Learning transfer to the workplace is a key link in ensuring that the organization benefits from its investments in training. However, despite the progress made in science and practice, the relationship between learning and transfer remains limited. This observation challenges the application-oriented, deterministic conception of transfer, which prioritises organisational objectives and individual performance. By reviewing advances in the field, this paper proposes an integrated conceptual model of transfer that supports a more adaptive, constructivist, and systemic view. This model puts the trainee at the heart of the transfer process and situates transfer within its organizational context. This conceptual framework opens up new practical perspectives for evaluating the effects of training.