RFID Tribe Education Guidelines
RFID Tribe uses the below guidelines to insure quality RFID education.
Guideline 1 - The learning activity must be planned in response to identified needs of the target audience.
1.1 The Provider must determine the Client and learner’s specific learning needs using a learning needs assessment
process.
1.2 Once the needs assessment is complete, the learning activities recommended by the Provider must result from a
dialogue between the Provider and Client and be mutually agreed upon by the parties.
Guideline 2 - In the learning process/plan, there must be clear and concise written statements of intended learning
objectives for each learning activity.
2.1 Statements must be clear and precise, and be expressed in measurable and observable terms.
2.2 Learning objectives must be realistic, attainable, meaningful, and reasonable for the learner, and objectively
measurable.
Guideline 3 - Throughout the learning process, the content and instructional methods must be appropriate to the
learning objectives of each activity. Opportunities to give feedback regarding the appropriateness must be
provided to participants.
3.1 The methods by which content and instructional delivery are selected to achieve learning objectives must be
documented.
3.2 Content, learning process, learning objectives, learning activities, and instructional delivery methods must be
supported by a learning manual/plan or some form of a learning design document that has been mutually agreed
upon by the respective parties.
3.3 Provider must provide a complete learning plan (learning design document) that has been mutually agreed upon
by the respective parties (Client and Provider), which contains the description of the learning process, learning
objectives, learning activities, content, delivery method, description of a safe and appropriate learning environment,
Instructor qualifications, and evaluation plan.
Guideline 4 - Qualified personnel must be involved in the planning, development, implementation and delivery of the
learning process.
4.1 The process for qualifying and selecting training personnel must be clearly described. Each type of personnel
must have the appropriate subject matter expertise for the learning process and understand the principles of adult
learning.
4.1 a Processes used for selecting qualified training personnel. Also, describe how you ensure that each
trainer/instructor/professor, etc. has the expertise for providing the learning activity, applies adult learning
principles to the learning process, and has effective delivery skills.
4.1 b Job description and a resume is available for each of the personnel involved in the planning, development,
implementation and delivery of your organization’s learning process
4.1 c Methods/tools used for providing constructive feedback for continuous improvement of personnel.
4.1 d Instructors and course delivery personnel must keep current on the latest developments regarding the
subjects taught.
Guideline 5 - Throughout the learning process, each learning objective must be assessed/measured and
recorded/reported for each learner.
5.1 The Provider must obtain agreement from the Client before hand as to what form of measurement will satisfy the
Client’s needs.
5.2 In addition, the Client and Provider must agree upon the measurement level (e.g., has knowledge of, has capability
of, or can demonstrate the skill or behavior consistently).
5.3 Observation of performance must be used when it is necessary to verify that the learner can demonstrate the
targeted skills, learning objectives or abilities under actual work conditions.
Guideline 6 - An appropriate and safe learning environment must be specified for the learning process.
6.1 The Provider must prescribe the requirements for the learning environment. The environment must be appropriate
for the target audience, instructional method, stated learning objectives, and provide appropriate resources.
6.2 The environment must be conducive to learning and have sufficient and appropriate resources for the learners.
6.3 The Provider must be familiar with local safety policies and procedures and include these in the requirements. If
the Provider is not responsible for arranging the learning environment and support services, the Provider must
nevertheless inform the Client of learning environment needs and attempt to negotiate conditions that are as close
as possible to the specifications.
Guideline 7 - Learning process/activities must be evaluated.
7.1 Learners must evaluate all of the parts of the learning activity. Data from the evaluation must be collected and
analyzed for continuous improvement.
7.2. The Provider must seek feedback from the Client as to the quality and appropriateness of the content and delivery
of the learning process.
7.3. The Provider must provide feedback to the learner.
Guideline 8 - Learners are encouraged to continue the learning quest outside the classroom or outside of the
course work.
8.1 The Provider must encourage the Client to learn "informally" via personal research, participation in communities
regarding the subject matter and participation in professional organizations that further learning in the subject
matter.
8.2 Instructors must participate in informal learning via personal research, participation in communities regarding the
subject and participation in professional organizations that further learning in the subject matter.
