Green Hat Research Articles

“IMPACT OF SIX THINKING HATS TECHNIQUES ON THE LEGITIMATE DECISION-MAKING SKILLS OF MANAGERS”

Six Thinking Hats is a way to think differently and create solution. Day by day all the companies are facing very complex situations and they want a productive solution for their problems. The solution should be such that it should benefit manager, employees and organization as a whole. The Six Thinking Hats gives various angles of thinking to a particular problem, situation or issue and thus more prominent solutions are generated. As managers hold the responsible position in the companies where their decisions impact the organization either positively or negatively depending upon the quality of decision and the decision making skills of the managers. The six thinking hats concept gives the ability to the manager to think in a totally different and logical way for a particular situation. The main goal of the study is to find out the role of Six Thinking Hats in sharpening the decision making skills of the managers. Does six hat thinking has any influence over the manager in improving and taking good decisions for the companies. Total 100 managers from all over the banks, IT, services, manufacturing and retail sectors across India are considered for the study. Multiple regression analysis and ANOVA tools are used for analysis of the data and hypothesis. Six thinking hats factors such as Yellow Hat Thinking, Black Hat Thinking, Green Hat Thinking, Blue Hat Thinking, Red Hat Thinking and White Hat Thinking are considered as independent factors and manager’s decision making skills are considered as dependent factor. From the research study it has been found out that the six thinking hats technique had impact on the decision making skills of the managers.

Do De Bono's green hat and green-red combination increase creativity in brainstorming on individuals and dyads?

How de Bono's hats affect creativity is an interesting research question. Recent research indicates that the green hat enhances creativity more than the emotional red hat. However, the underlying mechanism of this increase is not yet known since the sample size was small in the previous study. It is also not known what effects the combinations of these hats are on creativity in the groups or dyads. For these purposes, two experiments were conducted. In Experiment 1, in individuals, the green hat increased creativity more than the red one by increasing flexibility. In Experiment 2, the pairs were randomly formed as the green-green, red-red, green-red hat ones. The green-red hat dyads were more creative than the red-red hat ones. These findings indicate the beneficial effect of the combination that dictates creativity and emotionality. These findings were discussed in terms of the cognitive stimulation approach.

Pragmatic inferences in aging and human-robot communication

Despite the increase in research on older adults' communicative behavior, little work has explored patterns of age-related change in pragmatic inferencing and how these patterns are adapted depending on the situation-specific context. In two eye-tracking experiments, participants followed instructions like “Click on the greenhouse”, which were either played over speakers or spoken live by a co-present robot partner. Implicit inferential processes were measured by exploring the extent to which listeners temporarily (mis)understood the unfolding noun to be a modified phrase referring to a competitor object in the display (green hat). This competitor was accompanied by either another member of the same category or an unrelated item (tan hat vs. dice). Experiment 1 (no robot) showed clear evidence of contrastive inferencing in both younger and older adults (more looks to the green hat when the tan hat was also present). Experiment 2 explored the ability to suppress these contrastive inferences when the robot talker was known to lack any color perception, making descriptions like “green hat” implausible. Younger but not older listeners were able to suppress contrastive inferences in this context, suggesting older adults could not keep the relevant limitations in mind and/or were more likely to spontaneously ascribe human attributes to the robot. Together, the findings enhance our understanding of pragmatic inferencing in aging.

“A Very Real Warmth”?: Hemingway and Michael Arlen

Michael Arlen (1895–1956) was one of the most successful popular novelists of the 1920s. This essay examines his relationship with Ernest Hemingway on two levels, the literary and the biographical. Hemingway was alerted to Arlen’s work by Scott Fitzgerald, and Hemingway’s earliest reviewers assumed he owed a debt to Arlen. Hemingway denied any “influence.” Similarities between The Sun Also Rises and Arlen’s bestseller The Green Hat are examined. Arlen’s (possibly) satirical jibes at Hemingway in his own fiction and Hemingway’s racially inflected condescension towards Arlen call into question Arlen’s son’s claim of a “real warmth” between the two writers, who rarely met.

A “Comer” or a “Second-Rater”?

