Debono 6 Thinking Hats Course

Presented by Suhail Iqbal 1
Edward de Bono’s
6 Thinking Hats
A Revolutionary New Framework
Course for Leaders, Teams
Course for Leaders, Teams
and Individuals
Thinking(Hats) + Action(Shoes) = Value(Medals)
10/22/2008 Edward de Bono Foundation Pakistan 2
Trainer:
Suhail 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)
MBCS(UK), MIEEE(USA), MACM(USA),
MACM(USA) MASPRS(USA)
MASPRS(USA), MASQ(USA)
MASQ(USA), MCSP(P
MCSP(Pak),
k)
I Eng MICE(UK), MIE(Pak), PE(Pak),
PMP, MCT, MCSE2000+I, MCDBA, A+, Network+, iNet+
Presented by Suhail Iqbal 4
About
About Edward de Bono
Edward de Bono
• Dr.
Dr. de Bono was born in Malta.
de Bono was born in Malta.
• Rhodes Scholar at Oxford, holds an MA in
py
psychology and physiology from Oxford, a
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
and Harvard.
d d
• Nominated for the Nobel Prize for
E
Economics in 2005
i i 2005
• Leading
Leading authority in the field of creative
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
Thinking, which is now part of language
h k h h fl
and is listed in the Oxford English
Dictionary.
Dictionary
• Background in self‐organizing systems led him to
g g g y
derive 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.
ACHIEVEMENTS
• Lateral Thinking
Lateral Thinking
• Direct Teaching of Thinking
• Language
• Ideas
• Games
• Movements
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
• 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
PUBLISHED WORKS (67+ Books) 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 0‐14‐012678‐3
• 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
• How to Be More Interesting (1998)
• Simplicity (1999)
• Thinking in the New Millennium
g ((1999))
• 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 Material
De Bono Material
• The New CoRT Thinking Lessons CD
• The CoRT Thinking Lessons video by Edward
h h k d b d d
de Bono
• The New Six Thinking Hats for Schools CD
• The Six Thinking Hats video by Edward de
g y
Bono
• The Six Thinking Hats for Schools video by
The Six Thinking Hats for Schools video by
Edward de Bono
• Training Courses by Peter de Bono
Training Courses by Peter de Bono
About The Course
About The Course
“Six
Six Thinking Hats
Thinking Hats”
Learn How to Immediately…
Learn How to Immediately…
• Look at Problems & Decisions Systematically
Look at Problems & Decisions Systematically
• Think Clearly & Objectively
• G
Generate More & Better Ideas Quickly
& d Q i kl
• Minimise Conflict
• Make Meetings Much Shorter & More
Productive
• Confidently Find the Best Solutions
• Make Thorough Evaluations
Make Thorough Evaluations
What You will Learn
What You will Learn
• The
The process encourages your people to
process encourages your people to
separate fact from opinion, to look fully at
both positive and negative options and to get
both positive and negative options and to get
hidden agendas that can sabotage any
meeting on the table
meeting on the table.
• It stimulates their innate creativity and helps
them discover how to turn seemingly
them discover how to turn seemingly
insoluble problems into real opportunities.
Who should attend?
Who should attend?
• Strategy
Strategy teams,
teams
• Project managers,
• Managers and Executives who want greater
d i h
levels of innovation and creativity,
• Individual contributors and
• Teams working in highly competitive or
g g y p
changing environments.
IMAGINE IT!
IMAGINE IT!
• Your
Your team has the skills and techniques they
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 in.
Thinking Hats comes in
SKILLS AND TOOLS
SKILLS AND TOOLS
• This
This systematic method of thinking in a
systematic method of thinking in a
completely new and different way will provide
your employees with skills and tools that they
your employees with skills and tools that they
can apply immediately! See results in days,
not months
not months.
AS A MODEL
AS A MODEL
• Exploring
Exploring different perspectives towards a
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 process
decision‐making process.
PERCEPTION, LOGIC & WISDOM
PERCEPTION, LOGIC & WISDOM
• Perception is how we see the world around
us.
us
• 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
p p p are:‐
– Breadth – How broad a view in taken?
– Change – Ability to look at exactly the same thing
Ability to look at exactly the same thing
but in a different way
COLLECTIVE WISDOM
COLLECTIVE WISDOM
The difference between brilliant
and mediocre teams isn’t so
m ch in their collecti e mental
much in their collective mental
capacity, but in how well they
p y, y
can tap into their collective
wisdom and how well they
id dh ll th
function together.
function together.
PERSPECTIVES
• To
To help individuals adopt a variety of
help individuals adopt a variety of
perspectives on a subject that may be very
different from the one that they might most
different 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 hat
one adopts when wearing the particular hat.
SIX DISTINCT CATEGORIES
SIX DISTINCT CATEGORIES
• Simple, effective technique
• Helps you become more productive.
• Learn how to separate thinking into six distinct
p g
categories.
• Each category is identified with its own
Each category is identified with its own
colored metaphorical "thinking hat.”
• By mentally wearing and switching
By mentally wearing and switching “hats
hats,” you
you
can easily focus or redirect thoughts, the
conversation or the meeting
conversation, or the meeting.
After training you’ll be able to:
• Hold critical meetings without emotions or egos
making bad decisions
g
• Avoid the easy but mediocre decisions by knowing
how to dig deeper
g p
• Increase productivity and even more important – be
more effective
• Make creative solutions the norm
g p g
• Maximize and organize each person’s thoughts and
ideas
• Get to the right solution quickly and with a shared
vision
REFERENCE MATERIAL
• “SIX THINKING HATS” by Edward de
Bono
• “SIX THINKING HATS ‐ WORKBOOK 1” by
Edward de Bono
• “SIX
SIX THINKING HATS ‐
THINKING HATS ‐ WORKBOOK 2
WORKBOOK 2” by
by
Edward de Bono
• “TEACH YOUR CHILD HOW TO THINK” by
Edward de Bono
CONTENTS
• Module I ‐ Introduction
• Module II ‐ Thinking with Six Hats
• M d l III Six Thinking Hats Explained
Module III ‐ Si Thi ki H t E l i d
• Module IV ‐ Hat Pairs
• Module V ‐ Sequence Use
CONTENTS
• Tools and techniques focusing on each hat
• Frameworks for structuring meetings and
focusing meetings
g g
• How to turn disagreements into positive
contributions
• Techniques for opportunity thinking
• Programming meetings for a successful
P i ti f f l
outcome
• Creating the action plan
INTRODUCTION
MODULE I
MODULE I
Introduction
• 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 Thinking
Adversarial VS Parallel Thinking
• ADVERSARIAL THINKING
ADVERSARIAL THINKING
• PARALLEL THINKING
Refer to Page 6 of Workbook 2
Parallel Thinking
Parallel 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 left
if 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
innovation.
innovation
Parallel Thinking
Parallel Thinking
• With Parallel Thinking either sides, or all
parties, are thinking in parallel, using the same
i hi ki i ll l i h
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 , j
situation.
THINKING ‐ ALL AT ONCE
THINKING ALL AT ONCE
• Trying to do too much at once
Refer to “All at Once” on Page 6 of Workbook 2
THINKING ‐ EACH IN TURN
THINKING EACH IN TURN
Refer to “Each in Turn” on Page 6 of Workbook 2

