A Revolution in Military Learning? Uncovering the Potential of Lessons-Learned Processes
Lead Research Organisation:
Royal Holloway University of London
Department Name: Politics and International Relations
Abstract
This grant engages with conceptual, empirical and theoretical research questions about military learning processes which have the potential to substantially enhance the military effectiveness of NATO member-states in a wide-variety of operational contexts.
The capacity of militaries to quickly capture successful individual/group adaptation and mistakes by deployed soldiers/allies as organisational learning is an enduring feature of military effectiveness. Poor intra- and inter-organisational learning capability reduces the relevance of key 'institutional military' activities, such as training, doctrine, and officer education, leaving soldiers in ongoing and future operations facing an 'adaptation trap' of relearning lessons in the field. The increasingly fast-changing nature of contemporary operational environments has sharpened the negative consequences of an adaptation trap for the safety of soldiers and civilians, and for operational/strategic success.
Militaries have sought to rise to this challenge by establishing permanent 'lessons-learned' processes within service branches and the joint
environment during the 2000s. Run by dedicated lessons-learned branches, they focus on improving a military's ability to identify best-practices and to uncover, resolve, and disseminate tactical- and operational-level lessons from exercises, operations, and allies.
However, the potential of lessons-learned processes to revolutionise military learning remains untapped. Technological advances in communicating, storing, and disseminating information have not been accompanied by advances in the conceptual and organisational dimensions of lessons-learned processes. Practitioner guidance provides limited advice about how militaries can ameliorate barriers to learning. Military innovation studies, management studies, and organisation studies have also failed to examine best-practice in lessons-learned processes. Hence this project makes an important contribution to understanding the potential of lessons-learned by exploring three key conceptual, empirical, and theoretical themes.
First, the lessons which can be drawn from management studies and organisation studies about best-practice in the activities which enhance the capacity of military lessons-learned processes to effectively acquire, manage, disseminate, and exploit lessons from operations, exercises, and allies ('absorptive capacity'). Second, the project will explore hitherto-unexplored case studies of small military early-adopters of lessons-learned processes: Estonia, the Netherlands, and Portugal. In doing so, it will explore the utility of best-practice gathered from the private and public sectors in a military setting and the challenges that small militaries face in running lessons-learned processes. The project will also explore the more general challenges of running lessons-learned processes in high-intensity warfare training exercises and stabilisation operations. The project will enquire whether innovative practices have emerged among smaller militaries which might enrich understanding of the fundamentals of lessons-learned best-practice, applicable to all militaries, and to other public sector organisations.
Finally, the project will illuminate the scope for practitioner agency in improving lessons-learned processes by exploring the analytical leverage of neoclassical realism in theorising military learning. It will sharpen understanding of the mutually-constitutive relationship between structural barriers to learning, including bureaucratic politics, organisational culture, and strategic culture and the emergence of activities which enhance absorptive capacity. The research questions, timetable and detailed impact plan have been developed in cooperation with practitioners. Its findings will deliver outputs of direct relevance to their work and will be integrated into the NATO Lessons-Learned Handbook and NATO procedures, policy, directives, and training.
The capacity of militaries to quickly capture successful individual/group adaptation and mistakes by deployed soldiers/allies as organisational learning is an enduring feature of military effectiveness. Poor intra- and inter-organisational learning capability reduces the relevance of key 'institutional military' activities, such as training, doctrine, and officer education, leaving soldiers in ongoing and future operations facing an 'adaptation trap' of relearning lessons in the field. The increasingly fast-changing nature of contemporary operational environments has sharpened the negative consequences of an adaptation trap for the safety of soldiers and civilians, and for operational/strategic success.
Militaries have sought to rise to this challenge by establishing permanent 'lessons-learned' processes within service branches and the joint
environment during the 2000s. Run by dedicated lessons-learned branches, they focus on improving a military's ability to identify best-practices and to uncover, resolve, and disseminate tactical- and operational-level lessons from exercises, operations, and allies.
