Education and training for records professionals

Abstract

Purpose - This paper aims to explore the definitions of and the differences between education and training and the role of each in nurturing and supporting lifelong learning for records professionals: records managers and archivists. Design/methodology/approach - General definitions of \u22education,\u22 \u22training,\u22 \u22competence\u22 and \u22competencies\u22 have been deliberately selected as an accessible starting-point for reflection. Different models for competencies and the lack of consensus on what constitutes an appropriate competency model for the profession are considered. Findings - Education provides new professionals with knowledge of theory of the discipline and helps them to explore current practice. It provides the information-seeking skills and encourages a reflective habit that underpins independent lifelong learning. Training focuses on acquisition of specific skills and competencies necessary in the workplace. More is needed for a viable professional future; education for research is essential to the development of professional knowledge and for the survival of education programmes in universities. Practical implications - Professional associations as leaders of opinion and practice have an important role in finding the way forward. Although competency standards are more appropriate for evaluating training programmes, professional associations which have embraced competency standards have attempted to use them to evaluate education programmes, but prefer not to consider evaluating training programmes and training providers. Originality/value - This paper aims to raise awareness of the need to give appropriate weight to education, training and research to ensure that records professionals are known for high levels of competence as well as productive reflection and creative forward thinking

Collaborative Education between Classroom and Workplace for Archival Arrangement and Description: Aiming for Sustainable Professional Education

“…35 Anderson stated that the collaboration should aim to make the students' experiences most constructive by providing a well-grounded view of the organizational environment that introduces students to the real world of the profession. 36 Recently, Cox, Alcalá, and Bowler published a case study about a graduate school partnership with area archivists. The authors used an actual archival collection to provide a unique archival advocacy learning experience.…”

“…The role of professional educators, therefore, should be to help students become lifelong learners with a facility for learning to work with new tools. 21 Anderson argued that students who grasp the firm ground of theory and principles are "prepared to meet the possibilities and challenges of the real world more creatively in the longer term than those whose training is confined to meeting the needs and procedures of their employing institution." 22 Indeed, a research attitude may be an important qualification for a good professional, and the profession itself should be research oriented.…”

“…21 Anderson argued that students who grasp the firm ground of theory and principles are "prepared to meet the possibilities and challenges of the real world more creatively in the longer term than those whose training is confined to meeting the needs and procedures of their employing institution." 22 Indeed, a research attitude may be an important qualification for a good professional, and the profession itself should be research oriented. 23 While educators emphasize theories in graduate courses, they also teach the importance of practical experiences.…”

“…Training is limited to teaching sets of skills and procedures, often in a short period of time. 18 Archival theories and principles provide critical foundation knowledge to help professionals deal with everyday practical situations, 19 and learning formalized research skills helps students to perform better as professionals. 20 This theoretical approach to education promotes problem-solving capabilities and learning.…”

“…to achieve authentic learning. 24 Practical learning can occur through archival internships at the end of the graduate program, after all courses are taken and students are equipped with theory. 25 Graduate program internships can introduce students to a workplace experience under the supervision of a professional archivist.…”