The effectiveness of the transfer of safety training in work organizations was reviewed and evaluated from a systems perspective to continuous learning. An organizational model of the transfer process was developed in terms of training input factors, learning outcomes, transfer outcomes, and organizational outcomes. The last were tangible products or results from training such as reduced accidents, decreased medical costs, and fewer fines or safety infraction citations. Transfer outcomes referred to "on the job" behavior of trainees after training, and included knowledge and skills maintenance over time, and the generalization of skills learned during training to the job context. Learning outcomes were the amount of original learning that included knowledge, skills, and attitude changes. Training input involved training design, trainee characteristics, and the job context. A systems perspective was examined which involved discussion on a stakeholder perspective (employer interests, employee interests, and the impact of government agencies such as OSHA), levels of analysis perspective (strategic level, personnel level, and shop floor level), and the applications of systems framework to safety and health training (continuous learning, participation, competing interests, dispute resolution, and strategy development). The authors conclude that the key factor impacting a continuous learning orientation is the interplay between organizational levels and multiple stakeholders. They suggest that OSHA moves beyond the role of seeker of punitive damages for safety violations toward a more progressive role by providing encouragement and rewards for organizations to move towards continuous learning orientation.