Training Program Plan: Records Management

CorLencia Johnson
CUR 570
Dr. Gregory Dlabach
September 18, 2017
 Overview

This training plan is the nal signature assignment for the

University of Phoenixs Master of Arts in Educa>on/Adult
Educa>on & Training degree program. Each part of this
assignment covers a variety of assignment topics that have been
covered throughout the degree program. This training plan will
focus on the development of a Records Management Training
Program for the 507th Wing. There are seven main parts that will
demonstrate the knowledge and skills necessary to develop a
training program that leads to a posi>ve impact on adult
learning.

2
 Part I Needs Analysis

A training needs analysis is the process in which a company iden>es the
training and development needs of its employees so that they can do their jobs
eec>vely (The Economic Times, 2017). In determining the training needs, Records
Management trainers need to conduct a needs analysis in eorts to be cognizant of
trainees knowledge, skills, and abili>es, and develop the best training techniques
that are aligned with the outcomes the organiza>on wants to achieve. It is also
important for the trainers to understand the organiza>ons mission and goals in
eorts to help the organiza>on see a way forward. All of the informa>on found
aTer conduc>ng a needs analysis helps trainerss to become beUer educators and
improve student performance.
The trainers will send surveys to each oce to determine the training needs
by using a point scale and asking ques>ons that relate to how clearly personnel
understand Records Management (Balle, 2017). Through the surveys, the
percentage of personnel that knew the importance of maintaining records but they
did not know the correct way of maintaining them, the percentage of personnel
who had records management experience but had not properly maintained records
since they have been assigned to the organiza>on, and the percentage of personnel
who had no experience with maintaining records at all can be determined. Trainers
will also use ques>onnaires during the phases of training because they provided
various forms of data that can gauge the success of the training and its impact on
the organiza>on and its personnel. Ques>onnaires are a great asset because
geography will not stand in the way of collec>ng the data. The ques>onnaires help
to determine if trainees understand the learning objec>ves and also iden>es areas
of the training that are successful or needed improvement. For example, some
trainees may iden>fy that they would like to see more informa>on on how to create
le plans in the training. Some trainees may state that they would also like to see
more hands on demonstra>ons in the training. Records Management trainers can
use this feedback to improve future training sessions. Trainers will also use
observa>ons to watch and visually see the behavior of the trainees. Observa>on can
take place at any level, but the best observa>ons can take place in the training
environment or the trainees oce.

3
When the observa>ons are conducted, a true report of the process can be
conducted. Through observa>ons it may be discovered that some of the trainees
nd it dicult to incorporate managing records in their daily tasks because records
have to be maintained in an electronic and paper format. Trainers must use the
informa>on from the observa>ons to determine the best way to make managing
records a uid process of day-to-day opera>ons.

A needs analysis is one of the most important steps in developing a training

program plan. It lays the founda>on for the task and the learners analysis to follow.
It helps to determine the basis for further decisions, iden>es the audience,
limita>ons, opportuni>es, & other key factors essen>al to the training. From the
surveys, ques>onnaires and observa>ons, it can be determined that a needs
analysis is necessary to get the training program at a minimum in sa>sfactory
condi>on. The specic informa>on measured during the needs analysis included:

The number of personnel that needs the ini>al training and the number
of personnel that needs refresher training. Refresher training will take
into the considera>on the last >me appointed records custodians,
func>onal area records managers, and chief of oce of records received
Records Management Training.

The budget needed for the amount of supplies such as le folders, folder
labels, external hard drives, etc. needed for the course.

The current state of each oces records. This includes determining

which parts of the current records setups are in excellent, sa>sfactory,
fair, needs improvement, or unsa>sfactory condi>on.

The manpower of each oce is important in determining the dierent
ways for Func>onal Area Records Managers, Chief of Oce Records, and
records custodians to beUer manage the upkeep of the records needs to
be determined. 4
 Part II Training Program Description
Training Program Introduc0on:
The 507th Wing is currently organizing the curriculum for our Records
Management Training (RMT). The training will be conducted over a three-day
period for ini>al trainees and refresher trainees. It will create a posi>ve impact on
the organiza>on because it will teach personnel how to responsibly create,
maintain, and dispose records for their oces in accordance with government
direc>ves and regula>ons. Crea>ng a records management training program also
has a posi>ve impact on the organiza>on because (Iron Mountain, 2015):

It allots faster record retrieval
It keeps the organiza>on in legal compliance
It improves storage space on the network systems
It helps with Informa>on security by prevent unauthorized access to data.

