Lessons Learned Process Research Articles

Mind on the battlefield: what can cognitive science add to the military lessons-learned process?

ABSTRACT In this paper, we demonstrate the advantages of combining the detailed military history of actual battles with contemporary decision-making cognitive theories. Specifically, we analyse two battle decisions made in Israeli-Arab wars, and interpret, through a cognitive lens, some of the decisions that were subsequently deemed “incomprehensible” in the civilian and military literature. This perspective permits analysis of multiple processes – such as risk evaluation, mental completion of unknown information, and estimation of enemy response. Moreover, it predicts that even highly experienced commanders are prone to the effect of cognitive biases, and may therefore make bad decisions with disastrous consequences.

Effectiveness of the Lessons Learned Process in ESA OPS Directorate

The ESA Directorate of Operations (D/OPS) has the need to continuously challenge for improvement the working practices, the deployed resources, the delivered products and services. Since 2007 D/OPS has put in place the process of Lessons Learned to address proposed changes coming from the performed experience. The positive outcome of this process over the years is visible in the implemented organisational improvements and in the general learning-based culture accumulated. As part of EN9100-based QMS, it is essential to have evidence that the process is effective, i.e. whether it is carried out according to expectations of the process owner. The paper will present the introduction of Key Effectiveness Indicators (KEI) on the Lessons Learned process, their measurement and the analysis of the collected data for identification of possible improvement actions. Some pre-conditions for definition and implementation of KEIs (for any process) need to be satisfied. Then it is possible to identify few strategic points in the process where expectation on the discipline of the organisation can be translated in a quantitative target. A typical measurement of effectiveness is the duration in performing a specific step of the Lessons Learned process (i.e. in terms of timeliness). The paper will present:
 
 The identified KEIs for the Lessons Learned process
 The identified homogeneous environments where the instances of the process are running
 The (current) targets set by the process owner
 The time scope of effectiveness measurement.
 
 The analysis of collected data has demonstrated weaknesses in the process to be corrected but also highlighted the current strengths. This initiative confirmed that the continual improvement of the organisation relies also on the effectiveness of the Lessons Learned process itself, and not only on the contents to be learned (i.e. the performance indicators on the organisation itself).

Career Education Of Military Leaders in the Area of the Lessons Learned

The paper is focused on the issue how to develop and strengthen the competencies of military leaders essential for management of the Lessons Learned process in the Czech Armed Forces. The analysis shows that the issue of lessons learned is sufficiently addressed in relevant military documents which provides a foundation for definition of relevant competencies. Questionnaire survey proves that most respondents apply identified competencies related primarily to analysis phase and the verification of lessons identified. The article further presents a study curriculum proposal that can be used as a comprehensive framework for study programs within career education currently provided by the Center for Security and Military Strategic Studies of the University of Defence and the Training Command - Military Academy.

Conceptualizing the Lessons Learned Process in Delivery Projects: Detecting Knowledge Flow Barriers

AbstractKnowledge is vital intellectual property and is one of the most significant assets of an organization. Notably, it needs to be highly prioritized and managed strategically to enhance continuous improvement by capturing and reusing knowledge. Technology enterprises are associated with innovation, productivity, a collaboration of multidisciplinary professionals, tight budgets, and challenging time‐schedules. These factors combined are often what leads to challenges with knowledge management. Frequent disappointments with past knowledge management initiatives have motivated organizations to gain a new understanding of the complex mechanism of knowledge, which governs the effectiveness of an enterprise. This study elaborated on identifying knowledge flow barriers and handling knowledge by lessons learned (LL) practice in a case company and identify changes to ameliorate the flow. Albeit, the observations revealed that the difficulties related to finding LL documents were not the main issue, it was the contribution of the leaders. The case company demonstrated a discrepancy between what they said they do, and what they actually do. Besides these barriers, the research also detected divergence in the fundamental understanding of the theoretical aspects within knowledge management and LL, which indicates confusion and absence of awareness for the project managers and the leaders. Implementation of Systems Engineering (SE) methods, such as Communities of Practice (CoP) or triple loop lessons learned may fill both the gaps in the company but also in the literature when it comes to improving knowledge flow in large‐sized delivery projects.

