Criteria for IMI Certified Mediator Training Programs: new clarifications

The Training and Competency Taskforce have made some clarifications around standards to be met by proposed IMI Certified Mediator Training Programs (CMTPs), specifically, surrounding the need for at least some of the training to be conducted face-to-face. Given the nature of mediation as a human art, it is necessary to confirm that those aspiring to meet the standard of ‘IMI Qualified’ are able to interact on a personal basis, and training must therefore convey and assess that capability. We acknowledge the value of online training, and particularly of the role of ODR, but online-only programs will not be accepted as CMTPs. Blended programs that meet the requirements are still able to apply.

To review the proposed changes in context, please see highlights on the criteria page. If you have any feedback in relation to the proposed changes, please email it to [email protected] by the end of November 2019.

The IMI Executive Director, Taskforce Executive Committee, and IMI Board are in agreement regarding the status of online-only programs, and the updated text is presently being reviewed by the IAC.

List of Changes

Commentary in introduction:

The mediator skills training that these guidelines apply to is for the training of mediators who will mainly be mediating in a face-to-face physical environment. For this reason while the training of mediators can be either face-to-face or a mix of face-to-face and on-line training, courses must have some element of face-to-face physical skills practice. Courses that are delivered entirely on-line will not meet the requirements for approval as an IMI Certified Mediator Training Programme.

General teaching approach guidelines:

  • Lecturing/knowledge input/presentation – approximately 10%. This may be conducted face-to face and/or online.
  • Exercises and discussion – approximately 40%. This may be conducted face-to face and/or online, as long as the online sessions involve simultaneous group discussion, for example by students watching a video and then engaging in an online discussion forum.
  • Role-playing, coaching and feedback– approximately 50%. This must be conducted face-to face, although the role-play assessment(s) may be recorded and subjected to evaluation by a remote assessor who should provide detailed written feedback to the student.

General teaching approach commentary:

The guidelines above refer to the practical part of any course which teaches the process and skills to be an effective mediator and are not intended to cover parts of courses which are largely theoretical in nature.  Regardless of the nature of the training, it is recommended that the focus of the training should be on preparing the participants to practise mediation, and not on the study of mediation as an academic subject. The teaching approach, therefore, should be participatory, interactive and learner-focused, and should be responsive to the various learning styles of participants and consistent with the cultural norms of the jurisdiction. As outlined in the introduction to these recommendations, courses that are delivered entirely on-line will not meet the requirement to be participatory, interactive and learner focused.

Laura Skillen

Posted by Laura Skillen

Laura is part-time Executive Director at IMI. She is also a full-time PhD Researcher in International Relations, investigating political blame, emotions, and polarisation.

2 comments

Victoria Liouta

absolutely agree, even 40% of the program on on-line training is too much as examples are given and discussion follows based on those examples, which will assist new mediators to practice further, thank you !!!

Thank you for your feedback and support, Victoria!

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