8.2.4.4 Training and Professional Development

Because of the specialised nature of NHRIs, it is unlikely that either the members or the staff of the institution will come to their job fully equipped from previous job experience. This makes training especially important for NHRI staff. Training should cater to both short-term and longer-term needs, and so should address professional development as a broader objective. Institutions must embrace the notion of achieving excellence: this means members and staff should be known as experts in their fields. Human rights issues evolve over time and so professional training is part of the 'life-time of learning' philosophy.

Training and development are more than a one-time transfer of knowledge and skills: they should seek to ensure sustainability so that the NHRI develops the internal capacity to provide its own in-house training, and develop train the trainer programs. This will mean that an 'engaged' or participatory approach is preferred. A core group of NHRI staff should be involved in all aspects of the training – programme and material development; delivery; and evaluation.  It also means that the trainer will be required, in tandem with the core NHRI group, to develop a training manual that the NHRI can use for subsequent in-house training.  This approach, while more costly at the front end, promotes sustainability and allows the NHRI to train and orient new staff in core human rights issues.

Training should be based on a needs assessment that systematically structures all training needs and links them to job descriptions and operational requirements, as well as to the strategic plan.

As part of the strategic objective of building collaboration with civil society, many NHRIs make it a practice to invite NGOs and community organisations to staff training courses. This is done, of course, on an "as appropriate" basis. A particular effort needs to be made to ensure that women's organisations, and those representing vulnerable groups more generally are included and, where possible, their direct expenses paid, subject to applicable UN rules. Similarly, UNCT staff should attend sessions to the extent possible.

Implications for the Establishment Phase: Training should be seen as a necessary part of any general project of technical assistance. Much of the training, especially the practical training on programme implementation, will likely require the use expert-practitioners, preferably those with experience in the region.

Annex 4: Guidelines for general NHRI training

Other options for professional development include:

• mentoring;
• exchange programmes; and
• study tours or longer attachments, where professional staff from newer institutions visit more established ones that carry out similar kinds of programming to learn from them and then apply those lessons at home.