Multiple studies have shown that organizational learning have a positive effect on military organizations. This is especially true in contemporary warfare, where cyber and information warfare increases to influence modern warfare means and methods. To counter this, it is important that the processes of organizational learning is functional and allows innovations to change what soldiers learn, to better equip them for the conflict of the future. This essay analyses the Swedish army’s policy documents regarding organizational learning and solider education to expose barriers described by Schilling et.al., which might hinder processes within organizational learning. The purpose of the study is thus to show how policy documents influences organizational learning by enabling or hindering this process. The results show that many of the barriers described by Schilling et.al is covered and adequately handled within the policy documents of the army, but not all of them. Most notable is the army’s attitude towards the technological development regarding warfare, which is said to risk making innovation from past experiences obsolete, hindering the innovation's path through the organization and thus risk that useful innovations are discarded which in turn can lead to risks in a presumptive conflict.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:fhs-10109 |
| Date | January 2021 |
| Creators | Wiklund Wallderin, Andreas |
| Publisher | Försvarshögskolan |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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