1. Unit 9 University of Sunderland CSEM04 ROSCO Unit 9: Six Thinking Hats Technique CSEM04: Risk and Opportunities of Systems Change in Organisations Dr Lynne Humphries & Prof. Helen M Edwards

2. Unit 9 University of Sunderland CSEM04 ROSCO Overview Styles of Thinking Different Views – a story from deBono Adapting New Thinking Styles White, Red, Black, Yellow, Green, and Blue Hats Using the Technique in Groups Using the Technique Individually Examples References Used

3. Unit 9 University of Sunderland CSEM04 ROSCO Styles of Thinking Western thinking is concerned with "what is,“ –determined by analysis, judgement and argument. Another whole aspect of thinking is concerned with "what can be," –involves constructive thinking, creative thinking, and "designing a way forward."

4. Unit 9 University of Sunderland CSEM04 ROSCO Different Views – a story from deBono –“ Once upon a time a man painted half his car white and the other half black. His friends asked him why he did such a strange thing. He replied: "Because it is such fun, whenever I have an accident, to hear the witnesses in court contradict each other”. –often the case in an argument that both sides are right but are looking at different aspects of the situation.

5. Unit 9 University of Sunderland CSEM04 ROSCO Adapting New Thinking Styles It is used to look at decisions from a number of important perspectives. This forces you to move outside your habitual thinking style, and helps you to get a more rounded view of a situation This the focus of the six thinking hats

6. Unit 9 University of Sunderland CSEM04 ROSCO White Hat Focus: on the data available. –Look at the information you have, and see what you can learn from it. –Look for gaps in your knowledge, and either try to fill them or take account of them. –This is where you analyze past trends, and try to extrapolate from historical data.

7. Unit 9 University of Sunderland CSEM04 ROSCO Red Hat Look at problems using: –intuition, –“gut reaction”, and –emotion. Also try to think how other people will react emotionally. Try to understand the responses of people who do not fully know your reasoning..

8. Unit 9 University of Sunderland CSEM04 ROSCO Black Hat Focus: cautious and defensive: why might it not work?. –It allows you to eliminate problems/risks, alter them, or prepare contingency plans to counter them. –It helps to make your plans 'tougher' and more resilient.

9. Unit 9 University of Sunderland CSEM04 ROSCO Yellow Hat Focus: think positively! –see all the benefits in a decision –the value in it –the opportunities.

10. Unit 9 University of Sunderland CSEM04 ROSCO Green Hat Focus: creativity. –Develop creative solutions to a problem. –Be unconstrained by practicality –Don’t criticise ideas. Other creativity tools (e.g. brainstorming) can help you when wearing this hat.

11. Unit 9 University of Sunderland CSEM04 ROSCO Blue Hat Focus: Process control. This is the hat worn by people chairing/facilitating meetings. –When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. –When contingency plans are needed, they will ask for Black Hat thinking, etc.

12. Unit 9 University of Sunderland CSEM04 ROSCO Six Hats in Group Activities In groups everyone considers the problem with the same hat on –until all hats have been considered. –Different hats are not assigned to different group members. The process eliminates confrontations –These happen when people with different thinking styles preferences discuss the same problem with different hats on. –all styles are relevant –all are treated seriously by everyone.

13. Unit 9 University of Sunderland CSEM04 ROSCO Six Hats for an Individual On your own in considering a problem –Put a different thinking hat on in turn until you’ve considered the problems from all angles. –Prevent getting “stuck” in a rut – thinking in only one way. –Moves you beyond your natural thinking style (e.g. a yellow-hatted optimist). –Iterate around the hats until all your thinking is done.

14. Unit 9 University of Sunderland CSEM04 ROSCO An Example (building a new office block) The directors of a property company are considering building a new office block 1. Blue Hat thinking –used by the Chair to move between the different thinking styles. –keeps members of the team from switching styles, or from criticising other peoples' points. As White Hats they analyze the data they have. –the trend in available vacant office space, which shows a sharp reduction. –anticipate that by the time the office block would be completed, that there will be a severe shortage of office space. –Identify that current government projections show steady economic growth for at least the construction period. 1 From Mindtools – see refs

15. Unit 9 University of Sunderland CSEM04 ROSCO … building a new office block As Red Hats –some of the directors think the proposed building looks quite ugly. While it would be highly cost-effective, they worry that people would not like to work in it. As Black Hats –they worry that government projections may be wrong. –The economy may be about to enter a 'cyclical downturn', in which case the office building may be empty for a long time. –If the building is not attractive, then companies will choose to work in another better-looking building at the same rent.

16. Unit 9 University of Sunderland CSEM04 ROSCO … building a new office block As Yellow Hats, –the economy holds up: their projections are correct: the company makes a great deal of money. By selling the building before the next downturn, or renting to tenants on long-term leases that will last through any recession. As Green Hats –consider changing the design to make the building more pleasant. –build prestige offices that people would want to rent in any economic climate. –Alternatively, invest the money now and buy up property (at a low cost) when a recession does come.

17. Unit 9 University of Sunderland CSEM04 ROSCO Another Example: Classroom Management Students Talking While Others Are Talking Or Teaching 2 White Hat: states the facts, –students are talking when the teacher is talking –there is noise so that others are distracted or can't hear –students don't know what to do after the teacher has given directions –many students get silly or off task Red Hat: states the emotions –the teacher feels offended –Some students are frustrated because they can't hear directions –Those talking enjoy joking around and being heard 2 From Dyck (ud) – see refs

18. Unit 9 University of Sunderland CSEM04 ROSCO … … Classroom Management Black Hat: negative aspects –time is wasted –learning is compromised –those who legitimately have the floor feel that listeners don't care about what they are saying –chaos in the classroom Yellow Hat: positives –everyone gets to say what is on their mind –it can be fun –you don't have to wait until you speak and therefore don't forget what you what to say –not just the "smart" kids get to speak

19. Unit 9 University of Sunderland CSEM04 ROSCO … … Classroom Management Green Hat: creative ideas –[the teacher is more aware of the amount of time that she "talks“] She will try to include interaction from many different students, not just the "smart" kids –students will work on resisting the need to say everything that comes into their mind. They will ask themselves if this is “on topic” and “if this needs to be shared at this time”. –There needed to be further discussion on how students would work on this problem. students will think about whether their comment will interfere with other people's learning the class will keep the “6 hats” to refer to reassess how things are going.

20. Unit 9 University of Sunderland CSEM04 ROSCO … … Classroom Management Blue Hat: Sum up what is learned –limit the amount of time “talking” is used as a form of teaching –involve all students in discussion. –some students need "think time" before they are ready to contribute. –students realise that if they also talk when someone else is already talking it makes that person feel foolish or unappreciated. –students realize that just to "get a laugh" they are jeopardising others’ learning –students learned that speaking whenever you want shows a lack of self-discipline and –students learned that not everything that goes through our minds is worth sharing. –teacher/student needs to revisit this topic and check how they are doing.

21. Unit 9 University of Sunderland CSEM04 ROSCO References Used de Bono, E (2004) Six Thinking Hats: An essential approach to business management. Penguin Books Ltd Mindtools (ud) Six Thinking Hats - Looking at a Decision From All Points of View. http://www.mindtools.com/pages/article/newTED_07.htm Dyck, B (ud) Classroom Management, Six Thinking Hats. http://www.teachnet.com/how-to/manage/sixhats120800.html