One of the main tasks of the Swedish Armed Forces over the past few years has been International assignments, which increased the importance of the Lessons Learned process. Methods of simulator training with computers have become more frequent and the technical ability to collect digital data from sensors has been developed as well. This work demonstrates how the experience of Lessons Learned can be communicated with the computer simulator StriSimPC and how modern technology in future support experiences from the Lessons Learned process at the tactical level in the Army. Currently knowledge sharing consists of several processes and strategies in the Swedish Armed Forces. This is done by written reports, oral presentations and different practical exercises. This case study shows the functions of the simulator StriSimPC, methods of training and how it is used today. The study also describes the future opportunities, where digital metadata acquired from the modern combat vehicles could contribute sharing of experience in the Lessons Learned process. The summarized conclusions indicate that StriSimPC can combine the two strategies for personalization and codification of knowledge transfer to reach a higher level of learning. Account must be taken to the training officers’ role and his impact when using serious gaming, especially if StriSimPC will be used for distance learning in the future. StriSimPC can also be a simulation instrument for experiment and development activities based on resource efficient methods with low risk factors. In the future Simulators using serious gaming as StriSimPC may be used to create reconstructions of situations based on models or on the collected digital data from the field. This can be used for visualization and increase knowledge in several ways. / Internationella insatser har varit en av huvuduppgifterna i Försvarsmakten under de senaste åren, vilket ökat vikten av erfarenhetshanteringen. Samtidigt har utbildningsmetoder med datorsimulatorer blivit vanligare och den tekniska förmågan att samla in digitalt underlag från sensorer har utvecklats. Detta arbete visar på hur erfarenheter kan förmedlas med datorsimulatorn StriSimPC inom markarenan, samt hur modern teknik i framtiden kan stödja erfarenhetshanteringen i Armén på taktisk nivå. Dagens hantering av erfarenheter i Försvarsmakten består av flera processer och strategier där kunskapsspridningen sker via skriftliga rapporter, muntliga föredrag samt praktiska övningar i olika miljöer. Denna fallstudie av StriSimPC visar dels på systemets funktioner och dess utbildningsmetoder idag, men även på framtida möjligheter där inhämtad digital metadata från moderna stridsfordon kan bidra till erfarenhetsöverföringen. De sammanfattande slutsatserna och resultatet visar att StriSimPC kan sammanföra personifierings- och kodifieringsstrategin i Försvarsmakten för att nå en hög lärande nivå vid erfarenhetsöverföring. Hänsyn måste dock tas till vikten av övningsledarens roll, framförallt om systemet i framtiden ska användas för distansutbildning. StriSimPC kan också vara ett verktyg för studie- och försöksverksamheten som resurseffektivt och med låg risktagning kan får fram resultat som bygger på simuleringar. Datorsimulatorer som StriSimPC kan i framtiden användas för att skapa rekonstruktioner av situationer, som bygger på modeller eller på insamlad digital data från fältet och som kan användas för visualisering och kunskapsbyggande på flera sätt.

The purpose of the essay has been to analyze if the Swedish Army ground forces, can be looked upon as a learning organization as the doctrines declare. This in the perspective that a working, collective Lessons Learned-process does not exist in the Swedish Army with the possible long term effects of diminishing its war-fighting capabilities. The method is a qualitative text analysis of the recently published report from the Swedish Army Land Warfare Center. The report focuses on tactical experiences from the Swedish ground forces perspective through the years 2009-2012, in the over a decade long Afghanistan-operation. The result indicates that the specified organization, the Army and its ground forces, can be seen as a learning organization but with great flaws. The flaws can be seen in all chosen theoretical disciplines, but are the most palpable in the most important one - the system thinking - which is essential for long term learning. But the analysis also gives some good news. The discipline that embraces the most indications of learning is the personal mastery. The inner strength, will and skill sets of the personnel are striking. The analysis points out that a deep learning exists, specifically on individual and lower levels, but is hindered by the system. Hence, the organization is filled with tacit knowledge. The conclusion is that the war-fighting capabilities might actually have been strengthened, but mainly on individual and low level but not as the organization should have. It lacks a working system for it.

