17 November 2004

MINUTES OF THE SEMINAR ON TEACHING RECORDS MANAGEMENT AND ON FURTHER EDUCATION / TRAINING OF TEACHERS

Organisers:ICA/Committee on Professional Training, ICA/EURBICA, ICA/Section on Archival

Education and the National Archives of Finland

Time and place:National Archives, Helsinki, Finland, 11-12 November 2004

 

THURSDAY 11 NOVEMBER

 

Words of Welcome

Director General of the Finnish National Archives Jussi Nuorteva opened the seminar. He emphasised the importance of training and especially the train the trainers concept. The Finnish National Archives Service is preparing a strategy for itself at the moment and training matters have a high profile in the strategy. Setting priorities is important. In the international scene this setting of priorities can be difficult due to the different views on archives. This was clearly seen when the new EU-Report on Archives was composed as a joint project of all the member states.

Mr Nuorteva told about the evaluation of the National Archives Service that is going to take place in 2005. Three international evaluators will do the job: Sarah Tyacke (UK), Eric Ketelaar (the Netherlands) and John Herstad (Norway). A major change will take place in the service in five years time: half of the staff will retire. In spite of the electronic revolution, the paper holdings of the Service will double by the year 2010. This requires, among other things, long term planning of archival buildings. Electronic records pose a difficult problem from the archival point of view but the Service must tackle it. All these changes and challenges affect profoundly the Service and its capacity to provide services. It must become more efficient and also some re-allocation of services must be done.

Mr Nuorteva conluded his speech by returning to training issues. He pointed out that the Finnish society as a whole is very much focused on education and training. He said that efforts to get records and archives management more established in universities should continue, especially in PhD education.

After Mr Nuorteva, Mrs Anne Luoto-Halvari, a representative of the Ministry of Education welcomed the participants of the seminar to Helsinki. She pointed out that in Finland records and archives management are closely linked together and they constitute an important part of information management. The status of records and archives management has become stronger due to the Freedom of Information Act which was enacted in 1999. The said legislation explicitly emphasises the role of records and archives management in realising the principle of freedom of information.

The field of education and training concerning records and archives management is quite varied in Finland. Traditionally it has been the National Archives Service which has take care of this sector. A big change took place in 1997 when the Department of Information Studies at the University of Tampere took records and archives management as part of its programme. Besides the National Archives of Finland and the University of Tampere, there are players in the field: for example Åbo Akademi (the Swedish University in Turku), Local Government Training Ltd and the Association of Business Archives all provide education and training in records and archives management.

One sector which is presumably not so well covered is the further education and training of teachers. That is why this seminar is so important, concluded Mrs Luoto-Halvari.

 

"Training the Trainers in Records Management: A Project for ICA". The Concept of the Seminar and Its Continuation

Christine Martinez (Directions des Archives de France)

President of CPT Christine Martinez spoke first about the background of the seminar. The background includes three surveys made by different ICA bodies in 2002-2003: CARBICA, EURBICA (realised by the Head Office of the Polish State Archives) and CPT. One of the main results of the surveys was that there is a strong need for records management training. Many countries lack any kind of records management system although there is an increasing need for them. From this need emerged the notion that the best and most economic way to improve the situation would be to realise train the trainers training.

Mrs Martinez pointed out that train the trainers concept is, in a way, rather vague and, consequently, difficult to realise. How to apply it in a concrete way? The question was dealt with in the Executive Board of EURBICA. One idea that came up and received serious consideration was to arrange a single large training event where records managers could come to receive new information on the subject. The idea was abandoned, however, because it would involve major difficulties due to different records management traditions (or, lack of them). CPT put forward a more ambitious concept. Instead of a single seminar, the project should yield something more permanent as a result. It should be based clearly on train the trainers concept applied in the field of records management. In Mrs Martinez’ words, the concept of a training seminar changed into that of a brainstorming seminar that would develop the idea further and define the outlines for a proper project.

The new idea was discussed during the CITRA of Cape Town in October 2003 and was adopted by the Finnish National Archives which announced to be prepared to host an international seminar ("brainstorming seminar") on the subject. The seminar would be the first step of a global ICA project.

Mrs Martinez underlined how ambitious the whole project is. The first steps are important; they prepare the work that is to be done by the working group (experts group). The Helsinki seminar should assess what has been done already, what is the agenda of the present project and what is the best way to proceed.

The seminar should address e.g. following questions:

• what is train the trainers concept;
• what are the subjects that should be taught to records management teachers;
• what are the components of the teaching package;
• problems of evaluation;
• networks and partnerships.

According to Mrs Martinez, the Helsinki seminar should have as a result at least:

• main lines for the report that will be published on the seminar;
• seminar papers to be published as an annex to the report;
• proposals for members of the working group;
• a project proposal to be sent to ICA.

Mrs Martinez emphasised that the success depends on the first step, i.e. the Helsinki seminar. She also stressed that the project must be realised in accordance with the reformed ICA project strategy and practices.

