International School of Facilitators

Every group consists of individuals with diverse beliefs, styles and interests. If you have ever tried to achieve anything together with other people, you know that this is both exciting and challenging. It can get even more difficult when a group is trying to tackle a matter of key importance, needs to address something urgent, or faces a matter where opinions are strongly divided. 


School of Facilitators is a unique and comprehensive opportunity to address such challenges. Participants graduating from the program have the awareness and skill that allows them to:

  • design and lead facilitated workshops, in a way that is most relevant to the context and expected results;
  • increase engagement and ownership through involving groups in the decision-making process;
  • improve the quality of team meetings through a more effective use of its members’ potential, and more structured process of working together.

Training target audience

School of facilitators invites people looking for a way to engage groups and teams in problem solving, decision making, action planning, designing products and services, collaborative learning & knowledge exchange.


The program will be especially useful to:

  • managers,
  • group leaders,
  • project and product team leaders,
  • trainers,
  • consultants,
  • executives of companies, public institutions and NGO’s.

Each participant should have at least one year of professional experience related to working with groups. This will be determined during an introductory 1 on 1 interview. Each participant is required to have completed an interpersonal training as part of the program.

Program outcomes

The competences developed in School of Facilitators are focused on:

  • increasing effectiveness of meetings;
  • managing group processes;
  • achieving common goals through enabling participation.

A graduate of the School of Facilitators:

  • knows the framework and basic assumptions of facilitation;
  • understands the role of facilitator and how it differs from other professional roles;
  • knows the appropriate time and context to use facilitation;
  • is able to diagnose the need for facilitation, agree on relevant goals and outcomes, and negotiate them with the group;
  • is able to design a facilitated meeting, using methods that are relevant to the goals, organizational context, and diverse needs of the group;
  • can apply a range of basic facilitation methods that support problem solving, designing products or services, planning, decision making, and collaborative learning;
  • is aware of ethical considerations in the work of a facilitator;
  • understands the dynamics of a small working group, and can apply the understanding to create a safe environment and respond to group’s behaviour;
  • is able to create conditions for groups and individuals to use their potential more fully;
  • knows how to prevent typical problems in group cooperation and effectiveness, and is able to react adequately to obstacles when they occur.


Methods of learning

School of Facilitarors achieves its goals through a connected set of interactive learning activities, that include:

  • experiencing facilitation (participation in facilitated sessions during on-site trainings);  
  • practicing facilitation (facilitating the work of other participants during training);
  • diverse set of training activities (group discussion, case studies, interactive presentations, experiential exercises etc.);
  • webinars focused on imparting relevant background knowledge;
  • application training – an individual project that culminates in offering a facilitated session to a group in participants’ work environment.

Program outline

Interpersonal training (4 + 1 days)

Interpersonal training is a learning environment based on reflection on the experience of unfolding interaction with other participants. The content of the training is what is real in the “here and now”; what happens between members of the group. Exploring this provides an insight into various stages of the group process. Various interactions between participants allow them to become more self-aware of the role they tend to take in a group, on their style of communication, and on the impact they have on others.

The aim of the interpersonal training is to develop personal and interpersonal skills, putting a special emphasis on:

  • recognizing one’s own emotions and motives for behaving in a certain way;
  • increasing empathy toward the emotions and needs of others;
  • improving the ability to openly express one’s thoughts and feelings;
  • improving the ability to give and receive feedback;
  • improving the ability to manage conflict situations;
  • increasing awareness of one’s preferred style of interaction with others;
  • becoming more aware of one’s strengths and development needs.

Module I. Facilitation skills in group work (3 days, 24h)

This module introduces the basic framework that defines the role of the facilitator and process of facilitation. It supports people in developing crucial communication skills that are applied in every facilitated session, regardless of specific tools or strategies. It also explores the necessary steps that have to be taken before the facilitated session happens.

Program outline:

  • How do we begin? Building agreement around common outcome, contracting for result and methods of work;
  • Facilitation and facilitative style in other roles;
  • Role and responsibility of the facilitator;
  • Manager as a facilitator;
  • Applications of facilitation in organizational context;
  • Designing facilitated events: key steps and considerations;
  • How does a group work? Types of groups, group roles, small group dynamics;
  • Tapping into the potential of group diversity.
  • Communication tools in facilitation: clarifying and systematizing participants’ knowledge;
  • Facilitating group discussion;
  • Values and attitude of a facylitator. Maintaining boundaries and addressing ethical dilemmas.

Webinar I - Creative thinking during the facilitation sessions

Program outline:

  • What is creativity? What are conditions for creative work?
  • Aspects of creative thinking; ways of practicing skills underlying creativity;
  • Applications of creative thinking in practical contexts (in and outside business).

Module II. Methods of problem solving, designing new product (3 days, 24 h)

Module II develops a set of skills useful for conducting various kinds of brainstorming or problem solving sessions. Participants learn to use tools that stimulate creative thinking – finding a deeper insight into the roots of the issue, rethinking it, exploring multiple possibilities and selecting the most promising ones. While practicing, they will also strengthen their awareness of group processes and ability to react to difficulties.

