{"id":204,"date":"2025-12-03T11:31:11","date_gmt":"2025-12-03T11:31:11","guid":{"rendered":"https:\/\/blogs.gre.ac.uk\/nusc\/?p=204"},"modified":"2025-12-03T11:31:11","modified_gmt":"2025-12-03T11:31:11","slug":"learning-under-fire-how-nato-militaries-and-others-can-adapt-faster","status":"publish","type":"post","link":"https:\/\/blogs.gre.ac.uk\/nusc\/2025\/12\/03\/learning-under-fire-how-nato-militaries-and-others-can-adapt-faster\/","title":{"rendered":"Learning Under Fire: How NATO Militaries\u2014and Others\u2014Can Adapt Faster\u00a0"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"335\" src=\"https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-1024x335.png\" alt=\"\" class=\"wp-image-165\" srcset=\"https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-1024x335.png 1024w, https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-300x98.png 300w, https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-768x251.png 768w, https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-1536x503.png 1536w, https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/10\/NUSC-Research-spotlight-banner-2048x670.png 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">The map room hums with servers and low voices. Coffee rings stain the edges of a thick&nbsp;After&nbsp;Action&nbsp;Report, its spine cracked from travel, a mistake learned the hard way. \u201cWe captured the lesson,\u201d&nbsp;the lieutenant&nbsp;says, \u201cbut&nbsp;the changes&nbsp;never became practice.\u201d Heads nod around the table.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The lesson is&nbsp;there&nbsp;&#8212;&nbsp;buried&nbsp;in a PDF, referenced in a PowerPoint, archived in a SharePoint folder named after last year\u2019s exercise, based on an entry in a formal Lessons Learned portal. The official process is immaculate, but the next patrol leaves with&nbsp;what their commander believes will fit&nbsp;the&nbsp;ever-shifting context, with no time to search the Lessons Learned database: a briefing, a map,&nbsp;trust in the seasoned subordinates and their experiences,&nbsp;a hope not to repeat mistakes.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Why do high-stakes organisations struggle to learn from their mistakes? NATO militaries invest heavily in formal learning processes \u2013 carefully designed systems for capturing lessons. Yet knowledge can fragment, innovations stall, motivation to contribute wanes, and insights&nbsp;fail to&nbsp;stick.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Working with Lt. Colonel Dr. Martijn van der Vorm and Prof. Dyson, NUSC\u2019s own Dr John Tull examined the Netherlands Army&#8217;s intelligence transformation in Mali.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This work reveals&nbsp;three critical practice dimensions to strategy research:&nbsp;<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li><strong>Relationality\u00a0<\/strong>reveals how knowledge\u00a0actually flows, often diverging from official channels.\u00a0\u00a0<\/li>\n<\/ol>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li><strong>Temporality\u00a0<\/strong>exposes competing time horizons that fragment learning.\u00a0\u00a0<\/li>\n<\/ol>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li><strong>Structuring<\/strong>\u00a0illuminates how material and social contexts shape what people can do, regardless of resources.\u00a0<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Research focusing on resources, culture, or strategy&nbsp;isn&#8217;t&nbsp;enough.<\/strong>&nbsp;You must unpick the invisible web of daily practices that enable, accelerate or sabotage change \u2013 whether in implementing AI systems, introducing new processes, transforming skills, or creating new&nbsp;career&nbsp;paths.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Drawing on comparative insights from Estonia, Netherlands, and Ukraine,&nbsp;John\u2019s research&nbsp;is unique in both aims and scale \u2013 71 in-depth interviews across ranks and gender \u2013 and in its practical focus.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The patterns will look familiar to many managers struggling with generating more adaptation and innovation in their operations:&nbsp;&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Informal learning\u00a0dominates, but\u00a0remains\u00a0fragile.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Formal processes lack visibility and trust.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Identity and tempo shape what gets shared.