REPORTING TO THE UNITED NATIONS HUMAN RIGHTS TREATY BODIES TRAINING GUIDE: Part II — Notes for Facilitators (“real-time formative evaluation”). At the end of the training a final evaluation (“end-of-training summative evaluation”) is carried out to assess whether the learning objectives have been achieved and if the training has been effective. This can include written questionnaires, a review of products generated during the training (action plans, group exercises, etc.), final exercises or tests, role plays, self-assessment and informal discussions with those involved in the training (including learners, trainers and other resource persons). Real-time formative evaluation activities have been included in most of the training sessions proposed in this Training Guide. Samples of daily and end-of-training evaluation forms as well as of daily re-caps are included in Annexes 6, 7 and 8. In addition facilitators may wish to refer to OHCHR/Equitas’ “Evaluating human rights Training Activities: A Handbook for human rights Educators”, pp. 181-228, available at http://www. ohchr.org/Documents/Publications/ EvaluationHandbookPT18.pdf, which provides detailed guidance on human rights training evaluation, including descriptions and examples of evaluation activities such as daily, end-of-training and follow-up evaluation questionnaires. Follow-up: after the course, training evaluation should continue to take place in the medium (“transfer evaluation”) and long (“impact evaluation”) terms to assess whether learners have put into practice what they have learned, and whether the training course has had an impact on their work and on their institution, e.g., that good-quality reports have been prepared and submitted to the respective Treaty Bodies. Participants should be encouraged to x commit to post-training assignments towards achieving the longer-term results (such as the submission of an outstanding report to a Treaty Body), maybe through collection of data under a certain article of a treaty which the trainer can follow-up with the group or individuals after the training, for example through convening of future drafting sessions. Other tools include the review of products developed by the learners (e.g., the draft outline of the State party report or of additional information submitted by other stakeholders to the Treaty Bodies), or to follow-up on individual learning by means of follow-up questionnaires or interviews with those involved in the training. The below graph shows how a treaty-specific training event designed according to a TNA and coupled with other follow-up interventions can lead to a specific result e.g., a State party report. 5. ICEBREAKERS AND ENERGIZERS Facilitators are encouraged to have to hand a couple of icebreakers and energizers to be used during a training course to make participants feel comfortable, for example during the introductions, and to increase the energy level of the group – for example during the period after lunch – as needed. These activities should be short, lasting between 5 and 10 minutes; uncomplicated and easy to explain and organize; positive and non-threatening; inclusive of movement, exchange and chatter; amusing and unique for participants; and linked to human rights content. These activities should also have been previously tested to prove that they work! For a compilation please refer to the OHCHR Manual on Designing, Managing and Delivering Human Rights Training.