Knowledge and learning have become omnipresent terms within the discourse of

organisational research (Grant, 1996; Spender, 1996), while being widely acknowledged
as important strategic assets for organisations (Nonaka, 1994). The scope of
organisational learning and knowledge research has also developed significantly in the
last 20 years. A preoccupation with ways to use knowledge-based approaches to advance
strategic organisational priorities is evident in the resource-based view, core competences
and dynamic capabilities perspectives that have all been discussed in the strategy field in
recent years. This strategic orientation towards organisational learning and knowledge, as
both assets and practices, dynamic processes and yet, potentially expressed material
artefacts, are among the multiplicity of ways in which their role in developing and
sustaining competitive advantage and innovation has been articulated. Despite the
notably increased body of research on organisational learning and knowledge, the
diversity of discourses leaves several key questions unanswered, particularly pertaining
to the way in which modes of learning and knowing are embedded in everyday action,
especially in turbulent times.
Our presentation has two major implications. From an academic perspective it offers a
contribution to the construction of a theory of how learning occurs and and new
knowledge is created within small firms. From a managerial perspective, it allows the
identification of managerial tools to address change in order to make more effective the
creation of new knowledge, and as an immediate consequence of it to improve some
organizations processes such as a new product development. In all cases under
investigation, learning was a by product of the normal activity of new product
development and not a directed activity. Even though to learn from an operational activity
may be not easy the adoption of some human resource management practices and
problem solving approaches can address small firms to systematic learning and effective
accumulating of knowledge.
Knowledge retention and transfer
For hiring managers who expect little to no voluntary turnover in their workforce, the
months ahead may come as a shock. Companies are already turning their attention to
hiring; competitors may easily lure key employees away as business improves and
workforce mobility intensifies. With seasoned employees preparing to exit and new hires
coming in the door, now is the time for companies to cultivate one of their most
distinctive assets. A proactive knowledge retention and transfer strategy will ensure that
the investments made now in hiring and training are not lost over the long term.
Knowledge sharing
A successful knowledge-sharing effort requires a focus on more than simply the transfer
of the specific knowledge. Instead, many of the activities to be undertaken need to focus
on structuring and implementing the arrangement in a way that bridges both existing and
potential relationship issues, and examining the form and location of the knowledge to

ensure its complete transfer. In other words, while the activities used to share knowledge,
such as document exchanges, presentations, job rotations, etc., are important, overcoming
the factors that can impede, complicate and even harm knowledge internalization are
equally important in determining the ultimate results of a knowledge-sharing effort.