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Political constraints steer what receives action.\u00a0<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.gre.ac.uk\/people\/rep\/faculty-of-business\/john-tull\" target=\"_blank\" rel=\"noreferrer noopener\">Dr. John Tull\u2019s research<\/a>&nbsp;with Professor Tom Dyson from Royal Holloway tells us<strong>&nbsp;the<\/strong>&nbsp;<strong>main problem&nbsp;isn&#8217;t&nbsp;the learning processes;&nbsp;it&#8217;s&nbsp;how hard-won lessons translate into living practice<\/strong>.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Importantly, the underlying key challenge extends&nbsp;<em>beyond<\/em>&nbsp;Defence; corporate headquarters face similar barriers in sharing best practices between business subsidiaries, partner&nbsp;networks&nbsp;or R&amp;D centres; public sector organisations grapple with similar tensions in better using resources and sharing lessons.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The problem is universal.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">We&nbsp;identified&nbsp;two key takeaways, applicable to any sector. First, leaders need to&nbsp;<strong>bridge informal and formal learning&nbsp;<\/strong>through structured handovers and feedback loops. Second, they need to&nbsp;<strong>embed learning into career pathways<\/strong>&nbsp;\u2013 not just procedures \u2013 to&nbsp;retain&nbsp;talent and foster innovation. The Portuguese Army is already implementing these recommendations, including insights they now share with the national wildfire agency.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Beyond Military Contexts<\/strong>&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The military has long been the archetype for organisational processes. \u2018Headquarters\u2019,&nbsp;\u2018field operations\u2019,&nbsp;\u2018campaigns\u2019,&nbsp;\u2018lessons learned\u2019 \u2013&nbsp;all&nbsp;these concepts&nbsp;originated in military contexts, before spreading wider.&nbsp;This&nbsp;research will similarly influence a wider set of stakeholders.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Consider&nbsp;recent business management&nbsp;research showing that well-executed AI investments struggle with implementation. The problem&nbsp;isn&#8217;t&nbsp;technological \u2013&nbsp;it&#8217;s&nbsp;<em>organisational<\/em>&nbsp;(as&nbsp;<a href=\"https:\/\/www.forbes.com\/sites\/jasonsnyder\/2025\/08\/26\/mit-finds-95-of-genai-pilots-fail-because-companies-avoid-friction\/\" target=\"_blank\" rel=\"noreferrer noopener\">MIT\u2019s reported \u201c95%&nbsp;failure\u201d finding<\/a>&nbsp;of&nbsp;AI pilots&nbsp;indicates).&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What\u2019s&nbsp;the problem?&nbsp;<strong>Companies ignore existing ways of working<\/strong>, their embedded practices;&nbsp;<strong>managers tend to focus on what people&nbsp;<\/strong><strong><em>should<\/em><\/strong><strong>&nbsp;do<\/strong>&nbsp;rather than what they&nbsp;<em>actually do<\/em>&#8230;and the related issues of&nbsp;<strong>why and how to align new processes with work realities<\/strong>.&nbsp;Our research addresses this squarely.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Recent publications mentioned:\u00a0<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Dyson, T., Tull, J. and van der Vorm, M. (2025)\u202f<\/strong><a href=\"https:\/\/www.tandfonline.com\/doi\/epdf\/10.1080\/01402390.2025.2521287?needAccess=true\" target=\"_blank\" rel=\"noreferrer noopener\">Battlefield Knowledge and Barracks Reality: Learning Practices within the Netherlands Armed Forces<\/a>. Journal of Strategic Studies.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Dyson, T.\u202fand\u202fTull, J. (2025)<\/strong>\u202f<a href=\"https:\/\/academiamilitar.pt\/images\/REVISTA_MARQUES_SA_DA_BANDEIRA\/N3_-_OUT2025\/Ficheiro_5.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Portuguese Army<\/a>\u202f<a href=\"https:\/\/academiamilitar.pt\/images\/REVISTA_MARQUES_SA_DA_BANDEIRA\/N3_-_OUT2025\/Ficheiro_5.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Lesson Learning: Challenges and Opportunities in a Volatile\u202fEnvironment<\/a>,\u202fRevista&nbsp;Marqu\u00eas de S\u00e1 da Bandeira, S\u00e9rie II,&nbsp;N.\u00ba&nbsp;1., Lisbon.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Tull, J. Dyson, T. and&nbsp;Pashchuk, Y.<\/strong>\u202f<strong>(2024).<\/strong>\u202f<a href=\"https:\/\/eodcoe.events\/wp-content\/uploads\/2024\/09\/Book-of-papers_-FINAL-PRINTING-COMPANY.