Ei ole vist suurt kahtlust, et traditsioonilised igaaastased koolituskalendril põhinevad koolitussüsteemid organisatsioonis suudavad leevendada vaid väikest osa kriitilisest teadmistevajadusest ja seetõttu on kõik alternatiivid teretulnud. Siinviidatu leidiski oma koha siinses voos põhjusel, et tegeleb mitteformaalsete süsteemide arendamisega organisatsioonis ning raamatuklubi koolitussüsteemi osana (ja sotsiaalsete sidemete tugevdajana) on väga tõsiseltvõetav. Lisaks on tegemist kõrgekvaliteetse tekstiga, mille lugemine pakub niisamagi suurt naudingut.
Organizations play a crucial role in lifelong learning, especially given that these sites are the most common providers of non-formal education and training […] For the employees, learning opportunities need to be aligned to their individual needs (Caporarello et al., 2019), create opportunities to apply learning into practice (Kemmis et al., 2017), and emphasize social interaction (Froehlich et al., 2014), yet organizations need to find ways to facilitate learning outside the more traditional formal environments.
Artikli ambitsioon ja tuum:
we theoretically synthesize (Jaakkola, 2020) the work on book clubs by presenting carefully selected literature relevant to, and supportive of, the conceptual model we advance (Callahan, 2010; Cropanzano, 2009). Adopting Breslin and Gatrell’s (2020) ‘prospector’ strategy for conceptual review works, we draw literature from distinct domains and merge them to set out new narratives of critical public pedagogy within organizational contexts. In doing so we offer a conceptual paper that advances current thinking with regard to management and organizational learning through book clubs.
Non-formal learning is distinct from compulsory education and, in the context of organizational learning literature, often includes the concepts of informal and incidental learning
Väga terav tõdemus:
there is evidence that the majority of what employees need to accomplish in their work is not gained through formal learning (Cerasoli et al., 2018; Enos et al., 2003) thus emphasizing the need for organizations to find ways to promote more continuous, non-formal learning practices at work (Marsick and Volpe, 1999).
Raamatuklubis osalemise “kõrvalnähud”:
Over time, members become “aware that they are not just reading for themselves” (Bessman Taylor, 2007: 129), but are reading with others in mind.
Vihje seostest raamatuklubis lugemise ja õppimise vahel:
Reading in book clubs thus differs from solitary reading in its acts of discussion which are at the heart of the learning process
We extend understandings of learning within organizations by explicating how book clubs as a nonformal learning environment hold the promise of serving as critical public pedagogy—to move beyond simply an instrument of employee learning to a means of critical consciousness raising within organizations.
Grenier, R. S., Callahan, J. L., Kaeppel, K., & Elliott, C. (2021). Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations. Management Learning. https://doi.org/10.1177/13505076211029823