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Signature Assignment
CorLencia D. Johnson
CUR 516
Dr. Shirley Burnett
November 7, 2016

Records Management
Training

Phase I
Name of Course

Records Management Training

Course Description

The purpose of this course is to provide comprehensive training

that teaches all personnel that fall under the 507th Wing how to
responsibly create, maintain, and dispose records in accordance
with government directives and regulations. The 507 Wing
currently has four sub-organizations with a total of 600 personnel.
The government directives and regulations that defines this
training are as follows:

Audience

The Federal Records Act of 1950 requires government

agencies to manage records with the participation of all
personnel such as military members, civilians, and
contractors (U.S. Department of Education, 2016).

The E-Government Act it ensures the use of electronic

government services and improves the use of information
technology in government operations (Justice Information
Sharing, 2013).

The Paperwork Reduction Act its intent is to reduce the

amount of paperwork that could potentially burden
citizens and private businesses (Justice Information
Sharing, 2013).

The Data Quality Act main purpose is to provide policy

and procedural guidance to government agencies to
ensure and maximize the quality, objectivity, utility,
and integrity of information disseminated by
government agencies (Center for Effective Government,
2015).

Presidential Memorandum M-12-8 In 2011, President

Obama signed this memorandum starting an Executive
Branch-wide effort to reform records management
policies and practices in efforts to develop a 21st-century
framework for the management of Government records
(Genis, 2011).

The targeted audience for this course is military members,

civilians, and contractors regardless of rank or position. Records

are considered the lifecycle of information, so these students must
maintain and keep them to document the history of government
activities.
Modalities:

The most effective training delivery modalities for this course

structure are will include (ESG, 2014):

Course Goals

Instructor-led training training is facilitated by an

instructor in a classroom or virtual setting. Elements of
instruction such as PowerPoint presentations, instructional
games such as Jeopardy and Bingo, will also be a part of
this training format.
Web-based training training is self-directed on a
computer accomplished at the employees workstation.
Students will be able to identify what constitutes an
official record and vital records
Students will be able to establish and maintain paper and
electronic records according to regulations.
Students will be able to demonstrate how to create file
plans using the Air Force Records Information
Management System.
Students will be able to explain the basic principles of the
Privacy Act and Freedom of Information Act.

Phase II
Course objectives in the A-B-C-D
format

Objective 1:

Audience: Records Management students

Behavior: Discuss and list how to maintain paper and
electronic records according to regulations
Condition: In a breakdown of multiple teams
Degree: With a correct response 90% of the time.

In a breakdown of multiple teams (condition), Records

Management students (audience) will discuss and list how to
maintain paper and electronic records according to regulations
(behavior) with a correct response 90% of the time (degree).
Objective 2:

Audience: Future records managers

Behavior: Demonstrate how to create file plans using the

Air Force Records Information Management System

Condition: Given supplies, such as file folders, labels, &
guide cards.
Degree: With a goal of 100 % accuracy to complete the
proficiency.

Given supplies, such as file folders, labels, & guide cards,

(condition), future records managers (audience) will demonstrate
how to create file plans using the Air Force Records Information
Management System with a goal of 100 % accuracy to complete
the proficiency (degree).
Objective 3:

Audience: personnel in the Records Management course.

Behavior: Identify what constitutes official records and
vital records.
Condition: Given a 25 question multiple choice question
test
Degree: submitting the test to the instructor with a goal of
100 % accuracy to complete the proficiency.

Given a 25 question multiple choice question test (condition),

personnel in the Records Management (RM) course (audience)
will be able to identify what constitutes official records and vital
records (behavior) with at least 100% accuracy (degree).
Objective 4:

Audience: Records Management Students

Behavior: 350-word summary explaining the basic
principles of the Privacy Act and Freedom of Information
Act Management System.
Condition: Without notes or reference material.
Degree: With a goal of 100 % accuracy.