Past Has Gone but Present Is Yours: Debunking Post-Mortem Process by Safeguarding Lessons Learned during Disaster

Many organisations across disaster management disciplines have formal processes for identifying, documenting and disseminating lessons from disasters or incidents in anticipation that they and others will be able to learn from past experiences and improve future responses. However, reports on lessons learned are completed after few hours or days after full disaster recovery from the incident but not during the disaster recovery, in which, leads to missing valuable information. Protection Motivation Theory (PMT) from a psychological context was used as role of theory to safeguard lessons learned during Disaster Recovery (DR) activities. An Action Research (AR) approach with interviews and focus group techniques was employed to understand DR process challenges in client organisation. The DR lessons-learned process was simplified and tested successfully via four simulations and the results demonstrated an improvement in error reduction, which lead to time and cost savings.

Evidence based medicine: lessons learned from the NATO Military Medical Center of Excellence

Evidenced-based medicine drives best practices. The Lessons Learned (LL) process in clinical medicine for deployed and military support services drive the NATO Military Medical Center of Excellence (MILMED COE). This review article focuses on the Lessons Learned process and its use in NATO and partner countries medical services. Organizational learning drives development and progress; capturing lessons from mistakes, colleagues’ interactions and institutional experience can be lost without an organized lesson learned process. Therefore, in 2014, NATO institutions and Centers of Excellence across disciplines began to focus on the quality management, information sharing and evidence-based practices to maximize outcomes. Since this inception, NATO has implemented the Lessons Learned process and expanded the impact across the alliance in order to save life and prevent illness. The Lessons Learned process and sharing of experience is also a way to improve the quality of care in the military medicine, from preventive, epidemiological, trauma related, casualty evacuation and forward surgical care, among many others, to the medical standardization and organization of military medical services. The Lessons Learned process is an undertaking and an instrument that can also be used to achieve better international and civil-military cooperation. Finally, we deal with the current situation and use of the information obtained from the areas of military health care.

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

ABSTRACT The post-Cold War era has witnessed the widespread development of lessons-learned processes within NATO member-states. However, practitioner guidance and military innovation studies are yet to properly investigate the insights of management studies about best-practice in lessons-learned processes. In particular, they have failed to identify the activities which enable militaries to “transform” knowledge, by effectively combining new knowledge with existing organisational knowledge. Drawing upon the academic literature on cross-functional teams and original interview research, this article examines the organisational activities which improve the crucial “remedial action” phase of lessons-learned processes. It breaks new ground by identifying six key dimensions of lessons-learned process cross-functional teams and the organisational activities which enhance their performance. In doing so, the article improves understanding about the team processes and wider organisational activities which shape lessons-learned process effectiveness. It also examines the challenges associated with encouraging well-informed oversight of lessons-learned processes by the civilian and military leadership. The article concludes by identifying a number of important research agendas on lessons-learned processes.

ВІЙСЬКОВО-ІСТОРИЧНІ АСПЕКТИ МІЖНАРОДНОГО ВІЙСЬКОВОГО НАВЧАННЯ «RAPID TRIDENT-2019»

This paper presents military-historical aspects of multinational exercise Rapid Trident-2019 that was conducted in Ukraine in September 2019. The article includes a comparative analysis of the annual exercises Rapid Trident starting 2006. The work describes main objectives and key events of the Rapid Trident-2019. It outlines using of simulation techniques and imitation technologies as well as experimental application of NATO Lessons Learned Process for collection data and analysis of the exercise performance. The article contains an assessment of the exercise effectiveness based on analysis of main outcomes of Rapid Trident-2019, evaluation of accomplishment of training tasks and achieving exercise objectives. It introduces the generalized recommendations for further improving military exercises, enhancing Ukrainian Army capabilities and developing operational interoperability with NATO forces.

Optimization of the Lessons Learned Process in the Czech Armed Forces

Abstract Lessons learned process enables an organization to learn from its mistakes and successes. Thanks to this process an organization can reduce the risk of repeating mistakes and increase the chance that successes are repeated. This article aims to present the results of the research, especially, results of the process analysis of sharing lessons in the Czech Armed Forces. Based on the procedural deficiencies identification, benchmarking comparisons with lessons learned process of other organizations were carried out. The purpose of the benchmarking was to do away with the above mentioned deficiencies. To use benchmarking was beneficial from the point of view of a simplified model processing. The final part of the article introduces set of recommendation including the optimized model of the lessons learned process.

