Why should you develop guidelines for hiring, orientation, and training? How do you develop guidelines for hiring staff? How do you develop orientation and training guidelines? Hiring and developing staff are important parts of building an effective organization. The people you hire need the knowledge, skills, resources, supervision, working conditions, and continuing learning opportunities necessary to carry out their responsibilities well. In this section, you will learn how to develop guidelines for hiring, orientation, training, and professional development, while later sections in this chapter discuss how to use those guidelines to design positions and carry out the hiring and training process. Why should you develop guidelines for hiring, orientation, and training? Why establish guidelines instead of simply hiring people and expecting them to learn as they go? Hiring and onboarding decisions affect applicants, employees, programs, organizational resources, and the people and communities connected with your work. Planning the process in advance can make it more consistent, fair, understandable, and effective. The ways people are recruited, interviewed, hired, welcomed, trained, and supervised help shape their first impressions of the organization and can affect their ability to succeed in their roles. Developing guidelines encourages you to think about your organization's values and management practices. Hiring and staff-development processes should be consistent with the kind of organization you intend to be. For example, an organization that values participation and inclusion might use a structured but conversational interview process, make reasonable accommodations available to applicants who need them, explain the hiring process in advance, and involve relevant staff or community perspectives appropriately. The goal is to give applicants a fair opportunity to demonstrate whether they meet the job-related requirements rather than testing how well they respond to unnecessary pressure or unfamiliar institutional norms. Clear guidelines can make hiring, orientation, and training -- all of which require significant time and attention -- more consistent and manageable for everyone involved. Written guidelines can demonstrate that the organization has established fair, job-related, and consistent processes. Good documentation can also help the organization explain how employment decisions were made, respond to questions, identify problems in its own practices, and meet applicable legal or funding requirements. Planning ahead can reduce avoidable problems. Hiring needs, accommodations, required approvals, background checks where appropriate, onboarding paperwork, technology access, supervision, and required training are easier to manage when responsibilities have been identified before a new employee starts. Most important, thoughtful hiring guidelines can help you identify a qualified person for the role, while strong orientation, supervision, training, and professional-development practices can help that person perform effectively and continue developing over time. How do you develop guidelines for hiring staff? One of the first questions is who should help develop the guidelines. The answer will depend on the organization's size, structure, legal responsibilities, and stage of development. Hiring an organization's first employees may require different decisions from filling a recurring position in an established organization. People involved might include the chief executive or hiring manager, human-resources staff if the organization has them, supervisors, other employees, Board members when governance responsibilities require their involvement, and people with relevant program or community knowledge. For positions that work closely with particular communities, input from people directly affected by the work may help identify relevant competencies and barriers in the hiring process. Developing guidelines does not necessarily require a large committee to draft every sentence. One person or a small group can prepare an initial version, followed by review from the people whose responsibilities or perspectives are relevant. External requirements may also affect the process. Applicable federal, state, tribal, and local employment laws, collective-bargaining agreements, grant or contract requirements, licensing rules, disability-access requirements, organizational policies, and other obligations should be identified before the guidelines are finalized. Requirements differ by employer, position, location, and funding arrangement, so avoid relying on outdated boilerplate. Once you've determined who will work on the guidelines, consider the following issues. What does the position actually require? Identify the essential functions of the job and the knowledge, skills, experience, licenses, competencies, communication abilities, and other job-related qualifications needed to perform them. Distinguish between requirements that are truly necessary when someone starts and skills that can reasonably be learned on the job. Avoid vague requirements based on whether someone seems like the "right type of person" or will "fit" the existing culture. Those ideas can introduce inconsistency and bias. Instead, identify observable qualities that actually matter to the work, such as reliability, collaborative problem solving, respectful communication, sound judgment, or ability to work effectively with the people and communities involved. For example, a position providing clinical services related to adolescent sexual health may require specific credentials and clinical knowledge. The organization may also need someone who communicates respectfully with young people, protects confidentiality, understands appropriate boundaries, works effectively across cultural differences, and can explain health information clearly. Those requirements should be connected with the work itself rather