Abstract:

Introduction:
Strategic leaders play a critical role in shaping organizational learning, particularly through the development of absorptive and adaptive capacity combined with managerial wisdom. However, the transfer of their accumulated competence, especially at the end of their careers, remains insufficiently explored. This study examines how the Norwegian Armed Forces (NAF) can better learn from and utilize the competence of retiring strategic leaders. The study is grounded in the fields of organizational learning, leadership, and educational management, with relevance extending to both military and civilian learning organizations.

Methods:
The study draws on qualitative insights from recently retired strategic leaders within the NAF, complemented by the authors’ extensive experience in educating and advising senior military personnel. The research addresses one main question: To what extent has the NAF utilized strategic leaders’ competence prior to retirement? This is further explored through three sub-questions focusing on (1) whether leaders were systematically asked to articulate their competence, (2) the perceived importance of competence transfer, and (3) the extent to which such transfer occurred.

Results:
Preliminary findings indicate that competence transfer from strategic leaders in the NAF is limited and lacks systematic implementation. Respondents consistently reported that structured processes for capturing and transferring knowledge are largely absent. While learning and competence development are recognized as important, implementation at senior leadership levels appears only moderate. As a result, valuable experiential knowledge accumulated at the strategic level is not fully absorbed by the organization.

Discussion and Conclusion:
The findings suggest a significant gap between the recognized importance of learning and the actual practices of competence transfer in the NAF. The absence of structured mechanisms for capturing senior leaders’ knowledge represents a missed opportunity for organizational learning and continuous professional development. Strengthening systematic approaches to knowledge transfer could enhance both military effectiveness and educational practices. Furthermore, the study highlights implications for higher education institutions involved in leadership development, emphasizing the need to integrate competence transfer strategies into lifelong learning frameworks. Three key educational implications emerge from the study:
(1) Retiring strategic leaders represent an underutilized resource for case-based and experience-driven learning in staff college curricula.
(2) Systematic competence capture (e.g., structured interviews, reflective debriefs) can strengthen curriculum development and teaching relevance
(3) Closer integration between operational leadership and educational institutions can enhance lifelong learning and leadership development across the organization.
Strengthening these connections may improve both military effectiveness and the quality of higher education programs aimed at developing future strategic leaders.

Keywords:

Strategic leadership, organizational learning, competence transfer, strategic competence management.