courses and workshops
*Course (1) : Practising Creative Leadership (PCL)
Creativity is an essential attitude/skill/capability that it is not commonly taught in business schools explicitly. It is assumed that students will develop it by themselves. There are many ways to work on creativity development and this one is related to personal creativity.
You are "implicitly being sold" that there is a right way to manage, to be a leader, to make money. But in fact, successful creators are able to create new values, are able to develop new opportunities, new projects that others hardly see or understand but soon enough begin to appreciate when these new approaches, products or services become available in the market or the social "milieu".
How are you preparing yourself to be creative? How are you honing your creative inquiry capacities? We work from the hypothesis that creative skills can be developed, but be aware this is not about creative techniques or activities that you can use to be more "creative" but a deep exploration in our way of understanding the world and therefore unsettling our established and fixed ways of seeing, perceiving and understanding.
This course demands a continuous experimentation on yourself, therefore your active participation is required. We will develop and reflect on diverse experiments that will allow you to test your frameworks while developing enough flexibility to be able to be free of them at your will.
The only requirement to enrol in the course is a sustained desired to inquiry into the proposals that the course instructor offers, try them, criticise them, share your insights and therefore increase the learning ability of the whole group.
*COURSE (2) : STEPS TO CREATIVITY. CREATIVE LEADERSHIP IN ORGANIZATIONS (SC)
A proposal to develop self-sufficient capacities (self-guidance) to explore your creative potential
Selected texts can be used powerfully to perform a sensitivity investigation. Text inquiry can promote a deep comprehension of our conditionings and therefore an inquiry to our subjection or freedom to our automatic understanding of the world and ourselves. The creative act is promoted by entering into a sensitive investigation that unsettles our previous orientations.
Creativity has proved a complex phenomenon to study (Hennessey, 2003; Lubart, 2001; Mumford, 2003; Runco 2012; Smith, 2005; Sternberg, 2005). There are a plethora of theories focusing on diverse aspects of the creative process. For example, there are theories that conceptualize the personal conditions, motivations, expectations, pressures and relationships for creativity to flourish. Other theories focus on the social aspect, on the task process itself or on the rewards. Nevertheless the basic elements on which creativity starts are in perception and cognition. Moreover, it has been proved that broadening perception (Kasof, 1997; Friedman, 2003) increases creative outcomes.
Thus, investigating on one's self-metacognitive abilities by way of understanding different approaches to creativity development, together with a conscious focus on perception and cognition are the pillars on which to start a strong and sustainable approach to develop one's own creativity. This course offers a learning opportunity for students who want to take into their hands their own future by focusing on their creativity development
Increasing and broadening perception implies developing one's sensitivity and quality. These capacities and attitude are not content that can be apprehended but depend on our willingness to dedicate our time and interests to inquire about them. Our inquiry is the engine to develop these increased capacities allowing us to deal with complex situations, to create new answers and develop new possibilities that were not available to our perceptive and cognitive capabilities. Thus this inquiry has a direct influence in developing our creativity. We will use a perception inquiry protocol on selected texts with the aim to develop flexibility, understanding and freedom, therefore directly affecting creative outcomes.
Participants finalising the course are expected to be independent in their ability to sustain their creative efforts and able to orient and guide others towards their creative development by using sensitivity enquiry on selected texts.
*COURSE (3) : FREEDOM TO CREATE. CREATIVITY IN ORGANIZATIONS (FC)
Creativity in organizations could be perceived as an oxymoron, but in fact it is more needed than ever. We will dispel the myths around creativity and how to foster it in an organizational setting. We will specifically work on the personal and organizational conditions to foster creativity. This course is geared to managers. It is a one week intensive course.
Go to Freedom to create webpage (FC-2015) on this site.
* WORKSHOP FOR FACULTY - WISDOM DEVELOPMENT (WD)
There has been quite a lot of debate in recent years on Business Schools responsibility in promoting, advising and rewarding certain type of managers’ behaviours, considered by many, to be partly responsible for our current global economic crisis.
We think otherwise. We believe that the real crisis is axiological. All our systems of values are in tatters and we do not have valuable orientations that can motivate collectivities towards worthwhile futures. It is the first time in human history that we have realized that our purposes and orientations can not rely on “external certification agencies” (This would mean, in axiological terms, either God or the nature of things discovered by science). Thus, we depend on ourselves, on our quality, on our wisdom.
Therefore, we have moved from a mythical epistemology to a non-mythical epistemology. This epistemological change has important consequences, it means that we have to create the axiological projects that organize our collective endeavours. Therefore, “values” are not something that sprout by themselves, as the sun always shines. This means we need to design, develop and fine tune the axiological motivations of any project we want to pursue. This means being able to create the team motivations and orientations so humans are interested in collaborating in full service of each other, with trustful communication and an investigative mind that can generate new possibilities and orientations.
Thus, all projects, any type of project for any organization, will also require to take into consideration the design, development and fine tuning of an axiological project. There is a whole science around how to develop axiological projects: axiological epistemology. However, this science cannot be useful, if we, do not have the sensitivity, sensibility, quality and wisdom to understand and develop the axiological projects to particular situations we encounter in our lives.
Sensibility, quality, sensitivity and wisdom are not content that can be apprehended but depend on our willingness to dedicate our time and interest to inquire about them. Our inquiry is the engine to develop these increased capacities to deal with complex situations, to create new answers and develop new possibilities that were not available to our perceptive and cognitive capabilities. Thus, this inquire has a direct influence in developing our creativity.
There are specific texts that propose and orient us in ways to inquiry on our perceptive and cognitive capacities. These texts provide resources that can be effectively used to develop our sensitivity, sensibility and human quality. We will start with the “Sutra of Hui Neng”, this text has been adscribed to Hui Neng the 6th patriarch of Chan Budhism (Zen). We are interested in inquiring how this ancient text can propose and show us different ways of mobilizing our capacities and abilities, beyond our automatic responses and images of the “I”. Our personal inquiry in a group workshop setting will allow us to increase our perceptions, comprehensions and therefore flexibility and creativity and therefore positively affect our quality of life in a personal and professional level.
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