However, the potential of lessons-learned processes to revolutionise military learning remains untapped. Technological advances in communicating, storing, and disseminating information have not been accompanied by advances in the conceptual and organisational dimensions of lessons-learned processes. Practitioner guidance provides limited advice about how militaries can ameliorate barriers to learning. Military innovation studies, management studies, and organisation studies have also failed to examine best-practice in lessons-learned processes. Hence this project makes an important contribution to understanding the potential of lessons-learned by exploring three key conceptual, empirical, and theoretical themes.
First, the lessons which can be drawn from management studies and organisation studies about best-practice in the activities which enhance the capacity of military lessons-learned processes to effectively acquire, manage, disseminate, and exploit lessons from operations, exercises, and allies ('absorptive capacity'). Second, the project will explore hitherto-unexplored case studies of small military early-adopters of lessons-learned processes: Estonia, the Netherlands, and Portugal. In doing so, it will explore the utility of best-practice gathered from the private and public sectors in a military setting and the challenges that small militaries face in running lessons-learned processes. The project will also explore the more general challenges of running lessons-learned processes in high-intensity warfare training exercises and stabilisation operations. The project will enquire whether innovative practices have emerged among smaller militaries which might enrich understanding of the fundamentals of lessons-learned best-practice, applicable to all militaries, and to other public sector organisations.
Finally, the project will illuminate the scope for practitioner agency in improving lessons-learned processes by exploring the analytical leverage of neoclassical realism in theorising military learning. It will sharpen understanding of the mutually-constitutive relationship between structural barriers to learning, including bureaucratic politics, organisational culture, and strategic culture and the emergence of activities which enhance absorptive capacity. The research questions, timetable and detailed impact plan have been developed in cooperation with practitioners. Its findings will deliver outputs of direct relevance to their work and will be integrated into the NATO Lessons-Learned Handbook and NATO procedures, policy, directives, and training.
Organisations
People |
ORCID iD |
| Tom Dyson (Principal Investigator) |
Publications
Dyson T
(2022)
Organisational learning during the Donbas War: the development of Ukrainian Armed Forces lessons-learned processes
in Defence Studies
| Description | The grant has developed new knowledge about the barriers to learning in military organisations by uncovering the impact of the lived practices of practitioners on organisational learning in a military context. It develops a new 'practice-attentive' account of military learning which illuminates vital dynamics across three dimensions underlying organisational learning practices: (i) The structuring of resources, rules, and sanctioned interactions that shape possibilities for cooperative activities; (ii) differing temporal orientations and conflicting senses of priorities among actors; and (iii) relational patterns of communication, collaboration, and knowledge sharing practices across teams, ranks, and functions. The grant finds that a practice perspective substantially advances conceptualising the 'living dynamics' underlying military learning successes and failures. It demonstrates the imperative that institutional governance mechanisms take these practice dimensions into account and discerns influence points for pragmatic intervention to improve organisational learning. The project finds that genuine organisational adaptation depends on enabling sustained collaborative questioning of perceived environmental givens across functions, ranks and time orientations through relentless examination of assumptions and reasoned challenge of constraints to learning. It therefore highlights the importance of senior leader championing of formal and informal institutional fora for structured reflection and cooperation of activities within strategic goals, such as 'cross-functional teams' and informal study groups/working groups established outside the military hierarchy The grant also draws attention to the need for a focus on new research questions. In particular, to the imperative of further multi-disciplinary research into the role of promotion processes and officer education in fostering the practising of the relationships and behaviours across military organisations which enable the absorption of new knowledge. These areas are important to the success of organisational learning initiatives with armed forces, yet exploration of the fundamental features of good practice have largely been neglected by military innovation studies and scholars from management and organisation studies. |
