Purpose -The purpose of this study is to focus on Turnover intention (TI) which is gaining significance in the Jordanian government sector as well as in many other international institutions. Organizations tend to seek valuable benefits from the human resource capital they have to achieve their competitive advantages. However, TI becomes a global issue as well as in Jordanian public context. The research framework of this study is based on the satisfaction and social psychological literature. Design/methodology/approach -By applying the convenience sampling method, data were collected through an online questionnaire; 354 respondents from the governmental sector participated in this study. Data were analyzed using the statistical software Smart PLS. Findings -Results revealed that mind wandering (MW) has a negative impact on training satisfaction (TS) while trainer efficacy (TE) has a positive impact on TS. Meanwhile, work-life conflict (WLC) was not significantly related to TS. TS has a negative impact on TI and a positive impact on employee loyalty (EL). However, EL has a negative impact on TI, and, at the same time, it mediates the relationship between TS and TI. Moreover, the study demonstrates sequential mediation for TI. Originality/value -The research adds to the body of knowledge by testing a new framework. Moreover, it introduces sequential mediation for TI.

This systematic review aims to synthesize and analyze studies that assess satisfaction with training in the workplace, learning activities, and the factors that affect the level of training satisfaction. Via Google Scholar, we reviewed 81 English language articles published between 2000 and 2020 that examined training satisfaction. Seventeen reviews were included in the final analysis. Training satisfaction articles were identified. Some focused on specific training strategies, while others emphasized a more general approach with mixed strategies. We identified three themes for categorizing the reviewed articles: training satisfaction criteria, impacts of training satisfaction, and factors influencing training satisfaction. Findings revealed that training programs were effective if they met the trainees’ expectations. Some articles focus on Kirkpatrick's classic 4-level evaluation model for measuring training satisfaction. The unit of analysis for all reviews was individual, which explains why, until now, no single study has evaluated the four levels proposed by Kirkpatrick to measure training satisfaction. Furthermore, the selected articles addressed no more than two of the four levels from the Kirkpatrick model (reaction and learning). The remaining levels (behavior and result), which were not addressed in the articles, can be measured by a different unit from an organizational perspective. Training programs should include active, practice-oriented strategies. There should be more focus on the efficacy of trainers, harmony among trainees, course content, relevancy, and training as a life-long process. Several ideas for future research on training satisfaction are suggested.

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