Leaders among us

Listening for leadership

Reda Sadki Leadership

On 30 May 2021, Convenors Karen Watkins and Reda Sadki were joined by eight Key Contributors: Nancy Dixon, Bryan Hopkins, Barbara Moser-Mercer, Renee Rogers, Catherine Russ, Esther Wojcicki, Laura Bierema, and Emanuele Capobianco. This was the third Dialogue convened by The Geneva Learning Foundation for learning, leadership, and impact. Each Key Contributor has a fascinating, singular leadership journey. This trajectory may have a collective dimension, of movements, of belonging, or of affiliation that have and continue to shape it. Even when this is so, it is also profoundly personal and individual. It is also a process of accretion – although we tend to recall quantum leaps in significant learning. For some, there may be discomfort with calling oneself a ‘leader’, given the conflation between leadership and authority, leadership and management, leadership and perceived value in society. Then, there is the moment of coming to consciousness, about the significance of leadership. …

Dialogue for learning, leadership, and impact

Now is not everything

Reda Sadki Leadership, Writing

“Everything is now. Knowledge flows in real time. Global conversations are no longer restricted by physical space. The world has become immediate.” – George Siemens in Knowing Knowledge (2006) Twenty Key Contributors have now joined the Geneva Learning Foundation’s monthly Dialogue on learning, leadership, and impact. They include: Laura Bierema, Emanuele Copabianco, Nancy Dixon, Katiuscia Fara, Bill Gardner, Keith Hampson, Bryan Hopkins, Iris Isip-Tan, Barbara Moser-Mercer, Aliki Nicolaides, Renee Rogers, Alan Todd, Bill Wiggenhorn, Esther Wojcicki, and Chizoba Wonodi. If you are curious, a few quick Google searches should make obvious two points: First, each one is a singular thinker and leader. Second, with a few exceptions, they might otherwise never meet. Why do we need such a dialogue? Who is it for? And what do we aim to accomplish? By learning, we mean the process by which humans come to know, organized into the discipline of education. The science of …

Efteling gold fish. Personal collection.

Why learning professionals should strive to be leaders, not just service providers

Reda Sadki #DigitalScholar, Leadership

The learning landscape is changing fast. Even the most jurassic face-to-face trainers I know are now embracing the digital transformation or at least trying to. Ephemeral fads such as the Social Age or gamification are proliferating alongside newer, more sustainable and productive approaches that match the learning contexts of humanitarians and support the development of their capabilities in a volatile world. Everyone in workplace learning – save a few proverbial ostriches going the way of the dodo bird – is trying to learn the new skills needed to operate in new ways to do new things. This is like a dream come true. But rethinking our roles, I believe, is going to be far more important than learning to run a webinar. Are we service providers? Are we a support service (like HR, security, and finance)? Who are really our clients, when those who pay are seldom those who learn? …

Catherine Russ

On the future of leadership

Reda Sadki Leadership

A guest blog post by Catherine Russ We recognise this is an era of radical and disruptive change in every facet of society. We wrestle with our tried and tested ways of working in the past so that they stay relevant in an increasingly complex present. Where we seek passion and purpose, work remains, more often than not, stress and drudgery. And that is consistent wherever people are on the pyramid. Technology has seeped into every realm of our work – and we struggle there, too, with the fear that it will overwhelm, dehumanise, or even replace us. We observe that the power of hierarchy is diminishing. The structures in our organisations are being challenged to radically reshape. Yet we know that failure rates in change programmes are high. In a vast and growing network of alliances, partnerships and consortia, we find ourselves compelled into new and collaborative models and …