| Exploitation Route | The research findings should be taken forward by five main constituencies: (1) Academic researchers in the fields of organisation studies, management studies and military innovation studies. Further cross-national academic research is required to understand what key features of good practice in promotion processes and officer education help to foster the practising of behaviours and relationships which enable the absorption of new knowledge. (2) NATO's Joint Analysis and Lessons Learned Centre (JALLC), which might consider integrating the grant's findings - for example about the utility of cross-functional teaming and informal study/working groups - into its lessons-learned process training and guidance. (3) Other NATO bodies, for example, the NATO Centres of Excellence, many of which are in the process of developing/further developing their own lessons-learned processes. (4) NATO member-state and partner-state armed forces, which might also take the grant's findings into consideration when developing their Joint and Service level lessons-learned processes. (5) Other public sector organisations operating in dynamic and high-risk contexts such as the police, fire and rescue services, health services and nuclear industry, which could learn useful best-practices for possible emulation in their own lessons-learned processes. (Please see Engagement Activities and Impact on Policy for information about efforts to engage with relevant practitioners). |
| Sectors | Aerospace Defence and Marine Chemicals Communities and Social Services/Policy Construction Digital/Communication/Information Technologies (including Software) Education Energy Financial Services and Management Consultancy Healthcare Government Democracy and Justice Security and Diplomacy |
| Description | As the guidance for this section notes, it is expected that awards which have finished more than a year ago should be able to identify how non-academic audiences have been impact by the findings. The grant's end date is January 2025 and its engagement/impact is work in progress, hence it is too early to provide a detailed narrative impact statement at this stage. However, the Researchfish sections on engagement activities and influence on 'policy, practice, patients and the public' detail the work which has been undertaken to date to engage with practitioners and areas where impact is ongoing. These sections highlight how the grant is undertaking a set of activities to disseminate key findings about the activities and processes which enhance the capacity of armed forces to learn from their training and operational experiences, as well as the experiences of others. This engagement work is taking place with NATO member states (Estonia, the Netherlands and Portugal) and partner states (Ukraine), as well as NATO itself (the Joint Analysis and Lessons Learned Centre and the Explosive Ordnance Disposal Centre of Excellence). |
| First Year Of Impact | 2023 |
| Sector | Aerospace, Defence and Marine,Government, Democracy and Justice,Security and Diplomacy |
| Impact Types | Policy & public services |
| Description | Influence on Ukrainian Armed Forces organisational learning during the Russia-Ukraine War |
| Geographic Reach | Europe |
| Policy Influence Type | Contribution to new or improved professional practice |
| Description | UK Strategic Command Strategy Rewrite - Evidence Gathering Sessions |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Partnership with the Netherlands Defence Academy |
| Organisation | Netherlands Defence Academy |
| Country | Netherlands |
| Sector | Public |
| PI Contribution | - Intellectual expertise by developing knowledge and understanding of the successes and problems associated with military learning in the Netherlands via the interviews conducted within the Netherlands Armed Forces. - Intellectual expertise by disseminating knowledge and understanding of best-practice in military learning via the researchers' previous experiences of research on learning within Armed Forces and NATO (especially Britain, Germany, Portugal, Ukraine, and NATO's Joint Analysis and Lessons-Learned Centre) and of organisational learning within the private and non-profit sector. - Output at this stage of the project has come via the 74 interviews which have taken place with officers, which offer not only an opportunity to gather data, but also to discuss good practice in organisational learning in a military context with key leaders across the Royal Netherlands Armed Forces. - Dr Tull and I have co-authored six conference papers with our interlocutor at the Netherlands Military Academy, Lieutenant-Colonel Dr Martijn van der Vorm and are presently working these papers up into a co-authored article on the adoption of the NATO lessons-learned process in the Netherlands with Dr van der Vorm. |