EXERCISE
TIME:
3 minute TRADITIONAL THINKING DISCUSSION
TIME:
EXERCISE 5 minutes
Describe you current style of Thinking?______
D ib t t l f Thi ki ?
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
Do some Thinking around “Stone Ages”_____
Thi ki d “St A ”
Any observations on your thinking techniques?
Refer to Page 8 & 9 of “Six Thinking Hats Workbook 1”
39
THINKING WITH SIX HATS
MODULE II
MODULE II
Thinking with Six Hats
Thinking with Six Hats
• Playacting. IF YOU ACT AS A THINKER YOU
WILL BECOME ONE
WILL BECOME ONE
• Putting on a hat. A VERY DELIBERATE
PROCESS
• Intention and performance
p 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 Colors
PLAYACTING
• IF
IF YOU ACT AS A THINKER
YOU ACT AS A THINKER
YOU WILL BECOME ONE
• Rodin
Rodin’ss “THE
THE THINKER
THINKER”
• Throw yourself into that
pose
• Emotions will catch up
with Motions
p p f
• Adopt a pose of a thinker
Refer to Page 5, Chapter 1 of “Six Thinking Hats”
PUTTING ON A HAT
PUTTING ON A HAT
• A
A VERY DELIBERATE PROCESS
VERY DELIBERATE PROCESS
• Not an excuse for inaction but a way
to get better action
to get better action
• A real thinking hat
• Walking‐Talking‐Breathing or
Deliberate Thinking
• Reactive Thinking and Mapmaking
• Action Thinking
Action Thinking “OPERACY”
OPERACY –
directing attention
INTENTION AND PERFORMANCE
INTENTION AND PERFORMANCE
• With
With a true intention, performance will follow.
a true intention performance will follow
• Intention is not enough, go through the
motions.
motions
• 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
ROLE PLAYING
ROLE‐PLAYING
• AN EGO HOLIDAY
AN EGO HOLIDAY
• Role gives Freedom
• Devil’s Advocate
il’ d
• Character Parts or Color Printing
• Ego is protected by the role
• Ego is involved in playing the role
Ego is involved in playing the role
• Ego can choose a preferred route
MELANCHOLY AND OTHER FLUIDS
MELANCHOLY AND OTHER FLUIDS
• Melancholy means “black bile” from Greek.
• Body fluids affecting mood and mood
d fl d ff d d d
affecting thinking.
• Balance of chemicals
• Physiological responses and conditioning
y g p g
signal
• Active and Passive Information Systems
Active and Passive Information Systems –
Information organizes itself into patterns
• Active Self‐Organizing Information System
Active Self Organizing Information System
BRAIN
• Brain
Brain is designed to be Brilliantly Uncreative.
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.
• Emotions are an essential part of our thinking
E i i l f hi ki
ability.
• We have different brains within our Brain.
g g ff
• Unscramble thinking through different hats.
THE PURPOSE
THE PURPOSE
• Defined Role
Defined Role‐playing
playing
• Attention Directing
• C
Convenience
i
• Possible basis in brain chemistry
• Establishing the Rules of the Game

The Six Thinking Hats (or modes)
The Six Thinking Hats (or modes)
• The
The White
White Hat. Information known or needed.
Hat Information known or needed
• The Red
Red Hat. Feelings, hunches, and intuition.
• The Black
h Black
l k Hat. Judgment—the devil’s
d h d il’
advocate or why something may not work.
• The Yellow
Yellow Hat. Brightness and optimism.
• The Green
Green Hat. Creativity: the possibilities,
y p ,
alternatives, and new ideas.
• The Blue
The Blue Hat. Manage the thinking process.
Hat. Manage the thinking process
BENEFITS
• 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 thinking
Rules for the game of thinking
• Focus thinking
• Lead to more creative thinking
L d i hi ki
• Improve communication
• Improve decision making
MODULE II (EXERCISES)
MODULE II (EXERCISES)
SIX HATS EXERCISES
SIX HATS EXERCISES
REMEMBER
Exercise on the Six Thinking Hats
• Discuss
Discuss the Six thinking hat method
the Six thinking hat method
in general and in particular the
role‐playing aspect.
DISCUSSION
EXERCISE TIME:
TIME:
TIME: 4 minutes
4 minutes
1 minute
Refer to Page 79 of “Teach your Child How to Think”

• In
In what sort of situations do
what sort of situations do
you think the method would be
most useful? EXERCISE
TIME:
• Give examples of thinking
Give examples of thinking 1 minute
situations where you yourself, DISCUSSION
TIME:
TIME:
might like to use one or the 4 minutes
other of the hats.

other of the hats.
• Do
Do you think the six thinking
you think the six thinking
hats method would be easy to EXERCISE
use in practice? TIME:
1 minute
• What would the difficulties be?
What would the difficulties be? DISCUSSION
• Why might some people object TIME:
4 minutes
4 minutes
to the use of the hats?
• Guess
Guess the hat speaker is wearing at
the hat speaker is wearing at
the time of following remark:‐
“This car can accelerate to 60 mph in
just 0 seconds The fuel
just 0 seconds. The fuel
consumption is 25 miles per gallon
in traffic.”
EXERCISE Refer to Page 79 of “Teach your Child How to Think”
TIME:
TIME:
5 seconds
• Guess
“Why don’t we sell the factory and
then lease it back?”
then lease it back?

TIME:
TIME:
5 seconds
• Guess
“At this point we should list the
options we have ”
options we have.

TIME:
TIME:
5 seconds
• Guess
“I don’t like him and I don’t want to
work with him ”
work with him.

TIME:
TIME:
5 seconds
• Guess
“I don’t think that putting up the
price of gasoline will make people
price of gasoline will make people
drive more carefully.”
TIME:
TIME:
5 seconds
• Guess
“If I don’t get asked to his birthday
party then I don’tt have to spend
party then I don have to spend
money buying a present.”
TIME:
TIME:
5 seconds
• Guess
“Is it not possible to climb over that
wall?
wall?”

