Debono 6 Thinking Hats Course

1Presented by Suhail Iqbal

Edward de Bono’s

6 Thinking HatsA Revolutionary New Framework

Course for Leaders, TeamsCourse for Leaders, Teams

and Individuals

Thinking(Hats) + Action(Shoes) = Value(Medals)10/22/2008 2Edward de Bono Foundation Pakistan

10/22/2008 3Edward de Bono Foundation Pakistan

Trainer:Trainer:Trainer:Trainer:Suhail IqbalSuhail Iqbal

Research Scholar(Strategic and Project Management), MS(Computer Science), MBA(MIS), MBA(Mkt), MA(English), BE(Civil Engineering), LI’05 Grad

MBCS(UK) MIEEE(USA) MACM(USA) MASPRS(USA) MASQ(USA) MCSP(P k)MBCS(UK), MIEEE(USA), MACM(USA), MASPRS(USA), MASQ(USA), MCSP(Pak), I Eng MICE(UK), MIE(Pak), PE(Pak),

PMP, MCT, MCSE2000+I, MCDBA, A+, Network+, iNet+

4Presented by Suhail Iqbal


About Edward de BonoAbout Edward de BonoAbout Edward de BonoAbout Edward de Bono

10/22/2008 Edward de Bono Foundation Pakistan 6

• Dr. de Bono was born in Malta.Dr. de Bono was born in Malta.

• Rhodes Scholar at Oxford, holds an MA in psychology and physiology from Oxford, a p y gy p y gy ,D. Phil. in Medicine and also a Ph.D. from Cambridge.

• Held faculty appointments at the universities of Oxford, Cambridge, London d dand Harvard.

• Nominated for the Nobel Prize for E i i 2005Economics in 2005


• Leading authority in the field of creativeLeading authority in the field of creative thinking, innovation and the direct teaching of thinking as a skill.

• Renowned for his development of the Six Thinking Hats technique and the Direct Attention Thinking Tools.

• Originator of the concept of Lateral h k h h f lThinking, which is now part of language and is listed in the Oxford English DictionaryDictionary.


• Background in self‐organizing systems led him to g g g yderive an understanding which he then applied to the neural networks of the brain (see The Mechanism of Mind 1969 Penguin books)Mechanism of Mind 1969 ‐ Penguin books).

• His instruction in thinking has been sought by many organizations: IBM, Prudential, GM, BT (UK), NTT (Japan), Nokia (Finland), Mondadori (Italy), Total (France), Siemens (Germany), Bosch (Germany) Ericsson (Sweden) and many others(Germany), Ericsson (Sweden) and many others.

• His methods are now mandatory in the school curriculum in many countries and widely used in others.


ACHIEVEMENTSACHIEVEMENTS

• Lateral ThinkingLateral Thinking

• Direct Teaching of Thinking

• Language

• Ideas

• Games

• MovementsMovements


PUBLISHED WORKS (67+ Books)PUBLISHED WORKS (67+ Books)• The Use of Lateral Thinking (1967) ISBN 0‐14‐013788‐2

( )• New Think (1967, 1968) ISBN 0‐380‐01426‐2• The Five‐Day Course in Thinking (1968)• The Mechanism of the Mind (1969), ISBN 0‐14‐013787‐4• Lateral Thinking: Creativity Step by Step (1970) ISBN 0 06 090325 2• Lateral Thinking: Creativity Step by Step, (1970), ISBN 0‐06‐090325‐2• The Dog‐Exercising Machine (1970)• Technology Today (1971)• Practical Thinking (1971)Practical Thinking (1971)• Lateral Thinking for Management (1971)• Po: A Device for Successful Thinking (1972), ISBN 0‐671‐21338‐5• Children Solve Problems (1972) ISBN 13‐978‐0060110246, ISBN 10‐( ) ,

0060110244• Po: Beyond Yes and No (1973), ISBN 0‐14‐021715‐0


PUBLISHED WORKS (67+ Books)PUBLISHED WORKS (67+ Books)• Eureka!: An Illustrated History of Inventions from the Wheel to the Computer

(1974)

• Teaching Thinking (1976)

• The Greatest Thinkers: The Thirty Minds That Shaped Our Civilization (1976), ISBN 0‐399‐11762‐8

• Wordpower (1977)

• The Happiness Purpose (1977)

• Opportunities : A handbook for business opportunity search (1978)

• Future Positive (1979)

• Atlas of Management Thinking (1981)

• De Bono's Course in Thinking (1982)

• Learn‐To‐Think: Coursebook and Instructors Manual (1982), ISBN 0‐88496‐199‐0

• Tactics: The Art and Science of Success (1985)

• Conflicts (1985)

• Masterthinker's Handbook (1985)

• Six Thinking Hats (1985) ISBN 0‐316‐17831‐4

• I Am Right, You Are Wrong: From This to the New Renaissance: From Rock Logic to Water Logic (1990) ISBN 0‐14‐012678‐310/22/2008 12Edward de Bono Foundation Pakistan

PUBLISHED WORKS (67+ Books)PUBLISHED WORKS (67+ Books)• Handbook for the Positive Revolution (1991) ISBN 0‐14‐012679‐1• Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas

(1992) ISBN 0‐00‐255143‐8• Sur/Petition (1992) ISBN 0‐88730‐543‐1• Teach Yourself How to Think (1995)Teach Yourself How to Think (1995)• How to Be More Interesting (1998)• Simplicity (1999)• Thinking in the New Millennium (1999)g ( )• Why I Want To Be King of Australia (1999)• How to Have A Beautiful Mind (2004)• Six Value Medals (2005)• H+ (Plus): A New Religion (2006)• How to Have Creative Ideas (2007)• Free or Unfree? : Are Americans Really Free? (2007) ISBN 1597775444


De Bono MaterialDe Bono Material• The New CoRT Thinking Lessons CD

h h k d b d d• The CoRT Thinking Lessons video by Edward de Bono

• The New Six Thinking Hats for Schools CD

• The Six Thinking Hats video by Edward de g yBono

• The Six Thinking Hats for Schools video byThe Six Thinking Hats for Schools video by Edward de Bono

• Training Courses by Peter de Bono• Training Courses by Peter de Bono10/22/2008 14Edward de Bono Foundation Pakistan



About The CourseAbout The CourseAbout The CourseAbout The Course

“Six Thinking Hats”“Six Thinking Hats”Six Thinking HatsSix Thinking Hats


Learn How to Immediately…Learn How to Immediately…

• Look at Problems & Decisions SystematicallyLook at Problems & Decisions Systematically

• Think Clearly & Objectively

G & d Q i kl• Generate More & Better Ideas Quickly

• Minimise Conflict

• Make Meetings Much Shorter & More Productive

• Confidently Find the Best Solutions

• Make Thorough Evaluations• Make Thorough Evaluations10/22/2008 18Edward de Bono Foundation Pakistan

What You will LearnWhat You will Learn

• The process encourages your people toThe process encourages your people to separate fact from opinion, to look fully at both positive and negative options and to getboth positive and negative options and to get hidden agendas that can sabotage any meeting on the tablemeeting on the table.

• It stimulates their innate creativity and helps them discover how to turn seeminglythem discover how to turn seemingly insoluble problems into real opportunities.


Who should attend?Who should attend?

• Strategy teamsStrategy teams,

• Project managers,

d i h• Managers and Executives who want greater levels of innovation and creativity,

• Individual contributors and

• Teams working in highly competitive or g g y pchanging environments.


IMAGINE IT!IMAGINE IT!

• Your team has the skills and techniques theyYour team has the skills and techniques they need to make the best decision.

• Fast Smart Efficient• Fast. Smart. Efficient.

• It’s not impossible.

• In fact, it’s simple.

• Once they know how. y

• That’s where Dr. Edward de Bono’s Six Thinking Hats® comes inThinking Hats comes in.


SKILLS AND TOOLSSKILLS AND TOOLS

• This systematic method of thinking in aThis systematic method of thinking in a completely new and different way will provide your employees with skills and tools that theyyour employees with skills and tools that they can apply immediately! See results in days, not monthsnot months.


AS A MODELAS A MODEL

• Exploring different perspectives towards aExploring different perspectives towards a complex situation or challenge.

• Seeing things in various ways is often a good• Seeing things in various ways is often a good idea in strategy formation or complex decision making processdecision‐making process.


PERCEPTION, LOGIC & WISDOMPERCEPTION, LOGIC & WISDOM• Perception is how we see the world around usus.

• Logic is how we make the best use of those perceptions.

• Wisdom is directly based on perception. It’s the ability to take in many things.

• Two main aspects of perception are:‐p p p– Breadth – How broad a view in taken?

– Change – Ability to look at exactly the same thingChange Ability to look at exactly the same thing but in a different way


COLLECTIVE WISDOMCOLLECTIVE WISDOM

The difference between brilliant and mediocre teams isn’t so

m ch in their collecti e mentalmuch in their collective mental capacity, but in how well they p y, ycan tap into their collective i d d h ll thwisdom and how well they

function together.function together.10/22/2008 25Edward de Bono Foundation Pakistan

PERSPECTIVESPERSPECTIVES

• To help individuals adopt a variety ofTo help individuals adopt a variety of perspectives on a subject that may be very different from the one that they might mostdifferent from the one that they might most naturally assume.

• Each of the hats is named for a color that is• Each of the hats is named for a color that is mnemonically descriptive of the perspective one adopts when wearing the particular hatone adopts when wearing the particular hat.


SIX DISTINCT CATEGORIESSIX DISTINCT CATEGORIES• Simple, effective technique

• Helps you become more productive.

• Learn how to separate thinking into six distinct p gcategories.

• Each category is identified with its ownEach category is identified with its own colored metaphorical "thinking hat.”

• By mentally wearing and switching “hats ” you• By mentally wearing and switching hats, you can easily focus or redirect thoughts, the conversation or the meetingconversation, or the meeting.


