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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)
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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
10/22/2008 Edward  de Bono Foundation Pakistan 5
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

Refer to Page 6 of Workbook 2

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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

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


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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
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

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


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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
Refer to Page 31, Chapter 7 of “Six Thinking Hats”
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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
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THINKING WITH SIX HATS
THINKING WITH SIX HATS
MODULE II (EXERCISES)
MODULE II (EXERCISES)

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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

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
• 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.
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
• 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?
Refer to Page 79 of “Teach your Child How to Think”
10/22/2008 Edward  de Bono Foundation Pakistan 56
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
10/22/2008 Edward  de Bono Foundation Pakistan 57
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?

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


TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 58
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:‐
“At this point we should list the 
options we have ”
options we have.

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


TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 59
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:‐
“I don’t like him and I don’t want to 
work with him ”
work with him.

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


TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 60
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:‐
“I don’t think that putting up the 
price of gasoline will make people
price of gasoline will make people 
drive more carefully.”
EXERCISE  Refer to Page 79 of “Teach your Child How to Think”
TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 61
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:‐
“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.”
EXERCISE  Refer to Page 79 of “Teach your Child How to Think”
TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 62
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:‐
“Is it not possible to climb over that 
wall?
wall?”

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


TIME:
TIME: 
5 seconds
10/22/2008 Edward  de Bono Foundation Pakistan 63
XERCISE
OBSERVATION 
TIME: 
2 minutes
X HATTS EX
SIX

10/22/2008 Edward  de Bono Foundation Pakistan 64
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
________________

10/22/2008 Edward  de Bono Foundation Pakistan 65
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
10/22/2008 Edward  de Bono Foundation Pakistan 66
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
10/22/2008 Edward  de Bono Foundation Pakistan 67
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
10/22/2008 Edward  de Bono Foundation Pakistan 68
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
10/22/2008 Edward  de Bono Foundation Pakistan 69
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
10/22/2008 Edward  de Bono Foundation Pakistan 70
SIX THINKING HATS
SIX THINKING HATS 
EXPLAINED
MODULE III
MODULE III

10/22/2008 Edward  de Bono Foundation Pakistan 71
THE BLUE HAT
THE BLUE
THE 
MODULE III‐1
MODULE III 1

10/22/2008 Edward  de Bono Foundation Pakistan 72
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
10/22/2008 Edward  de Bono Foundation Pakistan 73
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”

10/22/2008 Edward  de Bono Foundation Pakistan 74
Thought of BLUE Hat
Thought of BLUE 
BLUE Hat
• FOCUS
• PROGRAM DESIGN
• SUMMARIES AND CONCLUSIONS
• CONTROL AND MONITORING

10/22/2008 Edward  de Bono Foundation Pakistan 75
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”

10/22/2008 Edward  de Bono Foundation Pakistan 76
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”

10/22/2008 Edward  de Bono Foundation Pakistan 77
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”

10/22/2008 Edward  de Bono Foundation Pakistan 78
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”

10/22/2008 Edward  de Bono Foundation Pakistan 79
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

10/22/2008 Edward  de Bono Foundation Pakistan 80
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.

10/22/2008 Edward  de Bono Foundation Pakistan 81
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

10/22/2008 Edward  de Bono Foundation Pakistan 82
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.”
10/22/2008 Edward  de Bono Foundation Pakistan 83
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

10/22/2008 Edward  de Bono Foundation Pakistan 84
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

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
10/22/2008 Edward  de Bono Foundation Pakistan 100
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. 
10/22/2008 Edward  de Bono Foundation Pakistan 101
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.

10/22/2008 Edward  de Bono Foundation Pakistan 102


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

10/22/2008 Edward  de Bono Foundation Pakistan 103


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?
10/22/2008 Edward  de Bono Foundation Pakistan 104
The WHITE Hat (Observer)
The WHITE 
WHITE Hat (Observer)
Refer to Page 34, Chapter 8 of “Six Thinking Hats”

• 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?

10/22/2008 Edward  de Bono Foundation Pakistan 106


Thought of WHITE Hat
Thought of WHITE 
WHITE Hat
Refer to Page 40, Chapter 9 of “Six Thinking Hats”

• 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?

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Thought of WHITE Hat
Thought of WHITE 
WHITE Hat
Refer to Page 44, Chapter 10 of “Six Thinking Hats”

• 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.

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Thought of WHITE Hat
Thought of WHITE 
WHITE Hat
Refer to Page 47, Chapter 11 of “Six Thinking Hats”

• 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"

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Thought of WHITE Hat
Thought of WHITE 
WHITE Hat
Refer to Page 52, Chapter 12 of “Six Thinking Hats”

• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 54, Chapter 13 of “Six Thinking Hats”

• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 54, Chapter 13 of “Six Thinking Hats”

• 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".
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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.