TIME:
TIME:
5 seconds
XERCISE
OBSERVATION
TIME:
2 minutes
X HATTS EX
SIX
Question for BLUE Hat
Question for BLUE
BLUE Hat
• In
In which order
which order
should the group
go through the
hats?
hats? DISCUSSION
TIME:
EXERCISE
________________ TIME:
2 minutes
30 seconds
30 seconds
________________
Questions for WHITE Hat
Questions 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: TIME:
30 seconds 2 minutes
Questions for RED Hat
Questions for RED
• 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: TIME:
Question for GREEN Hat
Question for GREEN
GREEN Hat
• List
List 3 ways that you could go about
3 ways that you could go about
acquiring such a bat, assuming that it
is not for sale.
1. _______________________________________
_______________________________________
2. _______________________________________
_______________________________________
3. _______________________________________
EXERCISE DISCUSSION
TIME: TIME:
_______________________________________
Questions for BLACK Hat
Questions for BLACK
• Of the 3 ways mentioned above, which
i h l
is the least practical? Why?
i l? Wh ?
________________________________
________________________________
• Which, if any, is immoral?
Which if any is immoral?
________________________________
EXERCISE DISCUSSION
TIME: TIME:
Question for YELLOW Hat
Question for YELLOW
YELLOW Hat
• Of
Of the options mentioned by the
the options mentioned by the
green hat, which seems the best
one?
______________________________
______________________________
EXERCISE DISCUSSION
TIME: TIME:
SIX THINKING HATS
SIX THINKING HATS
EXPLAINED
MODULE III
MODULE III
THE BLUE HAT
THE BLUE
THE
MODULE III‐1
MODULE III 1
The BLUE Hat (Observer)
The BLUE
BLUE Hat (Observer)
• Sky
• Cool
• Overview
• CONTROL of PROCESS, STEPS
• OTHER HATS
OTHER HATS
• Chairperson, organizer
• Thinking about thinking
The BLUE 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
Refer to Page
g 170, Chapter
p 42 of “Six Thinking
g Hats”
Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• FOCUS
• PROGRAM DESIGN
• SUMMARIES AND CONCLUSIONS
• CONTROL AND MONITORING
Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• FOCUS
–To ask the right questions.
–To define the problem.
Setting the thinking tasks
–Setting the thinking tasks.
Refer to Page
g 176, Chapter
g Hats”
Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• PROGRAM DESIGN
PROGRAM DESIGN
–Step by step.
–The software of thinking.
Choreography
–Choreography.
Refer to Page
g 181, Chapter
g Hats”
Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• SUMMARIES AND CONCLUSIONS
SUMMARIES AND CONCLUSIONS
–Observations and overview.
–Comment.
Summaries conclusions harvesting
–Summaries, conclusions, harvesting
and reports.
Refer to Page
g 187, Chapter
g Hats”
Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• CONTROL AND MONITORING
CONTROL AND MONITORING
–The Chairperson
–Discipline and Focus
Who is in Charge?
–Who is in Charge?
Refer to Page
g 190, Chapter
g Hats”
Summary of the Thoughts
• Hat
Hat of Control. Organizes thought.
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 must
Defines 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 , g
conclusions.
• Monitors a blue hat thought and assures the respect of the
rules of the game.
l f th
• 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 BLUE HAT ROLES
The BLUE HAT ROLES
• Managing the • Managing Contingent
Thinking Agenda
• Setting Out the • Maintaining Discipline
Agenda • Monitoring the
M it i th
• Deciding Next Steps Thinking
• Defining the Focus
Defining the Focus • Asking for Summaries
Asking for Summaries
• Looking at Alternative • Noting Conclusions
Definitions • Organizing Decisions
O ii D ii
• Taking Requests • Interrupting the Flow.
Refer to “The
The BLUE Hat Roles”
Roles on Page 9 of Workbook 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“MANAGING THE THINKING”
EXAMPLES
“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
feel we are spending too much time in
di h i i
detail and not enough on the main
problem.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“SETTING OUT THE AGENDA”
EXAMPLES
“First of all, Let’s put together a BLUE
BLUE Hat
Agenda.”
“BLUE
BLUE Hats now‐‐‐Let’s set out our
planned steps in the thinking process.”
l d i h hi ki ”
The BLUE HAT ROLES
The BLUE HAT ROLES
“DECIDING NEXT STEPS”
EXAMPLES
“What should we do next? Let’s have
some BLUE
BLUE Hat Thinking.”
“We seem to keep going round and round.
I
I suggest some BLUE
BLUE Hat Thinking to
H Thi ki
decide what thinking we do next.”
R f tto E
Refer Examples
l on P
Page 11 off W
Workbook
kb k 2
Th BLUE HAT ROLES
The BLUE 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?
• Two basic types of Thinking Focus
T b i t f Thi ki F
– Area Focus
Refer to “Goals
Goals and Outcomes
Outcomes” on Page 11 of Workbook 2
– Purpose Focus
The BLUE HAT ROLES
The BLUE HAT ROLES
“DEFINING THE FOCUS”
EXAMPLES
“I want to do some thinking in the general
area of teeth cleaning at home.”
“II need some better designs for the head
need some better designs for the head
of a toothbrush.”
“I
“I need some stronger material for
d i lf
making the handles of toothbrushes.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“LOOKING AT ALTERNATIVE DEFINITIONS”
EXAMPLES
“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
Wearing the
the BLUE
BLUE Hat I would like to
BLUE Hat. I would like to
restate the purpose of this meeting.”
R f tto E
Refer Examples
l on P
Page 12 off W
Workbook
kb k 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“LOOKING AT ALTERNATIVE DEFINITIONS”
EXAMPLES
“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 may
he or she is getting a value which may
not be repeated later?”
The BLUE HAT ROLES
The BLUE HAT ROLES
“TAKING REQUESTS”
EXAMPLES
“I feel we ought to consider the
constraints at this point.”
“Should
Should we be consulting the regulations
we be consulting the regulations
about waste disposal?”
“I
“I suggest we focus on the acceptability of
f h bili f
this proposal.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“MANAGING CONTINGENT AGENDAS”
EXAMPLES
“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’llll do
out on the table. If negative, we do
some BLACK
BLACK Hat Thinking to give logic
to these feelings but if positive we’llll do
to these feelings, but if positive, we do
some YELLOW
YELLOW Hat Thinking.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“MAINTAINING DISCIPLINE”
EXAMPLES
“There is a BLACK
BLACK Hat comment, and right now
we are using the YELLOW
i h YELLOW Hat.””
“If you cannot give any reasons to support your
feeling then they are REDRED Hat rather than
BLACK 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.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“MONITORING THE THINKING”
EXAMPLES
“It seems to me that we have only considered
the customer’s point of view and not that of
h ’ i f i d h f
the retailers.”
“We have focused on the inefficiency of on the
inefficiency of a system that allows
individuals to be inefficient.”
g f
“The thinking so far has not been very y
practical.”
The BLUE HAT ROLES
The BLUE HAT ROLES
“ASKING FOR SUMMARIES”
EXAMPLES
“I would like to sum up our thinking so far.”
“Can we pause and recap what we have
decided?
decided?”
Refer to Examples
p on Page
g 14 of Workbook 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“NOTING CONCLUSIONS”
EXAMPLES
“The conclusion has been reached that we
should not open any new hotels right now.”
h ld h l i h ”
“The conclusion seems to be that we do not
g f yf
have enough information to reach any firm
conclusion at this meeting.”
Refer to Examples
p on Page
g 15 of Workbook 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“NOTING CONCLUSIONS”
EXAMPLES
“The conclusion is that we are unable to agree
on a new pricing policy.”
i i li ”
“The conclusion is that each sales area should
p p
decide on its own promotion and price‐
cutting policy.”
Refer to Examples
p on Page
g 15 of Workbook 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“ORGANIZING DECISIONS”
EXAMPLES
“It is now time we made a decision on this.”
“Can we reach a decision on this?”
“We
We should now focus on reaching a decision.
should now focus on reaching a decision ”
Refer to Examples
p on Page
g 16 of Workbook 2
Th BLUE HAT ROLES
The BLUE HAT ROLES
“INTERRUPTING THE FLOW”
• In the course of a meeting, a person may interrupt
with the use of the BLUE Hat for several reasons:
with the use of the BLUE Hat for several reasons:
– To reduce the focus.
– To ask about the process being used at the moment
To 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
g 17 of Workbook 2
The BLUE HAT ROLES
The BLUE HAT ROLES
“INTERRUPTING THE FLOW”
EXAMPLES
“Putting on my BLUE
BLUE Hat, I would like to
summarize our progress so far.”
i f ”
“Putting on my BLUE
BLUE Hat, I would like to ask
pp g
what we are supposed to be doing now?”
Refer to Examples
p on Page
g 17 of Workbook 2
Refer to Page 18 of Workbook 2 for Exercise A
THE BLUE HAT

THE BLUE
EXERCISE A
• You are asked to invent some BLUE
BLUE Hat
remarks that may have been made during
k h h b d d i
the BLUE
BLUE Hat Part of a meeting.
_____________________________________
_____________________________________
_____________________________________
DISCUSSION
_____________________________________
EXERCISE TIME:
TIME: 4 minutes
1 minute
EXERCISE
TIME:
Refer to Page 19 of Workbook 2 for Exercise B(1)
30 seconds
THE BLUE HAT
THE BLUE DISCUSSION
EXERCISE B TIME:
2 i t
2 minutes
• Use the BLUE
BLUE Hat to set out a “Thinking
Agenda” for each of the following subjects.
g f f f g j
This thinking agenda should make use of the
Six Thinking Hats but may also be
g y
supplemented by other procedures (which
y
may come under the hats but also be
specified directly.)
1 A
1. A sudden increase in absenteeism at
sudden increase in absenteeism at
work.
EXERCISE
TIME:
Refer to Page 20 of Workbook 2 for Exercise B(2)
30 seconds
THE BLUE HAT
THE BLUE DISCUSSION
EXERCISE B TIME:
2 i t
2 minutes
1. A sudden increase in absenteeism at work.
2. A
A new entrant in the field is
new entrant in the field is
attempting to buy market share by
lowering the price to the point where
lowering the price to the point where
no profits are being made.

THE WHITE HAT
THE WHITE
THE
MODULE III‐2
MODULE III 2

The WHITE 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?
The WHITE Hat (Observer)
The WHITE
WHITE Hat (Observer)
• FACTS and FIGURES
FACTS and FIGURES
–Can you role‐play being a computer?
–Just give the facts in neutral and
objective manner
objective manner.
–Never mind the interpretation: just the
facts please.
f
–#What are the facts in this matter?
Thoughts of WHITE Hat
Thoughts 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 WHITE Hat
Thought of WHITE
WHITE Hat
• FACT, PROBABILITY OR BELIEF
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?

Thought of WHITE
WHITE Hat
• DISCUSSION, IDEA OR MAP
DISCUSSION IDEA OR MAP
–Discussion, argument and consensus.
–If nothing is available, where do ideas
come from?
come from?
–Draws up a map.