Part of the training includes trainers teaching trainees how to setup records in their
own oce. Records include all books, papers, maps, photographs, machine-
readable materials, or other documentary materials, regardless of physical form or
characteris>cs, made or received by an agency of the United States Government
under Federal law or in connec>on with the transac>on of public business and
preserved or appropriate for preserva>on by that agency or its legi>mate successor
as evidence of the organiza>on, func>ons, policies, decisions, procedures,
opera>ons, or other ac>vi>es of the Government or because of the informa>onal
value of the data in them. (Na>onal Archives, n.d.).

The government direc>ves and regula>ons that denes this training are as follows:

The Federal Records Act of 1950 requires government agencies to manage

records with the par>cipa>on of all personnel such as military members,
civilians, and contractors (U.S. Department of Educa>on, 2016).

The E-Government Act it ensures the use of electronic government services
and improves the use of informa>on technology in government opera>ons
(Jus>ce Informa>on Sharing, 2013).

The Paperwork Reduc>on Act its intent is to reduce the amount of paperwork
that could poten>ally burden ci>zens and private businesses (Jus>ce
Informa>on Sharing, 2013).

5
 The Data Quality Act main purpose is to provide policy and procedural
guidance to government agencies to ensure and maximize the quality,
objec>vity, u>lity, and integrity of informa>on disseminated by government
agencies (Center for Eec>ve Government, 2015).

Presiden>al Memorandum M-12-8 In 2011, President Obama signed this

memorandum star>ng an Execu>ve Branch-wide eort to reform records
management policies and prac>ces in eorts to develop a 21st-century
framework for the management of Government records (Genis, 2011).

The crea>on of this plan is impera>ve to building the founda>on of this training
program which will have a posi>ve impact on the organiza>ons adult learners.

Scope of the Training: Records Management Training is a comprehensive program
that teaches personnel how to responsibly create, maintain, and dispose records in
accordance with government direc>ves and regula>ons. Records management is
the eld of management responsible for the systema>c control of the crea>on,
maintenance, use, and disposi>on of records and it addresses the complete life
cycle of records. Records management does not solely focus on paper records, but
it also includes electronic records and other informa>on regardless of physical form
or characteris>cs.

Audience: The targeted audience for this course is military members, civilians, and
contractors regardless of rank or posi>on. Records are considered the lifecycle of
informa>on, so these students must maintain and keep them to document the
history of government ac>vi>es.

Course Goals:
Students will be able to iden>fy what cons>tutes an ocial record and
vital records.

Students will be able to establish and maintain paper and electronic
records according to regula>ons.

Students will be able to demonstrate how to create le plans using the Air
Force Records Informa>on Management System.

6

Students will be able to explain the basic principles of the Privacy Act and
Freedom of Informa>on Act.

Objec0ves: The objec>ves will primarily use collabora>ve learning and encourage
cri>cal thinking skills. Collabora>ve learning is based on the view that knowledge is
a social construct (Cornell University, 2016). It is important because records
management aects all members of the organiza>on. Trainees can work together
and share ideas on how to create great record setups for their oces. Working
together is important to ensuring that trainees have the same understanding and
are on the same page in crea>ng an eec>ve management program. This will also
prevent dierent oces from having dierent records structures that are not setup
in accordance to regula>ons.

The following training objec2ves are in A-B-C-D format. The behavior component
of each objec2ve is about learning and specic skill development (Blooms
taxonomy).

Objec2ve 1:
Audience: Records Management students
Behavior: Discuss and list how to maintain paper and electronic records
according to regula>ons.
Condi>on: In a breakdown of mul>ple teams.
Degree: With a correct response 90% of the >me.

In a breakdown of mul>ple teams (condi>on), Records Management students

(audience) will discuss and list how to maintain paper and electronic records
according to regula>ons (behavior) with a correct response 90% of the >me
(degree).

