{"id":1202,"date":"2023-03-31T17:37:40","date_gmt":"2023-03-31T17:37:40","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/employee-training\/"},"modified":"2026-01-15T19:56:21","modified_gmt":"2026-01-15T19:56:21","slug":"employee-training","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/employee-training\/","title":{"raw":"Hiring and Evaluating Employees: Learn It 2\u2014Training Employees","rendered":"Hiring and Evaluating Employees: Learn It 2\u2014Training Employees"},"content":{"raw":"
\r\n

Job Training<\/h2>\r\n
\r\n

Training is a major contributor to success and performance in many jobs. Most employees begin with an orientation<\/b><\/span> period where they learn the basics of how the organization functions\u2014often before they ever do the core tasks of the job.<\/p>\r\n\r\n[caption id=\"\" align=\"alignright\" width=\"381\"]\"A Figure 1<\/strong>. Training usually begins with an orientation period during which a new employee learns about company policies, practices, and culture. (credit: Cory Zanker)[\/caption]\r\n\r\n

Orientation Training<\/h3>\r\n<\/section>\r\n<\/section>\r\n

Orientation training typically covers company history, mission, and values; workplace policies and expectations; administrative processes such as time tracking, benefits, and reporting requirements; and who's who in the organization, including roles, teams, and reporting structures.<\/p>\r\n

A key purpose of orientation is helping new employees understand the organization's culture<\/strong>\u2014the shared norms, expectations, and \"unwritten rules\" about how people communicate, solve problems, and make decisions. Orientation is often delivered through software presentations, group sessions led by HR, and hands-on training with members of the employee's department<\/p>\r\n

Job-Specific Training<\/h3>\r\n

After orientation, employees usually receive job-specific training, which might include learning job tasks and performance standards, safety procedures, customer interaction expectations, and new tools, equipment, or software. Training may also occur later in employment when employees are promoted, change roles, or need to learn new systems.<\/p>\r\n

Some training is highly structured and formal\u2014modules, workshops, videos, checklists\u2014while other learning happens informally through coworkers and daily practice.<\/p>\r\n

 <\/p>\r\n

\r\n
\r\n

Orientation training typically covers:<\/p>\r\n

    \r\n\t
  • company history, mission, and values<\/li>\r\n\t
  • workplace policies and expectations<\/li>\r\n\t
  • administrative processes (time tracking, benefits, reporting requirements)<\/li>\r\n\t
  • who\u2019s who in the organization (roles, teams, and reporting structures)<\/li>\r\n<\/ul>\r\n

    A key purpose of orientation is helping a new employee understand the organization\u2019s culture<\/b><\/span>\u2014the shared norms, expectations, and \u201cunwritten rules\u201d about how people communicate, solve problems, and make decisions.<\/p>\r\n

    After orientation, employees usually receive job-specific training<\/b><\/span>, which might include:<\/p>\r\n

      \r\n\t
    • learning job tasks and performance standards<\/li>\r\n\t
    • safety procedures<\/li>\r\n\t
    • customer interaction expectations<\/li>\r\n\t
    • new tools, equipment, or software<\/li>\r\n\t
    • training for new duties later in employment (promotion, role changes, new systems)<\/li>\r\n<\/ul>\r\n

      Some training is highly structured and formal (modules, workshops, videos, checklists), while other learning happens informally through coworkers and daily practice. Orientation is often delivered through software presentations, group sessions led by HR, and training with members of the employee\u2019s department (Figure 1).<\/p>\r\n

      \r\n

      In the Real World: Gamification and Corporate Training<\/b><\/h3>\r\n

      Many organizations now use gamification<\/strong>\u2014adding game-like elements such as points, levels, badges, challenges, or simulations\u2014to make training more engaging and effective. Rather than \"playing games,\" the goal is to apply what psychologists know about motivation, feedback, and learning.<\/p>\r\n

      Deloitte Leadership Academy.<\/strong> Deloitte redesigned parts of its leadership training by adding gamified elements such as progress levels, achievement badges, and clear feedback on advancement. Employees could see how far they had progressed and what came next, which increased motivation to continue. After introducing gamification, Deloitte reported substantial increases in course completion and engagement with training materials.<\/p>\r\n

      SAP and Simulation-Based Training.<\/strong> SAP (the Systems, Applications, and Products in Data Processing software company) has used game-like simulations to train employees and managers on complex systems and decision-making. Instead of passively watching presentations, learners practice making choices in realistic scenarios and receive immediate feedback on the consequences. This approach helps employees transfer what they learn in training to real workplace situations.<\/p>\r\n

