Everything you need to know to become an International Association of Facilitators (IAF ) Certified Professional Facilitator (CPF )

Transcription

1 Everything you need to know to become an International Association of Facilitators (IAF ) Certified Professional Facilitator (CPF ) Stage 1: Document Submission Part I: Candidate Information: Contact Info & Payment Part II: Career Resume Part III: Statement of Qualifications and Experience Demonstrate the Core Competencies This is a dynamic document: click anywhere on the process chart below to jump to the section that interests you. RED boxes indicate action required to submit documents GREEN boxes indicate action required once documents have passed evaluation BLACK boxes require no action other than your awareness Document Evaluation (performed by IAF, no action required) Assessor team assigned Assessors review submitted documents Document evaluation - Pass: Invitation to assessment day - Defer: Written feedback to candidate Assessment Day Preparation Book travel Prepare facilitation demonstration Gather confirmation of experience Stage 2: Assessment Day Initial Candidate Interview Facilitation Demonstration Final Candidate Interview Certification Result Demonstrate the Core Competencies Other Information Background Certification Process Overview Links & Differences btw. Facilitation & Training Core Competencies The Statement of Values The Code of Ethics This document has been prepared in anticipation of a certification event the week of July 25 th, 2016, in Washington, DC. Dates below are calculated based on that event. Activity Date Venue selected, assessor team selected, logistics drafted 4/18/2016 Registration finalized - 15 participants minimum. Determination of assessor/candidate conflict of interest. Event go/no go decision NOTE: should we NOT get the minimum 15 participants, the certification cost can be applied to a certification event elsewhere 5/2/2016 All documentation turned in 5/25/2016 Assessors review documentation to determine first stage pass/defer 5/30/2016 Invitations issued. Candidates work with an assigned assessor on their assessment workshop 6/27/2016 Certification event 7/26/2016 Candidate feedback reports and certificates 8/27/2016

2 Action required: none Background The International Association of Facilitators (IAF ) is the world-wide professional body established to promote, support and advance the art and practice of professional facilitation through methods exchange, professional growth, practical research and collegial networking. In response to the needs of members and their customers, IAF established the Professional Facilitator Certification Program. The Program is managed by the IAF Director of Certification Operations, and assisted by the Program Administrator. The Professional Facilitator Certification Program provides successful candidates with the professional credential Certified Professional Facilitator (CPF ), as signified by a Certificate. This credential is the leading indicator that the facilitator is competent in each of the basic facilitator competencies, as outlined in Foundational Facilitator Competencies1. This competency structure was developed over several years by IAF with the support of IAF members and facilitators from all over the world. The competencies reflected in the document and assessed in the Certification Process form the basic set of skills, knowledge, and behaviors that facilitators must have in order to be successful facilitating in a wide variety of environments. Copies of this document are available free of charge from the IAF web site ( or from the certification Program Administrator, at certify@iafworld.org. The CPF credential is granted for a three-year period, after which the facilitator must renew the credential through demonstration of continued professional growth and development. Membership in IAF is a prerequisite for maintenance of the credential. A list of current CPFs is available from IAF via the IAF Website.

3 Action required: Become familiar with certification process Certification Process Overview To successfully complete their professional certification, candidates must demonstrate practical proficiency in all competency areas. The intent of the Certification Process is to provide each candidate with ample opportunities to provide evidence supporting their competency in each of the competency areas. The candidate provides evidence of their competency through written documents, verbal explanations, and a facilitation demonstration. Each candidate s evidence is carefully evaluated by a team of two Assessors who are assigned to the candidate for the duration of the process. The Assessors use a set of competency indicators based on the Core Competencies to evaluate the candidate s evidence. Throughout the process the Assessors inspect the evidence to insure that the candidate understands the foundation of facilitation and can apply the competencies actively in their work. The Certification Process is made up of two stages. Stage 1: Documentary Submission Stage 2: The Assessment Day A result of Pass at the end of Stage 1 is required for admission to Stage 2. The final evaluation (pass or defer) is provided at the conclusion of the Stage 2 Assessment Day. The entire process, from application to completion, typically spans a period of approximately three months. A description of the process is provided below.

4 Action required: Complete and submit documents Stage 1: Document Submission Stage 1, Document Submission, includes the submission of a series of documents by the candidate, a review of the documents by the Assessors assigned to the candidate, and an evaluation of either pass or defer. The culmination of Stage 1 for successful candidates is a formal notification of invitation to attend the Stage 2 Assessment Day. Document Submission consists of three component parts. Part I: Candidate Information Part II: Career Resume Part III: Statement of Qualifications and Experience Parts I, II, and III are included in this document, along with detailed instructions to assist in their completion. When complete, the candidate submits all required documents to the Program Administrator by at mailto:certify@iaf-world.org.

