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CorLencia Johnson
CUR 570
Dr. Gregory Dlabach
September 18, 2017
Overview
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.
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.
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:
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).
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.
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.
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.
507th Wing
Records
Management
Training
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:
Time
Wednesday (Day 1)
! !
Friday (Day 3)
Time
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.
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.
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).
Date
The
10-
to
15-minute
ac>vity
based
on
the
Records
Management
Training
Program
goal
and
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objec>ves
can
be
found
in
the
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loca>on
suing
the
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tool
SlideShare:
hUps://www.slideshare.net/CorLenciaJohnson/aet-570-signature-assignment-ac>vity-c-johnson
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References
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References
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
51261
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