Mrs Elizabeth Shepherd raised the question of funding the project. Mrs Martinez said that in ICA proposals funding is always a problem. An important factor is that train the trainers project falls clearly into one of ICA’s four priority areas, i.e. training. The important thing is to find partners. ICA cannot give money but it can help to find partners. Another point is that not all activities of the project require money; quite a lot can be done without it.

The project proposal would be dealt with on Friday afternoon.

 

What is Train the Trainers Concept?

Anneli Temmes (HAUS, Finnish Institute of Public Administration Ltd)

Mrs Anneli Temmes told first some facts about HAUS (see annex). It is a large organisation which have about 500 external trainers who teach in HAUS-courses and training events. HAUS operates also internationally. Among recent projects is the one that took place in Lithuania where they established a ‘HAUS’ of their own. HAUS helped to prepare its strategy and programmes and trained its trainers.

Mrs Temmes’ presentation gave an overview of the great variety of factors that must be taken into account while planning train the trainers training. One of the factors is whether we are dealing with full time or part time trainers. In both cases two requirements must be met: substance expertise and good communication skills.

Mrs Temmes emphasised the process of training planning. The process includes

• training needs analysis;
• setting objectives;
• course planning;
• course implementation;
• evaluation.

 

The starting point of training needs analysis is a simple one; it can be described as identification of competence deficits that can be eliminated by training and learning. There may be several levels of analysis: national, organisational, personnel groups, individuals. Different sources of information may be used to carry out the analysis, e.g. legislation, interviews, questionnaires.

Setting objectives is a major part of training planning. The core question is: ‘Why will this training be organised?’ The objectives should be realistic and concrete.

As regards course planning, a training manual would be a useful instrument. A training manual contains:

• an analysis of the target group;
• a list of the sessions of the training programme;
• the duration of the training programme;
• a description of the training material;
• a description of the training method;
• a list of visiting trainers;
• the method of evaluation;
• the method of termination.

At the end of her presentation Mrs Temmes emphasised the importance of evaluation. It involves the choice of a method as well as that of the levels of evaluation. The training evaluated should be assessed and developed on the basis of the results of the evaluation.

During the discussion that followed Mrs Temmes’ presentation Mrs Martinez pointed out how important it is that the project defines its target group. This point must be absolutely clear if we want to succeed.

Mrs Angelika Menne-Haritz underlined the two sides of trainers training: there is the expertise side (substance) and the teaching competences side. She also stressed the theoretical aspects involved in the project. There are differences in terms and concepts that must be taken into account. She said that the analysis of different traditions and practices would be useful. She mentioned Eastern Europe as an example. It has a strong records management tradition, differing from the dominant Anglo-Saxon tradition, but still interesting and worth studying.

Mrs Shepherd said that the project should be able accommodate different traditions (theories). She was also of the opinion that the project should not limit itself to teaching methods. A common pattern or model should be found.

Mrs Martinez commented this by saying that part of the reason why records management was chosen was that it genuinely is a difficult subject. In many areas of records (and archives) practice there is consensus but not in records management. The subject is difficult and interesting.

Mrs Shepherd said that the project could exploit existing tools, e.g. the ISO standard on records management. Mrs Martinez pointed out that direct application of internationally established standards can still be difficult. Canadian records management principles are a good example of this. They cannot be applied in francophone countries in Africa although the language is the same. Mrs Sharon Alexander-Gooding suggested that the working group should have members from different traditions. Mrs Shepherd emphasised the concept of accommodation. It may not be possible to apply the existing tools as such in the project. Mrs Alexander-Gooding stressed the practical aspect: the project should produce something that can be used.

 

Definition of Basic Issues

Chairman Marjo Rita Valtonen (University of Tampere)

Mrs Valtonen introduced the subject that was to be discussed. She pointed out the difficulties connected with the concept of records management. There are differences for example in administrative cultures as well as in the mandates and methods of different National Archives Services. Mrs Valtonen pointed out there are certain tools to overcome these difficulties: standards and otherwise established definitions, studies, manuals etc.

As regards definitions, how detailed they should be for the purposes of the project? At what levels the definitions should be applicable? Mrs Valtonen emphasised the fact that there is not much theoretical work done on records management. Some attempts have been made to view records management as part of management theory. A more known theoretical framework is the American life-cycle concept which connect records management to archives management in a certain way. The recent ISO standard on records management, which is based on the Australian standard on records management, may be fruitful from the project’s point of view.

After Mrs Valtonen’s introduction Jari Lybeck (Provincial Archives of Hämeenlinna) explained about the Finnish concept of ‘arkistotoimi’ which is a combination of records management (or parts of it) and archives management. The essential point is that the records of public authorities fall in the domain of ‘arkistotoimi’ right at the beginning of their life-cycle. The authorities have to take care of their ‘arkistotoimi’ themselves (up to the moment of transfer), the National Archives Service does not do it for them. The National Archives Service has certain powers that affect the active life of records and the records work of authorities: the Service determines which records are to be preserved permanently, it can give binding orders (to state authorities) concerning registration of records (which happens according to classification schemes), it can inspect how ‘arkistotoimi’ is carried out in authorities.