| Collaborator Contribution | - Helping to arrange 74 semi-structured interviews with Army officers involved in MINUSMA, high-intensity training exercises and key areas of institutional military activity (including innovation, doctrine, training, military education and lessons-learned) between March and November 2023. Interviews were of an average of 80 minutes in duration and the interview have resulted in 474,463 words of professionally transcribed interview transcripts. - Helping to arrange survey (45 minutes in duration) of officers on the Netherlands Defence Academy Advanced Command and Staff Course. - Helping to arrange dissemination and impact events at the Netherlands Defence Academy in Breda. First, a lecture on 19th October 2022 about military learning in Ukraine and the Netherlands to an audience was composed of senior officers from the Netherlands Armed Forces and academics from the Defence Academy. Second, on 20th October 2022 Dr Tull and I ran a two-hour interactive workshop with officers from Belgium, Germany, the Netherlands, and the United States, participating in the Netherlands Armed Forces Advanced Command and Staff Course (ACSC). The workshop focused on developing officers' understanding of good practice in military learning via the exploration of a case study of Ukrainian military learning during the Russia-Ukraine War (2014-present). It also involved a role play scenario where the officers examined the pro and cons of the development of Joint and Service-level lessons-learned processes within the Netherlands Armed Forces. A second workshop (see engagement section of researchfish report) took place in November 2023. |
| Impact | - Over 74 semi-structured interviews with Army officers involved in MINUSMA, high-intensity training exercises and key areas of institutional military activity (including innovation, doctrine, training, military education and lessons-learned) during research trips organised between March and November 2023. The interviews have resulted in 474,463 words of professionally transcribed interview transcripts. - 11 completed surveys from officers on the Advanced Command and Staff Course (survey 45 minutes in duration). - Three dissemination and impact events at the Netherlands Defence Academy in Breda. First, a lecture on 19th October 2022 about military learning in Ukraine and the Netherlands to an audience was composed of senior officers from the Netherlands Armed Forces and academics from the Defence Academy. Second, on 20th October 2022 Dr Tull and I also ran a two-hour interactive workshop with officers from Belgium, Germany, the Netherlands, and the United States, participating in the Netherlands Armed Forces Advanced Command and Staff Course (ACSC). The workshop focused on developing officers' understanding of good practice in military learning via the exploration of a case study of Ukrainian military learning during the Russia-Ukraine War (2014-present). It also involved a role play scenario where the officers examined the pro and cons of the development of Joint and Service-level lessons-learned processes within the Netherlands Armed Forces. I also organised and ran a further workshop involving a role play about the development of a lessons-learned process was run for officers on the ACSC on Wednesday 8th November 2023. - Six conference papers, three of which were co-authored with Lieutenant Colonel Dr Martijn van der Vorm: (i) 'Learning in and from Extreme Contexts: The Differentiated Diffusion of Lessons-Learned Best-Practice within NATO'; 13th International Process Symposium (PROS) Organizing on the Precipice: Process Studies in Extreme Contexts, Rhodes, Greece, June 2022; (ii) 'The Diffusion of Lessons-Learned Processes within the Netherlands and Ukraine Armed Forces', Warwick Summer School on Practice and Process Studies, July 2022; (iii) 'The Diffusion of Lessons-Learned Best Practice: Military Learning Practices in the Netherlands' at the 47th British International Studies Association Annual Conference in Glasgow, June 2023; (iv) 'Reimagining a Bureaucratic Organisation: A Pragmatist Interpretation of Striving to Overcome Tradition', European Group for Organizational Studies (EGOS) Colloquium, Cagliari, Italy. July 2023; (v) 'Organisational Adaptation from the Boots Up: Follett's "Circular Response"', Chania, Greece, June 2023; (vi) 'The Diffusion of Lessons Learned Best-Practice: Military Learning Practices in the Netherlands', Warwick Summer School on Process and Practice Studies, July 2023. |
| Start Year | 2022 |
| Description | ESRC Lessons-Learned research study shared with the NATO Explosive Ordnance Disposal Centre Of Excellence (EOD COE) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr. John Tull presented the findings of a research collaboration between Professor Tom Dyson, Colonel Dr. Yuriy Pashchuk (Ukrainian Armed Forces), and John at the biennial NATO EOD COE Conference to an international audience of military, policy and industry officials. This research derives from the ongoing ESRC-funded project on Lessons Learned in NATO member countries (ES/V004190/1), and has immediately led to further invitations to engage with the NATO COE in 2024. The NATO EOD COE is at the forefront of combating the severe and long-lasting hazards to military personnel and civilians from landmines, improvised explosive