment with how your organization currently functions.
The Core Elements of a Strong Policy
While policies can take many forms depending on an organization’s size and structure, strong policies consistently include a few essential elements.
Dates of Adoption and Revision
A well-structured policy clearly shows when it was adopted and when it was last revised. This isn’t about catching organizations out; it’s about demonstrating that your policies are living documents. As part of the accreditation process, all policies (and related processes) must have been in place for at least three months prior to application.
Commissioners verify this through effective dates, so version control matters.
Approval and Ownership
Every policy should answer two simple questions: Who owns this policy? Who approves it? In some organizations, those roles are the same; in others, they are intentionally separate. What matters is that responsibility is clearly defined. Commissioners want to see that someone is accountable for maintaining the policy and that there is an established authority responsible for approving it.
Description or Purpose
A good policy explains why it exists. This section should briefly describe the business or educational need the policy addresses and how it supports your organization’s mission. It’s not the place for procedural details (those come later). Think of this as setting the context, not writing instructions.
Standards and Definitions
If your policy uses organization-specific or industry-specific terms, define them. Shared vocabulary reduces confusion and ensures consistent interpretation across stakeholders. This is especially important in learning organizations where instructors, administrators, and learners may all be reading the same policy from different perspectives.
Consequences of Non-Compliance
What happens if the policy isn’t followed? A strong policy clearly outlines consequences, reporting pathways, and enforcement responsibility. This isn’t about being punitive; it’s about transparency.
When expectations and consequences are clear, compliance becomes far more likely.
Keep Policies Focused and Concise
One of the most common mistakes organizations make is turning policies into process manuals. Policies should be clear and concise, focused on organizational values and guiding principles rather than step-by-step instructions. Overly detailed policies create opportunities for misinterpretation and become difficult to maintain. Processes exist to handle the “how.” Policies define the “what” and the “why.”
A Final Thought
If you’re new to accreditation, it may feel like policies are something you’re creating for IACET. In reality, the strongest policies are written for your stakeholders first. Accreditation simply asks you to make those expectations intentional, documented, and consistently applied.
In the next post in this series, we’ll shift from the “what” to the “how” and explore what effective process documentation looks like, as well as how it connects back to the policies you’ve put in place.
About the Author
Randy is a seasoned executive leader currently serving as the President and CEO of IACET, a non-profit accrediting body in the continuing education and training sector. With a focus on strategic vision and operational excellence, he effectively leads the organization to achieve its mission and goals.
With over two decades of experience in various leadership roles, Randy has a proven track record of driving organizational success. His expertise lies in aligning technological solutions with strategic objectives, ensuring operational efficiency and sustainable growth.