1. By
James A. Swezey

2.  Overview of the Problem
 Discussing the Literature
 Current/Existing Program
 Evaluation Method
 Results & Discussion

3.  What is the Problem?
 Unstructured & Inconsistent training and
orientation.
 Purpose of the ARP
 Present a solution to improve training, orientation,
and staff retention in the SASS department.
 Benefits for the Stakeholders
 Increased productivity and employee satisfaction.

4. Training and Orientation Practices
 Self-Efficacy
 How this affects a new employee
 Types of Training
 Online, Traditional Classroom, & Blended.
 Factors of Success
 What does it take for new employee to be
confidently and competently succeed.

5.  Effectiveness of Processes
 Defining competency standards.
 Negative and Positive effects of Training
 Individual differences and how they affect new
employees during training.
 Work Preparedness
 Determining when a new employee is ready to begin
field work.

6.  Solutions and Interventions
 SASS Department trains new employees
 Training and orientation last 1 month
 Selected Solution
 Standardized Training and Orientation
 A combined approach to training

7.  Participants
 The SASS Department
 Data Collection
 Qualitative data
 Instruments and Measures
 Training Pre-test & Post-test
 Training and Orientation Satisfaction Survey

8.  Risks to Employees
 Minimal risk
 Confidentiality for Employees
 Minimal risk
 Department Size is main
factor involved.

9. Improved Training & Orientation
 Improved Self-efficacy
 Standardized training should lead to higher levels.
 Improved Productivity
 Better trained employees should be more competent and
thus should be more productive.
 Improved Field Work Preparedness
 New employees should be ready to complete daily work
tasks within the training and orientation time frame.

10.  Bos, E. H., Merea, R., van den Brink, E., Sanderman, R., & Bartels‐Velthuis, A. A.
(2014). Mindfulness training in a heterogeneous psychiatric sample: Outcome
evaluation and comparison of different diagnostic groups. Journal of Clinical
Psychology, 70(1), 60-71.
 Brusso, R. C., Orvis, K. A., Bauer, K. N., & Tekleab, A. G. (2012). Interaction among
self-efficacy, goal orientation, and unrealistic goal-setting on videogame-based
training performance. Military Psychology, 24(1), 1-18.
 McDaniel, M. A., Fadler, C. L., & Pashler, H. (2013). Effects of spaced versus
massed training in function learning. Journal Of Experimental Psychology: Learning,
Memory, And Cognition, 39(5), 1417-1432.
 Schreiber, B. T. (2013). Transforming training: A perspective on the need for and
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 Villado, A. J., & Arthur, W. r. (2013). The comparative effect of subjective and
objective after-action reviews on team performance on a complex task. Journal of
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 Watson, A. M., Foster Thompson, L., Rudolph, J. V., Whelan, T. J., Behrend, T. S., &
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