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The purpose of this paper is to contribute to the literature of blended learning by practically implementing best practices in employee training.

In response to the Covid-19 pandemic, an organization had modified its training procedures over the course of three years to improve employee and organizational outcomes. Employee candidates who were onboarded into sales positions during the years 2019–2021 were given the opportunity to learn the content in an online format and subsequently evaluated prior to their in-person training and final evaluation to provide them with a self-paced blended learning experience. Both evaluation scores, along with the length it took to complete the trainings, were used to determine the trainings effectiveness and efficiency respectively.

The findings for the study showed that the organization was successfully able to improve upon the efficiency of the training by reducing training length and the effectiveness by improving employee outcomes.

The study’s design was limited to the probation process, which resulted in issues drawing conclusions for employee outcomes that were relevant to their long-term organizational success. This emphasizes the importance of comprehensive investigations for future practical studies.

The findings allow for the improvement of blended learning models within real-world organizational contexts that provide organizations with the opportunity to improve employee outcomes while reducing time costs.

This study provides data from applied blended learning procedures that were validated using empirical findings, which contributes to the practicality of blended learning in workplace training.

The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.

To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training.

The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue.

This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training.

The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue.

This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.