Bertrand Moingeon

Bio: Bertrand Moingeon is an academic researcher from HEC Paris. The author has contributed to research in topics: Organizational learning & Identity (social science). The author has an hindex of 15, co-authored 46 publications receiving 3372 citations.

Building social business models : lessons from the Grameen experience

Abstract: The social business idea borrows some concepts from the capitalist economy, and therefore the implementation of social businesses can likewise borrow some concepts from conventional business literature. As an illustration, the notion of business model, which is currently attracting much attention from researchers, can be revisited so as to enable the building of social businesses. Social business models are needed alongside conventional ones. After defining what a social business is, the authors will describe the first endeavors to create such businesses within the Grameen Group. This in turn will lead to a discussion of the social business model.

From Organizational Learning to the Learning Organization

Abstract: This article reviews theories of organizational learning and presents a framework with which to organize the literature. We argue that unit of analysis provides one critical distinction in the organizational learning literature and research objective provides another. The resulting two-by-two matrix contains four categories of research, which we have called: (1) residues (organizations as residues of past learning); (2) communities (organizations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members), and (4) accountability (organizational improvement gained through developing individuals' mental models). We also propose a distinction between the terms organizational learning and the learning organization. Our subsequent analysis identifies relationships between disparate parts of the literature and shows that these relationships point to individual mental models as a critical source of leverage for creating learning organizations. A brief discussion of the work of two of the most visible researchers in this field, Peter Senge and Chris Argyris, provides additional support for this type of change strategy

Organizational Learning and Competitive Advantage

Abstract: Prologue - Chris Argyris Toward a Comprehensive Theory of Management Introduction - Amy Edmondson and Bertrand Moingeon Organizational Learning as a Source of Competitive Advantage PART ONE: LEARNING PROCESSES AND COMPETITIVE ADVANTAGE When to Learn How and When to Learn Why - Amy Edmondson and Bertrand Moingeon Appropriate Organizational Learning Processes as a Source of Competitive Advantage Organizational Learning Style as a Core Capability - Anthony J DiBella, Edwin C Nevis and Janet M Gould Competitive Advantage from Tacit Knowledge? Unpacking the Concept and Its Strategic Implications - J-C Spender Organizations in the Fog - Philippe Baumard An Investigation into the Dynamics of Knowledge PART TWO: ORGANIZATIONAL LEARNING AND STRATEGIC CAPABILITY Resources, Capabilities and Competencies - Ashish Nanda Core Capabilities and Information Technology - Rafael Andreu and Claudio Ciborra An Organizational Learning Approach Organizational Capability as a Source of Profit - David Collis PART THREE: STRATEGIC CHANGE AND ORGANIZATIONAL LEARNING Developing an Organization Capable of Strategy Implementation and Reformulation - Michael Beer, Russell A Eisenstat and Ralph Biggadike A Preliminary Test Reorganizational Learning - J Douglas Orton Some Conceptual Tools from Weick's Model of Organizing The Epistemology of Strategic Consulting - James A Phills Jr Generic Analytical Activities and Organizational Learning

From Organizational Learning to the Learning Organization

Abstract: This article reviews theories of organizational learning and presents a framework with which to organize the literature. We argue that unit of analysis provides one critical distinction in the organizational learning literature and research objective provides another. The resulting two-by-two matrix contains four categories of research, which we have called: (1) residues (organizations as residues of past learning); (2) communities (organizations as collections of individuals who can learn and develop); (3) participation (organizational improvement gained through intelligent activity of individual members), and (4) accountability (organizational improvement gained through developing individuals' mental models). We also propose a distinction between the terms organizational learning and the learning organization. Our subsequent analysis identifies relationships between disparate parts of the literature and shows that these relationships point to individual mental models as a critical source of leverage for...

The knowledge-creating company : how Japanese companies create the dynamics of innovation

Abstract: How has Japan become a major economic power, a world leader in the automotive and electronics industries? What is the secret of their success? The consensus has been that, though the Japanese are not particularly innovative, they are exceptionally skilful at imitation, at improving products that already exist. But now two leading Japanese business experts, Ikujiro Nonaka and Hiro Takeuchi, turn this conventional wisdom on its head: Japanese firms are successful, they contend, precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies. Examining case studies drawn from such firms as Honda, Canon, Matsushita, NEC, 3M, GE, and the U.S. Marines, this book reveals how Japanese companies translate tacit to explicit knowledge and use it to produce new processes, products, and services.

Psychological Safety and Learning Behavior in Work Teams

Abstract: This paper presents a model of team learning and tests it in a multimethod field study. It introduces the construct of team psychological safety—a shared belief held by members of a team that the team is safe for interpersonal risk taking—and models the effects of team psychological safety and team efficacy together on learning and performance in organizational work teams. Results of a study of 51 work teams in a manufacturing company, measuring antecedent, process, and outcome variables, show that team psychological safety is associated with learning behavior, but team efficacy is not, when controlling for team psychological safety. As predicted, learning behavior mediates between team psychological safety and team performance. The results support an integrative perspective in which both team structures, such as context support and team leader coaching, and shared beliefs shape team outcomes.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

Abstract: What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.