Most organisations are good at action. They set goals, make decisions, implement plans and measure results. Many are also reasonably good at reflection. After an initiative, they conduct a review: What happened? What went well? …
We live and work in a world in which the problems we face increasingly refuse to stay in neat categories. For example, higher education institutions face interconnected challenges with artificial intelligence, changing student expectations, professional …
When something goes wrong at work, our instinct is usually to ask: What is the problem? We analyse the gap, identify the causes, find the weaknesses and design an intervention to fix them. This problem-solving …
Leadership has traditionally been associated with knowing. A leader is expected to have the answers, provide direction, solve problems and make decisions. But in complex organisations, especially those where knowledge is distributed across professions, teams …
We often talk about motivating people at work as though motivation were something a leader could give another person. We motivate employees through incentives, recognition, targets, rewards, career opportunities, inspirational speeches and, sometimes, pressure. But …
In an age saturated with information, many leaders are not suffering from a lack of knowledge, but from a deeper disconnection: a loss of contact with how knowing itself arises. Otto Scharmer’s notion of presencing …
The contemporary landscape of leadership and management is highly complex, contested, and fragmented. Because the external environment changes so rapidly, the ability to make sense of ambiguities and uncertainties has become a critical leadership skill. In …
In an era defined by complexity, uncertainty, and change, effective leadership and learning are no longer about absorbing more information. They are about being more present, connected, and responsive. This shift calls for approaches that …
In a world where careers evolve faster than degrees can keep up, the ability to learn how to learn has become the defining skill of the 21st century. Yet, as Barbara Oakley reminds us in …
In a world where knowledge is constantly evolving, the real competitive advantage is no longer what we know, but how we learn. Dr. Barbara Oakley, an engineer turned educator, calls this the art of “learning …
