ABOUT ACCREDITATION
Interrelated Competencies – FACETS®
AoF’s accreditation process is based on the understanding that effectiveness as a facilitator rests on a combination of multiple and interrelated competencies. Our proprietary competency model, FACETS® describes six key areas that we consider to be central to both the skill level and character of practitioners: Facilitation, Awareness, Contracting, Ethics, Theory and Support. As well as forming the core of our assessment and accreditation methodologies, FACETS® also provides a framework for assessing and guiding personal and professional development.
Credit not License
For some professions, accreditation infers becoming a licensed practitioner in their particular field. Accreditation with The Association of Facilitators has no such connotation. Rather, our process is built on a commitment to self-regulation. By seeking accreditation, and subsequent reaccreditation, you will be demonstrating your commitment to monitor and review your own professional practice.
Our approach provides a rigorous and challenging environment for self-assessment. Participants report that they engage in a thorough inquiry into their skills, knowledge, and awareness and that they become more familiar with their blind spots and areas for development.
The process builds critical reflection and develops emotional competence.
It provides:
- A way to illuminate and evolve facilitator practice through critical reflection, feedback from peers, and assessment of competence.
- A mechanism for accreditation that will validate facilitators’ experience, and that will allow areas for development to spring from a sense of self-acceptance and appreciation.
Standards, not Standardisation
Our proprietary model FACETS® puts forward a set of quality standards against which applicants can self-assess and engage in dialogue with their peers. FACETS® is not a model that imposes standards nor does it seek conformity. Rather, it guides applicants to key areas of competence against which they may self-regulate. Further, there is scope for applicants to add competencies that relate to their own particular practice. Accreditation then is informed by dialogue, self-assessment, and peer review and is in reference to, but not limited to, FACETS®.
A Collaborative Process
Our commitment to a collaborative review process rests on the contributions of three roles – applicant, support person (peer mentor/advisor), and a member of AoF’s accreditation panel – coming together in a joint process of review and accreditation.
The applicant submits a portfolio or application which provides evidence that they meet the standards for professional practice set out by AoF in FACETS® and our Code of Practice. While this is a largely self-directed, self-evaluation activity, significant support is provided by AoF in the form of detailed guidance and a one-to-one support person.
The role of the support mentor/advisor is to answer questions about the AoF accreditation process and provide support for the applicant through the steps necessary to submit a portfolio or application. The activity is different and separate from the assessment and accreditation process.
AoF sets professional standards based on FACETS® and our Code of Practice and oversees the integrity, reliability and validity of the application and accreditation process. AoF also maintains links with other professional and academic bodies to ensure valid standing, calibration and recognition of AoF accreditation.
