Program Development Paper (Digital Paperwork)

TRANSITION TO DIGITAL CLASS AND STUDENT RECORDS 1

Digital Filing of Community College of the Air Force Records

Christian P. Fernandes

June 19, 2013


Digital Filing of Community College of the Air Force Records

Introduction

Class and student record keeping is a vital requirement of all instructors and

administrators assigned to a Community College of the Air Force schoolhouse. Annually, the

Kirtland AFB, New Mexico schoolhouse spends, on average, $8.5K a year on printing and

storage costs. The current record keeping process at the Detachment was developed 10 years ago

and has mostly remained unchanged over that period. This process involves printing out all

student records and filing them in a pocket folder. On the first day of class, the instructor (an

aircraft mechanic by trade) routes this folder from one program manager to another in a linear

order until the initial records are finalized and returned to the instructor. This routing process

can take up to several days as one program manager awaits the paperwork from another. After

the class has graduated, the instructor amends his/her files and again processes the file folder

through several program managers. Once all managers have validated the records, the local

registrar files the records in the historic repository.

The process is cumbersome and at times laborious and costly. By converting over to a

digital filing system, multiple program managers can view and edit student and class records at

the same time thus eliminating the procession of the hardcopy records folder from having to

physically migrate from on manager’s desk to another. The conversion will also bring the

detachment in line with public law. In 1999, the 105th Congress passed the Government

Paperwork Elimination Act which directs government agencies in, “the acquisition and use of

information technology, including alternative information technologies that provide for

electronic submission, maintenance, or disclosure of information as a substitute for paper and for

the use and acceptance of electronic signatures.” (1999)

The startup cost to install the software needed to implement this process is not

inexpensive. The cost to implement the digital process is roughly $5K. In addition, the


detachment will have to develop a formal training program to ensure the new technology is being

used to its full potential. Given the time and cost saving associated with the successful

implementation of this proposed conversion, the Kirtland schoolhouse’s supervision believes this

process is worth the man-power, funds, and mission time required in developing and

implementing a digital filing system.

Needs Analysis

To determine the needs of the conversion, the project development team created two

surveys, one for the instructors and one for the administrators/supervisors. The surveys focused

on analyzing what individuals did and did not like about the current hard copy process. It then

surveyed what hopes and fears each group had switching to a digital process. Lastly, the survey

focused on determining what the current knowledge level of digital file handling existed within

the unit. The survey of 21 detachment members revealed that the vast majority preferred the

current hardcopy method of filing records. Most survey takers replied something to the effect

that the current process already had a detailed training program and that because the process

worked, that it should not be adjusted. There was also a common sentiment that the digital

process would be easier to complicate and could lead to micromanaging from supervision.

Furthermore, the surveys identified that only 4 of the 21 employees had any direct experience

using software to manage digital files. Even though the employees overwhelmingly agree that

digital filing is not advantageous, recent budget cuts have mandated that we explore this process

as a cost savings measure.

With the survey results and financial mandates considered, the project’s macro needs

statement is, “to develop and promote a change in our organization’s culture toward a more

innovative and streamlined way to maintain institutional records.” This simple statement

captures the general need to improve the detachment’s recordkeeping. In addition to the macro

needs statement, there are two micro-needs.


To educate instructors and faculty administrators on generating and using student and

class records through training on digital software applications.

To educate instructors and faculty administrators on the process of digitally filing and

routing paperwork for signatures and historical storage.

The development team identified these micro needs when we recognized the faculty’s

discomfort with the digital conversion based on the survey data. This same cultural attitude was

highlighted in the 2011 article “Betting Against Paper” in the magazine Mortgage Banking. The

article highlights an early failure in a Troy, Michigan bank’s conversion from hardcopy to digital

files. After making a large investment on sophisticated technology, one executive vice-president

at the bank noted the employees would, “…hit the ‘print’ button so they could create their paper

file-something they were comfortable with.” (Demuth, 2011) To avoid encountering the same

setbacks caused by the bank employees’ unwillingness to change, the project team wants to not

only implement a digital filing system, but provide training to improve the faculty’s

understanding of the electronic process. By doing this, we hope to encourage employee buy-in

and eventually shift the collective approach to recordkeeping. The team wants to encourage a

change in the culture of document management and avoid the notion that this change will be

forced on the faculty despite their robust objections.

