You are invited to The Geneva Learning Foundation’s Learning & Leadership Dialogue.
The Dialogue connects a very diverse group of learning leaders from all over the world who are tackling complex learning, leadership, and impact challenges.
Join us in a roundtable to discuss the latest trends, to share your lessons learned and successes, and to problem-solve real-world challenges and dilemmas.
The Dialogue is also a master class with its conveners. Karen Watkins and Reda Sadki, co-creators of the Foundation, explore and demonstrate how to apply The Foundation’s unique approach to learning, leadership, and impact in the Digital Age to real-world challenges.
Do you have a challenge, success story, or lesson learned that you would like us to explore?
Do you have a story you would like to share that has to do with learning, leadership, or impact? It can, of course, be related to the COVID-19 pandemic, but it does not have to be.
If you decide to share, you will be asked 10 open-ended questions to help us understand your story.
- You only have to answer the first two questions, but the more you tell us, the more likely we are to have some interesting dialogue around what you shared.
- We will select stories received to discuss, explore, and problem-solve them together.
- We will probably invite you to join the panel to tell us more.
Meet the convenors of the Dialogue
In the Dialogue, Karen Watkins draws on a lifetime of study, research, and action around learning culture, performance, leadership, and change.
In the Dialogue, Reda Sadki, shares his singular insights on current issues, and explores how the Foundation’s unique methodology can be applied to learning and leadership challenges of all kinds.
Feedback from a listener about the third Dialogue on 30 May 2021
‘The discussants were perfect, and their presentations resonate with what we experience in our daily lives and in our workplaces.’
Meet Key Contributors to the Dialogue
Key Contributors join the Dialogue upon invitation from The Geneva Learning Foundation. Contributors share their personal views in the Dialogue, grounded in their practice of learning and leadership. Views expressed do not represent the decisions, policies, or view of the Foundation or of the Contributors’ respective organizations. Some Key Contributors have asked not to be named, due to their professional roles or other constraints.
Global public health and humanitarian expert with 20 years experience in international institutions at country, regional and headquarters level. Dr Capobianco is committed to alleviate the suffering of people, particularly the most vulnerable, wherever they are. He believes in change through dynamic teams and partnerships; and likes results, speed, and positive energy.
Dr. Danovaro (aka Danovaro-Holliday) has over 20 years of experience working in different immunization-related activities. Along the way, she has continuously reflected on her role and the significance of leadership in global health, constantly asking “Why?” and advocating for critical thinking as the key to effective decision-making.
Bill has more than thirty-five years of experience coaching executives, improving team functioning, strengthening organizations and creatively addressing problems and issues. His success spans a broad range of private, public, agency and not-for-profit organizations, including banking, higher education, industrial gas and chemicals, electric utility and a high-tech semiconductor industries.
Dr. Nicolaides’ work seeks to optimize vital developmental conditions for adults, groups and systems to learn. Through years of research and teaching, she has developed a theory of learning-within-ambiguity called “Collaborative Generative Learning”. The results show how adults may also learn from within the complexity.
Renee brings over 25 years of experience of coaching, talent management, and leadership development practice. Renee focuses on coaching executives and top leadership teams to create positive change around challenging issues including diversity, communication, conflict, accountability, and playing to win. More recently, she has completed studies in healing collective trauma and dialogue as a way forward to heal division and alienation.
Catherine Russ is responsible for significant and profound research on humanitarian leadership and the professionalization of humanitarian work. Her own leadership was key to building the case that then enabled Save the Children to secure funding for the Humanitarian Leadership Academy.
Alan Todd is CEO of CorpU. A pioneer in the field of corporate learning, Alan has served as Chairman, CEO and co-founder of KnowledgePlanet, a company that helped launch the online learning revolution. More than a technologist, his thinking and practice about what it means to lead in the Digital Age provides a new paradigm for corporate learning and development.
Listen to the third TGLF Dialogue on learning, leadership, and impact
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.
Each Key Contributor here has a singular leadership journey. This may have a collective dimension, related to various kinds of movements, of belonging, or of affiliations that have and continue to shape. Even when this is so, it is deeply personal and individual. It is also a process of accretion, although of course we are likely to recall quantum leaps in significant learning.
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.
So we started there, by asking:
- How do you define the notion of leadership in this Digital Age? How is it different from notions of leadership in the past?
- When and how did you realize the significance of the leadership question in your work and life? Who or what helped you come to consciousness?
- What difference did it make to have this new consciousness about the importance of leadership?
What is your own leadership practice now?
- How do you define your leadership in relationship to learning? Are you a 'learning leader' and, if so, what does that mean?
We are privileged to have a number of Key Contributors who have dedicated their life's work to the study of leadership and learning. We are interested in their leadership journeys, of course, but we will also turn to them to ask:
- What do you hear, as you listen to these stories?
- What can you share from your work on leadership to better understand the journeys being shared?
And, really, we want to know: How do you listen to people sharing their experience of leadership? What are you listening for in order to unravel what goes into – and can come out of – leadership?
Listen to the second TGLF Dialogue on learning, leadership, and impact
On 25 April 2021, Karen Watkins and Reda Sadki were joined by seven Key Contributors: Carolina Danovaro, Nancy Dixon, Katiuscia Fara, Bill Gardner, Bryan Hopkins, Barbara Moser-Mercer, and Renee Rogers.
Here are a few of the questions we explored in the second Dialogue on learning, leadership, and impact:
- How can we promote learning within organizations about social and environmental sustainability?
- How do we support public health and other essential workers post-pandemic?
- How do we begin to heal collective trauma in the face of challenges that include climate change, polarization, and racism?
- How do we as learning facilitators speed up time-to-capability without sacrificing quality and effectiveness?
- How do we build course syllabi for fragile contexts that transition students to problem-based and collaborative learning?
Listen to the first TGLF Dialogue on learning, leadership, and impact
We opened up the first Dialogue on 28 March 2021 to include real-world challenges, successes, and lessons learned from over 150 that were submitted by invitees. Those we discussed include:
- Children adapting to digital learning in Lebanon during the COVID-19 period with involvement of girls actually increasing because of the use of digital technology.
- How to deal with resistance against peer-supported learning in pyramid organizational hierarchy.
- Bringing a single digital infrastructure for data collection across a global network.