Thought of WHITE
WHITE Hat
• FACTS, TRUTH And PHILOSOPHERS
FACTS TRUTH And PHILOSOPHERS
–How true is a fact?
–Value of the Fact and Philosophers
Truths
–Truths
• Absolute and
• "in general"

Thought of WHITE
WHITE Hat
• WHO HAS PUT ON THE HAT?
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
Neutral and objective.
and objective
q
• Frame questions to obtain
information.
• Double system of information.
D bl t fi f ti
f p
–Facts verified and proven.
–True, but still not been verified.

• Variable credibility from
Variable credibility from
–“always true" to
–“never true ".
• Usable levels, such as
U bl l l h
g ,
–"in general ",
–“sometimes ", and
"i i lf "
–" in occasional form".
RANGE OF ACCURACY
RANGE OF ACCURACY
Refer to Page 21 of “Six Thinking Hats Workbook 2”
• Hard facts which can be checked by anyone.
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 INFORMATION
• Disputed Information
Disputed Information
• Other People’s Feelings
• What Information is Available?
h f i i il bl ?
• 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?
“DISPUTED INFORMATION”
EXAMPLES
“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

“OTHER PEOPLE’S FEELINGS”
EXAMPLES
(WHITE
WHITE HAT)
“I have heard him say that he disliked the idea
intensely.”
(RED
RED HAT)
“I do not like this idea at all.”

“WHAT INFORMATION IS AVAILABLE”
EXAMPLES
“The applicant’s resume shows that this person
has been with the same company for 20
has been with the same company for 20
years.”
“There has been no increase in sales this
quarter.”

“WHAT INFORMATION WOULD WE LIKE TO HAVE?”
EXAMPLES
“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.”

“WHAT INFORMATION DO WE NEED?”
EXAMPLES
“We do not know what salary she expects.”
“We do not know who the decision maker is.”

“WHAT INFORMATION IS MISSING?”
EXAMPLES (same as earlier)
EXAMPLES
“We do not know what salary she expects.”
“We do not know who the decision maker is.”

“HOW ARE WE GOING TO GET THE MISSING INFORMATION?”
EXAMPLES
“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 WHITE
THE WHITE HAT
WHITE HAT
EXERCISE
• Invent ten remarks or statements that might
be made under the WHITE HAT.
be made under the WHITE
WHITE HAT DISCUSSION
– Topic: Hiring a new employee. TIME:
5 minutes
5 minutes
– EXAMPLE:
“We know the candidate has a four‐year degree in
mathematics ”
mathematics.
EXERCISE
TIME: Refer to Page 26 of “Six Thinking Hats Workbook 2”
2 minutes
2 minutes

THE RED HAT
THE RED
THE
MODULE III‐3
MODULE III 3

The RED Hat (Self, Other)
• Fire, Warmth
Fire Warmth
• EMOTIONS, FEELINGS
• Intuition, Hunches
• Present views without explanation,
Justification

• EMOTIONS AND FEELINGS
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 or
It does not need to give reasons or
foundations/basis

Thought of RED Hat
Thought of RED
• PLACE
PLACE OF THE EMOTIONS IN
OF THE EMOTIONS IN
THINKING
• INTUITION AND HUNCHES
• MOMENT TO MOMENT
MOMENT TO MOMENT
• USE OF THE EMOTIONS
USE OF THE EMOTIONS
• LANGUAGE OF THE EMOTIONS
Thought of RED Hat
Thought of RED
• PLACE
PLACE OF THE EMOTIONS IN
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?

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

Thought of RED Hat
Thought of RED
• MOMENT TO MOMENT
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.

Thought of RED Hat
Thought of RED
• THE USE OF EMOTIONS
THE USE OF EMOTIONS
– Can thinking change emotions?
– The emotional background.
– Emotions like positions to negotiate.
p g
– Emotions, values and options/choices.

Thought of RED Hat
Thought of RED
• THE LANGUAGE OF EMOTIONS
THE LANGUAGE OF EMOTIONS
–Emotions need neither be coherent
(consistent) nor logical.
Emotions can be harmonized with
–Emotions can be harmonized with
language to match.
f
–Resist temptation to justify the
emotions.
• Feel respect for the subject.
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
Never need to justify the feelings or to base them on
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
• misfortune,
if t
• suspicion.
– Complex judgments
• pre‐feelings,
• intuitions,
• sensations,
• aesthetic preferences,
• feelings.
USING THE RED HAT
USING THE RED
RED HAT
• Signals Feelings.
Signals Feelings
• No Explanation Needed.
• Validity of Feelings.
lidi f li
• Ingredient in Decision Making.
• States Feelings Right Now.
• Explores a Range of Feelings
Explores a Range of Feelings.
• Allows Qualifications.
• B i f Ti All
Brief Time Allowed.d
USING THE RED
RED HAT
“SIGNALS FEELINGS”
EXAMPLES
“Wearing my RED
RED Hat, I think we behave badly
toward our customers.”
“My RED
y RED Hat feeling is that she is the wrong
f g g
sort of person for this job.”

USING THE RED
RED HAT
“NO EXPLANATION NEEDED”
EXAMPLES
“This is my feeling: I think it is a terrible idea.”
“I just love the idea.”

USING THE RED
RED HAT
“VALIDITY OF FEELINGS”
EXAMPLES
Often Valid
“She
She feels like a good person.
feels like a good person ” (Intiution)
(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”
EXAMPLES
“As a chairperson, I feel we are slipping back.”
“My RED
RED Hat Thinking is that this wage
ff
increase will not be sufficient.”

USING THE RED
RED HAT
“STATES FEELINGS RIGHT NOW”
EXAMPLES
“Right now, my feelings are that it is a
worthwhile idea.”
“At this time I would have difficulty accepting
ff y p g
this Idea.”

USING THE RED
RED HAT
“EXPLORES A RANGE OF FEELINGS”
EXAMPLES
“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”
EXAMPLES
“I don’t like the idea of a ‘punctuality officer’
unless that person is chosen by the workers
unless that person is chosen by the workers
themselves.”
“I want to know how you feel about the idea as
it stands.”

USING THE RED HAT
USING THE RED
RED HAT
“BRIEF TIME ALLOWED”
• Keep RED
RED Hat Short
– As short as 20 seconds
A h 20 d
– 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 RED HAT
THE RED
RED HAT
EXERCISE
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
DISCUSSION
DISCUSSION
“Tax on advertising” TIME:
1 minute
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“Moving a factory offshore to get lower labor
costs”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT
EXERCISE
RED Hat
response?
“Flextime at Work” DISCUSSION
TIME:
1 minute
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“Abolishing retirement – people are reassigned
as their abilities change”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“TV advertising limited to five minutes in an
hour”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“Compulsory community service for young
people”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT
EXERCISE
RED Hat
response?
“Ban on cars in city centers” DISCUSSION
TIME:
1 minute
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“Abolition of competitive exams in schools”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT DISCUSSION
TIME:
EXERCISE 1 minute
RED Hat
response?
“Term limits for politicians”
EXERCISE
20 seconds
20 seconds

THE RED HAT
THE RED
RED HAT
EXERCISE
RED Hat
response?
“More use of electronic mail” DISCUSSION
TIME:
1 minute
EXERCISE
20 seconds
20 seconds

DISCUSSION
THE RED HAT
THE RED
RED HAT TIME:
1 minute
EXERCISE
RED Hat
response?
“Mobile telephones”
EXERCISE
20 seconds
20 seconds

DISCUSSION
THE RED HAT
THE RED
RED HAT TIME:
1 minute
EXERCISE
RED Hat
response?
“Free public education at university level”
EXERCISE
20 seconds
20 seconds

DISCUSSION
THE RED HAT
THE RED
RED HAT TIME:
1 minute
EXERCISE
RED Hat
response?
“Background music in restaurants”
EXERCISE
20 seconds
20 seconds

DISCUSSION
THE RED HAT
THE RED
RED HAT TIME:
1 minute
EXERCISE
RED Hat
response?
“Office romances”
EXERCISE
20 seconds
20 seconds

THE YELLOW HAT
THE YELLOW
THE
MODULE III‐4
MODULE III 4

The YELLOW Hat (Self, Other)
The YELLOW
YELLOW Hat (Self, Other)
• Sunshine
• Optimism
p
• LOGICAL POSITIVE view
• Looks for benefits
• What’ss good?
What good?