After training you’ll be able to:• Hold critical meetings without emotions or egos making bad decisionsg

• Avoid the easy but mediocre decisions by knowing how to dig deeperg p

• Increase productivity and even more important – be more effective

• Make creative solutions the norm

• Maximize and organize each person’s thoughts and g p gideas

• Get to the right solution quickly and with a shared vision


REFERENCE MATERIAL

• “SIX THINKING HATS” by Edward de BonoBono

• “SIX THINKING HATS ‐WORKBOOK 1” by Edward de Bono

• “SIX THINKING HATS ‐WORKBOOK 2” by• SIX THINKING HATS ‐WORKBOOK 2 by Edward de Bono

• “TEACH YOUR CHILD HOW TO THINK” by Edward de Bono


CONTENTSCONTENTS

• Module I ‐ Introduction

• Module II ‐ Thinking with Six Hats

M d l III Si Thi ki H t E l i d• Module III ‐ Six Thinking Hats Explained

• Module IV ‐ Hat Pairs

• Module V ‐ Sequence Use


CONTENTSCONTENTS• Tools and techniques focusing on each hat

• Frameworks for structuring meetings and focusing meetingsg g

• How to turn disagreements into positive contributionscontributions

• Techniques for opportunity thinking

P i ti f f l• Programming meetings for a successful outcome

• Creating the action plan10/22/2008 31Edward de Bono Foundation Pakistan

INTRODUCTIONINTRODUCTIONMODULE I

INTRODUCTIONINTRODUCTIONMODULE I


IntroductionIntroduction• Adversarial and Parallel Thinking

• Do not think everything, All at Once.

• Think each idea in Turn

• Brain chemical settings – Brains within Brain

• Separate Ego from Performance• Separate Ego from Performance

• Be Respectful

• Allow Thinking about Thinking

• Treat like a Game


Adversarial VS Parallel ThinkingAdversarial VS Parallel Thinking

• ADVERSARIAL THINKINGADVERSARIAL THINKING

• PARALLEL THINKING


Refer to Page 6 of Workbook 2

Parallel ThinkingParallel Thinking• Parallel Thinking with the six Thinking Hats

• In contrast to traditional argument or adversarial thinking. g

• Argument is relied on because we believe that if you remove what is wrong; you will be leftif you remove what is wrong; you will be left with what is right.

• Parallel Thinking offers practical alternative It• Parallel Thinking offers practical alternative. It encourages co‐operation, exploration and innovationinnovation.


Parallel ThinkingParallel Thinking

• With Parallel Thinking either sides, or all i hi ki i ll l i hparties, are thinking in parallel, using the same

style of thinking simultaneously.

• There is co‐operative and coordinated thinking.

• The style of thinking used can be changed in order to give a balanced, objective view of the g , jsituation.


THINKING ‐ ALL AT ONCETHINKING ALL AT ONCE

• Trying to do too much at once


Refer to “All at Once” on Page 6 of Workbook 2

THINKING ‐ EACH IN TURNTHINKING EACH IN TURN


Refer to “Each in Turn” on Page 6 of Workbook 2

TRADITIONAL THINKINGEXERCISE TIME:

3 minute DISCUSSION

EXERCISED ib t t l f Thi ki ?

TIME: 5 minutes

Describe you current style of Thinking?______

What are your Thinking Strengths?_________

What are your Thinking Weaknesses?_______

How is it Working for you?How is it Working for you?________________

Where did you do your best Thinking?_______

D Thi ki d “St A ”

Refer to Page 8 & 9 of “Six Thinking Hats Workbook 1”

Do some Thinking around “Stone Ages”_____

Any observations on your thinking techniques?

39

Refer to Page 8 & 9 of “Six Thinking Hats Workbook 1”

THINKING WITH SIX HATSTHINKING WITH SIX HATSMODULE II

THINKING WITH SIX HATSTHINKING WITH SIX HATSMODULE II


Thinking with Six HatsThinking with Six Hats• Playacting. IF YOU ACT AS A THINKER YOU WILL BECOME ONEWILL BECOME ONE

• Putting on a hat. A VERY DELIBERATE PROCESS

• Intention and performancep f

• Role‐Playing. An Ego Holiday

• The Melancholy and Other Fluids• The Melancholy and Other Fluids

• The Purpose of with six thinking hats

• Six Hats, Six Colors10/22/2008 41Edward de Bono Foundation Pakistan

PLAYACTINGPLAYACTING

• IF YOU ACT AS A THINKERIF YOU ACT AS A THINKER YOU WILL BECOME ONE

• Rodin’s “THE THINKER”• Rodin s THE THINKER

• Throw yourself into that pose

• Emotions will catch up with Motions

• Adopt a pose of a thinkerp p f


Refer to Page 5, Chapter 1 of “Six Thinking Hats”

PUTTING ON A HATPUTTING ON A HAT

• A VERY DELIBERATE PROCESSA VERY DELIBERATE PROCESS

• Not an excuse for inaction but a way to get better actionto get better action

• A real thinking hat

• Walking‐Talking‐Breathing or Deliberate Thinking

• Reactive Thinking and Mapmaking

• Action Thinking “OPERACY” –Action Thinking OPERACY directing attention



INTENTION AND PERFORMANCEINTENTION AND PERFORMANCE

• With a true intention performance will followWith a true intention, performance will follow.

• Intention is not enough, go through the motionsmotions.

• Do you want to be a Thinker?

• Intelligence and Thinking (operating skill)

• Not always right, clever, or problem solving.y g , , p g

• The mask is followed by the substance.

• Un wrinkle your brow and Think• Un‐wrinkle your brow and Think.10/22/2008 44Edward de Bono Foundation Pakistan


ROLE‐PLAYINGROLE PLAYING

• AN EGO HOLIDAYAN EGO HOLIDAY

• Role gives Freedom

il’ d• Devil’s Advocate

• Character Parts or Color Printing

• Ego is protected by the role

• Ego is involved in playing the roleEgo is involved in playing the role

• Ego can choose a preferred route



MELANCHOLY AND OTHER FLUIDSMELANCHOLY AND OTHER FLUIDS• Melancholy means “black bile” from Greek.

d fl d ff d d d• Body fluids affecting mood and mood affecting thinking.

• Balance of chemicals

• Physiological responses and conditioning y g p gsignal

• Active and Passive Information Systems –Active and Passive Information Systems Information organizes itself into patterns

• Active Self Organizing Information System• Active Self‐Organizing Information System10/22/2008 46Edward de Bono Foundation Pakistan


BRAINBRAIN

• Brain is designed to be Brilliantly UncreativeBrain is designed to be Brilliantly Uncreative. They form and use fixed patterns.

• Remains imprisoned by the sequence of their• Remains imprisoned by the sequence of their experience.

E i i l f hi ki• Emotions are an essential part of our thinking ability.

• We have different brains within our Brain.

• Unscramble thinking through different hats.g g ff



THE PURPOSETHE PURPOSE

• Defined Role‐playingDefined Role playing

• Attention Directing

C i• Convenience

• Possible basis in brain chemistry

• Establishing the Rules of the Game



The Six Thinking Hats (or modes)The Six Thinking Hats (or modes)

• The WhiteWhite Hat Information known or neededThe WhiteWhite Hat. Information known or needed.

• The RedRed Hat. Feelings, hunches, and intuition.

h l kl k d h d il’• The BlackBlack Hat. Judgment—the devil’s advocate or why something may not work.

• The YellowYellow Hat. Brightness and optimism.

• The GreenGreen Hat. Creativity: the possibilities, y p ,alternatives, and new ideas.

• The BlueBlue Hat.Manage the thinking processThe BlueBlue Hat. Manage the thinking process.



BENEFITSBENEFITS• Allow to say things without risk

• Create awareness that there are multiple perspectives on the issue at hand

• Convenient mechanism for ‘switching gears’

• Rules for the game of thinkingRules for the game of thinking

• Focus thinking

L d i hi ki• Lead to more creative thinking

• Improve communication

• Improve decision making10/22/2008 50Edward de Bono Foundation Pakistan

THINKING WITH SIX HATSTHINKING WITH SIX HATSMODULE II (EXERCISES)

THINKING WITH SIX HATSTHINKING WITH SIX HATSMODULE II (EXERCISES)


SIX HATS EXERCISESSIX HATS EXERCISES

REMEMBERREMEMBERREMEMBERREMEMBER



Exercise on the Six Thinking HatsExercise on the Six Thinking Hats

• Discuss the Six thinking hat method• Discuss the Six thinking hat method in general and in particular the role‐playing aspect.

EXERCISE TIME:

DISCUSSION TIME:

4 minutesTIME: 1 minute

4 minutes


Refer to Page 79 of “Teach your Child How to Think”


• In what sort of situations do• In what sort of situations do you think the method would be most useful?

• Give examples of thinkingEXERCISE TIME: • Give examples of thinking

situations where you yourself, 1 minute

DISCUSSION TIME:

might like to use one or the other of the hats.

TIME: 4 minutes

other of the hats.10/22/2008 55Edward de Bono Foundation Pakistan



• Do you think the six thinking• Do you think the six thinking hats method would be easy to EXERCISE

use in practice?

• What would the difficulties be?

TIME: 1 minute

• What would the difficulties be?

• Why might some people object DISCUSSION

TIME: 4 minutes

to the use of the hats?4 minutes




• Guess the hat speaker is wearing at• Guess the hat speaker is wearing at the time of following remark:‐

“This car can accelerate to 60 mph in just 0 seconds The fueljust 0 seconds. The fuel

consumption is 25 miles per gallon in traffic.”

Refer to Page 79 of “Teach your Child How to Think”EXERCISE TIME:


TIME: 5 seconds



“Why don’t we sell the factory and then lease it back?”then lease it back?



TIME: 5 seconds



“At this point we should list the options we have ”options we have.



TIME: 5 seconds



“I don’t like him and I don’t want to work with him ”work with him.



TIME: 5 seconds



“I don’t think that putting up the price of gasoline will make peopleprice of gasoline will make people

drive more carefully.”



TIME: 5 seconds



“If I don’t get asked to his birthday party then I don’t have to spendparty then I don t have to spend

money buying a present.”



TIME: 5 seconds



“Is it not possible to climb over that wall?”wall?



