Identificarea nevoilor de formare

Ce este formarea ? Training is different from education. Education is most often described as focusing on knowledge to be transferred to the learner. Education is what takes place at for example universities: the student is educated in a broad field of knowledge: history, backgrounds, theoretic and abstract models. Training focuses on teaching someone how to do something; it focuses on developing skills. Training is therefore more concrete and specific, the objectives and expected outcomes are easier to define. or this reason the training of judges and prosecutors should indeed be training and not education, focused on the needs arising from daily work, changing legislation and jurisprudence or new skills re!uired by changing roles or organisation of the work. This distinction shows another difference: education would be the perfect approach to transfer knowledge to children and young people. "dults, especially highly educated adults learn in a different way. Principiile nvrii la Aduli Training adults re!uires concentrating on the needs of the trainee. "dults prefer an active role in the training activity. The training should have a clear and practical approach and should respect the already existing knowledge and experience of the trainee and his specific motivation to participate.

Identifying training needs

#ne point which is stressed in this part of the manual is the need to start the process of training with the needs of the trainees as clearly in focus as the wishes of the trainers. $%now your audience& is important in terms of delivery: but it is important even more so when planning. 'ut the identification of existing training needs may not be immediately self(evident, either in the minds of the trainees or even of the trainers. )o the first challenge is to identify and analyse these existing needs Needs can be distinguished from wants: needs should address the essential training re!uirements of both the individual trainee and of the organisation. The two sets of needs * individual and organisational * may often coincide, but sometimes can conflict. +e discuss the issue of addressing training needs

below. ,larifying what a particular training module - session - programme should contain in order to meet the needs of those being trained is thus the essential starting( point together with establishing clearly and precisely what the training is designed to do * that is the .intended learning outcomes/. Each training session must identify that session&s .intended learning outcome/. 0n a training session four different aspects of the learning process can be distinguished:
%nowledge )kills "ttitudes 1alues E.g. to commit oneself to values such as e!uality, respect for human dignity, pluralism, tolerance, etc.

E.g. of human rights E.g. in identifying a E.g. to reinforce instruments - relevant human rights issue, appropriate attitudes case law of the and researching which stress the European ,ourt of relevant legal rules professional 2uman 3ights and of to apply the law to a responsibility to domestic courts. given situation. respect and promote human rights.

The aim of any training session is thus likely to involve all of these categories. or example, we may say that the general aim of a programme of training for judges will be $to make judges aware of the importance of fair hearing guarantees under the European ,onvention on 2uman 3ights in domestic judicial decision( making&.

2.5 Clarifying intended learning outcomes

0t is indispensable * to be able to spell out more fully the specific intended learning outcome of the training firstly to help trainers and trainees focus on the essential content of the training, and second to help identify further training needs where the intended learning outcomes have not 4or have only partially5 been met. To write intended learning outcomes, we need to use precise language6. The learning outcomes must be: Specific; Manageable; Attainable; Relevant; and Time(specific.
1

0ntended outcomes should be SMART 4This acronym which is composed using the first letter of each word in English; will therefore not translate as effectively into other languages.5

+hy must trainers spend time identifying and writing down the intended learning outcomes7 irst, this helps reinforce the points made above. The training should be pragmatic 4i.e. applicable to trainees& needs5. 0t should be attainable within the time available. 0t should also be able to be assessed to enable both trainers and trainees appreciate what has been achieved. )econd, this ensures that trainers and trainees know the specific objectives of the training * as long as we clearly specify these intentions, and clearly communicate these to the trainers. Third, this also helps trainers with the next phase of planning training: choice of training techni!ue. ourth, trainees ac!uire an $0 can do& attitude to training which reinforces the notion of competencies-based training within the organisation or public service. 0dentifying and writing the intended learning outcomes is thus the first and most vital stage of planning training. There are some helpful hints in ensuring these objectives are specific8.
0f you want your trainees to... 9se one or more of these "dd the object verbs:
state, define, name, write, %nowledge of specifics, for recall, recognise, list, label, example research, theory, reproduce, identify examples of case law, method, approach appreciate, select, indicate, translate, interpret, illustrate, represent, extrapolate formulate, explain, classify, comprehend predict, demonstrate, apply knowledge, instruct, compute, use, understanding to.. perform, implement, employ, solve analyse, identify, analyse relationships, differentiate, dissect, elements, organisational compare, contrast, examine, principles interpret, investigate combine, summarise, produce a new form, plan, restate, pr;cis, argue, set of ideas, set of relations discuss, organise, derive, relate, generalise, integrate, conclude

"nd condition-context
Eg, state the test under "rt :, E,23 before a deprivation of liberty on suspicion of a criminal offence is justified

%now

,omprehend

"pply

"nalyse

)ynthesise

Extract: 2inett, %, <eveloping 3eflective =ractice in >egal Education 49% ,entre for >egal Education, 8??85

Evaluate

judge, justify, evaluate, judge in terms of internal determine, support, defend, and external evidence attach, criticise, appraise, weigh up, assess

2ere are two examples of identifying the intended learning outcomes of a training session:
Example 1: Training the trainers judicial training seminar (2 da s! for judges" The aim of the session is to explore methods of human rights training for judges and to introduce participants to a range of issues connected with fair hearing guarantees in the E#$% (with specific reference to &rticle '!" The intended learning outcomes can be identified as follows: ( the end of this session) trainees will be able to: * write appropriate training objecti+es ,-nowledge and s-ills. * identif learners/ needs in terms of -nowledge) s-ills) attitudes and +alues ,anal sis of needs. * outline the ad+antages and disad+antages of (a! lecture-st le presentations0 and (b! small group wor- ,comprehension. * draw up guidelines of good practices in establishing a suitable learning en+ironment ,application. * de+elop an outline 1lesson plan/ based upon fair hearing re2uirements under the E#$% ,application.

Example 2: seminar session (2 hours! for judges on freedom of expression and the media The aim of this session is to introduce judges to the case law of the European #ourt of $uman %ights in respect of &rticle 13" The intended learning outcomes can be stated thus: ( the end of this session) trainees will be able to: * restate the main principles of interpretation of &rt 13) E#$% in respect to freedom of the media ,-nowledge. * criticall assess the approach adopted b the European #ourt of $uman %ights to cases in+ol+ing the responsibilities of the media in a democrac ,anal sis0 s nthesis. * e+aluate the extent to which the European #on+ention on $uman %ights pro+ides for a right of access to information" ,e+aluation.

Setting objectives

@ow that we know how to identify the training needs and the target group the next step is to set objectives for the training activity. The identified needs should be translated into concrete topics that can be part of a training activity. "t the same time attention should be paid to the particular target group: which level of knowledge or skills is re!uired and which method is appropriate 4see also the chapters on methodology and training techni!ues5. " strategy might be as follows:A ,ollate identified needs together. 0dentify, in terms as specific as possible, the skills, knowledge and behavioural attributes needed to achieve competence in relation to each need. <ecide on a priority order of which needs are most important to the performance of the role. "fter suitable discussion, evaluate the siBe of the training gap and produce a needs index. ,onsider any other evidence that is relevant to the problem 4complaints from the public, rates of appeals and delays5. 3each a final conclusion based on: o =riority of the need to the performance of the role. o 3esults of the needs index and siBe of the training gap. o Evidence from other sources. o The likely duration of the need( some problems disappear with time. o The proportion of the target population to which the identified need applies. o The cost, both in social and financial terms, of ignoring the need.

+ith this systematic approach it is less likely to omit important aspects of the problem. 0t is based on views and evidence of all important stakeholders and not only on an individual perspective.

2.8 Application of the theory

The case study identified a series of measures of a legal character 4new laws5 and of a more organisational-technical character 4time management, monitoring system5. urther new arbitration and mediation centres are introduced as well as a new fiscal appeal tribunal. "s a conse!uence the @0T can identify several 4sources of5 training needs 4see par. 8.A and 8.C5: 6. %nowledge of and skills to apply the new laws on territorial jurisdiction and jurisdiction of the appeal courts.
3

)ource: Dudicial Training 2andbook of the Dudicial )tudies 'oard of England and +ales

8. %nowledge of and skills to apply the new laws to simplify or accelerate proceedings and laws on compensation in cases of excessive duration. A. %nowledge of the competences of the newly created centres for arbitration, mediation and conciliation. )kills to identify cases, suitable to be referred to these centres. =rofessional attitude-awareness that arbitration, mediation or reconciliation are to be preferred to judicial proceedings. C. The new judges in need of training. :. @ew technical skills to manage the electronic monitoring system. E. @ew bodies such as the arbitration and mediation centres and the fiscal appeal tribunal need knowledge and skills on the laws in their field of competence and training to develop their professional identity and to enhance the team spirit. F. Ganagement skills 4time and case management and working processes5 0n order to further define which activities need to be developed the specific target groups have to be identified. The @0T had already learned in the past that a combination of judges from first instance courts, appeal courts and the )upreme ,ourt was not appropriate and that specific activities should be organised for each level of jurisdiction. or similar reasons the @0T decided to develop a specific training programme for the #ffice of the =ublic =rosecutor. The @0T also realised that $new judges& can be newly appointed judges, experienced lawyers or retired judges. "s within the group of $new judges&, the level of already existing knowledge and skills varied it was necessary to address each group on its own level. The new judges need either the complete initial training programme or specific training, in addition to their already existing professional experience. 0n the law on the creation of arbitration and mediation centres, the @0T was appointed to train the 4legal5 staff of the institutes. The @0T identified as target groups: judges and lawyers of courts of first instance judges and lawyers from the appeal courts judges and lawyers from the )upreme ,ourt public prosecutors and lawyers from the prosecutors& office newly appointed judges newly appointed experienced lawyers retired judges, appointed in the $old cases chambers& court management teams court administration judges and staff of the fiscal appeal tribunal lawyers and staff of the arbitration and mediation centres

