One of the major challenges an organization faces is to manage its knowledge assets. Increasingly, the use of knowledge is seen as a basis for competitive advantage. This paper explores the key factors that have been cited as significant influences on the ability to transfer knowledge, an important area of knowledge management. Each of these factors is discussed separately and then integrated into a conceptual framework to explain how effective knowledge transfer can be managed in an organization. A set of managerial implications, or a qualitative assessment approach, is also discussed. It is framed as organizational characteristics and managerial practices required to establish an effective knowledge transfer process in an organization. Conclusions are drawn about the complexity of managing knowledge transfer and the need to take a balanced approach to the process.

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This paper describes a diagnostic tool to benchmark improvements in an organization's learning capability over time. This diagnostic tool was used by two different organizations that embarked on a change program to improve their learning capability. Access to these two organizations has allowed a diagnostic measure of their learning capability on a longitudinal basis. Measures were taken prior to change efforts being implemented to improve learning capability and then two to three years later to assess whether any improvements have been achieved. Other qualitative information on the interventions they implemented to improve their learning capability was also obtained. The paper draws from these two case studies some conclusions and implications for managing change and specifically for improving the learning capability of an organization.

Purpose -The purpose of this paper is to present a meta-analysis of a subset of published empirical research papers that measure learning capability and link it to organizational performance. It also seeks to examine both financial and non-financial performance. Design/methodology/approach -In a search of published research on learning capability and organizational performance, the authors identified 33 articles that met criteria for inclusion in the meta-analysis. Both objective and perceptual measures of organizational performance were considered to be acceptable. The data were analyzed using the Hunter and Schmidt meta-analysis software. Findings -The findings support a positive relationship between learning capability and organizational performance, with stronger results for non-financial than financial performance. This has significant implications for justifying the investment in building a learning capability in organizations. Recommendations for managers are provided, such as the use of learning capability measures and the need to measure performance.Research limitations/implications -The paper discusses the implications of these results for further theory building and development to advance knowledge in the field. This includes addressing the need for new research designs, the issue of causality, potential mediating effects and the impact of context in better understanding this complex relationship. It suggests that research is also needed to increase our understanding of how to effectively build this learning capability. Originality/value -This meta-analysis provides empirical evidence to support the value of building a learning capability in organizations.

The construct of organizational evaluation capacity is a concept that is receiving increasing attention in theoretical and research-based literature. It is situated within a stream of inquiry that has come to be known as evaluation capacity building (ECB). This chapter reviews evolving conceptions of ECB and recent research and theory in the area. A conceptualization of organizational capacity for evaluation is explicated. The framework addresses not only the capacity to do but also the capacity to use evaluation. This framework has evolved within our ongoing research program and has also informed other research activities focusing on the integration of evaluation into organizational culture. This chapter concludes with a discussion of implications for ongoing research and practice.