{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,27]],"date-time":"2026-09-27T11:33:46Z","timestamp":1790508826080,"version":"4.1.0"},"reference-count":19,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[1999,10,1]],"date-time":"1999-10-01T00:00:00Z","timestamp":938736000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[1999,10,1]]},"abstract":"<jats:p>Although organizational learning is often defined as the result of many individuals learning generatively in an organizational context, the argument is made that such learning is de facto coercive persuasion. Generative learning by the individual requires free choice of exit if and when cognitive redefinition becomes painful. When organizations demand such redefinition as part of culture change programs they are de facto creating a situation of coercive persuasion. We must then examine our moral position with respect to both the methods of learning and the ultimate goals of the change effort.<\/jats:p>","DOI":"10.1108\/09696479910280622","type":"journal-article","created":{"date-parts":[[2002,7,28]],"date-time":"2002-07-28T18:49:34Z","timestamp":1027882174000},"page":"163-172","source":"Crossref","is-referenced-by-count":51,"title":["Empowerment, coercive persuasion and organizational learning: do they connect?"],"prefix":"10.1108","volume":"6","author":[{"given":"Edgar H.","family":"Schein","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","reference":[{"key":"key2022012620335955600_B1","unstructured":"Argyris, C. and Schon, D.A. 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