The @0T subse!uently planned a programme, identifying for each target group the training activities and the intended learning outcome: Target group Activity Learning outcome 'y the end of the training, the participants will be able to: a. recall all main procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge and skills5 a. recall the main principles of the new law 4knowledge5 b. analyse the excessive duration of a proceeding, evaluate the reasons for the delay in order to assess the right to compensation 4knowledge and skills5 a. identify the competences of the centres 4knowledge5 b. analyse cases and assess if they can be referred to the centres 4knowledge and skills5 a. recall all main procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge and skills5 a. recall the main principles of the new law 4knowledge5 b. analyse the excessive duration of a proceeding, evaluate the reasons for the delay in order to assess the right to compensation 4knowledge and skills5 a. recall all main new procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge

Dudges and lawyers of 6. Training on the new courts of first instance procedural laws

8. Training on the new laws on compensation after excessive lengthy proceedings

A. Training regarding the new centres for arbitration, mediation and conciliation Dudges and lawyers from the appeal courts 6. Training on the new procedural laws

8. Training on the new laws on compensation after excessive lengthy proceedings

Dudges and lawyers 6. Training on the new from the )upreme ,ourt procedural laws

8. Training on the new laws on compensation after excessive lengthy proceedings

=ublic prosecutors and 6. Training on the new lawyers from the procedural laws in prosecutors& office criminal proceedings

8. Training on the new laws on compensation after excessive lengthy proceedings @ewly appointed judges 6. The initial training programme

@ewly appointed experienced lawyers

6. Training on court proceedings, the role of the judge and writing skills.

8. Training on the new procedural laws

A. Training on the new

and skills5 a. recall the main principles of the new law 4knowledge5 b. analyse the excessive duration of a proceeding, evaluate the reasons for the delay in order to assess the right to compensation 4knowledge and skills5 a. recall all main new procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge and skills5 a. 0dentify causes for delays in investigation and pre trial phases of the proceedings and apply appropriate measures to avoid $standstill time& 4knowledge and skills5 a. 3ecall, comprehend and implement basic knowledge on material and procedural law 4knowledge and skills5 b. ,ritically analyse and evaluate $real life situations&, identify the appropriate reaction-solution and apply it 4knowledge and skills5 c. <evelop a professional attitude as judge 4attitude and values5 a. 0dentify specific aspects of proceedings, relevant for judges 4knowledge5 b. "nalyse and evaluate the role of the judge 4skills5 c. <evelop the professional attitude of a judge 4attitude, values5 d. )kills to write judgments and other court documents a. recall all main new procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge and skills5 a. recall the main principles of the new

laws on compensation after excessive lengthy proceedings

C. Training regarding the new centres for arbitration, mediation and conciliation 3etired judges, appointed in the $old cases chambers& 6. 3efreshing course: overview of main changes over the last A years. 8. Training on the new procedural laws

law 4knowledge5 b. analyse the excessive duration of a proceeding, evaluate the reasons for the delay in order to assess the right to compensation 4knowledge and skills5 a. identify the competences of the centres 4knowledge5 b. analyse cases and assess if they can be referred to the centres 4knowledge and skills5 a. recall and apply the relevant rules 4knowledge and skills5 a. recall all main new procedural changes 4knowledge5 b. implement the procedural rules 4skills5 c. recall and implement the new rules to accelerate proceedings 4knowledge and skills5 a. recall the main principles of the new law 4knowledge5 b. analyse the excessive duration of a proceeding, evaluate the reasons for the delay in order to assess the right to compensation 4knowledge and skills5 a. identify the competences of the centres 4knowledge5 b. analyse cases and assess if they can be referred to the centres 4knowledge and skills5 a. understand the system and know how to derive and interpret data 4knowledge and skills5 b. the participants are able to critically evaluate the data in order to identify possible management decisions 4skills5 a. understand the effect of working processes on processing time in individual cases. 4knowledge5 b. the participants are able to critically evaluate all relevant data, to

A. Training on the new laws on compensation after excessive lengthy proceedings

C. Training regarding the new centres for arbitration, mediation and conciliation ,ourt management teams 6. Training on how to derive and interpret the data from the electronic monitoring system

8. Ganagement skills 4time and case management and working processes5

comprehend the sources of delays and to address them by developing and implementing appropriate working processes 4knowledge and skills5 ,ourt administration 6. Training on the new procedural laws 8. 2ow to feed the monitoring system with appropriate data and how to manage time limits. Dudges and staff of the fiscal appeal tribunal 6. iscal laws, competences, procedures a. comprehend the procedural rules and know how to apply them in individual cases 4knowledge and skills5 a. understand the system and know how to feed it with data 4knowledge and skills5 b. comprehend alerts and take appropriate action 4knowledge and skills5 a. recall, comprehend and apply the main fiscal laws 4knowledge and skills5 b. identify the competences of the fiscal appeal tribunal 4knowledge5 c. apply the appropriate procedural rules 4knowledge and skills5 a. get to know each other and communicate and cooperate within the team 4skills, attitudes, values5 b. develop a $corporate identity& 4attitudes, values5 c. discuss and develop working processes 4skills, attitudes, values5 a. identify the competences of the centres 4knowledge5 b. recall and comprehend the main laws in the relevant fields of competence 4knowledge and skills5 c. understand and apply 4psychological5 principles of crisis management, conflict solving, negotiating, discussion techni!ues, 4skills, attitude5 d. apply the appropriate procedural rules 4knowledge and skills5 a. understand what is expected of an arbiter-mediator 4knowledge and skills5 b. develop a professional identity 4attitudes, values5 a. get to know each other and are able to communicate and cooperate within

8. Team training

>awyers and staff of the arbitration and mediation centres

6. ,ompetences and tasks

8. The role of the arbiter-mediator A. Team training

the team 4skills, attitudes, values5 b. develop a $corporate identity& 4attitudes, values5 c. discuss working processes 4skills, attitudes, values5

4. Practical i
4. Introduction

ue

"fter these first chapters, which form the basis for the development of a training activity we will pay attention to some practical issues. "lthough $only& practical issues a failing practical organisation of an activity may seriously affect the results of the training in a negative way, risking a complete failure. +e will discuss:

2ow to establish the best learning environment Timing 2ow to make the trainees feel at ease Hround rules

4.2 !stablishing the best learning environment

4.!." Timing 4.!.! Ma#ing t$e trainee feel at ea e 4.!.% & ta'li $ appropriate ground rule
Establishing appropriate ground rules may be considered appropriate to ensure trainees understand their responsibilities. 0n other words, do not assume that each trainee is a willing learnerI 4ou) the trainer are in charge: ou have a responsibility to other trainees and to other members of the training team to ensure that trainees co(operate by following basic $ground rules&, most of which are matters of mere basic courtesy to others. 0t is always better to lay down the law at the start of training to prevent misunderstandings later 4and infractions can thus be dealt with more readily on an individual basis if and when they arise5.

,onsider discussing: 6. "ttendance throughout the course is expected * any tendency to disappear early can be addressed by circulating claim forms at the very end of training; where a certificate of participation is being issued, stress that a record of attendance 4which could take the form of a circulated list which re!uires trainees to sign against their own name5 will be taken. 8. Timing: you will lose time if you do not show that the timetable is not for mere guidance: try to start at the allotted times and finish promptl . A. =articipation is of the essence * it could be necessary to explain that especially small(group training methods 4see chapter E5 re!uire active participation.

. Met$odology( t$eory concerning education and adult learning principle

5. Introduction
<elivering good effective training is a skill which has to be ac!uired trough a learning process and then developed and polished by experience, irrespective of the subject matter. 0n an ideal world, training on the E,23 would be delivered by experts who had both knowledge of the ,onvention and highly developed training skills. 2owever, most trainers are judges and prosecutors with limited training on training methodology. Godern training methods focus on the active participation in the training of those being trained, rather than relying on passive listening to an expert. To use these methods successfully re!uires an understanding of training methodology. This section is therefore designed to help trainers to

understand the importance of ensuring participation in training and variety in the methods selected identify the knowledge, skills, attitudes and values which are part of human rights training develop specific strategies and training methods for human rights education draw up guidelines of good practice in human rights training which will assist trainees and trainers in recognising when the training is effective

5.2 Adult learning principles

0n chapter 8 we identified the difference between education and training and the approach re!uired when it comes to training adults. The specific differences between training children and young people and training adults have resulted in two different sciences. =edagogy is the science of educating children. Emphasis is laid on the development of the child; an $empty vessel& with no life experience, no knowledge

or skills. "s the child is depending on guidance, the role of the educator is that of an instructor and the child is supposed to follow the instructions. "ndragogy is the science of teaching adults. 0t takes into account that adults have already accumulated knowledge and experience. 0n andragogy, the importance of building on this already existing knowledge and skills is the main focus. The adult will not accept to be $re(educated& and will not accept imposed instructions. "dults want to be involved in identifying learning needs. "s training will mostly take place in the professional life of an adult, he-she will be interested in practical results and knowledge that can be applied immediately. or the trainers this means they should not copy the way they were trained at school. <avid %olb is one of the experts that developed theories regarding learning styles and processes. 2e developed a learning circle, identifying different learning stylesC:

