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GUNGOR, Bulent, Bülent ARSLAN, TUFİOĞLU Özge Sanem YÜKSEL, Halil Mutlu KUTLAR, Özcan DEMİR, and Cengiz KAYA. "A THEORETICAL EXAMINATION OF SIX-CAT THINKING TECHNIQUE." Socrates Journal of Interdisciplinary Social Studies 28 (April 10, 2023): 69–80. https://doi.org/10.5281/zenodo.7814507.
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In this study, it was aimed to explain the lower hat thinking technique in a theoretical framework. In this context, studies on the lower hat thinking technique were examined and theoretical results were obtained. The six thinking hats technique helps students avoid logical and emotional dilemmas when faced with various situations, enrich their thinking with secondary thoughts in critical situations, broaden their horizons and make better decisions. More importantly, students can play six different characters represented by six different colored hats and corresponding roles. The six hat thinking technique has several advantages. Among these advantages, it can be considered that it is easier to teach because it is easy in terms of applicability. In addition, the six hats of thinking technique provides six different thinking angles, allowing to distinguish different views and thoughts and to think multi-dimensionally. In addition, it prevents the ego from being in the foreground while thinking, guides creative thinking, provides the opportunity to cooperate for the parties to make constructive discoveries, and prevents the discussions from getting shallow and preventing them from becoming secret. Finally, it can be said that it facilitates the decision-making process. While the six hats thinking technique has advantages, it also has several disadvantages. Among these disadvantages, it can be said that it will cause confusion when applied in crowded classrooms. The confusion experienced may cause a decrease in the learning rate of learning in the learning environment. In addition, the possibility that it is difficult for the participants to adopt the roles represented by the colors of the six-hat thinking technique can be shown among the disadvantages of the six-hats technique. In addition to the above-mentioned situations, the teacher's guiding skills should be in good condition during the application of this technique. Otherwise, the application process of the technique may fail.
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Dr., P. S. Aithal, and P. M. Suresh Kumar Dr. "USING SIX THINKING HATS AS A TOOL FOR LATERAL THINKING IN ORGANIZATIONAL PROBLEM SOLVING." International Journal of Engineering Research and Modern Education 1, no. 2 (2016): 225–34. https://doi.org/10.5281/zenodo.198724.
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<em>Six thinking hats is recently introduced technique which outlines different thinking styles required by an individual while analysing a given problem in an effective way. </em><em>The technique correlates different thinking styles used in a systematic problem-solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of references. This method supports lateral thinking possibilities and new outcomes during problem-solving session so that the optimum solution can be found out. In this paper, we have discussed how to adopt six thinking hats technique in organizational problem-solving process. Each of the six thinking hats may also be conceived to be an independent entity in the thinking process and such attributes contribute to predominant personality trait distinguishable with various categories of persons. Such for instance, are </em><em>thinking styles associated with typical </em><em>administrators, religious leaders, politicians, scientists, </em><em>and </em><em>managers</em><em>.</em><em> The importance of six thinking hats technique in individual and group thinking in solving organizational problems is discussed. The paper also contains the attitudinal relationship in decision making using six thinking hat technique, personality types associated with thinking hats process, and use of this technique in organizational problem solving methods. </em>
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Dr., P. S. Aithal, T. Shailashree V., and P. M. Suresh Kumar Dr. "FACTORS & ELEMENTAL ANALYSIS OF SIX THINKING HATS TECHNIQUE USING ABCD FRAMEWORK." International Journal of Advanced Trends in Engineering and Technology 1, no. 1 (2017): 85–95. https://doi.org/10.5281/zenodo.240259.
