1Consistently with its theoretical assumptions, thet implicit learning in our work philosophy is not primarily rational and cognitive, but experiential, that is, based on a direct experience of emotions and group and organisational dynamics lived in the «here and now» by the participants in the process. We believe that this approach, more than other ones, fosters the initiation of a process of change along with the personal assumption of responsibility.
For these reasons, our interventions, though keeping into account the due differences in contexts and aims, do not change significantly when we are faced with a request for a training or a consultancy.

Over a decade we have been organising a wide range of seminars, courses, conferences and workshops about a variety of topics, such as consultancy to organisations, professional stress and burn-out prevention, envy in the workplace, executive coaching, institutional observation, management in health organisations and social enterprises, primary care and Balint Groups, issues in adolescence, etc. In all these projects, along with some theory, there are always experiential, reflective and self-observational moments that facilitate learning and the ability to seize deeper emotional movements and the implicit culture of groups and organisations. In such circumstances the teaching staff members become consultants or facilitators, leaving out powerpoint presentations and using more interactive tools, such as interpretative hypotheses, role-playing, dreams and narratives, the “drawing of the organisation”, guided groups and “leaderless” groups, the fishbowl.