Eljas Orrman (National Archives of Finland) stressed the proactive nature of records management. It structures the growing fonds. Both Peter Horsman (Archiefschool) and Sharon Alexander-Gooding emphasised the importance of classification: it is the key issue in records management. According to Mr Horsman the difference between records and archives is quite artificial. Mrs Martinez said that a records manager and an archivist can be the same person. Future fonds are built on current classifications. That is why archivists should be involved right from the beginning. Mrs Menne-Haritz pointed out that access and transparency are important aspects too. Records management is relevant with regard to them.

Mrs Shepherd underlined the need to reach an agreement on the scope of records management. The time schedule of the project is such that there is not too much time to spend on this question. She was in favour of using the ISO definition. Another urgent matter is to define the target group. Mrs Alexander-Gooding pointed out that trainees should be educators in records management and archives. Mrs Martinez’ answer to Mrs Shepherd’s question was that the ISO standard should define the field of action and the target group should consist of professional archivists.

Börje Justrell (National Archives of Sweden) said that there are countries where the concept of ‘records management’ does not exist. One option would be to rely on the definition of the ISO standard. Another option would be to approach the question through legislation and traditions. In any case very tight definitions would be problematic.

Mrs Shepherd stressed the importance of deciding the level where definitions are used in the project. Theoretical coherence would be of great importance whereas methods and practices could vary. The questions that must be solved include also whether the project is meant for civil servants only. Also the nature of the project is open with regard to the education – training dichotomy.

Raimo Pohjola (National Archives of Finland) referred to the different interests of the National Archives Service on the one hand and the non-archival organisations on the other hand. Records management is relevant in the latter group. Mr Horsman said that in Holland everything is in the hands of the National Archives, no one else is interested. Mrs Alexander-Good said that in the Caribbean the National Archives influence the outside world. Mr Horsman emphasised that the approach of the project should be as context free as possible. Mrs Martinez said that the scope of the project should be so large that everybody could pick up what is needed in his or her special context. The results of the project should be applicable in different traditions.

Mrs Menne-Haritz stressed the importance of studying different traditions. A lot can be learned from this study. Trainees in a train the trainers programme should be taught to apply different traditions in their own situation. She emphasised also the importance of mapping the needs of organisations in the field of records management and not only the interests of archivists. Marketing records management is also an important issue.

 

Research and Teaching of Records Management in Universities

Elizabeth Shepherd (School of Library, Archive and Information Studies, University College London)

Elizabeth Shepherd examined in her paper (see annex) the historical development of archives and records management education in UK universities.

In the 19^th and early 20^th centuries British archivists were recruited to the Public Record Office and the few local archives with general historical and classical skills and education and often underwent a period of in-house training. The development of palaeography, diplomatic, local history and librarianship in the universities from 1900 benefited also archivists.

After 1947 new archive qualifications began to crystallize. Since then it has gradually become usual for archivists to complete a first degree, a period of practical experience and a one year, university-based Diploma or Masters. Between 1947 and 1955 five universities established first professional qualifications for archivists. Most relied on one or two full-time academic historians to oversee the subject and tutor the students. Between 1965 and 1980 the university programmes matured and changed. The discipline began to develop academic standing through research for higher degrees in archives.

The advent of records management as a distinct discipline influenced education considerably. First, the programmes of the University of Northumbria took an entirely fresh approach to records. The programmes focused on records and information rather than historical archives. Secondly, the traditional programmes all modernised to take account of the new significance of records management.

The British programmes were shaped by their place within the university. Some were in departments of history, some in library and information studies departments and some attached to the university archive.

By 2000 the picture had altered radically. The remaining traditional programmes were mostly reformed putting emphasis on intellectual issues and on the wider professional context. New programmes began in new subjects (digital preservation at Glasgow University) or offered in new modes (by distance learning). External pressures led to further development such as training and continuing professional development programmes.

In a recent report, the Museums, Libraries and Archives Council developed a framework for archival domain work force education and development. The framework includes five levels of achievement:

• unqualified clerical workers and volunteers;
• para-professionals;
• first professional qualification;
• advanced post-graduate;
• strategic and leadership candidates.

Mrs Shepherd used the framework for an analysis of the current records management offerings by universities in the UK. The picture is quite varied and there is university education available at all levels except level 1. Research degrees in archive studies have been available since 1966 (UCL) but this route has gained momentum rather slowly. One reason for this is that in the UK a research degree is not of clear value in terms of career progression. The prospective development of ‘professional’ doctorates with some taught components and a research thesis may make this a more attractive route. In general, Mrs Shepherd was of the opinion that UK universities could make a greater contribution in the field of records and archives management education and training.

At the end of her presentation Mrs Shepherd pointed out e.g, that international, as well as national, co-operation is essential to ensure the broad development of research and education.