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TYPES OF INFORMATION
TYPES OF INFORMATION
Refer to Page 22 of “Six Thinking Hats Workbook 2”
• 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?
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TYPES OF 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
Refer to Page 22 of “Six Thinking Hats Workbook 2”

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TYPES OF INFORMATION
“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.”
Refer to Page 23 of “Six Thinking Hats Workbook 2”

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TYPES OF INFORMATION
“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.”
Refer to Page 23 of “Six Thinking Hats Workbook 2”

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TYPES OF INFORMATION
TYPES OF INFORMATION
“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.”

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

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TYPES OF INFORMATION
TYPES OF INFORMATION
“WHAT INFORMATION DO WE NEED?”
EXAMPLES
“We do not know what salary she expects.”

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

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

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TYPES OF INFORMATION
TYPES OF INFORMATION
“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.”

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

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TYPES OF INFORMATION
TYPES OF INFORMATION
“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.”
Refer to Page 25 of “Six Thinking Hats Workbook 2”

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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

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

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

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The RED Hat (Self, Other)
The RED Hat (Self, Other)
Refer to Page 56, Chapter 14 of “Six Thinking Hats”

• 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

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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
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Thought of RED Hat
Thought of RED
Refer to Page 58, Chapter 15 of “Six Thinking Hats”

• 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?

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Thought of RED Hat
Thought of RED
Refer to Page 62, Chapter 16 of “Six Thinking Hats”

• 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?

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Thought of RED Hat
Thought of RED
Refer to Page 67, Chapter 17 of “Six Thinking Hats”

• 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.

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Thought of RED Hat
Thought of RED
Refer to Page 70, Chapter 18 of “Six Thinking Hats”

• 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.

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Thought of RED Hat
Thought of RED
Refer to Page 75, Chapter 19 of “Six Thinking Hats”

• 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.
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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.
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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. 
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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
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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”

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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.”

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

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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)
Refer to Page 29 of “Six Thinking Hats Workbook 2”

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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.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”

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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.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”

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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
Refer to Page 31 of “Six Thinking Hats Workbook 2”

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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.”
Refer to Page 32 of “Six Thinking Hats Workbook 2”

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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”

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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 
TIME:  Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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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?
“Flextime at Work” DISCUSSION 
TIME: 
1 minute

EXERCISE 
TIME:  Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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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?
“Ban on cars in city centers” DISCUSSION 
TIME: 
1 minute

EXERCISE 
TIME:  Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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THE RED HAT
THE RED 
RED HAT DISCUSSION 
TIME: 
EXERCISE 1 minute

• 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

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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?
“More use of electronic mail” DISCUSSION 
TIME: 
1 minute

EXERCISE 
TIME:  Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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DISCUSSION 
THE RED HAT
THE RED 
RED HAT TIME: 
1 minute
EXERCISE
• For each of the following suggestions or 
situations what is your immediate RED Hat 
situations, what is your immediate RED 
RED Hat
response?
“Mobile telephones”

EXERCISE 
TIME:  Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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DISCUSSION 
THE RED HAT
THE RED 
RED HAT TIME: 
1 minute
EXERCISE
• For each of the following suggestions or 
situations what is your immediate RED Hat 
situations, what is your immediate RED 
RED Hat
response?
“Free public education at university level”

EXERCISE 
TIME:  Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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DISCUSSION 
THE RED HAT
THE RED 
RED HAT TIME: 
1 minute
EXERCISE
• For each of the following suggestions or 
situations what is your immediate RED Hat 
situations, what is your immediate RED 
RED Hat
response?
“Background music in restaurants”

EXERCISE 
TIME:  Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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DISCUSSION 
THE RED HAT
THE RED 
RED HAT TIME: 
1 minute
EXERCISE
• For each of the following suggestions or 
situations what is your immediate RED Hat 
situations, what is your immediate RED 
RED Hat
response?
“Office romances”

EXERCISE 
TIME:  Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
20 seconds

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

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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?

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The YELLOW Hat (Self, Other)
The YELLOW 
YELLOW Hat (Self, Other)
Refer to Page 110, Chapter 27 of “Six Thinking Hats”

• 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.

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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
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Thoughts of YELLOW Hat
Thoughts of YELLOW 
YELLOW Hat
Refer to Page 114, Chapter 28 of “Six Thinking Hats”

• THE POSITIVE SPECTRUM
THE POSITIVE SPECTRUM
–When is optimism foolishness?
–From the hopeful to the logical.
What is realism?
–What is realism?