0n the circle you find two poles: concrete experience and forming abstract concepts; they are about how to explore and absorb new knowledge. The other poles: testing in new situations and observation and reflection are different ways to digest new knowledge. +hat do these terms mean7 +hen trainees learn by concrete experience they need to see, hear, touch, feel; they have no patience to sit and listen. orming abstract concepts is about trainees who like to explore theory, and to have schemes, models or abstract concepts.
4

<avid %olb&s learning circle

The other set of poles 4digesting information5: #bservation and reflection: trainees need time to think things over, to digest theory-new information before applying it. Testing in new situations: trainees learn by actively experimenting: they need to apply new knowledge in $real life&. The four elements of %olb&s learning styles can be related to different training techni!ues: >earning by concrete experience: role play, moot court and demonstrations would be appreciated by the trainee. "lso techni!ues to $do it the wrong way& are successful learning strategies. The trainee is invited to show how it should not be done or is given a concrete task to try back in the office and report about the results, #bservation and reflection: structured discussion about the experiences of the trainees and their conclusions to be drawn. Gultiple choice: trainees are confronted with a situation and have to choose one out of three possible solutions: they should argue-explain their choice. Gind(mapping: trainees make a mindmap about a theme: departing from their own experience-knowledge they try to solve the problem 4without previous explanation of the relevant theory5 >earning by forming abstract concepts: >ecture-presentation. 3esearch: the trainees are provided with some literature and should find themselves the most suitable theory to solve a case study-answer a !uestion. Testing in new situations: the trainee makes a checklist, based on the theory. The trainees assess if in a case study the theory was applied correct or wrong. The four learning styles are related: the perfect learning process will cover all four elements in a continuous spiral. The !uestion is: where to start and how7 +e will answer this !uestion later; first we need to get a clearer picture of the basic principles in adult learning and the conse!uences for the training of judges and prosecutors.

5." Application of the theory

There are three basic rules to take into account: ( you are training adults ( you are training legal professionals ( you are training peers 4especially if you are a judge or a prosecutor yourself

This may seem all very obvious, but you should be aware of these aspects: they are at the basis of all adult learning principles. 0f you know how to deal with these elements, you have the basis to develop your personal training style. +hat does it mean to train adult 4legal5 professionals: you are not training children who have hardly any knowledge and very limited experience: your participants already know a lot; when you develop your curriculum and your training you should know where to start and if possible use their knowledge, and activate it. This relates to %olb&s circle: the choice of learning method will allow or block the participants to use their already existing capacities and knowledge; we shall return to this. The fact that you are training peers will affect your role as a trainer: you cannot take the role of $the one who knows it all& ; you are among e!uals, you even might meet them in other social settings, which makes you more vulnerable and makes it necessary that you find the right tone to address them. 'e aware that the trainee not always agrees that you are a peer, for example you might be going to train judges in a high court, who may consider you are not at their level. Jou have to deal with this other perception of social roles in a respectful manner, whether you agree with it or not. 'e careful not to try to change this attitude or, even worse, lose your confidence and authority. 0n reality you will not find a group of trainees who all have the same learning style. Therefore you should offer various styles to ensure that all participants find something to relate to. 0n order to activate and build on already existing knowledge, recognise that you are training professionals: when you start just ask them: what do they already know, what is their experience, which problems do they encounter, what would they like to learn. ,ourses should be tailored to specific audiences: always start from the perspective of the actual participants To ensure active contribution: allow them to speak, ask !uestions, discuss, <# something, not just make them listen to you. =articipation * rather than passive reception * enhances the value of training for learners 4as well as the satisfaction gained by trainers5 'e aware that the trainees might have strong opinions: about being in your training instead of working 4and they are busy, tired, not motivated5. #r about human rights: just making life more difficult, $international police& watching over your shoulder or human rights being contradictory to working methods, opinions or the financial reality. 0n adult training you will discover that opinions are strongly

anchored in the participant 4they are not children anymore5. +hen you meet resistance, try to work with it in a constructive manner, try to find a bridge between what is acceptable for them and human rights principles: try to find common ground.

Gake clear from the outset .what is in it for the trainee/; why is it fun-important-useful; make a clear link with professional reality and with practical results to be expected as an outcome of the training. >earners will be more involved in training when they can see the relevance of the training and the opportunity to apply the training in practice. 2ow can we adjust our training style to the different learning styles as identified by %olb7 >et us look at different professional groups, which probably have different learning styles: The first group is judges. They likely prefer to explore abstract theory: they have the habit 4university5, in their daily work they !uite often work on the same basis: they study a file, have to analyse a juridical problem and think about a solution: they are thinkers, brain workers. )o in a training for judges you could start with a lecture or =ower=oint =resentation to explore the theory. =olice officers more likely prefer a practical approach: that would fit into their daily reality, they are usually not $brain workers& but are confronted with concrete situations that they have to deal with. 0n this case you might prefer to emphasiBe concrete experience as the starting activity or main activity of your training. 'ut do not forget that training is not only about exploring and absorbing new knowledge but also about digesting it. Therefore you must include something in your programme to ensure digestion of the new theory presented, for example role play or case study. +hen you use these techni!ues 4see also chapter E about training techni!ues5, keep in mind the social roles and position of your trainees: persons in distinguished public positions may not wish losing face and might not be very eager to do role plays. The same goes for working environments where a strong sense of group loyalty or a macho(culture exists. @ow that we have looked at adult learning principles and learning styles, there is a third element that we should pay attention to: what is the aim of the training7 <o we want to transfer knowledge, or train participants in new skills or influence perceptions and attitudes7 To transfer theoretical knowledge, presentations are the most obvious techni!ue. 2owever, never expect that lectures will be sufficient: interaction and sharing what is already there will help people who are not into listening to abstract theory 4%olb5. 0f you want to train on practical skills, and if you want to get into the stage of digesting information-testing new situations 4%olb5, carry out case studies,

moot courts, role play. 0f you want to change attitudes and perceptions then be sure to include exercises or discussions that will touch on feelings and opinions. The same exercises as used to train skills can also be useful. <iscussion is also an important tool if you manage to give good guidance and to introduce new concepts in a way that is acceptable for the trainees.

5.4 #ole of the trainer

The role of the trainer is to facilitate learning: that is, to help the process of understanding on the part of those undergoing training. This, in turn, emphasises the nature of training. Training emphatically does not comprise the transmission of as much knowledge as can be communicated in the time available. 0t involves a process of ( identifying training needs, ( determining desirable training outcomes, ( design courses and programmes ( considering possible resources and methods, and ( selecting the most appropriate resources and methods ( conducting a training ( evaluate and analyse the results of the training ( $sparring partner& for the training institute to discuss training re!uirements Trainers are educators, not just subject(specific experts although they must clearly have a sound knowledge and understanding of the subject.

5.5 $arriers to effective training

Trainers are likely to be confronted by barriers which may exist both organisationally and individually in the minds of trainees. Three potential key barriers can be identified: Threats to organisational ethos: within the context of human rights, the ingrained $culture& or ethos may perceive respect for the human rights of individuals as impeding the $fight& against organised crime 4particularly organised or terrorist crime5. To wage the $fight& against crime 4or the $war& against terrorism5 successfully, violations of personal integrity or of fair hearings guarantees may be considered as unavoidable by the organisation and there may be an institutional distrust of .human rights/. ,hallenge to individual $professionalism&: the notion of training 4particularly in

some instances if provided by $outsiders&5 may be seen as a challenge to or an implied criticism of the $professionalism& of the official 4and particularly in the judicial context, to the notion of $judicial independence&5. =erceptions that human rights have little practical relevance for trainees& daily work: there may be considerable reluctance to attend and to participate if the issues addressed in training are viewed as having no bearing on the discharge of daily responsibilities.

#ther practical barriers, of course, exist: there may be a problem with time 4training may not be seen as a high priority5, while a previous bad experience at training events may suggest that future events will be seen as largely irrelevant or poorly presented 4or both5. 'eing aware of such $barriers& is helpful in ensuring that the training provided addresses trainees& concerns. Gost of these possible responses can be addressed: 0f training is seen as tailored to the needs of the audience 4rather than expecting the audience somehow to draw their own conclusions as to what relevance it has for their own future application5, training will be seen as a valuable allocation of time. Training which attempts to be of general applicability, rather than specifically directed towards the situation of the trainees, risks alienating the audience, as does training which is inappropriately $pitched& in terms of the trainees& existing levels of knowledge and skills. 0f training involves a range of participatory training techni!ues, it will engage the audience much more than merely $didactic& lecturing. Gerely talking to an audience will achieve little, although it may well be the approach traditionally adopted in some countries. 0nteraction and participation will engage trainees& attention and help in the realisation of the aims of the training. 0f human rights training emphasises that historical experiences show that there are no short cuts in the fight against organiBed crime or terrorism, or that human rights are instruments to help obtain the truth in a criminal process 4rather than merely as $suspects& rights&5, any tendency to see human rights as a barrier to the effective discharge of responsibilities may be balanced by the notion of human rights as an effective tool for public sector officials.

