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While intended as a bridge between the concepts of learning organization and organizational learning, current conceptualizations of organizational learning capability still predominantly lean toward the learning organization side, specifically directed at profit firms. The purpose of this paper is to propose a four-dimensional model of organization learning capability that leans more toward the organizational learning side, specifically directed at nonprofit and government organizations in general, and army organizations in particular. This model is applied to the British Army in the Second World War.

The paper entails a secondary analysis of historical and military sources and data.

It is found that the British Army possessed only a moderate learning capability, which can be plausibly, but not exclusively, related to differences in battlefield performance between the British and the German Army in the Second World War.

The research scope of the paper is limited to the analysis of one particular army in the Second World War. Implications for theory reside in the importance of organizational learning capability and its dimensions to the effectiveness of “lessons learned” processes inside organizations.

The paper has clear practical implications for armies and organizations that resemble armies in one or more aspects, like prisons, correctional facilities, police forces, hospitals, mental institutions and fire departments.

The paper ranks among the first organizational papers to analyze army operations and functioning from the perspective of organizational learning capability.

In 1992 and 1993, I published several articles on the “Total Force” armies of Canada and the US in an attempt to evaluate the worthiness of the concept (see Thompson, 1993). Ideally, a Total Force Army is one in which both regular and reserve units are supposed to be equals, well-integrated, harmonious, synergistic, functional, and interdependent. To achieve this, the two components must work together, train together, respect each other, and function seamlessly with identical equipment, training, and procedure. Since most reserve units in the US, Canada, and the UK, for example, train mostly on weekends, and typically have older equipment, this would necessarily involve the improvement and maintenance of reserve force training, retention, and equipment. It also really means that reserve forces will need time to reach these standards, but for some reason, some governments do not think about this basic fact. This is true not only for the US, but for the Canadian, UK, and other allied forces, as well.

This paper contributes to the theory of the relationship between human resource management (HRM) and innovation at small- to medium-sized enterprises (SMEs) by conducting a conceptual analysis of the question why Germany boasts by far the highest number of “Hidden Champion” SMEs. This is done by case studies from the army and public financial management of aid disbursal in developing countries. Implications for HRM at SMEs are discussed.

Conceptual analysis using case studies.

Contributing towards filling the gap concerning theoretical underpinnings of the link between HRM and innovation, we suggest that interdisciplinary work from relevant organisational case studies indicates that the concept of institutional design to provide motivational incentives may be relevant, especially concerning high performance systems with bundles of HRM practices. Specifically, the fundamental principle of subsidiarity is found to be important.

The research is broadly applicable to organisations of all kinds, as the diverse case studies indicate. We point towards tentative implications for the firms that account for the majority of the work force, namely SMEs, and among them the most successful ones, the so-called “Hidden Champions”.

HR managers can improve motivation, performance and innovation by decentralising decision-making as far as possible, while ensuring the overall organisational goals are well understood and shared, and resources are dedicated to train and educate staff. Additionally, the conception of rank-order competitions complements the institutional design.

Greater productivity and material performance as well as greater job satisfaction via larger autonomy and decision-making power on the local level can be achieved by the application of subsidiarity as key HRM configuration. This can be employed at SMEs, as discussed, but also other organisations. Further, the principle of subsidiarity and the greater emphasis on staff training and education may help reduce inequality.

Our paper contributes towards filling the gap in the literature on the link between HRM and innovation, by identifying the role of subsidiarity. We introduce an interdisciplinary perspective, with contributions from economics and psychology, among others. We also contribute to the history of HRM.

This paper attempts to understand how the interaction of natural disasters and human behaviour during wartime led to famines in three regions under imperial control around the Indian Ocean. The socio-economic structure of these regions had been increasingly differentiated over the period of imperial rule, with large proportions of their populations relying on agricultural labour for their subsistence.

Before the war, food crises in each of the regions had been met by the private importation of grain from national or overseas surplus regions: the grain had been made available through a range of systems, the most complex of which was the Bengal Famine Code in which the able-bodied had to work before receiving money to buy food in the market.

During the Second World War, the loss of control of normal sources of imported grain, the destruction of shipping in the Indian Ocean (by both sides) and the military demands on internal transport systems prevented the use of traditional famine responses when natural events affected grain supply in each of the regions. These circumstances drew the governments into attempts to control their own grain markets.

The food crises raised complex ethical and practical issues for the governments charged with their solution. The most significant of these was that the British Government could have attempted to ship wheat to Bengal but, having lost naval control of the Indian Ocean in 1942 and needing warships in the Atlantic and Mediterranean in 1943 chose to ignore the needs of the people of Bengal, focussing instead on winning the war.

In each of the regions governments allowed/encouraged the balkanisation of the grain supply – at times down to the sub-district level – which at times served to produce waste and corruption, and opened the way for black markets as various groups (inside and outside government ranks) manipulated the local supply.

People were affected in different ways by the changes brought about by the war: some benefitted if their role was important to the war-effort; others suffered. The effect of this was multiplied by the way each government ‘solved’ its financial problems by – in essence – printing money.

Because of the natural events of the period, there would have been food crises in these regions without World War II, but decisions made in the light of wartime exigencies and opportunities turned crises into famines, causing the loss of millions of lives.

The issue of recruiting ethnic minorities into Britain’s public sector institutions has become a highly political one in recent years. One of the institutions that has been at the forefront of the government’s initiatives has been the armed forces. Under the direction of the Ministry of Defence, the forces have made progress in courting ethnic minorities. However, the advances have been limited. In view of this, the forces have been very anxious to gauge the views of minority groups in order to identify and address current gaps in policy. This article reports the results of a survey which was aimed at eliciting the responses of ethnic minorities to issues such as: the desirability of a military career; the extent of a family tradition of military service; the degree of awareness of measures to attract minorities; and suggestions that would help to recruit more ethnic minorities. The responses generated will serve to indicate the extent to which a reassessment of current recruiting strategies is required.

Unlike many militaries in Europe, the Canadian Forces (CF) have no union or representative association. Although two separate studies have shown that more than one-third of military members think positively about forming a union (Bradley & Charbonneau, 2004; Deneumoustier, 1971), there has traditionally been little movement towards any form of associationism within Canada's military. While there is no formal ‘contract’ between the CF and the government of Canada, an informal social contract has appeared to be successful in maintaining the status quo. Critics of the social contract argue the agreement is one-sided; that is, the responsibilities of the member to Canada are well defined in the National Defence Act and Queen's Regulations and Orders but there is “no such articulation of the responsibilities of the Government of Canada to the men and women of the CF” (Milner, 1998, p. 10).

The purpose of this paper is to bring together the history of war, the universities and the professions. It examines the case of dentistry in New South Wales, detailing its divided pre-war politics, the role of the university, the formation and work of the Dental Corps during the First World War, and the process of professionalization in the 1920s.

The paper draws on documentary and archival sources including those of the University of Sydney, contemporary newspapers, annual reports and publication of various dental associations, and on secondary sources.

The paper argues that both the war and the university were central to the professionalization of dentistry in New South Wales. The war transformed the expertise of dentists, shifted their social status and cemented their relationship with the university.

This study is the first to examine dentistry in the context of the histories of war, universities and professionalization. It highlights the need to re-evaluate the changing place of the professions in interwar Australia in the light both of the First World War and of the university’s involvement in it.