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Thoughts of YELLOW Hat
Thoughts of YELLOW 
YELLOW Hat
Refer to Page 118, Chapter 29 of “Six Thinking Hats”

• 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

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Thoughts of YELLOW Hat
Thoughts of YELLOW 
YELLOW Hat
Refer to Page 120, Chapter 30 of “Six Thinking Hats”

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

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Thoughts of YELLOW Hat
Thoughts of YELLOW 
YELLOW Hat
Refer to Page 125, Chapter 31 of “Six Thinking Hats”

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

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Thoughts of YELLOW Hat
Thoughts of YELLOW 
YELLOW Hat
Refer to Page 138, Chapter 32 of “Six Thinking Hats”

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

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 133, Chapter 33 of “Six Thinking Hats”
• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 133, Chapter 33 of “Six Thinking Hats”
• 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).

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FOCUS AREAS
FOCUS AREAS
Refer to Page 36 of “Six Thinking Hats Workbook 2”
• Reasons for Optimism
Reasons for Optimism
• Feasibility
• Benefits
• Values
• Competitive Advantage
• Sense of Potential
• Concepts
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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.”

Refer to Page 36 of “Six Thinking Hats Workbook 2”

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.”

Refer to Page 36 of “Six Thinking Hats Workbook 2”

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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”

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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
g 38 of “Six Thinking
g Hats Workbook 2”

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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
g 39 of “Six Thinking
g Hats Workbook 2”

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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
g 39 of “Six Thinking
g Hats Workbook 2”

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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
g 40 of “Six Thinking
g Hats Workbook 2”

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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
g 40 of “Six Thinking
g Hats Workbook 2”

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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
g 41 of “Six Thinking
g Hats Workbook 2”
1 minute
1 minute

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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
g 41 of “Six Thinking
g Hats Workbook 2”
1 minute
1 minute

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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
g 41 of “Six Thinking
g Hats Workbook 2”

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

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The BLACK Hat (Self, Other)
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

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The BLACK Hat (Self, Other)
The BLACK Hat (Self, Other)
Refer to Page 80, Chapter 21 of “Six Thinking Hats”

• 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.
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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?

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Thought of BLACK Hat
Thought of BLACK
Refer to Page 86, Chapter 22 of “Six Thinking Hats”

• 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.

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Thought of BLACK Hat
Thought of BLACK
Refer to Page 91, Chapter 23 of “Six Thinking Hats”

• 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?

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Thought of BLACK Hat
Thought of BLACK
Refer to Page 99, Chapter 24 of “Six Thinking Hats”

• 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...

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Thought of BLACK Hat
Thought of BLACK
Refer to Page 104, Chapter 25 of “Six Thinking Hats”

• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 108, Chapter 26 of “Six Thinking Hats”
• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 108, Chapter 26 of “Six Thinking Hats”
• 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.
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KEY FUNCTIONS
KEY FUNCTIONS
Refer to Page 44 of “Six Thinking Hats Workbook 2”
• 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
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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”

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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.”
Refer to Page 45 of “Six
Six Thinking Hats Workbook 2
2”

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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.
Refer to Page 45 of “Six
Six Thinking Hats Workbook 2
2”

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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?

Refer to Page 46 of “Six


Six Thinking Hats Workbook 2
2”

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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.

Refer to Page 46 of “Six


Six Thinking Hats Workbook 2
2”

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

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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 

Refer to Page 47 of “Six


Six Thinking Hats Workbook 2
2”

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

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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 ”
Refer to Page 48 of “Six
Six Thinking Hats Workbook 2
2”

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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
Six Thinking Hats Workbook 2
2”

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

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

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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?

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Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 135, Chapter 34 of “Six Thinking Hats”

• 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

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Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 140, Chapter 35 of “Six Thinking Hats”

• 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

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Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 143, Chapter 36 of “Six Thinking Hats”

• 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.

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Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 148, Chapter 37 of “Six Thinking Hats”

• 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.

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Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 154, Chapter 38 of “Six Thinking Hats”

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

10/22/2008 Edward  de Bono Foundation Pakistan 208


Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 161, Chapter 39 of “Six Thinking Hats”

• 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

10/22/2008 Edward  de Bono Foundation Pakistan 209


Thoughts of GREEN Hat
Thoughts of GREEN 
GREEN Hat
Refer to Page 164, Chapter 40 of “Six Thinking Hats”

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

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 168, Chapter 41 of “Six Thinking Hats”
• 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.

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Summary of the Thoughts
Summary of the Thoughts
Refer to Page 168, Chapter 41 of “Six Thinking Hats”
• 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.