The YELLOW Hat (Self, Other)
The YELLOW
YELLOW Hat (Self, Other)
• SPECULATIVE –
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 YELLOW Hat
Thoughts of YELLOW
YELLOW Hat
• THE
THE POSITIVE SPECTRUM
POSITIVE SPECTRUM
• REASONS AND LOGICAL
ENDORSEMENT/SUPPORT
• CONSTRUCTIVE THINKING
CONSTRUCTIVE THINKING
• SPECULATION
• RELATION TO CREATIVITY
Thoughts of YELLOW
YELLOW Hat
• THE POSITIVE SPECTRUM
THE POSITIVE SPECTRUM
–When is optimism foolishness?
–From the hopeful to the logical.
What is realism?
–What is realism?

Thoughts of YELLOW
YELLOW Hat
• REASONS
REASONS AND LOGICAL
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

Thoughts of YELLOW
YELLOW Hat
• CONSTRUCTIVE THINKING
CONSTRUCTIVE THINKING
–Things happen as you ACT.
–Proposals and suggestions.

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

Thoughts of YELLOW
YELLOW Hat
• RELATION TO CREATIVITY
RELATION TO CREATIVITY
–Difference between constructive and
creative.
Effectiveness and change.
–Effectiveness and change
–New ideas and old ideas.

• Positive and constructive.
Positive and constructive
– Takes care of the positive evaluation as black hat
took care of the negative evaluation
took care of the negative evaluation.
– Positive phantom that goes from logical practical
aspect to the dreams visions and hopes
aspect 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 generative.
Constructive and generative
– Concrete proposals and suggestions.
– The effectiveness is the objective of the constructive
ff j f
thought 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 AREAS
FOCUS AREAS
• Reasons for Optimism
Reasons for Optimism
• Feasibility
• Benefits
• Values
• Competitive Advantage
• Sense of Potential
• Concepts
FOCUS AREAS
“REASONS FOR OPTIMISM”
EXAMPLES
“It should be possible to get wekend
visitors at this hotel because it is not too
isitors at this hotel beca se it is not too
far out of town and yet it is far enough
to give the feeling of going to another
place.”
Edward de Bono Foundation Pakistan 169
10/22/2008
FOCUS AREAS
“REASONS FOR OPTIMISM”
EXAMPLES
“Optional flextime should be attractive to
those people ho ha e famil things to
those people who have family things to
look after or who like getting up early
and avoiding the traffic congestion.”

FOCUS AREAS
“FEASIBILITY”
EXAMPLES
“Is there any way in which banks could be
used to make welfare payments.”
sed to make elfare pa ments ”
“Can we make the idea of tradable
permits for pollution work.”
Is there a feasible way in which we could
Is there a feasible way in which we could
reward ambition.”
Refer to Page
g 37 of “Six Thinking
g Hats Workbook 2”

FOCUS AREAS
“BENEFITS”
EXAMPLES
“I can see the bonus system motivating
people to take more interest in the
people to take more interest in the
company they work for.”
“Internet banking will benefit everyone
who cannot easily get to a bank or an
who cannot easily get to a bank or an
ATM machine.”
Refer to Page

FOCUS AREAS
“VALUES”
EXAMPLES
“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?
Refer to Page

FOCUS AREAS
“COMPETITIVE ADVANTAGE”
EXAMPLES
“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

FOCUS AREAS
“SENSE OF POTENTIAL”
EXAMPLES
“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 a
downloading TV material must have a
value somewhere.”
Refer to Page

FOCUS AREAS
“CONCEPTS”
EXAMPLES
“This idea is not very attractive, but the
underlying concept of using customers as
underlying concept of using customers as
sales agents has a lot of potential.”
“Th b k
“The background concept of relating
d t f l ti
information to last year’s mileage is
i t
interesting, but a reliance on the honesty of
ti b t li th h t f
motorists seems weak.”
Refer to Page

THE YELLOW
THE YELLOW HAT
YELLOW HAT
EXERCISE
• Part 1. Put together a checklist of 10 frames of
value such as cost saving competitive
value, such as cost saving, competitive
advantage and simplicity. List your points in
Column A on the chart on page 42 of
Column A on the chart on page 42 of
DISCUSSION
Workbook 2. TIME:
2 minutes
EXERCISE
TIME:
Refer to Page
1 minute
1 minute

THE YELLOW
THE YELLOW HAT
YELLOW HAT
EXERCISE
• Part 2. Now, systematically apply each of
these frames to the subject on page 41
these frames to the subject on page 41
Workbook 2. See which YELLOW Hat points
you can extract You should focus on YELLOW
you can extract. You should focus on YELLOW
Hat points only. (no negatives) DISCUSSION
TIME:
TIME:
2 minutes
EXERCISE
TIME:
Refer to Page
1 minute
1 minute

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

THE BLACK HAT
THE BLACK
THE
MODULE III‐5
MODULE III 5

The BLACK Hat (Self, Other)
• Stem judge wearing black robe
Stem judge wearing black robe
• Judgmental
g
• Critical
• Why something is wrong?
• LOGICAL NEGATIVE View
LOGICAL NEGATIVE View

• WHAT IS WRONG WITH IT?
WHAT IS WRONG WITH IT?
– logical‐negative.
– Why it will not work.
– It does not fit in our knowledge and
It does not fit in our knowledge and
experience.
– Analysis/Critical Judgement
A l i /C iti l J d t
– Pessimistic point of view.
Thought of BLACK Hat
Thought of BLACK
• SUBSTANCE
SUBSTANCE AND METHOD
AND METHOD
• PAST AND FUTURE SUBSTANCE
• COMPLACENT REFUSAL/NEGATIVE
INDULGENCE
• FIRST THE NEGATIVE OR THE
FIRST THE NEGATIVE OR THE
POSITIVE?

Thought of BLACK
• SUBSTANCE AND METHOD
SUBSTANCE AND METHOD
–Errors of thinking.
–Why one thing does not follow
another.
another
–Guidelines for tests/Rules of Evidence.
–Possible conclusions.

Thought of BLACK
• PAST AND FUTURE SUBSTANCE
PAST AND FUTURE SUBSTANCE
–How does it fit my past experience
patterns?
Is this So?
–Is this So?
–Which are the risks?

Thought of BLACK
• COMPLACENT
COMPLACENT REFUSAL/NEGATIVE
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...

Thought of BLACK
• FIRST
FIRST THE NEGATIVE OR THE
THE NEGATIVE OR THE
POSITIVE?
–Should the yellow hat precede the
black hat?
black hat?
–Fear and security/safety.
–Curiosity and exploration.

• An
An objective attempt to map the negative
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 f
or go badly.

• Can
Can raise negative questions.
raise negative questions
• Not used to conceal complacent negative
refusal or feelings (use the red hat).
• The judgment positive is for the yellow
The judgment positive is for the yellow
hat.
• Yellow hat is always used before the
Y ll h t i l db f th
black.
KEY FUNCTIONS
KEY FUNCTIONS
• Note Ways that Something Does Not Fit
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 Thoroughly
KEY FUNCTIONS
“NOTE WAYS THAT SOMETHING DOES NOT FIT”
EXAMPLES
“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
Six Thinking Hats Workbook 2
2”

KEY FUNCTIONS
“NOTE WAYS THAT SOMETHING DOES NOT FIT”
EXAMPLES
“That is totally contrary to our corporate
c lt re People ill not kno
culture. People will not know what to
hat to
do.”
“That
That does not fit our policy of focusing
does not fit our policy of focusing
on cost‐reduction.”
2”

KEY FUNCTIONS
“LOOK AT FAULTS”
EXAMPLES
“It would be easy to forge those gift
vouchers.”
o chers ”
“Those loose pieces could be swallowed
by children ”
by children.
2”

KEY FUNCTIONS
“LOOK AT POTENTIAL PROBLEMS”
EXAMPLES
“If we are too successful, others may be
tempted into the market Then e ill
tempted 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?

