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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)
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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
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About
About Edward de Bono
Edward de Bono
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• 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
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• 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
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• 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.
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ACHIEVEMENTS
• Lateral Thinking
Lateral Thinking
• Direct Teaching of Thinking
• Language
• Ideas
• Games
• Movements
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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
• 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
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•
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
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Water Logic (1990) ISBN 0‐14‐012678‐3
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
• 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
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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
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About The Course
About The Course
“Six
Six Thinking Hats
Thinking Hats”
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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
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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.
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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
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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
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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
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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
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INTRODUCTION
MODULE I
MODULE I
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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
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Adversarial VS Parallel Thinking
Adversarial VS Parallel Thinking
• ADVERSARIAL THINKING
ADVERSARIAL THINKING
• PARALLEL THINKING
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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
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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.
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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
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THINKING ‐ EACH IN TURN
THINKING EACH IN TURN
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
THINKING WITH SIX HATS
MODULE II
MODULE II
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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
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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”
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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 –
Refer to Page 8, Chapter 2 of “Six Thinking Hats”
directing attention
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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
Refer to Page 15, Chapter 3 of “Six Thinking Hats”
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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
Refer to Page 20, Chapter 4 of “Six Thinking Hats”
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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
Refer to Page 23, Chapter 5 of “Six Thinking Hats”
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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.
Refer to Page 26, Chapter 5 of “Six Thinking Hats”
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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
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SIX HATS EXERCISES
SIX HATS EXERCISES
REMEMBER
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Exercise on the Six Thinking Hats
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
situations where you yourself, DISCUSSION
TIME:
TIME:
might like to use one or the 4 minutes
• 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?
Refer to Page 79 of “Teach your Child How to Think”
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Exercise on the Six Thinking Hats
Exercise on the Six Thinking 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
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Exercise on the Six Thinking Hats
Exercise on the Six Thinking Hats
• Guess
Guess the hat speaker is wearing at
the hat speaker is wearing at
the time of following remark:‐
“Why don’t we sell the factory and
then lease it back?”
then lease it back?
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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
________________
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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
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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:
30 seconds 2 minutes
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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:
_______________________________________
30 seconds 2 minutes
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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:
30 seconds 2 minutes
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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:
30 seconds 2 minutes
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SIX THINKING HATS
SIX THINKING HATS
EXPLAINED
MODULE III
MODULE III
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THE BLUE HAT
THE BLUE
THE
MODULE III‐1
MODULE III 1
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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
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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”
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Thought of BLUE Hat
Thought of BLUE
BLUE Hat
• FOCUS
• PROGRAM DESIGN
• SUMMARIES AND CONCLUSIONS
• CONTROL AND MONITORING
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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
p 43 of “Six Thinking
g Hats”
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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
p 44 of “Six Thinking
g Hats”
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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
p 45 of “Six Thinking
g Hats”
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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
p 46 of “Six Thinking
g Hats”
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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 195, Chapter 47 of “Six Thinking Hats”
• 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
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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 195, Chapter 47 of “Six Thinking Hats”
• 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.
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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
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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.”
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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 ”
Refer to Examples on Page 10 of Workbook 2
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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
10/22/2008 Edward de Bono Foundation Pakistan 85
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
10/22/2008 Edward de Bono Foundation Pakistan 86
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.”
Refer to Examples on Page 11 of Workbook 2
10/22/2008 Edward de Bono Foundation Pakistan 87
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
10/22/2008 Edward de Bono Foundation Pakistan 88
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?”
Refer to Examples on Page 12 of Workbook 2
10/22/2008 Edward de Bono Foundation Pakistan 89
The BLUE HAT ROLES
The BLUE HAT ROLES
“TAKING REQUESTS”
Refer to Examples on Page 12 of Workbook 2
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.”
10/22/2008 Edward de Bono Foundation Pakistan 90
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.”
Refer to Examples on Page 13 of Workbook 2
10/22/2008 Edward de Bono Foundation Pakistan 91
The BLUE HAT ROLES
The BLUE HAT ROLES
“MAINTAINING DISCIPLINE”
Refer to Examples on Page 13 of Workbook 2
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.”
10/22/2008 Edward de Bono Foundation Pakistan 92
The BLUE HAT ROLES
The BLUE HAT ROLES
“MONITORING THE THINKING”
Refer to Examples on Page 14 of Workbook 2
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.”
10/22/2008 Edward de Bono Foundation Pakistan 93
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
10/22/2008 Edward de Bono Foundation Pakistan 94
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
10/22/2008 Edward de Bono Foundation Pakistan 95
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
10/22/2008 Edward de Bono Foundation Pakistan 96
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
10/22/2008 Edward de Bono Foundation Pakistan 97
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
10/22/2008 Edward de Bono Foundation Pakistan 98
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
10/22/2008 Edward de Bono Foundation Pakistan 99
Refer to Page 18 of Workbook 2 for Exercise A
• 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?
