Logo: to the web site of the Swedish Defence University

This thesis examines how learning conditions are produced in real time duringmilitary staff exercises when formal learning objectives meet time pressure,method requirements, and command routines. Using an interpretive casedesign with document analysis, non-participant observations from twoSwedish battalion staff exercises, and semi-structured interviews, the analysisidentifies four patterns: translation of goals into method compliance,regulation of participation and speaking time, whether friction is held forcollective examination or passed to protect tempo, and how reflection ispositioned and legitimised in the workflow. Drawing on Ellström, Schön, andEdmondson, the study shows how these micro-practices regulate scope foraction, shaping whether learning tends toward adaptive or developmentaldirections. It contributes the model “the real-time-control-knob”(realtidsreglaget), framing facilitation practices as an operational capabilitythat shifts learning direction.