Unit Vi Article Review For The Unit Vi Assignment You Will E

Unit Vi Article Reviewfor The Unit Vi Assignmentyou Will Evaluate Emp

For the Unit VI assignment, you will evaluate employee empowerment initiatives. Through this article review, you will learn how to determine whether an employee empowerment initiative is driven by Model I values or Model II values. The review will focus on the following article, found in the Business Source Complete database in the Waldorf Online Library, written by Dr. Chris Argyris, arguably the foremost leading scholar-practitioner on the culture of learning organizations. Argyris, C. (1998). Empowerment: The emperor’s new clothes. Harvard Business Review, 76(3), 98-105. Write a review that is a minimum of two pages in length of the article listed above. Include the following elements in your article review: an introduction to the overarching topic of the article, the authors’ main points, the author’s supporting evidence for each main point, your analysis of how the article relates to this course’s content and how it applies to real-world situations, your critical evaluation of the main points and supporting evidence presented in this article (Your evaluation should demonstrate critical thinking to inform and substantiate your opinion. In your critical evaluation, discuss how to distinguish whether an employee empowerment initiative is driven by Model I values or Model II values. Use the socio-cognitive systems learning model to inform your discussion.), and a conclusion. Use APA style. As with all your work at Waldorf University, be sure to cite all your sources and follow Waldorf’s Academic Integrity Policy. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Paper For Above instruction

The article "Empowerment: The emperor’s new clothes" by Dr. Chris Argyris critically examines the concept of employee empowerment within organizations, questioning whether initiatives claiming to empower employees genuinely foster learning and collaboration or merely serve as superficial gestures. This review explores the core themes and arguments presented by Argyris, connecting them to broader organizational theories, especially the distinction between Model I and Model II behaviors, and integrating the socio-cognitive systems learning model to evaluate how organizations can cultivate authentic empowerment.

Argyris (1998) begins by challenging the conventional wisdom that empowerment is inherently beneficial for organizational performance. He contends that many empowerment initiatives are built upon superficial changes that do not challenge underlying organizational cultures rooted in Model I behaviors—characterized by unilateral control, defensiveness, and top-down decision-making. Instead, true empowerment requires a shift toward Model II behaviors, which promote openness, mutual respect, and collective learning. The author emphasizes that without addressing these foundational cultural attributes, empowerment efforts risk being superficial and ineffective.

The main point of the article revolves around the distinction between superficial empowerment implementations and genuine cultural transformation. Argyris supports this by citing organizational examples where employees are given more responsibility but remain constrained by authoritarian decision-making structures that inhibit real participation or learning. He provides evidence through case studies indicating that many so-called empowerment programs fail to create meaningful change because they do not alter the underlying mental models—beliefs and assumptions—that govern organizational behavior.

The article further elucidates the importance of recognizing defensive routines and entrenched mental models that inhibit learning. Argyris discusses how individuals and organizations often operate in a defensive stance to protect their self-esteem and authority, which hampers honest dialogue and collective problem-solving. He advocates for the adoption of the socio-cognitive systems learning model—a framework emphasizing double-loop learning and the development of shared mental models—to foster genuine empowerment. This model encourages organizations to examine and challenge their foundational assumptions, leading to authentic cultural change.

Relating these concepts to the course’s content, it becomes evident that authentic employee empowerment goes beyond structural changes or policy shifts; it requires a deep cultural transformation aligned with Model II behaviors. The socio-cognitive systems learning model offers practical guidance for this process by emphasizing the importance of shared mental models and collective learning. In real-world organizations, initiatives such as participative decision-making, open communication channels, and continuous learning opportunities can either reinforce superficial empowerment or catalyze genuine change when aligned with Model II principles.

Critically evaluating Argyris’s main points, it appears that many organizations inadvertently fall into the trap of superficial empowerment because they underestimate the importance of cultural change. The evidence provided—case studies of failed initiatives—underscores the necessity of addressing underlying mental models and defensive routines. To distinguish whether an initiative is driven by Model I or Model II, one must assess whether the organization promotes open dialogue, shared responsibility, and learning or maintains hierarchical control and defensiveness. The socio-cognitive systems learning model aids this assessment by focusing on shared mental models and double-loop learning, which enable organizations to evolve beyond superficial compliance to true empowerment.

In conclusion, Argyris’s article underscores that genuine empowerment is rooted in a cultural shift toward Model II behaviors, facilitated by practices that promote openness and shared mental models. The socio-cognitive systems learning model provides a valuable framework for understanding and fostering this transformation. For organizations striving to implement authentic employee empowerment, recognizing and addressing mental models, defensive routines, and fostering collective learning are essential steps. Ultimately, the success of empowerment initiatives depends on their alignment with these deep cultural attributes rather than superficial structural changes.

References

• Argyris, C. (1998). Empowerment: The emperor’s new clothes. Harvard Business Review, 76(3), 98-105.
• Senge, P. M. (1990). The fifth discipline: The art & practice of the learning organization. Doubleday.
• Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Addison Wesley.
• Brown, J., & Duguid, P. (1991). Organizational learning and communities of practice: Toward a unified view of working, learning, and innovation. Organization Science, 2(1), 40-57.
• Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press.
• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
• McGill, M. E., & Slocum, J. W. (1994). Internal markets: An opportunity for organizational learning. Organization Science, 5(2), 186-204.
• Garvin, D. A. (1993). Building a learning organization. Harvard Business Review, 71(4), 78-91.
• Levy, P. (2003). Collective learning and the formation of organizational culture. Management Learning, 34(4), 419-437.