Under en explorativ fallstudie på Volvo CE Arvika har förutsättningarna för organisatoriskt lärande undersökts med avsikt att skapa en erfarenhetspolicy anpassad till företaget. Organisatoriskt lärande är ett betydelsefullt område och bör ses som en förutsättning för ständiga förbättringar. Det bidrar till en konkurrenskraftig verksamhet som inte går att replikera. Organisatoriskt lärande har behandlats teoretiskt av flertalet författare men det finns en avsaknad av dokumenterade praktiska undersökningar. Genom studien beskrivs ett företags organisatoriska lärande utifrån en explorativ undersökning grundad i Senges fem discipliner (personligt mästerskap, mentala modeller, gemensamma visioner, lära tillsammans samt systemtänkande) och Garvin et al. tre byggstenar (en miljö som främjar lärande, konkreta processer och tillvägagångsätt för lärande samt ledarskap som främjar lärande). Undersökningsmetoden kartlade förtegets organisatoriska lärande väl med undantag från att inga mentala modeller identifierades. Studien resulterade i 16 förbättringsförslag och en erfarenhetspolicy bestående av: En Erfarenhetsanalys: ett dokument för insamling av erfarenheter. Ett Erfarenhetsplank: ett verktyg för att presentera, samla och skapa överblick kring erfarenheters uppkomst och karaktär inom projekt. En mappstruktur: för standardiserad och tillgänglig hantering av erfarenhetsdokumentation. Beskrivningen av företagets organisatoriska lärande och den framtagna erfarenhetspolicyn är primärt av intresse för det undersökta företaget. Undersökningsmetoden som används för att kartlägga organisatoriska lärande kan med mindre modifikation användas för andra företag som kan förvänta sig likvärdiga resultat. Även den av studien resulterande erfarenhetspolicyn kan modifieras för att passa andra företag och utgör ett exempel att benchmarka på. / Through an explorative case study, conducted at Volvo CE Arvika, the conditions for organizational learning have been examined in order to create a lesson learned policy, tailored to the company. Organizational learning is an essential area that should be viewed as a corner stone to continuous improvements as well as creating a competitive advantage that cannot be replicated. Several academics have contributed to the field of organizational learning, however, there is a lack of documented practical studies within the field. This thesis describes a company’s organizational learning based on Senges five disciplines (personal mastery, mental models, building a shared vision, team learning, and system thinking) and Garvin et al. three building blocks (supportive learning environment, concrete learning processes and practices, and leadership that reinforces learning) through an explorative case study. The method enabled the company’s organizational learning to be mapped with the exception of mental models which were not identified. This study resulted in 16 improvement proposals and a lesson learned policy consisting of: Experience analysis: A document for the collection of experiences. Experience wall: A tool for visualization to create an overview of the origin and character of the experiences gathered from a project. File structure: In order to standardize the storage of documented experiences with an emphasis on availability. The description of the company's organizational learning and the developed lessoned learned policy are primarily of interest to the investigated company. The method used to map organizational learning in this case study can, with minor modifications, be used by other companies that can expect equivalent results. The lessoned learned policy resulting from the study can also be modified to suit other companies and it provides an example to benchmark on.

