Helping with Adventurer Party Management - Chapter 148:

Case study learning originally developed as a method for studying legal precedents. It is now widely applied in business education.

In this case, the learning theme is to practically examine methods to increase the harvest based on a rural village example. I prepare the foundational materials for this purpose. Naturally, since these materials are for learning, they are more user-friendly than actual documents, with necessary parts extracted and expanded, while some information may appear to be missing.

The idea is to accurately understand the current situation by thoroughly reading and analyzing the materials. However, there are pitfalls. Discrepancies in numbers between documents, contradictions in villagers’ testimonies, and outdated crop prices create traps that can easily be missed if read carelessly. This isn’t due to my bad nature. People learn from mistakes, and I want them to handle numbers with caution.

Since the case studies are designed and created with this in mind, I am confident in their quality. However, the issue seems to lie elsewhere.

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An hour has passed since I posed the questions. The deacons read the materials individually, mumbling to themselves but not voicing any concerns.

I could address it directly, but I decided to ask Clement, one of the deacons, about it. “Deacon Clement, what kind of instructions did you receive from Priest Nicolo?”

Clement answers, scrunching his nose in displeasure, “Priest Nicolo told me about the importance of this endeavor and that those who achieve the best results would be central to the project.”

I think so… I sigh, realizing my earlier apprehensions are correct. When I see the second letter from Priest Nicolo requesting evaluations of the deacons, I have a bad feeling.

Priest Nicolo lacks the awareness that his intellect is exceptionally great. A person with Nicolo’s level of intelligence would gather information without shame from any lowly adventurer, engage in discussions with anyone, and produce superior results. This is due to his core intelligence and confidence.

Thus, he does not understand the feelings of the talented individuals who are merely ordinary. When told that the one with the best results will be selected, these deacons, who have only a moderate level of confidence, are unlikely to collaborate with each other.

There is always a cause behind the surface-level results.

A great intellect does not necessarily make a great educator. I want to see a real example of this.

I can also infer this from the deacons’ extremely aggressive and fearful attitude. Failures within the church organization likely mean disgrace or downfall, so these rising stars probably lack experience with failure. With this mindset, the project is bound to fail, as nature and markets do not always operate according to their expectations.

Furthermore, if they fail in practice, the lives of many farmers will be endangered. I want to avoid such a situation.

In case study learning, failures do not affect anyone’s life. The purpose of case study learning is to allow for failure without causing inconvenience to anyone. I will let them fail as much as necessary.

With that resolve, I watch them silently read the materials by themselves.

Although, I watch as they continue to silently read the materials on their own. I do not expect such failure even before encountering the pitfalls I have set up in the case studies.

If you do not understand, speak up. Ask someone. Consult. Use your hands and feet. I want to say this, but I wait for them to realize it on their own, to fail, and to rise again after the failure.

So, Sara, don’t look at them with such disdain or purse your lips. You can see they keep glancing at me, concerned about their situation.