Intuitive Leadership Workshop

This three-day intuitive leadership workshop focuses on developing leadership intelligence through work with leadership role analysis; reflective practice, associative thinking and personal scrutiny.

Throughout the three days you will be invited to examine the way that you take up leadership roles: through exploring your own current roles in a disciplined manner, through taking part in experiential exercises with verbal and non-verbal components; and through reflection on and integration of learning. Group and team dynamics will be explored through the double task method of pausing from time to time in the work to note their occurrence. The double task means that a group works both at a substantial task and also monitors their dynamics in an ongoing way.

Intuitive leadership draws on the intuitive intelligence of leaders and followers. Intuitive intelligence, involves working with one’s experience at an unconscious and immediate level. It brings together past experiences and knowledge at cognitive, sensing and emotional levels. Intuitive leadership is not magical but hard won through its balance with cognitive and emotional intelligence, the development of negative capability, reflective practice, associative thinking and personal scrutiny; all of which require study and practice.

Leadership involves many capacities to influence, guide, inspire, direct, support, challenge, emotionally hold and enable others. It requires the use of many forms of intelligence – cognitive, emotional, non-verbal sensing and intuitive.  At NIODA, we use methods that examine and develop leadership as part of a whole of organisation approach – a systemic approach; beginning with Leadership Role Analysis – a type of Organisational Role Analysis (ORA).

Role analysis requires an understanding of group and systems dynamics, in particular, the complex interrelationship of person, role, system, context and source.

Role – When we move toward the system (organisation-in-the-mind/experience of the client) we can explore it through the role as a part of the system. How does the system look from this role? What does the system demand of this role? What does the system ‘put into’ this role through its structure and dynamics? What is the purpose and task of the system and how does this shape the person, role and culture?

Person – When we move toward the person, we can explore how the role affects the person and what they bring to the role. What thoughts, motives and emotions are generated by the role? What skills and capacities does the person bring from their training, personality and history? How do these shape the role?

Context – Person, role and system are all affected by the social, cultural, economic and environmental context. What do current contexts bring to the person-role-system dynamic?

System – When we look across the person-role-system-context, we see the effects on the system of how the person takes up, shapes and works with the authority of the role within contextual constraints. We may also see how the system shapes the role and fills the person so that they experience issues that are in them but not of them; all this is within a social, political, economic, and educational context.

Source – provides the impetus, meaning and purpose for the person-role-system-context framework.