devices and aerial drones. Locating and disposing of these threats is extremely hazardous work, made even more so by how rapidly the technologies used to deploy and trigger these weapons is evolving. Rapid, accurate and timely sharing of learning is essential, to save the lives of EOD personnel and protect the civilian population. On 11-12 October 2023 the NATO EOD COE held its 7th biennial 'Demonstrations and Trials' event for NATO members, partners and civilian suppliers, in Bratislava, with the Conference segment chaired by the Director of the NATO EOD COE, Colonel Róbert Császár of the Slovak Armed Forces. With the theme of "Future EOD Development in Light of the Modern Conflicts and Technological Progress" this event was a prime opportunity for combining technology, policy and military learning to create an important knowledge exchange. Following an earlier presentation at the NATO Lessons Learned Staff Officer course in Sweden in March 2023 by Dr. John Tull, the ESRC 'Lessons Learned' research team was invited to brief the EOD COE Conference on findings from the study, with empirical case material added that addressed the Ukraine context specifically. Professor Tom Dyson and John developed a highly topical briefing by drawing on that parallel, ongoing collaboration with the Lessons Learned branch of the Ukrainian Armed Forces to present the new case study developed in collaboration with Col. (retired) Dr. Yuriy Pashchuk of the National Army Academy. John delivered the presentation, entitled "Rapid Cycle Learning for Effective Remedial Action and Dissemination of Learnings: Ukrainian Armed Forces lessons-learned processes and military innovation in EOD", to a large audience of military officers, policy officials from multiple countries, and industry partners. Ukraine is now the most mined country in the world, and the Ukrainian Armed Forces have taken big steps to improve their ability to learn and adapt quickly to the enormous threats posed -- by establishing better processes and organisation, and through better quality and more timely sharing of vital learning. Coordination of our participation at the event was provided by Lt. Colonel (retired) Juraj Halama of the Slovak Armed Forces, the EOD COE Lessons Learned Branch Analyst. The presentation of ESRC research study findings, extended to the Ukraine case, and post-conference session conversations were well-received and led to discussion of future opportunities for research collaboration, as Lt. Col. Halama noted: "Rapid Cycle Learning for Effective Remedial Action and Dissemination of Learnings, especially in close connection with Ukrainian Armed Forces lessons-learned processes and military innovation in EOD, is a very inspirational theme for EOD Communities of Interest. NATO EOD COE will next organize the 10th EOD Workshop on the theme "Consistent EOD Capability Development" in Šamorín, Slovak Republic, on 5-6 November 2024. Based on this very valuable contribution during Demonstrations and Trials 2023, the NATO EOD COE representative has already invited Dr. John Tull and his Lessons Learned research colleagues to participate and contribute to the scheduled objectives of the aforementioned Workshop." |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.royalholloway.ac.uk/research-and-teaching/departments-and-schools/politics-and-internati... |
| Description | Lecture and Q&A on military learning at the Portuguese Military Academy |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | On Tuesday 13th December Dr Tom Dyson gave a lecture and held a Q&A on military learning by the Ukrainian Armed Forces and Portuguese Army at the Portuguese Military Academy in Amadora, Lisbon. The event was organised with the assistance and support of the Portuguese Army and Dr John Tull and the audience consisted of 80 Army officers. The presentation and subsequent Q&A explored the lessons which can be derived for the Portuguese Army from the Ukrainian Armed Forces' experiences of organisational learning during the Russian-Ukraine War (2014-2022). It drew upon fieldwork undertaken with Dr John Tull as part of Dr Dyson's ESRC project 'A Revolution in Military Learning? Uncovering the Potential of Lessons-Learned Processes' (ES/V004190/1), as well as research undertaken in cooperation with Colonel Dr Yuriy Pashchuk of the Ukrainian Army Academy. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.royalholloway.ac.uk/research-and-teaching/departments-and-schools/politics-and-internati... |
