may therefore need to be continued in the light of training needs identified in specific areas of the audience’s work, for example through United Nations technical assistance programmes or bilateral technical cooperation programmes. ● 4. To become sensitized, i.e. to undergo a change in negative attitudes or a reinforcement of positive attitudes and hence behaviour – so that the audience accepts, or continues to accept, the need to protect and promote human rights, and actually does so in the course of its professional duties. The subjects here are police values. This too is a long-term process reinforced by further more technical training. Recall the eleven elements of the Office’s approach to training, as detailed above: (a) Collegial presentations; (b) (d) + skills To contribute to : appropriate behaviour Tailoring courses When arranging training programmes, the principles of audience specificity and relevance require organizers to follow a few basic rules of thumb: 1. Whenever possible, separate training programmes should be arranged for different categories within the profession concerned, according to rank, education and function. This allows training to focus on: ● ● ● ● (f) Comprehensive presentation of standards; (g) Teaching to sensitize; (h) Flexibility of design and application; (i) Competency-based; (j) The use of evaluation tools; and (k) The role of self-esteem. This method requires an approach that is interactive, flexible, relevant and varied, as described below: Interactive – As indicated in the approach to training set out above, this programme implies the use of a participatory, interactive training methodology. Adult training audiences most readily absorb course curricula when they are not “spoon-fed” the material. Rather, for effective training, the trainees should be fully involved in the process. The trainees, as practitioners, will bring to the course a rich pool of experience, which must be actively drawn upon in any interesting and effective course. Strategy and policy-making aspects for senior command and managerial personnel; Pedagogical aspects for educators and trainers of police; Operational aspects for police not within the above categories; Aspects of particular relevance to professionals with specific functions, such as juvenile specialists, border police, CIVPOL officers, detention supervisors and so on; Flexible – Furthermore, and contrary to certain myths associated with adult training, it is not advisable to adopt a “military commander” approach in an attempt to force or order trainees to participate. The result of such techniques is, more often than not, the sowing of resentment among trainees and, consequently, the closing-off of effective avenues of communication between trainer and trainee. While a certain level of control should be maintained by the trainer, the first rule should be flexibility. Questions, even challenges, should be welcomed from the audience and should be addressed by trainers in a positive and forthright manner. Similarly, excessively rigid time-keeping can leave participants frustrated and resentful. Basic training in only the most fundamental standards, delivered in point form, for lower-level ranks. 2. The largely practical and pragmatic orientation of police audiences should be reflected in the education and training methods adopted. This means: ● Audience specificity; (e) A practical approach; + attitudes ● Training the trainers; (c) Interactive pedagogical techniques; knowledge ● The participatory method For maximum effect, a few basic principles should be kept in mind in applying the participatory training method described above. Thus, effective training will aim to improve: 3. Responding to issues of immediate concern to participants raised by them during the programme. Creating the opportunity to translate ideas and concepts into practice; Enabling participants to focus on real problems of their profession; and 5