A revolution in military learning? Cross-functional teams and knowledge transformation by lessons-learned processes

Dyson, Tim

doi:10.1080/09662839.2020.1795835

Cited by 14 publications

(11 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings of the current study confirm that military organizations need to address both formal and informal processes so that experience gained can contribute to a process of continuous learning (O'Toole & Talbot, 2011;Dyson & Pashchuk, 2022;Dyson, 2020;Maarten et al, 2022;Harig, 2020;Coticchia & Moro, 2016).…”

Section: Discussionsupporting

confidence: 72%

“…According to NATO Allied Joint Doctrine, the acquisition of knowledge is a process requiring one to "learn efficiently from experience and to provide validated justifications for amending the existing way of doing things, to improve performance, both during the course of an operation and for subsequent operations" (NATO, 2019, p. 149). Several authors argue that military organizations need to address both formal and informal processes if lessons can be drawn through continuous learning (O'Toole & Talbot, 2011;Dyson & Pashchuk, 2022;Dyson, 2020;Maarten et al, 2022;Harig, 2020;Coticchia & Moro, 2016). Without repetition in training, exercises, and operations, these core competencies can quickly deteriorate with the risk of defeat in battle.…”

Section: Research Question and Theorymentioning

confidence: 99%

See 1 more Smart Citation

Learning in the Force Protection Environment between International Operations: Last-Minute Learning

Grunne¹,

Robbins²,

Skarsvåg³

et al. 2023

Scandinavian Journal of Military Studies

View full text Add to dashboard Cite

This study considers learning in international military operations. It explores these questions: What are the obstacles to learning in a military context? How did these obstacles manifest themselves in contribution made by the Royal Norwegian Air Force (RNoAF) in Mali? How effective in overcoming these obstacles were the formal and informal learning processes that took place? And what does this tell us about how learning might be improved in a military context? Norway has supported the United Nations Multidimensional Integrated Stabilization Mission in Mali (MINUSMA) since 2013. The RNoAF contribution began in January 2016 and continued periodically until May 2021. The contribution consisted of a Hercules C130 transport aircraft with crew and other support personnel. The detachment from Norway consisted of approximately 60-70 women and men with backgrounds in various fields of expertise (aviators, navigators, cargo masters, technicians, security personnel, and other support personnel) required to execute the mission. Based on in-depth interviews of key personnel, this study looks at learning that took place among the various constellations of personnel from the force protection responsible for security during the operation. Much of the learning took place through last-minute efforts because of tight schedules and other pressing tasks. The study has resulted in a conceptual model for facilitating and better supporting the acquisition of knowledge through a continuous process rather than at the last minute. This will require top-down and bottom-up processes, both formal and informal.

show abstract

Section: Discussionsupporting

confidence: 72%

Section: Research Question and Theorymentioning

confidence: 99%

Learning in the Force Protection Environment between International Operations: Last-Minute Learning

Grunne¹,

Robbins²,

Skarsvåg³

et al. 2023

Scandinavian Journal of Military Studies

View full text Add to dashboard Cite

show abstract

“…To achieve this goal, the concept of Knowledge Development has been developed since 2008, in which such knowledge transfer is a key step. NATO's military organizations have developed processes for lessons learned, among which the British and German systems stand out (Dyson, 2020). The US Army Combined Arms Center has also set up the Battle Command Knowledge System (BCKS), which supports the generation, management and exploitation of the army's knowledge, promoting collaboration among commanders, soldiers and units (Brown, 2013;Galvin, 2007;Summers and Costanza, 2007).…”

Section: Introductionmentioning

confidence: 99%

Transactive memory systems mediation role in the relationship between motivation and internal knowledge transfers in a military environment

Sáiz-Pardo¹,

Domínguez

Molina

2021

JKM

View full text Add to dashboard Cite

Purpose The relationship between motivation at work and internal knowledge transfers (IKTs) is an important topic in the knowledge management literature, but evidence on the topic is contradictory. This study aims to analyze the mediating role of transactive memory systems (TMSs) in this relationship. Design/methodology/approach Data were obtained from 208 military knowledge workers (analysts) from a large European army. Findings The results indicate that intrinsic and identified motivation positively affect IKTs, although fully mediated by the TMS. Introjected motivation, in contrast, has only a slightly significant direct influence and external motivation has no significant effect. As individual motivation is insufficient to speed up knowledge transfer, this paper proposes the solution of implementing a TMS, which generates trust and improves coordination among group members. Originality/value This study’s originality stems from both its context and the problem tackled. The context analyzed is the military, a group that has received very little attention in the field of management and business. Individual motivation in job performance has also received little study in a military context and even less research has related individual motivation to IKTs. To supplement the scarcity of existing studies and resolve the possible difficulties identified concerning IKT in the military, this study proposes to analyze the mediating effect of a TMS on the relationship between individual motivation to perform one’s job and IKTs.

show abstract

“…There is therefore an opportunity to recognise the specific needs to new Registered Nurses to the armed forces and to provide support that enables them to acclimatise to the different culture and expectations. For this to be effective, Registered Nurse leaders should encourage the free flow of information and ideas at all levels through formal and informal processes, as well as maximize possibilities for professional autonomy [ 52 ]. Annual seminars, conferences, workshops, and ongoing in-service education are examples of how this can be enabled.…”

Section: Discussionmentioning

confidence: 99%

Registered Nurses’ Views and Experiences of Delivering Care in War and Conflict Areas: A Systematic Review

2022

View full text Add to dashboard Cite

Background: Several studies have been undertaken regarding civilian and military nurses’ training, deployment, and experiences during missions in war and conflict areas. However, no review study regarding the experiences of nurses in serving in war and conflict areas has been published. Aim: This review aims to identify the views, experiences, and support needs of Registered Nurses when caring for patients in war and conflict areas. Method: Four electronic databases—MEDLINE, CINAHL, PsycINFO, and general BC PubMed—were searched in this systematic review. Study screening and selection, data extraction, quality appraisal, and narrative synthesis were conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist. Results: Twenty-five studies were included in the final review. The findings were categorised based on four main themes: Challenges in nursing practice, Meaning of experience, Scope of practice, and Nursing support pre- and post-conflict. Conclusions: Registered Nurses play a critical role in prehospital care and have a significant impact on the survival of wounded military personnel and civilians and on their mortality. Registered Nurses play important roles in military deployment, with barriers to their successful implementation experienced due to a lack of information at the decision-making level, and the need for psychological supports and role-appropriate medical readiness training. Implications: Registered Nurses who are military-ready need to be effective in war and conflict areas. Using the experiences of military or civilian Registered Nurses to assess the pre-deployment preparation needs of these nurses will be beneficial to the effectiveness of the nursing workforce. There are elements that demand more attention during the pre-deployment preparation phase of nurses required to serve in war and conflict areas.

show abstract

A revolution in military learning? Cross-functional teams and knowledge transformation by lessons-learned processes

Cited by 14 publications

References 67 publications

Learning in the Force Protection Environment between International Operations: Last-Minute Learning

Learning in the Force Protection Environment between International Operations: Last-Minute Learning

Transactive memory systems mediation role in the relationship between motivation and internal knowledge transfers in a military environment

Registered Nurses’ Views and Experiences of Delivering Care in War and Conflict Areas: A Systematic Review

Contact Info

Product

Resources

About