Purpose: Members' knowledge is the most important resource in NGOs and it is important to stimulate its exchange. Knowledge that is needed to act in complex situations is hard to exchange, but Web 2.0 technologies provide a toolbox to develop a knowledge management strategy. The paper aims to specify optimal conditions and necessary measures that NGOs should take in order to successfully use Web 2.0 technologies for knowledge exchange.Design/methodology/approach: NGOs and Web 2.0 technologies have specific characteristics in common. It is suggested that these characteristics require certain prerequisites in order to make the use of Web 2.0 technologies successful. Using an iterative and participative design method, a case study is presented that investigated prior boundary conditions and implemented a Web 2.0‐based platform as knowledge management strategy in a large NGO.Findings: NGOs and Web 2.0 are based on strong voluntariness, they are democratic, contribution and personality are strongly tied to each other, and education is rarely formal. Therefore, there is a strong need for contact between members, internal motivation and organizational identification, for quality criteria, for protected spaces and pattern‐structures, if Web 2.0 technologies shall lead to successful knowledge management. The case study demonstrates that considering these circumstances enabled the successful implementation in a large NGO.Practical implications: The current research helps NGOs to successfully implement Web 2.0 technologies as a means to support knowledge management. A figure with the crucial questions and the means that have to be taken in dependence of the answers is provided.Originality/value: NGOs do not have the same means to develop formal management strategies as other organizations. Therefore, a thorough understanding of the circumstances that enable knowledge exchange with Web 2.0 technologies is needed. The current research provides information about optimal circumstances and about possibilities to improve less promising circumstances.

Virtual training environments are used when training in reality is challenging because of the high costs, danger, time or effort involved. In this paper we argue for a theory-driven development of such environments, with the aim of connecting theory to practice and ensuring that the training provided fits the needs of the trained persons and their organisations. As an example, we describe the development of VirtualPolice (ViPOL), a training environment for police officers in a federal state of Germany. We provided the theoretical foundation for ViPOL concerning the feeling of being present, social context, learning motivation and perspective-taking. We developed a framework to put theory into practice. To evaluate our framework we interviewed the stakeholders of ViPOL and surveyed current challenges and limitations of virtual training. The results led to a review of a theory-into-practice framework which is presented in the conclusion. Practitioner Summary: Feeling of presence, social context, learning motivation and perspective-taking are relevant for training in virtual environments. The theory-into-practice framework presented here supports developers and trainers in implementing virtual training tools. The framework was validated with an interview study of stakeholders of a virtual training project. We identified limitations, opportunities and challenges.