BMA eBook - Manual / Resource - Page 85
Intervention and Leadership
they are formally authorized to do so or not, in the service of achieving the
goals of the group. Their individual and collective actions become the subject
matter for debriefing and discussion as they further their leadership learning.
8. Conclusions and Some Questions
The use of group based experiential methods which allow managers to learn by
doing, experimenting and reflecting in action, requires all involved, including
trainers and educators, to see leadership development not just as a cognitive
and intellectual activity but also as one where the heart and emotions are
involved. Where people need to engage themselves and others fully so as to be
able to mix it in the fluid, often ambiguous and chaotic action of daily life. This
is risky for those learning and for those teaching and facilitating and, therefore,
we all need to ask ourselves some cautionary questions about intervention – be
they interventions from the front of the room to guide learning or from the
middle of the action.
•
How do I engage other people to face demanding situations for which
there are no immediate answers?
•
Do I understand how (potentially) stressful the intervention I have in
mind is?
•
Do I know why I am intervening i.e. what my goal or purpose is?
•
How much tension or disequilibrium can I and the group tolerate and do I
have the tools to productively respond to it of it arises; and finally
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