Addis Ababa University College of Business and Economics

Organizational Learning through Knowledge Management: The

case of Ethiopian Ministry of National Defense, with Special
Investigation

Scenario

on

Peacekeeping

Mission

Learned

Experiences.

A Thesis Proposal Submitted to the School of Graduate Studies of Addis

Ababa University in Partial Fulfillment of the Requirements for the
Degree of Master of Public Administration and Development Management

Kebede Michael GSR/2519/07

Submitted to Dr. Frehiwot Gebrehiwot

December 2015, Addis Ababa

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1. Statement of the Problem

Ethiopia is more committed than ever to modernize its defense capabilities. Even though the
country is much more committed to peaceful developmental efforts, peace cannot be guaranteed
without defense capability to pre-empt or avert aggressions and decisively win inevitable wars.
Besides, it is now realized that defense capability is an integral part of development in the case of
Ethiopia. Thus, to bring development and modernization, it is necessary to ensure peace and
security. However, peace and security cannot be guaranteed without strong and modern defense
forces that can deter wars, and fight and win decisively in the event of unavoidable war (Internal
Legislation of the Holeta Military Academy, 2004).
Strong defense forces in Ethiopia case mean strong deterrent forces, that is to say, strong forces
capable of repulsing any attack from any side. Thus, by strong armed forces we mean qualitative,
creative, effective, and efficient armed forces at different levels of the army. The role of strong
military power is not only targeted to conflict related issues. Rather, it is also crucial to keep the
democratic rights of people, good governance, economic growth and development as per the
constitution of the country. Hence the demand for strong and dependable defense power is
highest than ever. The country requires a high caliber, well experienced, educated, trained and
technology oriented military power. To satisfy these needs, the role of managing knowledge
towards a learning organization in military profession is indispensable.
The Federal Democratic Republic of Ethiopian (FDRE), Defense Force is established in 1995 by
Federal Democratic Republic of Ethiopia Constitution under Article 87/3, this article clearly
defined the mission of armed forces in such a manner that The armed forces shall protect the
sovereignty of the country and carry out any responsibilities as may be assigned to them under
any state of emergency declared in accordance with the Constitution.
The establishment of Defense Force proclamation number 27/1996 article 6 number 2 affirmed
Any membership of the defense force who is in active duty shall be trained to develop his/her
skill and knowledge in accordance with the individual competences and organizational interest
(Federal Negarit Gazeta: 146).

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Practically Ethiopian defense force practiced a lot of experiences for the development of the
organization and, contributes a lot on the national development goals through a technology
transfer and innovation. Similarly in a pure military profession related sectors rather than
protecting national sovereignty, the army became leader on maintain peace universally. But
besides these different experiences Ethiopian defense force is not a learning organization through
past experiences occurred within the organization. Drucker confirmed that the challenging
component of management a large organization and whose operating elements are disparate in
terms of mission and geographic location like an army. But best experiences of other nations like
US and Canadian Army experienced a knowledge management system like After Action Review
(AAR) and Center for Army Lesson Learned (CALL) which facilitates sharing of knowledge
within individuals, groups and organization, to create a dynamic work environment which leads
to changing and learning organization.
2. Literature Review
Organizational Learning

There are various ways to conceptualize the relationship between knowledge

management and Organizational learning. Easterby-Smith and Lyles (2003)
consider OL to focus on the process, and KM to focus on the content, of the
knowledge that an organization acquires, creates, processes and eventually
uses. Another way to conceptualize the relationship between the two areas is
to view OL as the goal of KM. By motivating the creation, dissemination and
application of knowledge, KM initiatives pay off by helping the organization
embed knowledge into organizational processes so that it can continuously
improve its practices and behaviors and pursue the achievement of its goals.
From this perspective, organizational learning is one of the important ways in
which the organization can sustainably improve its utilization of knowledge.
Indeed, Dixon (1994), in describing an organizational learning cycle,
suggested that accumulated knowledge is of less significance than the
processes needed to continuously revise or create knowledge (p. 6). These
processes are closely related to the notion of continuous improvement
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through which an organization continuously identifies implements and