 

The Role of National Archives Services in Records Management Training

Jari Lybeck (Provincial Archives of Hämeenlinna, Finland)

Mr Lybeck limited his presentation (see annex) to the Nordic countries, especially to Finland. The concept of ‘National Archives Service’ he defined to mean an administrative whole consisting of a National Archives and Provincial Archives which function under the National Archives. This system exists in all Nordic countries except Iceland.

It is characteristic to all Nordic countries, except Denmark, that the National Archives Services provide education and training for people working outside of the said Archives Services. They are people working in administrative agencies, businesses, associations etc. and taking care of records management and / or archival duties.

Training provided by the National Archives Services varies from one day events to fairly extensive courses. The National Archives Service of Sweden is a good example of this variety. In Norway the situation is somewhat different. In training sector the influence of the National Archives Service is felt mainly through an organisation called ‘Arkivakademiet’ and through the archival education given at the University of Oslo.

In Finland the role of the National Archives Service is very strong in the field of records and archives management training. There is a formal degree system consisting of two degrees (a higher and a lower one) provided by the National Archives Service. The lower degree has a wide appeal. Since 1969 about 2000 people have taken this degree which consists of a one week basic course on records and archives management, four written examinations, a short paper and some practice. Both degrees have a strong records management aspect in them. This is due to the Finnish concept of archives. In the Finnish system no conceptual difference is made between current records and archives.

In training provided by the Finnish National Archives Service a lot of emphasis is put on records schedules. A records schedule is an instrument to gain control of current records, so it is definitely a records management instrument.

People who teach in the events and courses of the National Archives Service are usually employees of the Service who have an academic degree and who are experts in their respective fields. In the National Archives Service there are 20 to 25 people who are top experts on records management and records schedules. About fifteen of them teach regularly in various training days and courses. They have developed their expertise on the job. There is no systematic internal training programme the aim of which would be to develop their knowledge and skills in records management or teaching records management besides the higher archives degree which is, in practice, compulsory for academic posts in the National Archives Service. There has been, however, some initiatives to organise internal training for people who teach in the training programmes of the National Archives Service.

Peter Horsman opened the discussion that followed Mr Lybeck’s presentation. He asked why in certain environments records management succeeds? Is it supervision? In Finland it seems to be part of the answer. Mr Justrell remarked to this that Finland and Sweden have similar kind of systems. Mrs Shepherd said that countries which could make a contribution to the project should be encouraged. It would be important to identify those countries. Mr Justrell pointed out that universities are not always ideal players in training. Mrs Alexander-Gooding said that in the Caribbean the mandate of the university is to develop the region as a whole. Mrs Martinez returned to the question of the target group. Mrs Shepherd said that individual countries should be the ones to decide it.

Mr Pohjola explained about some characteristic features of the Finnish system. The authorities are required to arrange, dispose and catalogue their archives themselves. Only after this process they are transferred to the National Archives Service (NAS). These functions cannot be left to be done in the NAS because it has not personnel and other resources to do it. One of the benefits (from the NAS point of view) of the system is that the finding aids produced by the creating agencies can be utilized in the NAS. The NAS provides records and archives management training for administrative agencies so that they be able to take care of the archival duties that are required of them.

Mr Horsman returned to the question of inspections made by archival authorities. Inspections can lead to the situation where archives that are to be transferred are in perfect condition, but daily material in the offices is a total mess. The interests of the archival institutions are thus taken into account but not those of the agencies. The same applies to training: it may concentrate on archival but not on operative requirements. Mr Lybeck pointed out that archival principles concerning e.g. classification, disposal, integrity, long term usability etc. are sound principles also from the operative point of view. Mr Orrman said that in Finland archival inspections pay attention also to the records management side of things. There is thus no contradiction between archival and operative interests. Mrs Martinez said that records management is like the double faced god Janus; it looks both to history and to future.

Mrs Menne-Haritz pointed out that also administrative agencies sometimes have the need to go back to their old records (i.e. archives) although their point of view differs from that of researchers. Records management should then have continuity; it should take into account that it does not serve current needs only.

Mrs Shepherd returned to the surveys that constitute the launching pad of the project. Mrs Alexander-Gooding explained that CARBICA questionnaire was sent to National Archivists who responded that certain core competences in records management are needed. Mrs Shepherd underlined that trainers have to understand the needs. Mrs Martinez said that the central problem is that there is very little real training in records management. There is lack of knowledge and lack of resources. Mrs Shepherd pointed out that we are not talking about records management as such but about training records management trainers. Mr Horsman said on his part that this also about substance, to a certain degree. Mrs Shepherd said that should not the project aim at producing tools for trainers rather than arranging training. Mr Lybeck introduced the concept of a ‘clearing house’. He wondered if some countries or institutions could accept the task of monitoring the field (e.g. the Internet) and collect useful information and links on records management and training records management to be put on a special website.

 

International Workshops for Teachers of Records Management

Pawel Pietrzyk (State Archives in Lodz, Poland)

Pawel Pietrzyk said in his presentation (see annex) that records management has become an important priority in many countries (e.g. in businesses). The solutions in the field of records management vary depending on legislation, types of organisations etc. In some countries records management does not exist. The points of debate include e.g. who is responsible, who are the partners, where does the money come from.

