Knowledge transfer as transformative dialogue: a pedagogical view on learning and meta-knowledge transfer in a leadership development program

Abstract

Purpose: The aim of this paper is to analyze the links between leaders' creation of knowledge in the setting of a leadership development program and the transfer of knowledge to their own organizations. Design/methodology/approach: This is a case study of a leadership development program conducted during 2020–2022. The program was focused on how to lead and manage learning and knowledge processes in organizations, and offered a mix of theoretical perspectives and practical collaborative sessions. Data were collected through interviews and the participants' written reflections on their learning experiences. Total number of interviews was 13. Findings: Overall the participants showed many examples of how they applied theories and practical tools that they had learned during the program in their own organizations. The participants experienced different types of challenges regarding knowledge transfer, but also potential meta-knowledge transfer through dialogue. Practical implications: Pedagogical organizing of leadership development point to a need for supplementary dialogue between the leader of the development program and both the participating leader and manager. Originality/value: This study shows that meta-knowledge transfer is not a simple matter of moving codified knowledge from the development program to new settings. Knowledge about others' knowledge requires and stimulates subject-to-subject relations between people through which new knowledge potential is created. These findings confirm and enhance previous studies that indicate the need for social support for soft-skill knowledge transfer.