institutionalizes improvements. The improvements are embedded in the
organization through routines that may be written policies, prescribed
machine settings, quality control limits or best practices for dealing with
frequently occurring circumstances.
Definition of a Learning Organization
The term learning organization is defined by organizational practitioners in a variety of ways.
While a single definition is elusive, most experts view a learning organization as a constantly
evolving, living system focused on knowledge acquisition and improved performance
(Garvin, 1993, p. 80). Senge (1990) defined a learning organization as an organization that is
continually expanding its capacity to create its future. For such an organization, it is not enough
merely to survive. Survival learning or what is more often termed adaptive learning must be
joined by generative learning learning that enhances our capacity to create (p.15). Bennett &
O'Brien (1994) describe a learning organization as an organization that has woven continuous
and enhanced capacity to learn, adapt and change into its culture (p. 42). Garvin (1993) sets
forth another explanation of a learning organization, an organization skilled at creating,
acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge
and insights (p. 80). Gephart and Marsick (1996) more specifically characterize a learning
organization as:
an organization that has an enhanced capacity to learn, adapt and change. Its an
organization in which learning processes are analyzed, monitored, developed, managed
and aligned with improvement and innovation goals. Its vision, strategy, leaders, values,
structures, systems, processes and practices all work to foster peoples learning and
development and to accelerate systems-level learning (p. 36).
While each definition differs from one another, each addresses the common elements of
futuristic thinking and learning capacity with in a dynamic, living organization.
Knowledge

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Knowledge is a broad and abstract notion that has defined epistemological debate in western
philosophy since the classical Greek era. In the past few years, however, there has been a
growing interest in treating knowledge as a significant organizational resource. Alavi and
Leidner (Alavi & Leidner, 2001) argued that knowledge is the result of cognitive processing
triggered by the inflow of new stimuli. Nonaka (Nonaka, 1994) classified human knowledge into
two categories: explicit knowledge and tacit knowledge. Explicit or codified knowledge refers to
knowledge that is transmittable in formal, systematic language. On the other hand, tacit
knowledge has a personal quality, which makes it hard to formalize and communicate. Tacit
knowledge is deeply rooted in action, commitment, and involvement in a specific context. So,
explicit knowledge can be transferred across individual and organizational boundaries by
codification while tacit knowledge cannot be taught by reading manuals but must be learned
through experience or be absorbed by means of owners impartation with great enthusiasm.
(Berman, et al. 2002)
Knowledge Management
Since knowledge has became one of the most important intangible assets of an organization,
triggered the need to create more knowledge, utilize it efficiently and improve it. Consequently,
Knowledge Management (KM), as an organizational practice, became popular and fashionable
(Alvesson, 2004) among organizations. KM is seen as a method through which is added or
created value to the organizational processes by leveraging the existing knowledge within firms.
Knowledge Management points out two approaches, one that is IT focused and one that is
people-centered (Alvesson & Krreman, 2001). The techno-centric approach is the most popular
and used, due to the rapid progress of technology, along with the low cost of computers and
networks, that has created a potential infrastructure for knowledge exchange (Davenport &
Prusak, 2000). The computerized networks, such as internet, e-mails and intranets, connect
people, enabling the knowledge sharing process (Alvesson, 2004); (Davenport & Prusak, 2000).
However, the emergent application of information technology is only a storage tool, quick and
economically wise though, for the exchange of knowledge.
On the other side, there is the people-focused approach that acknowledges that knowledge is
highly people-based and sees KM as a matter of connecting people so they can think together

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(McDermott as cited in (Alvesson & Krreman, 2001, p. 996)). The focus here is on social
interactions between individuals, and their communication.
Nevertheless, KM is not a very easy concept to be defined, to which Mc Dermott as cited in
(Alvesson, 2004, p. 168) has associated four challenges:

A technical challenge of designing human and information systems that make

information available and help people think together

A social challenge of developing communities that share knowledge and maintain

diversity

A management challenge to create an environment that truly values sharing knowledge

A personal challenge of being open to the ideas of others and to share ideas

The technical challenge has been the most discussed by practitioners and applied by
organizations through IT systems (Alvesson, 2004) whereas the social and personal aspects are
not so commonly approached in studies. As for the managerial challenge, it is not only the
managers efforts that count, but the common engagement and involvement of all employees,
thus very difficult to achieve.

