In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.

AlAbri, I., Siron, R. B., Alzamel, S., Al-Enezi, H., and Cheok, M. Y. (2022). Assessing the employees’ efficiency and adaptive performance for sustainable human resource management practices and transactional leadership: HR-centric policies for post COVID-19 era. Frontiers in Energy Research, 10, 959035.

Alam, A., and Asim, M. (2019). Relationship between job satisfaction and turnover intention. International Journal of Human Resource Studies, 9(2), 163.

Alturki, U., and Aldraiweesh, A. (2022). Students’ perceptions of the actual use of mobile learning during COVID-19 pandemic in higher education. Sustainability, 14(3), 1125.

Ambu-Saidi, B., Fung, C. Y., Turner, K., and Lim, A. S. S. (2024). A Critical Review on Training Evaluation Models: A Search for Future Agenda. Journal of Cognitive Sciences and Human Development, 10(1), 142–170.

Baldwin, T. T., and Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel psychology, 41(1), 63–105.

Barakat, B., Milhem, M., Naji, G. M. A., Alzoraiki, M., Muda, H. B., Ateeq, A., and Abro, Z. (2023). Assessing the impact of green training on sustainable business advantage: exploring the mediating role of green supply chain practices. Sustainability, 15(19), 14144.

Blanchard, P. N., and Thacker, J. W. (2023). Effective training: Systems, strategies, and practices. SAGE Publications.

Bujang, N., Paramsivam, M., Dasril, Y., and Basar, A. (2021). Training Method Transformation for Millennials Employees. Research in Management of Technology and Business, 2(1), 1473–1483.

Buonomo, I., Piccinini, M., Benevene, P., Blasutig, G., and Cervai, S. (2022). Job training satisfaction and knowledge sharing in IT company: a case study. Journal of Workplace Learning, (ahead-of-print).

Chauvin, R., Yennek, N., Laurent, P., Lôrant, S., and Fenouillet, F. (2022). Enrolment in workplace multimodal training programmes: The weight of trainee reactions to previous training experiences. International Journal of Training and Development, 26(2), 315–342.

Chen, S., Xu, K., and Yao, X. (2022). Empirical study of employee loyalty and satisfaction in the mining industry using structural equation modeling. Scientific Reports, 12(1), 1158.

Chidananda, H. L., and Udayachandra, P. N. (2018). Relationship of training design and use of transfer strategy with transfer of training. International Journal of Management Studies, 4(4), 32–37.

Chowdhury, N., and Gkioulos, V. (2021). Cyber security training for critical infrastructure protection: A literature review. Computer Science Review, 40, 100361.

Dubois, R. (2024). Emotional Intelligence and Job Satisfaction in Non-Managerial Food-Service Employees: A Correlational Predictive Study. Grand Canyon University.

Eby, L. T., Allen, T. D., Conley, K. M., Williamson, R. L., Henderson, T. G., and Mancini, V. S. (2019). Mindfulness-based training interventions for employees: A qualitative review of the literature. Human Resource Management Review, 29(2), 156–178.

Erofeeva, M. A., Stolyarova, A. N., Terekhova, A. I., Ignatyeva, A. V., Deberdeeva, N. A., Zebnitskaya, A. K., and Leontev, M. G. (2020). Innovative methods in management and raising the quality of higher professional education in Russia. Propositos y representaciones, e653.

Gigliotti, R., Vardaman, J., Marshall, D. R., and Gonzalez, K. (2019). The role of perceived organizational support in individual change readiness. Journal of Change Management, 19(2), 86–100.

Guan, X., and Frenkel, S. (2019). How perceptions of training impact employee performance: Evidence from two Chinese manufacturing firms. Personnel review, 48(1), 163–183.

Holgado Tello, F. P., Chacon Moscoso, S., Barbero Garcia, I., and Sanduvete Chaves, S. (2006). Training satisfaction rating scale: development of a measurement model using polychoric correlations. European Journal of Psychological Assessment, 22(4), 268–279.

Hoppock, R. (1935). Job satisfaction. Harper.

Huang, W. R. (2019). Job training satisfaction, job satisfaction, and job performance. Career Development and Job Satisfaction, 25, A25-dq.

Hyasat, A. S., Al-Weshah, G. A., and Kakeesh, D. F. (2022). Training Needs Assessment for Small Businesses: The Case of the Hospitality Industry in Jordan. Geo Journal of Tourism and Geosites, 40(1), 20–29.

Jaworski, C., Ravichandran, S., Karpinski, A. C., and Singh, S. (2018). The effects of training satisfaction, employee benefits, and incentives on part-time employees’ commitment. International Journal of Hospitality Management, 74, 1–12.

Jayalath, J., and Esichaikul, V. (2022). Gamification to enhance motivation and engagement in blended eLearning for technical and vocational education and training. Technology, Knowledge and Learning, 27(1), 91–118.

