 Certified Facilitation Skills Training Course
Apply for Accreditation
The Facilitation Skills Training Course Accreditation program is designed specifically for organizations that provide facilitation training.
The purpose of this program is to provide a confirmation and independent assurance that your facilitation training course provides
the knowledge, resources, practice sessions and modeling that demonstrate what a person using master facilitator skills needs to know and how a person using master facilitator competencies needs to work.
When a program is accredited, it will be listed on INIFAC’s website as well as offered to organizations who are engaged in INIFAC’s Partners in Facilitator Development program (PIFD).
The cost of Training Course Accreditation is $1500.
Guiding Principles
- The Training Course Accreditation assessment is based on Master Facilitator Competencies.
- Accreditation is given to an individual training course, and not a training organization.
- INIFAC’s Facilitation Skills Training Course Accreditation is not in the form of an examination. Instead, the accreditation process is designed to give the facilitation skills training provider:
- the opportunity to see how their program aligns with the Master Facilitator Competencies
- a confirmation and independent assurance that the facilitation training course provides the appropriate knowledge, skills, and resources to the client for obtaining the necessary competencies to facilitate.
Application Content
Part I. General Information
Part II. Timed Agenda - (Coordination & Flow Component)
Part III. Competency Coverage - (CMF Competency Component)
Part IV. Participant Practice Sessions - (Action Learning Component)
Part V. Instructional Competencies - (Adult Learning Component)
Part VI. Trainers - (Instructor Component)
Part VII. Materials - (Resource Component)
Part VIII. References - (Confirmation Component)
Five Steps to Accreditation
- Application Development
- Application Submission
- Application Evaluation
- Accreditation Results
- Re certification
What are the Training Accreditation Requirements?
The course must incorporate a minimum of eight hours of facilitation methodology training, excluding meals, breaks, practice sessions and exercises. For courses taught in various formats (e.g., a two-day or three-day format), each format requires a separate set of documentation and an additional charge applies. The course must include a minimum of three practice sessions for each participant. Each qualifying practice session must last a minimum of five minutes and the total facilitation practice time for each participant must be a minimum of 30 minutes. For each qualifying facilitated practice session, the facilitator must lead a session of at least three people. The course must meet or exceed the minimum content requirement by scoring 4.0 or higher for at least 75% of the sub-competencies defined in the Certified Master Facilitator Program. The course must achieve an average score of 4.0 or higher in each of the three instructional design areas. The vendor must ensure that the people who teach the program have sufficient experience in, and knowledge of, facilitation to be able to deliver the course in an effective and efficient manner. The vendor must have an effective process for selecting and training the trainers which also ensures the course is delivered in an effective and efficient manner. The vendor of the course must create and make readily available to course participants a supplement that provides additional information that INIFAC has certified as meeting or exceeding the content requirement for any deficient sub-competency.
Competencies Assessed for Accreditation
Program Design - Developing a variety of instructional design techniques and learning experiences to stimulate learning and increase participant involvement and address the needs of the learner. Delivery Method - Possessing the ability to address the learners’ needs, transfer knowledge and instill learning in a way that is appropriate, effective, andragogical. Program Evaluation Methods - Diagnosing whether the concepts and ideas presented, were attained and met the learners’ and or organization’s needs. Evaluation methods deal with both the intended and unintended impacts of the program.
The Sub-competencies
Program Design- incorporating humanistic, behavioral, cognitive and developmental needs. |
| | A1. |
Program objectives, to address learner needs, present measurable goals, incorporate collaborate principles and facilitate problem- posing and problem-solving. |
A2. |
Program design allows; for breaks, reflection time, application opportunities, and illustrations of methodology presented. |
A3. |
Program design diagnoses the participant’s learning needs and accepts the viewpoints of people in different life stages and with different value sets. |
A4. |
Program design incorporates the use of creative and high quality audiovisuals and handouts to highlight key points. |
A5. |
Program design incorporates a learner-centered approach, shifting the focus of instruction from decoding to comprehending. |
Delivery Method- balancing presentation, participation and pace. |
| |
B1. |
Instructor establishes role as manager of instruction, diagnostician, resource facilitator of learning and evaluator. |
B2. |
Instructor is learner responsive and possesses knowledge and ability to address adult learning needs. |
B3. |
Instructor has the interpersonal skills to build relationship determine specific learning styles and adapt teaching strategies and approaches to maximize learning. |
B4. |
Instructor has content knowledge and experience to serve as a resource person. |
B5. |
Instructor is able to use a range of teaching styles and presentation skills to influence learners, promote learner confidence and independence, to both accomplish tasks and fulfill the desired needs. |
B6. |
Instructor is a competent communicator and able to gather information, convey information, question learners for clarity, support dialogue and give feedback. |
B7. |
Instructor adheres to a code of conduct. |
Program Evaluation Methods- analyzing course effectiveness, development and outcomes. |
| |
C1. |
Evaluation methods, whether formative (examining the development of the course potentially leading to design change) or summative (examining outcomes in terms of its stated goals) are used to adequately gather information for program improvement. |
C2. |
Evaluation intentions and purpose are made clear to learners. |
C3. |
Evaluation format is conducted to encourage participation and course improvement. |
C4. |
Evaluations are complete and fair in their assessment of the course and respect and protect the human rights and dignity of the learners. |
C5. |
Evaluation system has a format for analyzing results and incorporating comments for course. |
Following completion of the initial assessment, organizations seeking training accreditation will receive a copy of the assessment and given the opportunity to clarify any areas not achieving the minimum 4.0 scores. For each competency under 4.0, organizations should respond as follows:
- Agree that the course does not meet the competency and provide supplemental materials that will be provided to all participants who take the course to meet the competency.
- Provide a revised response for the competency. The revised response should indicate how the curriculum meets the competency. The revised information will be reviewed by the assessor and reviewer once again.
Organizations will have two weeks to submit revised responses. To achieve accreditation, the training course (without the supplemental materials) must meet 75% of the competencies.
Training programs that have successfully completed the assessment process will receive a Certificate of Accreditation. This accreditation will be good for three years and may be renewed.
For more information about this program contact our Executive Director Stephanie Kron Raffetto at Tel: 703-909-8810 or info@inifac.org.
|
