Ahmed El-Hamaky graduated as an electrical engineer in the early 2000s but had a career dream to lead and manage a business across a large geography. He wanted to make a difference – to customers, to the next generation of people he worked with and to the organisation.
In pursuit of this dream, at the earliest stages he learned on the job – gleaning information from as many people as possible, observing how others worked, picking up experiences and joining the dots.
Ahmed also believed in ‘the power of science’ drawing on the knowledge of academics who have researched the theory and have simplified their knowledge in testable models. A clearer understanding of the science behind his work would accelerate progress. As a result, in 2014 he enrolled on The Open University’s Postgraduate Certificate in Business Administration whilst working in his full-time job at a global engineering company.
The programme provided evidence-informed models and frameworks that explored people, change, marketing, financial and operational management.
The rubber hit the road when it came to applying the business models in real life. This demanded a process of application, reflection and review as the thinking became modified in the context of the real world.
Although Ahmed had attended shorter workshops before, the ideas did not stick. The longer programme allowed for continued learning, debate, exploration and application. Working with a global cohort of diverse participants through regular video meant that the programme did not just provide new knowledge but also new habits for learning, working, reflection and analysis.
This holistic learning experience provided the foundations for Ahmed to introduce a radical change back in 2016. Teams were used to working from a centralised office, far from their customers and their families. Ahmed used the science he had learned on the programme to propose and introduce a decentralised model that moved teams closer to customers and to their home office. This change initiative would mean teams would be dispersed over a huge geographic area but Ahmed’s experience on working across a global remit for the learning programme had proved how successful this could be.
He leveraged the change principles learned in the programme to manage the process, working through resistance, knowing what to do when individuals could not see the point, and providing time! The team grew stronger together and recorded record double digit growth.
The confidence and preparation of the programme meant that remote team working was already established and delivering. It also meant that Ahmed and his team were very well prepared for when the pandemic hit and, in fact, were in a position to also support customers who were not familiar with new remote ways of working. This meant that at the height of disruption the team had one of the highest sales years.
The structure of the initial management programme modelled a future world of work for Ahmed that was just as powerful as the knowledge conferred.
The success of the remote learning experience provided a subconscious trigger for the decentralisation programme, and helped create a vision of the right structures needed and how to mitigate the risk
Application, reflection and adaptation was instilled into participants – real life is not black and white and we need to be able to work within the grey.
The learning journey provided diversity – cultural differences on the programme highlighted the ‘strength and beauty of diversity’. Ahmed recognised that ‘we don’t need everyone the same – on [the] team we now have different nationalities, welcome different ideas.’
Keeping an open mind is the link between the programme and the real world – ‘The tutors on the programme were always subjective, highlighting there is no right and there is no wrong, and to keep an open mind that real life will be different’. The teaching that theoretical models are meant for examining and critical thought enforced the view that each manager's responsible for transforming an ideal world into the real world.
As a result of the business and personal growth of leading from better learning, Ahmed also proactively inspires others to continually learn, grow and adapt. He created opportunities for engineers to learn business development (another double-digit growth initiative). He encourages ownership of individual lifelong learning through thoughtful introduction of online learning resources with one remit – that they are only retained when used and applied. His positive experience of diversity within the programme means he is now leading an initiative to support women in engineering in Saudi Arabia.
As a result of the programme Ahmed now proactively engages with and recommends the following: