Organizational learning in the development of doctrine in the United States Army, 1976-1986: A historically based study

This study used historical research methods to determine the organizational learning dynamics of an organization learning a new conceptual method to accomplish its mission. Specifically, this study examined the organizational learning dynamics of the U.S. Army in the formation and implementation of AirLand Battle doctrine from 1976 to 1986. This timeframe covered the six year development period prior to the publication of the 1982 Army Field Manual (FM) 100-5, Operations., the Army's primary doctrinal manual, and the four year implementation period until the next revision of the manual.;The primary historical method used was to develop a narrative of events using official Army documents and secondary historical sources. The historical data within the narrative then was applied to two models to determine whether or not the learning was effective and whether or not learning actually occurred. The Kaufman (1992) Organizational Elements Model (inputs and processes, which produce, in sequence, products, outputs, and outcomes) was used to help determine if effective learning occurred. The Dixon (1992) Organizational Learning Model (information acquisition, information distribution and interpretation, making meaning, organizational memory, and information retrieval) was used to help determine if organizational learning occurred.;The study suggested that the Army did learn effectively when the historical information was applied to the Kaufman (1992) model. Army performance in operational tests and simulations after publication of AirLand Battle doctrine, plus the performance in Operation Desert Storm, were effective outputs of the U.S. Army. The study further suggested that the Army did learn when the historical data was applied to the Dixon (1992) model. The U.S. Army had learning activities associated with each major element and subprocess of the model.;The study recommends that further research is required in information distribution, organizational memory, and the making meaning elements of the Dixon (1992) model. Within the information retrieval element, further research into the application of fuzzy logic and other computer-aided information retrieval systems is recommended.;The implication from this study for the Human Resource Development (HRD) field is that organizational learning suggests a new area for supporting organizational performance. However, HRD practitioners require new knowledge and skills to facilitate organizational learning.