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De Bono's Six Thinking Hats technique suggests different types of thinking corresponding to six thinking roles for the analyst, associated with hats of six different colors. The technique correlates different thinking styles used in a systematic problem solving procedure with different coloured hats. Alternately, by conceptualizing each type of hat, the person focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and frame of references. This method supports lateral thinking possibilities and new outcomes during problem solving session so that the optimum solution can be found out. In this paper, we have analysed six thinking hat technique using our ABCD analysis framework. ABCD analysing technique refers to examining a system, model, or concept through focussing on its advantages, benefits, constraints, disadvantages by narrowing to determinant factors, key factors, and critical constituent elements. Determinant factors form the overall frame of reference while key factors represent the dimensions on which its advantages, benefits, constraints and disadvantages are reflected. We have presented the factor and elemental analysis of Six thinking hat technique using CCE approach through ABCD analysing framework. Critical Constituent Elements (CCE) are elements which are critical to the success of the advantages, benefits, constraints, and disadvantages.
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Gencel, Ufuk, and Ilke Evin Gencel. "Teaching Tax Law: Undergraduates’ Thoughts Regarding the Implementation of Six Thinking Hats Technique." International Journal of Financial Research 9, no. 2 (2018): 31. http://dx.doi.org/10.5430/ijfr.v9n2p31.
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In learner-centered education, learners are expected not to imitate the knowledge as it is, but to reconstruct it through different perspectives. In this process, creativity is an important factor. In this regard, Six Thinking Hats is a technique suiting constructivist learning, developing multi-perspective thinking, and also supporting decision-making and production skills of students. The aim of the study was to examine opinions of the undergraduates who study faculty of economics and administrative science, regarding the implementation of six thinking hats technique in Tax Law Course. The data was gathered through semi structured interviews, and was analyzed through content-analysis. The participants were generally seen to hold positive thoughts regarding the Six Thinking Hats technique.
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Karmakar, Payel, and K. N. Chattopadhyay. "Six Thinking Hats: A Educational Technique to Enhance Cognitive Abilities in Education." Asian Journal of Education and Social Studies 50, no. 1 (2024): 167–73. http://dx.doi.org/10.9734/ajess/2024/v50i11247.
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Cognition is a fundamental human capacity that can be enhanced via deliberate effort and focused attention. Periodically, different educational bodies and policies acknowledge the significance of fostering critical thinking skills among pupils. The NEP 2020 also prioritizes cultivating students' innovative capacities and more significant intellectual potential through education. The primary objective of this study is to present a distinctive teaching approach that facilitates the development of advanced cognitive abilities, such as parallel thinking, lateral thinking, innovative thinking, and analytical thinking among students. The Six Thinking Hats concept, developed by Edward De Bono, provides a pragmatic approach to implementing diverse tasks. Using six metaphorical hats of varying colors, one can investigate a variety of cognitive talents in a straightforward, interesting, and effective manner. Another essential objective of this method is to guide the cognitive process into six distinct domains, individually promoting and improving concentrated thought. It enables individuals to examine issues, choices, alternatives, and opportunities in a structured, precise, and analytical manner. The Six Thinking Hats technique is commonly employed in the corporate management sector due to its effectiveness in addressing conflicts and identifying the best options. Promoting outstanding thinking, collaboration, and interaction offers multiple benefits for pupils, educators, and administrators. This study thoroughly analyzes the Six Thinking Hats technique and its advantages in a learning environment.
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Dr., P. S. Aithal, and P. M. Suresh Kumar Dr. "LATERAL THINKING IN MANAGERIAL DECISION MAKING THROUGH SIX THINKING HATS TECHNIQUE." International Journal of Scientific Research and Modern Education 2, no. 1 (2017): 53–58. https://doi.org/10.5281/zenodo.438149.
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The importance of decision making in organizations need no emphasis. Organizations more than ever before are confronted with problems which require appropriate solutions at the appropriate time so much so that the manager is largely a decision maker than anything else. Although confronted with a lot of repercussions of a faulty decision, managers cannot ignore taking decisions. Different thinking approaches are adopted to analyse any given problem or situation. Originally developed for individual problem solving during counselling sessions, Six Thinking Hats is a lateral thinking method to analyse a concept, situation, or problem, idea or a model. This technique uses different thinking approaches required by an individual/group while analysing a given problem/situation in an effective way. In this model different thinking approaches are used in a systematic manner indicated bya different set of frame of references called coloured hats. By conceptualizing each type of hat, the manager focuses on the style of thinking associated with each colour so that the problem can be analysed from different angles and perspectives. In this paper, we have discussed how this technique can be used as a Tool for Lateral Thinking in Managerial Decision Making Process by integrating it with Decision Theory model.