than assumptions about what demographic characteristics an employee should have. What can you afford? Determine whether the position will be full time, part time, temporary, seasonal, or another lawful classification; what salary or wage range the organization can support; what benefits are available; and whether applicable wage, overtime, pay-transparency, leave, funding, or other requirements affect the position. Compensation should also be considered in relation to the responsibilities and qualifications required. What will the hiring process look like? Determine who will participate at each stage and who has authority to make the final decision. Questions include: Job description and selection criteria. Who will define the essential functions, qualifications, salary range or compensation structure, reporting relationship, work location or remote expectations, and standards by which applicants will be evaluated? Application and interview format. Will the process include structured interviews, work samples, demonstrations, or other job-related methods? How will candidates request reasonable accommodations? What information should applicants receive beforehand? Timeline. When must the position be filled, and is there enough time for posting, recruitment, screening, interviews, references or other checks, approvals, an offer, and an appropriate transition? Recruitment. Where will the position be advertised so that qualified people have a reasonable opportunity to learn about it? What information must or should be included under applicable equal-employment, accessibility, pay-transparency, funding, licensing, or other requirements? Screening. Who will review applications, and how will reviewers apply the same job-related criteria consistently? What records of the process need to be maintained? Use clear, job-related selection criteria and a consistent process. Structured interview questions and documented evaluation criteria can improve fairness and make it easier to compare candidates on the qualifications that actually matter. Employment decisions must comply with applicable nondiscrimination requirements. Avoid questions or criteria that unnecessarily seek information about protected characteristics. Before a conditional job offer, disability-related inquiries and medical examinations are generally restricted under federal law. Make reasonable accommodations available during the application and interview process when required. If the organization uses background checks, determine whether the information is relevant to the job, apply standards consistently, follow applicable federal, state, and local requirements, and use required notice and authorization procedures when a third-party consumer report is obtained. How many interview stages are actually necessary? Use enough stages to make an informed decision without creating unnecessary burden for applicants or staff. Clarify who participates and what each stage is meant to assess. How will the final decision and offer be made? Determine who has hiring authority, how references or other final checks will be handled, what approvals are needed, how compensation will be finalized, and what will happen if the preferred candidate declines. How will other applicants be notified? Communicate decisions promptly and respectfully once the organization is ready to close the search. What employment documentation and onboarding steps are required? Depending on the position and jurisdiction, this may include an offer letter or employment agreement, employment-eligibility verification, payroll and tax forms, required notices, benefits enrollment, confidentiality or intellectual-property agreements, background or credential verification, and other documentation. If the organization uses an introductory or evaluation period, explain its purpose and make sure the policy is consistent with applicable law and other employment agreements. How will the hiring process be evaluated? Review whether recruitment reached qualified applicants, whether criteria were applied consistently, whether candidates encountered unnecessary barriers, whether the timeline was realistic, and whether the process produced useful information for making the decision. If your guidelines address these questions, you will have established the general shape of your organization's hiring process. Review them periodically as laws, organizational needs, technology, labor-market conditions, and experience change. How do you develop orientation and training guidelines? Staff development can be thought of in three related areas. Orientation, or onboarding, helps new employees understand the organization, their role, important policies, and the people and systems they will work with. Training develops the knowledge and skills needed to perform particular responsibilities safely and effectively. Professional development supports continuing learning and growth throughout a person's work with the organization. Strong organizations pay attention to all three. The exact amount and form of learning will vary by position, but employees should have access to the information, practice, feedback, and resources necessary to do their work successfully. Orientation New staff members need timely orientation regardless of their previous experience. Someone may know the profession well but still need to understand this organization's mission, policies, systems, expectations, community relationships, and way of working. Orientation may include: The organization's structure and general functioning -- governance and management roles, supervision and reporting relationships, communication channels, organizational policies and procedures, applicable rules or regulations, and how major decisions are made. The organization's mission, vision, values, strategy, and intended community impact. Staff should understand the mission the organization actually states and operates under, rather than being