5 Action required: Complete this form and submit to no later than May 2 nd, 2016 Part I: Candidate Information A. Contact Information Candidate Name Company Name Business Telephone Business Fax Address Preferred Address Home Telephone Preferred Contact Location (please specify either home or work ) Specific Event or Geographic Preference (if any) Previously deferred candidate? If so date of deferral Certification Fees: Assessment Fee: ($ US) (non-refundable) Membership Fee/Renewal (where applicable ($200.00) IAF Membership required for Certification Previous Deferral $ event where deferred B. Payment I wish to pay by: MasterCard Visa American Express Card Number: Expiration date: Security Code: Online a link will be sent after your application is received NOTE: IAF Membership is required to maintain professional certification. Payment instructions will be provided on receipt of application. Remember to attach a recent photo.

6 Action required: Read instructions below for formatting your resume and submit your resume to no later than May 25 th, Part II: Career Resume Please as a separate document a personal career resume profiling your education, your employment history, your professional affiliations, your professional honors or recognitions, your significant career accomplishments or milestones, and any other relevant information you d like to include about you and your work. Most standard personal career resumes are sufficient for this purpose. Career Resume Requirements Please provide your Career Resume in one of the following document formats: o Microsoft Word (.doc) o Adobe Acrobat Portable Document Format (.pdf) o Text or Rich Text Format (.txt,.rtf) Include the information noted above. Do not exceed two single-sided pages in length Do not include photographs or graphics in this document Do not provide marketing pieces such as: o Corporate resumes about your company that includes the work, credentials, or accomplishments of people within your company in addition to yours, or o Bios that are oriented as a marketing document, or o Marketing brochures or press releases, or o Any additional materials other than the document requested above

7 Actions required: Complete this Sections A, B, and D of this form and submit to certify@iaf-world.org no later than May 25 th, Section C: Gather but do not submit training class certificates of completion: you will receive a request to send electronic verifications of their workshops and training courses when you are invited to the certification event. This can be s confirming the seven workshop, a mapping of s to workshops if necessary, and scans of cited training. Part III: Statement of Qualifications & Experience Candidate Name A. RELEVANT TRAINING & QUALIFICATIONS Facilitation Training: Provide course title, course provider, and year attended. Other Qualifications: Provide course title, course provider, and year attended. B. FACILITATION EXPERIENCE Identify seven workshops you have facilitated within the last three years that illustrate your range of expertise. The term workshop should be taken to mean any group session that you facilitated in order to help the group achieve a defined purpose and deliverable. Workshop Description Please provide approximate date and no more than four lines of description 1. Your role and responsibilities in the workshop: Length of workshop or overall event:

8 C. VERIFICATION OF TRAINING AND FACILITATION EXPERIENCE Bring the confirmation documents indicated below with you to the Stage 2 Assessment Day. Do not or fax these documents prior to the assessment day. Confirmation of Training to support Part A above. Facilitation Experience To support Part B above. Training class certificates of completion. Please bring only those you feel are most important to your statement of qualifications. You need not bring certificates for every training class you list in Part A. To track your progress, check this box when you have gathered the training class certificates of completion listed in Part A. A brief written statement from your client(s)/sponsor(s) confirming that you have facilitated the events listed in Part B. Written confirmation may be in the form of either a letter or an (including header information) from the client/sponsor. This applies even if the client/sponsor is a member of your own organization. Attach the verifications of 7 workshops and their training to the applications To track your progress, check this box when you have gathered the written statements confirming that you have facilitated the events listed in Part B D. EVENT SUMMARY Answer the questions below and provide a written summary of one of the facilitated workshops listed in Part C. The purpose of this summary is to illustrate your application of the Core Competencies (as described in Core Competencies, IAF ) in your work. 1. Which workshop listed in B above are you summarizing? 2. Is there anything specific about the background leading up to the workshop that we need to understand? If necessary, provide a brief paragraph describing the background leading to the event. 3. What were the workshop objectives? Provide a concise paragraph describing the workshop purpose, objectives, or deliverables. 4. What was the agenda for the workshop? Please provide, in list format, the workshop agenda. 5. How many participants did the workshop include? 6. What were your responsibilities as facilitator of the event? 7. How long was the workshop? In hours or days (choose only one)