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Sreeramana, Aithal, and Kumar P. M. Suresh. "Ideal Analysis for Decision Making in Critical Situations through Six Thinking Hats Method." International Journal of Applied Engineering and Management Letters (IJAEML) 1, no. 2 (2017): 1–9. https://doi.org/10.5281/zenodo.838378.
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Six thinking hats is a recently introduced technique which outlines different thinking styles associated with analysing a given problem in an effective way. Six hats correspond to six different thinking styles used in a systematic problem solving procedure with different approaches. Alternately, by conceptualizing each type of hat with a different colour, the person focuses on the predominant style of thinking associated with each colour so that the problem can be analysed from different angles or frame of references. This method supports lateral thinking possibilities and enables new outcomes during problem solving sessions so that the optimum solution can be reached. Each type of hat generates plenty of solutions to any situation/problem based on neutral quantitative judgement, humanistic thinking, optimistic, creative, negative or managerial thinking and choosing the best solution among each possibility is the first stage. The best solution thus chosen gives a set of optimum solutions. The best out of all these optimum solutions is the ideal solution. In this paper, we have tried to examine how six thinking hats technique could be used in the ideal analysis for decision making in critical situations.
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Bosanac, Maja, and Radovan Grandić. "Educational implications of 'six thinking hats'." Zbornik radova Pedagoskog fakulteta, Uzice, no. 22 (2020): 11–24. http://dx.doi.org/10.5937/zrpfu2022011b.
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Modern education is increasingly linked to market principles. On the one hand, proponents of this approach emphasize the need to develop an entrepreneurial mindset, while critics point out that this approach neglects the humanistic dimension of education. The goal of the paper is to set up a "six thinking hats" learning model as a way to encourage the development of creative thinking. Although its primary use is in non-formal education (creative training and interactive workshops), this model also has its application within the academic community. Within formal education, the authors advocate the possibility to widespread the application of this model, technique, or role-playing game as it is called by different authors, which points to the pluralism of approaches. Also, the analysis of the studied literature revealed the application of the model at different levels of education. In conclusion, it is stated that although it is not a conventional and widely accepted model, it can be a good way to foster creative and entrepreneurial thinking. The application of this model is recommended for teachers who find the traditional approach to teaching rigid and who are ready for changes that involve a more active pupil/student role.
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Sreeramana, Aithal. "Integrating Theory A and Six Thinking Hats Technique for Improved Organizational Performance." International Journal of Applied Engineering and Management Letters (IJAEML) 1, no. 1 (2017): 66–77. https://doi.org/10.5281/zenodo.1045417.
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Various models are used in developing strategies to improve people’s performance in organizations. Such for example, are theory X, theory Y, and theory A. All these in common are based on presumptions about the human behaviour at work. Theory X and Y are opposing each other in predicting human nature. Theory A (Theory of Accountability) focuses on innate human potential, inherent urge for creativity, self-expression, and contribution to the organization as motivators. This is a winning strategy by collectively setting in motion a process of shared goals, divided responsibility, mutual inspiration and shared output. So much so managers have to transform average employee to real performers using role models and self-exploration. Accountability is assumed by both individuals and teams to ensure success in given task. The functional elements of Accountability Theory are Planning, Target setting, Motivation, Work Strategies, Responsibility, Role model, Monitoring & Guiding, and Accountability. This is indicative of a series of processes starting from Institutional assessment to problem identification and joint policy formulation; shared understanding through communication and action planning; Adoption of the idea and increased performance; Empowerment, support and teamwork; Commitment, consistency, and target fulfilment; Acknowledging example and willingness to improve; Joint review, self-appraisal, and confirmation of accomplishment; and Contribution through commitment and creativity. In all these stages lateral thinking through Six thinking hats opens up possibilities for objective and quantitative thinking, emotional thinking, negative pessimistic thinking, cautious optimistic thinking, creative innovative thinking and managerial thinking. In this paper, we have discussed how Theory A can be integrated with different types of thinking styles in any organization to improve its performance using six thinking hats model of lateral thinking.