Objec2ve 2:
Audience: Future records custodians
Behavior: Demonstrate how to create le plans using the Air Force Records
Informa>on Management System
Condi>on: Given supplies, such as le folders, labels, & guide cards.
Degree: With a goal of 100 % accuracy to complete the prociency.

7

Given supplies, such as le folders, labels, & guide cards, (condi>on), future records
custodians (audience) will demonstrate how to create le plans using the Air Force
Records Informa>on Management System with a goal of 100 % accuracy to
complete the prociency (degree).

Objec2ve 3:
Audience: personnel in the Records Management course.
Behavior: Iden>fy what cons>tutes ocial records and vital records.
Condi>on: Given a 25 ques>on mul>ple choice ques>on test
Degree: submilng the test to the instructor with a goal of 100 % accuracy to

complete the prociency.
Given a 25 ques>on mul>ple choice ques>on test (condi>on), personnel in the
Records Management (RM) course (audience) will be able to iden>fy what
cons>tutes ocial records and vital records (behavior) with at least 100% accuracy
(degree).

Objec2ve 4:
Audience: Records Management Students
Behavior: 350-word summary explaining the basic principles of the Privacy Act
and Freedom of Informa>on Act Management System.
Condi>on: Without notes or reference material.
Degree: With a goal of 100 % accuracy.

Without notes or reference material (condi>on), records management students

(audience) will write a 350-word summary explaining the basic principles of the
Privacy Act and Freedom of Informa>on Act (behavior) with a goal of 100% accuracy
(degree).

8
 Part III Budget
The budget for the Records Management Training will not be astronomical. The
current budget is projected at $4,000. The funding has already been obtained from
the funding received from higher headquarters for the end of the scal year. The
biggest cost will be for supplies and equipment such as le folders, folder labels,
external hard drives, and le cabinets. These items were priced through General
Services Administra>ons. Some of these items may also be acquired at no cost from
the bases records management oce and the bases reu>liza>on oce. These oces
typical have extra supplies and equipment on hand to give to organiza>ons in need.
There is no cost for personnel or external sta because these individuals are
government employees and troops from within the organiza>on. There is also no cost
for the facili>es because the training will occur in the organiza>onal training room
and there is no travel involved because all training is conducted locally.

9
 Part IV Stakeholders & Goals
Military Members Civilians Contractors

Stakeholders: The primary stakeholders for the training program are the
organiza>ons commander, the ight commanders, the oce superintendents, and the
records custodians. The secondary stakeholders are all of the personnel in the
organiza>on. These individuals have the responsibility of giving any record, such as
memorandums, duty list, rosters, emails, appointment leUers, etc., that they create in
their oce to their appointed records custodian. Each of these individuals are
impera>ve to the programs success and enforcement. The organiza>ons commander
holds the most legal responsibility for the records and is ul>mately responsible for
making sure that Chief of Oce of Records, Func>onal Area Records Managers, and
records custodians are appointed in each oce. The ight commanders and the ight
superintendents will act as the Chief of Oce of Records and Func>onal Area Records
Managers. They are responsible for ensuring that the records custodians are doing
their du>es. Dependent upon rank, the records custodian maintains records as a
primary or addi>onal duty.

10
 Part V Training Promotional Materials

Marke0ng Message: Personnel must understand the importance of the training and
what it has to oer. The slogan, logo, fact sheet and benets helps to iden>fy the
training and give it a face to showcase its importance and relevance.

Slogan & Logo:

Records Management: The Life Cycle of Informa>on; the Livelihood of Our Organiza>on

507th Wing

Records
Management
Training

The Life Cycle of Information

11
 Records Management Training Schedule: The three-day course will be conducted on
the rst and third Wednesday of every month from 8 a.m. to 4 p.m. beginning
September 2017. The course agenda will be as follows:

Records Management Course Agenda Thursday (Day 2)

Time
Wednesday (Day 1)

Time Preparing Paper & Electronic Records

0800 - 0900 Course & Student Introductions
0800 - 1000 (Objectives 1 & 2)
Understanding Your Role in Records 1000 - 1015 Break
0900 - 1000 Management & Key Personnel

