JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

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Public Service Education: Adding Value in the Public Interest4These enabling characteristics were determined during a thorough literaturereview, and by practitioner intuition about public service education students.Other characteristics found in future theoretical and empirical research (butnot mentioned here) justifiably can be included.5Both qualitative and quantitative data collection techniques are likely to beappropriate. Educational outcome measurement is complex; it is unlikelythat causality will ever be certain.Kathryn E. Newcomer is the Director of The Trachtenberg School of PublicPolicy and Public Administration at The George Washington University. Dr.Newcomer also is Co-Director of The Midge Smith Center for EvaluationEffectiveness. She can be reached at The Trachtenberg School of Public Policyand Public Administration, The George Washington University, 805 21 st St.NW, Suite 601, Washington, D.C., 20052. E-mail: newcomer@gwu.eduHeather Allen is a doctoral candidate and graduate research assistant at TheTrachtenberg School of Public Policy and Public Administration at GeorgeWashington University. She can be reached at The Trachtenberg School of PublicPolicy and Public Administration, The George Washington University, 805 21 stSt. NW, Suite 601, Washington, D.C., 20052. E-mail: haa9@gwu.eduJournal of Public Affairs Education 229
Knowledge Transfer of EducationalPrograms in Public Management:Transfer-Inhibiting and Transfer-EnhancingFactors in the Belgian Public SectorBruno BrouckerKatholieke Universiteit Leuven, BelgiumAbstractThis article provides insight on the knowledge transfer of long-term programsin public management within the Belgian public sector. Two basic questions areaddressed: What does transfer of public management programs to the workplacemean? And which transfer-inhibiting and -stimulating factors can be identified?The Learning Transfer System Inventory is used as a methodological tool toconduct this study. Results reveal that the transfer from the studied programs isinhibited by factors within the individual, the transfer climate, and the trainingprogram. The main problems seem to be that (a) the climate towards transfer ispassive or neutral, (b) respondents are insufficiently prepared to enroll, and (c)training shows a gap between theory and practice. Because of these inhibitingfactors, the “use” of program knowledge is limited to knowledge-based,interactive, or political use of new information. This article, which providesan incentive to assess other programs, emphasizes that educational programsin public management will be improved if sufficient effort is put into theconceptualization and implementation phases of a program.IntroductionOver the years, research has demonstrated that the return on investment(ROI) of educational programs for public and private organizations isinsufficient because of their ineffective use of knowledge (Broad & Newstrom,1992; Awoniyi, Griego, & Morgan, 2002). Yet, educational investments still areconsidered as important strategies for maintaining an organization’s competitiveposition in the market. Therefore, it is useful to gain insight into the mechanismsof educational effectiveness, and the transfer of this knowledge to the workplace.To capture this elusive concept, the study of “training transfer” has tried toJPAE 16(2): 231–253Journal of Public Affairs Education 231
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