TIME: 5 seconds

ISE

OBSERVATION

XERC

TIME: 2 minutes

TS EX

X HAT

SIX


Question for BLUEBLUE HatQuestion for BLUE BLUE Hat

• In which order• In which order should the group go through the hats? DISCUSSION hats? ________________ EXERCISE

TIME: 30 seconds

TIME: 2 minutes

________________ 30 seconds


Questions for WHITEWHITE HatQuestions for WHITE WHITE Hat

• Whose bat is in the picture?• Whose bat is in the picture? ________________________________

• How much does it cost? ________________________________

• How many bats of that edition exist? ________________________________

EXERCISE DISCUSSION


TIME: 30 seconds

TIME: 2 minutes

Questions for REDRED HatQuestions for REDRED Hat

• How does looking at the picture make you feel? ________________

• Would you like to own such a bat?• Would you like to own such a bat? ____________________________

EXERCISE DISCUSSION


TIME: 30 seconds

TIME: 2 minutes

Question for GREENGREEN HatQuestion for GREEN GREEN Hat

• List 3 ways that you could go about• List 3 ways that you could go about acquiring such a bat, assuming that it is not for sale. 1. _______________________________________

_______________________________________

2. ______________________________________________________________________________

3. _______________________________________EXERCISE DISCUSSION

_______________________________________10/22/2008 68Edward de Bono Foundation Pakistan

TIME: 30 seconds

TIME: 2 minutes

Questions for BLACKBLACK HatQuestions for BLACKBLACK Hat

• Of the 3 ways mentioned above, which i h l i l? Wh ?is the least practical? Why? ________________________________________________________________

• Which if any is immoral?Which, if any, is immoral? ________________________________

EXERCISE DISCUSSION


TIME: 30 seconds

TIME: 2 minutes

Question for YELLOWYELLOW HatQuestion for YELLOW YELLOW Hat

• Of the options mentioned by the• Of the options mentioned by the green hat, which seems the best one? ____________________________________________________________

EXERCISE DISCUSSION


TIME: 30 seconds

TIME: 2 minutes

SIX THINKING HATSSIX THINKING HATSSIX THINKING HATS SIX THINKING HATS EXPLAINEDEXPLAINEDMODULE III

EXPLAINEDEXPLAINEDMODULE III


THETHE BLUEBLUE HATHATMODULE III‐1

THE THE BLUEBLUE HATHATMODULE III 1


The BLUEBLUE Hat (Observer)The BLUE BLUE Hat (Observer)

• Sky• Sky• Cool• Overview• CONTROL of PROCESS, STEPS• OTHER HATS• OTHER HATS• Chairperson, organizer• Thinking about thinking10/22/2008 73Edward de Bono Foundation Pakistan

The BLUEBLUE Hat (Observer)The BLUE BLUE Hat (Observer)

• CONTROL OF THE THOUGHT• CONTROL OF THE THOUGHT–Thinking about thinking.–Instructions for thinking.The organization of thinking–The organization of thinking.

–Control of the other hats



g p g

Thought of BLUEBLUE HatThought of BLUE BLUE Hat

• FOCUS• FOCUS• PROGRAM DESIGN

• SUMMARIES AND CONCLUSIONS

• CONTROL AND MONITORING



• FOCUS• FOCUS–To ask the right questions.–To define the problem.

Setting the thinking tasks–Setting the thinking tasks.



g p g


• PROGRAM DESIGN• PROGRAM DESIGN–Step by step.–The software of thinking.Choreography–Choreography.



g p g


• SUMMARIES AND CONCLUSIONS• SUMMARIES AND CONCLUSIONS–Observations and overview.–Comment.

Summaries conclusions harvesting–Summaries, conclusions, harvesting and reports.



g p g


• CONTROL AND MONITORING• CONTROL AND MONITORING–The Chairperson–Discipline and FocusWho is in Charge?–Who is in Charge?



g p g

Summary of the ThoughtsSummary of the Thoughts

• Hat of Control. Organizes thought.


Hat of Control. Organizes thought.

• Think about the thought, necessary to investigate the subject.j

• Conductor. Proposes or calls to use of the other hats.

• Defines the subjects towards which the thought mustDefines the subjects towards which the thought must go. – Establishes the center.

– Defines the problems

– Elaborates the questions.

– Determines the thought tasks to develop.g p



• Responsible for the synthesis, the global vision and the


p f y , gconclusions.

• Monitors a blue hat thought and assures the respect of the l f thrules of the game.

• Stops discussion, it insists on the cartographic thought. Reinforces and applies the discipline.f pp p

• Choreography. Possible interruptions. Establish a gradual sequence of operations of thought that must be respected

• Blue Hat assigns the specific rolls. Roll is open to propose commentaries or suggestions.


The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES• Managing the Thinking

• Managing Contingent AgendaThinking

• Setting Out the Agenda

Agenda

• Maintaining Discipline

M it i thAgenda

• Deciding Next Steps

• Defining the Focus

• Monitoring the Thinking

• Asking for Summaries• Defining the Focus

• Looking at Alternative Definitions

• Asking for Summaries

• Noting Conclusions

O i i D i iDefinitions

• Taking Requests• Organizing Decisions

• Interrupting the Flow.Refer to “The BLUEBLUE Hat Roles” on Page 9 of Workbook 2


Refer to The BLUEBLUE Hat Roles on Page 9 of Workbook 2

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“MANAGING THE THINKING”

EXAMPLESEXAMPLES“Wearing my blue hat, I suggest we list

our priorities at this point.”Refer to Examples on Page 10 of Workbook 2

“I want to make a blue hat comment: I f l di h i ifeel we are spending too much time in detail and not enough on the main

problem.”10/22/2008 83Edward de Bono Foundation Pakistan

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“SETTING OUT THE AGENDA”

EXAMPLESEXAMPLES“First of all, Let’s put together a BLUE BLUE Hat

Agenda.”

“BLUEBLUE Hats now‐‐‐Let’s set out our l d i h hi ki ”planned steps in the thinking process.”

Refer to Examples on Page 10 of Workbook 2


The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“DECIDING NEXT STEPS”

EXAMPLESEXAMPLES“What should we do next? Let’s have

some BLUE BLUE Hat Thinking.”

“We seem to keep going round and round. I BLUEBLUE H Thi kiI suggest some BLUEBLUE Hat Thinking to decide what thinking we do next.”

R f t E l P 11 f W kb k 2



Th BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“DEFINING THE FOCUS”

• Making clear the focus of the Thinking:‐– What is the subject?What is the subject?

– What are we thinking about?

– With what do we want to end up?– With what do we want to end up?

– What is the desired outcome?

T b i t f Thi ki F• Two basic types of Thinking Focus– Area Focus

Refer to “Goals and Outcomes” on Page 11 of Workbook 2– Purpose Focus


Refer to Goals and Outcomes on Page 11 of Workbook 2

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“DEFINING THE FOCUS”

EXAMPLESEXAMPLES“I want to do some thinking in the general

area of teeth cleaning at home.”

“I need some better designs for the headI need some better designs for the head of a toothbrush.”

“I d i l f“I need some stronger material for making the handles of toothbrushes.”




The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“LOOKING AT ALTERNATIVE DEFINITIONS”

EXAMPLESEXAMPLES“Do we want to reduce street crime or just

the fear of street crime? Or, do we just want to be seen as doing something g g

about street crime.”

“Wearing the BLUEBLUE Hat I would like toWearing the BLUE BLUE Hat. I would like to restate the purpose of this meeting.”

R f t E l P 12 f W kb k 2



The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“LOOKING AT ALTERNATIVE DEFINITIONS”

EXAMPLESEXAMPLES“Do we want to find ways of reducing our

selling price or of making our goods seem more attractive to the consumers? Or do we want the consumer to feel that he or she is getting a value which mayhe or she is getting a value which may

not be repeated later?”Refer to Examples on Page 12 of Workbook 2



The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“TAKING REQUESTS”

EXAMPLESRefer to Examples on Page 12 of Workbook 2

EXAMPLES“I feel we ought to consider the

constraints at this point.”

“Should we be consulting the regulationsShould we be consulting the regulations about waste disposal?”

“I f h bili f“I suggest we focus on the acceptability of this proposal.”


The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“MANAGING CONTINGENT AGENDAS”

EXAMPLESEXAMPLES

“It may be useful to start with the RED RED Hat to get the feelings of those present out on the table. If negative, we’ll doout on the table. If negative, we ll do some BLACKBLACK Hat Thinking to give logic to these feelings but if positive we’ll doto these feelings, but if positive, we ll do

some YELLOWYELLOW Hat Thinking.”Refer to Examples on Page 13 of Workbook 2



The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“MAINTAINING DISCIPLINE”


EXAMPLES“There is a BLACKBLACK Hat comment, and right now

i h ”we are using the YELLOWYELLOW Hat.”

“If you cannot give any reasons to support your feeling then they are REDRED Hat rather than

BLACKBLACK Hat.”

“Under the REDRED Hat, you do not have to explain or justify your feelings. Just give us your j fy y f g g y

feelings.”10/22/2008 92Edward de Bono Foundation Pakistan

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“MONITORING THE THINKING”


EXAMPLES“It seems to me that we have only considered

h ’ i f i d h fthe customer’s point of view and not that of the retailers.”

“We have focused on the inefficiency of on the inefficiency of a system that allows

individuals to be inefficient.”

“The thinking so far has not been very g f ypractical.”


The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“ASKING FOR SUMMARIES”

EXAMPLESEXAMPLES

“I would like to sum up our thinking so far.”

“Can we pause and recap what we have decided?”decided?



p g

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“NOTING CONCLUSIONS”

EXAMPLESEXAMPLES“The conclusion has been reached that we h ld h l i h ”should not open any new hotels right now.”

“The conclusion seems to be that we do not have enough information to reach any firm g f y f

conclusion at this meeting.”Refer to Examples on Page 15 of Workbook 2


p g

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“NOTING CONCLUSIONS”

EXAMPLESEXAMPLES“The conclusion is that we are unable to agree

i i li ”on a new pricing policy.”

“The conclusion is that each sales area should decide on its own promotion and price‐p p

cutting policy.”Refer to Examples on Page 15 of Workbook 2


p g

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“ORGANIZING DECISIONS”

EXAMPLESEXAMPLES“It is now time we made a decision on this.”

“Can we reach a decision on this?”

“We should now focus on reaching a decision ”We should now focus on reaching a decision.



p g

Th BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“INTERRUPTING THE FLOW”

• In the course of a meeting, a person may interrupt with the use of the BLUEBLUE Hat for several reasons:with the use of the BLUEBLUE Hat for several reasons:– To reduce the focus.

– To ask about the process being used at the momentTo ask about the process being used at the moment.

– To suggest a process for use.

– To comment on the thinking.g

– To ask for a summary.

Refer to “Reasons to Pause” on Page 17 of Workbook 2


g

The BLUEBLUE HAT ROLESThe BLUEBLUE HAT ROLES“INTERRUPTING THE FLOW”

EXAMPLESEXAMPLES“Putting on my BLUEBLUE Hat, I would like to

i f ”summarize our progress so far.”