Mr Pietrzyk pointed out that target groups are different at international and national levels. At the international level target groups include National Archives Services, scientific institutions and professional associations. They disseminate information to national levels. ICA has a special responsibility in this but it cannot act alone. To get partners is essential. The possible partners might include ARMA, DLM-Forum, some National Archives Services and leading European archives schools. Getting partners has also a financial side (funding). Possible sources of funding include EU-programmes (e.g. the 6^th framework programme, LEONARDO), ARMA and other substance parties as well as software manufacturers.

At the national level the topics of records management must be precised. Classification, metadata, storage as well as building and implementation of electronic records management systems belong to the core topics of records management today. The dissemination of records management information at the national level depends mainly on the National Archives Services, professional associations and universities. Mr Pietrzyk pointed out that records management is a new thing in many European countries. It should be possible to develop a common methodology to tackle common problems.

In the discussion followed by Mr Pietrzyk’s presentation, Mrs Shepherd underlined the issue of funding. Mrs Martinez emphasised the importance of getting ARMA involved. She reminded that Mrs Alexander-Gooding is a member of ARMA and might use her influence in this direction.

Mr Pohjola proposed that one or two persons would start mapping the funding situation. Mrs Martinez pointed out that first we must define the things which we need funding for. Mrs Menne-Haritz mentioned the 7^th framework programme as a possibility. The different National Archives should turn to their respective ministries. Mr Horsman said that the mapping should include also the National Archives; some of them might have some money to be used in the project. Mrs Martinez said that the project would include different stages. Funding could be a kind of jigsaw puzzle: funding for this stage comes from this source, funding for that stage from that source etc.

 

Assessment and Discussion: the Environment of Records Management and It’s Changes, the Present State of Further Education and Training

Round Table discussion chaired by Sharon Alexander-Gooding (University of the West Indies, Barbados)

As a preparation for the discussion Mrs Alexander-Gooding had listed some background factors. First she discussed the environment. There are certain environmental or background factors which propel records management:

• accurate and efficient decision making;
• legal and regulatory frameworks (e.g. the case on ENRON)
• standardization;
• use of technology;
• complete archival records.

As regards challenges to constituents, Mrs Alexander-Gooding mentioned the following factors:

• responsibilities;
• definition of recordness;
• methods of managing records created and used;
• collaboration

0. IT, software manufacturers, systems administrators, senior managers

According to Mrs Alexander-Gooding, the field of research is rather sad at the moment. There is very little research on records management, except with regard to electronic records. However, there is a need for research if records management is to be a discipline.

Mrs Menne-Haritz was of the same opinion as regards research. It is necessary. She emphasised the importance of studying different archival traditions and administrative working methods. Mrs Alexander-Gooding asked if this could be a subsection of the project. Mrs Martinez and Mrs Shepherd said that some case study (or studies) could be part of the project. Mr Horsman was of the opinion that for a teaching package (which results from the project) we need case studies and comparative research. The problem is that we do not have a model on records management. A theory and a methodology must be developed for research. Mrs Shepherd mentioned Laura Miller who has done some case studies for ICA. Mrs Alexander-Gooding said that case studies are essential. They should have a temporal dimension. Although the term records management might not have been used, records management functions have been there for a long time. Mrs Menne-Haritz underlined that historical knowledge has to lead to theory, e.g. in the fields of typology (different types of records) and appraisal. Mr Orrman pointed out that research should also cover the role of records manager. He has double loyalties concerning both records creator and archives administration.

Mrs Menne-Haritz pointed out that collaboration between professions requires that records and archives profession knows something about the fields where partners work. This requirement, on its part, affects the teaching programme. Mr Justrell said that this means also that we have to explain about our requirements.

Mr Horsman emphasised the importance of the concept of ‘added value’. Records management provides service. This is not often thought about. Mrs Alexander-Gooding remarked that this requires marketing on the part of the records management profession. Mrs Martinez referred to two French educational institutions, École des chartes and École de Patrimoine. They are a kind of elite institutions and people who get a degree from them do not want to view themselves as providers of services. They are researchers and guardians of cultural heritage.

Mrs Alexander-Gooding continued her reflections on marketing. Marketing should be based on risk analysis in order to be convincing.

Mrs Valtonen pointed out that records management should be viewed as part of a larger context, i.e. information service. This requires that records managers are familiar with broader information skills.

 

FRIDAY 12. NOVEMBER

Martine de Boisdeffre, Director of French archives and President of EURBICA, joined the seminar for the morning. She spoke few words to the seminar. She emphasised that training is one of the priorities of EURBICA and it is also one of the priority areas (there are four of them) of ICA as a whole. She said that this was the first EURBICA-seminar proper (realised together with partners). She emphasised that the seminar was not an isolated event but the beginning of a substantial project, hopefully in the context of the new ICA project framework. The idea is to create a method which will be tested in practice.

