MNG3702
ASSIGNMENT 2 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 15 SEPTEMBER 2025
,QUESTION 1 (10 marks)
“Organisations will not survive over the long term without the ability to learn and
adapt to changing environments.”
1.1 Apply any FIVE mechanisms that organisations can use to become a learning
organisation to Michelin throughout its history of publishing the Michelin Guide.
(1 mark for identifying each mechanism; 1 mark for applying each → 2 marks per
mechanism → total 10)
Mechanism 1 — Experiential learning (learning from practice and feedback)
Identification (1m): Experiential learning is learning by doing, capturing lessons from
operations and adjusting practice accordingly (Kolb-type).
Application to Michelin (1m): Michelin’s original motive for producing the Guide (to
encourage driving and thus tyre sales) is an early example of learning from market
context — they experimented with a free guide (1900), observed usage and travel
patterns, then iterated (introducing paid editions in 1920). More recently, Michelin used
inspector feedback and field observations to redesign the Guide and launch new
distinctions (e.g., Bib Gourmand, Green Star), showing ongoing learning from field
practice.
Mechanism 2 — Knowledge capture and codification (formalising tacit knowledge
into systems)
Identification (1m): Converting individual knowledge into documented procedures,
standards, or guidelines so the organisation can reuse it.
Application to Michelin (1m): Michelin codified restaurant assessment through the
star system (1926 → 1931 expansion) and the inspector methodology — turning
inspectors’ tacit judgments into a repeatable rating system and guidebook listings. The
Guide’s consistent categories and criteria represent formalised knowledge used
globally.
, Mechanism 3 — Continuous improvement and process redesign (Kaizen-style
improvement)
Identification (1m): Ongoing small-step improvements to processes, products and
working methods.
Application to Michelin (1m): Michelin’s shift in factory and management practices
under Senard — restructuring from pyramidal to flatter teams, delegating planning and
decision-making to shop-floor teams — demonstrates continuous process and
operational improvement that reduced waste and improved safety/productivity. The
company progressively refined production scheduling, team autonomy and managerial
roles — all continuous improvements.
Mechanism 4 — Cross-functional learning and boundary-spanning (sharing
knowledge across units)
Identification (1m): Creating mechanisms for information flow across divisions (R&D,
manufacturing, marketing) to foster integrated learning.
Application to Michelin (1m): Michelin’s expansion beyond tyres into travel guides and
digital services required cross-functional coordination (product, editorial, digital,
marketing). The development of high-tech materials and connected solutions for the
2030 plan also requires R&D, manufacturing and sustainability teams to share
knowledge. The Guide’s editorial/inspection teams working with corporate strategy to
introduce Green Star shows boundary-spanning between brand/guide functions and
sustainability strategy.
Mechanism 5 — Leadership-driven learning culture (leaders model and enable
learning)
Identification (1m): Leaders who promote learning, psychological safety,
decentralisation, and accountability.
Application to Michelin (1m): Jean-Dominique Senard’s leadership shift (appointed
2012) fostered empowerment, responsibility and accountability — moving managers
from command-and-control to coach roles, encouraging teams to plan and make
decisions. This top-down signalling and structural change created an environment
where learning and adaptation were embedded into daily work.
ASSIGNMENT 2 SEMESTER 2 2025
UNIQUE NO.
DUE DATE: 15 SEPTEMBER 2025
,QUESTION 1 (10 marks)
“Organisations will not survive over the long term without the ability to learn and
adapt to changing environments.”
1.1 Apply any FIVE mechanisms that organisations can use to become a learning
organisation to Michelin throughout its history of publishing the Michelin Guide.
(1 mark for identifying each mechanism; 1 mark for applying each → 2 marks per
mechanism → total 10)
Mechanism 1 — Experiential learning (learning from practice and feedback)
Identification (1m): Experiential learning is learning by doing, capturing lessons from
operations and adjusting practice accordingly (Kolb-type).
Application to Michelin (1m): Michelin’s original motive for producing the Guide (to
encourage driving and thus tyre sales) is an early example of learning from market
context — they experimented with a free guide (1900), observed usage and travel
patterns, then iterated (introducing paid editions in 1920). More recently, Michelin used
inspector feedback and field observations to redesign the Guide and launch new
distinctions (e.g., Bib Gourmand, Green Star), showing ongoing learning from field
practice.
Mechanism 2 — Knowledge capture and codification (formalising tacit knowledge
into systems)
Identification (1m): Converting individual knowledge into documented procedures,
standards, or guidelines so the organisation can reuse it.
Application to Michelin (1m): Michelin codified restaurant assessment through the
star system (1926 → 1931 expansion) and the inspector methodology — turning
inspectors’ tacit judgments into a repeatable rating system and guidebook listings. The
Guide’s consistent categories and criteria represent formalised knowledge used
globally.
, Mechanism 3 — Continuous improvement and process redesign (Kaizen-style
improvement)
Identification (1m): Ongoing small-step improvements to processes, products and
working methods.
Application to Michelin (1m): Michelin’s shift in factory and management practices
under Senard — restructuring from pyramidal to flatter teams, delegating planning and
decision-making to shop-floor teams — demonstrates continuous process and
operational improvement that reduced waste and improved safety/productivity. The
company progressively refined production scheduling, team autonomy and managerial
roles — all continuous improvements.
Mechanism 4 — Cross-functional learning and boundary-spanning (sharing
knowledge across units)
Identification (1m): Creating mechanisms for information flow across divisions (R&D,
manufacturing, marketing) to foster integrated learning.
Application to Michelin (1m): Michelin’s expansion beyond tyres into travel guides and
digital services required cross-functional coordination (product, editorial, digital,
marketing). The development of high-tech materials and connected solutions for the
2030 plan also requires R&D, manufacturing and sustainability teams to share
knowledge. The Guide’s editorial/inspection teams working with corporate strategy to
introduce Green Star shows boundary-spanning between brand/guide functions and
sustainability strategy.
Mechanism 5 — Leadership-driven learning culture (leaders model and enable
learning)
Identification (1m): Leaders who promote learning, psychological safety,
decentralisation, and accountability.
Application to Michelin (1m): Jean-Dominique Senard’s leadership shift (appointed
2012) fostered empowerment, responsibility and accountability — moving managers
from command-and-control to coach roles, encouraging teams to plan and make
decisions. This top-down signalling and structural change created an environment
where learning and adaptation were embedded into daily work.
