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Purpose – The purpose of this paper is to examine the possible factors related to transfer of knowledge andskills from two leadership development courses to the work environment and its maintenance for two yearspost training.

Design/methodology/approach – A total of 12 leaders in two different types of courses were interviewed atleast two years after their participation. Thematic analysis was used to identify patterns within the data thatexplained 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, increasedconfidence 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 andreinforce continual reflection on the feedback and course content. The short-term goal of such programs should beto increase leaders’ confidence in their leadership role. The employer must offer opportunities for continualreflection, 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-termfollow-up of transfer and maintenance of knowledge, as this one, even more unusual.