 

The State of Theory and Research in Records Management - their contribution to further education and training

Peter Horsman (Archiefschool, the Netherlands)

Mr Horsman first presented some questions that would be addressed in his paper (see annex). First, do theory and research exist in the field of records management? If they do, how do they manifest themselves? What is their contribution to further education and training? How to relate theory and research to train the trainers concept.

Mr Horsman maintained that good overviews of the field do not exist. There are journals, handbooks, websites, seminars etc. but a comprehensive analysis is lacking. As regards research projects, Mr Horsman pointed out that there are some. Their frameworks include universities, governments, professional bodies and different networks. Their perspectives include e.g. archival science, information science, administration, law, organisational theory. The examples of research projects include those of the University of British Columbia, the University of Pittsburgh, DOMEA (Germany), the Public Record Office / National Archives (Great Britain), ERPANET, DLM-Forum (EU), ARMA, ISO and OAIS.

What kind of results have these projects yielded? Mr Horsman mentioned reports, websites, standards (the Australian and ISO standards, MoReq and other metadata models and standards). What is their contribution to a record-keeping theory? Mr Horsman gave some examples: UBC: diplomatics; Pittsburgh: record-keeping system; Australia: records continuum; InterPares: case study model (assessment), appraisal model, preservation model, glossary.

As regards the field of theory, Mr Horsman mentioned some important journals: Archival Science, Records Management Journal, Information Management Journal, American Archivist, Archivaria. In the field of research there are some books available. Mr Horsman pointed out that they are usually practical in character. They are characterized by national practices rather than broad conceptual approaches. There are some exceptions to this, however: Kennedy and Schauder, Shepherd and Yeo, Couture, Hoffmann.

Mr Horsman presented the so called e-Term model where a course is composed of modules which exploit certain tools: terms; cases; texts; standards; competences and objectives. These tools and their content are applied in a given course through a certain adaptation mechanics.

When the model is used in training, there must be interfaces (e.g. pedagogical, organisational). In the adaptation process a certain decontextualisation must take place (the teacher has to do it). Without decontextualisation the model cannot be used in different contexts. But decontextualisation is not enough. The process requires also contextualisation which has to be done by the student (with the help and guidance of the teacher). Without contextualisation a course would be meaningless in a given surroundings. Contextualisation points to implementation : how things work in reality.

At the end of his presentation Mr Horsman emphasised a few points. First, learning and teaching are a process. A trainer can be seen as a coach. Course requirements must be defined carefully (with the help of theory).

 

Mrs de Boisdeffre opened the discussion by saying that Mr Horsman’s emphasis on practice backed up with theory (which is necessary) was very appealing. His presentation clarified the focus of the project: the aim is to teach teachers to teach others.

Maria Guercio (University of Urbino) asked about e-Term; what is happening? Mr Horsman answered that the project is in itself ended and the materials are available on the Internet. Courses based on e-Term have been arranged in different countries. The e-Term model is established and used in Holland. Ministries for Foreign Affairs in many European countries have shown interest toward e-Term and it is likely that a special course will be arranged for these ministries. The concept of distant learning is essential in e-Term. The foreign ministries course will be composed of distant learning and some seminars.

Sari Mäkinen (University of Tampere) pointed out that it is important to publish articles on records and archives management in the journals of other disciplines. Our branch should be made more visible. Mrs Guercio emphasised networking as a means to achieve this.

 

Training Records Management Trainers: Methods, Contents and Educational Tools for Ensuring Quality and Innovation

Maria Guercio (University of Urbino, Italy)

At the beginnig of her presentation (see annex) Mrs Guercio pointed out the same thing as Mr Horsman: there is no overview of records management theory. She mentioned two exceptions: Michael Cook’s RAMP study from the year 1982 and the Canadian Guidelines from the year 1998. According to Mrs Guercio one thing is clear today: archival science and records management are not any more two separate areas.

As regards the goal of the project, Mrs Guercio pointed out that it is not to our task to teach people how to do things but how to teach. In principle the task is to transform every records manager to a teacher.

The Italian situation as her starting point Mrs Guercio listed some things that are essential:

• there must be a clear identification of the requirements for archival and records management training and education;
• teaching infrastructure must be improved;
• training provided by archival institutions is not necessarily an ideal solution;
• records management training is facing (with many other fields) budget cuts;
• the private sector is getting more responsibility with records management training; the problem with this is that there are no guarantees of quality;
• international cooperation is absolutely necessary.

There are some new challenges that must be taken into account. One of them is the challenge posed by digital systems and materials. Another is the impact of organisational changes which are very typical for the present situation. New modes of decision making as well as decentralisation require new solutions also on the part of records management. The organisational and procedural stability which have characterized Europe for two hundred years has disappeared now. The essential thing is to be able to control change.

