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A Revolution in Military Learning? Uncovering the Potential of Lessons-Learned Processes

军事学习的革命？

基本信息

批准号：
ES/V004190/1
负责人：
Tom Dyson
金额：
$ 47.76万
依托单位：
Royal Holloway University of London
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV004190%2F1
关键词：
Revolution Military Learning Uncovering Potential

项目摘要

This grant engages with conceptual, empirical and theoretical research questions about military learning processes which have the potential to substantially enhance the military effectiveness of NATO member-states in a wide-variety of operational contexts. The capacity of militaries to quickly capture successful individual/group adaptation and mistakes by deployed soldiers/allies as organisational learning is an enduring feature of military effectiveness. Poor intra- and inter-organisational learning capability reduces the relevance of key 'institutional military' activities, such as training, doctrine, and officer education, leaving soldiers in ongoing and future operations facing an 'adaptation trap' of relearning lessons in the field. The increasingly fast-changing nature of contemporary operational environments has sharpened the negative consequences of an adaptation trap for the safety of soldiers and civilians, and for operational/strategic success. Militaries have sought to rise to this challenge by establishing permanent 'lessons-learned' processes within service branches and the joint environment during the 2000s. Run by dedicated lessons-learned branches, they focus on improving a military's ability to identify best-practices and to uncover, resolve, and disseminate tactical- and operational-level lessons from exercises, operations, and allies. However, the potential of lessons-learned processes to revolutionise military learning remains untapped. Technological advances in communicating, storing, and disseminating information have not been accompanied by advances in the conceptual and organisational dimensions of lessons-learned processes. Practitioner guidance provides limited advice about how militaries can ameliorate barriers to learning. Military innovation studies, management studies, and organisation studies have also failed to examine best-practice in lessons-learned processes. Hence this project makes an important contribution to understanding the potential of lessons-learned by exploring three key conceptual, empirical, and theoretical themes.First, the lessons which can be drawn from management studies and organisation studies about best-practice in the activities which enhance the capacity of military lessons-learned processes to effectively acquire, manage, disseminate, and exploit lessons from operations, exercises, and allies ('absorptive capacity'). Second, the project will explore hitherto-unexplored case studies of small military early-adopters of lessons-learned processes: Estonia, the Netherlands, and Portugal. In doing so, it will explore the utility of best-practice gathered from the private and public sectors in a military setting and the challenges that small militaries face in running lessons-learned processes. The project will also explore the more general challenges of running lessons-learned processes in high-intensity warfare training exercises and stabilisation operations. The project will enquire whether innovative practices have emerged among smaller militaries which might enrich understanding of the fundamentals of lessons-learned best-practice, applicable to all militaries, and to other public sector organisations. Finally, the project will illuminate the scope for practitioner agency in improving lessons-learned processes by exploring the analytical leverage of neoclassical realism in theorising military learning. It will sharpen understanding of the mutually-constitutive relationship between structural barriers to learning, including bureaucratic politics, organisational culture, and strategic culture and the emergence of activities which enhance absorptive capacity. The research questions, timetable and detailed impact plan have been developed in cooperation with practitioners. Its findings will deliver outputs of direct relevance to their work and will be integrated into the NATO Lessons-Learned Handbook and NATO procedures, policy, directives, and training.

该赠款涉及有关军事学习过程的概念、实证和理论研究问题，这些问题有可能在各种各样的作战环境中大幅提高北约成员国的军事效率。军队快速捕捉成功的个人/团体适应和部署士兵/盟友的错误作为组织学习的能力是军事有效性的持久特征。糟糕的组织内部和组织间学习能力降低了关键的“制度性军事”活动的相关性，例如训练、条令和军官教育，使正在进行和未来作战的士兵面临在战场上重新学习经验教训的“适应陷阱”。当代作战环境日益快速变化的性质加剧了适应陷阱对士兵和平民的安全以及对作战/战略成功的负面影响。21世纪初，各军队试图通过在各军种和联合环境中建立永久性的“经验教训”流程来应对这一挑战。它们由专门的经验吸取部门管理，重点是提高军队识别最佳实践的能力，并从演习、行动和盟友中发现、解决和传播战术和作战层面的经验教训。然而，吸取经验教训的过程对军事学习产生革命性影响的潜力仍未得到开发。通信、存储和传播信息方面的技术进步并没有伴随着经验教训过程的概念和组织方面的进步。实践者指南对军队如何改善学习障碍提供了有限的建议。军事创新研究、管理研究和组织研究也未能检验经验教训过程中的最佳实践。因此，本项目通过探索三个关键的概念、实证和理论主题，对理解经验教训的潜力做出了重要贡献。首先，可以从管理研究和组织研究中得出的经验教训，这些经验教训可以提高军事经验吸取过程的能力，从而有效地获取、管理、传播和利用来自行动、演习和盟友的经验教训（“吸收能力”）。其次，该项目将探索迄今尚未探索的早期采用经验教训过程的小型军事案例研究：爱沙尼亚、荷兰和葡萄牙。在此过程中，它将探讨从私营和公共部门收集的最佳做法在军事环境中的效用，以及小型军队在运行经验教训过程中面临的挑战。该项目还将探索在高强度战争训练演习和稳定行动中运行经验教训过程的更普遍挑战。该项目将调查小型军队中是否出现了创新实践，这可能会丰富对适用于所有军队和其他公共部门组织的经验教训最佳实践基础的理解。最后，该项目将通过探索新古典现实主义在理论化军事学习中的分析杠杆作用，阐明实践者机构在改进经验教训过程中的范围。它将加深对学习的结构性障碍（包括官僚政治、组织文化和战略文化）与提高吸收能力的活动的出现之间相互构成关系的理解。研究问题、时间表和详细的影响计划是与实践者合作制定的。其调查结果将提供与其工作直接相关的产出，并将纳入北约的经验教训手册和北约的程序、政策、指示和培训。