Syftet med studien var att undersöka hur ett gamification projekt har planerats och genomförts samt att ta fram lärdomar från projektet. Genom att undersöka vilka strategier som används samt vilka insikter som framkom efter projektet är denna studie betydelsefull för projektledare eller projektdeltagare som är intresserad av erfarenhetsbaserat lärande. Studien lyfter fram lärdomar utifrån ett projekt som pågick i 5 år där det innefattade tre aktörer, högskola, mediehus och tech-företag som jobba tillsammans för att leverera en produkt som handlar om gamification inom nyhetsmedier. Metoden som användes var en kvalitativ metod i form av intervjuer som sedan transkriberades. Analysen av det insamlade materialet genomfördes med hjälp av en kvalitativ innehållsanalys för att ta fram teman till resultatet. Resultatet som presenteras har tre teman som framkom som de mest väsentliga i studien, första temat är, Vi gick utan karta, som tar upp vikten av att gemensamt inom projektet ta fram en tydlig projektplan för att utifrån det använda sig av en projektmodell som passar projektet och dess unika genomförande. Andra temat som framkom i resultatet var, Såg inte den gemensamma bilden. Under detta tema skapas en förståelse kring projektets syn och förväntan på projektet utifrån de olika aktörerna där det framkom att visionen och målbilden inte var tydlig och definierad för deltagarna. Tredje temat är, Rollfördelningen som går förlorad, som tar upp vikten av att ha tydliga roller och ansvarsområden inom projektet för att enkelt ta projektet framåt. Detta saknades i projektet och resulterade i att krav, beslut och ansvar inte genomfördes på bästa sätt där ovisshet fanns kring var projektets riktning var på väg och skulle sluta. Studien riktar sig till publik med intresse för erfarenhetsbaserat lärande och vad som kan förbättras till kommande projekt. Det inkluderar chefer, projektledare, projektdeltagare och ansvarig för projektgrupper. / The aim of the study was to investigate how a gamification project has been planned and implemented and to draw lessons from the project. By examining which strategies are used and what insights emerged after the project, this study is important for project managers or project participants who are interested in experience-based learning. The study highlights lessons from a project that continues for 5 years where it includes three actors, a university, media houses and tech companies that work together to deliver a product that is about gamification in news media. The method used was a qualitative method in the form of interviews which were then transcribed. The analysis of the collected material was carried out with the help of a qualitative content analysis to arrive at the end. The result presents three themes that emerged as the most important. The first theme is, define and clear project model, which addresses the importance of jointly within the project to develop and clear project plan to use a project model that suits the project. and its unique implementation. The other theme that emerged in the development was, creating a common image and vision. Under this theme, an understanding is created about the project's view and expectation of the project based on the various actors where it emerged that the vision and goal picture were not clear and defined for the participants. The third theme is, ensures the division of roles in the project, which addresses the importance of having clear roles and areas of responsibility within the project to easily take the project forward. This was missing in the project and resulted in demands, decisions and responsibilities not being implemented in the best way where there was uncertainty about where the project direction was heading and would end. The study is aimed at audiences with an interest in experiential learning and what can be improved for future projects. This includes managers, project managers, project participants and those responsible for project groups.

Approved for public release, distribution is unlimited / The United States Navy Submarine Hydrodynamic/Hydroacoustic community is a decentralized, multiorganizational, geographically distributed enterprise. Strategic planning and management, whether formal or ad hoc, is necessary for effective functioning of any organization. However, formal strategic planning is particularly difficult in multi-organizational, geographically diverse enterprises. Enterprise-wide performance measurement and a shared understanding of enterprise performance is necessary to devise compelling and effective strategies. During the Cold War, the U.S. Navy submarine force had a clear mission and compelling goals, with resulting clarity on performance metrics. The Submarine Hydrodynamic/Hydroacoustic workforce was focused on helping the submarine force achieve these goals. In the post-Cold War era, the submarine force mission in the integrated battle space is less defined. The percentage of the military budget that can be spent on discretionary spending is decreasing. The Submarine Hydrodynamics/Hydroacoustic community has been directly impacted by the recent lack of focus and budget reductions. The purpose of this thesis is to research the past processes used to perform strategic planning for the Submarine Hydrodynamic/Hydroacoustic community, identify current strategic issues for the community, and document strategic lessons learned that can be identified through the evaluation of product successes and failures. / Civilian, United States Navy

