Institute for Outdoor Learning > Professional Development > Individual Accreditation - RPIOL / APIOL / LPIOL > Accreditation Level Guidelines
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Guidelines for IOL Accreditation Levels

Levels of reflective practice

   Below RPIOL
Guiding principles Follows procedures without seeking to question or challenge Understands reasons behind procedures; can adapt them to different situations; questions procedures and looks for better ways of doing things  Knows what basic principles and ethics guide them; has developed a variety of ways of doing things and adapts appropriately In addition, can explain the influence of their personal values on their practice  In addition, questions their core beliefs, values and motivations
Focus of work and level of response
Responds to immediate requirements within clear guidelines or with precedent
Analyses and solves short term problems and some non-routine tasks
Investigates and resolves causes of problems, improves systems
Takes proactive action to solve complex problems and take advantage of and create opportunities
Directs and creates long term projects with national impact
Understanding of the field  Understands aims of own workplace, but doesn't yet  relate them to the wider outdoor field Understands functioning of own workplace and its relationship to the outdoor learning sector as a whole Takes an interest in different approaches to outdoor learning in their workplace and also in the challenges the field is tackling Understands future trends outside own work area, their impact and opportunities they provide Understands long term societal trends and their impact on the whole sector
Frequency and aim of reflection Carries out basic post-session reflection to address obvious session issues Reflects both during and after their work.  Uses this to improve practice as a whole  Continuously reflects.  Uses this to improve practice as a whole.  Seeks to deal with causes and not just symptoms

Continuously reflects.  Uses this to help shape their role within the sector as a whole.  Challenges assumptions and the status quo Seen as a source of reflective wisdom by other practitioners.  Demonstrates sustained and consistent high standards of professional practice
Focus of own Professional Development Primarily focused on developing their own technical and safety skills  Seeks to improve their skills or competence in the round (soft as well as hard skills) Professional Development is an intergral part of their professional life.  They know how their practice has developed over the years, what they are learning at present and have plans for their future development Continuously develops self and motivates others to develop their practice Inspires and motivates others through the way they communicate their vision and values 
Contribution to the outdoor sector
Shares good practice within own workplace Seeks opportunities to meet with other practitioners outside the workplace to exchange ideas on good practice and to learn new things  Puts something back into the field inside or outside the workplace  Delivers concrete results for practitioners in the region through own personal influence

Gives selfless service which brings distinction and quality to outdoor learning on a national level


Levels of leadership

   Below RPIOL
Range of work Own practice within single sessions in one context. (ie type of group, venue, activity, course objectives, or duration of course etc) Own practice, running single sessions within programmes, in more than one context
Own practice, running programmes and co-ordinating the work of others, in a variety of contexts Building the practice of others and influencing across the region/sector,  in one or more contexts Building the practice of others nationally, nationally recognised influence and/or experience in one or more contexts
Level of decision-making to manage benefit against risk  Operates within strict guidelines in controlled situations.Works within procedures and precedent only, responds to immediate requirements Operates independently within controlled situations. Analyses and solves short term problems and some non-routine tasks Operates independently within challenging situations. Investigates and resolves causes of problems, improves systems Takes proactive action to solve complex problems and take advantage of opportunities, in order to manage risk/benefit of organisation and/or create new projects with regional impact. Manages risk/benefit in highly uncertain situations to direct and create long term projects and alliances with national impact
Span of relationships and level of conflict management Their own work Their own work and working effectively in a team with generally helpful individuals Co-ordinates work of other staff (not necessarily in a management role): builds effective relationships with mainly co-operative teams
Influences wide range of people across region/sector.  Deals with people with conflicting agendas Influences people at all levels, including outside the sector. Resolves considerable conflict between groups with differing agendas
Design and development role Session leader operating within tight guidelines. Some scope for session adaptation to individual/group needs Independent session leader. Has adapted and tailored sessions designed by others, to the needs of different groups/individuals Overall responsibility for adapting and implementing programmes and for dealing with issues arising 
Leads change across the region through innovative programmes, projects and/or imaginative professional practice Planner and developer of radical new projects that initiate substantial national change, development or national impact on values, vision, thought patterns of sector
Experience of facilitating learning Delivers sessions, but only limited experience of facilitating developmental learning
Consolidated experience of facilitating developmental learning within sessions eg identifying learning objectives, planning and delivering progression, enabling reflection and transfer of learning
Consolidated experience of facilitating group and/or individual learning throughout whole programmes, including managing unmotivated behaviour
Responsiblity for training and developing practice of other practitioners across the region   Creates conditions and opportunities for others to develop
Outstanding national contribution to developing practitioner excellence and disseminating good practice, and/or sustained connections with other fields to bring in good practice from elsewhere