9 Written Summary of the Workshop Please describe the workshop in 1500 and 2500 words, highlighting the following: Your preparation for the event Session design considerations/approach Facilitation techniques used Tools, equipment, visual aids, etc. used Results achieved Difficulties encountered and their solutions/lessons learned How the Core Competencies were exhibited throughout the event. If the event you selected did not require application of one of the competencies, please indicate this, and why. In some cases, you may find it necessary to refer to other workshops you have facilitated in order to illustrate your skills in applying the Core Competencies. Please record your description in the space below. Workshop Summary

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11 Action required: Read and become familiar with the Core Competencies. Demonstrate the Core Competencies in Section D of Part III: Statement of Qualifications and Experience and the Facilitation Demonstration. Core Competencies IAF Background The International Association of Facilitators (IAF) is the worldwide professional body established to promote, support and advance the art and practice of professional facilitation through methods exchange, professional growth, practical research and collegial networking. The Core Competencies framework was developed over several years by the IAF with the support of its members and facilitators from all over the world. The competencies form the basic set of skills, knowledge, and behaviors that facilitators must have in order to be successful facilitating in a wide variety of environments. In response to the needs of members and their clients, IAF also established the IAF Certified Professional Facilitator (CPF) designation. The CPF provides successful candidates with the professional credential IAF Certified Professional Facilitator. This credential is the leading indicator that a facilitator is competent in each of the core facilitator competencies. The Core Competencies A. Create Collaborative Client Relationships A1) Develop working partnerships Clarify mutual commitment Develop consensus on tasks, deliverables, roles & responsibilities Demonstrate collaborative values and processes such as in co-facilitation A2) Design and customize applications to meet client needs Analyze organizational environment Diagnose client need Create appropriate designs to achieve intended outcomes Predefine a quality product & outcomes with client A3) Manage multi-session events effectively Contract with client for scope and deliverables Develop event plan Deliver event successfully Assess / evaluate client satisfaction at all stages of the event or project B. Plan Appropriate Group Processes B1) Select clear methods and processes that: Foster open participation with respect for client culture, norms and participant diversity Engage the participation of those with varied learning or thinking styles Achieve a high quality product or outcome that meets the client needs

12 B2) Prepare time and space to support group process Arrange physical space to support the purpose of the meeting Plan effective use of time Provide effective atmosphere and drama for sessions C. Create and Sustain a Participatory Environment C1) Demonstrate effective participatory and interpersonal communication skills Apply a variety of participatory processes Demonstrate effective verbal communication skills Develop rapport with participants Practice active listening Demonstrate ability to observe and provide feedback to participants C2) Honor and recognize diversity, ensuring inclusiveness Encourage positive regard for the experience and perception of all participants Create a climate of safety and trust Create opportunities for participants to benefit from the diversity of the group Cultivate cultural awareness and sensitivity C3) Manage group conflict Help individuals identify and review underlying assumptions Recognize conflict and its role within group learning / maturity Provide a safe environment for conflict to surface Manage disruptive group behavior Support the group through resolution of conflict C4) Evoke group creativity Draw out participants of all learning/thinking styles Encourage creative thinking Accept all ideas Use approaches that best fit needs and abilities of the group Stimulate and tap group energy D. Guide Group to Appropriate and Useful Outcomes D1) Guide the group with clear methods and processes Establish clear context for the session Actively listen, question and summarize to elicit the sense of the group Recognize tangents and redirect to the task Manage small and large group process D2) Facilitate group self-awareness about its task Vary the pace of activities according to needs of group Identify information the group needs, and draw out data and insight from the group Help the group synthesize patterns, trends, root causes, frameworks for action Assist the group in reflection on its experience D3) Guide the group to consensus and desired outcomes Use a variety of approaches to achieve group consensus Use a variety of approaches to meet group objectives Adapt processes to changing situations and needs of the group

