Getting the most of management training: the role of identical elements for training transfer

Purpose – Focusing on management training, the purpose of this paper is to establish whether identical elements in a training program (i.e. aspects resembling participants' work situation) can improve training transfer and whether they do so beyond the contribution of two well‐established predictors – motivation to learn and expected utility. In an effort to establish mechanisms connecting identical elements with training transfer, the authors aim to propose and test motivation to transfer as a mediator. Design/methodology/approach – Data were collected online from 595 managers who participated in a management training program. Structural equation modeling was used to test the model. Findings – Identical elements, expected utility and motivation to learn, each had a unique contribution to the prediction of training transfer. Whereas motivation to learn partially mediated these relationships, identical elements and expected utility also showed direct associations with training transfer. Research limitations/implications – Identical elements represent a relevant predictor of training transfer. In future research, a longitudinal analysis from different perspectives would be useful to better understand the process of training transfer. Practical implications – Participants may profit more from management training programs when the training better resembles participants' work situation. Organisations and trainers should therefore apply the concept of identical elements in their training, to increase its value and impact. Originality/value – This study contributes to the training literature by showing the relevance of identical elements for transfer, over and above established predictors.