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In the process of transition of university education to a "transfessional" channel, an urgent problem in the formation of a "transfessional" personality arises. "Transfession" is the ability to change the main profession for new tasks, acting on top of the profession, changing yourself in a situation of uncertainty. One of the main features of this personality is the potential for creative leadership. The contemporary literature describes the phenomenon of creative leadership potential; however, a reliable method for diagnosing creative leadership potential is not presented. This study focuses on the possibility of using the author's dynamic fractal method to diagnose students' creative leadership potential. According to the results of the pilot study, a feedback analysis after the sessional exposure using the fractal dynamic method was carried out. As a result of this analysis, twelve main categories were identified. Using mathematical statistics, the specific relationship of these categories is identified, which forms the core of the creative leadership potential. The data obtained allow us to argue about the possibility of using dynamic fractals to diagnose the potential of creative leadership of students.

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