1. ‘ the 6 thinking styles’ by Dr. Edward de Bono (Ch. 8, the team handbook, p 6-7) Pooja Kishore Emily Vaughn Team: Fo’Sho!

2.  The use of ‘six styles of thinking’ / ‘six thinking hats’ help teams stay focused on creative problem solving by avoiding negativity and group arguments.  It involves participants in a type of mental role play that increases cognitive flexibility and prevents "groupthink”.

3. The ‘hats’ defined… Calls for caution and critical judgment. Helps teams avoid groupthink and proposing unrealistic solutions. Should be used *after* the team has generated lots of ideas to allow creative thought. Gives the opportunity to present feelings or intuitions about the subject without needing to explaining or justify them. Airs feelings and conflict without fear, uses right-brain thinking. Requires team members to consider only the data and information at hand. No proposals, arguments, opinions, etc.

4. Definitions continued… Used for process control to help teams evaluate the thinking style and determine if it is appropriate. Allows members to ask for summaries to help progress if they get off track. Makes time and space available for creative thinking. Team is encouraged to use divergent thinking and explore alternative ideas and options when it is being used. Encourages optimism and a positive view of things when in use. Teams look a the logical benefits of the proposal. (Every green hat deserves some ‘Yellow Hat’ attention.

5. How to use the 6 thinking styles technique: (Can be used during and between meetings as follows)  A thinker puts on or takes off one of the hats  The meeting facilitator or team leader asks a thinker to put on or take off one of the hats  All thinkers put on one hat for a period of time  Each thinker is assigned a different hat to wear for a period of time  All thinkers wear hats they don’t normally wear

6. ‘ speeding up team learning’ by Edmondson, Amy Bohmer, Richard Pisano, Gary

7.  Thesis/ What was found: The most successful teams adapt quickly to new ways of working. The challenge of team management these days is not simply to execute existing processes efficiently, but to implement new processes as quickly as possible. A study was performed to see how surgical teams at 16 major medical centers implemented a difficult new procedure for performing cardiac surgery…

8. Creating a Learning Team  Success in learning comes down to the way teams are put together and how they draw on their experiences- a team’s design and management.  They also share the following characteristics:  They were designed for learning  Their leaders framed the challenge in a way that motivated members to learn  The leaders' behavior created an environment of psychological safety to foster communication and innovation.

9. Designing a Team for Learning  Team leaders have discretion in determining, through choice of members, the group's mix of skills and areas of expertise. They also do so by: 1. Framing the Challenge - Emphasize the importance of creating new ways of working together and require the contribution of every team member 2. Creating an Environment of Psychological Safety - Teams learn through trial and error - Teams whose members feel comfortable making suggestions, and thinking outside the box are successful in learning new things.

10. Leading to Learn  For teams to succeed they must work as learning units  Teams can’t only be made up of ‘technocrats’, members must have interpersonal skills.  Managers must lead in a way that encourages learning

11. ‘ the real reason people won’t change’ by Robert Kegan and Lisa Laskow Lahey Team: Fo’Sho! vs.

12. Thesis:  People often resist change because of internal conflicts and biases. Helping people overcome their limitations to become more successful at work is at the very heart of effective management.  Many people are unwittingly applying productive energy toward a hidden “competing commitment”, which causes them to behave in ways that are unproductive.

13. Diagnosing Immunity to Change:  Must first uncover competing commitments by asking the following questions:  What would you like to see changed at work, so that you could be more effective or so that work would be more satisfying?  What commitments does your complaint imply?  What are you doing, or not doing, that is keeping your commitments from being more fully realized?  If you’re doing the opposite of the undermining behavior, do you detect in yourself any discomfort, worry, or vague fear?  By engaging in this undermining behavior, what worrisome outcome are you committed to preventing?  The answers reveal peoples big assumptions—deeply rooted beliefs about themselves and the world around them.

14. Examining and Questioning Big Assumptions:  1: Notice and record current behavior  2: Look for contrary evidence  3: Explore the history  4: Test the assumption  5: Evaluate the results