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Belkis, Özlem, and Yunus Emre Gümüş. "Examining usability of the six thinking hats technique in playwriting education: Turkey as a case study." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (2020): 147–68. http://dx.doi.org/10.14527/pegegog.2020.006.
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Efforts to define creativity have started in the 20th century, with the emergence and spread of psychology as a modern discipline. The relationship between creativity and art education is frequently researched globally in the last twenty years, but studies on the relationship between creativity and performing arts education are few in number. Researching the relationship between creativity and dramatic writing education in context of theoretical approaches and practical techniques could develop new ideas and practical tools to be used. The current study aims to examine the usability of the Six Thinking Hats Technique, which is a creative thinking practice, in playwriting education in Turkey. The method of the study is based on a review of available literature and a case study. First, the creativity concept and creative processes were examined; then the Six Thinking Hats Technique was adopted to be implemented in composing a play-text. The study groups consisted of eight sophomore dramatic writing students who have completed their third semester in a public university in Turkey. Lastly, the participant’s opinions were analyzed with a final test. The study concludes that the Six Thinking Hats Technique can be used in group studies, genre determination and final production in playwriting education in Turkey. This technique may also be used to develop new ideas and practice strategies in intra-class group activities during playwriting education.
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Wongsa, Suriwan, and Kanyarat Cojorn. "Enhancing the students’ problem-solving ability through situation-based learning with the six thinking hats technique." Journal of Advanced Sciences and Mathematics Education 4, no. 2 (2024): 95–112. https://doi.org/10.58524/jasme.v4i2.447.
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Background: Problem-solving ability is essential in learning, particularly in addressing complex situations that require multi-perspective analysis. Many students face difficulties in systematic thinking, leading to ineffective problem-solving. Enhancing this skill is crucial for overcoming daily challenges.Aims: This research aims to improve the problem-solving ability of Grade 11 students in Electrochemistry, targeting a minimum criterion of 70% proficiency, through the integration of Situation-Based Learning and the Six Thinking Hats technique.Methods: Employing action research, this study was conducted in three cycles with 31 Grade 11 students from Sarakhampittayakhom School, Thailand. Research instruments included: (1) lesson plans based on Situation-Based Learning and the Six Thinking Hats technique, (2) problem-solving ability tests, (3) observation sheets for problem-solving behaviors, and (4) student interview guides. Quantitative data were analyzed using averages and percentages, while qualitative data were evaluated through content analysis.Results: The findings indicate a significant improvement in students' problem-solving ability over the three cycles. In the first cycle, 13 students (41.94%) achieved the 70% criterion, increasing to 20 students (64.52%) in the second cycle, and 28 students (90.32%) in the third cycle. This progression highlights the effectiveness of the proposed technique in enhancing problem-solving skills by fostering independent thinking, exploring diverse perspectives, and evaluating solutions comprehensively.Conclusion: Students receiving Situation-Based learning with the Six Thinking Hats technique show increased problem-solving ability. Therefore, this approach can significantly enhance the problem-solving ability of the target group.
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Nikolaos, Manesis, Chatzidaki Natasha, and Gialamas Marios. "Applying De Bono's six thinking hats for an anti-bullying program." Journal of Education and Learning (EduLearn) 16, no. 4 (2022): 440–47. https://doi.org/10.11591/edulearn.v16i4.20545.
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Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.
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Manesis, Nikolaos, Natasha Chatzidaki, and Marios Gialamas. "Applying De Bono’s six thinking hats for an anti-bullying program." Journal of Education and Learning (EduLearn) 16, no. 4 (2022): 440–47. http://dx.doi.org/10.11591/edulearn.v16i4.20545.