). Training tec$ni*ue + $o, to ,or# ,it$ group - $o, to pre ent legal t$eory
%. Introduction
Establishing clear aims and intended learning outcomes * and making sure these are communicated to trainees ( will be of considerable assistance to trainers in determining their choice of training techni2ues or formats" "s we discussed in the previous chapter, some methods are more effective than others in achieving particular objectives: if one of the intended learning outcomes is, for example, changing the inappropriate attitudes of trainees 4or reinforcing existing positive attitudes5 with regard to a particular human rights issue, this is unlikely to be

achieved successfully by means of a lecture alone 4but may be advanced, for example, by discussion in small groups5. )ome techni!ues, of course, are more resource(efficient than others: the communication of factual knowledge on human rights standards may only re!uire a formal presentation 4which in turn may be made a more effecti+e learning tool by means of =ower=oint, overhead projection slides, a video, or the opportunity to engage in discussion during or immediately after the presentation5. 3emember, too, that the ac!uisition of knowledge is different from the ac!uisition of skills. 0t is generally accepted that: =eople ac!uire skills: 6?K by hearing 8:K by seeing E:K by doing =eople ac!uire knowledge: 6?K by doing 6:K by hearing F:K by seeing ,hanging attitudes 4or reinforcing positive attitudes5 and accepting fundamental values which involve sensitising trainees to accepting the need to promote and protect human rights through their work through commitment to intangible values 4such as the inherent dignity of every individual5 involve longer(term and more subtle reminders and reinforcement of appropriate outlooks and personal beliefs. There is another key reason for ensuring careful choice of method: variety in training method keeps learners interested and reduces the likelihood of finding the $training& synonymous with $irrelevant& or even $boring&. 0n short, in planning your training sessions, ensure you consider not only the provision of knowledge, but also how to address the ac!uisition of skills allowing application of human rights concepts and the inculcation 4or reinforcement5 of appropriate attitudes or values in the hearts and minds of trainees. Jou should also ensure that the audience is sufficiently discrete and homogenous 4even if composed of different groups or ranks5 and the training is appropriately $pitched& so as to allow the $targeted& provision of training. Training techni!ues have a strong practical focus and orientation * make sure the trainers and the trainees understand what training needs have been identified and wh these are important. The section contains useful information on facilitating group work and advice on writing useful case studies or problems for discussions in groups.

+e will discuss: The use of presentations and group work =itfalls in group work * and the use of devices such as case study discussion =articipatory techni!ues 2ow to ensure presentations are stimulating

%.2 &roup 'or(

Hroup work 4or more precisely, small(group work5 can be a key method in your human rights training. The use of group work will complement plenary 4or whole( course5 sessions. 0ndeed, it is now generally recognised that group work should form a significant part of training: it is perhaps better to suggest that formal presentations should complement group activity, rather than the other way around. These notes should help you prepare for group work. : 0n human rights education, group work can be used in a variety of situations and for a variety of tasks: <iscussion of a prescribed topic: 2ere, the group is asked to discuss a given topic or topics within a given timescale 4usually no more than E? minutes5, and report back to the rest of the course via a spokesperson or $rapporteur& 4by highlighting the key conclusions of the group, possibly with the aid of a sheet or flipchart paper5. <iscussion of case study: groups may also be asked to discuss realistic scenarios involving no more than A main points 4and normally based upon an earlier presentation in which the key issues have been highlighted5. "gain, it is usual for groups to be asked to report back to plenary session. )imulation or role(play involves the allocation of a particular role to a group or sub(group * for example, prosecutor, defence and court; or police officer, witness, and victim5. =articipants will then be asked to discharge a task 4such as a moot problem5 from this perspective. The simulation exercise may be presented as a whole at the outset of the problem, or handed out issue by issue as the exercise progresses to try to replicate the notion of a developing situation.

"dapted from materials prepared by , 2ealy and the Teaching and >earning )ervice of the 9niversity of Hlasgow.

).!.". .or#ing ,it$ mall group

+hy use small groups in human rights training7 Hroup discussion is vital in the formulation of appropriate attitudes and values. 0t is the best way of obtaining the ideas and experience of others in the group. =articipants often find group discussion rewarding 4and thus training more rewarding5. Hroup discussion allows participants the opportunity of applying 4and checking5 knowledge. Hroups can create a supportive social environment. 'ut while group work is a key training method, there are pitfalls. Hood group discussion is satisfying; poor group discussion can lead to frustration and $drop out&. ,areful preparation is thus important * as is awareness of techni!ues to help ensure all participants gain as much as they can from group discussion. ,onsider whether group activity could finish with conclusions of direct use to professional practice. or example, trainees could agree on some guidelines which could be applied in their job; conclusions could be circulated more widely to other colleagues through, for example, posting on a website. 5hat different t pes of small-group wor- are there6 There are essentially three types of group discussion: 6. <irected(teaching discussion group * there is one correct answer to the discussion, and the aim is to arrive at the correct answer. 8. The non(directed discussion group * tutors and trainees know there is no one correct answer, and the aim is to open up discussion and explore the topic through getting participants to interact in the group in a positive and constructive way. A. The seminar(type discussion * there is no hitherto accepted correct answer, and discussion will attempt to get some constructive conclusions which may lead to some collective decision from the competing alternatives available. The role of the tutor-trainer in each is crucial, particularly in the second and third types of group. Hroups often wish to be told the correct answer * what is right, and what is wrong. +ith the directed group, any tendency the tutor may have to provide the answer to the group immediately should be avoided: in the nondirected and seminar groups, the tutor must ensure the work is done by the group, but regular intervention in the form first of ensuring the group knows what is expected of them, then of moving discussion along 4see further below5, and finally of summarising discussion and conclusions.

5hat can go wrong in small-group wor-6 6. =eople know how to talk to others but not with others * some talk too much, others too little; trainees dominate or are dominated; get off the point; talk around the point; repeat themselves; etc 8. Hroups may too readily dismiss certain ideas and to accept others as obvious without recognising their limitations. A. Hroups may get bogged down with too many references to examples drawn from personal experience. C. The group may not be clear as to the purpose of the discussion or what is expected of them. :. The task may be uninteresting or insufficiently stimulating. E. <iscussion materials may be of poor !uality. F. Hroups may become personality(centred rather than task(centred. L. Hroups are too large to ensure proper participation. M. Hroup members may not know each other. 6?. The choice of group members may make open discussion difficult. 66. The group is given too many tasks in the allotted time. 68. The group leader is insufficiently prepared or misunderstands the function of leader * the leader&s authority may be seen as overwhelming. 6A. The group leader may dominate ( by talking too much or by trying to force his-her own ideas. 6C. The accommodation is poor *seating does not encourage discussion. 7etting it right: participants find small-group discussion rewarding when 8 6. They each have had a chance to contribute. 8. They were clear about the purpose of the discussion and were prepared for it: that is, they were working towards defined intended learning objectives. A. The atmosphere was warm and friendly: that is, participants were at ease both physically and mentally. C. =articipants feel they have good leadership. :. =articipants feel they are learning something relevant. T0=: The critical first rule about group work isN get the seating rightI "rrange seating and e!uipment so as to meet your needs * not those of the venue. )eating will help determine the relationships between the trainer and the trainees. 4'ut always put the seating back the way you found it at the end of the session.5

).!.! / tep ( a practical guide to group ,or#

To prevent that the risks of group work as described in the previous paragraph take place, the next steps could help you to use group work as an effective techni!ue. )tep 6: 9nderstand the group Try to get to know the group: why are they there 4motivation5; what previous experience have they had of the topic under discussion7 "re there likely to be any obvious barriers to open discussion 4e.g. is there any suggestion of an official 4or implicit5 hierarchy amongst participants * would the presence of a )upreme ,ourt judge in the group militate against full participation by inferior court judges75 <o any of the group have any disability which may re!uire special consideration to allow full participation7 "sk yourself if any participants may be unable to carry out the tasks for any reason. )tep 8: =lan the group exercise 3eview the tasks to anticipate both problems and answers. "rrange the room as ou want it 4see above5. )chedule the timing of the exercise allowing for flexibility: don&t rush them, but don&t let them get boredI )tep A : Ensure the group understands the tasks and intended learning outcomes 0ntroduce the exercise by telling the participants why they are doing the exercise Tell the group what the ground rules are; how long the task will take; and what is expected of them 4e.g. do they have to appoint a spokesperson to report back75 Ensure the group knows what resources are available. )tep C: Ensure the group understands the role of the group leader Ensure the group understands your role as one of facilitating discussion * it is the leader&s job to plan, explain, help, support and guide, not to direct or tell 0t is also your job to show the members that they can work together to reach common objectives.

3emember that discussion must be summarised and lead to logical conclusions. )tep :: 0f conducting a discussion, use an appropriate range of well(timed and well(focussed !uestions To open discussion 4e.g. $what do you think aboutN75 To spread participation 4e.g. $what do the members think aboutN7& $Jou have made a good point: would someone else like to comment7 <o you all agree with that point75 To promote movement 4e.g., $time is passing: should we now move ontoN7&5 To promote group discussion 4e.g. $am 0 right in sensing agreement on this point7 +e all seem agreed thatN&5 To promote continuity 4e.g., $since we cannot !uite agree on this point, do we all agree that we should take this point up at the plenary reporting(back session7 #r at our next meeting7 #r when we look at the topic of N..75 )tep E: 0f allocating tasks to smaller groups Ensure the participants know who will be in each team - pair. Gonitor the progress of each team - pair. )tep in if necessary 4e.g., encourage !uiet trainees5 * but do nothing if you are not needed. )tep F Oif necessaryP: <eal with the awkward member appropriately <isruptive behaviour can take many forms: %nowing it all @ot talking or talking too much =ersistent !uestioning @ot participating >acking confidence )eeking special status #penly critical 2aving fixed views on everything This kind of behaviour poses certain challenges to the trainer. <isruptive behaviour is not always directed against the trainer and it does not necessarily means that the trainee is not willing to participate. The trainee can just be very tired or have serious problems in his personal or professional life. 2owever, the trainers should try to prevent that the trainee disrupts the training.