Optimalizace procesu získávání poznatků a využívání zkušeností a význam přípravy personálu v této oblasti

The authors present the results of the research on the Lessons Learned process applied within the Ministry of Defence of the Czech Republic. The main purpose of the article is to introduce the proposal of the process optimization to readers. The paper describes the process in detail, and this description is used to identify procedural shortcomings exploiting the process analysis method in terms of factual and logical accuracy of the process. The following part of the article presents the results of the comparative analysis of the chosen Lessons Learned processes. The result of the comparative analysis allows authors to make in an innovative way suitable recommendations for optimizing the current state of the whole process of Lessons Learned. Based on the analysis of the educational programs, the paper proposes to include the subject of the Lessons Learned process into the learning outcomes, especially from the perspective of competency based approach to education.

Lessons Learned from Usace Seepage Barrier Wall Construction: Wolf Creek To Present

AbstractThe U.S. Army Corps of Engineers (USACE) maintains a lessons-learned goal for all major projects to capture knowledge gained. The focus of the formal lessons-learned process is to share knowledge and experience nationwide improving USACE contracting methodologies, reducing overall costs, and improving designs. This continuous improvement can be seen in the evolution of USACE barrier wall construction designs and contracting methods. From the first Wolf Creek Dam barrier wall installed in the 1970s to the more recent Bolivar and East Branch Dam barrier wall projects, documentation and sharing of lessons learned in areas such as grouting, data management, and quality assurance procedures have increased the efficiency and effectiveness of barrier wall designs, monitoring, and contract specifications. Contractual philosophy, use of pre-grouting treatment, verification methods, and data management processes have all changed due to lessons learned and have enabled the USACE to improve the overall end product of barrier wall projects.

Conceptualising the lessons-learned process in project management: Towards a triple-loop learning framework

In order to improve success rates of project management, this conceptual paper proposes the inclusion of knowledge management and organisational learning through projects as core aspects of the process, from both individual and organisational perspectives. The lessons-learned process within the project management profession is scrutinised in an attempt to provide new models to overcome the difficulties that inhibit success. Empirical research data from 66 practitioners in an online qualitative survey have influenced the development of our conceptual model. We review single- and double-loop learning systems within the organisation environment, and develop a triple-loop of learning for projects that forms the basis of a new framework. This research will enable future development of processes for utilising the lessons-learned throughout the project life-cycle and the organisation.

The Lessons Learned Process in the Czech Armed Forces

Abstract The Lessons Learned Process was introduced in the Czech Armed Forces in 2004. Since then the LL process has become a standard part of the command and control process as well as one of the tools generating input to abilities development of units, formations, and staffs at all levels. The LL process allows to learn from both own and others’ mistakes; it also allows to use the best general procedures in all functional areas of development and deployment of armed forces. Not only does the article describe achievements, it also focuses on barriers which impede the efficient development of the system and the LL process. The focus of the article lies in the LL process current state analysis; here the authors come to the conclusion that one of the main problems is that commanders misunderstand the LL process. Another obstacle is the way the identified LL are analysed at the strategic level of command. In the conclusion, recommendations describing the way the identified barriers can be overcome and thus ensure further process optimization are presented.

The Role of Stories and Simulations in the Lessons Learned Process

One of the major challenges of any organizational lessons learned system is how to ensure that this content is actually implemented: that employees can find and learn from them. While we are guided by a number of theories on how newly acquired knowledge can become institutionalized such that it becomes “the way things are done,” there is very little theory or evidence-based practice to guide us on specific implementation strategies. This paper presents specific strategies that were used to ensure that lessons learned became embedded in the organization through digital storytelling and simulation environments. Organizational stories are often very well suited to capturing and conveying complex tacit knowledge. The role of information and communication technologies such as digital libraries will be discussed and recommendation on how to best ensure individuals, groups and the organization itself can learn and continuously improve through the institutionalization of digital storytelling and simulation.