Program outline:

  • Challenges typical to facilitating creative problem solving sessions;
  • Preparing the group for creative work;
  • Creative thinking tools:
    • strategies for exploring and reframing the problem,  
    • strategies for generating new ideas,
    • strategies for selecting and developing ideas.
  • The structure of a team problem solving session;
  • Designing and contracting problem solving sessions;
  • Back to group dynamics: difficult group situations in relationship to group tasks;
  • Interventions of a facilitator: reacting to obstacles and difficulties.

Webinar II - Decision making process

Program outline:

  • How do we decide? Meta-strategies of decision making;
  • Pros, cons and challenges in group decision making
  • How to make an accurate decision in groups? Importance of the process of decision making;
  • How to facilitate decision making process? S. Kanner’s model and it’s implementation.

Module III. Methods of planning, decision making, and collaborative learning (3 days, 24h)

In Module III. participants develop skills of facilitating sessions that focus on decision making, creative planning, and learning trough exchanging experience. They also further improve their ability to adapt the design of their sessions to contracted goals and needs of the group.

Program outline:

  • Group decision making: necessary conditions and general considerations;
  • Tools for facilitating group decision making;
  • Specific challenges in group decision making;
  • From common vision to action steps: facilitation at various stages of the planning process;
  • Sample scenarios of meetings useful for planning;
  • Creating commitment: discussing issues that affect motivation to implement plans;
  • Sharing knowledge and experiences: methods of facilitating collaborative learning;
  • Case studies: designing facilitated sessions.

Implementation task (self-managed)

Before the beginning of Module IV. every participant is expected to design and lead a 3-hour facilitated session. The sessions are conducted in participants’ workplaces or communities, providing opportunity to transfer competences to a relevant context. Participants organize the sessions on their own, but can ask trainers for consultation on session design.

Module IV. Group supervision of implementation task, facilitation in multiculutral groups, review and summary of the program (2 days, 16h)

In Module IV, the participants gain tools and methods for capitalising on diversity when working in multicultural context. They reflect on experiences gathered through implementation task; share insights and wins, identify and discuss common questions and challenges. While doing that, they learn facilitation methods that can be used for group supervision, as well as supporting learning from experience.

Program outline:

  • Challenges of working as a facilitator in multicultural settings;
  • Cross-cultural differences that impact collaborative problem solving;
  • Methods and tools for working with international clients and groups;
  • Sharing experience and insights from implementation task;
  • Identifying & reflecting on common challenges;
  • Tools supporting group supervision & learning from experience;
  • Review & integration of the program;
  • Summary of the program & steps after completion.


Interpersonal training: 2-5th December 2020, 14th of January 2021

Module I: 15-17th January 2021

Module II: 4-6th February 2021

Module III: 11-13th March 2021

Module IV: 16-17th April 2021



  • Payment until 7th September 2020: 11 500 PLN + 23% VAT – 14 145 PLN gross or 2700 EURO + 23% VAT – 3321 EUR gross
  • Payment until 9th October 2020: 12 500 PLN + 23% VAT – 15 375 PLN gross or 2900 EUR + 23% VAT – 3567 EUR gross
  • Payment until 13th November 2020: 13 000 PLN + 23% VAT – 15 990 PLN gross or 3050 EUR + 23% VAT – 3751,5 EUR gross
  • Payment in 4 installments: 1st installment till 13th November 2020: 4 x 3 500 PLN + 23% VAT – 4 x 4 305 PLN gross or 4 x 825 EUR + 23% VAT – 4 x 1 014,75 EUR gross

Conditions of the participation in the International School of Facilitators.



Rafał Stożek

Rafał Stożek

Specjalista ds. rozwoju i współpracy międzynarodowej

517 704 514

Dowiedz się więcej

Jeśli jesteś zainteresowany tą ofertą, napisz. Skontaktujemy się z Tobą.

pole wymagane oznaczone*


  • “Współpracę oceniamy bardzo dobrze - cenimy ją za wysokie kwalifikacje trenerów"


    “Sama formuła szkolenia pozwalała uczestnikom na aktywną naukę przez doświadczenie..."


    “Z przyjemnością rekomenduję Wszechnicę UJ jako partnera w realizacji projektów szkoleniowo-doradczych..."


    "Szkolenia (...) zostały profesjonalnie przygotowane i zrealizowane."

    Sabre Holdings

    “Trenerzy współpracujący w ramach szkoleń posiadają wysokie umiejętności osobiste...”

    Raiffeisen Leasing

    “Innowacyjne ujęcie tematu zarówno w płaszczyźnie programowej jak i w nowoczesnej formie...”


    “Szkolenia zostały profesjonalnie przygotowane i zrealizowane...”