1000 - 1015 Break Preparing Paper & Electronic Records

1015 - 1100 Continues (Objectives 1 & 2)
1015 - 1100 Identifying Records

Understanding Records Management Laws & 1100 - 1200 Records Inspections

1100 - 1200 Regulations

1200 - 1300 Lunch 1200 - 1300 Lunch

How to use the Air Force Records Information 1300 - 1445 Records Management Bingo
1300 - 1400 Management System (AFRIMs)

1400 - 1415 Break 1445 - 1500 Break

1415 - 1500 What are Vital Records? 1500 - 1550 Knowledge Test - (Objective 3)
1500 - 1550 How to Dispose Records
1550 - 1600 End of Day Questions
1550 - 1600 End of Day Questions

! !
Friday (Day 3)

Time

Understanding the Privacy Act & the Freedom of

Information Act (Objective 4 & Formative
0800 - 1000 Assessment)

1000 - 1015 Break

1015 - 1100 Records Management & Emails

Criminal Penalties Involved with Handling

1100 - 1200 Records

1200 - 1300 Lunch

1300 - 1430 Records Management Jeopardy

1430 - 1440 Questions

End of Course Assessment (Summative

1440 - 1530 Assessment)
12
1530 - 1600 Student Feedback/ End of Course
 Fact Sheet: Personnel must understand the importance of the training and what it has
to oer. The slogan, logo, fact sheet and benets help to iden>fy the training and give
it a face to showcase its importance and relevance.

507th Wing Records Management

Training Program Fact Sheet
Mission:
September 2017
To train 507th Wing personnel how to eec>vely manage records in accordance to
government direc>ves.

Training Effective Date: 18 Sept 2017 Training programs are currently being
developed at all 59 United States Air
Location: 507th Wing Training Room, Force installations.
Building 7, Room 521
507 Tyndall Avenue 95.5% of all trainees are able to
Travis Air Force Base, Nevada effectively manage and maintain
records in their organization after
Instructors: SMSgt Connell Henry receiving training.
MSgt CJ Green
More than 2 to 5 trainees use
Occurrence: 2nd & 4th Wednesday; Bimonthly knowledge gained to improve other
records management programs at other
Attendees: All 507th Wing Personnel military installations.

Number of Personnel: 600 Training program funded every fiscal

year.
Trainee/Trainer Ratio: 20/2
Alternate Training Loca>on
McGraw Training Hall
Building 12, Room 2
321 Keesler Avenue
Travis Air Force Base, Nevada

13
Benets of Training Program: Establishing a Records Management Training program is
benecial because a structured training program can (McNamara, n.d.):
Increase morale, mo>va>on, and job sa>sfac>on among personnel.
Help improve processes and eciencies.
Increase knowledge sharing, best prac>ces and build con>nuity.
Get all employees on the same page when they receive the same training.

The course oers a few instruc>onal prac>ces that will produce a posi>ve impact on
adult learning. For example, at the end of the training, trainees will complete a
summa>ve assessment in the form of one of the following op>ons:

Crea>ng a 10-minute crea>ve presenta>on or wri>ng a 1700 2500 word document
comple>ng the following:
Dening what is records management and its benets.
Explaining what skills are needed to be an eec>ve records manager.
Discussing the dierent rules and regula>ons that eect records
management.
Detailing the steps for crea>ng a le plan.
Dening the Privacy Act and Freedom of Informa>on Act.
Describe your plan for organizing your oces records.

The success of the assessment will be measured with the use of a rubric. The
measurement has a total of 100% with trainees mee>ng the following criterion:
Knowledge of informa>on will count for 60%.
Content of presenta>on will count for 20%.
Organiza>on, esthe>cs, grammar, punctua>on, format will count for 20%.
Trainees must pass the assessment with a score of 80% or beUer.
The number of student that pass the assessment will determine the success
of the program.

