[MUSIC] We've established basically that managers do solve and structure problems. In a way what we've been talking is that. The part of the manager, of a managerial job that's more interesting, that's more fascinating is to change reality through finding solutions to unstructured problems, which might be an unstructured problem to deal with a strategy for the future, it might be how you beef up your organization, or might be how are you going to get people to buy your product. Or it might be how to develop that talent management pool that you need to make it grow. So instructor problems are all these kind of facets situations where managers find for him or herself. The question is, how do you get anybody to learn that? And there are two types of education, and of course I'm oversimplifying this reality, right? What you want to do is understand what goes on in reality, either when you are dealing with structured problems or when you are dealing with unstructured problems. Basically what you do is you teach. You go to the blackboard and you start telling what the algorithm say, what the theorem say, how reality is, and from then on scientists can learn, memorize, understand, and develop it a little bit farther. The same works with philosophic thought. The same works when you start thinking of what is the nature of mankind? Or how societies evolve. You're just trying to understand that you need to learn other theories to see whether you can advance the theories a little bit forward. And then in order to do that you do a PhD. A PhD of physics. A PhD of philosophy. Or a PhD on whatever. Managers don't do PhDs. Technicians don't usually do PhDs. The PhD is awarded to understand, not to solve. Let me give you one example of what I would call, to a certain extent, and of course you know I'm oversimplifying in every time that I'm kind of the speaking about. One is what I would call a technicians kind of job that has to solve problems and active problems. This is a flight simulator of a Boeing 737-800. The visuals are those of a Schiphol airport in Holland, right. Which is one of the largest airports in Europe. What I'm saying is, how do you train to be a pilot? Yes, it's true. You study lots of stuff. You study how the plane works. You study all the buttons, but then you need to practice. You need to practice so that you can react, you can incorporate in all your kind of automatic reactions what needs to be done in every situation. And you practice. What happens when one engine goes off? What happens when two engines go off? What happens when there is a hole in the fuselage? What happens when something goes wrong, in the plane? And that's why the simulator is there. So that, you can, you can build, automatic reactions to which one of the problems. So that, what you do have is an algorithm in your mind that tells you, if this happens you have to follow this set of instructions. And of course you need to it first and that's why the more you practice the more you do it better. And, you remember some years ago, where there was a pilot that landed the plane in the Hudson river back in New York, right? And he was considered a hero. Right? The question is, had he practiced that with a simulator? Did he know how to land on see? He's never done it in his life, but probably he had gone to the simulator in similar situations. So, in fact he knew, even though he didn't know. He knew what was going to happen even though he had never experienced in real life, he simulated it. Through the flight simulator. And there's a lot of professions where what you do is you practice stuff. Surgeons do it, right? And car mechanics do it, that's why when we think of educating managers ourselves, like the IESE Business School, what we think is to give you some flight simulator. What we think of giving you is a case. Here's my friend Professor Mike Rosenberg in one of our sessions that I have seen, I don't know which forum it is, but it's a good friend of mine so I decided to use this picture. And what do you do? You give them a case and you tell them, hey you have a problem. Solve it. And you turn around and you give them a little nod, joking and that. Right? You try to have them use the tools that they've been given in other courses or in more theoretical or more technical backgrounds, so that they can solve the case at hand. What is solving? I don't know, it's an instructor. That is not one solution, that is not a single way to see the problem. Different people would put different solutions, and I’m not sure. There are two that are clearly better than the others. Of course some of them are better than the other but it's not for sure with a hundred percent probability you know you are just solving a maths that the result is three. But if you are a managing problem, it's, I think I'm going to do it this way kind of solution there is no 100% right. There is better and worse and something I feel comfortable with. So that's why, with this discapstone project, what we're going to do, is give you. A case. A case to solve. [MUSIC]