“Putting on my BLUEBLUE Hat, I would like to ask what we are supposed to be doing now?”pp g



p g

THE BLUEBLUE HATRefer to Page 18 of Workbook 2 for Exercise A

THE BLUEBLUE HATEXERCISE A

• You are asked to invent some BLUEBLUE Hat k h h b d d iremarks that may have been made during

the BLUEBLUE Hat Part of a meeting. ____________________________________________________________________________________________________________________________________________________EXERCISE

DISCUSSION TIME:


TIME: 1 minute

4 minutes

THE BLUEBLUE HATRefer to Page 19 of Workbook 2 for Exercise B(1)

EXERCISE TIME:

30 secondsTHE BLUEBLUE HAT

EXERCISE BDISCUSSION

TIME: 2 i t

• Use the BLUEBLUE Hat to set out a “Thinking Agenda” for each of the following subjects.

2 minutes

g f f f g jThis thinking agenda should make use of the Six Thinking Hats but may also be g ysupplemented by other procedures (which may come under the hats but also be yspecified directly.)

1 A sudden increase in absenteeism at1. A sudden increase in absenteeism at work. 10/22/2008 101Edward de Bono Foundation Pakistan

THE BLUEBLUE HATRefer to Page 20 of Workbook 2 for Exercise B(2)

EXERCISE TIME:

30 secondsTHE BLUEBLUE HAT

EXERCISE BDISCUSSION

TIME: 2 i t

1. A sudden increase in absenteeism at work.

2. A new entrant in the field is

2 minutes

2. A new entrant in the field is attempting to buy market share by lowering the price to the point wherelowering the price to the point where no profits are being made.


THETHE WHITEWHITE HATHATMODULE III‐2

THE THE WHITEWHITE HATHATMODULE III 2


The WHITEWHITE Hat (Observer)The WHITE WHITE Hat (Observer)

• White Paper• White Paper

• Neutral• Focus on Information available

• Objective FACTS• What is needed?• What is needed?

• How it can be achieved?10/22/2008 104Edward de Bono Foundation Pakistan

The WHITEWHITE Hat (Observer)The WHITE WHITE Hat (Observer)

• FACTS and FIGURESRefer to Page 34, Chapter 8 of “Six Thinking Hats”

• FACTS and FIGURES–Can you role‐play being a computer?

–Just give the facts in neutral and objective mannerobjective manner.

–Never mind the interpretation: just the ffacts please.

–#What are the facts in this matter?f


Thoughts of WHITEWHITE HatThoughts of WHITE WHITE Hat

• FACT PROBABILITY OR BELIEF• FACT, PROBABILITY OR BELIEF• DISCUSSION, IDEA OR MAP

• FACTS, TRUTH And PHILOSOPHERS• WHO HAS PUT ON THE HAT?


Thought of WHITEWHITE HatThought of WHITE WHITE Hat

• FACT PROBABILITY OR BELIEFRefer to Page 40, Chapter 9 of “Six Thinking Hats”

• FACT, PROBABILITY OR BELIEF–Is it a fact or a probability/likelihood?–Is it a fact or a belief?Are there any facts?–Are there any facts?



• DISCUSSION IDEA OR MAPRefer to Page 44, Chapter 10 of “Six Thinking Hats”

• DISCUSSION, IDEA OR MAP–Discussion, argument and consensus.

–If nothing is available, where do ideas come from?come from?

–Draws up a map.



• FACTS TRUTH And PHILOSOPHERSRefer to Page 47, Chapter 11 of “Six Thinking Hats”

• FACTS, TRUTH And PHILOSOPHERS–How true is a fact?–Value of the Fact and PhilosophersTruths–Truths• Absolute and

• "in general"



• WHO HAS PUT ON THE HAT?Refer to Page 52, Chapter 12 of “Six Thinking Hats”

• WHO HAS PUT ON THE HAT? –Puts on your own hat.–Asks someone to put on the hat.

Asks everyone to put on the hat–Asks everyone to put on the hat.–Choose the answer with the hat on.



• Neutral and objectiveRefer to Page 54, Chapter 13 of “Six Thinking Hats”

• Neutral and objective. • Frame questions to obtain qinformation.

D bl t f i f ti• Double system of information. –Facts verified and proven. f p

–True, but still not been verified.



• Variable credibility fromRefer to Page 54, Chapter 13 of “Six Thinking Hats”

• Variable credibility from –“always true" to –“never true ". U bl l l h• Usable levels, such as –"in general ",g ,

–“sometimes ", and

" i i l f "–" in occasional form".10/22/2008 112Edward de Bono Foundation Pakistan

RANGE OF ACCURACYRANGE OF ACCURACY

• Hard facts which can be checked by anyone.Refer to Page 21 of “Six Thinking Hats Workbook 2”

f y y

• Hard facts which are restricted and cannot be checked easily.

• Information which depends on “general acceptance”.

• Information which depends on the credibility of source.

• Information which is only the matter of “belief”.

• Information which depends on hearsay or rumor.

• Information which is a reasonable guess.

• Information which is less reasonable guess• Information which is less reasonable guess.

• Information which is known to be doubtful.

• Information which is very likely to be untrue.Information which is very likely to be untrue.


TYPES OF INFORMATIONTYPES OF INFORMATION

• Disputed InformationRefer to Page 22 of “Six Thinking Hats Workbook 2”

Disputed Information

• Other People’s Feelings

h f i i il bl ?• What Information is Available?

• What Information Would We Like to Have?

• What Information Do We Need?

• What Information Is Missing?What Information Is Missing?

• How Are We Going to Get the Missing Information?Information?


TYPES OF INFORMATION“DISPUTED INFORMATION”

EXAMPLESEXAMPLES

“You said it was two years ago, but I think it was four years ago.”

“I do not believe that car weighs 2.4 tons.”g

Refer to Page 22 of “Six Thinking Hats Workbook 2”


TYPES OF INFORMATION“OTHER PEOPLE’S FEELINGS”

EXAMPLESEXAMPLES(WHITE WHITE HAT)

“I have heard him say that he disliked the idea intensely.”

(REDRED HAT)

“I do not like this idea at all.”



TYPES OF INFORMATION“WHAT INFORMATION IS AVAILABLE”

EXAMPLESEXAMPLES“The applicant’s resume shows that this person

has been with the same company for 20has been with the same company for 20 years.”

“There has been no increase in sales this quarter.”



TYPES OF INFORMATIONTYPES OF INFORMATION“WHAT INFORMATION WOULD WE LIKE TO HAVE?”

EXAMPLESEXAMPLES“It would be nice to know how our competitors

will respond to our raising prices ”will respond to our raising prices.”

“If only we knew the interest rates a year from now, life would be easier.”



TYPES OF INFORMATIONTYPES OF INFORMATION“WHAT INFORMATION DO WE NEED?”

EXAMPLESEXAMPLES

“We do not know what salary she expects.”

“We do not know who the decision maker is.”



TYPES OF INFORMATIONTYPES OF INFORMATION“WHAT INFORMATION IS MISSING?”

EXAMPLESEXAMPLES (same as earlier)

“We do not know what salary she expects.”

“We do not know who the decision maker is.”



TYPES OF INFORMATIONTYPES OF INFORMATION“HOW ARE WE GOING TO GET THE MISSING INFORMATION?”

EXAMPLESEXAMPLES“The information should be available in the

patent files ”patent files.”

“We could ask the people who have worked with her in the past.”

“The only way we are going to get that information is to try it out.”



THE WHITEWHITE HATTHE WHITE WHITE HATEXERCISE

• Invent ten remarks or statements that might be made under theWHITEWHITE HATbe made under the WHITE WHITE HAT.– Topic: Hiring a new employee.

DISCUSSIONTIME:

5 minutes– EXAMPLE:“We know the candidate has a four‐year degree in

mathematics ”

5 minutes

mathematics.

Refer to Page 26 of “Six Thinking Hats Workbook 2”EXERCISE TIME:

2 minutes


2 minutes

THETHE REDRED HATHATMODULE III‐3

THE THE REDRED HATHATMODULE III 3


The REDRED Hat (Self, Other)The REDRED Hat (Self, Other)

• Fire Warmth• Fire, Warmth

• EMOTIONS, FEELINGS

• Intuition, Hunches• Present views without explanation, JustificationJustification


The REDRED Hat (Self, Other)The REDRED Hat (Self, Other)

• EMOTIONS AND FEELINGSRefer to Page 56, Chapter 14 of “Six Thinking Hats”

• EMOTIONS AND FEELINGS–Opposed to neutral, objective information.

–Pre‐sentiments, hunches, intuitions, impressions.

– It does not need justification

– It does not need to give reasons orIt does not need to give reasons or foundations/basis


Thought of REDRED HatThought of REDRED Hat

• PLACE OF THE EMOTIONS IN• PLACE OF THE EMOTIONS IN THINKING

• INTUITION AND HUNCHESMOMENT TO MOMENT• MOMENT TO MOMENT

• USE OF THE EMOTIONSUSE OF THE EMOTIONS

• LANGUAGE OF THE EMOTIONS



• PLACE OF THE EMOTIONS INRefer to Page 58, Chapter 15 of “Six Thinking Hats”

• PLACE OF THE EMOTIONS IN THINKING–Do emotions confuse the thought or they part of the thought?

–At what moment the emotions be used?

–Can emotional people be good thinkers?–Can emotional people be good thinkers?



• INTUITION AND HUNCHESRefer to Page 62, Chapter 16 of “Six Thinking Hats”

• INTUITION AND HUNCHES –How valid are the intuitions?–How valuable are they?How they must be used?–How they must be used?



• MOMENT TO MOMENTRefer to Page 67, Chapter 17 of “Six Thinking Hats”

• MOMENT TO MOMENT–To react and getting upset.–This is what I feel about this meeting.

To show you or To hide the feelings–To show you or To hide the feelings.



• THE USE OF EMOTIONSRefer to Page 70, Chapter 18 of “Six Thinking Hats”

• THE USE OF EMOTIONS–Can thinking change emotions?

– The emotional background.

– Emotions like positions to negotiate.p g

– Emotions, values and options/choices.



• THE LANGUAGE OF EMOTIONSRefer to Page 75, Chapter 19 of “Six Thinking Hats”

• THE LANGUAGE OF EMOTIONS–Emotions need neither be coherent (consistent) nor logical.

–Emotions can be harmonized withEmotions can be harmonized with language to match.

f–Resist temptation to justify the emotions.



• Feel respect for the subjectRefer to Page 78, Chapter 20 of “Six Thinking Hats”

• Feel respect for the subject.

• Legitimize the emotions and the feelings .

• Makes the feelings visible.

• Provides an advisable method to enter• Provides an advisable method to enter and to leave the emotional way.