Knowledge integration is a fundamental capability for Global New Product Development(NPD) success that allows exploiting windows of opportunity and foster innovation.Although Global NPD projects are recipients of project management methodologies,literature emphasizes a gap in how project management tools can support a knowledgeintegration capability. Therefore, this study aims to explore how project lessons learned,a project management tool, can enable knowledge integration in a global NPD context. To this extent, this study presents the case study of Company X, applying a qualitativemethod which follows an interpretivist philosophical stance and an inductive approach.The case study was conducted through semi-structured interviews with project managersand team members from two Research & Development (R&D) Centers. The datacollected was analyzed using a template analysis and matrix display. The literature review of this study introduces knowledge integration as a capability forglobal NPD, its mechanisms and influencing organizational factors. Project lessonslearned are presented as a project management tool that encompass experiences fromprojects and hence serve as a source of knowledge. This results in a theoretical frameworkfor knowledge integration and project lessons learned as an enabler of this capability,which works as a foundation for the empirical research. The findings of the applied methodology confirmed the elements of the theoreticalframework, and contributed to develop a framework that illustrates how project lessonslearned enable knowledge integration capability. Moreover, the findings explored theorganizational context of Global NPD projects, the tacit and explicit mechanisms tointegrate knowledge in and between projects and the different levels on which theorganizational factors influence the knowledge integration process. Recommendationsfor an effective knowledge integration are suggested for both academics and practitioners,as well as potential areas of research to continue extending the knowledge on this field.

The problem of assessment and diagnosis of depression in the elderly begins with the definition of depression being indefinite. In this study, the theory of learned helplessness was chosen because of its value in organizing research within a learning theory framework. The Beck Depression Inventory, measures of fluid and crystallized intellectual ability, locus of control, and attribution of success and failure were chosen as variables for an exploratory factor analysis. The purpose of selecting these variables was to assess the cognitive, motivational, and affective components of learned helplessness as they affected the responses of elderly subjects to depression items. Self report measures of income, education, and health, were included to assess the relationship of these variables to depression. A somatic factor was predicted to correlate with an affective factor of depression.

To test predictions of learned helplessness theory and attribution theory, depressed and nondepressed subjects were exposed to a word-association task in a skill, chance, or no-instructional-set condition. Subjects were asked to make attributions of success and failure to four factors--ability, effort, task difficulty, and luck--and rate expectancy of success. The predictions of both theories were only partially confirmed. Difficulties relating to the experimental design may account for the failure of nondepressed/skill subjects to show greater expectancy change. As predicted, all subjects in the chance condition displayed similar expectancy changes. Also as predicted, nondepressed subjects did not rate effort as being the least influential factor. Depressed subjects, however, rated all factors equivalently, instead of rating effort least influential.

This research demonstrates that experience with uncontrollable reinforcement, here defined as continuous non-contingent positive feedback to solution attempts of insoluble problems, fails to produce the proactive interference phenomenon, learned helplessness, while uncontrollable aversive events, here defined as negative feedback to solution attempts of insoluble problems, produces that phenomenon. These results partially support the "learned helplessness" hypothesis of Seligman (1975) which predicts that experience with uncontrollable reinforcement, the offset of negative events or the onset of positive ones, results in learning that responding is independent of reinforcement and that learning transfers to subsequent situations. This research further demonstrates that experience with controllability, here defined as solubility, results in enhanced competence.

Syftet med denna studie är att undersöka hur och vilka agila principer som kan appliceras i projekt inom tillverkningsindustrin. Studien har skett på fallföretaget KalmarGlobal och resultatet visar att det inte går att implementera agila projektmetoder rakt av, men att det däremot finns principer inom det agila som kan och bör implementeras för att få företagets projektarbete mer effektivt. Dessa är bl a enklare dokumentering, stå-upp-möten och självstyrande grupper.