Abstract Michael Arlen was one of the most successful popular novelists of the interwar period, even appearing on the cover of Time magazine in 1927. Best known in his day for the novel The Green Hat (1924), he lived intermittently in Paris in the later 1920s, where he encountered American expatriates, including Ernest Hemingway and F. Scott Fitzgerald. This article examines his relationship with Fitzgerald, presenting the material in chronological order. The relationship took two forms: meetings between the two men (only two of which are documented, although they must surely have met on other occasions as well) and reception by Fitzgerald of Arlen’s work. Fitzgerald showed early familiarity with Arlen’s writings, even suggesting that Arlen was in some sense his successor and someone from whom he and Hemingway might learn. At the same time, he identified faults with Arlen’s writing and by the end of the 1920s declared him “second-rate.” Arlen himself borrowed motifs from The Great Gatsby for his novel Men Dislike Women (1931) but left no memoir of his personal contacts with Fitzgerald.

«Зеленая шляпа» Петра Потёмкина и детская литература русской эмиграции

The essay reconstructs history of the 1924 publication of Piotr Potiomkin’s (1886—1926) poem for children Green Hat in a wider context of the Russian émigré literary culture. A well-known writer before the revolution, the author of two books of poetry Funny Love and Geranium, Potiomkin found himself after emigrating to Chishinau and further to Prague, on the periphery of the Russian Diaspora. In 1922 he slowly started to publish his works in the periodicals of “Russian Berlin.” Sasha Chiornyi, his friend from the era of the Satyricon magazine, included two of Potiomkin’s poems in the Rainbow, the first children’s anthology which Chiornyi edited for the Slovo publishing house. By that time Chiornyi occupied a leading position in the émigré children’s literature. He began to invite Potiomkin’s partici- pation in the publishing enterprises of “Russian Berlin,” and recommended the poet to the Volga publishing house as a potentially valuable author. Potiomkin was one of the creators of the genre of “a poem for children” in pre-revolutionary children’s literature—-in 1912 the magazine Galchionok published his “story in verse” Boba Skvozniakov in the Country. Therefore, Potiomkin offered the Volga to publish another “poem for children” Green Hat. As a book designer he invited Hans Fronius (1903—1988) who at the time was a student at the Kunstakademie in Vienna. Later Fronius became the first illustrator of the literary works of Franz Kafka.

Six Thinking Hats Method for Developing Critical Thinking Skills

The purpose of this research is to assist the student teachers in their final year to think critically in analyzing the lesson plan document in the Kurikulum 2013 framework using the Six Thinking Hats method as a tool. This tool has visual imagery similar to colorful hats, with a specific point of view. The white hat acts as an information source, black hat identifies threats, the red hat represents emotion and intuition, the yellow hat identifies support and strength, the green hat stimulates creative ideas, and the blue hat becomes the leader of the discussion. This is a one-group post-test only experiment. The data is analyzed descriptively and interpreted qualitatively. The instrument is rubrics for analysis, also documentation and interview. The result shows that the average of the analysis scored 27,5 (out of 57) in a "moderate" level. This means students give short analysis with less-detailed description and the reasoning is less clear. The order from the lowest to the highest score is: yellow (scored 1,1)- white (1,2)-green (1,3)-red (1,5)-black (2,0). Although the result is still in the middle level, it still can be seen that this method is very potential to assist students to think critically, with a step by step development.

The effects of the six thinking hats and speed on creativity in brainstorming

Although De Bono’s ‘six thinking hats’ have been suggested to be beneficial for developing creativity in learners, little is known about how these hats are effective in doing so. This paper reports on two experiments using thinking hats. In the first one, the participants were allocated one of the six colors of ‘thinking hat’s and read an explanation of what focus of frame that hat required. They then were asked, individually, to generate ideas for 12 min in a brainstorming session. Experiment 1 investigated the effectiveness of each hat separately and showed that the participants in the yellow hat outperformed those in the red one in terms of unique or creative ideas in brainstorming. Albeit being not significant, there was a trend for higher performance of participants using the green hat in terms of deep ideas. Experiment 2 was conducted to investigate the characteristics of creativity produced by the green and yellow hat as well that of the red one that produced the lowest performance in Experiment 1. In addition, the effect of speed on idea generation was investigated in Experiment 2. Findings suggested that the green hat enhanced the generation of more unique ideas than the yellow hat and red one. The speed instruction appeared to further enhance the number of unique and flexible ideas of participants with the highest number of unique ideas being generated by participants using the green hat. The implications for the creativity in education are discussed in the light of these new findings.