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Bullying among school children is a complex problem that requires a multifaceted approach. De Bono’s six thinking hats technique can help effectively approach the issue of bullying. The innovation of this scenario lies in the fact that it uses De Bono’s technique to deal with bullying at school. In this way, students can gain a holistic knowledge and promote creative and critical thinking in addressing an issue by considering multiple points of view. The purpose of the paper is to present and highlight one more tool, a teaching scenario that uses De Bono’s technique to address the issue of bullying at school. The scenario was implemented in 6th grade students the school year 2021-2022 to develop skills and examine if their attitudes about bullying can be changed. Finally, the students, as they wrote in their evaluation, changed their behavior, reflected, and discussed the problem of bullying and proposed solutions.
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ORHAN, Salih. "Six Thinking Hats Technique Supported Visuals Effects of Students' Speaking Skills Develop." Journal of Turkish Studies Volume 7 Issue 3, no. 7 (2012): 1893–909. http://dx.doi.org/10.7827/turkishstudies.3264.
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Linda, Oktaviani, Yandi Aulia Ullu, Murdiono Mukhamad, and Suharno Suharno. "Strengthening the critical thinking skill through the six-hat thinking model in pancasila education." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1272–78. https://doi.org/10.11591/edulearn.v18i4.21202.
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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.
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Oktaviani, Linda, Ullu Yandi Aulia, Mukhamad Murdiono, and Suharno Suharno. "Strengthening the critical thinking skill through the six-hat thinking model in pancasila education." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1272–78. http://dx.doi.org/10.11591/edulearn.v18i4.21202.
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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.
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Lidiawati, Citra. "PENGARUH METODE THE SIX THINKING HATS TERHADAP KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN PKn KELAS XI SMA NEGERI 4 KAYUAGUNG KABUPATEN OGAN KOMERING ILIR SUMATERA SELATAN." JURNAL PARADIGMA : Journal of Sociology Research and Education 2, no. 1 (2021): 91–98. http://dx.doi.org/10.53682/jpjsre.v2i1.920.
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The problem in this study is is there any effect of the six thinking hats method on student learning activeness in Civics Class XI subjects at Kayuagung State High School 4 Ogan Komering Ilir Sumatera Selatan. District. The purpose is to find out whether there is an influence of the six thinking hats method on the activity of students in PPKn subjects. The method used was a quasi-experiment. As a test data collection technique used is the observation sheet. The data analysis technique used is the calculation of the t-test using SPSS 22. The results of this study indicate that there are differences in the results of the activity test between the experimental class and the control class. The average value of the initial test of the activity of the experimental class students 51.25 and the final test 84.00. The average value of the initial control class 51.41 and the final test 70.84. The results of data analysis showed that the average learning outcomes of the experimental class were greater than the control class, namely 70.53> 57.61. Based on the results of the first analysis shows that tcount (7,566) is higher than ttable (1,669) with a degree of validity 62 (df 62) at the level of significance of probability below 0.05 or 0,000 <0.05. This means that H0 is rejected, and Ha is accepted. In other words, the six thinking hats method has a positive influence on student learning activeness in PPKn subjects.
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Velcheva, Ivelina, and Kosta Garov. "GROUP AND TEAM WORK IN INFORMATION TECHNOLOGY TRAINING THROUGH SIX THINKING HATS TECHNIQUE." Education and Technologies Journal 10, no. 1 (2019): 148–55. http://dx.doi.org/10.26883/2010.191.1530.
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Rohovyi, Yu, O. Bilo’okiy, and V. Bilo’okiy. "THE ROLE OF CRITICAL THINKING IN IMPROVING THE TEACHING OF FUNDAMENTAL THEORETICAL AND CLINICAL DISCIPLINES." Bukovinian Medical Herald 27, no. 1 (105) (2023): 85–89. http://dx.doi.org/10.24061/2413-0737.27.1.105.2023.15.
