Capacity and transformational development within the 2005 Canada Summer Games host society

Although capacity has been used in recent federal government accords and policies related to the voluntary and amateur sport sectors, there is little consensus over the meaning of the term. Consequently, the purpose of this qualitative case study was to explore the concept of organizational capacity within a temporary voluntary sport organization. Specifically, the nature of organizational capacity was examined within the case of the Volunteers Division of the 2005 Canada Summer Games (CSG) Host Society. Data were collected from executive planning and middle management CSG volunteers through the use of a variety of methods: verbal journals, interviews, observations, documents and a focus group. Findings indicated several challenges associated with the volunteer management model utilized by the host society, varying levels of importance among six elements of capacity, and key aspects of the relationship between organizational capacity and transformational development. Implications focused upon the importance of highlighting individuals rather than the organizational as a whole in order to build capacity, and utilizing a brain or hybrid brain-machine organizational form to enhance capacity. Recommendations are provided for both the Canada Games Council and Canada Games host societies.

The role of leaders in building organizational learning capacity

In a world in which social, economic, and environmental circumstances are continuously evolving and increasingly complex, leaders face the challenging prospect of navigating their organizations through unpredictable operating conditions. Finding a way to tap into the learning capacity of the people who comprise their organizations may be the answer to adapt and to survive. This qualitative research study explored the role of leaders in building this organizational learning capacity. The literature identified three domains of personal, interpersonal, and organizational capacity for learning in an organizational setting. Interviews with three senior leaders who had successfully built learning capacity in their respective organizations revealed four elements of leader commitment: (a) to the process of building learning capacity, (b) to organizational objectives and results, (c) to personal actions and behaviours, and (d) to the people of the organization. Each of the four elements of leader commitment spans the three domains of learning capacity that can guide leaders as they build organizational learning capacity.

Organizational capacity and knowledge transfer : a qualitative case study of the 2007 Canada Winter Games host society

Understanding and managing the knowledge transfer process in sport organizations is an essential component to enhance organizational capacity. Very little research on either capacity or knowledge transfer within a sport organization exists. Consequently, the purpos e of this qualitative case study was to, examine the transfer of knowledge process within a major games host society. Specifically, two research goals guided the study: 1) To develop a model to explain a knowledge t r ans f e r process in a non-profit ma jor games hos t organization and 2) To examine the relevance of the model to a Canada Games Hos t Society. Data we r e collected from interviews with middle and senior level volunteers as well as senior s t a f f members (n= 27), document s and observations. The findings indicated three barriers to knowledge transfer: structural, systemic, and cultural. As a result of the findings a revised model for knowledge transfer wa s proposed that included modifications related to the direction of knowledge flow, timing of the knowledge transfer process, and group inter-relations. Implications identified the importance of intuition managers, time and organizational levels for successful knowledge transfer. Recommendations for future host societies and the Canada Games Council are presented.