Faculty-in-Training Program
applications will reopen in fall 2017.

To be eligible to apply to the FIT program, you must have already successfully completed the AACH 
Relationship-Centered Communication Facilitators Program (RCF) or the AACH Train-the-Trainer Program. 

The Faculty-in-Training (FIT) Program is designed to equip RCF and Train-the-Trainer graduates with a mentored, experiential education in learner-centered facilitation training focusing on 4 core domains:
For facilitation at ENRICH, external courses or at home institution:

EPA 1: Demonstrate understanding of and ability to lead the fundamental aspects of learner-centered, small group learning
  • Explain and teach the benefits of small group learning
  • Facilitate group member participation toward learning goals
  • Understand how different group members’ goals may be linked
  • Explain and teach the phases of group function
  • Recognize the group’s progression through phases of group function
  • Facilitate exercises to stabilize transitions through the phases of group function
  • Use a range of facilitation tools encompassing different interaction styles and modalities (e.g., Rogerian, Matrix, diversity)
  • Co-lead a learner-centered small group at ENRICH
EPA 2: Identify, modify, teach, and lead structural components of small group learning
  • Create an environment of safety that is conducive to optimal learning
  • Demonstrate a variety of skills such as openings, closings, check-ins, and group exercises
  • Recognize where the group is in the progression through phases of group function
EPA 3: Facilitate personal awareness in participants within the structure of and alongside communication skills practice
  • Be able to facilitate transitions back and forth between skills and Personal Awareness
  • Explain the impact of one’s own actions and teach how those actions affect the behavior/participation of participants
  • Check routinely for bias from self
  • Assist others to identify their emotional connections to the topic
  • Help others to clarify their motivation for behavior
  • Demonstrate and express empathy for all involved
EPA 4: Demonstrate ability as a co-facilitator to plan, co-lead, reflect and debrief the co-facilitation process associated with small group learning
  • Run a debrief after small group learning that includes:
      o Establishment of mutual agenda and agreement on process
      o Description of impact of session on self  
      o Discussion of impact of session on learners
      o Discussion of impact of individual elements of a session on the      session and course/workshop
  • Identify challenging participation by individuals and/or participant subgroups or derailment in group and at least two ways to address it
  • Identify next steps based on interpretation of perceived impact
  • Describe how past experiences or identities of facilitators and participants may have an impact on current behaviors
  • Describe the impact of their own actions and how those actions affected the behavior of participants
  • Incorporate feedback into small group and debrief processes
  • Co-lead both an integrated group and at least one other format (Narrative, Family of Origin, Leadership)
EPA 5: Recognize and engage with diversity within the group setting to enhance relationships and effectiveness of the group
  • Appreciate diversity and recognize and acknowledge what it contributes
  • Intentionally execute group activities that encourage recognition of diversity among the group members
  • Accurately describe during the debrief process the impact or potential impact of diversity on the function of the group
  • Gain understanding of common triggers of conflict around diversity
EPA 6: Incorporate elements of effective teamwork into the facilitation team or small group
  • Seek clarity of roles within the team or group
  • Identify unclarified roles within the team or group
  • Engage in activities that enhance the relationship of the members of the group such as team huddles, building the ground of health, use of appreciative inquiry, and effective, structured feedback
  • Model the elements of effective teamwork while co-facilitating
  • Engage in conflict utilizing basic skills in conflict engagement such as separating needs from position, clarifying assumptions, seeking perspective of others, relating the impact of behavior, and being non-judgmental

Skills to design, lead and present a workshop: 

EPA: Demonstrate competence in design of one session of a workshop
  • Incorporate new or creative content
  • Demonstrate a firm grasp of content through knowledge of published literature
  • Name the steps required to design a successful workshop

  • Understand the function of, and successfully implement, workshop elements in a timely way (didactic, practice time, exercises, transition, demonstrations, debrief)
  • Develop a plan to solicit and implement feedback about workshop session
  • Apply relevant aspects of small group facilitation to workshop development
  • Demonstrate reflection on the group creative process incorporating appreciative inquiry, conflict and diversity.

Encompasses feedback, teaching/educator roles, mentoring, remediation:

EPA 1: Demonstrate, model, and teach skills associated with establishing and maintaining an effective coaching relationship
  • Build trust, rapport, and knowledge of each other
  • Establish mutual agenda and agree on process

  • Intentionally and mutually create a relationship built on trust and knowledge of each other
  • Demonstrate unconditional positive regard
  • Demonstrate judicious and sufficient self-disclosure for the purposes of the coaching relationship
EPA 2: Demonstrate, model and, teach skills associated with setting goals for coaching
  • Introduce or use appreciative inquiry to discover known and unknown strengths of learner
  • Facilitate awareness of the impact of past experiences or identities on current behaviors
  • Establish, clarify, and update goals and objectives
  • Discover strengths and obstacles, including issues that involve diversity
  • Use opportunities around conflict engagement to practice relationship-centered skills
  • Help learner clarify their motivation for behavior
EPA 3: Demonstrate, model, and teach skills associated with developing an action plan with a learner or protégé
  • Design an appropriate strategy to use strengths to reach goals and overcome obstacles
  • Develop and implement the strategy
EPA 4: Demonstrate, model and teach skills associated with establishing accountability and assessing progress with learner or protégé
  • Maintain accountability of both parties in a relationship-centered way
  • Engage in learner-centered feedback
EPA 5: Structure feedback to enhance the ability of the learner (other) to process and apply it
  • Employ a systematic approach to the structure of feedback
  • Allow for enough time to engage in structured feedback prior to starting the session
  • Emphasize reinforcing feedback focusing on the strengths of the other
  • Check for impact of feedback on self and the other
  • Assist the other person to develop “take aways” from the learning and feedback session
EPA 6: Demonstrate skill in teaching key elements of effective feedback to learners
  • Understand and explain the rationale behind the use of dialogic relationship-centered and structured feedback
  • Be explicit and specific with regard to feedback and its importance to the process of learning and relationship development

Personal Awareness

Cultivate and use self-awareness in group and teaching situations


In addition to competency in the 4 core domains, FITs will develop a basic understanding of, and may choose to develop deeper expertise in these areas during and/or after the FIT program:


Forms and Documents
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