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3. Analytical Framework

Changing and Learning Organization

Implicit & Explicit Knowledge
(Bad & Good Experiences
Individuals, Teams,
Organization, Internal and
External Environment,
Infrastructure and technology

Dominant Factors for Change

Managed Knowledge
Dynamic Work Environment
& Creation of new
Knowledge
a. Conceptualization of Ideas
Knowledge

Higher Competitive
Knowledge is the fact or condition of knowing something with familiarity gained through
advantage & Organizational
experience or association (Call, 2005:20).
Success
Knowledge Management

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New Change & Relearning

From New Experiences

Armstrong (2009:219) defines knowledge management as any process or practice of creating,

acquiring, capturing, sharing, and using knowledge, wherever it resides, to enhance learning
and performance in organizations.
Knowledge Sharing
Cummings (2004: 352) describes knowledge sharing as the provision of receipt of task
information, know-how, and feedback regarding a product or procedure.
b. Variables
Leadership
Leadership refers to the senior leadership of an organization. For purposes of this paper, relative
to the college and university environment, leadership will defined as the president, vice
presidents and deans of a college or university.

Explicit knowledge
Is knowledge that can be captured and written down in documents or databases? Examples of
explicit knowledge include instruction manuals, written procedures, best practices, lessons
learned and research findings. Explicit knowledge can be categorized as either structured or
unstructured. Documents, databases, and spreadsheets are examples of structured knowledge,
because the data or information in them is organized in a particular way for future retrieval. In
contrast, e-mails, images, training courses, and audio and video selections are examples of
unstructured knowledge because the information they contain is not referenced for retrieval.

Tacit knowledge
Is the knowledge that people carry in their heads. It is much less concrete than explicit
knowledge. It is more of an unspoken understanding about something, knowledge that is more
difficult to write down in a document or a database. An example might be, knowing how to ride a
bicycle you know how to do it, you can do it again and again, but could you write down
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instructions for someone to learn to ride a bicycle? Tacit knowledge can be difficult to access, as
it is often not known to others. In fact, most people are not aware of the knowledge they
themselves possess or of its value to others. Tacit knowledge is considered more valuable
because it provides context for people, places, ideas and experiences. It generally requires
extensive personal contact and trust to share effectively.

Definition of Culture
Similar to the presence of differences among scholars and experts on the concept of
organizational culture, still there is no single definition for organizational culture. A number of
definitions have been given from a variety of perspectives ranging from anthropology and
sociology to the applied discipline of organizational behavior, management science and
organizational communication. Kreither, and others (1991), state that much have been written
and said about organizational culture in recent years. The result of many activities comes with a
plagued by definitional and management inconsistencies. However, from diverse collective
activities there is an understanding of organizational culture is central to learning how to manage
people at work.

Group
A collection of individuals who have regular contact and frequent interaction, mutual influence,
common feeling of camaraderie, and who work together to achieve a common set of goals.
Organizational environment
Set of forces surrounding an organization May affect its operation and access to scarce resources.

4. Research question
In order to provide an appropriate recommendation on how the Ministry of National Deference
manage and use knowledge, the study focuses on the following major questions:
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A. Is it Ministry of National Defense a changing organization?

B. Does Ministry of National Defense is knowledge led organization and learning
organization?
C. Does Defense have leadership responses on strategies and policies on change
management?
5. Objective of the study
The main objective of the study is to assess the knowledge management practice and change in
ministry of national defense, and its contribution on organizational learning.
And as specific objectives this study will have different objectives among the most important

To what extent Army member are aware of the general concept of knowledge and its

benefits
To define the existing Organizational change management through knowledge

management system in the Army.

To identify knowledge source in the organizations and the extent of their use.
To asses methods of knowledge management system used and organizational responses

like (organizational structure and strategic leaders attitude) on it

To identify barriers and challenges to knowledge management in the organization.
To assess individuals attitude, on the link between knowledge management and

organizational learning.
To assess the extent of organization leadership responses on how to manage change and
learn through knowledge and experience.

