2. E FFECTIVE A. TRAINING TECHNIQUES Learning objectives 15. Human rights training should be based on clearly articulated objectives. The objectives of the trainer should facilitate satisfaction of the needs of the trainee. Three basic learning objectives should form the foundation of such programmes and mirror the following needs of the trainees: – To receive information and knowledge on what human rights and humanitarian standards are and what they mean for the work of the trainees in their professions; – To acquire or reinforce skills, so that the functions and duties of the professional group can be fulfilled effectively with due respect for human rights. Simple knowledge of standards is not enough to enable trainees to transfer these rules into appropriate professional behaviour. The acquisition of skills should be viewed as a process whereby skills are fine-tuned through practice and application. This process may need to be continued, in the light of training needs identified in specific areas of the trainees’ work, including through appropriately tailored follow-up programmes; – To become sensitized, i.e. to change negative attitudes or reinforce positive attitudes and behaviour, so that the trainees accept, or continue to accept, the need to promote and protect human rights through their work, and actually do so in the course of their duties. The question at issue is the values of the trainee. This, too, is a long-term process, to be reinforced by further, more technical, training. 16. Thus, to be effective, training should be aimed at improving knowledge, skills and attitudes in order to contribute to appropriate professional behaviour. B. Tailoring courses 17. When arranging training programmes, the principles of audience specificity and relevance require that organizers follow a few basic rules: 17. (a) Courses and programmes should be preceded by and based on a consultative needs assessment involving the target institution or group to be trained; 17. (b) Whenever possible, separate training programmes should be arranged for different categories within the profession, according to the particular function and context of that subgroup’s daily work. This allows training to focus on: 17. (b) – Strategy and policy-making aspects for managerial personnel; 17. (b) – Pedagogical aspects for trainers; 17. (b) – Operational aspects for others; 17. (b) – Aspects of particular relevance to professionals with specific functions, such as regional specialists, “technicians”, etc.; 9