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Rapid-cycle learning for effective remedial action &amp; dissemination: Ukraine EOD case study<\/a>, in: Future EOD Development&nbsp;in Light of&nbsp;the Modern Conflicts and Technological Progress \u2013 NATO EOD Demonstrations and Trials 2023 Proceedings. ISBN 978-80-974787-0-4&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Note: Project was funded by the UK\u2019s ESRC (2021-2025):\u00a0\u00a0\u2018A Revolution in Military Learning? Understanding the Potential of Lessons-Learned Processes\u2019 (ES\/V004190\/1).\u00a0<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Join the Conversation<\/strong>&nbsp;<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What&#8217;s\u00a0one hard-earned lesson your organisation struggles to transfer or integrate into transformative change?<\/strong>\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Whether defence, public service, or private enterprise,\u00a0we&#8217;d\u00a0value your perspective on how organisations can better learn from experience.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Share your thoughts below. Innovation thrives where structure meets trust. The future&nbsp;isn&#8217;t&nbsp;just strategic \u2013&nbsp;it&#8217;s&nbsp;relational.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">#NUSCResearch #OrganisationalLearning #KnowledgeExchange #DefenceResearch #NATO #MilitaryInnovation #PublicSectorInnovation #ESRCResearch #ResearchImpact #LessonsLearned&nbsp;<\/p>\n\n\n\n<pre class=\"wp-block-preformatted\">Disclosure: This blog post was drafted and polished with the assistance of AI tools to enhance clarity, structure, and engagement. All content has been reviewed and approved by the author to ensure accuracy and alignment with the intended message. <\/pre>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The map room hums with servers and low voices. Coffee rings stain the edges of a thick\u00a0after\u00a0action\u00a0report, its spine cracked from travel. \u201cWe captured the lesson,\u201d\u00a0the lieutenant\u00a0says, \u201cbut it never became practice.\u201d Heads nod around the table.\u00a0<\/p>\n<p>The lesson is\u00a0there\u2014buried\u00a0in a PDF, referenced in a PowerPoint, archived in a SharePoint folder named after last year\u2019s exercise. The official process is immaculate, but the next patrol leaves with what fits the tempo of the day: a briefing, a map, a hope not to repeat the mistake.\u00a0<\/p>\n<p>Why do high-stakes organisations struggle to learn from their mistakes?<\/p>\n","protected":false},"author":129,"featured_media":206,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_seo_schema_type":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[257,32,256,28],"tags":[237,249,183,250,240,247,248,60,255,139,238,52,245,241,243,244,252,242,70,246,253,254,251,239],"class_list":["post-204","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-change-management","category-innovation","category-organisational-learning","category-research-spotlight","tag-adaptive-organisations","tag-ai-implementation","tag-change-management","tag-corporate-learning","tag-defence-research","tag-esrc-research","tag-informal-learning","tag-innovation-drivers","tag-innovation-in-defence","tag-interdisciplinary-research","tag-knowledge-exchange","tag-leadership","tag-leadership-development","tag-lessons-learned","tag-military-innovation","tag-nato","tag-operational-transformation","tag-organisational-learning","tag-policy-impact","tag-public-sector-innovation","tag-relational-practices","tag-research-impact","tag-strategic-studies","tag-strategy-research","has-thumbnail"],"jetpack_featured_media_url":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-content\/uploads\/sites\/4\/2025\/12\/JohnPost-scaled.jpg","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/posts\/204","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/users\/129"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/comments?post=204"}],"version-history":[{"count":3,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/posts\/204\/revisions"}],"predecessor-version":[{"id":208,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/posts\/204\/revisions\/208"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/media\/206"}],"wp:attachment":[{"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/media?parent=204"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/categories?post=204"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.gre.ac.uk\/nusc\/wp-json\/wp\/v2\/tags?post=204"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}