Jia, M. Y. (2018). Research and Application on Influencing Factors of Training Effect of TF Company—CNKI. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD201802&filename=1018991731.nh

Jonnalagadda, R., Singh, P., Gogineni, A., Reddy, R. R. S., and Reddy, H. B. (2022). Developing, implementing and evaluating training for online graduate teaching assistants based on Addie Model. Asian Journal of Education and Social Studies, 28(1), 1–10.

Ju, B., and Li, J. (2019). Exploring the impact of training, job tenure, and education-job and skills-job matches on employee turnover intention. European Journal of Training and Development, 43(3/4), 214–231.

Kim, E. J., Park, S., and Kang, H. S. (2019). Support, training readiness and learning motivation in determining intention to transfer. European Journal of Training and Development, 43(3/4), 306–321.

Kock, N. (2018). Minimum sample size estimation in PLS-SEM: An application in tourism and hospitality research. In Applying partial least squares in tourism and hospitality research. Emerald Publishing Limited.

Laible, M. C., Anger, S., and Baumann, M. (2020). Personality traits and further training. Frontiers in psychology, 11, 510537.

Laker, D. R., and Powell, J. L. (2011). The differences between hard and soft skills and their relative impact on training transfer. Human resource development quarterly, 22(1), 111–122.

Latif, K. F. (2012). An integrated model of training effectiveness and satisfaction with employee development interventions. Industrial and Commercial Training, 44(4), 211–222.

Locke, E.A. (1976) The Nature and Causes of Job Satisfaction. In: Dunnette, M.D., Ed., Handbook of Industrial and Organizational Psychology, Vol. 1, 1297–1343.

Michaelis, C., and Findeisen, S. (2022). Influence of Person-Vocation Fit on Satisfaction and Persistence in Vocational Training Programs. Frontiers in Psychology, 13, 834543.

Mumtaz, S., and Rowley, C. (2020). The relationship between leader–member exchange and employee outcomes: review of past themes and future potential. Management Review Quarterly, 70, 165–189.

Okechukwu, W. (2017). INFLUENCE OF TRAINING AND DEVELOPMENT, EMPLOYEE PERFORMANCE ON JOB SATISFACTION AMONG THE STAFF. Journal of Technology Management and Business, 4(1).

Ouyang, X. (2019). Research on the Satisfaction of Employees’ training in Small and Medium-sized Technological Enterprises CNKI. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202001&filename=1019093973.nh

Poddar, S., Mukherjee, U., Shasmal, N., and Panday, M. (2021). PSYCHOSOCIAL ISSUES ASSOCIATED WITH MINING INDUSTRY: A BRIEF REVIEW. Indian Journal of Health Social Work, 3, 3.

Prilyana, C., and Aseanty, D. (2020). The Effect of Training Satisfaction to Turnover Intention Mediated by Organizational Citizenship Behavior and Job Satisfaction in Employees of Bank Syariah in Jakarta. Webology, 17(2), 551–567.

Schmidt, S. W. (2009). Employee demographics and job training satisfaction: the relationship between dimensions of diversity and satisfaction with job training. Human Resource Development International, 12(3), 297–312.

Shafait, Z., Khan, M. A., Sahibzada, U. F., Dacko-Pikiewicz, Z., and Popp, J. (2021). An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education. Plos one, 16(8), e0255428.

Soegiarto, I., Sihite, M., and Usmany, P. (2024). The Influence of Training and Development Programs, Job Autonomy, and Organizational Culture on Employee Job Satisfaction and Performance. International Journal of Business, Law, and Education, 5(2), 1577–1583.

Starr, R. C. (1971). The culture collection of algae at Indiana University–Additions to the collection July 1966–July 1971. Journal of Phycology, 7(4), 350–362.

Sypniewska, B., Baran, M., and Kłos, M. (2023). Work engagement and employee satisfaction in the practice of sustainable human resource management–based on the study of Polish employees. International Entrepreneurship and Management Journal, 19(3), 1069–1100.

To, W. M., and Leung, V. W. (2024). Training orientation, organizational support and training satisfaction–the mediating role of perceived value of training. Journal of Workplace Learning, 36(1), 1–26.

Tuul, O., and Bing, S. J. (2019). Employee training in small and medium-sized enterprises in Mongolia. Proceedings of the Mongolian Academy of Sciences, 75–84.

Wong, C. H., Arumanathan, S. R., Moosa, V., Zhu, L., and Prompanyo, M. (2024). Factors influencing job satisfaction in teaching online classes among academics in Malaysia. Pakistan Journal of Life and Social Sciences, 22(2), 1104–1125.

Zikmund, W. G., Babin, B. J., Carr, J. C., and Griffin, M. (2013). Business research methods. Cengage learning.