"lways try to respond positively to the awkward member in a supportive way. >ead the individual towards an awareness of the effect of the behaviour as long as this is not too painful for the individual or the group. <on&t become too involved with the trainee: remember the rest of the group&s purposes and central concerns. 0f the trainee is dominating the discussion or persistent !uestioning, try to limit his contribution by interruption or by passing the remarks or the !uestions to the group. Try to keep the discussion on track: summarise regularly and lead the group to positive conclusions. )tep L: )ummarise )tress the relevance of the activity to professional practice. "t the end of discussions, show : 2ow different views were expressed, 2ow some views were supported by evidence 4and some were not5, 40f relevant5 how there was any indication of attitude change, 2ow the group&s conclusions relate to professional practice, and 4if appropriate5 how one decision was chosen from competing alternatives. )tep M: 3eview * self(check list after group discussion <id you prepare ade!uately7 "nd were the members prepared ade!uately7 <id you have a clear discussion plan and timetable in your own mind 4or written down57 <id you explain the purpose of the discussion7 <id you help the members to express their views7 <id you periodically summarise the discussion&s conclusions7 <id the group reach the intended learning outcome4s57 <id the group -now it had reached the intended learning outcome4s57 <id you encourage further follow(up activity7 <id you check that the physical arrangements and e!uipment were suitable7

%." &aining audience interaction) participatory techni*ues

@ot all speakers are comfortable with the idea of audience interruptions through !uestion or intervention: while participation can help maintain audience interest, timekeeping may become problematic, relevance may stray, and discussions appear obscure or overtly technical. =ermitting time for !uestions after the presentation may fall foul of audience self( censorship: there may be reluctance culturally at challenging guest speakers, a worry that the !uestioner may appear to have misunderstood the speaker 4or the

talk was incomprehensible5, and the immediacy of the thought which prompted a !uestion in the first place may have passed into thankful oblivion. 0f you have invited an outside speaker, try to ensure that the opportunity for asking !uestions at the end of the lecture is not an empty and embarrassing period of silence: it is always a good idea to try to get a group of trainees in advance to think of some !uestions to put * perhaps by encouraging advance preparation on the speaker and the topic. There are, however, certain training techni!ues available to the speaker to try to stimulate large(group or plenary audience participation:

).%." 0rain torming

ollowing a presentation, the audience is asked to respond with ideas which are written down on a flipchart. &ll ideas are recorded, there is no discussion at this stage 4or rejection of the idea5, and the moderator&s task is simply to list and to reject attempts at premature discussion. "fter the responses are recorded, there is subse!uent discussion - analysis - categorising, etc of the responses as appropriate.

).%.! 0u11 group

'uBB groups are small groups *two or three people( who are asked to discuss a particular topic and then report back. They are by nature very informal and it is usually enough to ask the participants to discuss the topic with the person next to them. This is a useful method to have available where it is not an appropriate stage in the training to undertake a full(scale, small(group exercise and can be effectively used with larger groups to maintain concentration. 'uBB groups should be given a clear, straightforward topic to address and allowed five minutes at the maximum *or until such time as the $buBB& of conversation has died down. They are particularly effective in the early stages of a training course when participants may still be experiencing some inhibitions. "fter the discussion, a selected number of groups can be asked to feed back to the whole group so that views or thoughts can be shared and, where appropriate, this may be recorded on a flipchart. 'e aware that unclear directions will lead to unfocused discussion and that if too much time is allocated to the discussion participants may lose interest and become bored.

)ource: the Dudicial Training 2andbook of the Dudicial )tudies 'oard of England and +ales

).%.% Sno,'alling or pyramiding

"sk the audience to discuss a topic for a brief period of time, say A(C minutes, in pairs or threes Oand never more than foursP. Then ask the pairs-threes to discuss their conclusions for another brief period with another pair-three 4to identify whether there was disagreement - the means at arriving at the conclusion were similar, etc5. This is followed by a general discussion. This techni!ue gets discussion or interaction going in a relatively $secure& environment. Trainees discuss in pairs then move onto larger groups. 0t breaks down large 4unmanageable groups5 into smaller groups and all trainees have the chance to speak. The techni!ue works with audiences of C * C?, is organised very !uickly, and works with almost any topic. 'ut trainees need clear instructions. This techni!ue also re!uires a plenary $feed back& session 4if being used in tutorial groups rather than plenary session5.

).%.4 See#ing audience re pon e

)ophisticated hand(held electronic $voting& devices are expensive and probably impracticable in all but the most formal of locations: but asking the audience to vote - record their agreement to a number of statements made by the presenter can help break up a formal presentation. " variation is to seek responses using A categories * $yes&, $no&, and $maybe&. 2ere, the audience is asked for its views on a range of !uestions in response to either -nowledge or to attitudes or +alues" 0n the former situation, the trainer can check the audience&s appreciation of an aspect of human rights law, and thereafter concentrate on the $maybe& responses which are likely to be the $hard cases&; in the latter situation, the trainer can gain some insight into the views of trainees on particular matters: e.g. in a session on ill(treatment and the police, participants could be asked to respond to a statement such as $Gost police officers would regard the use of some ill( treatment appropriate during interrogation of a terrorist suspect&: this then would provide opportunity for debate and discussion.

).%.2 Ice'rea#er

0cebreakers are valuable short exercises that can be given to participants at the beginning of a training event to enable them to feel more at ease and to get to know each other !uickly before the main work of the training begins. They also enable the trainer to identify members of the group.

)ource: the Dudicial Training 2andbook of the Dudicial )tudies 'oard of England and +ales

)ome exercises are most effective when the number is small so that any element of reporting back to the whole group does not take up too much time. +here there is a large group, at the point when it breaks up into smaller groups for certain aspects of the training, an $icebreaker& can be useful to enable the small group that will be working together to get to know one another. )ome icebreakers can be used to split apart those who already know each other and encourage the group to mix. 'e aware that it is important to set a time limit on all icebreakers and to keep to time to ensure that momentum is maintained and the main work of the training begins with all participants engaged and ready for more. Examples The trainee is invited to introduce him or herself and give a snapshot of an aspect of themselves 0n pairs, usually those sitting next to one other, the trainee introduces him( or herself to the other, give some brief biographical details, including hobby or favourite pastime. They will only have 8 minutes to do this, after which each person will introduce the other to the rest of the group, in A? words. The trainer asks the group to get into line in the chronological order of their birthdays 4not agesI5 This encourages them to find out about each other in a friendly way and can mix up the group so that each person is sitting or standing next to someone new.

%.4 #unning a case study8

" case study is the presentation of a specific incident, or scenario, with relevant background information, that is analysed in detail with a view to the identification of a solution. 0t creates the opportunity to understand and apply principles and rules to a real or imaginary scenario. ,ase studies do not usually provide clear( cut answers. They are intended to raise !uestions and allow participants to work through the decision(making process to find their preferred solutions. " case study can occupy a discrete session within a training event or can be undertaken on an extended basis, being worked through as the training progresses. ,ase studies are more effective when used in small groups, where the participants, who usually sit or work on their own or rarely with another judge,
8

)ource: the Dudicial Training 2andbook of the Dudicial )tudies 'oard of England and +ales

can learn from each other&s experiences and analytical approaches and thereby reflect upon their own approach. They can also be used with larger groups. #ne method, similar to the )ocratic method of case teaching, enables the whole group, managed by a facilitator, to participate and thereby exchange views and contribute to ac!uisition of knowledge and skills.

,ase studies can cover a wide range of subjects: substantive law, procedural and evidential issues, case management, managing behaviour, fair treatment or a mixture of these. They may take the form of a short hypothetical scenario, a problem, a role(play, or use materials that would normally constitute papers for a hearing. 0t is important when proposing to use case studies that the content should be designed to achieve clearly defined aims and learning outcomes. 'e aware that an unreal atmosphere and lack of background detail may encourage impractical decisions.

%.5 +riting a case study

+riting a case study is difficult and time consuming. Jou need to be sure of how and when to make use of this study method. 'elow you find some practical tips: what do you have to keep in mind when you decide to use a case study: +hat do you need to know before you start to draft a case study7 6. +ho is your audience7 Dudges, prosecutors, court staff, experienced participants or beginners7 8. The objectives of the training: a. +hich level of knowledge should the participants ac!uire7 b. +hich level of skills should the participants ac!uire7 c. <o you want to change the participants& behaviour or attitudes7 A. +hy do you want a case study: a. 0nteractive teaching: to start a dialogue with the participants. b. To use throughout your training as a guidance to apply the theory. c. "t the end of the training or a part of the training to check if the participants ac!uired the level of knowledge and skills. 2ow do these aspects influence your preparation of a case study7 "d 6: "udience <epending on the background of your participants you should use a scenario that is familiar to them and that is relevant for their work. 'e sure that the factual situation is right and sufficiently detailed. Jou do not want the facts to be disputed and you do not want the participants to say $this never happens to us as weN..&

