TRAINING PATHWAYS
Pathways and Levels
The Association of Facilitators (AoF) offer four pathways to accreditation.
The pathway that you choose, and therefore the focus of the accreditation process, will depend on your training and experience.
All accredited facilitators are signed up to AoF’s Code of Practice.
Choice of pathway
- Association of Facilitators Training
- Non-AoF Training (trained elsewhere)
- Practitioner Accreditation
- Experienced Practitioner Accreditation
Pathways available
| Pathway | Consider this pathway if | Accreditation |
|---|---|---|
| AoF Training | … you want to be trained in facilitation … at one of three levels |
Self and Peer Assessment and Accreditation (SAPA) Accreditation against FACETS® is integrated into all AoF training programmes. Foundations Certificate Diploma Standalone course modules (Facilitation Skills and Strategies, Group Dynamics) provide credit towards accreditation. |
| Non-AoF Training | … you have undertaken facilitation training with another organization which we have already recognised as equivalent to ours in competencies, standards, and outcomes. | Application Submission: Accreditation of Prior Learning (APL) Full credit, or part-credit, is awarded using the FACETS® framework |
| Practitioner Accreditation | … you require no formal training (or no more formal training) … you have experience as a facilitator and are able to provide evidence |
Portfolio and Interview at Accreditation Day: Accreditation of Prior Experience and Learning (APeL) Preparation of portfolio. Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APeL) will be used to award full or part credit The focus will be on highlighting the basis of the applicant’s claim against AoFs FACETS® and Generic Competence frameworks. |
| Experienced Practioner Accreditation | … your approach and practice as a facilitator is well‐established and evidenced e.g. publications, public recognition, contribution to the facilitation profession. | Interview Review of contribution and rationale for aligning with AoF’s advancement of the facilitation profession. |
What Level of Accreditation should you apply for?
We offer three Levels of Accreditation – Level 1, Level 2 & Level 3. As well as providing a path for Continuing Professional Development, these levels recognise the different skill sets and contexts in which individual facilitators practice. It is possible to be awarded a Level 1 Accreditation with evidence of Level 2 (or even 3) practice, or a Level 2 Accreditation with elements of Level 3 practice. See examples below.
The Level at which you are seeking accreditation is stated as part of your Accreditation Profile). No two facilitators will have exactly the same Profile although they may be Accredited at the same level. Your Level, as part of your profile, will indicate your areas of competence as a facilitator and path for development. For some facilitators, progress to the next level may not be desired or appropriate.
Facilitators can discover and develop depth in their facilitation practice through the accreditation process and through continuing development post-accreditation. You do not have to move up a level in order to progress in your competency and skill as a facilitator.
Levels in more detail
The following table can help you distinguish between the Levels of Accreditation you may be applying for. Once you have an idea of your Level, then please discuss this with your AoF support person. There will be a greater volume and depth of evidence required as you make claims for higher credit.
| LEVEL 1 | LEVEL 2 | LEVEL 3 | |
|---|---|---|---|
| Focus | Learning and Development Group Dynamics |
Change Management Organisational Dynamics |
Group Process Facilitation Psychosocial Dynamics |
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| Core Learning | Experiential Learning, Core Facilitation Skills, Modes of Power, Contracting, Safety, Group Dynamics and Team Development. | As Level 1 plus Reflective Practice, Psychological Defences, Diversity and Inclusion, Change Management and Personal Presence | As Level 2 plus evidence of a wide and flexible range of systems-based approaches, self- awareness, critical reflection, depth of theoretical knowledge, committed approach to self-development |
| Supervision | Typically through a peer network, manager, coach or mentor | Regular review of performance through self-and-peer review as well as external supervision | Regular reflection and personal/group supervision |
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