This article provides insight on the knowledge transfer of long-term programs in public management within the Belgian public sector. Two basic questions are addressed: What does transfer of public management programs to the workplace mean? And which transfer-inhibiting and -stimulating factors can be identified? The Learning Transfer System Inventory is used as a methodological tool to conduct this study. Results reveal that the transfer from the studied programs is inhibited by factors within the individual, the transfer climate, and the training program. The main problems seem to be that (a) the climate towards transfer is passive or neutral, (b) respondents are insufficiently prepared to enroll, and (c) training shows a gap between theory and practice. Because of these inhibiting factors, the “use” of program knowledge is limited to knowledge-based, interactive, or political use of new information. This article, which provides an incentive to assess other programs, emphasizes that educational programs in public management will be improved if sufficient effort is put into the conceptualization and implementation phases of a program.
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