THE USE OF THE “DESIGN-THINKING” AND “SEVEN HATS” METHODSAT THE PROJECT INITIATION AND PLANNING STAGE

The article is devoted to the comparison of tools for analyzing innovative ideas, such as “design thinking” and the modified “seven hats” method. Both methods are actively used in project management at the initiation and planning stages. Thetechnology of generation, analysis and selection of creative ideas of projects based on the combination of these two approaches when working in a team is considered. The article is a continuation of the authors' research in the field of creative thinking prob-lems, both in the field of education, and in the field of professional project and program management. The results can be used to develop a theoretical framework for project management at the stage of generating ideas and initiating projects.The logic of the process approach of the design-thinking method echoes the logic of using the modified seven hats method. Therefore, the authors propose to use in the work of project teams at the stage of project initiation a modified “seven hats”method together with the “design-thinking” method. At the stageof consideration of the project idea, it is proposed to approach the devel-opment of the idea step by step, since this is required by the “design-thinking” method, and at each stage all team members wear the same “hats”. The paper presents the methodology obtained by directly transferring the methods and tools proposed for the “seven hats” method in the logic of their consistent use in conjunction with the “design thinking” technique. A table has been developed for the correspondence of the stages of creating a project idea using the “design thinking” and “seven hats” approaches, for example, the “green hat” is assigned to the “generating ideas” stage, and the “blue”, “white” and “black” hats to the “prototype testing” phase. Developing the ideas of Edward de Bono, it becomes possible not only to effectively generate ideas at the stage of project initiation, but also to develop prototypes that have the value the customer needs. Namely, this is the result of a successfulproject activity.

A Novel Approach to Debriefing Medical Simulations: The Six Thinking Hats.

Simulation has become a standard training method in emergency medicine (EM). Specifically, post-simulation debriefings offer participants the opportunity for reflection while exposing their knowledge and practice gaps. The educational yield of these debriefings, however, is contingent on the debriefer's skills. Without professional development, faculty and educators may not be equipped with supportive debriefing strategies. We propose the Six Thinking Hats (6TH), originally developed by Edward de Bono (1970) as a debriefing framework to support effective, high-yield debriefing conversations. The six colored hats represent six unique approaches to critical thinking. The white hat represents the facts; the green hat, creativity and next steps; the yellow hat, benefits/optimism; the red hat, emotions; the black hat, judgments; and the blue hat, facilitation.Four junior faculty members underwent a one-hour didactic and one-hour immersive workshop on the 6TH. Two simulation cases were randomly selected from archived simulation cases, which were used for the debriefing process. Each team consisted of one EM resident and one EM faculty. After each simulated case, the facilitator introduced the 6TH at the start of the debriefing, explaining the rules of engagement and the general sequence of hats to be used. Physical hats were worn by the facilitator at the beginning of the session and changed throughout stages of the debriefing, to remind participants of the type of thinking that was taking place at any given time.Participants who were provided with a colored hat prompt that physically described the type of thinking being employed throughout stages of the debriefing were better able to stay within that respective thinking frame during the discussion, compared to participants who were not provided this visual prompt. Participants of both simulation sessions agreed that the 6TH debriefing style was successful in creating a non-judgmental, comfortable environment that supported open discussion.The 6TH has the potential to be adopted as a debriefing framework, particularly for junior faculty members without extensive debriefing training. The 6TH is intuitive and has been marked by success in the organizational psychology literature. Faculty development on the 6TH will be essential if this framework is to be used as a debriefing model for educators in health care.

