This study aims to gain insight into some of the factors that determine the transfer of training to the work context. The present research examined the relationship between three types of predictors on transfer of training, including training design, individual characteristics and work environment. Data was collected at two points in time from 182 employees in a large grocery organization. The results indicated that transfer design, performance self-efficacy, training retention and performance feedback were significantly related to transfer of training. Contrary to expectation, supervisory support was not significantly related to transfer of training. These results suggest that in order to enhance transfer of training, organizations should design training that gives trainees the ability to transfer learning, reinforces the trainee's beliefs in their ability to transfer, ensures the training content is retained over time and provides appropriate feedback regarding employee job performance following training activities.

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Purpose -The purpose of this article is to analyse the mediating effects of perception of learning between occupational satisfaction, affective reactions, utility reactions and perceived training transfer. Design/methodology/approach -The participants in the study were 185 Portuguese teachers who attended a professional training programme. Findings -The results of this study show that occupational satisfaction, affective and utility reactions are associated with perception of learning and perceived training transfer. Furthermore, the results also reveal that perception of learning fully mediates the relationship between occupational satisfaction and perceived training transfer and partially mediates the relationship between affective reactions, utility reactions and perceived training transfer.Research limitations/implications -Results are based on self-reported measures to evaluate training transfer. Practical implications -Organisations interested in maximising their return on investment on training and development should regularly monitor the employees' level of satisfaction with their occupation and determine whether new actions need to be taken regarding human resources practices or the working conditions. To enhance training transfer, careful attention should be given to the training design in order to ensure that it reflects the trainees' needs previously identified and to guarantee that trainees acquire a good level of learning in the programme. Originality/value -The present study extends the empirical literature about the predictors of training transfer, showing that learning can play a mediating role between some predictors and transfer.

There is a lack of empirical evidence on the relationship between commitment to change, trust in organizational authorities, and work outcomes. The purpose of this study is to bring further evidence on the role played by affective and continuance commitment to change on employee’s trust in the supervisor and several work outcomes (turnover intentions, organizational citizenship behaviors, and perceived performance). Participants were 221 employees from several organizations that had undergone major organizational changes. Our results suggest that trust in the supervisor fully mediates the relationship between affective commitment to change and the three work outcomes. Continuance commitment to change was not significantly related to any outcome variables.These key findings bring salience to how employee’s reactions to specific situations (i.e., relevant organizational changes) contribute to the development of social relationships and work outcomes within the organization. The findings are discussed regarding their considerable implications both for managers and researchers.