14
Communica0on of Promo0onal Material:

The communica>on of the promo>onal material is impera>ve to keeping personnel
informed. These methods will help to ensure all personnel clearly get the message as
to what, when, and how the training is taking place. For example, 507th Wings
leadership must be on board with the procedures used to communicate the training.
They will be the rst to be briefed on the training in a face-to-face round table mee>ng
with a 15-minute slide presenta>on projected on a wide screen. This will give
leadership a visual of how the training process will take place and it will allot an
opportunity for them to ask ques>ons, give ideas, and discuss any other concerns that
they may have. The organiza>ons intranet will also have a webpage dedicated to
sharing the training process, keeping personnel connected and to keep personnel
informed. Any memorandums, updates, or changes will also be posted on the website.
Another eec>ve modality to communicate training will be through video
teleconferencing (VTC). A VTC is a cost eec>ve way of communica>ng the training
program. Some personnel are constantly on the go and not all may be physically
available or allowed to aUend certain briengs. Personnel can also be no>ed through
email. All personnel have email accounts and they can acknowledge receipt of the
informa>on that they receive on the training. This will also help trainers keep up with
who knows of training informa>on and who does not. Lastly, communica>on can also
be accomplished on digital bulle>n boards throughout the organiza>on. The bulle>n
board can be used to display the training progress of each ight, changes, and updates
as necessary.

15
 Part VI Program Evaluations

Evalua0ons: There are a variety of evalua>ons that can be used throughout the
dierent phases of the program. The following are three evalua>on examples that will
be used:
Trainees will be evaluated to determine their understanding of the Privacy Act and
the Freedom of Informa>on Act. They will be graded on a 5-point scale using a
holis>c rubric. A holis>c rubric is considered easy to create, allows faster scoring,
and it evaluates the en>re assignment (Schaefer & Sustersic Stevens, 2016).
Score! Privacy+Act+&+Freedom+of+Information+Act+Assessment+Template!

5! Trainee!has!met!all!requirements;!trainee!demonstrates!complete!
understanding!of!the!Privacy!Act!and!the!Freedom!of!Information!Act.!!
4! Trainee!has!met!requirements;!trainee!has!standard!understanding!of!the!
Privacy!Act!and!Freedom!of!Information!Act.!
3! Trainee!has!a!basic!understanding!of!requirements;!trainee!has!a!basic!
understanding!of!the!Privacy!Act!and!Freedom!of!Information!Act.!!
2! Trainee!has!minimal!understanding!of!requirements;!trainee!knows!only!a!
little!information!on!the!Privacy!Act!and!Freedom!of!Information!Act.!
1! Trainee!has!no!knowledge!or!understanding!of!the!requirements;!trainee!has!
no!knowledge!or!understanding!of!the!Privacy!Act!and!Freedom!of!Information!
Act.!
0! Trainee!did!not!do!the!requirements;!no!attempt!was!made.!

16
Trainees will also be evaluated to determine their understanding of the
laws and regula>ons of records management, the importance of
records management, and the penal>es faced for mishandling records.
This can be accomplished with an analy>cal rubric.

Criterion! Exceptional! Satisfactory! Unsatisfactory! Score!

5)out)5!

Laws! Trainee! Trainee! Trainee!did!not!provide!an! !

and! displayed! provided! understanding!of!the!laws!
Regulations! very!detailed! general! and!regulations!that!govern!
knowledge,! understanding! records!management.!!
listed,!and! of!some!of!the!
described!all! laws!and!
of!the!laws! regulations!that!
and! govern!records!
regulations! management.!!
that!govern!
records!
management.!!
Importance! Trainee! Trainee! Trainee!did!not!provide!an! !
of! displayed! provided! understanding!of!the!
Records! very!detailed! general! importance!of!records!
knowledge!of! understanding! management.!!
the! of!the!
importance! importance!of!
of!records! records!
management.!! management.!!
Penalties! Trainee! Trainee! Trainee!did!not!provide!an! !
displayed! provided! understanding!of!the!
very!detailed! general! penalties!for!mishandling!
knowledge!of! understanding! records.!!
the!penalties! of!the!penalties!
for! for!mishandling!
mishandling! records.!
records.!
! ! ! Total!Score:! !

17
The overall Records Management Training Program will also be
evaluated using a four-point scale by the Installa>on Records Managers.
This evalua>on will help to iden>fy weaknesses in the training and the
informa>on from them can be used to make future training sessions
beUer (Dalto, 2016).