Electronically, the major need for this project is to procure the software required to

generate the digital records. Some software, such as MS Office and MS SharePoint Designer,

are already under license to the Air Force and are currently available for use. However, the most

important program required to implement this project is Adobe Acrobat Professional. Our unit’s

computer administrators would need to procure the program and install it onto all faculty

computers. As important as faculty buy-in is to this project, without the investment in the

Acrobat software, the transition to our new recordkeeping culture will not be possible.


Goals and Objectives

With the needs established, the project requires a goal to strive for. The goal for this

project is to develop a process using computer software along with detailed training sessions to

ensure all instructors and administrators are comfortable and competent to electronically file

student and class documents in a digital storage space which eliminates the need for printed

records saving the detachment time and money. Specifically, supervision wants the conversion

to help reduce the weekly documentation error rate to 1% or less and decrease record processing

time to 24 hours or less. As this is an Air Force organization, this change, along with all

processes involving product or process improvement, falls under the program Air Force Smart

Operation for the 21st Century (AFSO21). The vision for AFSO21 taken from the Air Force

playbook is, “to establish a continuous process improvement (CPI) environment whereby all

Airmen are actively eliminating waste and continuously improving processes.” (A-1). The

mandate of this program is to develop initiatives that have tangible cost or time saving results.

Our goal directly reflects all the requirements of the AFSO21 program as it will streamline the

filing process and reduce waste by eliminating the need for paper records.

To meet this goal, the project team has developed specific objectives.

Using MS Office, Adobe Acrobat, Operating Instructions, and formal training, instructors

and administrators will be able to generate student and class records without supervision

while maintaining a 1% or less error rate.

Using the Detachment’s SharePoint website, Operating Instructions, and formal training,

instructors and administrators will route and file student and class paperwork without any

errors or assistance in 24 hours or less after the first and last day of training.

Both objectives directly support the goal statement. By training instructors and

administrators on the skillsets required to properly generate and file digital documents, the

faculty will become more familiar and comfortable with the process. Through the needs


assessment surveys, several instructors noted that they felt if this process were to be successful,

the detachment’s leadership would need to develop a strong training and support program

coupled with a detailed operating instruction for day-to-day guidance. The project team

incorporated these opinions into the objectives to ensure we addressed their concerns. With the

foundation of the project developed, the delivery strategy needs to be established.

Delivery Strategy

In order to develop the training program to implement the changeover to a fully digital

process, three main elements are required. The team must procure funding for the software

needed to generate the digital files, develop a local operating instruction outlining protocol and

standards, and lastly develop a training session to introduce the faculty to the new process. All

three will be difficult to accomplish because of push back from several faculty members. The

project team needs to take these uncertain members’ agendas into account as these individuals

are involved in the unit’s finances, the target audience for the training and going to be subject to

the requirements of the operating instruction.

Funding

Currently, the operational training budget for 2013 was reduced from $65,000 to a

meager $3,500, a nearly 95% reduction. The projected cost for printing and filing is $8,458.

Under the current budget, the training detachment will drain all projected funds on printing long

before the end of the fiscal year. In order to avoid printing costs, Instructors can manipulate and

publish files digitally using Adobe® Acrobat® XI Professional software. The development team

used trial versions of the software to develop a streamlined filing and routing process. However,

the cost to outfit all 25 faculty computers would total $5,000. Unfortunately, this amount still

cannot fit within the detachment’s operating budget.

Without funding, the digital conversion process cannot take place. The only available

funds are Command funds. The Installation Commander controls a pool of money set aside for


projects and equipment that does not fit into individual unit’s operating budgets. In order to

receive funding, a unit must make a formal written request coupled with an official Air Force

Funding Request Form (see Appendix A). Once unit personnel file the paperwork, the

Commander and his staff review the requests monthly and distribute money on an “as needed”

basis. All projected processes must meet most or, preferably, all of the five desired effects

associated with Smart Operations based on the AFSO21 playbook. These effects are:

1) Increased productivity

2) Significantly increased critical asset availability

3) Improved response time and decision making agility

4) Sustained safe and reliable operations

5) Improved energy efficiency. (A-2)

This project meets all the required effects. While waiting for funding from the

Commander, the development team can begin writing the operating instruction for the new

digital process.

If the project does get funding from Command funds, the detachment’s local acquisition

manager will procure the software using the government purchase card. The software will then

need to be installed by the base’s Information Technology (IT) personnel. The IT office requires

two weeks to load all the software onto the 25 systems. Once the acquisition manager receives

the software, they are responsible for notifying the IT department

Protocol and Standards

In order to develop the training needed for instructors to start using the digital process,

the development team in conjunction with the detachment’s supervision needs to write rules

governing the process. While it is not a step-by-step directive, the local Operating Instruction

outlines the purpose of the program, the roles and responsibilities required of the faculty, and the


general overview of how the program operates. The instruction is a written order given by the

chief of the detachment for all personnel to follow.

