【正文】 direct link in the literature between training and job satisfaction, Rowden (2021) and Rowden and Conine (2021), propose that training may be used as a tool to increase job satisfaction. Rowden and Conine (2021), argues that trained employees will better satisfy the needs of their customers. Tsai et al. (2021), found that employees mitted to learning showed a higher level of job satisfaction with a positive effect on their per formance. Job satisfaction has been defined as “pleasurable or positive emotional state resulting from an appraisal of one’s job or job experiences” (Locke, 1976, p. 1300). Following Rowden’s thinking it would be safe to assume that, employees that perceive their training beneficial will be more satisfied than those who get no training or training of no value. The above lead to the hypothesis that: H1. There is a positive relationship between employee perceived training effectiveness and job satisfaction. Training and anizational performance Up to this point, it is evident that there is a strong linkage between HRM practices and anizational performance. To isolate and test the impact of a sole human resource practice and its implications on anizational performance is not an easy task to deal with, since there is little evidence in the field (Purcell et al., 2021). In line with Guest (1997) who recognized that training and development, as a unique practice, affects the quality of the HR oute of skills and ability, but behavioural and attitudinal change and thus higher performance will be achieved by the contribution of the Employee impleme ntation of other practices as well. The empirical relationship between training as a sole human resource practice and anizational performance, however intuitively pelling, is still considered weak since a relatively small number of surveys have been conducted to test it. However, in theory, according to Harrison (2021), learning (triggered by training) is a variable that may have a positive effect on anizational performance and is considered to be a key element to the attainment of anizational goals. Nevertheless, adopting a training activity as a solution to lagging performance presupposes that this performance problem, . this gap between the desired and the actual performance, is due to lack of training. This is illustrated better in Figure 1 stated by Swart et al. (2021). The anization management ought to adopt training interventions to bridge this gap. Bridging the performance gap involves adopting a particular training intervention aiming at changing specific skills and attitudes of the employees. This bees clearer by examining Bramley’s individual model of training (Figure 2). The underlying logic of the individualmodel of training dictates that the anization should recognize that its employees are not effective and a change should be attempted in their knowledge, attitudes and skills. This shortfall in the individual performance may occur for various reasons. For instance, employees may not feel motivated anymore to apply their skills, they may be afraid in doing so, or they may believe that there may be a conflict of interest with the anization, when a change is about to take place. All the above factors should be taken into account by the anization in order for it to adopt the most suitable training intervention, which will fulfil specific needs, enhance employee willingness to participate and meet their expectations. According to Swar