I focused my research for this literature review on the two topics I will examine for my project; reaction of participants to the training and transfer of participants' learning into their personal context (work/studies). In this literature review, I will briefly examine each topic and explain the key issues. I will then discuss my research in relation to the key questions that I identified FEEDBACK LEARNINGTwo major debates dominate the field of feedback assessment measures, the first over the usefulness of assessment measures that measure feedback of trainees to learning and the second on the lack of comprehensive assessment measures that define learning and present an easy-to-use tool for practitioners. measure the reaction. Evaluations that measure participant response to training examine participants' perspectives or reactions to the training process. Among the many types of evaluation measures available, most organizations perform some form of response level evaluation. This type of assessment provides an inexpensive assessment that is easy to design and implement, typically in the form of a questionnaire that is given to participants at the end of the course to complete. The reaction or “shareholder” questionnaire (Sloman 1995) is severely criticized because it has become the evaluation measure of choice. Bramley (1999) argues that this implies that it will serve a number of evaluation purposes on its own, which is obviously not possible. Examples of evaluative objectives that evaluation metrics can potentially measure are the effects of organizational factors, individual factors, or training-related factors on training effectiveness. The major question in the literature is then to know what is the reaction of the trainee when he measures us... in the middle of the article ...... in the field of training evaluation and in particular towards my employer is how the feedback questionnaire can be developed to more effectively measure learning effectiveness and also highlight the extent of learning transfer for our participants. According to Eseryel (2002), future research should aim to develop a comprehensive assessment model that identifies both what learning is and how it should be measured and also that a unified theory of assessment should be developed that integrates evaluation into training design. Blanchard and Thacker suggest that increased collaboration between practitioners and academics will significantly increase the use of training assessments in the training context; by working together, one will be able to show the other their point of view and they will come to an agreement on what actually needs action.