Target

Purpose– The purpose of this paper is to develop and validate a model of adoption of social media to assist project managers in the treatment of lessons learned (LL). Target, a collaborative model to foster learning in projects, approaches the problem of LL management from nearly a new light and perspective.Design/methodology/approach– This research was conducted using a mixed methods approach with a research design denominated partially mixed concurrent equal status. In this design, both quantitative and qualitative elements were conducted concurrently in their entirety before being mixed at the data interpretation stage. These elements have approximately equal emphasis with respect to reaching the objectives of the research.Findings– The results indicate the most suitable social media that match each LL process. They show how to manage LL through processes made in any phase of the project life cycle. The LL processes most commonly used in the projects are raising awareness, collect and store. According to the questionnaire respondents, 54.5 percent of organizations make use of social media in project management, and among the interviewees, half of them use such tools in projects. In addition, 84.1 percent of the questionnaire respondents believe that social media can assist in the LL management.Research limitations/implications– This study did not get proven successful experience reports in the management of LL. Respondents and interviewees mentioned and recognized such importance, but in projects that use LL management there are no control reports of this learning in organizations in order to measure the gains from the practice of LL management, which indicates an area for future work. An empirical validation of the model proposed in this paper is one immediate research to be done. Another future work is to validate the model in projects from disparate sectors.Practical implications– The Target model could minimize the problem of knowledge drain, which is ineffective learning practices, resulting in knowledge hoarding, limited sharing and superficial LL practices. Thus, the use of processes supported by collaborative tools that promote discussion, with a familiar format for the user and with an efficient search engine, can generate greater involvement in projects. The usefulness is determined as practical and scientific. It is determined as practical use, because the model allows the selection of tools for each LL process and it can be applied to projects in organizations.Originality/value– This research proposes a new approach to the management of LL supported by social media. The Target model adds a theoretical contribution to LL processes associating them to social media. This research revisited the extant LL processes and methods in the literature, proposing a new process – raising awareness – that covers personal and interpersonal aspects for the management of LL. The theoretical contribution lies on incremental originality, since it is based on existing theories, processes, methods and tools in order to provide a solution to a known problem.

Lessons learned in participative multidisciplinary design optimization

Research into future air vehicles incorporating novel technologies is characterized by a high number of interacting disciplines which need to be considered. Despite advances in numeric interfacing techniques for participative Multidisciplinary Design and Optimisation (pMDO), it is not well understood how to build a team of specialists who jointly operate shared tools and gain system level insight. This contribution shifts focus to the human MDO participants and their working environment. Three aspects of collaboration are considered: (a) design of cognitive experiments to measure engineering performance in different settings; (b) integration of prior experience through a Lessons Learned process; and (c) the application of the above into the enhancement of Integrated Design Laboratory (IDL). The pronunciation of competence and working environment, rather than software tools or data, opens opportunities for attractive use cases.}

The Role of a Commander in Military Lessons Learned Systems

The aim of the paper is to investigate the role of a commander in military Lessons Learned systems. In order to achieve the aim, the paper presents (1) the architecture of the Lessons Learned capabilities in the U.S. Army, NATO and the Polish Armed Forces, (2) the commander’s role in the Lessons Learned process (3) the commander’s role in fostering Lessons Learned organisation culture. The paper is based on multiple case study analysis including Lessons Learned systems in NATO, the U.S. Army and the Polish Armed Forces.

Místo a role procesu získávání poznatků a využívání zkušeností v Armádě České republiky

The process of the Lessons Learned in the Czech Armed Forces is not ideal for several reasons. One of them is the underestimation of the process by top management. Another one is the low level of awareness of the process, institutions, possibilities and importance of the Lessons Learned Process as a whole. The aim of this article is to clarify the Lessons Learned Process as a tool to support the organization. The first part of the article deals with the process of the Lessons Learned in the Czech Armed Forces including terminology. The second part of the article describes the factual implementation of the Lessons Learned in the Czech Armed Forces. It points out achievements as well as drawbacks during its implementation. In addition to that, it introduces the current Czech military publications dealing with this topic. The conclusion presents the description of some suggestions and recommendations for further development of this process.