Project Design Document:

NARA Records Management Training

Client
Gary Rauchfuss, Director
National Records Management Training Program
National Archives and Records Administration (NARA)

Project Overview
The project team is tasked with designing an e-learning module for the National Archives and
Records Administration (NARA) with the target audience being the employees of federal
agencies who are responsible for managing records. Established in 1934, NARA is in charge of
organizing billions of records for the government ranging from documents, maps, pictures,
sounds, and videos, to many terabytes of electronic data. Preserving these materials is important
to government works and provides value to U.S. citizens.

The team will provide instructional design services with the goal of creating a storyboard for a
module that will train records officers on how to promote the records management program
within their agencies. This project will include analyzing and updating existing content, then
redesigning that content for self-paced online learning. The storyboard will include a number of
squares with illustrations or pictures representing each step of the training, with detailed notes
about the scene and also what is being said in the script during that step. The e-learning module
will focus on inclusion of practice activities, which allow participants to create a motivational
message to share with others through selected media. The module will be designed to be one
hour in length and the actual course will later be developed by NARA developers based on the
delivered storyboard.

Organizational Goals
The primary organizational goal is to ensure compliance with NARA’s National Records
Management Training Program instructions and policies to improve the record-keeping practices
in Federal agencies.

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Learner Analysis
The target audience for this training includes federal employees and contractors who are in
charge of record keeping at federal agencies. The learners are senior employees and managers
who likely hold college degrees. They are considered e-learning capable since much of the work
that they do requires this type of online training. In addition, some modifications to the modules
may be required due to the varying audience which the module was designed for. For example:

● Many of the larger federal agencies create their own training modules
● Smaller agencies have less resources allocated towards records management

For this reason, the content provided will be more generic in nature as opposed to specific to any
one particular audience. In addition, if an agency chooses to make their own training module, the
training will be based upon the end-product e-learning created by NARA.

Primary Concerns and Attitudes

According to the client, those employees who are tasked with the duty of records management
within their agency attempt to perform the job to the best of their abilities. As the primary
records management employee in their respective agencies, learning how to promote records
management programs more effectively will allow them to change the way they view their own
capabilities and success in not only developing but also running a quality program. Moreover, in
order to have a successful records management program the manager must ensure that the
employees in the agency have a firm understanding of the records management program,
otherwise, it would not be possible for the records managers to make improvements to how
records are prioritized. As a result of improper records management, the agency runs the risk of
being exposed to legal and financial risks which could have been avoided.

Prior Knowledge and Experience with Records Management

For this training, although the learners are primarily senior employees, they will be considered
novices in terms of content covered in the e-learning. Anticipated prior knowledge will be
directly tied to the records management side of the module content, namely the appropriate
methods for keeping accurate and the importance of record management programs. However, the
module will be considered an introduction to the promotion, marketing, and advertising aspect of
the content. Namely, the primary goal of the training is to educate learners in the most effective
strategies to promote, market, and advertise their records management program in order to get
the employees to effectively support the agency’s program.

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Content Analysis
The training targets learners who will be planning and designing promotional messages
on records management. The content incorporates information on why records management is
important to the employee, things to consider when developing a campaign, and potential media
options for the campaign. The major content covered is:

1. Key considerations for records management promotion (principles)

2. Determining a target audience (concepts)

3. Types of promotional materials/outlets (declarative knowledge)

4. Describing and designing a product or campaign (procedures)

5. Engaging the audience (problem-solving)

The material will be presented chronologically in order to lead the learner through the process of
anticipating, designing, and implementing a records management promotional campaign.

Learning Objectives
Learners will be able to:

1. Identify the target audience for a records management campaign.

2. Learners will be able to identify strategies that communicate the importance of a

records management program.
3. Choose the appropriate media based on the audience to deliver a records
management promotional campaign.
4. Learners will be able to construct a message (promotional activity, newsletter or
campaign) that explains what they want the audience to do as a result of their
promotional program.

Evaluation Strategy

Level 1- Reaction
The records management promotion design team will create a short usability
questionnaire to be offered after the presentation of the content and practice activities.
This questionnaire will assess learners’ reaction toward records management promotion
training module. The team will create 10 typical multiple-choice questions with answers

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 on a Likert’s scale to include Strongly Agree, Agree, Neutral, Disagree, and Strongly
Disagree. The questions will be about the design, graphic, navigation buttons, quality of
multimedia presented, etc. This test is to better understand how users of the module
interact with the training and to improve the design based on the results.

Level 2- Learning
The design team is planning to check the transfer of knowledge in many ways:
● Learners will take a knowledge check quiz, a short multiple-choice question, after
presenting each concept to measure what they have learned. Immediate
constructive feedback will be offered that shows automatically after submitting
the answer. Knowledge check and feedback will engage and scaffold learners in
the training with the presented content.
● learners will be offered scenarios to review then match the most accurate response
or answer to measure what they'll be able to do differently as a result of the
training. Immediate feedback will appear after submitting answers to add to the
interactivity of the scenario-based question.
● An optional performance test will be available for learners to take at the end of
the training. This allows the learner to demonstrate the skill that has been
instructed in the training and to provide a reflection on the learning process itself.

Level 3, 4, and 5- Worksite Behavior Change, Results, and Return on Investment

These evaluation levels might be time-consuming, resource-intensive, and expensive to
implement. Hence, it may not be practical for this training. However, the design team
suggests, if possible, a follow up by the training or HR department to measure the
outcomes of the training module in the long term.

