This module covers the tools and techniques for records and information management and explores the interrelationship between the organisation and the records and information they produce or receive in conducting their business.  It therefore aims:

·       to equip you with generic tools for managing records in an organisational context.

When you’ve completed this module you should be able to:

1.     explain a variety of organisational structures and cultures and their implications for records

2.     explain the principles and practice of systems analysis and design as applied to records management

3.     identify the needs of users as creators and users of records and information

4.     analyse the functions, activities, processes and transactions  of an organisation

5.     utilise at least one approach to documenting functions, activities, processes and transactions

6.     describe the key elements of business continuity planning in relation to an organisation's records.

• Business process analysis.
• Function alanalysis.
• Records audits.
• Information mapping and information flow.
• User needs analysis.
• Systems design methodologies.
• Organisational structures and cultures and their implications for records management.
• Risk analysis and risk management.
• Business continuity planning and business resumption.

It is compulsory for all Certificate and Diploma students to attend a Study Skills Day, prior to commencing the first module of the programme. The aim of the Study Skills Day is to:

• Prepare students for studying at a distance.
• Introduce students to the theory and practice of learning.
• Provide an opportunity for students to develop skills to support studyign at a distance, such as time managment, using the learning materials, finding and using information, preparing for assessment.
• Identify the roles and responsibilities of learners, tutors and support staff.

The Study Skills Day also provides the opportunity to meet with the tutors, administrators and, when possible, a current or past student.

Each module begins with a 1 day short course to introduce the module. The distance learning materials and the module assignment are issued during the session. < /p>

The module tutor is available to discuss issues with students over the phone, via email, fax or letter. In addition students are allocated a personal tutor who is available to discuss the student's progress through the programme.

The student's line manager will also be involved in the programme where appropriate as the student's mentor. The mentor will be aware of what the student is doing and will be in a position to contribute to his/her successful progress. Where a line manager is not able to participate, the Director of Studies will assign a mentor through the Association of Departmental Record Officers. This may be a more senior or experienced colleague.

The module assignment assesses whether the learning objectives of this module have been met.

The assignement will be applicable to the work placeand as far as possible the student will have a choice of topic or scenario which will be directly relevant to their own situation.
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The assignment will be marked and moderated by internal markers and a selection submitted to an external examiner.

Candidates will either fail, pass, or achieve a distinction on the basis of the following marks: 0-39 = fail; 40-69 = pass; 70-100 = distinction.

Assessment criteria set out what percentage of marks can be gained for each element of that question. 

To achieve the pass mark, candidates must present work that is competent and thorough, showing knowledge and practical skills, and indicating critical ability.  To achievea distinction, candidates must present work of originality, demonstrating command of the subject along with a grasp of the wider perspective. 

In effect marking is done within a relatively narrow range of marks and any mark over 50% can be considered good. A mark of 70%+ is uncommon and only achieved for excellent pieces of work.

Feedback is provi ded for the student in the form of a constructive commentary on the strengths and weaknesses of the work submitted with, where appropriate, suggestions for improvement in future assessments.

It can be difficult to access records and information management textbooks, but you will need to buy or have ready access to at least a couple one of the books listed below.  Shepherd and Yeo is the only UK-based text in print at the time of writing.   If you are new to the discipline then you are particularly recommended to locate either the book by Hare & McLeod or by Elizabeth Parker;  your mentor may be able to help you find a copy or try the Libraries Plus scheme (see Student Handbook).

SHEPHERD, E AND YEO, G.  2003. Managing records: a handbook of principles and practice.  London: Facet Publishing.

 HARE, C. and McLEOD, J. 1997. Developing a records management programme. London: Aslib 

 PARKER, E. 1999. Managing your organization’s records.  London: Library Association Publishing.

 Kennedy, J. andSchauder, C. 1998. Records management: a guide to corporate record keeping. 2^nd ed. South Melbourne: Longman.

 Penn, I.A., Pennix, G.B., Coulson, J.1994. Records management handbook. 2^nd ed. Aldershot, England; Brookfield, Vt: Gower. 

 Wherever possible The National Archives and other government publications will be referenced; with very few exceptions, these are all available online.   Copyright restrictions permitting,  we will also make other readings or texts available via VITAL.