Program Evaluation Rubric

Title of Records Management Training

Course
Instructor Senior Master Sergeant Connell Henry

Date

Excellent Satisfactory Needs Unsatisfactory Score

Improvement

4 points 3 points 2 points 1 point

Instructor The instructor The instructor The instructor The instructor

provided very provided provided some did not provide
clear, detailed good instructions instructions and
instructions instructions and included did not include
and included and included some learning learning
learning learning strategies but strategies that
strategies that strategies that could have were aimed at
were aimed at were aimed at included more building desired
building building information knowledge,
desired desired that was aimed skills, and
knowledge, knowledge, at building understanding
skills, and skills, and desired of the laws and
understanding understanding knowledge, regulations that
of the laws of the laws skills, and govern records
and and understanding management.
regulations regulations of the laws and
that govern that govern regulations that
records records govern records
management. management. management.
Training The training The training Some of the The training
Design objectives are objectives are training objectives are
clear, concise, defined and objectives are not defined or
defined and incorporated defined and incorporated for
incorporated for attendees incorporated, attendees to
for attendees to learn but more could learn curriculum
to learn curriculum have been topics covered
curriculum topics included, for in the program.
topics covered in the attendees to
covered in the program. learn
program. curriculum
topics covered
in the program.
Relevance The training The training The training The training did
of Training provided provided provided some not apply
valuable and basic information, information that
essential information but could have would be of use 18
information that will be provided more, in the work
 Part VII Implementation

The 10- to 15-minute ac>vity based on the Records Management Training Program goal and aligned
objec>ves can be found in the following loca>on suing the presenta>on tool SlideShare:

hUps://www.slideshare.net/CorLenciaJohnson/aet-570-signature-assignment-ac>vity-c-johnson

In closing, crea>ng an eec>ve training plan helps to improve the learning

experience of the trainees. Trainees learn beUer when the curriculum is organized and
structured. Crea>ng an eec>ve training plan aids in building eciency and outlines
the process necessary for students to learn skills and enhance their development and
competences. The develop of the Records Management Training plan will be a key
aspect in the organiza>on maintaining its mission and being a dynamic military
organiza>on.

19
 References

Balle, L. (2017). How To Measure Eec>ve Communica>on. Retrieved from

hUp://smallbusiness.chron.com/measure-eec>ve-communica>on-3180.html

Benets of Records Management (2015). Retrieved from hUp://www.docule.co.za/benets-of-

records-management/

Collabora>ve Learning: Group Work. (2016). Retrieved from

hUps://www.cte.cornell.edu/teaching-ideas/engaging-students/collabora>ve-learning.html.

Dalto, J. (2016). How to Write BeUer Smile Sheets: Whats Wrong With Tradi>onal Training Evalua>on

Forms and How to Make them BeUer. Retrieved from hUps://www.convergencetraining.com/

blog/how-to-write-beUer-smile-sheets

Debois, S. 2016. 9 Advantages and Disadvantages of Ques>onnaires. hUps://surveyanyplace.com/

ques>onnaire-pros-and-cons/

Deni>on of a Training Needs Analysis. (2017). Retrieved from hUp://economic>mes.india>mes.com/

deni>on/training-needs-analysis

Develop a Professional and Comprehensive Records Management Program. (2015). Retrieved from

hUp://www.ironmountain.com/Services/Records-Management-And-Storage/Records-

Management-Programs.aspx

Disposal of Records (44 U.S.C. Chapter 33). (n.d.) Retrieved from hUps://www.archives.gov/about/

laws/disposal-of-records.html

E-Government Act of 2002. (2013). Retrieved form hUps://www.it.ojp.gov/PrivacyLiberty/authori>es/
statutes/1287

Federal Records Act. (2016). Retrieved from hUp://www2.ed.gov/policy/gen/leg/fra.html

20
 References

Genis, C. (2011). Federal Mandate: Presidential Memorandum Managing Government Records.

Retrieved from http://blogs.ironmountain.com/2011/service-lines/records-management-and-

storage/federal-mandate-presidential-memorandum--managing-government-records/

McNamara, C. (n.d.). Employee Training and Development: Reasons and Benefits. Retrieved from

http://managementhelp.org/training/basics/reasons-for-training.htm

Schaefer, T. F., & Sustersic Stevens, J. (2016). Using Rubrics to Assess Accounting Learning

Goal Achievement. Issues In Accounting Education, 31(1), 17-28. doi:10.2308/iace-

51261

21