13 Assess and communicate group progress Foster task completion E. Build and Maintain Professional Knowledge E1) Maintain a base of knowledge Be knowledgeable in management, organizational systems and development, group development, psychology, and conflict resolution Understand dynamics of change Understand learning/ thinking theory E2) Know a range of facilitation methods Understand problem solving and decision-making models Understand a variety of group methods and techniques Know consequences of misuse of group methods Distinguish process from task and content Learn new processes, methods, & models in support of client s changing/emerging needs E3) Maintain professional standing Engage in ongoing study / learning related to our field Continuously gain awareness of new information in our profession Practice reflection and learning Build personal industry knowledge and networks Maintain certification F. Model Positive Professional Attitude F1) Practice self-assessment and self-awareness Reflect on behavior and results Maintain congruence between actions and personal and professional values Modify personal behavior / style to reflect the needs of the group Cultivate understanding of one s own values and their potential impact on work with clients F2) Act with integrity Demonstrate a belief in the group and its possibilities Approach situations with authenticity and a positive attitude Describe situations as facilitator sees them and inquire into different views Model professional boundaries and ethics (as described in the IAF s Statement of Values and Code of Ethics) F3) Trust group potential and model neutrality Honor the wisdom of the group Encourage trust in the capacity and experience of others Vigilant to minimize influence on group outcomes Maintain an objective, non-defensive, non-judgmental stance IAF 2015

14 Action required: Read and become familiar with the Statement of Values and Code of Ethics Statement of Values and Code of Ethics Adopted June 2004 This is the Statement of Values and Code of Ethics of the International Association of Facilitators (IAF). The development of this Code involved extensive dialogue and a wide diversity of views from IAF members from around the world. A consensus has been achieved across regional and cultural boundaries. The Statement of Values and Code of Ethics (the Code) was adopted by the IAF Association Coordinating Team (ACT), June 2004 The Ethics and Values Think Tank (EVTT) will continue to provide a forum for discussion of pertinent issues and potential revisions of this Code. Preamble Facilitators are called upon to fill an impartial role in helping groups become more effective. We act as process guides to create a balance between participation and results. We, the members of the International Association of Facilitators (IAF), believe that our profession gives us a unique opportunity to make a positive contribution to individuals, organizations, and society. Our effectiveness is based on our personal integrity and the trust developed between ourselves and those with whom we work. Therefore, we recognize the importance of defining and making known the values and ethical principles that guide our actions. This Statement of Values and Code of Ethics recognizes the complexity of our roles, including the full spectrum of personal, professional and cultural diversity in the IAF membership and in the field of facilitation. Members of the International Association of Facilitators are committed to using these values and ethics to guide their professional practice. These principles are expressed in broad statements to guide ethical practice; they provide a framework and are not intended to dictate conduct for particular situations. Questions or advice about the application of these values and ethics may be addressed to the International Association of Facilitators. Statement of Values As group facilitators, we believe in the inherent value of the individual and the collective wisdom of the group. We strive to help the group make the best use of the contributions of each of its members. We set aside our personal opinions and support the group s right to make its own choices. We believe that collaborative and cooperative interaction builds consensus and produces meaningful outcomes. We value professional collaboration to improve our profession. Code of Ethics 1. Client Service We are in service to our clients, using our group facilitation competencies to add value to their work. Our clients include the groups we facilitate and those who contract with us on their behalf. We work closely with our clients to understand their expectations so that we provide the appropriate service, and that the group produces the desired outcomes. It is our

15 responsibility to ensure that we are competent to handle the intervention. If the group decides it needs to go in a direction other than that originally intended by either the group or its representatives, our role is to help the group move forward, reconciling the original intent with the emergent direction. 2. Conflict of Interest We openly acknowledge any potential conflict of interest. Prior to agreeing to work with our clients, we discuss openly and honestly any possible conflict of interest, personal bias, prior knowledge of the organization or any other matter which may be perceived as preventing us from working effectively with the interests of all group members. We do this so that, together, we may make an informed decision about proceeding and to prevent misunderstanding that could detract from the success or credibility of the clients or ourselves. We refrain from using our position to secure unfair or inappropriate privilege, gain, or benefit. 3. Group Autonomy We respect the culture, rights, and autonomy of the group. We seek the group's conscious agreement to the process and their commitment to participate. We do not impose anything that risks the welfare and dignity of the participants, the freedom of choice of the group, or the credibility of its work. 4. Processes, Methods, and Tools We use processes, methods and tools responsibly. In dialogue with the group or its representatives, we design processes that will achieve the group's goals, and select and adapt the most appropriate methods and tools. We avoid using processes, methods or tools with which we are insufficiently skilled, or which are poorly matched to the needs of the group. 5. Respect, Safety, Equity, and Trust We strive to engender an environment of respect and safety where all participants trust that they can speak freely and where individual boundaries are honored. We use our skills, knowledge, tools, and wisdom to elicit and honor the perspectives of all. We seek to have all relevant stakeholders represented and involved. We promote equitable relationships among the participants and facilitator and ensure that all participants have an opportunity to examine and share their thoughts and feelings. We use a variety of methods to enable the group to access the natural gifts, talents and life experiences of each member. We work in ways that honor the wholeness and selfexpression of others, designing sessions that respect different styles of interaction. We understand that any action we take is an intervention that may affect the process.