"d 8: #bjectives The case study should contain enough concrete elements that allow participants to discuss the case on their level of knowledge. The !uestions and points of discussion should relate to the contents of the training session. 0f change of behaviour or attitude is the aim of the case study, be aware that mere theory is often not sufficient: maybe a role play or a moot court is a better way to bring the theory to life. "d A: +hy you use a case study: a. if you just want to start a dialogue: a short scenario is enough it is not necessary to split up the group in small groups, you can invite the participants to react spontaneously on an individual basis or in small $buBB groups& !uestions or discussion points will be short and simple: aiming to provoke an immediate reaction of the participants b. if you want to use it throughout your training: Jou will need a scenario that covers all elements of your presentation. 0t is up to you to decide whether you use one scenario that covers it all #3 if you start with set of facts and during your training you add elements, related to the subjects you have been teaching. 0n this situation you can make the participants work in small groups Questions or discussion points allow the participants to reflect on the theory. The concepts should be brought to life. c. at the end of the training: Jou will need to have !uestions or discussion points that allow the participants to apply the theory. 0f you aimed at a change of values-attitude you can use !uestions that invite open discussion. =articipants can work in small groups. 0f you need to ensure the level of knowledge of each participant the case study will become a test and should either be made on an individual basis or it should be possible to identify the contribution of each trainee to the results of the work of a group. +ith these elements in mind you can start to work on your case study. There are three main types of case studies that can be used in the judicial training context: 6. ,ase studies that depict real situations, cases or hearings and which can provide $real& outcomes that can be compared with proposed solutions. 8. Those that are fictional and in which the author has manufactured the

issues in order to pose problems for discussions and solution. A. Those that are a combination of both the above, in which the author has taken a $real& event, made it anonymous to protect confidentiality and embellished it to provide substantial issues for discussion and solution. The third option can provide the most effective case study as it can enable the author to focus on particular issues that the learning outcomes for the course or the sessions seek to address. )uch a case study can be updated to maintain its currency as law; procedure or issues change over time. +hereas a fictional case study cannot have a $real& solution, it can be used to heighten awareness, pose potential issues of law, case management or e!ual treatment and create a useful context for discussion of possible solutions, courses of action or difficulties. The format of the case study may be either: " hypothetical scenario for discussion by the group. " set of case papers that provide trainees with the kind of material and evidence they would normally work on in their jurisdiction, with authentic forms, standard letters and file covers. " video or <1< to be watched in its entirety or to be stopped at appropriate moments for discussion or !uestions posed or issues raised. =resented in whole or in part as role play, with participants being given $parts& as people in the case and asked to act as that $character& with discussion and analysis during or at the end of the role play. +here to find your material: 6. 3eal situations: examples-cases out of the trainer&s practice as judge-prosecutor, case law of colleagues or higher courts, or: 8. Dudgments of the European ,ourt of 2uman 3ights: a judgment provides a scenario, the relevant human rights issues and the answersI Jou can also find the documents of European ,ourt cases on the website of the European ,ourtI A. @ewspapers- GagaBines: "rticles on human rights violations can often be used to create a case study. or example: fight against terrorism-security measures. +hat to do with the material: 6. <epending on how you want to use your case study you make a summary of facts-a scenario that fits into your needs 4not too long or too short. )ufficient details to be clear5. 8. ormulate !uestions and-or discussion points A. =repare the answers in advanceI

To keep in mind when you work with small groups: 6. Hive groups enough time. 8. Hive groups the opportunity to debrief: have rapporteurs to report to the group the findings of the small groups. 'e aware that this might become boring for the participants if too many groups worked on the same case study: they will have to listen to the same story too many times. 0f this is the case, tell the rapporteurs only to add new elements and not to repeat what already has been said. A. Tell the groups in advance that they have to appoint a rapporteur. C. Ensure that all participants in the small groups contribute to the discussion. 0f they don&t, enter into the discussion and try to stimulate the silent participants to become more active. 'ut: step in when necessary but let the participants apply their knowledge: don&t take over the discussionI :. Gake the groups not too big; A or C participants is the maximum E. Gake sure that the meeting room and materials 4white boards, flipcharts5 allow you to do what you do.

%.% #unning a role, play or a moot court

The use of role play and-or mooting brings an element of practical application to courses. 0t is a training techni!ue that either demonstrates the theory or that helps the trainees to put in practice what they learned and to find $proof&: does the theory work as supposed. These techni!ues have many advantages: this type of group work involves co(operative group work and collective formulation of strategies. 0t plays out realistic situations, and brings concepts to life 'ut there are certain important !ualificationsI Trainers must ensure they have addressed the following checklist of issues: ,areful briefing is essential. +hat is the specific task7 3ealistic time limits are needed: too short, and the group will get frustrated; too long, and the group will become bored. Ensure all members of the group are involved: there is a danger of the $passenger& 4and of the type of behaviour exhibited in groups discussed above5. Encourage division of labour: the task may be too large for the time allocated, and splitting the task up may encourage more involvement 4and reduce the problem of the $passenger&5. ,onsider the role of the tutor: this should be to step in as and when re!uired after it is clear that the group knows what is expected of it. 'ack offN let the group apply its knowledgeI <ebriefing 4or feedback5: how will this be done7 0s the $court judgment& 4in

the case of a moot5 the endN or will more detailed comment from a trainer be re!uired7 eedback is essential in this exercise: the trainees tried to apply new theory and need feedback in order to know how they have done. Ensure that the feedback is constructive, objective, concrete and specific. <on&t overdoI eedback is two way communication: allow the trainee to debrief: let him-her tell if he-she is satisfied, what was significant for them, barriers to apply what they learned and how they felt during the role play-moot court. 'e aware that a role play or moot court could be a stressful event for the trainee: he-she might feel exposed to the regards of others. Even more so when they are in a group with $peers&: they risk to make mistakes and loose face in front of others.

3ole play or simulation thus strengthens the use of collaborative group work through playing out realistic situations based upon training work. This brings concepts to life by acting out situations they seek to describe. )ome ideas for role play 6. "sk trainees to draft a document encapsulating human rights standards in practice for their- another organisation 4e.g., standing orders on the interrogation5. 8. "llocate different roles to members of a group 4e.g., victim of police assault; prosecutor; supervising police officer; police officers inflicting the assault, judge5. A. 9se actors to present a scenario 4drama students could find such an exercise interestingI5 which then can be discussed in group: such is especially useful to deal with issues related to attitudes and values.

%.- +riting a role play.moot problem

The use of a moot problem or role play is of considerable value in human rights training. 'ut writing a problem is not always easy, and care needs to be taken. The best moot problems have legal issues which are arguable either way, and thus the outcome may be open to real deliberation with 4in the case of a moot court5 e!ually important authorities supporting each line of argument on the part of the court. The tasks can be allocated to three groups; the individual victim, the state respondent 4e.g., prosecutor or $government&5 and the court. +riting a good moot problem is difficult and time consuming. 0t re!uires detailed knowledge of the relevant human rights law standards or of contemporary practice to ensure that contentious issues are identified. 0f you are writing as an international expert for a non(domestic audience, try to involve a local expert to ensure you have a firm grasp of domestic law and practice.

0n writing a moot problem: 6. The scenario should be familiar to the trainees * either from personal experience or from earlier training sessions. 8. The scenario needs to describe the various individuals and the various factual situations with sufficient detail. The facts should be unambiguously stated as the facts may not be disputed. Teams must be able to avoid saying R+e do not know from these facts whether...R A. There should be enough distinct, clearly stated, and e!ually arguable points of law to keep members of the group busy, but avoid having too ambitious a set of issues in the time available. Encourage groups to divide their preparation work. C. 0n general, the problem areas should be legal rather than procedural. :. Expect teams to cite relevant legal instruments or case law to support their arguments. 3eason and logic, and policy arguments, also have their place: but trainees should be expected to argue primarily from authority then to adopt other arguments. E. 'rief those to speak to approach the legal issues systematically. F. 'e sure to clarify standards or tests the courts use when deciding certain types of legal issues 4particularly under the European ,onvention on 2uman 3ights5. L. 9se other case law that supports your point or provides a standard for the court to follow 4try to use the facts in the moot case to show how your legal argument is similar to other reported cases5, but do not go into an extended discussion of these cases. M. Gake any necessary supporting policy arguments about how the legal test should be. 6?. 0f the team is seen as the respondent side in the moot case, ensure it tries to respond to the arguments advanced by the other team.

%.8 Conducting a /report bac(0 session in plenary

=lenary sessions provide an opportunity for groups to report(back to others. This is an important aspect of group work: it allows review of the activity, identification of different viewpoints, and an opportunity for others to share ideas. The problem for the trainer is an obvious one: the reporting(back may throw up responses and attitudes which may be contrary to those which the trainer intended. 'e aware, then, of arriving at conclusions which you have arrived at in advance * if the temptation is to correct or otherwise reinterpret group feedback, trainees may feel that their contribution is not valued and may feel frustrated by the exercise. "n alternative approach 4once feedback is given5 is to try to engage critically with the ideas presented through seeking responses from other members of the audience or other groups.

"nother difficulty is in ensuring that the reporting(back accurately reflects the group&s views, rather than the views of the spokesperson for the group. 9se of a flipchart and pen * or of chalk and a blackboard * during group deliberations will avoid this danger as long as what is being recorded is indeed group conclusions. There are thus three important steps in ensuring report(back is constructive: 6. 'rief groups in advance that there will be a plenary report(back session, and that each group should appoint a $rapporteur& whose job it will be to report 4within a given timescale5 on the group&s conclusions. 8. 2elp each group to record accurately the group&s views and conclusions, preferably by means of a flipchart A. #nce reporting(back has taken place, ensure that the trainer leading the plenary is able to stimulate discussion and critical reflection on the coherence of the views and the !uality of the evidence adduced in support 4for example, in respect of relevant case law or legal human rights instruments5. "lso after a moot court 4and after the $court& composed of trainees has given its judgment5, there should be time for feedback from trainers. This debriefing is a vital part of the exercise if trainees are to gain the most from the exercise. Trainers may wish to focus upon the arguments raised and the approach adopted by the $court&, and thereafter 4after again emphasising that participants are no longer to be seen as involved in role(play but are now trainees * that is, after taking the trainees $out of role&5 upon any issue which appears to have caused difficulty through lack of comprehension or uncertainty in outcome.