Without notes or reference material (condition), records

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

Explanation of Objectives

The objectives will primarily use collaborative learning and

encourage critical thinking skills. Collaborative learning is based

on the view that knowledge is a social construct (Cornell

University, 2016). It is important because records management
affects all members in these students offices. Students can work
together and share ideas on how to create a dynamic program for
their organizations. Working together is important to ensuring that
students have the same understanding and are on the same page in
creating an effective management program. This will also prevent
different offices from having different records structures that are
not setup in accordance to regulations.
Instructional Strategies and
Activities Description

Instructional activities are defined as experiences that require

interactions and events in which students participate in efforts to
gain new skills, knowledge, or insight (Brown & Green, 2011).
The instructional strategies that will be used include:

Instructional Technologies Used

Instructional games Games such as Jeopardy and Bingo

can be used to convey course objectives. They help to
motivate students, get them involved, aid in providing
structure, and can spark creativity.
Questions and answers this will help to see what
students know about the subject
Presentations an informative way to helps organize the
course material and present it in a structured way
Lectures this will give an overview of the theorized
course material and provide information to help students
better see the relationship of course material and
activities.
Demonstrations this will help students to see and
understand the course concepts first hand. For example,
students can be shown how to label file folders correctly
then they will have the opportunity to do them on their
own.

The use of smart devices, social media, different

programs/software, etc all can be used to enhance instructional
design. Technologies use will include:

Laptops: Each student will have a laptop on their desk for

Internet access. With a laptop students can look up
policies and directives that govern the Records
Management program.

Smart boards: will be used by the instructor to display

course information and presentations.

Software: The course information will be presented by the

instructor in presentation format using the program
Microsoft PowerPoint. The software, AFRIMS, will be
used to help students organize file plans and create file
folder labels that can be printed off.

Computer-based Training (CBTs) will be used as a

reference source for students in their duty location to help
keep them a brisk of course material.

Phase III
Length and Time of Course

The three-day course will be conducted on the first and third

Wednesday of every month from 8 a.m. to 4 p.m. beginning
February 2017. It will be held at Nellis Air Force Base in the
Heritage Technology Center. The course implementation agenda
will be as follows:

Records Management Course Agenda

Wednesday (Day 1)
Time
0800 - 0900
0900 - 1000
1000 - 1015
1015 - 1100
1100 - 1200
1200 - 1300
1300 - 1400
1400 - 1415
1415 - 1500
1500 - 1550
1550 - 1600

Course & Student Introductions

Understanding Your Role in Records
Management & Key Personnel
Break
Identifying Records
Understanding Records Management Laws &
Regulations
Lunch
How to use the Air Force Records Information
Management System (AFRIMs)
Break
What are Vital Records?
How to Dispose Records
End of Day Questions
Thursday (Day 2)

Time
0800 - 1000
1000 - 1015
1015 - 1100

Preparing Paper & Electronic Records

(Objectives 1 & 2)
Break
Preparing Paper & Electronic Records

1100 - 1200
1200 - 1300
1300 - 1445
1445 - 1500
1500 - 1550
1550 - 1600

Continues (Objectives 1 & 2)

Records Inspections
Lunch
Records Management Bingo
Break
Knowledge Test - (Objective 3)
End of Day Questions
Friday (Day 3)

Time

0800 - 1000
1000 - 1015
1015 - 1100
1100 - 1200
1200 - 1300
1300 - 1430
1430 - 1440
1440 - 1530
1530 - 1600

Understanding the Privacy Act & the Freedom of

Information Act (Objective 4 & Formative
Assessment)
Break
Records Management & Emails
Criminal Penalties Involved with Handling
Records
Lunch
Records Management Jeopardy
Questions
End of Course Assessment (Summative
Assessment)
Student Feedback/ End of Course

Implementation Personnel

Personnel involved in the facilitation process of the will include

the course facilitator CorLencia Johnson, the Base Records
Manager, Camryn Hunter and the organizations Functional Area
Records Manager, Jasper Jones. New hires, military members,
and civilians will complete the training within 45 days of joining
the organization. Established personnel will complete the training
in accordance with the email sent the section superintendents.

Required Resources and Materials

All materials are included in the course and will be given to the
students on the first day of the course. These materials include:
Hanging file folders and regular folders
Charge out forms
File labels
Locator cards
Paper
Pencil
The resource materials for the Bingo and Jeopardy games are
developed by the instructor prior to the course and will be used
for future courses. Students need only to bring themselves and be

ready to learn.

Course Funding & Cost

The course is already funded by the Department of Defense.

There will be no cost to the students or sub-organizations.

