We analyze the effects of the program Cognitive Entrepreneurial Training in Opportunity Recognition on the accurate assessment of prototypical viability of business opportunities. The training integrates the principles of experiential learning and is designed to reach students across campus. We also investigate the moderating role of entrepreneurial passion on opportunity recognition learning. We use a quasi-experimental design with pre-test, post-test in two European universities. The results demonstrate that the training has positive significant effects on the accurate identification of business opportunities' prototypical viability. Intense positive feelings about entrepreneurship moderate the learning process. We provide insights into entrepreneurship education practice across campus.

The risk inherent in organisational change makes trust a central variable to further understand how employees perceive the change process and their feelings toward the organization (Eby et al., 2000, Humans Relations, 53, 419–442). Based on social exchange theory (Blau, 1964, Exchange and power in social life, New York: Wiley), we conducted a field research to clarify the role trust in the supervisor plays in implementing organizational change. As expected, an interaction effect between trust in the supervisor and perceptions of control over change was also found, where higher trust in the supervisor increased organizational commitment when perceived control over change was low. In addition, as predicted, employees' trust in the supervisor fully mediated the relationship between interpersonal justice, perceived supervisor support and affective organizational commitment. These results bring further understanding to the role played by social relationships between employees and supervisors during change interventions. Implications for both practitioners and researchers are discussed.

There is a lack of empirical evidence on the relationship between commitment to change, trust in organizational authorities, and work outcomes. The purpose of this study is to bring further evidence on the role played by affective and continuance commitment to change on employee’s trust in the supervisor and several work outcomes (turnover intentions, organizational citizenship behaviors, and perceived performance). Participants were 221 employees from several organizations that had undergone major organizational changes. Our results suggest that trust in the supervisor fully mediates the relationship between affective commitment to change and the three work outcomes. Continuance commitment to change was not significantly related to any outcome variables.These key findings bring salience to how employee’s reactions to specific situations (i.e., relevant organizational changes) contribute to the development of social relationships and work outcomes within the organization. The findings are discussed regarding their considerable implications both for managers and researchers.

Purpose: The purpose of this article is to analyse the mediating effects of perception of learning between occupational satisfaction, affective reactions, utility reactions and perceived training transfer.Design/methodology/approach: The participants in the study were 185 Portuguese teachers who attended a professional training programme.Findings: The results of this study show that occupational satisfaction, affective and utility reactions are associated with perception of learning and perceived training transfer. Furthermore, the results also reveal that perception of learning fully mediates the relationship between occupational satisfaction and perceived training transfer and partially mediates the relationship between affective reactions, utility reactions and perceived training transfer.Research limitations/implications: Results are based on self‐reported measures to evaluate training transfer.Practical implications: Organisations interested in maximising their return on investment on training and development should regularly monitor the employees' level of satisfaction with their occupation and determine whether new actions need to be taken regarding human resources practices or the working conditions. To enhance training transfer, careful attention should be given to the training design in order to ensure that it reflects the trainees' needs previously identified and to guarantee that trainees acquire a good level of learning in the programme.Originality/value: The present study extends the empirical literature about the predictors of training transfer, showing that learning can play a mediating role between some predictors and transfer.