%.1 2resentations
)./." Introduction
=resentations are likely to feature along with group work as the two principal training methods in human rights education. They can involve a number of variations on a common theme: a presentation to a large group 4or plenary group5 of participants. They may or may not also be followed up by the opportunity for discussion * if this is not envisaged as part of the presentation, there should be ade!uate opportunity to ask !uestions at some stage of the training thereafter 4for example, in small groups5, but as participation is an important feature in ensuring the success of training, it is much better that ade!uate time is set aside for discussion with the speakers immediately after the presentations, both to allow uncertainties or confusions to be clarified, and also to guard against any danger of $mere didactic& teaching 4i.e. $spoon(feeding& of material without the participation of trainees5. These notes should help in

structuring and making presentations.

0n human rights education, presentations can be used in a variety of situations and for a variety of tasks: e.g. 9ecture e.g. from an expert or leading practitioner such as a judge. lecture followed b open discussion (or lecture with the opportunit to inter+ene during presentation!0 as above, with the active involvement of the audience. short presentations from panel members followed b panel discussion (and with the opportunit to respond to 2uestions from the audience! permitting a comparative or interdisciplinary approach to the topic under discussion. short presentations from groups on allocated tas-s) thus allowing identification of contrasting or novel approaches to a topic. 'ut bewareI The use of the formal presentation carries with it the considerable risks discussed below. >ectures in particular should be the exception rather than the norm. 0n many training situations, lectures have been discontinued * or at least, dramatically reduced to situations where they are likely to have a real impact. )hort presentations from a panel can become a series of unconnected short lectures: interaction between the members of the panel is absolutely necessary, and is best achieved through the use of a moderator able to stimulate debate among members of the panel.

)./.! 4ral Pre entation

6.9.2.1 Particular difficulties in oral presentation

5h ma-ing a formal oral presentation can be an ordeal for the spea-er and for the audience" +e need to be aware of particular difficulties in making a presentation M: The immediacy of speech is striking: unlike a writer, a speaker cannot score out and redraft a sentence or passage. The listener cannot reread a section if he didn&t understand it or wasn&t paying attention, nor can he put the information aside to read later if he is tired or bored. 2e is usually re!uired 4at least out of politeness5 to remain until the speaker has finished and so may convey his inattention instead by, for example, fidgeting, whispering to his neighbour, or even falling asleep * all of which can be very off(
9

Taken from materials prepared by " Gc2arg, 9niversity of Hlasgow, in :e ;-ills for 9aw ;tudents 4)chool of law, 8??:5"

putting for the speaker. +hen giving longer presentations, there are particular difficulties as most people&s maximum attention span is only around 8? minutes. #ral communication is much more personal: in any face(to(face encounter, we all make judgments about the people with whom we are communicating, which are not limited to evaluating the !uality of their arguments or the elegance of their writing style. Goreover, our initial impressions are formed very !uickly and can take a long time to alter subse!uently. +hat this means is that there is a good deal of pressure on those giving formal speeches to make a good impression by saying what they mean first time, in a tone and language that their audience can understand, and to hold the audience&s attention throughout the speech. The latter does not mean that you have to tell jokes * if you don&t have natural comic timing, this is generally best avoided. Jou should, however, attempt to convey your material in as engaging a manner as possible * which has implications both for what you say 4for example, choosing illustrations of your points that are relevant to your audience5 and for the way in which you say it 4mumbling !uietly in a monotone is guaranteed to lose your audience5. 0ronically, if you respond to your feeling of vulnerability by rushing through your speech to get it over with as !uickly as possible and-or by downplaying your personality in an attempt to minimise its exposure to criticism 4for example, by reading from a text or avoiding all eye contact5, you will only make things worse. 0n short, a good oral presentation involves an element of performance; if you appear comfortable and confident, your audience is likely to feel comfortable and have confidence in you.

6.9.2.2 Preparation and content

0t is surprising how little you can actually say in your allotted time. 0n five minutes, it is really not possible to convey more than one major idea and three or four points to support it. This puts a high premium on being able to select the most important information about a topic, to explain it as simply as possible, and exclude anything that is irrelevant. @o matter how short your presentation, thorough preparation on the topic is important for a number of reasons. irst, it will give you greater confidence if you know that you really understand what you are talking about. )econdly, it will make it easier to handle any !uestions that arise from what you have said. Thirdly, it will probably become obvious to your listeners if you don&t really understand your subject, with the result that they lose respect for you and cease to pay attention. 0n fact, having to explain something to other people is one of the best ways of ensuring that you understand it properly yourself.

Jou need to decide exactly what you are going to say. 2ere it is important to start by working out what your audience will expect from you. The composition of your audience is also important in determining how formal or informal your presentation should be. 2ave a clear and logical structure. 0f you don&t, your audience will get lost and lose interest. Jou should have an introduction, a main body and a conclusion. 0n the introduction, you should tell the audience what you are going to be talking about, perhaps posing a !uestion that you intend to answer. 0n the main body, you should expand on your topic, breaking down the discussion into a number of sub(topics that follow logically from one another. or example, if you have to define any terms, this logically comes before you go onto to discuss their significance. inally, what you say in conclusion will depend on exactly what you are setting out to achieve. 0f you are simply describing something, then a summary of the main points should suffice. 0f you are trying to make a case for something, on the other hand, then a restatement of your main argument, or answering the !uestion that you posed at the outset, might be more appropriate. 0n addition to having a clear structure, you also have to signal that structure to your audience. This is particularly important in allowing anyone whose attention has wandered to rejoin the presentation and still make sense of it. 0n an oral presentation, this job has to be performed by the words you use, together with the way in which you deliver them. Jou might want to say, for example, .the first point 0 want to make is N,/ .in this section 0&m going to talk about N,/ .in conclusion N./ )imilarly, pauses between points, or gestures, such as holding up one finger for your first point, two for your second, and so on, can help emphasise important links. 0t is very important to get the timing right because other people may be relying on you talking for a particular length of time and no more or less. Goreover, if you go on for longer than expected, your audience may begin to lose patience. The only way to really be sure that you have got the length right is to time yourself delivering your speech 4speaking it out loud, not just reading it to yourself5. 0f it is too long, you must cut something out; it won&t make for a good presentation simply to speak faster. 0n fact, you should probably aim for your presentation to be marginally shorter than the allotted time because it is !uite likely that, on the day, you will embroider or depart from your prepared speech to some extent.

6.9.2.3 Delivery
The way you deliver a presentation is as, if not more, important than what you say: you first need to consider the mode of delivery that you are going to employ. +hat sort of prompts are you going to use7 +hat visual aids might be helpful7 +ill you be sitting or standing7 +hat kind of gestures should you use7

)ome form of prompt is usually necessary: are you going to read from a pre( prepared text or else speak from notes written on cue cards7 The major advantage of speaking from notes is that it sounds more natural than reading a text and it is easier to maintain eye contact with the audience because you don&t have to look down at your text constantly. ,onsider how you sound when giving your presentation 4including your speed, volume, enunciation and tone5. Hetting your speed right is not only important for ensuring that you stick to your time limit. 0f you speak too !uickly, the audience won&t be able to keep up with you; if you&re too slow you are likely to bore them. @evertheless, the appropriate speed will vary depending upon, for example, whether or not your listeners are expecting to take notes, whether they are listening to a speech in their native language, and the familiarity or complexity of the issues you are talking about. "gain, the appropriate volume will vary depending upon the siBe of the room you are speaking in and how good its acoustics are; it&s always worth asking the audience whether they can actually hear you. 0f you can&t make yourself heard without shouting, you should ask to use a microphone, otherwise your voice will sound strained. "lso be aware of the tone of your voice. +hen people are giving presentations 4particularly if they are reading from a text5, they often sound much more monotonous 4and hence more boring5 than they do when having an everyday conversation, when in order to keep your audience&s attention it is probably necessary to sound more animated and to use greater vocal variety than you would normally.

6.9.2.4 Interpretation
=resenters should also be aware of the difficulties facing interpreters. 'ear in mind the following: 0f presenting a paper 4or at least if following a script5, give a copy to the interpreters well in advance * if you skip through the text and miss out pages, tell the interpreters where you are in your text. 0f interpretation is consecuti+e, keep your sentences short and pointed: longwinded elaborations will lose both the interpreters and yourself. 0f interpretation is simultaneous, be sensitive to whether you are going too fast: pause every so often to ensure you are not too far ahead of the interpreters 4you should be readily aware as to whether interpretation is still proceeding5. +atch out for jokes * remember that the audience will get the humour well into your next point.