expected to discover an unstated "real" mission. The position itself -- essential responsibilities, performance expectations, schedule, work location, decision-making authority, compensation and benefits, resources, technology, required documentation, and how the role connects with other positions. Supervision -- who provides it, how often meetings or check-ins occur, what decisions employees may make independently, when consultation or approval is required, and what responsibilities the employee has if they supervise others. Effective supervision combines accountability and support. Supervisors should communicate expectations, monitor performance appropriately, provide timely feedback, help solve problems, recognize good work, address concerns, support learning, and make sure employees have the information and resources needed to perform their responsibilities. Supervision should not be reduced either to surveillance or to informal mentoring. Organizations need clear standards and accountability while also creating opportunities for coaching, reflection, professional growth, and constructive discussion. The people the employee will work with, including colleagues, supervisors, program participants, community members, partner organizations, vendors, funders, and others relevant to the role. Day-to-day systems and logistics -- workplace or remote-work procedures, schedules, payroll, benefits, leave, facilities, transportation or parking when relevant, communication platforms, records systems, cybersecurity, equipment, information technology, emergency procedures, safety, and whom to contact when assistance is needed. Workplace culture and expectations -- how people communicate, collaborate, give feedback, raise concerns, handle disagreement, support accessibility, respect boundaries, and maintain a professional and inclusive working environment. Organizational culture should not be treated as a set of unwritten practices that employees simply have to accept in order to "fit in." Long hours without reasonable boundaries, exclusionary hierarchies, inaccessible meetings, disrespectful communication, or other harmful practices should not be normalized merely because they are longstanding. Orientation should explain legitimate expectations clearly while the organization also examines whether its workplace practices are respectful, lawful, inclusive, sustainable, and consistent with its stated values. Understanding of the people and communities the organization serves or works with, including relevant strengths, experiences, priorities, barriers, and community knowledge. Avoid assuming that a short orientation makes someone an expert on a community; continuing relationships and learning are important. Understanding of the broader context in which the organization operates -- community history, policies, partners, funders, institutions, resources, relationships, and other conditions relevant to the work. Required workplace policies and protections, such as nondiscrimination and anti-harassment requirements, reasonable-accommodation procedures, confidentiality and privacy, safeguarding, ethics, conflicts of interest, information security, emergency procedures, workplace safety, and reporting concerns where relevant. Training Regardless of previous background, new employees need to understand how their existing skills apply to this particular role. They may also need to develop new knowledge or skills because the organization's methods, systems, population, regulations, technology, or expectations differ from those of previous workplaces. Training guidelines should identify which learning is required for everyone in a particular role and which should be tailored to an individual's prior experience and demonstrated needs. Training may address: Job-specific knowledge, methods, and technical skills Required licenses, certifications, or continuing-education requirements Organizational procedures and documentation Communication and collaboration Accessibility and reasonable accommodation Confidentiality, privacy, records, and data security Safety and emergency procedures Ethical responsibilities and professional boundaries Nondiscrimination, harassment prevention, and respectful workplace expectations Relevant legal, contractual, grant, or regulatory requirements How the organization works respectfully and effectively with the people and communities connected with its mission Language matters as well. Organizations use different terms for the people they work with -- for example, participants, patients, students, members, residents, customers, or clients. Explain the terminology the organization uses and why, while remaining willing to reconsider language when people directly affected by it find it inaccurate or disrespectful. Professional development Learning continues throughout a person's working life. Professional development can help staff strengthen existing skills, learn new approaches, respond to changing technology or regulations, prepare for new responsibilities, and improve the organization's work. Depending on resources, organizations may provide workshops, coaching, conferences, courses, certifications, professional memberships, mentoring, communities of practice, tuition assistance, paid learning time, internal leadership opportunities, or other forms of support. Access to professional development should be considered across the staff rather than reserved only for senior employees or people whose schedules make participation easiest. When possible, provide compensated time and other support needed to participate in learning that the organization expects or strongly encourages. Some organizations work with employees to develop individual learning or professional-development plans. These may identify skills to strengthen, learning activities, organizational support, and goals for the coming year. Review the plan periodically and revise it as the employee's responsibilities