Purpose - Focusing on management training, this study aimed 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, we proposed and tested motivation to transfer as a mediator.

Design/methodology/approach - Data were collected online from 595 general managers who participated in a management training program. Structural equations 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 partly 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 trainings, in order 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.