The objectives will serve as a standard for the instruction’s rules. Each line of the

instruction must help instructors and administrators to generate student and class records with no

more than a 1% error rate and no supervisory assistance while filing/routing the paperwork

digitally within a 24 hour time frame. Any line that does not support these objectives will need

to be reexamined. The project lead and two other committee members will develop the first draft

of the instruction. The entire six person development team will review and edit the draft before

the detachment chief reviews the instruction. Once the detachment chief signs the instruction, it

will become the guideline for faculty training.

Training

If funding becomes available and the IT department installs the Acrobat software on all

faculty computers, the development team will need to provide formal training. The training will

be broken down into two parts - generating paperwork and routing/filing paperwork. This

corresponds to the two training objectives. Trainers need to pay particular attention to the

students’ computer anxiety to ensure attitudes do not begin to generate a pattern of behavior

which undermines the training (Hismanoğlu, 932). In order to teach the session, the trainer will

require a classroom which will accommodate 6 to 8 students. The trainer will need a computer

station with the Acrobat software installed along with a projector and screen. The students will

each need a computer system with the Acrobat program. The operating instruction developed by

the team and signed by the detachment chief will be available to all students via the local

network shared drive.

During the first phase of training, the trainer will introduce the Operating Instruction and

highlight the areas that pertain to the faculty, their roles, responsibilities and requirements. The

trainer will then demonstrate the functions of all the software each instructor will need to


generate a class and student record. The training will include the basic use of the software, hot

keys, and specific advanced features. Each student will learn the required techniques to

manipulate MS Office and Adobe Acrobat while hands-on exercises will provide them the

opportunity to explore and practice the programs’ functions. A micro objective of this section is

to ensure students are comfortable and confident in using the software before they are required to

generate specific records. After the walk-thru, the trainer will demonstrate exactly how to

generate class and student records using a fictitious class (Appendix B). After the trainer

demonstrates the process, he/she will provide the students with their own fabricated class in

order to allow them time to practice generating records. Once the students have successfully

completed the practice phase, the trainer will provide them with another pretend class. Each

student must generate the required records with no more than a 1% error rate and no assistance

as per the training objective. If a student cannot complete the evaluation without error or

assistance, they will be permitted one re-evaluation. If upon re-evaluation they still are having

difficulty, the trainer will remove the student from the training and provide one-on-one coaching

at a later time until the student can meet the objective’s standard.

The second phase of training will revolve around routing and filing the digital paperwork

properly (Appendix B). The trainer will highlight the routing and filing procedures outlined in

the Operating Instruction. The trainer will then introduce the MS SharePoint filing system the

students will be using and emphasize the basic tasks of creating a file folder, naming files per the

detachment instruction, and editing and manipulating files. Each student will be provided time

to explore the program and familiarize themselves with the menus and commands. Using the

fictitious classes from the previous lesson, the instructor will demonstrate the routing and filing

protocol for each digital document required on the first and last day of class. As with the earlier

lesson, the students will practice using the SharePoint to route and file the required documents.

Once the practice is complete, the trainer will again evaluate each student to see if they can


perform without any errors or assistance. If students cannot complete the evaluation, the trainer

will provide additional one-on-one training until all students can meet the standard set forth in

the objective.

Training Implementation

In February of 2013, the Base Commander reviewed our unit’s funding petition and

approved the request in its entirety. Our local resource advisor procured the Adobe Acrobat

software and established a 3 week timeline for the base IT department to install and test the

software on all 25 computers. During that same time, three members of the development team

finalized the lesson plan, examination tools, and evaluation surveys.

Throughout the month of March 2013, the instruction team taught a total of six formal

training sessions. Fifteen faculty members qualified on all phases of the course and were able to

meet the strict program standards. Three members were not able to attend the formal training

sessions due to temporary deployment and vacation. These students qualified on the training

through one-on-one training session with a trainer. They too were able to meet all training

standards.

