Syftet med studien är att undersöka chefers uppfattningar om organisatoriskt lärande. Detta görs genom en kvalitativ semistrukturerad intervjustudie, där urvalet består av sju chefer från tre organisationer från två olika branscher. Resultatet visar att chefer anser att organisatoriskt lärande hör ihop med kunskapsspridning och lärande i vardagen. Resultatet visar också att de anser att de kan skapa förutsättningar för organisatoriskt lärande, eftersom deras roll innebär ett mandat att bestämma vad som ska läras och vilka arbetssätt och rutiner som införlivas i organisationen. Chefer menade att de skapar förutsättningar genom att ge medarbetare inflytande, genom att skapa strukturer för lärande och genom att skapa ett klimat som uppmuntrar lärande. De identifierar främst tid och ekonomiska aspekter som hinder för organisatoriskt lärande, men också faktorer som berör organisationsstrukturer och medarbetarens egen motivation. / The purpose of the study is to examine managers' own perceptions of organisational learning. This is done through a qualitative semi-structured interview study, where the sample consists of seven managers from three organisations in two different industries. The results show that managers believe that organisational learning is associated with knowledge dissemination and learning in everyday activities. It also shows that they believe they can create conditions for organisational learning, as their role involves the mandate to determine what should be learned and which work methods and routines should be incorporated into the organisation. Managers stated that they create conditions by giving employees influence, by creating structures for learning, and by fostering a climate that encourages learning. They primarily identify time and financial aspects as barriers to organisational learning, but also factors related to organisational structures and employees' own motivation.

Today's technological developments and the military's uses of them affect tomorrow's battlefield. This evolution requires that a military organization remains a developing and learning organization to enable them to take advantage of and protect themselves from tomorrow’s advancements. Max Visser in 2016 created the Organisational Learning Capability theory that specifically addresses non-profit and military organisations and serves as a guide to which a military organisation can be evaluated on its learning capabilities. The study examines the Swedish Army and its SUAV-division, regarding its learning capability according to Visser’s theory. A qualitative case study involving a text-analysis of the Swedish Army’s regulatory publications and an interview survey of SUAV-personnel was conducted. The study found that the Army’s publications fair well, and predominantly creates a productive learning cycle. The interview survey gave a worse result however and prevailing was a defensive learning cycle. Mutual areas of improvement for both the analysis and interviews are; aspects of openness to new ideas, experimentation, risk-taking and the utilisation of formal/informal networks within an organisational knowledge system.