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Designing Doctrine Between Failures:...

Martin, Grant Michael.

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Designing Doctrine Between Failures: The Role Knowledge Creation Plays in Organizational Learning When the Environment is Complex.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Designing Doctrine Between Failures: The Role Knowledge Creation Plays in Organizational Learning When the Environment is Complex./
Author:	Martin, Grant Michael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	289 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Institutionalization. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30673691
ISBN:	9798380716048

Designing Doctrine Between Failures: The Role Knowledge Creation Plays in Organizational Learning When the Environment is Complex.
Martin, Grant Michael.

Designing Doctrine Between Failures: The Role Knowledge Creation Plays in Organizational Learning When the Environment is Complex. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 289 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2023.

This item must not be sold to any third party vendors.

Despite the many studies looking into how knowledge is created by organizations (Nonaka and Takeuchi, 1995; Argote, 1999), the literature suffers from three major limitations. First, much of it is a-contextual in that it is written as if organizational learning can be generalized across different contexts. Second, the literature assumes linearity-- that is, that the process of learning follows a linear path from experience to knowledge gain to learning. Last, the current literature does not sufficiently cover the role sensemaking plays in the process of turning experiences into knowledge, especially in mega bureaucracies within complex environments.This dissertation seeks to inquire into the processes through which organizations learn when those organizations are very large public organizations operating in complex environments. There are challenges with learning for any organization, but I argue these challenges are unique in these examples. Specifically, this research will focus on the codification of knowledge with respect to organizational learning, called doctrine in some professions. Thus, this dissertation will focus on the role doctrine plays in various circumstances within a large, public organization involved in complex situations. The U.S. Army is an information-rich case of just such an organization. The Army codifies its knowledge in the form of what it calls "doctrine." For the purposes of this dissertation, a mega-bureaucracy is defined as a rules-following organization that is relatively large compared with others. The Army is also a public organization and one involved in complex situations. The process by which the Army turns its experiences into knowledge and thus, in theory, learns from those experiences, potentially provides insights into the nuances of public organizations and their learning process.This dissertation examined how the U.S. Army constructed knowledge during the height of the Afghanistan and Iraq wars using a hermeneutical method. The study qualitatively analyzed U.S. Army doctrine from the 1990s to 2019 that dealt with the U.S. Army's operations process. Specifically, this research addressed the question of what role doctrine plays in the knowledge creation process of a mega-bureaucracy like the U.S. Army. This research's major findings were, 1) espoused knowledge in mega bureaucracies is dynamic and responsive to perceived or real complex environmental change, 2) espoused knowledge development in mega bureaucracies can be non-linear and may be iterative as changes become mixed with and/or co-opted by older thinking, and 3) due to the dynamic interaction of old and new thinking, espoused knowledge in mega-bureaucracies can be contradictory in terms of mis-aligning ontological, epistemological and methodological beliefs and approaches.This makes knowledge creation part of a host of actions that a mega-bureaucracy might undertake. Some of these actions might be to look like they are doing something. Others to secure resources. Still others attempt to apply different, even potentially better methods. The bottom line is that they are part of a set of complex reactions to the perceived new environment, not simply part of a linear process of rational learning. They are also likely to be at least partially, if not highly contingent on the specific context. I found within the data signs of a cycle with respect to knowledge creation: of searching for new ideas to address a complex situation followed by a co-option of the new ideas into older ideas, and finally, a resolution that can include a return to the status quo due to the inherent cultural dominance of an organization's preexisting ontology.

ISBN: 9798380716048Subjects--Topical Terms:

925484
Institutionalization.

Designing Doctrine Between Failures: The Role Knowledge Creation Plays in Organizational Learning When the Environment is Complex.
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520 $a Despite the many studies looking into how knowledge is created by organizations (Nonaka and Takeuchi, 1995; Argote, 1999), the literature suffers from three major limitations. First, much of it is a-contextual in that it is written as if organizational learning can be generalized across different contexts. Second, the literature assumes linearity-- that is, that the process of learning follows a linear path from experience to knowledge gain to learning. Last, the current literature does not sufficiently cover the role sensemaking plays in the process of turning experiences into knowledge, especially in mega bureaucracies within complex environments.This dissertation seeks to inquire into the processes through which organizations learn when those organizations are very large public organizations operating in complex environments. There are challenges with learning for any organization, but I argue these challenges are unique in these examples. Specifically, this research will focus on the codification of knowledge with respect to organizational learning, called doctrine in some professions. Thus, this dissertation will focus on the role doctrine plays in various circumstances within a large, public organization involved in complex situations. The U.S. Army is an information-rich case of just such an organization. The Army codifies its knowledge in the form of what it calls "doctrine." For the purposes of this dissertation, a mega-bureaucracy is defined as a rules-following organization that is relatively large compared with others. The Army is also a public organization and one involved in complex situations. The process by which the Army turns its experiences into knowledge and thus, in theory, learns from those experiences, potentially provides insights into the nuances of public organizations and their learning process.This dissertation examined how the U.S. Army constructed knowledge during the height of the Afghanistan and Iraq wars using a hermeneutical method. The study qualitatively analyzed U.S. Army doctrine from the 1990s to 2019 that dealt with the U.S. Army's operations process. Specifically, this research addressed the question of what role doctrine plays in the knowledge creation process of a mega-bureaucracy like the U.S. Army. This research's major findings were, 1) espoused knowledge in mega bureaucracies is dynamic and responsive to perceived or real complex environmental change, 2) espoused knowledge development in mega bureaucracies can be non-linear and may be iterative as changes become mixed with and/or co-opted by older thinking, and 3) due to the dynamic interaction of old and new thinking, espoused knowledge in mega-bureaucracies can be contradictory in terms of mis-aligning ontological, epistemological and methodological beliefs and approaches.This makes knowledge creation part of a host of actions that a mega-bureaucracy might undertake. Some of these actions might be to look like they are doing something. Others to secure resources. Still others attempt to apply different, even potentially better methods. The bottom line is that they are part of a set of complex reactions to the perceived new environment, not simply part of a linear process of rational learning. They are also likely to be at least partially, if not highly contingent on the specific context. I found within the data signs of a cycle with respect to knowledge creation: of searching for new ideas to address a complex situation followed by a co-option of the new ideas into older ideas, and finally, a resolution that can include a return to the status quo due to the inherent cultural dominance of an organization's preexisting ontology.
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