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The purpose of this paper is to propose how a bottom-up creation of an ambidextrous organization can be enabled. By integrating research on “contextual ambidexterity” and “individual and organizational capacity building”, an “innovation capacity building” framework is conceptualized that suggests how balance between exploration and exploitation can be maintained.

The study is conceptual. As no data are utilized, focus is on discussing the links between the two theoretical perspectives and the advantages of the proposed innovation capacity building framework.

The innovation capacity building framework discusses the influence, both positive and negative, of the local organizational context for ambidexterity, and the interactions required such as feedback between the management team and the employees so they together can build an ambidextrous working culture. A culture in which it is the individual employee that is responsible for switching between activities related to exploration and exploitation and where the management team empowers the employees to do so.

This study focuses on contextual ambidexterity and how contextual ambidexterity can be implemented as a way of working in contemporary organizations. The originality lies in the proposed framework and in the dedicated focus on “how” ambidexterity can be implemented in organizations.

This chapter explains how organizations can build intelligence capabilities into their everyday working environments. The definition of capacity building builds upon the organizational management and the strategic workforce development literatures. This chapter also derives essential guidance from another series focused on critical capabilities and capacity building. The authors highlight the role of a strong intelligence culture and learning in building intelligence capacity. Capacity building is achieved through short- and long-term efforts. This chapter also highlights the importance of balancing capacity building across everyday business operations and specialized intelligence functions.

The purpose of this study is to examine the role of knowledge management practices, organisational commitment and capacity building on employee performance in the hotel industry. This study also investigated the mediating role of organisational commitment and capacity building between knowledge management practices and employee performance.

A quantitative approach and questionnaire survey were used to collect data from hotel employees from Malaysia. Self-administered questionnaires were distributed to collect data from 291 participants, and partial least squares structural equation modelling was used to analyse the hypotheses.

The results of this study confirm that knowledge management practices positively and significantly affect knowledge-employee performance. Employees achieve this performance through the mediating influence of organisational commitment and capacity building culture.

This study offers several implications for Malaysian practitioners and policymakers regarding learning and knowledge management practices in the hospitality industry. The results suggest that organisations can manage knowledge assets and key processes of the organisational environment to create and use knowledge to improve sustainable employee performance through knowledge management practices.

This study sheds light on the knowledge management literature by examining the effect of knowledge management practices on organisational commitment, particularly in the hospitality industry in Malaysia.

The study examined capacity-building practices for librarians' effective library service delivery in Federal University Libraries in Nigeria.

The design for this paper was a descriptive survey research design. Data was collected using a questionnaire from a total number of 178 respondents. Collected data were analyzed using mean scores and standard deviation.

The findings reveal that learning capacity-building practices such as rotating members of staff for wider experience exist in these libraries. Learning capacity-building practices contributes to effective service delivery by enhancing various library services. Results also show that there are challenges confronting learning capacity-building practices which include inadequate funding. For these libraries to perform to their highest potentials, their learning capacity needs to be built and developed.

The major limitation of this study is the tendency of the respondents to fake their responses which may arise from their personal biases.

Therefore, university library management and university administrators should as a matter of urgency develop policies that will ensure that capacities are built for better service delivery or risk users losing interest in the library.

The study examined a vital dimension of capacity build, which is learning capacity building. The findings will help university administrators and library management to know the different learning capacity-building practices that exist in the various libraries and the extent to which these practices are important and relevant for effective service delivery. This will assist them in adopting relevant and adequate learning capacity-building strategies and guiding them in formulating effective capacity-building policies.

Reformers, policymakers, and researchers have given considerable attention to organizational capacity in schools, especially in those schools that perpetuate or exacerbate achievement gaps among diverse student groups and reproduce social inequalities. There is an emerging consensus about key dimensions of school capacity and how they can help promote both equity and excellence in student learning. However, it is still not very clear how capacity building itself can be enhanced. This paper aims to address these issues.

This paper addresses this critical disjuncture in the school reform literature through two main purposes: summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The authors' recent research and practice related to one such intervention, leadership coaching for school improvement, are critically discussed. The paper explores a hybrid approach to building capacity in schools where elements of both the bureaucracy and the learning community are present.

Different schools clearly need different kinds of support for teacher development and building their capacity. Policies need to be flexible enough to fit particular school contexts, and to allow for organizations to change in ways that support teacher development for improved practices that impact student learning. The work in the middle involves some sort of fluid hybrid of administrative control (instructional improvement must be the focus) and active, broad participation (in a learning community that advances the changes in instructional practices).

This paper addresses the lack of clear knowledge on how capacity building itself can be enhanced, by summarizing the key dimensions of school organizational capacity, and synthesizing the recent conceptual and empirical work on the important mechanisms of policies and programs to influence and support a school's organizational development. The paper provides an overview of the dimensions of school organizational capacity, discusses barriers to building capacity in schools, and argues for hybrid models that combine elements of both learning communities and bureaucracies.

This paper investigates the lean enabling human capacities and develops a framework integrating individual, organisational and environmental level strategies to build human capacities for successful lean implementation of small and medium contractors (SMCs) in Sri Lanka.