2”

KEY FUNCTIONS
“SPECULATE ABOUT THE FUTURE”
EXAMPLES
“If we raise our prices, a newcomer in the
field co ld come in nder o r price and
field 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.

2”

KEY FUNCTIONS
“FIND THE ERRORS OF LOGIC”
EXAMPLES
“You say that if we raise prices, sales will fall. I
think the product will be see as more
think the product will be see as more
exclusive and will have a prestige value.”
“Y
“You said that sales figure show that older
id th t l fi h th t ld
people do not buy life insurance. This may be
b
because there is no product out there which
th i d t t th hi h
suits their needs.”
2”

KEY FUNCTIONS
“MAKE ASSESSMENTS”
EXAMPLES
“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 Hat assessment.”
BLACK

2”

KEY FUNCTIONS
“MAKE ASSESSMENTS”
EXAMPLES
“Let’s have some BLACK
BLACK Hat thought on how
the new customer complaint system has
the new customer complaint system has
worked.”
“How has she been doing in the new job?
YELLOW Hat then BLACK
BLACK HAT.”
2”

KEY FUNCTIONS
“MUST BE APPLIED THOROUGHLY”
EXAMPLES
“Right now we are using the BLACK
BLACK Hat, so you
must make a real effort to come up with the
must make a real effort to come up with the
risks and dangers we will face?”
“I k
“I know you like the idea, but we must consider
lik th id b t t id
the points for caution. So let’s have some
good BLACK
d BLACK Hat thinking.”
BLACK H t thi ki ”
2”

DISCUSSION
TIME:
THE BLACK
THE BLACK HAT
BLACK HAT 2 minutes
EXERCISE
• Invent some BLACK
BLACK Hat remarks that might
have been made during the BLACK Hat part
have been made during the BLACK Hat part
of a thinking session.
TOPIC A
TOPIC: A proposed advertising campaign
d d ti i i
_______________________________________
_____________________________________
EXERCISE
TIME:
1 minute
1 minute Refer to Page 51 of “Six
2”

THE GREEN HAT
THE GREEN
THE
MODULE III‐6
MODULE III 6

The GREEN Hat (Self, Other)
The GREEN
GREEN Hat (Self, Other)
• Vegetation
• CREATIVE thinking g
• Possibilities and hypotheses
• New ideas

Thoughts of GREEN Hat
Thoughts of GREEN
GREEN Hat
• CREATIVE AND LATERAL THINKING
CREATIVE AND LATERAL THINKING
• LATERAL THINKING
• MOVEMENT INSTEAD OF JUDGMENT
O S O G
• THE NEED FOR PROVOCATION
• ALTERNATIVES
• PERSONALITY And ABILITY
PERSONALITY And ABILITY
• THAT IT HAPPENS TO THE IDEAS?

Thoughts of GREEN
GREEN Hat
• CREATIVE AND LATERAL THINKING
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

Thoughts of GREEN
GREEN Hat
• LATERAL THINKING
LATERAL THINKING
–The lateral thinking and its relation
with the creativity.
Humor and lateral thinking.
–Humor and lateral thinking
–Pattern switching in a self‐organizing
information system.
f

Thoughts of GREEN
GREEN Hat
• MOVEMENT
MOVEMENT INSTEAD OF
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.

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

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

Thoughts of GREEN
GREEN Hat
• PERSONALITY And SKILL (ABILITY)
PERSONALITY And SKILL (ABILITY)
–Is creativity a matter of skill (ability),
talent or personality?
Changing Masks is easier than
–Changing Masks is easier than
changing faces.
f
–Pride in the exercise of a skill

Thoughts of GREEN
GREEN Hat
• WHAT HAPPENS TO THE IDEAS?
WHAT HAPPENS TO THE IDEAS?
–What happens next?
–Shaping and tailoring ideas.
The concept manager
–The concept manager.

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

• The
The language of the movement replaces to the one
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
and techniques
d h
– Include movement, provocation and PO to jump to new ideas.
– Used to generate concepts and perceptions.
Used to generate concepts and perceptions.

KEY POINTS
KEY POINTS
• Time and Place for Creativity
Time and Place for Creativity
• Creative Effort
• Creative Attitude
Creative 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”
EXAMPLES
“We need further alternatives. Put on
your green hats.”
h t ”
“Time
Time for some GREEN
for some GREEN Hat thinking.
Hat thinking.”
“We are not getting anywhere – let’s
try the GREEN
GREEN Hat.”

KEY POINTS
“CREATIVE EFFORT”
EXAMPLES
“It is a very difficult situation, but
l t’
let’s make a GREEN
k GREEN Hat effort.”
GREEN H t ff t ”
“II want you to write a GREEN
want you to write a GREEN Hat
GREEN Hat
section to this report. Include some
ne ideas ”
new ideas.”

KEY POINTS
“CREATIVE ATTITUDE”
EXAMPLES
“What else could we do there?”
“Have
Have we listed all the alternatives?
we listed all the alternatives?”
“There must be other ways of doing
this.”

KEY POINTS
“EXTRACTING CONCEPTS”
EXAMPLES
“What is the concept behind this idea?
How else might we carry through this
How 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?”

KEY POINTS
“MAKING MODIFICATIONS”
EXAMPLES
“We could modify this idea by making it
“W ld dif thi id b ki it
optional rather than compulsory.”
“They
They need not all be the same color.
need not all be the same color ”

KEY POINTS
“PROBLEM SOLVING”
EXAMPLES
“Our BLACK
BLACK Hat thinking has turned up
some difficulties Can we overcome
some difficulties. Can we overcome
them?”
“Let’s use the GREEN
GREEN Hat right now to
address some of these concerns.”
f

KEY POINTS
“GENERATING POSSIBILITIES”
EXAMPLES
“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
f
feature.”

KEY POINTS
“ACTION POSSIBILITIES”
EXAMPLES
“Right, we like the idea. Now what are
“Ri ht lik th id N h t
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”
EXAMPLES
Focus: New concepts on Office Copiers
Random Word: NOSE
Idea Generation: Lavender Smell when
Idea Generation: Lavender Smell when
copier out of paper. Another smeel
when out of ink
when out of ink.

THE GREEN
THE GREEN HAT
GREEN HAT
EXERCISE DISCUSSION
TIME
TIME:
3 minutes
Focus: Load Shedding
Random Word: BUTTERFLY
Idea Generation:
Idea Generation:
_______________________________
_________________________________
EXERCISE
___________
2 minute
2 minute

THE GREEN
THE GREEN HAT
GREEN HAT DISCUSSION
TIME:
3 minutes
EXERCISE
Focus: State‐of‐the‐Art Mobile sets
Random Word: ROD
Idea Generation:
Idea Generation:
_______________________________
_________________________________
EXERCISE
___________
2 minute
2 minute

HAT TARGETS
HAT TARGETS
• WHITE Hat, pure target, virgin, facts, numbers and
WHITE
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 opportunity
positive, constructive, opportunity.
• GREEN
GREEN Hat, fertility, creativity, plants appearing of the seeds,
p
movement, provocation.
• BLUE
BLUE Hat, moderation and control, conductor, to think about
thought.

