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PurposeThe purpose of this paper is to provide a portrait of the main managerial and organizational determinants of organizational capability to innovate (OCI). Despite its importance, research on the subject seems limited, and little attempt has been made, over the years, to offer an in-depth and simultaneous analysis of these particular determinants, as well as an exploration of the underlying and complex mechanisms explaining their relationships to OCI.Design/methodology/approachA systematic review of articles published between 1991 and 2018 was conducted in ProQuest (ABI/INFORM Collection) and Scopus databases. A total of 64 articles were selected and analysed through the use of a coding grid.FindingsResults highlight five key OCI determinants, namely: leadership, support, communication, culture, and learning. By using the dynamic capabilities theory (DCT) as a framework, this research suggests ways to better understand the dynamic action of these determinants as well as their contributions to OCI. Findings also suggest that OCI should be defined at the confluence of three perspectives (human, procedural and environmental aspects) to embrace the multiple facets of this complex construct. Proposals for future research are provided on how OCI can be better examined.Originality/valueThis research helps to understand the five core determinants through an integrated and holistic view and represents the first attempt to systematically analyse the scientific literature on OCI through the DCT lens.

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This study aims to assess whether trainees’ errors orientation can influence their motivation to learn and their intention to transfer training. Data were collected from 275 trainees participating in a corporate training program offered by a Canadian government agency. Results show that the concept of learning by error positively influences trainees’ levels of motivation and their intention to transfer learning. Results also confirm the mediating role of motivation between the concept of learning by error and the intention of transferring learning. Finally, results confirm the moderating role of social support on the relationship between motivation to learn and the intention to transfer learning. Practical and theoretical implications of these results are discussed. Copyright © 2017 ASAC. Published by John Wiley & Sons, Ltd.