From self-efficacy gains to transfer intention: unpacking learning and perceived usefulness in military leadership training

Purpose This study aims to examine the effectiveness of a military leadership program. In addition, it investigated the role of cognitive evaluations and affective reactions to training in promoting training transfer intention. Design/methodology/approach A pre–post design was adopted, involving a sample of Italian cadets participating in a high-fidelity leadership training program. Specifically, leadership self-efficacy was assessed through a self-report questionnaire at two time points (pre- and post-training). Post-training measures assessed perceived learning, perceived usefulness, satisfaction and transfer intention. A serial mediation model was used to analyze the role of perceived learning, perceived usefulness and satisfaction in the relationships between self-efficacy gains and training transfer intention. Findings The findings indicated a significant increase in leadership self-efficacy following the training. Furthermore, perceived learning and perceived usefulness serially mediated the relationship between self-efficacy gains and the training transfer intention. Originality/value This study contributes to the training literature in military organizations by suggesting that confidence in one’s leadership skills alone may be insufficient to foster transfer intention. In contrast, awareness of learning and operational utility also emerged as essential for training and transfer.