HATS PAIRS
HATS PAIRS
MODULE IV
MODULE IV

HAT PAIRS
HAT PAIRS
• WHITE • RED
• BLACK • YELLOW
• GREEN • BLUE
WHITE & RED
& RED
• What information • How do we feel
do we have? about it?
• What information
What information • What is the
What is the
is missing? feeling at this
• How do we get very moment?
the information • Are there any y
we need? mixed feelings?
Refer to Page 80 of “Teach Your Child How to Think”

Exercise on the
WHITE & RED RED Hats
• What
What is the difference between
is the difference between
WHITE and RED
RED Hat Thinking?
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
2 minutes

Exercise on the
• Can
Can computers do RED
computers do RED Hat
RED Hat
Thinking?
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
2 minutes

Exercise on the
•A
A boy has kicked a ball into 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 RED
other. Give three examples of RED
RED
Hat remarks for each side.
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
TIME:
2 minutes
Exercise on the
• Do
Do some WHITE
some WHITE Hat Thinking on
WHITE Hat Thinking on
the road or street in which you live.
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
2 minutes

Exercise on the
• Someone
Someone suggests to you that you
suggests to you that you
should take up one of the hobbies:
gardening, carpentry, stamp collecting.
d i t t ll ti
• Do some WHITE
WHITE Hat thinking on each.
Then follow the RED
RED Hat Thinking on
each.
EXERCISE DISCUSSION
TIME: TIME:
30 seconds
2 minutes

Exercise on the
• Is
Is the following a WHITE
the following a WHITE Hat
WHITE Hat
Thinking or RED
RED Hat Thinking?
“P ll ti
“Pollution of a growing problem?”
f i bl ?”
EXERCISE
TIME:
15 seconds
15 seconds

Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“I feel pollution is now the world’s
“I f l ll ti i th ld’
number one problem.”
EXERCISE
EXERCISE
TIME:
10/22/2008 15 seconds
Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“We are not doing enough to control
“W td i ht t l
pollution.”
EXERCISE
EXERCISE
TIME:
10/22/2008 15 seconds
Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“P ll ti i
“Pollution is everyone’s business.”
’ b i ”
EXERCISE
TIME:
TIME:
15 seconds
Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“Household garbage contributes to
“H h ld b t ib t t
pollution.”
EXERCISE
TIME:
15 seconds
Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“Polls show that people do care
“P ll h th t l d
about pollution.”
EXERCISE
TIME:
15 seconds
Exercise on the
• Is
WHITE Hat
Thinking or RED
RED Hat Thinking?
“I do not know what I can do about
“I d tk h tI d b t
pollution.”
EXERCISE
EXERCISE
TIME:
10/22/2008 15 seconds
Exercise on the
• For
For a young person about to
a young person about to
choose a career what aspects
would be covered by WHITE
WHITE Hat
Thinking and what aspects be
Thinking and what aspects be
covered by RED
RED Hat Thinking?
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
Exercise on the
• In
In choosing a color with which to
choosing a color with which to
paint the walls of your room, what
aspects are WHITE
WHITE Hat Thinking
and what aspects are RED Hat
and what aspects are RED
RED Hat
Thinking?
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
Exercise on the
• Put
Put on your RED
on your RED Hat and list three
Hat and list three
things you really like and three
things you do not like.
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
BLACK & YELLOW
& YELLOW
• Is it true? • What are the
• Does it fit? benefits?
• Will it work?
ll k? • Why should it
Why should it
• What are the work?
dangers and
problems?

Exercise on the
BLACK & YELLOW YELLOW
• Someone
Someone suggests that there
suggests that there
should be cars specially designed
for women. Do some BLACK
BLACK Hat
Thinking to point out the
Thinking to point out the
weaknesses in this idea.
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
Exercise on the
• There
There is a lot of stealing going on at
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 YELLOW Hat
a good idea? Do some YELLOW
YELLOW Hat
Thinking first and then some BLACK
H t Thi ki
Hat Thinking on the idea.
th id
EXERCISE DISCUSSION
TIME: TIME:
Exercise on the
• There
There is a surplus of food in some
is a surplus of food in some
countries but in other countries
people are starving. Should some of
the surplus food be given free to
the surplus food be given free to
the people who are starving? Give
t
two points each of from BLACK
i t h ff BLACK H t
BLACK Hat
and YELLOW
YELLOW Hat .
EXERCISE DISCUSSION
TIME: TIME:
Exercise on the
• Is it a proper BLACK
Is it a proper BLACK Hat Remark:
BLACK Hat Remark:
“The fact that many fat people seem
h
happy does not mean that they
d t th t th
are fat because they are happy.”
EXERCISE
TIME:
TIME:
15 seconds
Exercise on the
BLACK Hat Remark:
“A publicity campaign in the
newspapers won’t work because
’t kb
many people cannot read.”
EXERCISE
TIME:
TIME:
15 seconds
Exercise on the
BLACK Hat Remark:
“People who tell lies are usually
f
found out.”
d t”
EXERCISE
TIME:
15 seconds

Exercise on the
BLACK Hat Remark:
“In my experience paying people
hi h
higher wages does not make them
d t k th
happier.”
EXERCISE
TIME:
15 seconds
Exercise on the
BLACK Hat Remark:
“If you do not work hard, you will
not get good results in the test.”
t t d lt i th t t ”
EXERCISE
TIME:
15 seconds

Exercise on the
• Use
Use YELLOW
YELLOW Hat Thinking to show
Hat Thinking to show
the benefits in the suggestion that
everyone should keep a pet of
some sort.
some sort.
EXERCISE DISCUSSION
TIME: TIME:

Exercise on the
• If
If you never read newspapers and
you never read newspapers and
never listened to television news.
What would happen? Do some
YELLOW Hat and some BLACK
Hat and some BLACK Hat
Hat
Thinking on this.
EXERCISE DISCUSSION
TIME: TIME:
30 seconds
2 minutes

Exercise on the
• Do
Do some YELLOW
some YELLOW Hat Thinking on
Hat Thinking on
the use of the BLACK
BLACK Hat.
EXERCISE DISCUSSION
TIME: TIME:

GREEN & BLUE
& BLUE
• Exploration
p • Where are we now?
• Proposals and • What is the next step?
suggestions • Program of thinking
f h k
• Alternatives • Summaryy
• New ideas • Observations and
• Provocations comments

Exercise on the
GREEN & BLUE BLUE
• You
You are selling newspapers but you
are selling newspapers but you
cannot get anyone to deliver them.
Put on your GREEN
GREEN Hat and make
some suggestions.
some suggestions.
EXERCISE DISCUSSION
TIME: TIME:

Exercise on the
GREEN & BLUE BLUE
• Your
Your dog and your neighbor
dog and your neighbor’ss dog
dog
fight the whole time. What GREEN
GREEN
Hat suggestions do you have?
EXERCISE DISCUSSION
TIME: TIME:

Exercise on the
GREEN & BLUE BLUE
• You
You are running a fast
are running a fast‐food
food business
business
(pizza). A competitor opens another
outlet (also pizza) nearby. You start
l ( l i ) b
to lose business. Put on your BLUE
y BLUE
Hat and decide the first three steps
in your thinking How should your
in your thinking. How should your
thinking go?
EXERCISE DISCUSSION
TIME: TIME:
Exercise on the
GREEN & BLUE BLUE
• You
You do not have enough space to
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
EXERCISE DISCUSSION
DISCUSSION
TIME: TIME:

Exercise on the
GREEN & BLUE BLUE
•A
A film
film‐maker
maker sets a competition to
sets a competition to
find the best idea for a monster type
of file. There is a need for a new type
f fil h i df
of monster. Put on your BLUE
y BLUE Hat
and then GREEN
GREEN Hat for suggestions.
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
Exercise on the
GREEN & BLUE BLUE
• There
There is a straight piece of road and
is a straight piece of road and
people drive too fast along it.
Pedestrians are always getting
d i l i
injured and even killed. Some GREEN
j GREEN
Hat Thinking on this problem?
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
Exercise on the
GREEN & BLUE BLUE
• There
There is a search for a new shape for
is a search for a new shape for
cereal boxes. Someone puts on a
GREEN Hat and makes the
GREEN d k h
p
provocation that cereal boxes should
be round like a ball. Can you get
anything useful from that
anything useful from that
provocation?
EXERCISE DISCUSSION
TIME: TIME:
Exercise on the
GREEN & BLUE BLUE
• There
There is an argument between a
is an argument between a
father and daughter as to what time
she should get home in the evening.
h h ld h i h i
Using your BLUE
gy BLUE Hat how would you
y
set a program for that argument?
EXERCISE DISCUSSION
TIME: TIME:
30 seconds
2 minutes

SEQUENCE USE
SEQUENCE USE
MODULE V
MODULE V

TYPES OF USE
TYPES OF USE
• Occasional Use.
Occasional Use.
• Systematic / Structured
(Sequence) Use.

SEQUENCE USE
SEQUENCE USE
• Each
Each hat may be used any number of times in
hat may be used any number of times in
the sequence.
• It is best to use the YELLOW
It is best to use the YELLOW Hat before the
Hat before the
BLACK Hat since it is difficult to be positive
BLACK
after you have been critical
after you have been critical.