      Gamified training draws on core psychological principles\u2014goal setting, reinforcement, feedback, and practice. Research suggests these approaches can improve engagement and learning when clearly tied to job-relevant skills rather than used as superficial rewards. A comprehensive meta-analysis by Looyestyn and colleagues (2017) found that gamification generally improves health-related behaviors and engagement, though the effects vary based on implementation quality. More recent studies in organizational settings confirm that gamification is most effective when game elements align with meaningful learning objectives and provide substantive feedback rather than cosmetic rewards (Sailer & Homner, 2020).<\/p>\r\n<\/section>\r\n<\/section>\r\n<\/section>\r\n

      <\/section>\r\n

      Job Mentoring<\/h3>\r\n
      \r\n
      \r\n

      Mentoring is a form of informal training in which an experienced employee guides the work of a new employee. In some situations, mentors will be formally assigned to a new employee, while in others a mentoring relationship may develop informally.<\/p>\r\n

      Does mentoring help?<\/b><\/h3>\r\n

      Research suggests that mentoring is beneficial, though effects are often small but reliable<\/span>.<\/p>\r\n

        \r\n\t
      • Reviews of mentoring research find positive relationships between mentoring and outcomes such as performance, motivation, satisfaction, and career development (Eby et al., 2008).<\/li>\r\n\t
      • Meta-analyses also show that prot\u00e9g\u00e9s tend to report higher compensation, more promotions, and greater job and career satisfaction compared to non-mentored employees (Allen et al., 2004).<\/li>\r\n\t
      • Mentoring can also benefit mentors. Studies have linked mentoring to higher job satisfaction and organizational commitment, and in some cases stronger supervisor-rated performance (Eby et al., 2006; Gentry et al., 2008). Some research also finds mentors report higher salaries and more promotions than non-mentors (Allen, Lentz, & Day, 2006).<\/li>\r\n\t
      • Mentoring is recognized to be particularly important to the career success of women (McKeen & Bujaki, 2007) by creating connections to informal networks, reducing feelings of isolation, and with overcoming discrimination in job promotions.<\/li>\r\n\t
      • Ragins & Cotton (1999) studied the effects of gender on the outcomes of mentoring relationships and found that prot\u00e9g\u00e9s with a history of male mentors had significantly higher compensation, especially for male prot\u00e9g\u00e9s. The study found that female mentor\u2013male prot\u00e9g\u00e9 relationships were considerably rarer than the other gender combinations.<\/li>\r\n\t
      • Recent research has expanded attention to diversity in mentoring relationships. Studies increasingly examine how mentoring can support underrepresented groups in organizations, including employees from racial and ethnic minorities, LGBTQ+ employees, and individuals with disabilities (Murrell & Blake-Beard, 2017). Cross-cultural mentoring\u2014where mentors and prot\u00e9g\u00e9s differ in cultural background\u2014presents both challenges and opportunities, requiring mentors to develop cultural competence and awareness of systemic barriers their prot\u00e9g\u00e9s may face.<\/li>\r\n<\/ul>\r\n

        Current Trends in Training<\/h3>\r\n

        Remote and hybrid training.<\/strong> The COVID-19 pandemic accelerated the adoption of virtual training platforms. Research by Salas and colleagues (2021) found that well-designed virtual training can be as effective as in-person training for many learning objectives, though hands-on skills may still require physical practice. Organizations have increasingly adopted blended learning approaches that combine online modules with in-person application exercises.<\/p>\r\n

        Microlearning.<\/strong> Many organizations now deliver training in short, focused segments (typically 5\u201315 minutes) rather than lengthy sessions. This approach aligns with research on spacing effects in learning and accommodates employees' busy schedules. Studies suggest microlearning can improve retention and engagement, particularly for knowledge-based content (Giurgiu, 2017).<\/p>\r\n

        Personalized learning paths.<\/strong> Advances in learning management systems allow organizations to tailor training sequences based on employees' prior knowledge, performance data, and career goals. Adaptive learning technologies adjust content difficulty and pacing based on learner responses.<\/p>\r\n

        Virtual and augmented reality.<\/strong> Some organizations use immersive technologies for training in high-stakes or hard-to-simulate environments, such as surgery, equipment maintenance, or emergency response. Early research suggests these approaches can improve skill transfer, though implementation costs remain significant (Kaplan et al., 2021).<\/p>\r\n

        Does training work overall?<\/b><\/h3>\r\n

        In a large review of studies on workplace training, Arthur, Bennett, Edens, and Bell (2003) found that training is generally effective across multiple outcomes, including:<\/p>\r\n

          \r\n\t
        • employees\u2019 immediate reactions to training<\/li>\r\n\t
        • learning outcomes (such as post-training tests)<\/li>\r\n\t
        • behavior change on the job (including supervisor ratings)<\/li>\r\n\t
        • results-based outcomes (such as productivity or profits)<\/li>\r\n<\/ul>\r\n