Design

Course Title
Records Management Promotion

Agenda and Teaching Content

1. Introduction to Records Management Promotions (5 min)
a. Narrative Hook (2 min)
b. Learning Objectives introduced (3 min)
2. Lesson 1: Define the Audience and Promotional Needs (15 min)
a. Benefits of records management promotions (5 min)
i. Resources that help with promotions

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 b. Analyzing a target audience (10 min)
3. Lesson 2: Define the Problem (10 min)
a. Selling points related to records management (5 min)
b. Promotional strategies (5 min)
i. Defining the purpose
ii. Sales pitch
iii. Promoting actionable steps
4. Lesson 3: Plan the Solution (10 min)
a. Media/messaging options for records promotions (3 min)
b. Key design elements to consider for the campaign (4 min)
c. Examples of successful campaigns (links to resources; 1 min)
5. Lesson 4: Implement the Solution (5 min)
a. Considerations for Implementation
6. Lesson 5: Evaluate the Results (5 min)
a. How to recognize a successful campaign
7. Summary (2 min)
a. Optional final assessment (10 min)

Learning Activity Descriptions

1. Narrative Scenario: Learners will be introduced to a scenario that will guide them
through the process of developing a promotional campaign. The initial introduction to the
e-learning module will describe an authentic problem scenario regarding records
management promotion. The module will cover the content while leading the learner to
potential solutions and strategies for creating promotional campaigns in similar scenarios.
This scenario will be revisited at the end of each lesson with an activity that leads them to
make decisions to solve the scenario problem through strategies and solutions learned in
the lesson. The learner will be provided with choices and feedback.
2. Knowledge Checks: Each lesson will provide knowledge checks including multiple-
choice, true or false, and scenario matching exercises to reinforce the content throughout
the presentation of the content.
3. Final Assessment: A ten-question assessment will be designed for the conclusion of the
e-learning module. This will be presented as an optional quiz for the learner to gauge
whether they are ready and confident to proceed with a promotional campaign. Questions
will review content from all lessons with feedback at the time of answer submission.

Implementation Notes

Training Delivery

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The team will review the deliverable with the client and make any suggested changes. Because
the final product is a storyboard, the NARA development team will then create the e-learning
module based upon the storyboard. Because of this, training delivery will not take place until the
module is complete.

Project Contributors

Carrie Consalvi Project Manager/Instructional Designer

Mohammad Arif Facilitator/Instructional Developer

Giovanna Rodriguez Instructional Designer

Alynn Hoffman Editor/Instructional Designer

Irfan Jan Visual Design/Developer

Project Resources
The client was able to provide the team with a variety of resources to aid in the creation of the
storyboard. Resources provided include:

● PowerPoint presentation provided by NARA

● Previous PowerPoint used for all training modules, including the current project
● Previous instructor manual used for teaching the module in a classroom environment
● Articulate Storyline license access
● Storyline 360 catalog for graphics and photos
● National Archives catalogs
● Sample modules created by the NARA development team on other topics

Logistical Considerations
Because this training is designed for use in a variety of different federal agencies, logistical
considerations will vary by department. As a baseline for completion of the module, learners will
need access to computers with internet connectivity. In addition, it is assumed that learners will
have basic computer knowledge and will be able to easily navigate an e-learning module. It is
assumed that learners will also have a firm understanding of NARA’s program and the
importance of record-keeping.

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By transitioning to an online format for training, this will eliminate the geographical barrier and
other face-to-face logistical issues as well as lowering the cost of training multiple employees in
various agencies.
Timeline

WEEK DATE Milestone Client Feedback

(Meeting possibilities)

1-2 Tuesday, July 2 Project Definition (PD) July 3-7

document

3-4 Tuesday, July 16 Submit Design Document to July 17-20

client

5 Tuesday, July 23 Sample Draft Materials and/or July 24-27

Sample Storyboard

6-7 Sunday, August 4 Development & Evaluation/ no Check with the client as
deliverables. needed

8 Tuesday, August 13 Deliver Final Materials, Due Check with the client as
8/13 needed

Critical Success Factors

Project scope: Keeping track of our target audience (employees of federal agencies), goals and
expectations are crucial for this design. The designing team is focused on achieving tasks as soon
as they can to deliver products on time to design a one-hour storyboard for module 5 to be used
by NARA in their National Records Management Training Program. In order to do that, the team
will maintain effective communication within its members and the client, Dr. Gary Rauchfuss,
who is willing to offer guidance and feedback as required.

Content: Dr. Rauchfuss shared with the designing team the PowerPoint for Module 5: Records
Management Promotion currently used by NARA. The content of this module will serve as a
base to build upon in the new design. The designing team was given the freedom to update and
add content. The new content will be revised by Dr. Rauchfuss. The content incorporates
information on why records management is important to the employee, things to consider when
developing a campaign, and potential media options for the campaign.

Delivery: The storyboard created for this e-learning module will be delivered to Dr. Rauchfuss
through e-mail and/or Google Drive ensuring collaboration between designing team and client.
The final product includes notes, practice activities and a number of squares with illustrations or

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pictures representing each step of the training, which will also be revised/discussed by Dr.
Rauchfuss.

Client involvement: Dr. Rauchfuss understands NARA’s mission and vision. Therefore, his
insights on the design, content, and types of activities are crucial to this project. Dr. Rauchfuss
has expressed his full support and offered to respond in a timely manner to the team’s questions
and concerns. The designing team has created a calendar for deliverables and meetings to ensure
feedback and products are delivered on time.

Team commitment: Designing team has committed to respond to messages daily if needed and
turn in materials two days prior due dates for adjustments and changes. Team members also
agreed to attend to Zoom meetings with the client and team as required. Team members have
accepted roles, know their responsibilities and are willing to help other members if it is needed.
Team members are professional, respectful and willing to give their best to deliver an effective
product design.