The level of use of the Six Thinking Hats strategies and the quality of performance of faculty members at the private University of Applied Sciences: مستوى استخدام استراتيجيات قبعات التفكير الست وجودة الأداء لدى أعضاء هيئة التدريس في جامعة العلوم التطبيقية الخاصة

The aim of this study was to test the extent to which the Six Thinking Hats strategies were used in the teaching process by the faculty members of the University of Applied Sciences, rather than using traditional teaching methods that rely on providing students with theoretical knowledge and teaching. The most important results were as follows: 1. The use of the six thinking caps strategies by faculty members at the University of Applied Sciences in general was high, except for the black thinking hat which came at a low level. Hussein performance at the University of Applied Sciences in general was at a high level. 3. The results of the study showed that there is no statistically significant relationship between the use of six thinking hats strategies (white hat, red hat, black hat, yellow hat, green hat, blue hat) in teaching to improve the quality of the performance of faculty members, The results also indicated that there were no statistically significant differences in the level of performance of faculty members at the University of Special Applied Sciences due to the demographic variables (gender, marital status, age, gender, Scientific degree and practical experience). The study also made recommendations that shed light on modern methods of education and creative and critical thinking of students rather than conservation and indoctrination.

Self-Censorship in Hollywood during the Silent Era: <em>A Woman of Affairs</em> (1928) by Clarence Brown

A Woman of Affairs (1928), produced by Metro-Goldwyn-Mayer as a Greta Garbo vehicle, was based on Michael Arlen’s succes de scandale novel The Green Hat (1924), one of the books banned by the Hays Office, which imposed a great number of changes on the screenplay and forced the studio to conceive a new plot. This article studies, from a historical as well as an aesthetic point of view, the constraints placed by the MPPDA on the production and on director Clarence Brown’s use of visual images to convey the full content of the novel. As a result, A Woman of Affairs presents two separate and contradictory story lines: the narrative revealed by the images and the official speech supervised by the censors and featured in the intertitles of the film.

The Other Side of Town (review)

Reviewed by: The Other Side of Town Jeannette Hulick Agee, Jon . The Other Side of Town; written and illus. by Jon Agee. di Capua/Scholastic, 2012. 32p. ISBN 978-0-545-16204-3 $17.95 R 5-8 yrs. A New York city cab driver is waved down by a strange fellow in a wacky mint-green jumpsuit and hat who requests to go to "Schmeeker Street" on "the other side of town." At the touch of a button on the stranger's remote control, a seeming dead end gives way to a parallel but very different city: it's dotted with pink and mint dome-shaped houses, and places, things, and people have names that rhyme with normal New York people, places, and things (the driver has to take the Finkon Tunnel, named for Gabe Finkon, to get across town, and the stranger roots for the Spankees). Upon returning to his own side of town, the cabbie finds a mysterious change in his family: everyone's wearing the same kind of mint hat as the stranger, and his wife is serving "tweet loaf with bravy" ("It's very popular on the other side of town!"). Many kids will be amused by the reality-based silly names and intrigued by the idea of another place existing in conjunction with a real, well-known one. Agee's writing is immediate and energetic, and his cartoonish, pastel-toned art is attractively strengthened by chunky, smudgy black outlines. The strange passenger is a short, rotund, mustachioed gentleman who carries a pink satchel, and his odd green hat is accented by an upright pink spiral, giving him a humorous contrast to the lanky cab driver in his powder-blue suit and driving cap. This amiably Twilight [End Page 234] Zone-esque story could be an amusing prompt for a creative-writing project or useful as an illustration of rhyming or nonsense words. Copyright © 2012 The Board of Trustees of the University of Illinois

Made-From-TV Movies: Turning 1950s Television into Films

Media historians frequently describe a significant tension between the film and television industries when chronicling the origins of the latter, with each medium seeking to dominate the entertainm...