• Explore the feelings of the others when asked.



• Never need to justify the feelings or to base them onRefer to Page 78, Chapter 20 of “Six Thinking Hats”

Never need to justify the feelings or to base them on the logic.

• Covers two ample types with feeling. p yp f g– Common emotions

• fear

i f t• misfortune,

• suspicion.

– Complex judgments• pre‐feelings,

• intuitions,

• sensations,

• aesthetic preferences,

• feelings. 10/22/2008 133Edward de Bono Foundation Pakistan

USING THE REDRED HATUSING THE RED RED HAT

• Signals FeelingsRefer to Page 27 of “Six Thinking Hats Workbook 2”

Signals Feelings.

• No Explanation Needed.

lidi f li• Validity of Feelings.

• Ingredient in Decision Making.

• States Feelings Right Now.

• Explores a Range of FeelingsExplores a Range of Feelings.

• Allows Qualifications.

B i f Ti All d• Brief Time Allowed.10/22/2008 134Edward de Bono Foundation Pakistan

USING THE RED RED HAT“SIGNALS FEELINGS”

EXAMPLESEXAMPLES

“Wearing my RED RED Hat, I think we behave badly toward our customers.”

“My RED RED Hat feeling is that she is the wrong y f g gsort of person for this job.”



USING THE RED RED HAT“NO EXPLANATION NEEDED”

EXAMPLESEXAMPLES

“This is my feeling: I think it is a terrible idea.”

“I just love the idea.”



USING THE RED RED HAT“VALIDITY OF FEELINGS”

EXAMPLESEXAMPLESOften Valid

“She feels like a good person ” (Intiution)She feels like a good person. (Intiution)

But Not Always Valid

“I think the next roll of dice would be a sixer.” f(Probability)



USING THE RED RED HAT“INGREDIENT IN DECISION MAKING”

EXAMPLESEXAMPLES

“As a chairperson, I feel we are slipping back.”

“My RED RED Hat Thinking is that this wage increase will not be sufficient.”ff



USING THE RED RED HAT“STATES FEELINGS RIGHT NOW”

EXAMPLESEXAMPLES

“Right now, my feelings are that it is a worthwhile idea.”

“At this time I would have difficulty accepting ff y p gthis Idea.”



USING THE RED RED HAT“EXPLORES A RANGE OF FEELINGS”

EXAMPLESEXAMPLES“I dislike the idea intensely.”

I am very excited and enthused about exploring the idea.”

I am not sure about this idea.”

I am mildly interested in this idea.”y



USING THE RED RED HAT“ALLOWS QUALIFICATIONS”

EXAMPLESEXAMPLES“I don’t like the idea of a ‘punctuality officer’ unless that person is chosen by the workersunless that person is chosen by the workers

themselves.”

“I want to know how you feel about the idea as it stands.”



USING THE REDRED HATUSING THE RED RED HAT“BRIEF TIME ALLOWED”

• Keep RED RED Hat ShortA h 20 d– As short as 20 seconds

– Simple expression of feelings not justifications

• Longer Times– Sometimes much longer time may be allocated

– When exploration of feelings and intuitions needed Refer to Page 32 of “Six Thinking Hats Workbook 2”


THE REDRED HATTHE RED RED HATEXERCISE

• For each of the following suggestions or situations what is your immediate REDRED Hatsituations, what is your immediate RED RED Hat response?

DISCUSSION“Tax on advertising”

DISCUSSION TIME:

1 minute


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“Moving a factory offshore to get lower labor costs”


20 seconds


20 seconds



“Flextime at Work” DISCUSSION TIME:

1 minute


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“Abolishing retirement – people are reassigned as their abilities change”


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“TV advertising limited to five minutes in an hour”


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“Compulsory community service for young people”


20 seconds


20 seconds



“Ban on cars in city centers” DISCUSSION TIME:

1 minute


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“Abolition of competitive exams in schools”


20 seconds


20 seconds


DISCUSSION TIME:

1 minute


“Term limits for politicians”


20 seconds


20 seconds



“More use of electronic mail” DISCUSSION TIME:

1 minute


20 seconds


20 seconds

THE REDRED HAT DISCUSSION THE RED RED HATEXERCISE

TIME: 1 minute


“Mobile telephones”


20 seconds


20 seconds


TIME: 1 minute


“Free public education at university level”


20 seconds


20 seconds


TIME: 1 minute


“Background music in restaurants”


20 seconds


20 seconds


TIME: 1 minute


“Office romances”


20 seconds


20 seconds

THETHE YELLOWYELLOW HATHATMODULE III‐4

THE THE YELLOWYELLOW HATHATMODULE III 4


The YELLOWYELLOW Hat (Self, Other)The YELLOW YELLOW Hat (Self, Other)

• Sunshine• Sunshine• Optimismp

• LOGICAL POSITIVE view• Looks for benefits• What’s good?• What s good?


The YELLOWYELLOW Hat (Self, Other)The YELLOW YELLOW Hat (Self, Other)

• SPECULATIVE – POSITIVERefer to Page 110, Chapter 27 of “Six Thinking Hats”

• SPECULATIVE – POSITIVE–Positive thinking.

– Yellow is for sunshine and brightness.

–Optimism.p

–Concentrate/Focus on benefit.

Constructive thinking; making things–Constructive thinking; making things happen.


Thoughts of YELLOWYELLOW HatThoughts of YELLOW YELLOW Hat

• THE POSITIVE SPECTRUM• THE POSITIVE SPECTRUM• REASONS AND LOGICAL ENDORSEMENT/SUPPORT

CONSTRUCTIVE THINKING• CONSTRUCTIVE THINKING• SPECULATIONSPECULATION

• RELATION TO CREATIVITY



• THE POSITIVE SPECTRUMRefer to Page 114, Chapter 28 of “Six Thinking Hats”

• THE POSITIVE SPECTRUM–When is optimism foolishness?

–From the hopeful to the logical.

What is realism?–What is realism?



• REASONS AND LOGICALRefer to Page 118, Chapter 29 of “Six Thinking Hats”

• REASONS AND LOGICAL ENDORSEMENT/SUPPORT–On what one has based the positive point of view?

–Why do you think it will happen this way?

–Background reasons for the optimism–Background reasons for the optimism.



• CONSTRUCTIVE THINKINGRefer to Page 120, Chapter 30 of “Six Thinking Hats”

• CONSTRUCTIVE THINKING–Things happen as you ACT.–Proposals and suggestions.



• SPECULATIONRefer to Page 125, Chapter 31 of “Six Thinking Hats”

• SPECULATION–Looking into the future.–The value of "if".The best possible scenario–The best possible scenario.



• RELATION TO CREATIVITYRefer to Page 138, Chapter 32 of “Six Thinking Hats”

• RELATION TO CREATIVITY–Difference between constructive and creative.

–Effectiveness and changeEffectiveness and change.

–New ideas and old ideas.



• Positive and constructiveRefer to Page 133, Chapter 33 of “Six Thinking Hats”

• Positive and constructive. – Takes care of the positive evaluation as black hat took care of the negative evaluationtook care of the negative evaluation.

– Positive phantom that goes from logical practical aspect to the dreams visions and hopesaspect to the dreams, visions and hopes.

– Investigates, explores and logically endorses the value and benefit.value and benefit.

– Show a well‐founded optimism which is not limited.



• Constructive and generativeRefer to Page 133, Chapter 33 of “Six Thinking Hats”

Constructive and generative. – Concrete proposals and suggestions.

– The effectiveness is the objective of the constructive ff j fthought of yellow hat.

– Can be speculative and seeking of opportunities.

– Allows visions and dreams.

• Does not take care of the mere positive euphoria (red hat) nor either, directly, of the creation of new ideas (hat green).


FOCUS AREASFOCUS AREAS

• Reasons for OptimismRefer to Page 36 of “Six Thinking Hats Workbook 2”

• Reasons for Optimism

• Feasibility

• Benefits

• Values• Values

• Competitive Advantage

• Sense of Potential

• Concepts• Concepts10/22/2008 168Edward de Bono Foundation Pakistan

FOCUS AREAS“REASONS FOR OPTIMISM”

EXAMPLESEXAMPLES“It should be possible to get wekend isitors at this hotel beca se it is not toovisitors at this hotel because it is not too far out of town and yet it is far enough to give the feeling of going to another

place.”


10/22/2008169Edward de Bono Foundation Pakistan

FOCUS AREAS“REASONS FOR OPTIMISM”

EXAMPLESEXAMPLES“Optional flextime should be attractive to those people ho ha e famil things tothose people who have family things to look after or who like getting up early and avoiding the traffic congestion.”



FOCUS AREAS“FEASIBILITY”EXAMPLESEXAMPLES

“Is there any way in which banks could be sed to make elfare pa ments ”used to make welfare payments.”

“Can we make the idea of tradable permits for pollution work.”

Is there a feasible way in which we couldIs there a feasible way in which we could reward ambition.”



g g

FOCUS AREAS“BENEFITS”EXAMPLESEXAMPLES

“I can see the bonus system motivating people to take more interest in thepeople to take more interest in the

company they work for.”

“Internet banking will benefit everyone who cannot easily get to a bank or anwho cannot easily get to a bank or an

ATM machine.”Refer to Page 38 of “Six Thinking Hats Workbook 2”


g g

FOCUS AREAS“VALUES”EXAMPLESEXAMPLES

“Could this idea lead to cost reduction in an a ?”any way?”

“Would this idea have any useful impact on customer satisfaction?”on customer satisfaction?



g g

FOCUS AREAS“COMPETITIVE ADVANTAGE”

EXAMPLESEXAMPLES“This new packaging would allow us to get more onto the s permarket shel es ”get more onto the supermarket shelves.”

Locating in this delightful place would give us an advantage in recruiting high‐give us an advantage in recruiting high‐

quality staff.”Refer to Page 39 of “Six Thinking Hats Workbook 2”


g g

FOCUS AREAS“SENSE OF POTENTIAL”

EXAMPLESEXAMPLES“This idea of using retired people have

potential al e ”potential value.”

“Using the dead hours of the night for downloading TV material must have adownloading TV material must have a

value somewhere.”Refer to Page 40 of “Six Thinking Hats Workbook 2”


g g

FOCUS AREAS“CONCEPTS”EXAMPLESEXAMPLES

“This idea is not very attractive, but the underlying concept of using customers asunderlying concept of using customers as

sales agents has a lot of potential.”