RFID Tribe uses the below guidelines to insure quality RFID education.
Guideline 1 - The learning activity must be planned in response to identified needs of the target audience.
1.1 The Provider must determine the Client and learner’s specific learning needs using a learning needs assessment
process.
1.2 Once the needs assessment is complete, the learning activities recommended by the Provider must result from a
dialogue between the Provider and Client and be mutually agreed upon by the parties.
Guideline 2 - In the learning process/plan, there must be clear and concise written statements of intended learning
objectives for each learning activity.
2.1 Statements must be clear and precise, and be expressed in measurable and observable terms.
2.2 Learning objectives must be realistic, attainable, meaningful, and reasonable for the learner, and objectively
measurable.
Guideline 3 - Throughout the learning process, the content and instructional methods must be appropriate to the
learning objectives of each activity. Opportunities to give feedback regarding the appropriateness must be
provided to participants.
3.1 The methods by which content and instructional delivery are selected to achieve learning objectives must be
documented.
3.2 Content, learning process, learning objectives, learning activities, and instructional delivery methods must be
supported by a learning manual/plan or some form of a learning design document that has been mutually agreed
upon by the respective parties.
3.3 Provider must provide a complete learning plan (learning design document) that has been mutually agreed upon
by the respective parties (Client and Provider), which contains the description of the learning process, learning
objectives, learning activities, content, delivery method, description of a safe and appropriate learning environment,
Instructor qualifications, and evaluation plan.
Guideline 4 - Qualified personnel must be involved in the planning, development, implementation and delivery of the
learning process.
4.1 The process for qualifying and selecting training personnel must be clearly described. Each type of personnel
must have the appropriate subject matter expertise for the learning process and understand the principles of adult
learning.
4.1 a Processes used for selecting qualified training personnel. Also, describe how you ensure that each
trainer/instructor/professor, etc. has the expertise for providing the learning activity, applies adult learning
principles to the learning process, and has effective delivery skills.
4.1 b Job description and a resume is available for each of the personnel involved in the planning, development,
implementation and delivery of your organization’s learning process
4.1 c Methods/tools used for providing constructive feedback for continuous improvement of personnel.
4.1 d Instructors and course delivery personnel must keep current on the latest developments regarding the
subjects taught.
Guideline 5 - Throughout the learning process, each learning objective must be assessed/measured and
recorded/reported for each learner.
5.1 The Provider must obtain agreement from the Client before hand as to what form of measurement will satisfy the
Client’s needs.
5.2 In addition, the Client and Provider must agree upon the measurement level (e.g., has knowledge of, has capability
of, or can demonstrate the skill or behavior consistently).
5.3 Observation of performance must be used when it is necessary to verify that the learner can demonstrate the
targeted skills, learning objectives or abilities under actual work conditions.
Guideline 6 - An appropriate and safe learning environment must be specified for the learning process.
6.1 The Provider must prescribe the requirements for the learning environment. The environment must be appropriate
for the target audience, instructional method, stated learning objectives, and provide appropriate resources.
6.2 The environment must be conducive to learning and have sufficient and appropriate resources for the learners.
6.3 The Provider must be familiar with local safety policies and procedures and include these in the requirements. If
the Provider is not responsible for arranging the learning environment and support services, the Provider must
nevertheless inform the Client of learning environment needs and attempt to negotiate conditions that are as close
as possible to the specifications.
Guideline 7 - Learning process/activities must be evaluated.
7.1 Learners must evaluate all of the parts of the learning activity. Data from the evaluation must be collected and
analyzed for continuous improvement.
7.2. The Provider must seek feedback from the Client as to the quality and appropriateness of the content and delivery
of the learning process.
7.3. The Provider must provide feedback to the learner.
Guideline 8 - Learners are encouraged to continue the learning quest outside the classroom or outside of the
course work.
8.1 The Provider must encourage the Client to learn "informally" via personal research, participation in communities
regarding the subject matter and participation in professional organizations that further learning in the subject
matter.
8.2 Instructors must participate in informal learning via personal research, participation in communities regarding the
subject and participation in professional organizations that further learning in the subject matter.
RFID Education Guidelines
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