10/22/2008 Edward de Bono Foundation Pakistan 105
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?
• 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?
• 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.
• 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"
• 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".
10/22/2008 Edward de Bono Foundation Pakistan 112
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.
“I do not believe that car weighs 2.4 tons.”
g
Refer to Page 22 of “Six Thinking Hats Workbook 2”
“There has been no increase in sales this
quarter.”
Refer to Page 23 of “Six Thinking Hats Workbook 2”
“If only we knew the interest rates a year from
now, life would be easier.”
“We do not know who the decision maker is.”
“We do not know who the decision maker is.”
• 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
• 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?
• 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?
• 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.
• 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.
• 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.
10/22/2008 Edward de Bono Foundation Pakistan 131
Summary of the Thoughts
Summary of the Thoughts
Refer to Page 78, Chapter 20 of “Six Thinking Hats”
• 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.
10/22/2008 Edward de Bono Foundation Pakistan 132
Summary of the Thoughts
Summary of the Thoughts
Refer to Page 78, Chapter 20 of “Six Thinking Hats”
• 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.
10/22/2008 Edward de Bono Foundation Pakistan 133
USING THE RED HAT
USING THE RED
RED HAT
Refer to Page 27 of “Six Thinking Hats Workbook 2”
• 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
10/22/2008 Edward de Bono Foundation Pakistan 134
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.”
Refer to Page 28 of “Six Thinking Hats Workbook 2”
“I just love the idea.”
But Not Always Valid
“I think the next roll of dice would be a sixer.”
f
(Probability)
Refer to Page 29 of “Six Thinking Hats Workbook 2”
“My RED
RED Hat Thinking is that this wage
ff
increase will not be sufficient.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”
“At this time I would have difficulty accepting
ff y p g
this Idea.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”
“I want to know how you feel about the idea as
it stands.”
Refer to Page 32 of “Six Thinking Hats Workbook 2”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“Moving a factory offshore to get lower labor
costs”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“Abolishing retirement – people are reassigned
as their abilities change”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“TV advertising limited to five minutes in an
hour”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“Compulsory community service for young
people”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“Abolition of competitive exams in schools”
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• For each of the following suggestions or
situations what is your immediate RED Hat
situations, what is your immediate RED
RED Hat
response?
“Term limits for politicians”
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds
• 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.
• THE POSITIVE SPECTRUM
THE POSITIVE SPECTRUM
–When is optimism foolishness?
–From the hopeful to the logical.
What is realism?
–What is realism?
• 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
• CONSTRUCTIVE THINKING
CONSTRUCTIVE THINKING
–Things happen as you ACT.
–Proposals and suggestions.
• SPECULATION
–Looking into the future.
–The value of "if".
The best possible scenario
–The best possible scenario.
• RELATION TO CREATIVITY
RELATION TO CREATIVITY
–Difference between constructive and
creative.
Effectiveness and change.
–Effectiveness and change
–New ideas and old ideas.
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.”
“Would this idea have any useful impact
on customer satisfaction?”
on customer satisfaction?
Refer to Page
g 39 of “Six Thinking
g Hats Workbook 2”
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
g 39 of “Six Thinking
g Hats Workbook 2”
“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
g 40 of “Six Thinking
g Hats Workbook 2”
EXERCISE
TIME:
Refer to Page
g 41 of “Six Thinking
g Hats Workbook 2”
1 minute
1 minute
• 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.
10/22/2008 Edward de Bono Foundation Pakistan 182
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?
• 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.
• 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?
• 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...
• 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.
“This selling price does not fit our
projected costs ”
projected costs.
Refer to Page 45 of “Six
Six Thinking Hats Workbook 2
2”
“That
That does not fit our policy of focusing
does not fit our policy of focusing
on cost‐reduction.”
Refer to Page 45 of “Six
Six Thinking Hats Workbook 2
2”
“Those loose pieces could be swallowed
by children ”
by children.
Refer to Page 45 of “Six
Six Thinking Hats Workbook 2
2”
“Before we move into action, we need to
consider the possible problems. This means a
BLACK Hat assessment.”
BLACK
“How has she been doing in the new job?
YELLOW Hat then BLACK
BLACK HAT.”
Refer to Page 47 of “Six
Six Thinking Hats Workbook 2
2”
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
Six Thinking Hats Workbook 2
2”
• 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
• 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
• 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.
• 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.
• ALTERNATIVES
–Too easily satisfied.
–Routes, options and choices.
Levels of Alternative
–Levels of Alternative.
• 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
• WHAT HAPPENS TO THE IDEAS?