SEQUENCE USE
SEQUENCE USE
• BLACK
BLACK Hat is used in two ways:‐
BLACK Hat is used in two ways:
– Point out the weaknesses in an idea, followed by
GREEN Hat which overcomes the weaknesses
GREEN Hat, which overcomes the weaknesses.
GREEN
– Use for assessment
• BLACK Hat is always used for final assessment
BLACK Hat is always used for final assessment
BLACK
of the idea.
– Final assessment should always be followed by the
Fi l t h ld l b f ll d b th
RED Hat, to see how we feel about the idea after
we assess it
we assess it.
SEQUENCE USE
SEQUENCE USE
• If
If you believe that there are strong feelings
you believe that there are strong feelings
about a subject, you always start the thinking
with the RED Hat in order to get those feelings
with the RED Hat in order to get those feelings
into the open.

SEQUENCE USE
SEQUENCE USE
• If there are no strong feelings,
If there are no strong feelings
– Start with WHITE
WHITE Hat, for information.
– Then GREEN
Then GREEN Hat to generate some alternatives.
Hat to generate some alternatives
– Assess each alternative with YELLOW
YELLOW Hat.
– Follow by BLACK
F ll b BLACK Hat, choose an alternative.
H t h lt ti
– Assess your choice by RED
RED Hat.

STRUCTURED SEQUENCE
STRUCTURED SEQUENCE
• STEP
STEP 1:
1: Present the facts of the case (WHITE
Present the facts of the case (WHITE
WHITE Hat)
• STEP 2: Generate ideas on how the case could be
handled (GREEN
(GREEN Hat))
• STEP 3: Evaluate the merits of the idea
– List the benefits (YELLOW
(YELLOW Hat))
– List the drawbacks (BLACK
BLACK Hat)
• STEP 4: Get everybody’s gut feelings about the
alternatives (RED
RED Hat)
• STEP 5: Summarize and adjourn the meeting (BLUE
BLUE
Hat)
SEQUENCE ‐ SEEKING AN IDEA
SEQUENCE SEEKING AN IDEA
• STEP 1: Gather available information. (WHITE
(WHITE Hat))
• STEP 2: For further exploration and to generate alternatives.
(GREEN
GREEN Hat)
• STEP 3: Assess the benefits and feasibility. (YELLOW
YELLOW Hat)
• STEP 4: Assess the weaknesses and dangers. (BLACK
BLACK Hat)
• STEP 5: Developing most promising alternative and make a
STEP 5: Developing most promising alternative and make a
choice. (GREEN
GREEN Hat)
• STEP 6: Summarize and assess achievement so far. (BLUE
(BLUE Hat))
• STEP 7: Make the final judgment. (BLACK
BLACK Hat)
• STEP 8: Find out the feelings on the outcome. (REDRED Hat)
SEQUENCE – REACTING TO AN IDEA
SEQUENCE REACTING TO AN IDEA
• STEP 1: Find the existing feeling about the idea. (RED
g g (RED Hat))
• STEP 2: Find the benefits in the idea. (YELLOW
YELLOW Hat)
• STEP 3: Point out weaknesses, problems and dangers in the
idea. (BLACK
BLACK Hat)
• STEP 4: Can the idea be modified to strengthen benefits.
(GREEN
GREEN Hat)
• STEP 5: Can available information help in making idea more
acceptable. (WHITE
WHITE Hat)
• STEP 6: Development of the final suggestion. (GREEN
GREEN Hat)
• STEP 7: Judgment of the final suggestion. (BLACK
BLACK Hat)
• STEP 8: Find out the feelings on the outcome. (RED
RED Hat)
SHORT SEQUENCES
SHORT SEQUENCES
• For quick assessment of an idea.
q ((YELLOW
YELLOW // BLACK
BLACK // RED
RED Hat))
• To generate ideas. (WHITE
WHITE / GREEN
GREEN Hat)
• To improve an existing idea. (BLACK
BLACK / GREEN
GREEN Hat)
• To summarize and spell out the alternatives. (BLUE
BLUE / GREEN
GREEN Hat)
• To see if the thinking have had any benefits. (BLUE
BLUE / YELLOW
YELLOW
Hat)
Exercise on the
SEQUENCE USE
• If
If you would only use a sequence of
you would only use a sequence of
three hats to find a present for your
b f i d’ bi hd
best friend’s birthday, what would
h ld
the sequence be?
q
EXERCISE DISCUSSION
TIME: TIME:
30 seconds
2 minutes

Exercise on the
SEQUENCE USE
• There
There is a meeting to discuss the
is a meeting to discuss the
problem of young criminals. Which
h d
hat do you think should be used
hi k h ld b d
first?
EXERCISE DISCUSSION
TIME: TIME:

Exercise on the
SEQUENCE USE
• Your
Your family is planning to move to
family is planning to move to
another part of the country. You are
asked what you think about the
k d h hi k b h
move. What sequence of hats would
q
you use? (Give the first four)
EXERCISE DISCUSSION
TIME: TIME:
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30 seconds 2 minutesEdward de Bono Foundation Pakistan 277
EXERCISE DISCUSSION
TIME:
30 seconds
30 seconds Exercise on the TIME:
2 minutes
2 minutes
SEQUENCE USE
•A
A group of young people are always
group of young people are always
holding parties and the loud music is
upsetting their neibors The neighbors
upsetting their neibors. The neighbors
have a meeting to discuss the problem.
Th i h i
Their choice of hats is :
fh i
RED/BLACK
RED BLACK/GREEN
GREEN/BLACK
BLACK/RED
RED. Do you
agree with this sequence of hats? What
sequence would you suggest?
q y gg
Exercise on the
SEQUENCE USE
• You
You need to earn some money quickly in
need to earn some money quickly in
order to buy something you want very
much What sequence of hats would you
much. What sequence of hats would you
set up to guide your thinking?
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:

Exercise on the
SEQUENCE USE
• Some
Some people do not seem to enjoy life
people do not seem to enjoy life
enough. What sort of thinking should
such people do? Give a short sequence
such people do? Give a short sequence
of four hats.
EXERCISE DISCUSSION
TIME: TIME:

Exercise on the
SEQUENCE USE
• For
For each of the following situations
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

Exercise on the
SEQUENCE USE
• For
“You break your right arm in an accident.”
y g
EXERCISE
TIME:
15 seconds

Exercise on the
SEQUENCE USE
• For
“Your mother is very ill and has to go to
y g
hospital.”
EXERCISE
TIME:
15 seconds

Exercise on the
SEQUENCE USE
• For
“You find an envelope with a lot of money
f p f y
in it.”
EXERCISE
TIME:
15 seconds

Exercise on the
SEQUENCE USE
• For
“You discover your friend is a thief.”
y f f
EXERCISE
TIME:
15 seconds

Exercise on the
SEQUENCE USE
• For
“You get offered a very good job.”
g ff yg j
EXERCISE
TIME:
15 seconds

Exercise on the
SEQUENCE USE
•A
A man buys a car from a friend, after
man buys a car from a friend, after
testing it. But after a week the car breaks
down and needs expensive repairs They
down and needs expensive repairs. They
meet to discuss who should pay for the
repairs. Set out a sequence of hats for
i S fh f
the discussion.
EXERCISE
EXERCISE DISCUSSION
DISCUSSION
TIME: TIME: Refer to Page 100 of “Teach Your Child How to Think”
30 seconds
10/22/2008 2 minutes Edward de Bono Foundation Pakistan 287
CONCLUSION
THANK YOU!

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Presented by Suhail Iqbal 1

Refer to Page 6 of Workbook 2

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

Refer to Page 29, Chapter 6 of “Six Thinking Hats”

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

other of the hats.

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

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

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

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

THE BLUE HAT

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Refer to Page 24 of “Six Thinking Hats Workbook 2”

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Refer to Page 24 of “Six Thinking Hats Workbook 2”

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Refer to Page 25 of “Six Thinking Hats Workbook 2”

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Refer to Page 28 of “Six Thinking Hats Workbook 2”

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