I have focused my research for this literature review on the two topics I will cover for my project; participants' reaction to the training and transfer of participants' learning to their personal context (work/study). In this literature review I will briefly examine each topic and explain the key issues. I will then go on to talk about my research in relation to the key questions I have identified REACTIONAL LEARNINGTwo main debates dominate the area of ​​Reaction assessment measures, the first how useful are assessment measures that measure trainees' reaction to learning and the second that there are no comprehensive assessment measures that define learning and present a tool that is easy to use for professionals. measure the reaction. Evaluations that measure participant reaction to training examine the participant's perspective or reactions to the training process. Of the many types of evaluation measures available, most organizations conduct some form of responsiveness evaluation. This type of assessment provides a low-cost, easy to design and implement assessment, usually in the form of a questionnaire that is given to participants at the end of the course to complete. The reaction questionnaire or "reactionnaire" (Sloman 1995) is severely criticized because it has become the preferred assessment measure. Bramley (1999) argues that this implies that it will serve a number of evaluative purposes on its own, which it obviously cannot. Examples of the evaluative purposes that evaluation measures can potentially measure are the effects of organizational factors, individual factors, or training-related factors on training effectiveness. The main question in the literature therefore is: what reaction does the trainee have when he measures us... middle of the paper ...... in the area of ​​training evaluation and especially for my employer is how the reaction questionnaire to measure the effectiveness of learning more effectively and also highlight how much learning transfer has taken place for our participants. According to Eseryel (2002) future research should be aimed at developing a comprehensive assessment model that identifies what learning is and how it should be measured and also that a unified theory of assessment should be developed that integrates assessment with design of training. Blanchard and Thacker suggest that greater collaboration between practitioners and academics will greatly increase the use of training evaluations in the training context; by working together one will be able to show the other their point of view and they will reach an agreement on what actually requires measurement.