Manual for the Design and Implementation of Recordkeeping Systems (dirks)
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Develop a training strategy
If you believe that a staff training program will be necessary to enable effective system implementation in your department/section, Step F will involve you developing a training strategy that allows you to achieve this objective. This strategy will be implemented in Step G, Implementation of a recordkeeping system.
If you are developing a training strategy, in Step F you should specifically identify:
- what concepts, policies, procedures or requirements you want to support using training
- recommended training methods - will training be face to face, online, publication based, hands-on use of live system etc, developed and conducted by internal or external staff, and
- the timetable for your training schedule.
| ^ Tip: Include all relevant offices If it is appropriate, do not forget to include all offices of your department/section in your training strategy. |
As has been discussed, training should be used as a strategy to support virtually any DIRKS project. Training ensures that staff affected by the design of the new recordkeeping system are informed, supported and equipped with the appropriate skills and experience to effectively use this system.
| Tip: Use what has worked previously If you have adopted training strategies in the past that proved effective in your department/section, use them again. Know what training strategies have failed and this knowledge to avoid making similar mistakes. |
What to support using training
Making decisions about the type and content of the training you will offer to staff will largely depend:
- the nature of the system changes you are implementing
- the staff members' roles in relation to the operation of the new system, and
- the appropriate knowledge and skills required to carry out that role.
If the system changes you are implementing are significant, fairly detailed training in actual use of the system may be required for all staff that will use it. If changes are minimal but you still want to keep people informed, your training strategy could comprise a ten-minute briefing at your next staff meeting.
If the changes to your recordkeeping systems are significant, or if you think there is an office wide need for it, you may wish to collect information regarding current levels of knowledge and expertise in order to assess individual, work group and section training needs. Some of this information may have emerged during your DIRKS project and can be used to guide your training strategy development.
| ^ Example: General training in the principles of records management You may have discovered in your investigations that there is little knowledge of general principles of records management or even what constitutes a record in your department/section. There may also be little knowledge about the recordkeeping responsibilities of staff. Therefore, general training on these issues may be required before launching into more detailed training on recordkeeping tools or systems. |
Other ways to collect information about training needs might include:
- interviews
- observation
- job analysis
- quality control and performance appraisal reports, and
- skills analysis and/or audit.
| Tip: Use targeted training tactics Depending on your target audience, special one-on-one or tailored training may also be required for managerial staff or select groups of users with particular responsibilities. |
Determine how training will be developed and presented
If you recommend that training should be developed and presented internally, your training strategy should identify the person or persons with training drafting and presentation responsibilities.
Recommended training methods
Depending on the needs of your department/section or the nature of the system you are implementing, you may want to develop a range of delivery methods for your training strategy, or adopt a specific method that is going to best meet your needs.
Possible options for your training program include:
- briefings
- face-to-face training, where participants also have 'hands-on' practice on a live system
- online, context-sensitive help
- reference cards and charts
- 'tips and hints' documentation, regularly updated in response to problems and quirks encountered by users
- user guides and manuals - in hard-copy form, or made available on your section's intranet, and
- user help-desk facilities.
Be guided by your own risks, resources and systems when determining the best method of training for your department/section.
| ^ Example: Online training or printed course materials If yours is a large and distributed department/section and you know you will never gather all relevant staff in one place at one time, investigating online training or the use of printed course materials which people can pick up in their own time. |
| ^ Example: Working through changes in small groups If you have implemented significant technical changes to the system and consequent changes to business processes, it may be best to sit people down in small groups in front of the new technology and walk them through the changes. |
| ^ Example: Immediate training and induction training package You may decide to have an immediate training run, where you provide all current staff with an overview of the existing system. However you also decide to develop an induction training package, to ensure all new staff are also provided with relevant information about recordkeeping and your recordkeeping systems. |
External training options
If you do not have the resources internally to develop courses and present them to all relevant staff, you may want to consider engaging consultants to do this for you. Records management consultants can develop customized training and present this for staff. Please contact ARMS for advice about external records management training.
ARMS can provide advice on different forms of external training that are available. External training options might include:
- tailored courses prepared and provided by external consultants
- presentations by records management software vendors
- vocational, undergraduate and post graduate courses conducted by colleges and or universities, and
- short courses, seminars and other forms of continuing education offered by ARMS, tertiary institutions and professional associations.
Develop a training timetable
It is important to determine when you are going to implement your training plans. Consider the state of your system's development, issues that may have previously delayed its deployment or other risks it may face.
With these in mind, draft a plan that states when you will have training content developed by, when you will present this content to users, or alternatively, when you will engage consultants to develop a training package for you.
Be sure to consider the requirements of your chosen training method - face-to-face classes, formal course reading material etc when finalizing your timetable.
Note that this training timetable will need to be referenced in the broader implementation timetable you develop as part of Step G: ^ Implementation of a recordkeeping system.
| Tip: Keep focussed on your target audience Remember your target audience and remember the message you want to communicate. When developing course material, try to explain your message using examples that are relevant to your target audience and provide them with knowledge that will be directly relevant to their responsibilities. When determining a project timetable, also keep users in mind. Try not to let there be a lag between the time the system is rolled out, and the time when users actually receive training. |