As regards the target group of the project, Mrs Guercio emphasised the role of records managers. They function as trainers of other staff members. Records managers (and other trainers) need new skills, e.g. project management and process management skills. Learning by doing is important, and so are case studies. With regard to funding, Mrs Guercio pointed out that EU-funding cannot be a long term solutions because it is tied to time limits. Mrs Guercio also pointed out that PhD programmes are problematic; they have not usually established themselves in the educational field. In general it can be said that education and training in records management sector lack systematic approach. Mrs Guercio underlined the need to make a survey on existing programmes and to establish networks of educators. As a practical measure she proposed the creation of a web service which would make discussions and teaching materials available.

 

The discussion that followed by Mrs Guercio’s presentation was opened by Mrs Shepherd. She asked whose mandate continuous education and training was. This is a real and important issue. Mrs Guercio pointed out that the answer requires definition of different models. Mrs Alexander-Gooding said that ‘continuous education and training’ is a permanent issue in discussion. Mrs Guercio said that she knew from her own experience that the other disciplines (professors) in universities do not understand the emphasis on continuous education and training which is typical for the discipline of records management. Mrs Martinez told about a CPT project the aim of which is to establish a global website on continuous training. The website would contain information on different workshops, seminars and other training events (excluding permanent courses). As regards the question of the target group, Mrs Martinez pointed three sub groups: 1) records managers (every records manager is a trainer - a very important fact), 2) the academic world, 3) teachers (other than practicing records managers) working in the field.

 

Knowledge Management and Administrative Records

Angelika Menne-Haritz (Federal Archives of Germany)

Mrs Menne-Haritz opened her presentation (see annex) by emphasising that records are part of administrative work. When records are looked at more closely, it can be said that

• records are linked to organising common action in organisations;
• they represent the intention to be referenced in the future;
• records do not describe reality but organise its change in collaborative action.

Another basic factor according to Mrs Menne-Haritz is that records are parts of communications

• not only the text but also the form transmits a message;
• the original contexts explain the meaning (for example an answer gets its true meaning only if the question is known);
• the reaction is important in understanding (e.g. the answer shows how the question was understood).

Mrs Menne-Haritz dealt also with the concept of ‘whole action’. The whole communicative event consists of

• sending a message - or leaving traces;
• observed by another person

0. - being aware of being addressed potentially
1. - perceiving something as meaningful

• may be part of consecutive communicative events (building chains).

Administrative work consists of chains of communications and tries to find solutions for open problems. This goal requires knowledge: specialized knowledge in professional areas and process oriented knowledge. Records constitute sources of knowledge for administrative work. It is characteristic for records that they are open for new purposes as knowledge sources and that they allow investigation (looking through them).

Mrs Menne-Haritz presented a ‘check list’ to be used when knowledge is sought:

• formulate a question (as precise as possible;
• select sources;
• estimate their origin and their capacity to tell something;
• investigate what the sources can tell;
• formulate hypothesis;
• examine plausibility;
• look for contradicting sources.

When this check list is followed it helps to assess the trustworthiness of the records.

As regards records management, Mrs Menne-Haritz described it as ‘logistics of business processes’ providing necessary tools to control them. Central tasks of records management are:

• create stabilized reference points out of the ongoing process;

0. choose the right moment and get the right records
1. use stabilizing technologies (XML, analog copies etc.)
2. keep the whole process together

• for the purpose of

0. allowing ro reconstruct what happened (full meaning, complete context)

• provide reference points when needed.

Then Mrs Menne-Haritz explored what consequencies the above said would have for training. A student should

• learn different methods for supporting decision making processes;
• learn how to create tools

0. for filtering out of the business processes all pieces that will be needed as stabilized references for gaining shared knowledge
1. for supporting easy and slim information communication

Mrs Menne-Haritz ended her presentation by listing the core competences of records management:

• stabilize traces of communications (oral, written and electronic);
• manage the meaning of records;
• support decision processes.

 

The presentation was followed by a discussion. Mrs Guercio raised the question of records as interpretation. Mrs Menne-Haritz emphasised that records are interpretation. They represent interests (need to act). A report is never a neutral presentation.

Mr Orrman discussed the issue of access. He pointed out that the intention behind records is important too. Sometimes free access is not desirable. Mrs Menne-Haritz agreed that this is an important view point. If free access is applied very widely right from the beginning, it will lead to the situation where things are not recorded but dealt with orally.

 

Networks and Partnerships in Training Teachers of Records Management

Peter Horsman

Mr Horsman began his presentation (see annex) by underlining that teaching and learning are a process. In the classical teaching model a teacher transfers knowledge to students. In the ‘modern’ model teacher is seen as a coach. According to the ideas of ‘social constructivism’ a teacher creates an ideal learning environment where also the teacher is learning.

As regards areas of co-operation in the education and training of record management teachers, Mr Horsman mentioned following areas:

• gathering theory: overview;
• bibliographies: useful tolls for learning environments;
• participants: educators, professional associations;
• decontextualizing research results (theory development);
• contextualizing theory into students’ professional contexts (development of methods);
• development of cases.

Models belong to the results of co-operation (e.g. e-Term model). According to Mr Horsman models and their analysis are very useful in train the trainers training.