Explore Clinical Problems by Wearing Different Hats

In a previous column (Levin, 2008), I discussed the need to describe a practice problem using both background literature and internal organizational data in order to determine whether a problem really exists and, if it does, to describe its importance to the agency and in the broader health care context. The question I posed was this: Is this really a problem that needs our attention or is it simply an infrequent occurrence or outlier that one or two clinicians thought might be an (p. 5). I gave an example of how to collect internal data to substantiate the problem. One of my colleagues, Dr. Gina Myers, shared with me at a recent meeting another way of helping clinicians hone a clinical practice problem using the Six Thinking Hats method described by de Bono (1999), which is described in this column. The Six Thinking Hats approach provides a structure to examine a problem by efficiently exploring all sides or aspects of an issue. The hats are easy to use and allow an individual or group to organize and explore a large and seemingly overwhelming situation without much effort. This method can foster a sense of teamwork and open-mindedness because each member of a team has an opportunity to put on each thinking hat and thus view a problem from multiple frames of reference. THE SIX THINKING HATS The Six Thinking Hats, or thinking styles, are the following: 1. The White Hat is neutral and objective and is concerned only with data (Just the facts, ma'am). Wearing this hat, the team or group would describe findings from the literature and internal evidence from the organization regarding the clinical problem or issue. Clinical expertise can also be included here as well as patient values and preferences from a population-based, culturally competent perspective. 2. The Red Hat symbolizes the emotional view and provides a vehicle for us to address our own preconceived notions or feelings. 3. The Yellow Hat is sunny and positive. When wearing this hat, one focuses on the benefits or pluses of a decision. 4. The Black Hat is the devil's advocate. Although some may consider this hat negative and gloomy, paying attention to potential negative consequences of a decision can be important. 5. The Green Hat is associated with fertile growth, creativity, and new ideas. With this hat, clinical expertise and innovative ideas can be discussed. 6. The Blue Hat is cool and calm and helps to organize discussions and orchestrate decision making. The Blue Hat should be worn at least at the beginning and end of a discussion. The group facilitator often wears this hat while simultaneously wearing the others in turn. The first Blue Hat will determine why a group is together, what is being looked at, and the desired end point. Roles, such as timekeeper or scribe, may be assigned at this time to keep the discussion organized. As the last hat, blue also gives an opportunity to review achievements and summarize the group's conclusions. It is here that the next action steps are determined. USING THIS METHOD How can this method help us decide on the clinical problems to be studied? First, identify a clinical situation you want to address. The situation may be a burning clinical question, a process or system issue that is not working well, or the desire to enhance outcomes. …

Hearts of darkness: white women write race

The Empire is Written - A Very Fine Negress - Britannia Rules The Waves - Laughing at Leviticus: Nightwood as Women's Circus Epic - Bonding and Bondage: Nancy Cunard and the Making of the Negro Anthology - Laying Down the White Woman's Burden: Arlen's The Green Hat and Mulk Raj Anand's Coolie

A war imagined: the First World War and English culture

Between the opulent Edwardian years and the 1920s, between the England of Pomp and Circumstance, the first Post-Impressionist show and Man and Superman and the England of The Land, Facade and The Green Hat, World War I opens like a gap in history, separating one world of beliefs and values from another, and changing not only the map of Europe, but the ways in which men and women imagined reality itself. Because of the war, England after the war was a different place: the arts were different; history was different; sex, society, class were all different. Samuel Hynes records the process of that transformation of the English imagination, from the war's beginning, through crises and disasters, into post-war England with its disillusionment, social fragmentation and Waste Land spirit. He draws not only on the major literary texts of those years, but on newspaper and magazine writings, paintings, music, parliamentary debates, films, personal diaries and letters. From this store of contemporary records comes a portrayal of the great change that the war forced upon English imaginations, and of the cultural consequences.

Malvolio's Cross-Gartered Yellow Stockings

Previous articleNext article FreeMalvolio's Cross-Gartered Yellow StockingsM. Channing LinthicumM. Channing Linthicum Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Modern Philology Volume 25, Number 1Aug., 1927 Article DOIhttps://doi.org/10.1086/387685 Views: 159Total views on this site Citations: 1Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Anita BUTLER Pink Stockings, Yellow Stockings: the Use of Pink-Yellow in Marston and Shakespeare, E-rea , no.12.212.2 (Jun 2015).https://doi.org/10.4000/erea.4435

A Great Man in a Green Hat

A Great Man in a Green Hat