15
th
International Congress on Archives
Hoy
www.wien2004.ica.org
15
vocational qualifications, but also with tertiary level assessment. Recognition of prior
learning is normally assessed on past experience against criteria, or could be based on tertiary
or vocational level learning.
2.
Scenario B, Workplace learning: This covers most of the on-the-job strategies that we are
familiar with as working professionals. The focus here is very much on current practice. One
danger with this type of learning is that it can become the only focus of learning.
3.
Scenario C, Reflective learning: This covers strategies that seek to develop capability,
challenge theory and practice, and generate new knowledge. These strategies would be
familiar to those undertaking professional development through employers or professional
associations. Learning is collaborative and knowledge is shared.
4.
Scenario D, Self-directed learning: This covers the more formal education at the tertiary or
post-appointment level. Similar to Scenario C, it is about extending and challenging
knowledge, theory and practice. It is learning that leads to individual accreditation or formal
qualifications.
Once these options are fully developed, paths can be plotted through one or more of the four scenarios
to develop programs that meet the desired outcomes. The options can change according to different
contexts and choices. For example, newly recruited graduates in the National Archives of Australia:
·
will undergo an induction (workplace learning);
·
have on-the-job rotations (workplace learning);
·
may complete a course in project management (competency-based learning);
·
have a mentor (reflective learning); and
·
may complete postgraduate qualifications (self-directed learning).
An archival institution wishing to develop a program to cover a particular issue, such as managing
digital records, could use this framework to map the different kinds of roles and experiences that are
needed, such as:
·
development of leadership capabilities for managers through research projects, mentoring
others and giving external presentations (reflective learning);
·
intensive residentials for experienced practitioners to challenge and even change theory (self-
directed learning); and
·
competency-based courses for understanding the basics of managing digital records when
new systems are implemented (competency-based learning).
The need for multiple approaches, especially in relation to managing digital records is emphasised by
Dearstyne:
No single book, report, seminar, university course, or research/development initiative will
produce the unique set of tools to adequately deal with all aspects of electronic records and
archives management.
By considering different approaches, programs could consist of a variety of strategies, depending on
the desired outcomes. The framework could help establish what kind of partnerships would be best
matched with different strategies, such as educational institutions for accredited learning, cross-
institution initiatives for research projects, and a mentoring scheme for new or lone professionals.
Walch explores in some detail the links between learning objectives, delivery methods and possible
partnerships, specific to digital records, but relevant to all aspects of archives and records.
Mapping standards
As well as choosing strategies, there must be some way of ensuring the content is relevant and meets
organisational goals, and current internal or external professional principles. One effective way of
doing this is through mapping functions within an organisation to those principles. In Table 2 below,
two units of competency from the BSB01Business Services (Recordkeeping) Training Package have
75
Dearstyne, p. 155.
76
Walch, p. 490.
