Following presentation of the problem, all ideas in response to it are recorded on a board or flip chart. All responses are recorded, no explanations are required and no interventions are judged or rejected at this stage. The presenter then categorizes and analyses the responses – at which point some are combined, adapted or rejected. Finally, the group makes recommendations and takes decisions on the problem. The learning or sensitization process occurs as a result of the group discussion around each suggestion. audience, and should control the course of the discussion. J. Visual aids Adult learning can be enhanced by the use of blackboards, overhead transparencies (OHTs), posters, displayed objects, flip charts, photographs, slides, videos and films. As a general rule, information produced on transparencies and charts should be brief and concise, and in outline or list form. If more text is required, use hand-outs. F. Simulation/role play These exercises require participants to perform a task or tasks in a realistic situation simulating “real life”. Simulation or role play exercises may be used to practise a skill or to enable participants to experience hitherto unfamiliar situations. 6. Locations for training courses Ideally, the following conditions should be met in respect of the location for a training course: ● A written account of a factual situation is distributed in advance and each participant is allocated a role (the police officer, the victim, the witness, the judge, etc.). During the exercise, no one is allowed to depart from his or her assigned role for any reason. This technique is particularly valuable for sensitizing participants to the feelings and perspectives of other groups and to the importance of certain issues. ● ● G. Field trips ● Group visits to relevant institutions or places (a police station, a refugee camp, a detention centre, etc.) can provide valuable perspective. The purpose of the visit should be explained in advance, and participants should be instructed to pay critical attention and to record their observations for a subsequent discussion. H. The room used for a course should be of sufficient size for the number of people it is intended to accommodate; There should be a sufficient number of small ancillary rooms available to accommodate working groups so that participants may focus without interruption on their assigned topics; and Seating facilities should be comfortable and flexible, allowing chairs, desks and tables to be moved around to accommodate various training techniques. There should also be room for writing. 7. Planning for participant needs The level of physical comfort experienced by course participants will have a direct impact on the outcome of any learning exercise. Keep in mind, for purposes of planning, these few basic factors: Practica (the practical exercise) This involves the assignment of trainees to apply and demonstrate professional skills in a supervised exercise. Police may be required to draft human rights standing orders on a particular aspect of police work. Trainers may be assigned to draft a lesson plan or to deliver a session in the course itself. Monitors may be required to draft a situation report, paralegals an affidavit and so on. ● ● ● I. Courses should be held in a location away from the normal place of work of the participants; Round-table discussions ● Round-table discussions, like panel discussions, necessitate the assembling of a diverse group of resource persons, with representation from a variety of perspectives on the subject to be addressed. An animated discussion is the goal here, and the crucial element is a strong and dynamic moderator, skilled in the subject matter, in the technique of “devil’s advocate” and in the use of hypotheticals. The moderator should be intentionally provocative, stimulating debate between and among the various panellists and the ● ● 7 It should be possible to regulate the temperature and ventilation of the room. Classrooms should never be filled beyond a comfortable capacity. Toilets should be easily accessible. The daily programme should include a 15-minute coffee/rest break at mid-morning, a lunch break of at least one hour and a 15-minute coffee/rest break at mid-afternoon. Allow participants to stand and stretch occasionally between scheduled breaks. Two to three minutes is sufficient, at appropriate intervals, perhaps twice a day. Where possible, arrange for water, coffee or juice to be available in the classroom.