    “Uczestnicy szkolenia sa bardzo zadowoleni i chętnie skorzystają ponownie z usług Wszechnicy...”


    “Szkolenie Coaching menedżerski cechowało się dużym profesjonalizmem...”

    Grupa Armatura

    “Rzetelna wiedza, doświadczenie i zaangażowanie prowadzących...”


    ”Szkolenie istotnie wpłynęło na warsztat trenerski uczestników...”

    Firma 2000

    “Komenda Wojewódzka Policji w Krakowie rekomenduje Wszechnicę UJ jako godnego i rzeczowego partnera przy realizacji usług szkoleniowych"

    KW Policji w Krakowie

    “Wszystkie elementy szkolenia wzbudziły w uczestnikach zainteresowanie...”

    Mota Engil

    “Program szkolenia każdorazowo był przygotowany pod potrzeby pracowników Obserwatorium..."

    Małopolskie Obserwatorium Rynku Pracy i Edukacji

    “Współpracę z Wszechnicą Uniwersytetu Jagiellońskiego w Krakowie postrzegamy jako bardzo efektywną...”


    “Qualifications and expertise of the trainers as well as their commitment were rated very highly.”

    PABD Jarosław

    “Profesjonalnie przygotowany wykładowca oraz właściwa organizacja czasu...”

    PUP Wadowice

    “Rekomenduję Wszechnicę UJ, jako godnego zaufania partnera merytorycznego w realizacji usług szkoleniowo-doradczych..."

    Szpital im. J.P. II w Krakowie

    „Zajęcia charakteryzowały się dużym profesjonalizmem organizacyjnym i merytorycznym...”

    TAURON Dystrybucja S.A.

    „...bardzo wysoki poziom wiedzy merytorycznej i umiejętności dydaktycznych oraz zaangażowanie...”

    Santander Consumer Bank S.A.

    "... profesjonalny, z uwzględnieniem specyfiki funkcjonowania naszej firmy..."


    „Staranne przygotowanie szkolenia poprzez zebranie informacji o potrzebach szkoleniowych...”


    "... przełożenie przekazywanych treści na praktyczne kompetencje..."


    "Wysoki poziom kwalifikacji i kompetencji trenerów..."

    WABCO Polska Sp. z o.o.

    "Zlecenie zostało zrealizowane według programu, zgodnie z naszymi oczekiwaniami..."

    STRABAG Sp. z o.o.

    „Uczestnicy zapoznali się z technikami aktorskimi pozwalającymi mówić ciekawiej...”

    Hormann Polska

    "Wszystkie elementy szkolenia wzbudziły w uczestnikach zainteresowanie, a dobry kontakt nawiązany przez trenera z grupą sprawił, że chętnie za

    LaSer Polska

    "... z przyjemnością rekomenduję Wszechnicę UJ jako partnera w realizacji projektów szkoleniowo-doradczych..."


    "...(Uczestnicy) jednogłośnie twierdzą, że polecaliby realizację szkolenia..."

    Bank Pocztowy

    "Pragniemy potwierdzić wysoki poziom przeprowadzonego szkolenia."


    "...doświadczenie i profesjonalizm w realizacji podjętych działań pozwoliły nam na wspólne wypracowanie standardów i narzędzi..."

    International Paper

    "Wszechnica Uniwersytetu Jagiellońskiego w Krakowie uzyskała (...) tytuł Miejsca Odkrywania Talentów."


    "... współpraca z trenerami Wszechnicy UJ spełniła nasze oczekiwania..."

    Centrum Kształcenia Praktycznego i Doskonalenia Nauczycieli w Mielcu

    "Z przyjemnością rekomenduję Wszechnicę UJ jako partnera zapewniającego ciekawe szkolenia na najwyższym poziomie."

    Union Investment

    "(Trener) prowadziła zajęcia w sposób profesjonalny (...) angażując wszystkich uczestników szkolenia."

    Okręgowa Komisja Egzaminacyjna w Krakowie

    "Należy podkreślić wysoki poziom wiedzy merytorycznej, jak i umiejętności dydaktycznych trenerów..."


    "Formuła szkolenia, w której uczestnicy zaangażowani są w kreowanie nieznanej im rzeczywistości, pozwalała na aktywną naukę przez doświadczeni


    "Uczestnicy bardzo pozytywnie ocenili szkolenie."


    "Współpracę z Wszechnicą UJ uważamy za udaną i polecamy ją jako profesjonalną firmę szkoleniową..."


    „Pragniemy podziękować Wszechnicy Uniwersytetu Jagiellońskiego za zorganizowanie szkolenia”

    Małopolski Urząd Wojewódzki w Krakowie

    nasi pracownicy nabyli wiedzę, która jest przydatne w wykonywanych przez nich codziennych obowiązkach.


    Bardzo wysoko oceniam wyniki pilotażu, które okazały się bardzo przydatne


    „... rzetelnie i należycie, z pełnym profesjonalizmem zawodowym trenerów...”


background_origami_small background_origami_big