Transfer and maintenance of knowledge from leadership development

Abstract

Purpose The purpose of this paper is to examine the possible factors related to transfer of knowledge and skills from two leadership development courses to the work environment and its maintenance for two years post training. Design/methodology/approach A total of 12 leaders in two different types of courses were interviewed at least two years after their participation. Thematic analysis was used to identify patterns within the data that explained if, how and why these leaders used this knowledge and these skills in their leadership practice. Findings The most influential themes identified were personalized feedback in the courses, increased confidence in leadership roles after the courses, the opportunity to use new knowledge and skills at work, employee feedback, management facilitation and continual reflection. Practical implications Leadership development programs should include personalized feedback and reinforce continual reflection on the feedback and course content. The short-term goal of such programs should be to increase leaders’ confidence in their leadership role. The employer must offer opportunities for continual reflection, facilitate dialogue with employees, peers or superiors for long-term maintenance of skills and knowledge. Originality/value Outcome studies of leadership development programs are scarce and long-term follow-up of transfer and maintenance of knowledge, as this one, even more unusual.