6.9.2.5 C ec!list for a "ood oral presentation

Jou should record your own views on your performance 4or get a colleague to do this5: ,ould the speaker be heard from the back of the room7

+as eye contact continually used to involve the audience7 +ere audio(visual aids used appropriately7 +as material written on blackboards or on overhead projectors visible from all parts of the room7 <id the lecturer make appropriate use of any handouts7 +as the lecturer fluent verbally7 <id the lecturer vary intonation7 +as the material well(organised7 <id the lecturer appear well prepared7 +as the audience clear as to the aims and intended learning outcomes of the presentation7 +ere key points ade!uately signalled7 +as the pace of the lecture appropriate for the audience7 +as the level of the lecture appropriate for the audience7 +ere the examples apt and interesting7 +as the interest of the audience engaged throughout7 +as the accommodation suitable for effective training7 "pproximately what percentage of the course was present7

%. 3 2re course tas(s for the participants

0n general it would be advisable to provide participants in a training activity in advance with some materials that will be used in the course or that give some background information on the topic. Either standard 4legal5 literature can be used 4handbooks5 or a reader, consisting of for example articles from professional magaBines or relevant case law. Trainees can be asked to read these materials in advance, to have some basic knowledge at the start of the course. 0t saves time and it makes it possible to start from a more advanced level. This techni!ue can also be used to ask trainees to identify relevant issues in their daily work: the trainer can invite the trainees to bring 4or send in advance5 real cases in which relevant issues are at stake. These cases can be used during the training event. 9sing this techni!ue ensures that the trainee is from the start 4or even before the $official& start of the training event5 actively involved in identifying relevant issues which enlarges his-her awareness of the relevance of the topic for his-her daily work. " case study can also be send in advance to the trainee, to be answered either before the course starts or to be discussed during the course. "s far as the case study is expected to be answered before the course takes place it should not so much seek to discuss the theory but to explore in advance issues relevant to daily work, possible problems and existing !uestions.

5. 6eed'ac# and evaluation

8. Introduction
"fter a training activity you would like to assess the effectiveness of the course and identify future training needs. Jou need to collect information from all stake holders 4trainers, trainees, and institute5 to evaluate. 2owever, the process of evaluation is a difficult one: all participants will have their own point of view. The needs and expectations of the trainees are not all the same; what is very much appreciated by one will be a disappointment for an other. 0t is important to use tools that will ensure that you collect objective data as much as possible and that these data are relevant to your evaluation.

0n this section, we will discuss:

giving feedback to trainees helping trainees provide feedback on the !uality of the training provided how to assess whether the training has been effective identifying future training needs of trainees

8.2 +hy see( feedbac(4

There are different reasons for ensuring that feedback is given * both from trainees to trainers, and from trainers to trainees. Trainers 4and the training institute5 need to know if their intended learning outcomes have been met 4i.e. whether the training was effective5 and need to be able to identify future training needs of trainees 4i.e. if an intended outcome was not met, and how to determine what should be provided in the next round of training5. rom a personal standpoint 4as trainers are themselves concerned to improve their own performances as trainees5, trainers will want to know what trainees thought of their performance in plenary and group sessions. Trainees also need assistance with identifying whether they have met the intended learning outcomes of the training. 0f these have not been met, the responsibilit for the lack of success may lie with the trainers, but the individual trainee thereafter shares a different responsibility * for trying to identify ways in which the deficit between outcome and intention can be met. 0n other words, the trainee should be asking: what can 0 do to make good the shortfall, assuming that satisfaction of these outcomes is regarded as necessary for the proper discharge of my job as judge, prosecutor, etc. 0n both situations, the learning cycle is very much relevant. The learning cycle 6? illustrates the incremental nature of learning and the place of training, and the shared responsibility between trainers and trainees for taking responsibility for their own learning and advancing their professional conduct.

2inett, %, <eveloping 3eflective =ractice in >egal Education 49% ,entre for >egal Education, 8??85

10

Taking stock: What do I know? (individua !

" anning: how can I tak# &' #a(ning %u(th#(? (d#v# o)&#nta !

$#% #ction: what do I n##d to know? (cont#*tua !

+##d,ack and -va uation: how &uch and how w# do I now und#(stand? ((# ationa !

8." &iving feedbac( to trainees

Hiving effective feedback is an important task of a trainer. Hiving feedback may be appropriate in a number of situations: :nowledge: after group reporting(back to plenary session on their conclusions on, e.g. a case study or problem or after arguments in a $moot court& when the trainer must address how much did the trainees understand and were they able to apply their knowledge. ;-ills: after an exercise designed to assess the application of new skills 4for example, how to conduct a fair trial which respects human rights5 * here, the trainer is essentially concerned to give feedback on the impact of training on performance. 0n all of this, the principal aim is to enable the trainee to improve their performance. The trainee should first be given the chance to evaluate their own performance. The feedback should be specific, not general * try to use specific examples from the trainee&s performance. 0t should relate to the performance, not the trainee&s personality * it should thus be given in neutral and objective terms. The amount of feedback should be manageable * three or four points as a maximum, and

there should be a balance between positive comment and constructive criticism. Hiving feedback should be a continuous process. There is ample opportunity for comment from trainers to be given at various stages of training 4for example, after a report(back from a group; at the end of a moot exercise; or as part of audience interaction in plenary session5. +herever possible, try to relate the feedback to specific intended learning outcomes.

8.4 &iving feedbac( to trainers and training institutes

The learning cycle is e!ually applicable to trainers. Trainers have been encouraged to reflect on their own performance as speakers or as small(group facilitators but feedback from the trainees themselves is now an accepted and vital part of training. @ot to offer the audience the chance to give feedback suggests a lack of professional interest in training. To be effective, audience feedback should follow the following basic principles: trainees should be told why the feedback is being sought: to improve the !uality of future training as well as to assess the success of the training just presented the feedback should be anonymous ade!uate time should be set aside at the end of the course to allow the feedback to be completed * ne+er simply ask for feedback to be completed and returned in the trainees& own time !uestions need to be designed to elicit useful responses the !uestions asked should relate both to the performance of the trainers and to the perceived relevance or success of the training. +hat feedback do trainers need7 Trainees should be invited to give their responses to issues such as: The trainees& interest in the topics selected for consideration. The perceived relevance of the topics for trainees& professional work. The organisational aspects of the training 4venue, timing, etc5. The value and !uality of the prepared materials circulated. The !uality of the contributions by experts or trainers 4in respect of plenary sessions5 and of small(group work 4including the role of the tutor5. The range and variety and suitability of training methods adopted 4including plenary presentation or debate, small(group work, moot court exercise, etc5.

8.5 Identifying future training needs

Trainees should see training as only one aspect 4albeit the most important5 of their job. The $training loop& above suggests that learning is a structured and supported process. 0n the context of judicial or other professional training, getting trainees to recognise that they have a responsibility to reflect upon their own learning and performance and to plan for their future personal and professional development is important. 'ut such an idea may be a difficult one to communicate as it essentially involves an attitudinal shift in an employment culture which may not always perceive the importance of continuing professional development. The ultimate aim is to improve the capacity of individuals to understand what and how they are learning, and to review . and take responsibility for their own learning. Trainees should become effective, independent and confident self( directed learners. Trainers should be encouraged to help trainees identify and to articulate future training needs. To this end, some assistance is needed to help trainees: 6. 0dentify the extent to which the current intended learning outcomes have been met by reviewing these briefly at the end of the training. 0f certain intended outcomes have not been realised, the implication is that there is already an identified future training need. 8. )eek to elicit ideas or suggestions for future training * in this way, trainers may gain some insight into what the audience considers may be relevant in further training 4thus stressing again the importance of projecting the message that training is tailor(made for specific audiences5. These two responses can be sought in different ways: through course evaluation forms, end(of(course conclusion, small(group discussion, or even informally during breaks. Guch of this re!uires of necessity to be undertaken by trainers themselves. 0t is crucial to this end that time is set aside at the end of the training event for an evaluation exercise by the training team. This can occur immediately at the end of the event 4as long as the trainees& evaluation responses can be collated !uickly5, but may be better left until a later date 4but not so late after the training that trainers& impressions have faded5. Trainers need to consider: The evaluation forms received from the trainees. The views of the trainers 4and outside experts5 on whether 4or to what extent5 intended learning outcomes were met. The trainees themselves: their attitude, level of participation, assumed

knowledge. #rganisational aspects 4timing, venue, availability of small(group rooms, etc5. The programme 4including variety and balance of training methods5. 0dentification of future training needs.

0n all of this, two !uestions 4following upon the training loop, above5 are relevant: 5hat went well 4and why5; and +hat improvements could have been made (and how!

8.% 5isseminating the lessons from training

Trainers should also consider the extent to which is it possible to expand the lessons gained from the training. This aspect is often neglected: human, material and economic resources spent in training are generally considerable, and it is important to find ways of enlarging the positive impact of these resources. Think about the following: "re the trainees expected 4or being encouraged5 to disseminate the lessons gained from the training7 This can be made a specific intended outcome of the training * but if so, you may have to pay particular attention to the !uestion whether selection of trainees should reflect their perceived potential as trainers, and the training programme will have to include sessions on the planning and delivery of training by the trainees in their own localities. ,an the resources be collated and made available after the training7 0nvite trainees to make available to their colleagues the materials presented. ,ould talks from trainers-experts be taped 4or even videoed5 and copied7 ,ould the materials be made available on a website7 +ould it be valuable to try to establish some form of resource centre by asking participants to supply materials which could be used in future training activities7 )hould trainees be encouraged to contact the training team in the event that they have further !uestions or need for clarification of issues raised7 This could also allow trainers to identify points which re!uire to be emphasised in future training. Trainers, too, may wish to disseminate views and lessons on training: essentially, $what went well& and $what did not work well& * and in both cases, why. =articularly if a training package is being developed for general use by others, refinements in programme, methods or choice of small(group case study may be appropriate: and it is better to try to avoid repeating past mistakes than recreating them.