Enhancing Organisational Learning Capacity in Ghanaian NGOs: The Role of Supportive Culture and Information Management

Purpose: This study investigates how a supportive learning culture and information management functions jointly to shape the capacity of local NGOs in the Volta Region of Ghana to apply learned knowledge. Design/Methodology/Approach: A convergent parallel mixed-methods design was employed. The study used cluster, purposive, and simple random sampling techniques to collect quantitative data from 90 local NGO directors or representatives using a validated Learning NGO questionnaire, which was analysed using Ordinary Least Squares (OLS) regression. Qualitative data from in-depth interviews provided contextual depth and theoretical interpretation for the statistical findings. Research Limitation: The study is limited by its regional scope and reliance on self-reported data, which may restrict generalisability and introduce bias. Future research should expand to other regions and employ longitudinal designs to capture dynamic learning processes. Findings: The study confirms that a supportive learning culture, communication systems, developing organisational memory, and accessing external experience positively and significantly influence learning application. Crucially, the study found that gathering internal experience had a significant negative impact, a finding theoretically linked to poor documentation and structural barriers. Practical Implication: The study recommends that local NGOs prioritise overhauling internal learning processes, investing in robust communication systems, and strategically leveraging external partnerships. Social Implication: Strengthening supportive learning cultures and robust information management systems in LNGOs enhances their ability to apply knowledge for social impact. This improvement directly benefits community development in Ghana, enabling LNGOs to deliver sustainable interventions, foster accountability, and build resilience in marginalised populations. Originality/Value: The study uniquely demonstrates that internal experience can negatively affect application when structural barriers and poor documentation exist, challenging conventional assumptions and offering fresh insights into dysfunctional learning processes in resource-constrained situations.