“Th b k d t f l ti“The background concept of relating information to last year’s mileage is

i t ti b t li th h t finteresting, but a reliance on the honesty of motorists seems weak.”



g g

THE YELLOWYELLOW HATTHE YELLOW YELLOW HATEXERCISE

• Part 1. Put together a checklist of 10 frames of value such as cost saving competitivevalue, such as cost saving, competitive advantage and simplicity. List your points in Column A on the chart on page 42 ofColumn A on the chart on page 42 of Workbook 2.

DISCUSSION TIME:

2 minutes


EXERCISE TIME:

1 minute


g g1 minute


• Part 2. Now, systematically apply each of these frames to the subject on page 41these frames to the subject on page 41 Workbook 2. See which YELLOW Hat points you can extract You should focus on YELLOWyou can extract. You should focus on YELLOW Hat points only. (no negatives) DISCUSSION

TIME:


EXERCISE TIME:

1 minute

TIME: 2 minutes


g g1 minute


• SUBJECT. An insurance company offers a “living benefits” policy Which means that if aliving benefits policy. Which means that if a policyholder is diagnosed as having an illness that might be terminal the insurancethat might be terminal, the insurance company will immediately pay out 75% of the benefits which would have become payablebenefits which would have become payable upon the death of the policytaker.



g g

THETHE BLACKBLACK HATHATMODULE III‐5

THE THE BLACKBLACK HATHATMODULE III 5


The BLACKBLACK Hat (Self, Other)The BLACKBLACK Hat (Self, Other)

• Stem judge wearing black robe• Stem judge wearing black robe

• Judgmentalg

• Critical• Why something is wrong?

• LOGICAL NEGATIVE View• LOGICAL NEGATIVE View


The BLACKBLACK Hat (Self, Other)The BLACKBLACK Hat (Self, Other)

• WHAT IS WRONGWITH IT?Refer to Page 80, Chapter 21 of “Six Thinking Hats”

• WHAT IS WRONG WITH IT?– logical‐negative.–Why it will not work.

– It does not fit in our knowledge andIt does not fit in our knowledge and experience.

A l i /C iti l J d t–Analysis/Critical Judgement

–Pessimistic point of view.


Thought of BLACKBLACK HatThought of BLACKBLACK Hat

• SUBSTANCE AND METHOD• SUBSTANCE AND METHOD

• PAST AND FUTURE SUBSTANCE• COMPLACENT REFUSAL/NEGATIVE INDULGENCEINDULGENCE

• FIRST THE NEGATIVE OR THEFIRST THE NEGATIVE OR THE POSITIVE?



• SUBSTANCE AND METHODRefer to Page 86, Chapter 22 of “Six Thinking Hats”

• SUBSTANCE AND METHOD–Errors of thinking.–Why one thing does not follow anotheranother.

–Guidelines for tests/Rules of Evidence.–Possible conclusions.



• PAST AND FUTURE SUBSTANCERefer to Page 91, Chapter 23 of “Six Thinking Hats”

• PAST AND FUTURE SUBSTANCE–How does it fit my past experience patterns?

–Is this So?Is this So?

–Which are the risks?



• COMPLACENT REFUSAL/NEGATIVERefer to Page 99, Chapter 24 of “Six Thinking Hats”

• COMPLACENT REFUSAL/NEGATIVE INDULGENCE–It is much easier to be negative.

It is more amusing to be negative–It is more amusing to be negative.

–Yes... but...



• FIRST THE NEGATIVE OR THERefer to Page 104, Chapter 25 of “Six Thinking Hats”

• FIRST THE NEGATIVE OR THE POSITIVE?–Should the yellow hat precede the black hat?black hat?

–Fear and security/safety.–Curiosity and exploration.



• An objective attempt to map the negativeRefer to Page 108, Chapter 26 of “Six Thinking Hats”

An objective attempt to map the negative elements.

• Indicate the errors in the process of thought• Indicate the errors in the process of thought.

• Can confront an idea with the past

• Stops to verify if it fits with already known.

• Can project an idea in the future if it could fail p j f f for go badly.



• Can raise negative questionsRefer to Page 108, Chapter 26 of “Six Thinking Hats”

• Can raise negative questions.

• Not used to conceal complacent negative refusal or feelings (use the red hat).

• The judgment positive is for the yellowThe judgment positive is for the yellow hat.

Y ll h t i l d b f th• Yellow hat is always used before the black.


KEY FUNCTIONSKEY FUNCTIONS

• Note Ways that Something Does Not FitRefer to Page 44 of “Six Thinking Hats Workbook 2”

• Note Ways that Something Does Not Fit

• Look at Faults

• Look at Potential Problems

• Speculate About the Future• Speculate About the Future

• Find the Errors of Logic

• Make Assessments

• Must Be Applied Thoroughly• Must Be Applied Thoroughly10/22/2008 190Edward de Bono Foundation Pakistan

KEY FUNCTIONS“NOTE WAYS THAT SOMETHING DOES NOT FIT”

EXAMPLESEXAMPLES“This project does not fit the new reg lations on to ic aste disposal ”regulations on toxic waste disposal.”

“This selling price does not fit our projected costs ”projected costs.



Refer to Page 45 of Six Thinking Hats Workbook 2

KEY FUNCTIONS“NOTE WAYS THAT SOMETHING DOES NOT FIT”

EXAMPLESEXAMPLES“That is totally contrary to our corporate

c lt re People ill not kno hat toculture. People will not know what to do.”

“That does not fit our policy of focusingThat does not fit our policy of focusing on cost‐reduction.”




KEY FUNCTIONS“LOOK AT FAULTS”

EXAMPLESEXAMPLES“It would be easy to forge those gift

o chers ”vouchers.”

“Those loose pieces could be swallowed by children ”by children.




KEY FUNCTIONS“LOOK AT POTENTIAL PROBLEMS”

EXAMPLESEXAMPLES“If we are too successful, others may be tempted into the market Then e illtempted into the market. Then we will

have more competition.”

“If too many people accept our offer, how are we going to cope?”are we going to cope?




KEY FUNCTIONS“SPECULATE ABOUT THE FUTURE”

EXAMPLESEXAMPLES“If we raise our prices, a newcomer in the field co ld come in nder o r price andfield could come in under our price and

take out our market.”

“If you fire her, everyone will think it is because she disagreed with you.”because she disagreed with you.




KEY FUNCTIONS“FIND THE ERRORS OF LOGIC”

EXAMPLESEXAMPLES“You say that if we raise prices, sales will fall. I

think the product will be see as morethink the product will be see as more exclusive and will have a prestige value.”

“Y id th t l fi h th t ld“You said that sales figure show that older people do not buy life insurance. This may be b th i d t t th hi hbecause there is no product out there which

suits their needs.”Refer to Page 47 of “Six Thinking Hats Workbook 2”



KEY FUNCTIONS“MAKE ASSESSMENTS”

EXAMPLESEXAMPLES“We all like the idea, now let’s BLACK BLACK Hat it.”

“Before we move into action, we need to consider the possible problems. This means a

BLACK BLACK Hat assessment.”




KEY FUNCTIONS“MAKE ASSESSMENTS”

EXAMPLESEXAMPLES“Let’s have some BLACK BLACK Hat thought on how

the new customer complaint system hasthe new customer complaint system has worked.”

“How has she been doing in the new job? YELLOWYELLOW Hat then BLACK BLACK HAT.”




KEY FUNCTIONS“MUST BE APPLIED THOROUGHLY”

EXAMPLESEXAMPLES“Right now we are using the BLACK BLACK Hat, so you

must make a real effort to come up with themust make a real effort to come up with the risks and dangers we will face?”

“I k lik th id b t t id“I know you like the idea, but we must consider the points for caution. So let’s have some

d BLACKBLACK H t thi ki ”good BLACK BLACK Hat thinking.”




THE BLACKBLACK HATDISCUSSION

TIME: THE BLACK BLACK HATEXERCISE

2 minutes

• Invent some BLACK BLACK Hat remarks that might have been made during the BLACKBLACK Hat parthave been made during the BLACKBLACK Hat part of a thinking session.

TOPIC A d d ti i iTOPIC: A proposed advertising campaign

____________________________________________________________________________


EXERCISE TIME:

1 minute


Refer to Page 51 of Six Thinking Hats Workbook 21 minute

THETHE GREENGREEN HATHATMODULE III‐6

THE THE GREENGREEN HATHATMODULE III 6


The GREENGREEN Hat (Self, Other)The GREEN GREEN Hat (Self, Other)

• Vegetation• Vegetation• CREATIVE thinkingg• Possibilities and hypotheses• New ideas


Thoughts of GREENGREEN HatThoughts of GREEN GREEN Hat

• CREATIVE AND LATERAL THINKINGCREATIVE AND LATERAL THINKING

• LATERAL THINKING

O S O G• MOVEMENT INSTEAD OF JUDGMENT

• THE NEED FOR PROVOCATION

• ALTERNATIVES

• PERSONALITY And ABILITYPERSONALITY And ABILITY

• THAT IT HAPPENS TO THE IDEAS?



• CREATIVE AND LATERAL THINKINGRefer to Page 135, Chapter 34 of “Six Thinking Hats”

• CREATIVE AND LATERAL THINKING–New ideas, new concepts and perceptions

– The deliberate creation of new ideas.

–More and more alternatives.

–Change.

Raising New problems–Raising New problems.



• LATERAL THINKINGRefer to Page 140, Chapter 35 of “Six Thinking Hats”

• LATERAL THINKING–The lateral thinking and its relation with the creativity.

–Humor and lateral thinkingHumor and lateral thinking.

–Pattern switching in a self‐organizing finformation system.



• MOVEMENT INSTEAD OFRefer to Page 143, Chapter 36 of “Six Thinking Hats”

• MOVEMENT INSTEAD OF JUDGMENT–Use of idea like a crossing site.Where it will take me?–Where it will take me?

–The forward effect of an idea.



• THE NEED FOR PROVOCATIONRefer to Page 148, Chapter 37 of “Six Thinking Hats”

• THE NEED FOR PROVOCATION–The use of word PO.–The logic of absurd.Random Provocation to change–Random Provocation to change.



• ALTERNATIVESRefer to Page 154, Chapter 38 of “Six Thinking Hats”

• ALTERNATIVES–Too easily satisfied.–Routes, options and choices.Levels of Alternative–Levels of Alternative.



• PERSONALITY And SKILL (ABILITY)Refer to Page 161, Chapter 39 of “Six Thinking Hats”

• PERSONALITY And SKILL (ABILITY)–Is creativity a matter of skill (ability), talent or personality?