Additional Details

This plan will be distributed to each of the 507th Wings suborganizations in both hardcopy and electronic formats on 9
January 2017.
Adherence to this plan is mandatory for all sub-organizations per
the 507th Wing Commander.
Each organizations superintendent will be responsible for
selecting personnel from the monthly alpha roster and ensuring
their personnel attend the training. There will only be 30 slots
available for each class.

Assessments

This course will include a formative and summative assessment.

The formative assessment will be a question and answer session
on how well students know information on the Privacy Act and
the Freedom of Information Act. The summative assessment will
be an electronic, 100-question exam at the end of the course. It
will consist of multiple-choice questions, true and false questions,
and video demonstrations with questions at the end.
Phase IV

Determination of Course
Effectiveness

Observing how the students performed in the four activities listed

in the objectives, their scores from the knowledge test and end of
course assessment, and the information from the formative
assessment and summative assessment will all be used as the
criteria to determine whether the goals, objectives, and overall
outcomes of the course are met. This will also determine if the
appropriate instruction and assessments were used for the course
alignment.

Evaluation Instruments

A grading scale will be used for the knowledge test and the end of
course assessment. The grading scale is as follows:

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Grading Scale
Percentage

A
95+

B
90 - 94

C
87 - 89

D
84 - 86

F
80 &
below

A grading rubric will also be used for the Objective 4 summary.

The grading rubric is as follows:
Summary Assignment Grading Rubric
Criteria
Points
Earned

Comments

Content 70%
Students summary demonstrates
a vast amount of knowledge in
understanding the basic
principles of the Privacy Act and
Freedom of Information Act.
Organization 20%
The summary is a minimum of
350 words in length.
There is an introduction and a
conclusion
Sentences are complete, clear,
concise and well constructed.
Mechanics 10%
The correct use of grammar,
punctuation, and spelling were
followed.

Evaluation Overview

The information from the assessments, the Objective 4 summary,

the feedback, and other course activities will aid in identifying
areas students are excelling in and areas that need improvement.
The course instruction and assessment must be aligned to achieve
learning outcomes. Instructional efficacy of the course is
optimized through alignment (Gutierrez, 2015). Effective
alignment is also imperative for effective course design strategies.
The alignment of content, activities, and objectives are key in
evaluating the learning strategy to determine if change or
redesign to the course is necessary (Gutierrez, 2015).

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References
Brown, A., & Green, T. (2011). The Essentials of Instructional Design: Connecting Fundamental
Principles with Process and Practice (2nd ed.). Boston, MA: Pearson Education, Inc.,
Publishing as Allyn & Bacon.
Collaborative Learning: Group Work. (2016). Retrieved from
https://www.cte.cornell.edu/teaching-ideas/engaging-students/collaborativelearning.html.
Data Quality Act. (2015). Retrieved from http://www.foreffectivegov.org/node/3479
Duverge, G. 6 Effective Strategies for Teaching Adults. Retrieved from
http://online.pointpark.edu/education/strategies-for-teaching-adults/
E-Government Act of 2002. (2013). Retrieved form
https://www.it.ojp.gov/PrivacyLiberty/authorities/statutes/1287
Federal Records Act. (2016). Retrieved from http://www2.ed.gov/policy/gen/leg/fra.html
Genis, C. (2011). Federal Mandate: Presidential Memorandum Managing Government
Records.
Retrieved from http://blogs.ironmountain.com/2011/service-lines/records-managementand-storage/federal-mandate-presidential-memorandum--managing-governmentrecords/
Gutierrez, K. (2015). Alignment Should Always Be Our Watchword in eLearning. Retrieved
from http://info.shiftelearning.com/blog/alignment-should-always-be-our-watchwordelearning
Is Your Training Evolving? Modalities You Should Know & Use. (2014). Retrieved from
http://www.educationservicesgroup.com/index.php/is-your-training-evolving-modalities-

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you-should-know-and-use/
Paperwork Reduction Act. (2013). Retrieved from
https://it.ojp.gov/PrivacyLiberty/authorities/statutes/1289
The Advantages of Smart Boards in the Classroom. (2014). Retrieved from
http://www.governorsolutions.com/the-advantages-of-smart-boards-in-the-classroom/