During the training, trainers and students together identified several errors in course

material, subject evaluations, and the general digital recordkeeping. Between each class,

development team members corrected the deficiencies and adjusted the lesson. Through post-

course critiques, all the students responded that the training was beneficial and improved their

comfort and confidence in the digital recordkeeping process. Trainers documented all faculty

training records to reflect the completion of the training session. Using training sessions

teaching steps, supervisors will educate future faculty members as part of the initial

indoctrination training within the first month of in-processing. With all initial training complete,

the development team moved into process implementation


Process Implementation

As DeMuth noted in his article, the best way to ensure that a paper to digital conversion

takes hold in an organization is to unplug the printers (50). As printing of non-class records is

still required, the training detachment did the next best thing. Starting April 2013 Supervision

refused to process any student or class records not processed in the digital format. The

development team marketed this transition several weeks earlier as our “light switch”

conversion, paper records were turned off and digital records were turned on. The initial

conversion did not go smoothly; some faculty members were still trying to process paper records

which required them to re-accomplish the process electronically. The two metrics by which

supervision monitors the record keeping program is the percentage of errors identified in class

and student records and time required to process those records. Both of these metrics ballooned

throughout the first month of implementation, though each week they trended down in a positive

direction. The error rate climbed to 7% (the rate averaged 6% over the previous 6 months) and

the processing time climbed to 38 hours (the processing time was averaging 32 hours over the

previous 6 months). This initial negative trend led non-supporters of the conversion to demand

reimplementation of the paper-copy process. However, supervision evaluated the metrics and

determined the conversion would require several more months of implementation to determine if

the failure was in the process or due to the faculty’s resistance to the process.

To promote the conversion further, the development team members presented informal

“Did you Know?” and “Lessons Learned” discussions during the weekly staff meetings. Faculty

members would discuss difficulties they encountered with the process and presenters would

provide feedback, information, and tips learned over the previous week. These 5 to 10 minute

sessions help to alleviate frustration and answered many of the faculty’s frequently ask

questions. In addition, the development team created a Wiki page where faculty members could

leave best practices they discovered and team members posted real time answers to problems and


questions. As the implementation continued, the development team began collecting data to

evaluate the success of the program.

Evaluation

As the faculty converted to the new system, the development team began collecting and

trending data. The team created a linear graph (Table 1) plotting the documentation error rate

and processing time over a 14 month period.

Table 1

Error Rate and Processing Time Progression Over 14 Months

After the initial increase in error rates and processing time, the faculty members began to

adapt to the new way of doing business and a dramatic improvement in both areas is observable

over the last 6 weeks. During this period, the average error rate dropped to an all time low of 2%

and the processing time averaged only 28 hours. Both are still above the goal standard (1% or

less for the error rate and 24 hours of less for the processing time), but are vast improvements

over the previous 12 months averages.


In addition, there were two additional unexpected benefits to the conversion. Instructors

teaching at deployed locations could process their records just as if they were working at home

station. Previously, instructors and administrators physically mailed the records back and forth

between locations. Also, historical statistics (student populations, class sizes, training durations,

etc.) were easier to research as administrators can use file searching software to retrieve the

digital records in a matter of seconds and with greater accuracy.

Based on user feedback, the development team is creating as step-by-step guide to assist

users. This guide will also include all of the information distributed during the informal

discussion sessions. Supervisors will use the guide to train newly assigned faculty members who

did not attend the formal training sessions. The Wiki page will also remain active and

supervision will review it monthly along with metric data.

Conclusion

The conversion from printed to digital documents is still being evaluated, however the

early results indicate that the conversion has and will continue to improve the recordkeeping

process. The development team overcame institutional barriers such as lack of funding, faculty

resistance, and initial negative metric data. As a unit, we have not reached of goal of nearly

flawless records processed under 24 hours. These goals might not be possible to attain, but the

digital recordkeeping has made it possible to even attempt to achieve them. One goal we have

reached in its entirety is eliminating the need for printing which will save $8.5K annually. In

addition, after further vetting, supervision at the higher headquarters is considering

benchmarking our program as the standard to apply to all other training units.


Appendix A (Funding Request) 1 of 2


Appendix A (Funding Request) 2 of 2


Appendix B (Example Documents/Filing System)

Class Routing Checklist (with digital signatures)

Class & Student Record (with Digital Signature)

SharePoint Filing System

Individual Class’ Digital Files


References

DEMUTH, J. (2011). Betting Against Paper. Mortgage Banking, 72(2), 50.

Government Paperwork Elimination Act, Public Law 277-44, 105th Congress (1999)

Hismanoğlu, M. (2011). The Elicitation of Prospective EFL Teachers' Computer Anxiety and

Attitudes. International Online Journal Of Educational Sciences, 3(3), 930-956.

United States (2008). Air Force Smart Operations for the 21st Century (AFSO21) Playbook ,

Washington, DC: Headquarters, Dept. of the Air Force.