–Changing Masks is easier thanChanging Masks is easier than changing faces.

f–Pride in the exercise of a skill



• WHAT HAPPENS TO THE IDEAS?Refer to Page 164, Chapter 40 of “Six Thinking Hats”

• WHAT HAPPENS TO THE IDEAS?–What happens next?

–Shaping and tailoring ideas.The concept manager–The concept manager.



• Use the language of creative thought.Refer to Page 168, Chapter 41 of “Six Thinking Hats”

Use the language of creative thought.

• Green is symbol of the fertility, the growth and the value of the seeds. f

• Search of alternatives, a fundamental aspect . Go beyond the well‐known, obvious and the satisfactory y f ything.

• Pause creative ‐ Stops at a given point to consider the possibility of alternative ideas. No lack of reasons for this pause.



• The language of the movement replaces to the oneRefer to Page 168, Chapter 41 of “Six Thinking Hats”

The language of the movement replaces to the one of judgment. The thinker tries to advance from an idea to reach another new one.

• Provocation (PO) – Used to leave our habitual guidelines of thought., like in the Method of the random word.

• Lateral thought is a series of attitudes, languages d hand techniques

– Include movement, provocation and PO to jump to new ideas.

– Used to generate concepts and perceptions.Used to generate concepts and perceptions.


KEY POINTSKEY POINTS

• Time and Place for CreativityRefer to Page 53 of “Six Thinking Hats Workbook 2”

Time and Place for Creativity

• Creative Effort

• Creative AttitudeCreative Attitude

• Extracting Concepts

• Making Modifications• Making Modifications

• Problem Solving

• Generating Possibilities• Generating Possibilities

• Action Possibilities

L t l Thi ki T h i• Lateral Thinking Techniques


KEY POINTS“TIME AND PLACE FOR CREATIVITY”

EXAMPLESEXAMPLES“We need further alternatives. Put on

h t ”your green hats.”

“Time for some GREENGREEN Hat thinking.”Time for some GREENGREEN Hat thinking.

“We are not getting anywhere – let’s try the GREENGREEN Hat.”



KEY POINTS“CREATIVE EFFORT”

EXAMPLESEXAMPLES“It is a very difficult situation, but l t’ k GREENGREEN H t ff t ”let’s make a GREEN GREEN Hat effort.”

“I want you to write a GREENGREEN HatI want you to write a GREEN GREEN Hat section to this report. Include some

ne ideas ”new ideas.”Refer to Page 54 of “Six Thinking Hats Workbook 2”


KEY POINTS“CREATIVE ATTITUDE”

EXAMPLESEXAMPLES

“What else could we do there?”

“Have we listed all the alternatives?”Have we listed all the alternatives?

“There must be other ways of doing this.”



KEY POINTS“EXTRACTING CONCEPTS”

EXAMPLESEXAMPLES“What is the concept behind this idea? How else might we carry through thisHow else might we carry through this

concept?”

“We have a powerful concept here. What are the alternative ways of carrying it y f y g

out?”Refer to Page 55 of “Six Thinking Hats Workbook 2”


KEY POINTS“MAKING MODIFICATIONS”

EXAMPLESEXAMPLES

“W ld dif thi id b ki it“We could modify this idea by making it optional rather than compulsory.”

“They need not all be the same color”They need not all be the same color.



KEY POINTS“PROBLEM SOLVING”

EXAMPLESEXAMPLES“Our BLACKBLACK Hat thinking has turned up

some difficulties Can we overcomesome difficulties. Can we overcome them?”

“Let’s use the GREENGREEN Hat right now to address some of these concerns.”f



KEY POINTS“GENERATING POSSIBILITIES”

EXAMPLESEXAMPLES“It is just possible that she did not know

what she was doing ”what she was doing.

“There is a remote possibility that this fault will be seen as a unique identifying

feature.”f



KEY POINTS“ACTION POSSIBILITIES”

EXAMPLESEXAMPLES

“Ri ht lik th id N h t“Right, we like the idea. Now what are the action possibilities.”

“We have to act on this. Let’s GREEN GREEN Hat the action alternatives.”the action alternatives.



KEY POINTS“LATERAL THINKING TECHNIQUES”

EXAMPLESEXAMPLESFocus: New concepts on Office Copiers

Random Word: NOSE

Idea Generation: Lavender Smell whenIdea Generation: Lavender Smell when copier out of paper. Another smeel when out of inkwhen out of ink.



THE GREENGREEN HATTHE GREEN GREEN HATEXERCISE DISCUSSION

TIME

Focus: Load SheddingTIME:

3 minutes

Random Word: BUTTERFLY

Idea Generation:Idea Generation:_______________________________

____________________________________________ Refer to Page 60 of “Six Thinking Hats Workbook 2”

EXERCISE TIME:

2 minute


2 minute

THE GREENGREEN HAT DISCUSSION THE GREEN GREEN HATEXERCISE

TIME: 3 minutes

Focus: State‐of‐the‐Art Mobile sets

Random Word: ROD

Idea Generation:Idea Generation:_______________________________

____________________________________________ Refer to Page 60 of “Six Thinking Hats Workbook 2”

EXERCISE TIME:

2 minute


2 minute

HAT TARGETSHAT TARGETS•• WHITE WHITE Hat, pure target, virgin, facts, numbers and

information.information.

•• RED RED Hat, to see red, emotions, feelings, and hunches.

•• BLACK BLACK Hat, devil's advocate, negative judgment, reason by which he will not be.

•• YELLOW YELLOW Hat, light of the sun, brightness and optimism, positive constructive opportunitypositive, constructive, opportunity.

•• GREEN GREEN Hat, fertility, creativity, plants appearing of the seeds, movement, provocation.p

•• BLUE BLUE Hat, moderation and control, conductor, to think about thought.


HATS PAIRSHATS PAIRSHATS PAIRSHATS PAIRSMODULE IVMODULE IV


HAT PAIRSHAT PAIRS

••WHITEWHITE ••REDRED••BLACKBLACK

REDRED••YELLOWYELLOWBLACKBLACK

••GREENGREENYELLOWYELLOW

••BLUEBLUE••GREENGREEN ••BLUEBLUE


WHITEWHITE & REDREDWHITEWHITE & REDRED

• What information • How do we feel do we have?

• What information

about it?

• What is the• What information is missing?

• What is the feeling at this

• How do we get the information

very moment?

• Are there any we need?

ymixed feelings?


Refer to Page 80 of “Teach Your Child How to Think”

Exercise on theWHITEWHITE & RED RED Hats

• What is the difference between


• What is the difference between WHITEWHITE and RED RED Hat Thinking?

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes



• Can computers do REDRED Hat


• Can computers do RED RED Hat Thinking?

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes



• A boy has kicked a ball into a


• A boy has kicked a ball into a neighbor’s yard and has broken a window. They are yelling at each other. Give three examples of REDREDother. Give three examples of RED RED Hat remarks for each side.

EXERCISE TIME: DISCUSSION

TIME:


30 seconds TIME: 2 minutes


• Do someWHITEWHITE Hat Thinking on


• Do some WHITE WHITE Hat Thinking on the road or street in which you live.

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes



• Someone suggests to you that you


• Someone suggests to you that you should take up one of the hobbies:

d i t t ll tigardening, carpentry, stamp collecting.

• Do some WHITE WHITE Hat thinking on each. Then follow the RED RED Hat Thinking on each.each.

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


30 seconds 2 minutes


• Is the following aWHITEWHITE Hat


• Is the following a WHITE WHITE Hat Thinking or RED RED Hat Thinking?

“P ll ti f i bl ?”“Pollution of a growing problem?”

EXERCISE TIME:

15 seconds


15 seconds





“I f l ll ti i th ld’“I feel pollution is now the world’s number one problem.”

EXERCISE


EXERCISE TIME:

15 seconds





“W t d i h t t l“We are not doing enough to control pollution.”

EXERCISE


EXERCISE TIME:

15 seconds





“P ll ti i ’ b i ”“Pollution is everyone’s business.”

EXERCISE TIME:


TIME: 15 seconds





“H h ld b t ib t t“Household garbage contributes to pollution.”

EXERCISE


TIME: 15 seconds





“P ll h th t l d“Polls show that people do care about pollution.”

EXERCISE


TIME: 15 seconds





“I d t k h t I d b t“I do not know what I can do about pollution.”

EXERCISE


EXERCISE TIME:

15 seconds


• For a young person about to


• For a young person about to choose a career what aspects would be covered by WHITE WHITE Hat Thinking and what aspects beThinking and what aspects be covered by RED RED Hat Thinking?

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes


• In choosing a color with which to


• In choosing a color with which to paint the walls of your room, what aspects are WHITE WHITE Hat Thinking and what aspects are REDRED Hatand what aspects are RED RED Hat Thinking?

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes


• Put on your REDRED Hat and list three


• Put on your REDRED Hat and list three things you really like and three things you do not like.

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes

BLACKBLACK & YELLOWYELLOWBLACKBLACK & YELLOWYELLOW

• Is it true? • What are the Refer to Page 86 of “Teach Your Child How to Think”

• Does it fit?

ll k?

benefits?

• Why should it• Will it work?

• What are the

• Why should it work?

dangers and problems?problems?


Exercise on theBLACKBLACK & YELLOWYELLOW

• Someone suggests that there


• Someone suggests that there should be cars specially designed for women. Do some BLACK BLACK Hat Thinking to point out theThinking to point out the weaknesses in this idea.

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes


• There is a lot of stealing going on at


• There is a lot of stealing going on at school. Rewards are offered to anyone who can catch a thief. Is this a good idea? Do some YELLOWYELLOW Hata good idea? Do some YELLOW YELLOW Hat Thinking first and then some BLACK BLACK H t Thi ki th idHat Thinking on the idea.


EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


• There is a surplus of food in some


• There is a surplus of food in some countries but in other countries people are starving. Should some of the surplus food be given free tothe surplus food be given free to the people who are starving? Give t i t h f f BLACKBLACK H ttwo points each of from BLACK BLACK Hat and YELLOW YELLOW Hat .


EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


• Is it a proper BLACKBLACK Hat Remark:


• Is it a proper BLACK BLACK Hat Remark:

“The fact that many fat people seem h d t th t thhappy does not mean that they are fat because they are happy.”

EXERCISE TIME:


TIME: 15 seconds





“A publicity campaign in the ’t k bnewspapers won’t work because

many people cannot read.”