WHAT HAPPENS TO THE IDEAS?
–What happens next?
–Shaping and tailoring ideas.
The concept manager
–The concept manager.
“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.”
Refer to Page 55 of “Six Thinking Hats Workbook 2”
“They
They need not all be the same color.
need not all be the same color ”
Refer to Page 56 of “Six Thinking Hats Workbook 2”
• WHITE • RED
• BLACK • YELLOW
• GREEN • BLUE
10/22/2008 Edward de Bono Foundation Pakistan 227
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
TIME: DISCUSSION
30 seconds TIME:
2 minutes
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
2 minutes
EXERCISE
TIME: DISCUSSION
30 seconds TIME:
2 minutes
“P ll ti
“Pollution of a growing problem?”
f i bl ?”
EXERCISE
TIME:
15 seconds
15 seconds
“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
Edward de Bono Foundation Pakistan 235
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• Is
Is the following a WHITE
the following a WHITE Hat
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
Edward de Bono Foundation Pakistan 236
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• Is
Is the following a WHITE
the following a WHITE Hat
WHITE Hat
Thinking or RED
RED Hat Thinking?
“P ll ti i
“Pollution is everyone’s business.”
’ b i ”
EXERCISE
TIME:
TIME:
15 seconds
10/22/2008 Edward de Bono Foundation Pakistan 237
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• Is
Is the following a WHITE
the following a WHITE Hat
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
10/22/2008 Edward de Bono Foundation Pakistan 238
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• Is
Is the following a WHITE
the following a WHITE Hat
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
10/22/2008 Edward de Bono Foundation Pakistan 239
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• Is
Is the following a WHITE
the following a WHITE Hat
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
Edward de Bono Foundation Pakistan 240
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• 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:
30 seconds 2 minutes
10/22/2008 Edward de Bono Foundation Pakistan 241
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• 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:
30 seconds 2 minutes
10/22/2008 Edward de Bono Foundation Pakistan 242
Exercise on the
Refer to Page 85 of “Teach Your Child How to Think”
WHITE & RED RED Hats
• 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:
30 seconds 2 minutes
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BLACK & YELLOW
& YELLOW
Refer to Page 86 of “Teach Your Child How to Think”
• 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 DISCUSSION
TIME:
TIME: TIME:
TIME:
30 seconds 2 minutes
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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• 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:
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30 seconds 2 minutes
Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• 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:
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30 seconds 2 minutes
Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• 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
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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• Is it a proper BLACK
Is it a proper BLACK Hat Remark:
BLACK Hat Remark:
“A publicity campaign in the
newspapers won’t work because
’t kb
many people cannot read.”
EXERCISE
TIME:
TIME:
15 seconds
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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• Is it a proper BLACK
Is it a proper BLACK Hat Remark:
BLACK Hat Remark:
“People who tell lies are usually
f
found out.”
d t”
EXERCISE
TIME:
15 seconds
“In my experience paying people
hi h
higher wages does not make them
d t k th
happier.”
EXERCISE
TIME:
15 seconds
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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK & YELLOW YELLOW
• Is it a proper BLACK
Is it a proper BLACK Hat Remark:
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 DISCUSSION
TIME: TIME:
30 seconds 2 minutes
• 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 DISCUSSION
TIME: TIME:
30 seconds 2 minutes
EXERCISE
EXERCISE DISCUSSION
DISCUSSION
TIME: TIME:
30 seconds 2 minutes
EXERCISE DISCUSSION
TIME:
TIME: TIME:
TIME:
30 seconds 2 minutes
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Exercise on the
Refer to Page 96 of “Teach Your Child How to Think”
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:
30 seconds 2 minutes
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Exercise on the
Refer to Page 96 of “Teach Your Child How to Think”
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:
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30 seconds 2 minutes
Exercise on the
Refer to Page 96 of “Teach Your Child How to Think”
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
30 seconds 2 minutes
2 minutes
• Occasional Use.
Occasional Use.
• Systematic / Structured
(Sequence) Use.
• 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)
Refer to Page 99 of “Teach Your Child How to Think”
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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
30 seconds 2 minutes
2 minutes
EXERCISE DISCUSSION
Refer to Page 100 of “Teach Your Child How to Think”
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
Refer to Page 100 of “Teach Your Child How to Think”
10/22/2008 Edward de Bono Foundation Pakistan 278
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:
30 seconds 2 minutes
“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 g
hospital.”
EXERCISE
TIME:
15 seconds
“You find an envelope with a lot of money
f p f y
in 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 yg j
EXERCISE
TIME:
15 seconds
EXERCISE
EXERCISE DISCUSSION
DISCUSSION
TIME: TIME: Refer to Page 100 of “Teach Your Child How to Think”
30 seconds
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CONCLUSION
THANK YOU!