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KEY POINTS
KEY POINTS
Refer to Page 53 of “Six Thinking Hats Workbook 2”
• 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
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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.”
Refer to Page 53 of “Six Thinking Hats Workbook 2”

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

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

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

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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 ”
Refer to Page 56 of “Six Thinking Hats Workbook 2”

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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

Refer to Page 56 of “Six Thinking Hats Workbook 2”

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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.”

Refer to Page 57 of “Six Thinking Hats Workbook 2”

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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.
Refer to Page 57 of “Six Thinking Hats Workbook 2”

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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. 
Refer to Page 58 of “Six Thinking Hats Workbook 2”

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THE GREEN 
THE GREEN HAT
GREEN HAT
EXERCISE DISCUSSION 
TIME
TIME: 
3 minutes
Focus:  Load Shedding
Random Word:    BUTTERFLY
Idea Generation:
Idea Generation:
_______________________________
_________________________________
EXERCISE 
___________
TIME:  Refer to Page 60 of “Six Thinking Hats Workbook 2”
2 minute
2 minute

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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 
___________
TIME:  Refer to Page 60 of “Six Thinking Hats Workbook 2”
2 minute
2 minute

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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.

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HATS PAIRS
HATS PAIRS
MODULE IV
MODULE  IV

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HAT PAIRS
HAT PAIRS

• WHITE • RED
• BLACK • YELLOW
• GREEN • BLUE
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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”

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Exercise on the
Refer to Page 84 of “Teach Your Child How to Think”
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

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Exercise on the
Refer to Page 84 of “Teach Your Child How to Think”
WHITE &        RED  RED Hats
• Can
Can computers do RED 
computers do RED Hat 
RED Hat
Thinking?

EXERCISE 
TIME:  DISCUSSION 
30 seconds TIME: 
2 minutes

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Exercise on the
Refer to Page 84 of “Teach Your Child How to Think”
WHITE &        RED  RED Hats
•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
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Exercise on the
Refer to Page 84 of “Teach Your Child How to Think”
WHITE &        RED  RED Hats
• 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

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Exercise on the
Refer to Page 84 of “Teach Your Child How to Think”
WHITE &        RED  RED Hats
• 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
30 seconds 2 minutes
2 minutes

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Exercise on the
Refer to Page 84 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
“Pollution of a growing problem?”
f i bl ?”

EXERCISE 
TIME: 
15 seconds
15 seconds

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Exercise on the
Refer to Page 84 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 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
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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
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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
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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
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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
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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?

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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
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: 
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

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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:

“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

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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK &        YELLOW YELLOW
• 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: 
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
• 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
30 seconds 2 minutes
2 minutes

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Exercise on the
Refer to Page 90 of “Teach Your Child How to Think”
BLACK &        YELLOW YELLOW
• Do
Do some YELLOW
some YELLOW Hat Thinking on 
Hat Thinking on
the use of the BLACK
BLACK Hat.

EXERCISE  DISCUSSION 
TIME:  TIME: 
30 seconds 2 minutes

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GREEN &        BLUE
& BLUE
Refer to Page 91 of “Teach Your Child How to Think”

• 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

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Exercise on the
Refer to Page 95 of “Teach Your Child How to Think”
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: 
30 seconds 2 minutes

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Exercise on the
Refer to Page 95 of “Teach Your Child How to Think”
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: 
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
• 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: 
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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
• 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: 
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
•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: 
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

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SEQUENCE USE
SEQUENCE USE
MODULE V
MODULE V

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TYPES OF USE
TYPES OF USE
Refer to Page 97 of “Teach Your Child How to Think”

• Occasional Use.
Occasional Use.
• Systematic  / Structured 
(Sequence) Use.

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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.

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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.
Refer to Page 98 of “Teach Your Child How to Think”
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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.

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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. 

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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)
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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)
Refer to Page 98 of “Teach Your Child How to Think”
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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)
Refer to Page 99 of “Teach Your Child How to Think”
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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)
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

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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: 
30 seconds 2 minutes

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


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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 
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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”
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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

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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: 
30 seconds 2 minutes

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


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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

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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 break your right arm in an accident.”
y g

EXERCISE 
TIME: 
15 seconds

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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:

“Your mother is very ill and has to go to 
y g
hospital.”
EXERCISE 
TIME: 
15 seconds

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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 find an envelope with a lot of money 
f p f y
in it.”
EXERCISE 
TIME: 
15 seconds

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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 discover your friend is a thief.”
y f f

EXERCISE 
TIME: 
15 seconds

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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 get offered a very good job.”
g ff yg j

EXERCISE 
TIME: 
15 seconds

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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
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CONCLUSION
THANK YOU!

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