EXERCISE TIME:


TIME: 15 seconds





“People who tell lies are usually f d t ”found out.”

EXERCISE TIME:

15 seconds






“In my experience paying people hi h d t k thhigher wages does not make them

happier.”

EXERCISE


TIME: 15 seconds





“If you do not work hard, you will t t d lt i th t t ”not get good results in the test.”

EXERCISE TIME:

15 seconds



• Use YELLOWYELLOW Hat Thinking to show


• Use YELLOWYELLOW Hat Thinking to show the benefits in the suggestion that everyone should keep a pet of some sort.some sort.

EXERCISE DISCUSSION TIME:

30 secondsTIME:

2 minutes



• If you never read newspapers and


• If you never read newspapers and never listened to television news. What would happen? Do some YELLOWYELLOW Hat and some BLACKBLACK HatYELLOWYELLOW Hat and some BLACKBLACK Hat Thinking on this.

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes




• Do some YELLOWYELLOW Hat Thinking on


• Do some YELLOWYELLOW Hat Thinking on the use of the BLACKBLACK Hat.


30 secondsTIME:

2 minutes


GREENGREEN & BLUEBLUEGREENGREEN & BLUEBLUE

• Exploration • Where are we now?Refer to Page 91 of “Teach Your Child How to Think”

p

• Proposals and suggestions

• What is the next step?

f h ksuggestions

• Alternatives• Program of thinking

• Summary• New ideas

• Provocations

y

• Observations and comments• Provocations comments


Exercise on theGREENGREEN & BLUEBLUE

• You are selling newspapers but you


• You are selling newspapers but you cannot get anyone to deliver them. Put on your GREEN GREEN Hat and make some suggestions.some suggestions.


30 secondsTIME:

2 minutes



• Your dog and your neighbor’s dog


• Your dog and your neighbor s dog fight the whole time. What GREEN GREEN Hat suggestions do you have?

EXERCISE TIME:

DISCUSSION TIME:




• You are running a fast‐food business


You are running a fast food business (pizza). A competitor opens another

l ( l i ) boutlet (also pizza) nearby. You start to lose business. Put on your BLUEBLUEyHat and decide the first three steps in your thinking How should yourin your thinking. How should your thinking go?


EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


• You do not have enough space to


You do not have enough space to store your books and papers in your room. You put on your GREEN GREEN Hat and come up with some alternatives.p

EXERCISE DISCUSSIONEXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes



• A film‐maker sets a competition to


A film maker sets a competition to find the best idea for a monster type f fil h i d fof file. There is a need for a new type

of monster. Put on your BLUE BLUE Hat yand then GREEN GREEN Hat for suggestions.

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes


• There is a straight piece of road and


There is a straight piece of road and people drive too fast along it. d i l iPedestrians are always getting

injured and even killed. Some GREEN GREEN jHat Thinking on this problem?

EXERCISE TIME:

DISCUSSION TIME:


TIME: 30 seconds

TIME: 2 minutes


• There is a search for a new shape for


There is a search for a new shape for cereal boxes. Someone puts on a

d k hGREEN GREEN Hat and makes the provocation that cereal boxes should pbe round like a ball. Can you get anything useful from thatanything useful from that provocation?


EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


• There is an argument between a


There is an argument between a father and daughter as to what time h h ld h i h ishe should get home in the evening. Using your BLUE BLUE Hat how would you g y yset a program for that argument?

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes



SEQUENCE USESEQUENCE USEMODULE V

SEQUENCE USESEQUENCE USEMODULE V


TYPES OF USETYPES OF USE


• Occasional Use.Occasional Use.

• Systematic / Structured (Sequence) Use.


SEQUENCE USESEQUENCE USE

• Each hat may be used any number of times inEach hat may be used any number of times in the sequence.

• It is best to use the YELLOWYELLOW Hat before the• It is best to use the YELLOWYELLOW Hat before the BLACK BLACK Hat since it is difficult to be positive after you have been criticalafter you have been critical.




•• BLACKBLACK Hat is used in two ways:‐BLACK BLACK Hat is used in two ways:– Point out the weaknesses in an idea, followed by GREENGREEN Hat which overcomes the weaknessesGREEN GREEN Hat, which overcomes the weaknesses.

– Use for assessment

•• BLACKBLACK Hat is always used for final assessment•• BLACK BLACK Hat is always used for final assessment of the idea.

Fi l t h ld l b f ll d b th– Final assessment should always be followed by the REDRED Hat, to see how we feel about the idea after we assess itwe assess it.




• If you believe that there are strong feelingsIf you believe that there are strong feelings about a subject, you always start the thinking with the REDRED Hat in order to get those feelingswith the REDRED Hat in order to get those feelings into the open.




• If there are no strong feelingsIf there are no strong feelings, – Start with WHITEWHITE Hat, for information.

Then GREENGREEN Hat to generate some alternatives– Then GREENGREEN Hat to generate some alternatives.

– Assess each alternative with YELLOWYELLOW Hat.

F ll b BLACKBLACK H t h lt ti– Follow by BLACKBLACK Hat, choose an alternative.

– Assess your choice by REDRED Hat.



STRUCTURED SEQUENCESTRUCTURED SEQUENCE

• STEP 1: Present the facts of the case (WHITEWHITE Hat)STEP 1: Present the facts of the case (WHITEWHITE Hat)

• STEP 2: Generate ideas on how the case could be handled (GREENGREEN Hat)( )

• STEP 3: Evaluate the merits of the idea – List the benefits (YELLOWYELLOW Hat)( )

– List the drawbacks (BLACKBLACK Hat)

• STEP 4: Get everybody’s gut feelings about the alternatives (REDRED Hat)

• STEP 5: Summarize and adjourn the meeting (BLUEBLUEHat)


SEQUENCE ‐ SEEKING AN IDEASEQUENCE SEEKING AN IDEA

• STEP 1: Gather available information. (WHITEWHITE Hat)( )

• STEP 2: For further exploration and to generate alternatives. (GREENGREEN Hat)

• STEP 3: Assess the benefits and feasibility. (YELLOWYELLOW Hat)

• STEP 4: Assess the weaknesses and dangers. (BLACKBLACK Hat)

• STEP 5: Developing most promising alternative and make a• STEP 5: Developing most promising alternative and make a choice. (GREENGREEN Hat)

• STEP 6: Summarize and assess achievement so far. (BLUEBLUE Hat)( )

• STEP 7: Make the final judgment. (BLACKBLACK Hat)

• STEP 8: Find out the feelings on the outcome. (REDRED Hat)



SEQUENCE – REACTING TO AN IDEASEQUENCE REACTING TO AN IDEA

• STEP 1: Find the existing feeling about the idea. (REDRED Hat)g g ( )

• STEP 2: Find the benefits in the idea. (YELLOWYELLOW Hat)

• STEP 3: Point out weaknesses, problems and dangers in the idea. (BLACKBLACK Hat)

• STEP 4: Can the idea be modified to strengthen benefits. (GREENGREEN Hat)(GREENGREEN Hat)

• STEP 5: Can available information help in making idea more acceptable. (WHITEWHITE Hat)

• STEP 6: Development of the final suggestion. (GREENGREEN Hat)

• STEP 7: Judgment of the final suggestion. (BLACKBLACK Hat)

• STEP 8: Find out the feelings on the outcome. (REDRED Hat)

10/22/2008 273Edward de Bono Foundation PakistanRefer to Page 99 of “Teach Your Child How to Think”

SHORT SEQUENCESSHORT SEQUENCES

• For quick assessment of an idea. (YELLOWYELLOW / BLACKBLACK / RED RED Hat)q ( / / )

• To generate ideas. (WHITEWHITE / GREENGREEN Hat)

• To improve an existing idea. (BLACKBLACK / GREENGREEN Hat)

• To summarize and spell out the alternatives. (BLUEBLUE / GREENGREEN Hat)

• To see if the thinking have had any benefits. (BLUEBLUE / YELLOWYELLOWHat)



Exercise on theSEQUENCE USE

• If you would only use a sequence ofIf you would only use a sequence of three hats to find a present for your b f i d’ bi hd h ldbest friend’s birthday, what would the sequence be?q

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes30 seconds 2 minutes




• There is a meeting to discuss theThere is a meeting to discuss the problem of young criminals. Which h d hi k h ld b dhat do you think should be used first?

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes




• Your family is planning to move toYour family is planning to move to another part of the country. You are k d h hi k b hasked what you think about the

move. What sequence of hats would qyou use? (Give the first four)


EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


Exercise on theEXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes

SEQUENCE USE• A group of young people are always


A group of young people are always holding parties and the loud music is upsetting their neibors The neighborsupsetting their neibors. The neighbors have a meeting to discuss the problem. Th i h i f h iTheir choice of hats is : REDRED/BLACKBLACK/GREENGREEN/BLACKBLACK/REDRED. Do you agree with this sequence of hats? What sequence would you suggest?q y gg




• You need to earn some money quickly inYou need to earn some money quickly in order to buy something you want very much What sequence of hats would youmuch. What sequence of hats would you set up to guide your thinking?

EXERCISE TIME:

DISCUSSION TIME:TIME:

30 secondsTIME:

2 minutes




• Some people do not seem to enjoy lifeSome people do not seem to enjoy life enough. What sort of thinking should such people do? Give a short sequencesuch people do? Give a short sequence of four hats.

EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes




• For each of the following situationsFor each of the following situations which hat would you use first of all:

“You are accused of being a liar.”f g

EXERCISE TIME:

15 seconds





“You break your right arm in an accident.”y g

EXERCISE TIME:

15 seconds





“Your mother is very ill and has to go to y ghospital.”

EXERCISE TIME:

15 seconds





“You find an envelope with a lot of money f p f yin it.”

EXERCISE TIME:

15 seconds





“You discover your friend is a thief.”y f f

EXERCISE TIME:

15 seconds





“You get offered a very good job.”g ff y g j

EXERCISE TIME:

15 seconds




• A man buys a car from a friend, afterA man buys a car from a friend, after testing it. But after a week the car breaks down and needs expensive repairs Theydown and needs expensive repairs. They meet to discuss who should pay for the

i S f h frepairs. Set out a sequence of hats for the discussion.

EXERCISE DISCUSSION


Refer to Page 100 of “Teach Your Child How to Think”EXERCISE TIME:

30 seconds

DISCUSSION TIME:

2 minutes


CONCLUSIONCONCLUSIONCONCLUSIONCONCLUSIONTHANK YOU!


Documents

Debono 6 Thinking Hats Course