 

Didactic Skills of Records Management Teachers

Sharon Alexander-Gooding

Mrs Alexander-Gooding explored her subject from a large perspective (see annex). The larger framework of the subject comprises theories of teaching and the art of teaching. The purpose of the project is to develop knowledge and communication skills of trainers. This requires

• ‘fleshing out’ minimal content of programmes to be taught;
• providing guidance as to the importance of the different ways adults learn;
• using the above to make choices of the best approaches to delivering the subject;
• critically examining empirical studies of actual or past teaching to evaluate learning, understanding and retention.

To choose a teaching strategy (e.g. cooperative learning, self study etc.) is an important task.

Mrs Alexander-Gooding also explored the content of a records management teaching programme. The main areas should include

• an introduction to principles and concepts of records management;
• key activities in records & archives management;
• appraisal and retention scheduling;
• managing records programmes;
• disaster preparedness and recovery;
• standardisation;
• technology: its use and impact in records management;
• records management as a profession.

Methods of teaching are extremely important too. They include e.g. classroom teaching, group-discussions, field-trips etc. Mrs Alexander-Gooding presented also ‘a records management trainers toolbox’ which include a number of items (e.g. articles, case studies, videos, games & stories etc.). Assessment and evaluation should be part of every educational programme.

Mrs Alexander-Gooding ended her presentation by stating the general aim of the training. A records management trainer should acquire

• theoretical and practical competence to make and justify choices pertaining to the planning, preparation, evaluation and further development of teaching and learning activities related to records management;
• apply the acquired competence in a differentiated manner in relation to different traditional and cultural contexts and in a variety of circumstances and conditions.

 

Mrs Shepherd opened the discussion by asking whether the target group was composed of professionals. She also doubted if the content of the project should be records management as such. If the substance is not included then the emphasis should be on teaching strategies, communications skills etc. Mrs Alexander-Gooding’s view was that all this should be included (content, strategy, skills). Mrs Martinez was of the same opinion as Mrs Shepherd. Content of records management is a different thing. Some kind of evaluation with regard to content should be made, however (to check that we speak about the same matter). Mr Horsman was in favour of a kind of check list on content and competences to be used in training. According to Mrs Guercio the task of trainers’ training was to teach teachers to update their knowledge.

 

How to Evaluate the Quality of Records Management Teaching and Its Effectiveness

Börje Justrell (National Archives of Sweden)

In his presentation (see annex) Mr Justrell put forward the complexity of evaluation. The basic question is: evaluate what? Quality has many aspects. Quality in what: content, results, methodology? Evaluation of quality in teaching has to be related to the planned outcomes of the course or programme in mind. In order to focus correctly, it is important to have knowledge about the training needs on which the course / programme is based. The outcomes of the course / programme are an essential quality factor. The planned outcomes must be defined in operational terms.

Mr Justrell told about a major international training programme called ‘Records Management in Service of Democracy’ which was started by the Swedish National Archives in 2003. The programme lasts for three years and in every year a course is completed. The programme is sponsored by the Swedish development organisation SIDA which has a set of criteria for measuring quality.

As regards evaluation, Mr Justrell dealt with certain possible tools that can be used. A questionnaire is one possibility. If a questionnaire is used, it is best to limit it to one instance only. Another tool is ‘an evaluation database’ where you collect information (using the same criteria) from several courses / programmes. Such a database could be used in benchmarking too.

The question of measuring effectiveness is very difficult. The key components are the aims of the course / programme and its participants (have to be chosen carefully). In measuring effectiveness one should limit oneself to measurables only. The words such as ‘increase’ and ‘enhance’should be avoided. One factor is that effectiveness takes time to be visible. Processes are often time consuming.

Mr Justrell pointed out that follow-up activities are important to plan for. They should be part of the schedule.

 

Mr Horsman opened the discussion by emphasising the evaluation of train the trainers courses. Mrs Shepherd underlined the importance of making decisions on these issues: language, target group, criteria of choosing participants, evaluation criteria. Mrs Martinez said that the different parts of the report should be divided between the participants of the seminar.

The rest of the seminar was devoted to the seminar report and the project proposal (see annex). The report and the presentation will be published on EURBICA’s website on March 2005. The minutes of the seminar will be prepared as soon as possible and delivered to the participants of the seminar. The editing work concerning the above mentioned will be taken care of Mrs Martinez and Mrs Alexander-Gooding.

As regards the working group which is going to take care of the project (under the guidance of the strategic group i.e. the seminar), some names were proposed as possible members of the group:

• Margaret Crockett (Mrs Martinez will contact her)
• Hans Scheurkogel ( " )
• Somebody from ARMA (Mrs Alexander-Gooding will explore this)
• Somebody from the National Archives of Finland (Mr Pohjola will think about this before final commitment)
• Mrs. Martinez ( She can be a transmitter of information but she cannot participate in the actual work due to other engagements.)

The role of the strategic group must be defined.

Mr Pohjola will find about the possibilities of funding.

 

Jari Lybeck