6. Scope of the Research

To simplify the study selected scenario will be used specifically in Ethiopia defense
peacekeeping operation and Army the past peacekeeping participation to see the real gap on
Change Management Practice through knowledge management and leadership responses
including strategic and policy issues.
7. Research Methodology

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A qualitative research approach specially a Likert Scale method will be used on this research.
Most of the analysis will be carried out through documents analysis and observation and
individuals feeling. Concerning the scenario we will take the first (1993-1995) and the last
(2007-2014) peacekeeping missions accomplished by the Ethiopian army to assess the extent of
learning from past experience. Rather than consulting documents this research will consider also
primary data from the direct participants of the peacekeeping mission.
Ethiopia was admitted into the League of Nations in 1923. Ethiopia was a character member of
the united an active role in world and African peace and stability affaire. This time Ethiopia is on
the top of the continent and fourth rank in world wide. The following table gives a general figure
about Ethiopian army peace and stability operations participation since 1950 to date.

No
1.
2.
3.
4.
5.
6.
7.
8.
9.

Year
1951-1953 UNCK
1959-1962 ONUC
1993-1995 UNAMIR
2003-2010 UNMIL
2004-2006 ONUB
2007-2014 UNAMID
2011-2014 UNAMID
2014 UNMISS
2014 AMISOM

Mission
United nations missions in Korea
United nations missions in Congo
United nations missions in Rwanda
United nations mission in Liberia
United nations mission in Burundi
United nations mission in Darfur
United nations mission in Abiye
United nations missions in South Sudan
Africa union mission in Somalia

Participates
6037
10,425
1696
17,714
2,789
13,242
12,245
1262
4395
69,805

Table: Arranged from United Nations website

8. Limitation of the Study
Whatever an immense output expected from this research, this study will face several
constraints. Among these the main one will be lack of needed datas on the selected scenario,
especially primary data eventually, the resistance of the respondents limiting themselves to
respond only the close-end items.
9. Structure Research Paper

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The research paper consist six chapters. The first chapter contains introductory part; which
introduces the background of the study, statement of the problem, objective of the study, scope
and limitation, and definition of terms. The second chapter focuses on the review of literature,
which is relevant to the topic under investigation. Chapter three deals about brief presentation of
the selected investigation scenario and chapter four also deals with research design &
methodology. Chapter five deals with the data presentation, analysis and interpretation; and the
last chapter, chapter six, deal with summary of findings, conclusion and recommendation.

10. References
Alavi, M., & Leidner, D. (2001). Review: Knowledge management and knowledge management
systems: Conceptual foundations and research issues. MIS Quarterly: Management Information
Systems , 25 (1), 107-136.
Alvesson, M., 2004. Knowledge Work and Knowledge-Intensive Firms. Oxford: Oxford
Unversity Press.

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Alvesson, M. & Krreman, D., 2001. Odd Couple: Making Sense of the Curious Concept of
Knowledge Management. Journal of Management Studies, 38(7), pp. 995-1018.
Armstrong, M., 2009. Armstrong's handbook of human resource management practice. 11th ed.
London: Kogan Page.
Bennett, J., O'Brien, M. (1994). The building blocks of the learning organization. Training,
31(6), 41-49.
Berman, S., Down, J., & Hill, C. (2002). Tacit Knowledge As A Source of Competitive
Advantage in the National Basketball Association. Academy of Management Journal , 45 (1), 1331.
Call, D., 2005. Knowledge Management Not rocket science. Journal of Knowledge
Management, 9(2), pp.19-30.

Cummings, J.N., 2004. Work Groups, Structural Diversity and Knowledge Sharing in a Global
Organization. Management Science, 50(3), pp.352-64.
Davenport, T. & Prusak, L., 2000. Working Knowledge How organizations manage what they
know. s.l.:Harvard Business School Press.
Dixon, N.M. 1994. The organizational learning cycle: How we can learn
collectively . New York: McGraw-Hill.
Easterby-Smith, M., and M. Lyles. 2003. The Blackwell handbook of
organizational learning and knowledge management . Oxford: Blackwell.
Garvin, D. (1993). Building Learning Organizations. Harvard Business Review,
71, (July-August) 78-91.
Gephart, M.A., Marsick, V.J. (1996). Learning organizations come alive. Training &
Development, 50(12), 35-45.

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Kreitner, R. and Kinichi, A. (1991). Organizational Behavior (2nd ed). USA, Von Hottman
Press.
Nonaka, I. (1994). Dynamic Theory of Organizational Knowledge Creation. Organization
Science , 5 (1), 14-35.
Senge, P. (Ed.). (1990). The fifth discipline. New York: Doubleday.

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