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This meta-analysis aims to verify the efficacy of occupational health and safety (OHS) training in terms of knowledge, attitude and beliefs, behavior and health.

The authors included studies published in English (2007–2014) selected from ten databases. Eligibility criteria were studies concerned with the effectiveness of OHS training for primary prevention of workplace injury; and studies focused on examined outcome related to OHS.

The selected studies (n = 28) highlighted a strong support for the effectiveness of training on worker OHS attitudes and beliefs and, to a lesser extent, on worker’s knowledge but only medium for behavior and small evidences for its effectiveness on health.

Future research should more deeply investigate the efficacy on knowledge increase of trainings delivered by experts and researchers, applying different methods, in a small group; training delivered by peer and by researcher, applying different methods; and trained workers less than 29 years and more than 49 years old, considering that workers in these age groups are particularly vulnerable to fatalities.

Our study is a contribution for those they intend to grant effective training, in response to specific needs of OHS. The evidences presented could be considered a first step to identify the factors related to the efficacy of OHS training to plan adequate interventions.

The OHS training is effective on the basis of the extent interventions are carried out for each specific learning outcome.

This meta-analysis suggested that classroom training, although the most used and studied, does not ever revealed itself very effective: it was not significant for outcomes in terms of knowledge and showed a decreasing efficacy for attitudes and beliefs, behaviors and health. It seemed that there was a distinction between interventions on knowledge, attitudes and beliefs, as opposed to behavioral interventions and health.

The purpose of this paper is to examine the antecedents and consequences of the phenomenon of presenteeism in the educational sector. Particularly, the authors tested the relationship between excessive work responsibilities, presenteeism, work-to-family conflict and workers’ emotional exhaustion.

A self-report questionnaire was administered to 264 teachers in secondary schools.

A subsequent mediation of presenteeism and work-to-family conflict between work responsibilities and emotional exhaustion was found.

The findings of this study will provide help today’s organisations for better understanding and managing the new phenomenon of presenteeism in order to promote workers’ well-being and performance.

This paper aims to extend the stress‐buffering hypothesis of the demand‐control model. In addition to the control variable, it seeks to analyse the role of an opportunity for learning and development (L&D) in the workplace as a moderator variable between increased demands and need for recovery.

A questionnaire was administered to 199 employees (middle managers and clerical workers) at the district court of a region in North Italy during a period of training activities on stress management.

The results show that control and personal development perform a moderating role in the relationship between workload and the need for recovery by reducing exhaustion.

The first limitation concerns the cross‐sectional design of the study, which does not make it possible to establish the direction of the causal relations hypothesised. Moreover, further research will be necessary to identify organisational strategies able to develop the personal competence of workers and manage learning at work.

The understanding of the importance of learning at work has practical implications for strategies of human resources management. Organisations that encourage personal learning by workers at the same time modify themselves, so that they become better able to adapt to changes and external demands.

The paper shows that the importance attributed to learning opportunities has a role in promoting work satisfaction and, specifically, in enhancing the quality of work life.

Several studies have pointed out the importance of work‐family enrichment (WFE) for individuals' well‐being and organizations and for this reason, it seems important to understand how organizations may promote it. This study attempts to understand the role of organizational resources and, particularly, of opportunities for professional development (OPD), in promoting WFE. Specifically, it aims to test the mediation role of OPD between job resources (supervisor and colleague support, job security) and WFE.

The study was conducted using a self‐report questionnaire administered to 353 employees and self‐employed workers from different occupational sectors.

Filling a gap in the literature, the results showed that two job resources (supervisor support and job security) increase OPD which, in turn, mediates the relationship between the two job resources and WFE. Colleague support showed only a direct positive effect on WFE.

The first limitation of this research concerns the cross‐sectional design of the study, due to which no causal conclusions can be drawn. Moreover, future research might integrate some job demands and additional job resources into the model. Finally, regarding OPD, it is necessary to improve both understanding and measurement of this construct.

Based on the study's findings, organizations are encouraged to improve opportunities for job training and professional development, with important benefits for individuals, in terms of quality of work and life, and for organizations, in terms of better job attitudes and performance. Moreover, with regard to job security, more protection should be given to workers in order to enhance the quality of workplace learning and extra‐work life.

This study highlights the importance of integrating OPD into work‐family studies, demonstrating their role in enhancing the quality of life in the family domain. Furthermore, this study is one of the first to focus on job security as a significant resource in promoting professional development.