          The studies in this review covered many training formats, including self-instruction, lecture\/discussion, and computer-assisted training.<\/p>\r\n<\/section>\r\n<\/section>","rendered":"

          \n

          Job Training<\/h2>\n
          \n

          Training is a major contributor to success and performance in many jobs. Most employees begin with an orientation<\/b><\/span> period where they learn the basics of how the organization functions\u2014often before they ever do the core tasks of the job.<\/p>\n

          \"A
          Figure 1<\/strong>. Training usually begins with an orientation period during which a new employee learns about company policies, practices, and culture. (credit: Cory Zanker)<\/figcaption><\/figure>\n

          Orientation Training<\/h3>\n<\/section>\n<\/section>\n

          Orientation training typically covers company history, mission, and values; workplace policies and expectations; administrative processes such as time tracking, benefits, and reporting requirements; and who’s who in the organization, including roles, teams, and reporting structures.<\/p>\n

          A key purpose of orientation is helping new employees understand the organization’s culture<\/strong>\u2014the shared norms, expectations, and “unwritten rules” about how people communicate, solve problems, and make decisions. Orientation is often delivered through software presentations, group sessions led by HR, and hands-on training with members of the employee’s department<\/p>\n

          Job-Specific Training<\/h3>\n

          After orientation, employees usually receive job-specific training, which might include learning job tasks and performance standards, safety procedures, customer interaction expectations, and new tools, equipment, or software. Training may also occur later in employment when employees are promoted, change roles, or need to learn new systems.<\/p>\n

          Some training is highly structured and formal\u2014modules, workshops, videos, checklists\u2014while other learning happens informally through coworkers and daily practice.<\/p>\n

           <\/p>\n

          \n
          \n

          Orientation training typically covers:<\/p>\n

            \n
          • company history, mission, and values<\/li>\n
          • workplace policies and expectations<\/li>\n
          • administrative processes (time tracking, benefits, reporting requirements)<\/li>\n
          • who\u2019s who in the organization (roles, teams, and reporting structures)<\/li>\n<\/ul>\n

            A key purpose of orientation is helping a new employee understand the organization\u2019s culture<\/b><\/span>\u2014the shared norms, expectations, and \u201cunwritten rules\u201d about how people communicate, solve problems, and make decisions.<\/p>\n

            After orientation, employees usually receive job-specific training<\/b><\/span>, which might include:<\/p>\n

              \n
            • learning job tasks and performance standards<\/li>\n
            • safety procedures<\/li>\n
            • customer interaction expectations<\/li>\n
            • new tools, equipment, or software<\/li>\n
            • training for new duties later in employment (promotion, role changes, new systems)<\/li>\n<\/ul>\n

              Some training is highly structured and formal (modules, workshops, videos, checklists), while other learning happens informally through coworkers and daily practice. Orientation is often delivered through software presentations, group sessions led by HR, and training with members of the employee\u2019s department (Figure 1).<\/p>\n

              \n

              In the Real World: Gamification and Corporate Training<\/b><\/h3>\n

              Many organizations now use gamification<\/strong>\u2014adding game-like elements such as points, levels, badges, challenges, or simulations\u2014to make training more engaging and effective. Rather than “playing games,” the goal is to apply what psychologists know about motivation, feedback, and learning.<\/p>\n

              Deloitte Leadership Academy.<\/strong> Deloitte redesigned parts of its leadership training by adding gamified elements such as progress levels, achievement badges, and clear feedback on advancement. Employees could see how far they had progressed and what came next, which increased motivation to continue. After introducing gamification, Deloitte reported substantial increases in course completion and engagement with training materials.<\/p>\n

              SAP and Simulation-Based Training.<\/strong> SAP (the Systems, Applications, and Products in Data Processing software company) has used game-like simulations to train employees and managers on complex systems and decision-making. Instead of passively watching presentations, learners practice making choices in realistic scenarios and receive immediate feedback on the consequences. This approach helps employees transfer what they learn in training to real workplace situations.<\/p>\n

              Gamified training draws on core psychological principles\u2014goal setting, reinforcement, feedback, and practice. Research suggests these approaches can improve engagement and learning when clearly tied to job-relevant skills rather than used as superficial rewards. A comprehensive meta-analysis by Looyestyn and colleagues (2017) found that gamification generally improves health-related behaviors and engagement, though the effects vary based on implementation quality. More recent studies in organizational settings confirm that gamification is most effective when game elements align with meaningful learning objectives and provide substantive feedback rather than cosmetic rewards (Sailer & Homner, 2020).<\/p>\n<\/section>\n<\/section>\n<\/section>\n

              <\/section>\n

              Job Mentoring<\/h3>\n
              \n
              \n

              Mentoring is a form of informal training in which an experienced employee guides the work of a new employee. In some situations, mentors will be formally assigned to a new employee, while in others a mentoring relationship may develop informally.<\/p>\n

