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.

中文翻译：

---

领导力发展中的知识转移和维护

目的

本文旨在研究与知识和技能从两次领导力发展课程到工作环境的转移以及培训后两年的维护有关的可能因素。

设计/方法/方法

参加课程至少两年后，共有12位领导者参加了两种不同类型的课程的访问。主题分析用于识别数据中的模式，这些模式解释了这些领导者是否，如何以及为什么在领导实践中使用这些知识和技能。

发现

确定的最有影响力的主题是课程中的个性化反馈，课程后对领导角色的信心增强，在工作中使用新知识和技能的机会，员工反馈，管理促进和持续反思。

实际影响

领导力发展计划应包括个性化反馈，并加强对反馈和课程内容的持续反思。此类计划的短期目标应该是增强领导人对其领导角色的信心。雇主必须提供不断反思的机会，促进与员工，同龄人或上级的对话，以长期维护技能和知识。

创意/价值

领导力发展计划的成果研究是对知识的转移和维护的长期和长期的跟进，因为这一点更加不寻常。