and interests change. In forming guidelines for orientation, training, and professional development, consider several questions. Who will conduct the learning? Training may be provided internally by supervisors, experienced staff, subject-matter experts, people with relevant lived or community experience, or peers. External options may include professional trainers, consultants, colleges and universities, professional associations, community organizations, government agencies, funders, online learning providers, or other qualified sources. Choose trainers based on the subject and the knowledge or skills required rather than assuming one person should conduct every part of orientation. When will orientation and training take place, and how long will they last? Essential orientation should begin before or soon after the employee starts so that they know how to work safely and responsibly. Not every topic needs to be covered on the first day. Staging onboarding over several days or weeks can reduce information overload and allow new employees to connect what they learn with actual experience. Job-specific training may begin immediately for responsibilities that must be performed safely or correctly from the start. Other learning may make more sense after the employee has gained some experience and can identify questions or situations that require deeper instruction. Set reasonable expectations for when required training should be completed and establish continuing refreshers or updates when necessary. What forms will training take? Training may combine several approaches: Instructor-led learning in person or online Planned tours, site visits, and community orientation Reading, videos, online modules, guided research, or other self-directed learning Job shadowing, mentoring, coaching, or supervised practice with experienced staff Workshops, seminars, webinars, professional meetings, or conferences Peer-learning groups, communities of practice, or learning circles Direct supervisory feedback and coaching Simulations, case discussions, role plays, demonstrations, or practice using actual workplace systems Informal learning may include: Conversations with supervisors, colleagues, community members, participants, partners, and people from other organizations Learning through supervised work and reflection Reflective notes, journals, learning logs, or other methods for considering what has been learned Visiting or collaborating with other teams, programs, or organizations The way training is designed should be consistent with the organization's approach to learning and the needs of the people being trained. If the work requires collaboration, problem solving, or application in complex situations, training should provide opportunities to practice those skills rather than relying only on lectures or reading. What materials and systems need to be prepared? Useful resources may include an employee handbook, organizational chart, mission and strategy information, policies and procedures, compensation and benefits information, nondiscrimination and accommodation policies, safety guidance, technology instructions, community information, program materials, role-specific procedures, required forms, relevant research or standards, and contacts for questions or assistance. Materials may be digital, printed, video, audio, or provided in another format. Make them organized, current, secure where necessary, and accessible to the employees expected to use them. How, and by whom, will training be evaluated? Evaluation should consider more than whether employees enjoyed the training. Depending on the purpose, ask: Did participants understand the material? Can they apply the knowledge or skill in their work? Do they have the tools, time, supervision, authority, and resources needed to use what they learned? Did the training improve performance, safety, quality, accessibility, participant experience, or another intended result? What content or delivery methods should change next time? Employees, trainers, supervisors, and others affected by the training may all provide useful information. Evaluation methods might include discussion, surveys, skills demonstrations, observation, work review, follow-up interviews, or analysis of appropriate performance measures. How will the evaluation be used? Evaluation is useful only when the organization acts on what it learns. Review findings, identify needed changes, assign responsibility for making those changes, and incorporate improvements into future orientation and training. In Summary Hiring, orientation, training, supervision, and professional development all contribute to building a capable and sustainable staff. Clear guidelines help organizations make employment decisions more consistently, give applicants a fair opportunity to demonstrate relevant qualifications, and ensure that employees receive the information and support needed to perform their roles. Good hiring guidelines begin with the actual requirements of the position. They use job-related criteria, comply with applicable employment requirements, provide reasonable access and accommodation, document important decisions, and avoid relying on vague ideas about personality or "culture fit." Good onboarding and training practices do more than show employees where things are. They explain the mission, responsibilities, supervision, workplace systems, policies, community context, and ethical and legal requirements of the work. They also provide opportunities to practice, ask questions, receive feedback, and continue learning. Finally, these guidelines should be reviewed rather than treated as permanent. Employment law, technology, organizational needs, community expectations, and effective practices change. An organization that regularly evaluates and improves the way it hires and develops staff is better positioned to support both its employees and its mission. Contributor Phil Rabinowitz