16 6. Stewardship of Process We practice stewardship of process and impartiality toward content. While participants bring knowledge and expertise concerning the substance of their situation, we bring knowledge and expertise concerning the group interaction process. We are vigilant to minimize our influence on group outcomes. When we have content knowledge not otherwise available to the group, and that the group must have to be effective, we offer it after explaining our change in role. 7. Confidentiality We maintain confidentiality of information. We observe confidentiality of all client information. Therefore, we do not share information about a client within or outside of the client's organization, nor do we report on group content, or the individual opinions or behavior of members of the group without consent. 8. Professional Development We are responsible for continuous improvement of our facilitation skills and knowledge. We continuously learn and grow. We seek opportunities to improve our knowledge and facilitation skills to better assist groups in their work. We remain current in the field of facilitation through our practical group experiences and ongoing personal development. We offer our skills within a spirit of collaboration to develop our professional work practices. IAF 2002, 2004, 2015

17 Action required: None Alternate Certification Events March 29th and 30th Denmark April 6th and 7th, 2016 Port of Spain, Trinidad May 24th & 25th Melbourne, Australia May 26th - Rossum, Holland (in Dutch) June 20th & 21st - Singapore August 30th & 31st - Taiwan (in Mandarin) August - Europe (not yet specified) October 3rd and 4th- Atlanta, Georgia, USA November 17th - Rossum, Holland (in Dutch) December 1st and 2nd - Toronto, Canada

18 The Links and Differences between Facilitation and Training Over the years we have received enquiries about IAF certification from individuals whose job title is facilitator but who are, in fact, trainers. In the very early days of the certification program this led to a small number of people being deferred because they delivered training rather than facilitating a session. Very quickly the assessors learned to look for evidence of training rather than facilitation and have worked hard to ensure that no one is coming to a certification event who is likely to be deferred because of a difference in expectation. The Facilitation/Training Spectrum Content + Process = Result Training Facilitation Trainer controls Content and Process Facilitator controls Process and is neutral on content At the far left, the trainer comes to a session with both the process and content. They have particular and specific learning objectives they must deliver on and they undoubtedly bring content expertise to the table. At the far right the facilitator controls the process only. Their deliverable is defined by type: the session may result in a decision or a plan, for example, but the specific content of that result is the responsibility of the group. Facilitators at this end of the spectrum can facilitate session where they have no content knowledge. In fact its often preferable that the facilitator has no content knowledge as a way of ensuring their neutrality. Their role becomes strictly one of helping the group manage the information and knowledge they have to achieve a necessary result in a timely and collaborative manner. There are, of course, many variations between these two extremes. What the IAF is certifying are those skills demonstrated by a facilitator operating at the far right of the spectrum. In short, while you may in your practice combine facilitation and training to various degrees depending on the needs of a particular group, it is not appropriate to do so during the certification

19 event. Nor is it appropriate to list in your experience or synopsis events which combine facilitation and training. You should focus on sessions where you have been the third party assisting a group to come to a collaborative result on a topic that is important to them and where you have not had a content role (even if you had content knowledge). You should also endeavour to run your workshop session during the certification along the same lines. If you are able to extract parts of a training program that were purely facilitated you may be able to list those in your list of experience. For example if, in the course of a three day training session, you facilitated a two hour discussion to have the group identify their training needs, I believe that would be acceptable to list. For me, the key thing is for you to be able to differentiate clearly between what is skills-building, what is facilitation, and when you are doing what. If you can satisfy the assessors you understand the differences, and not slip into the trainer s role when you should be facilitating, then I believe you will be OK. As with any of this, if there are any doubts or questions, you should discuss this with of your assessors. If your practice does not include the required number of sessions where you have operated completely outside the content role it is possible this certification is not appropriate for you. If you think that might be the case my best suggestion is for you to discuss your practice with one of your assessors. We have done this before and ended up saving several individuals a good deal of stress, time and expense. I hope this helps. Further question regarding this should be sent to me or can be addressed to your assessor team. Regards, Cameron Fraser IAF Certified Professional Facilitator Director of Certification Operations International Association of Facilitators 46 Warren Avenue Ottawa, Ontario K1Y 0R8 CANADA