An interpretivism stance is adopted, and a qualitative research approach is used. The data collection technique adopted is semi-structured interviews. In total, 24 experts with experience in lean implementation of SMCs were interviewed, and data were analysed through code based content analysis using NVivo10.

Team working skills, critical thinking, leadership, communication skills, work ethics, knowledge and positive attitudes were identified as lean enabling human capacities for SMCs. The framework developed in this study provides individual, organisational and environmental level strategies that can be used to build human capacities necessary for enabling lean in construction SMCs.

The study will be beneficial to construction SMCs, academics, researchers and government institutions in developing countries, which share socio-economic, demographic or cultural traits similar to Sri Lanka.

A novel lean enabling human capacity building framework is developed with the strategies required for building those capacities in order to accelerate the lean implementation in construction SMCs. This contributes to the body of knowledge as it uncovers individual, organisational and environmental level strategies for enabling lean through human capacity building in Sri Lankan SMCs.

The purpose of this study is to identify the capacity needs of building professionals to deliver environmentally sustainable buildings (ESBs) globally, from a unique systems approach. Through a review of extant literature, this study contributes to knowledge of the global delivery of ESBs by identifying research trends and gaps that can be tackled in future research, and current hotspots in capacity building (CB) research within the built environment (BE). The adopted systems approach to CB postulates that the construction industry is systemized in nature, and thus, CB solutions within the industry should be approached from a systems approach.

A literature search was conducted using the Scopus search engine, augmented by Google Scholar and Web of Science, to produce 54 relevant articles for analysis. The scientometric analysis was undertaken with the use of VOSViewer to better understand the broad literature on CB in the construction industry which would not have been possible with traditional data analysis. The content analysis allowed, for a systematic review of selected articles, to reveal key themes in this study.

Through a content analysis, four levels of CB were identified within the construction industry; individual level, organizational level, industry level and state level. Nine sub-capacities were subsumed under the four identified levels adopted from Potter and Brough (2004), including but not limited to Performance capacity, Workload capacity, Supervisory capacity, Industry Role capacity and Systems capacity. Under each sub-capacity, key questions were posed to aid identify the capacity needs of BE professionals. A framework for identifying capacity needs in the BE is proposed.

The findings of this study serve as a useful reference for practitioners and policymakers to assess their level of commitment to CB efforts for ESB delivery. The findings of this study have revealed that building the capacities of BE professionals to deliver ESBs should be addressed as part of a broader framework, interdependent on the other levels of CB in the systemic construction industry.

As a review study identifying capacity needs for BE professionals to deliver ESBs, this study enhances knowledge of CB within the construction industry.

This study aims to identify the critical factors contributing to India-based non-governmental organizations (NGOs) capacity building and value creation for beneficiaries.

A total interpretive structural modeling technique has been used to develop a hierarchical model of critical factors and understand their direct and indirect interrelationships. The driving force and dependence force of these factors were determined by using cross-impact matrix multiplication applied to classification analysis.

This study identifies 12 critical factors influencing NGO capacity building in India’s intellectual disability sector across four dimensions. Internal organizational capabilities include infrastructure, staff qualifications, fundraising, vocational activities and technical resources. Second, coordination and stakeholder engagement highlight government and agency collaboration, dedicated board members and stakeholder involvement. Third, adaptability and responsiveness emphasize adjusting to external trends and seizing opportunities. Finally, impact and value creation emphasis on improving value for persons with disabilities (PWDs).

The findings of this study have practical implications for Indian NGOs working for PWDs. The study provides NGOs with a structural model for improving organizational capacity by identifying and categorizing critical factors into the strategic model.

There is a scarcity of literature on capacity building for disability-focused NGOs in India. This study seeks to identify critical factors and develop a hierarchical model of those factors to assist policymakers in India in building the capacity of NGOs.

This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity in school education”. The co‐editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand.

The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue.

The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard‐fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous changes.

The paper serves as a framework both for the seven papers that follow and more generally for understanding and conceptualising sustainable school capacity building.

The paper performs the function of framing current debates and pressures around sustainable school capacity‐building in an international theoretical and practical context.

Customised capacity building is thought to be essential for organisations. However, empirical studies are lacking with respect to its effect on employee outcomes. This study aims to examine the effect of customised capacity building on employee outcomes including employee empowerment and employee engagement through employee learning in Ghanaian local government institutions.

Valid responses from 281 employees of Metropolitan, Municipal, and District Assemblies (MMDAs) in Ghana were collected through a survey. A structural equation model was used to analyse the data and test the hypotheses formulated.

The results showed that customised capacity building has an effect on employee learning, employee empowerment, and employee engagement. Employee learning also had an effect on employee empowerment and employee engagement. In addition, employee learning partially mediated the effect of customised capacity building on both employee empowerment and employee engagement.

This study is of particular relevance to public organisations. As there is a dearth of studies focusing on customised capacity building, this study provides insight into incorporating the phenomenon into public sector organisations to enhance employee learning, empowerment and engagement.