Imagine a work table and manage to break the silences, provoke those who welcome them out of habit or circumstantially, how much could be obtained from the silent members of a work group.
The Socratic style of learning. The question as a leading trigger for creativity has been the trigger when it comes to innovating or undertaking, it is difficult to imagine the beginning of something without asking a first question about it, what do we intend to solve with our product or service? To whom or which segment will we direct our project? Starting with a question seems like the only way around these tasks.
Those who have had the opportunity to learn through the case method, face the question among many other things. A methodology that leaves little room for the answer, even these seem not to attend the class. Usually the correct answer is the only objective of a problem and in this sense the best or the most appropriate one is competed for according to the above. In casuistry, the question marks precede each word and each line of what is raised, a visible indicator of incorporation to the method could be when we answer one question with another, this can be evidenced from time to time in those who use this tool.
Professor Carlos Llano in his work “The Teaching of Management” mentions: By tradition, teaching systems want to ensure, above all, that it is the individual, taken personally, who learns. As much as it is said that teaching is a task of society, examinations or evaluations, the last point of formal education, are affected by this alleged individualism: it is the only known case in which it is forbidden to “help” another to that you know …
The question as an intangible resource in conflict resolution in organizations. A binding tool to establish dialogue between the parties through it. Professor Carlos Llano warns of certain features that make it impossible to use the method “… neither the superficial ones, nor the people with square heads, nor those who like to show themselves, to people who are not capable of discussing real situations with those who also know those same real situations ”.
How many sessions and how often do we carry out these exercises with our work teams and clients, although not all of us have the capacity to conduct an academic session of this type, perhaps it is time to try it at least in our close circles , an obligatory space to do it and wake up to what the teacher defines in his text as a “monster with seven heads” (the director).
The question-driven dialectic; A real building alternative? An invaluable option to decree silences as impertinent acts. At this precise moment of the case in which refoundations, transformations and “U” turns are the order of the day. “Let’s stay with whoever asks the best questions or at least tries to ask them.”
Llano, C. (1996). The Teaching of Management (1st ed.). IPADE.