              Does mentoring help?<\/b><\/h3>\n

              Research suggests that mentoring is beneficial, though effects are often small but reliable<\/span>.<\/p>\n

                \n
              • Reviews of mentoring research find positive relationships between mentoring and outcomes such as performance, motivation, satisfaction, and career development (Eby et al., 2008).<\/li>\n
              • Meta-analyses also show that prot\u00e9g\u00e9s tend to report higher compensation, more promotions, and greater job and career satisfaction compared to non-mentored employees (Allen et al., 2004).<\/li>\n
              • Mentoring can also benefit mentors. Studies have linked mentoring to higher job satisfaction and organizational commitment, and in some cases stronger supervisor-rated performance (Eby et al., 2006; Gentry et al., 2008). Some research also finds mentors report higher salaries and more promotions than non-mentors (Allen, Lentz, & Day, 2006).<\/li>\n
              • Mentoring is recognized to be particularly important to the career success of women (McKeen & Bujaki, 2007) by creating connections to informal networks, reducing feelings of isolation, and with overcoming discrimination in job promotions.<\/li>\n
              • Ragins & Cotton (1999) studied the effects of gender on the outcomes of mentoring relationships and found that prot\u00e9g\u00e9s with a history of male mentors had significantly higher compensation, especially for male prot\u00e9g\u00e9s. The study found that female mentor\u2013male prot\u00e9g\u00e9 relationships were considerably rarer than the other gender combinations.<\/li>\n
              • Recent research has expanded attention to diversity in mentoring relationships. Studies increasingly examine how mentoring can support underrepresented groups in organizations, including employees from racial and ethnic minorities, LGBTQ+ employees, and individuals with disabilities (Murrell & Blake-Beard, 2017). Cross-cultural mentoring\u2014where mentors and prot\u00e9g\u00e9s differ in cultural background\u2014presents both challenges and opportunities, requiring mentors to develop cultural competence and awareness of systemic barriers their prot\u00e9g\u00e9s may face.<\/li>\n<\/ul>\n

                Current Trends in Training<\/h3>\n

                Remote and hybrid training.<\/strong> The COVID-19 pandemic accelerated the adoption of virtual training platforms. Research by Salas and colleagues (2021) found that well-designed virtual training can be as effective as in-person training for many learning objectives, though hands-on skills may still require physical practice. Organizations have increasingly adopted blended learning approaches that combine online modules with in-person application exercises.<\/p>\n

                Microlearning.<\/strong> Many organizations now deliver training in short, focused segments (typically 5\u201315 minutes) rather than lengthy sessions. This approach aligns with research on spacing effects in learning and accommodates employees’ busy schedules. Studies suggest microlearning can improve retention and engagement, particularly for knowledge-based content (Giurgiu, 2017).<\/p>\n

                Personalized learning paths.<\/strong> Advances in learning management systems allow organizations to tailor training sequences based on employees’ prior knowledge, performance data, and career goals. Adaptive learning technologies adjust content difficulty and pacing based on learner responses.<\/p>\n

                Virtual and augmented reality.<\/strong> Some organizations use immersive technologies for training in high-stakes or hard-to-simulate environments, such as surgery, equipment maintenance, or emergency response. Early research suggests these approaches can improve skill transfer, though implementation costs remain significant (Kaplan et al., 2021).<\/p>\n

                Does training work overall?<\/b><\/h3>\n

                In a large review of studies on workplace training, Arthur, Bennett, Edens, and Bell (2003) found that training is generally effective across multiple outcomes, including:<\/p>\n

                  \n
                • employees\u2019 immediate reactions to training<\/li>\n
                • learning outcomes (such as post-training tests)<\/li>\n
                • behavior change on the job (including supervisor ratings)<\/li>\n
                • results-based outcomes (such as productivity or profits)<\/li>\n<\/ul>\n

                  The studies in this review covered many training formats, including self-instruction, lecture\/discussion, and computer-assisted training.<\/p>\n<\/section>\n<\/section>\n","protected":false},"author":20,"menu_order":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Selecting and Evaluating Employees\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/13-2-industrial-psychology-selecting-and-evaluating-employees\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":1192,"module-header":"learn_it","content_attributions":[{"type":"cc","description":"Selecting and Evaluating Employees","author":"OpenStax College","organization":"","url":"https:\/\/openstax.org\/books\/psychology-2e\/pages\/13-2-industrial-psychology-selecting-and-evaluating-employees","project":"","license":"cc-by","license_terms":"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction"}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/1202"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":5,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/1202\/revisions"}],"predecessor-version":[{"id":7522,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/1202\/revisions\/7522"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/parts\/1192"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/1202\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/media?parent=1202"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapter-type?post=1202"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/contributor?post=1202"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/license?post=1202"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}