| Description | Lecture and workshop on military learning at Netherlands Defence Academy |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr. Tom Dyson and Dr. John Tull presented their findings about military learning and the development of lessons learned processes in the Netherlands and Ukraine at the Netherlands Defence Academy in Breda on 19th October. The audience was composed of senior officers from the Netherlands Armed Forces and academics from the Defence Academy. On 20th October Tom Dyson and John Tull also ran a two-hour interactive workshop with officers from Belgium, Germany, the Netherlands, and the United States, participating in the Netherlands Armed Forces Advanced Command and Staff Course (ACSC). The workshop focused on developing officers' understanding of good practice in military learning via the exploration of a case study of Ukrainian military learning during the Russia-Ukraine War (2014-present). It also involved a role play scenario where the officers examined the pro and cons of the development of Joint and Service-level lessons-learned processes within the Netherlands Armed Forces. |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.royalholloway.ac.uk/research-and-teaching/departments-and-schools/politics-and-internati... |
| Description | Presentation on NATO Lessons-Learned Staff Officer Course |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Dr John Tull presented findings from the ESRC grant to officers and military officials attending the NATO Lessons-Learned Staff Officer Course (LL SOC) in Sweden, which ran from 20th-24th March 2023. The overall purpose of NATO LL SOC is to enable Lessons Learned Staff Officers to manage and execute an organisational LL process using NATO LL related processes, training, tools and information sharing. Participants will also be able to impart knowledge on organisational learning, observation collection, analysis techniques as well as endorsing, resourcing, tasking, and implementing Lessons Identified. The presentation and participation on the course provided an opportunity for Dr Tull to share key findings from the ESRC grant with the next generation of NATO Lessons-Learned Staff Officers and officials with a lessons-learned function within key NATO organisations and sub-organisations. It sparked debate among participants about the challenges involved in achieving organisational learning in a military context and the best-practices in formal organisational lesson-learned processes which can help overcome these challenges, especially related to endorsing, resourcing, tasking, and implementing Lessons Identified. The presentation and participation on the course also formed a valuable opportunity to establish connections with relevant organisations for future activity, including the NATO Explosive Ordnance Disposal Centre of Excellence (EOD COE) and US-led Security Assistance Group Ukraine, leading to a presentation at the EOD COE Demonstrator Conference in October 2023. |
| Year(s) Of Engagement Activity | 2023 |
| Description | Workshop on military learning for officers on the Netherlands Joint Advanced Command and Staff Course |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | On 8th November 2023 Tom Dyson ran a two-hour interactive workshop with officers from the Netherlands and a variety of NATO member-states/partner-states participating in the Netherlands Joint Advanced Command and Staff Course. This workshop, his second invited presentation at the Netherlands Defence Academy, provided an opportunity for participants to again read and provide feedback on the results of the research that Tom and Dr John Tull have undertaken on Netherlands military learning as part of the ESRC project/ A core theme of the research is to reinterpret formal learning processes in terms of the practices that stakeholders and their sub-organisations exercise in engaging with challenging situations and novelty. These experiential dimensions seem to significantly affect how observations are interpreted and communicated as potential lessons, and how well the organisation processes and shares validated lessons -- vital issues, especially in rapidly changing environments. Tom and John therefore designed the workshop to also involve a role play scenario where officers examined the challenges associated with the development of joint and service-level lessons-learned processes within the Netherlands Armed Forces. The workshop sparked debate among participants about the challenges involved in achieving organisational learning in a military context and the best-practices in formal organisational lesson-learned processes which can help overcome these challenges. |
| Year(s) Of Engagement Activity | 2023 |
| URL | https://www.royalholloway.ac.uk/research-and-teaching/departments-and-schools/politics-and-internati... |
| Description | Workshop on research findings for Portuguese Army Division for Doctrine, Training and Lessons-Learned |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | The workshop had two purposes. First, Dr Tull and I presented our findings to our research partners: military officers at the Portuguese Army Division for Doctrine, Training and Lessons-Learned for around 45 minutes. We also discussed the implications of our findings for the Portuguese Army lessons-learned process as well as the wider activities which support the lessons-learned process, making several recommendations. The second purpose was to facilitate a discussion (45 minutes) among participants about the current status of the lessons-learned process and the implications for the findings for future lessons-learned policy, followed by the identification of next steps. |
| Year(s) Of Engagement Activity | 2024 |