A/HRC/15/28 stations. In proceeding this way, the impact of a training programme is multiplied. In the case of training of trainers, training programmes should also include sessions on training methodology (see above) and design (both lessons and materials); (v) Considering the introduction of incentives for the different professional groups to encourage their participation in human rights training programmes; (vi) Setting up a mechanism for evaluation and impact assessment with regard to institutionalized human rights training, in accordance with each State’s system. (e) As training should not be an isolated effort but rather part of a human rights capacity-building strategy, it is important that policies and regulations with regard to the profession be also reviewed to make sure that they are not inconsistent with human rights standards and that they specifically promote the contribution of the profession to human rights. Those policies could include the establishment of a vetting system to exclude from the civil service, law enforcement and the military candidates who do not commit to human rights principles; policies for the recruitment, appraisal, compensation and discipline of civil servants, law enforcement officials and the military which are in line with human rights principles of equality, non-discrimination, respect, dignity, fairness and transparency; policies prohibiting sexual discrimination and harassment; and regulations for specific professional tasks which may particularly affect human rights (such as, in respect of law enforcement, standing orders which may cover the use of force and firearms or the prompt and effective response to cases of violence against women). (b) Training processes and tools 44. Strategies to ensure the effectiveness of human rights training for adult audiences, such as civil servants, law enforcement officials and the military, include: (a) With regard to training methodology and practices, developing human rights training, based on certain methodological principles, 26 as shown by adult learning studies and experience, including: (i) Audience specificity Training must be directly targeted and appropriately addressed to the particular audience, be they police, health-care workers, diplomats, military, development professionals etc. A consultative training needs assessment, involving the target institution or group to be trained, should be organized in order to undertake an analysis of the professional duties, experiences, expectations, personal backgrounds and aspirations of training participants, as well as their level of human rights knowledge and skills; to set up specific learning objectives (desired posttraining changes in participant knowledge, attitude, behaviour and skills); to design an evaluation strategy, and in particular how the achievement of the learning objectives will be measured; and to assess other activities that should be implemented; (ii) Relevant and practical content It follows from the previous principle that the training content should focus on human rights standards and practices that are directly relevant to the daily lives of 26 See Office of the United Nations High Commissioner for Human Rights (OHCHR), Human Rights Training – A Manual on Human Rights Training Methodology (United Nations Publications, no Sales No.). 20