Manual for Training Police on Anti Human Trafficking

Basic Concepts on Human Trafficking
If one or two participants are interested in knowing more about some specific issues on AHT that
are under the purview of the training program but can’t be addressed due to time constraints, you
can suggest to them to ask these questions at tea or lunch time, so that the pace of the training
doesn’t get hampered.
Ground rules <strong>for</strong> the training:
You can either:
Spell out the ground rules, which have been written previously on a large sheet of paper/an
overhead transparency/power point presentation, and ask whether the participants agree with
them or want to add anything new.
Or you can ask them to suggest and jot them down, prompting some from your own side.
The ground rules may include:
Punctuality in attending the training program.
Sticking to the time allotted <strong>for</strong> tea/lunch/dinner and other refreshments.
Switching off their mobile phones.
Waiting <strong>for</strong> one’s turn to speak/not interrupting others mid-speech.
Respect <strong>for</strong> others’ sentiments/opinions etc.
Providing opportunity <strong>for</strong> others to speak and also listening to their opinions.
Others.
Note to the facilitator
You can fix all three chart papers (expectations and objectives of the training program, anxieties/
curiosities, and ground rules) on the wall of the training hall and refer to it during the training
program. Upon completing a session, indicate which objective and expectation of the training
program the just completed session was able to fulfill. This will give the participants a sense of
satisfaction and clarity in recognizing these achievements.
Course Material Appreciation (CMA)
As previously mentioned under objectives, one of the desired outcomes of the facilitation process is that
the participants benefit from the reading resource materials. To ensure that the participants partake
fully in its benefits, promote active and responsive learning. This can be done by assigning individuals
or pairs to present covered topics, to quiz fellow participants, or to have volunteers provide summaries/
debriefings following the readings. Also, as the facilitator, it can be advantageous to a smooth and clear
training to prompt questions from the group, especially after having addressed complicated and/or new
subject matter. The facilitator may wish to <strong>for</strong>ego CMA in the initial session be<strong>for</strong>e substantive topics
are introduced. Even throughout the course of the training, when applicable to the topics/subjects at
hand, the facilitator should make ef<strong>for</strong>ts to drive through the relevant course materials thereby making
the participants involved in the undertaking and appreciation of the said resources. In order to ensure
better appreciation by the participants, other techniques can also be undertaken as below:
Making participants present on any issue based on course material and partaking a discussion
thereon.
Giving sample tests to the participants based on the course material.
Asking participants to bring out a commentary on the plus and minus points of the course material.
If the material is not in the local language, making a participant or resource person address the
topic in the local language.
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