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Relevance. It is known that critical thinking is a system of judgments, which is used to analyze facts, phenomena, events and draw reasonable conclusions. Critical thinking allows you to formulate assessments, interpretations, correctly apply the obtained results to situations and problems. Critical thinking is learning the ability to reason. Critical thinking is thinking about thinking, when a person reflects in order to improve their thinking.Objective. Defend the point of view that the introduction of critical thinking technologies into the educational process will contribute to the improvement of the training of specialists in the medical field with a significant enhancement in the quality of teaching fundamental theoretical and clinical disciplines.Material and methods. We analyzed the improvement of the quality of teaching of fundamental theoretical and clinical disciplines with the help of the introduction of critical thinking technologies: lotus flower, Edward de Bono's six hats, fishbone, brainstorming, intellectual maps.Results. Proposed technologies of critical thinking "Lotus flower" is a technique that involves finding a solution to a problem in eight directions, develops creative abilities of students; brainstorming - an operational method of problem solving based on stimulating the creative activity of students; the "fishbone" technique in the "head" of the skeleton students mark the problem under consideration, on the upper bones the causes of the problem under study are noted, on the lower bones during the reading they write facts that confirm the existence of the stated reasons, in the "tail" there is a conclusion on the researched issue; intelligence maps (mind maps, mental maps, "mind maps", memory maps) - a way of visual presentation of any structured information, a form of graphic expression; Edward de Bono's six thinking hats - the idea of parallel thinking: constructive thinking in which different points of view and approaches do not collide, but coexist, a simple and practical way of dividing the thinking process into six different modes, each of which is represented by a metaphorical hat of a certain color.Conclusions. The application of critical thinking technologies: the lotus flower, Edward de Bono's six hats, fishbone, brainstorming, intellectual maps allows to improve the quality of education using the integrative approach of pathophysiology, which will make it possible to effectively implement a competent approach and contribute to the formation of awareness of the practical activity of a doctor.
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Oleksii, Lystopad, Mardarova Iryna, and Kuk Tomash. "FORMING STUDENTS’ MOTIVATION FOR CREATIVITY BY MEANS OF EDWARD DE BONO’S “SIX THINKING HATS” TECHNIQUE." Science and Education 23, no. 8 (2017): 93–96. http://dx.doi.org/10.24195/2414-4665-2017-8-14.
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Ahmed Ibrahim Morsy, Asmaa, and Hamida Ahmed Mostafa Darweesh. "Effect of Six Hats Thinking Technique on Development of Critical Thinking Disposition and Problem Solving Skills of Nursing Students." American Journal of Nursing Research 9, no. 1 (2020): 8–14. http://dx.doi.org/10.12691/ajnr-9-1-2.
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Padmi, Ni Made Diah, Nazwa Manurung, and Nisa Ariantini. "The Effectiveness of Six Thinking Hats Group Counseling in Enhancing Students’ Problem-Solving Skills." Bisma The Journal of Counseling 8, no. 3 (2024): 346–53. https://doi.org/10.23887/bisma.v8i3.87155.
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Problem-solving skills are among the essential soft skills required by students to address the challenges of today’s society. These skills not only help students make critical decisions but also foster the development of positive behavior. This study aims to analyze the impact of group counseling using the six-thinking hats method on students’ problem-solving skills. The research employed a quantitative approach with a one-group pretest-posttest experimental design. Data were obtained from pretest and posttest scores measured using a Problem-Solving Skills Questionnaire comprising 30 items. The study sample consisted of 9 students selected through purposive sampling techniques. Data analysis was conducted using the Wilcoxon nonparametric statistical test. The results showed a Z-score of -2.668b and an Asymp. Sig. (2-tailed) value of 0.008 (< 0.05), indicating a significant effect of group counseling based on the six-thinking hats method on improving students' problem-solving skills. These findings provide valuable contributions to guidance and counseling (GC) teachers seeking to enhance students’ problem-solving skills through innovative approaches. This research also opens avenues for further studies with larger sample sizes to improve the generalizability of the findings.
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Kolev, Dimitar. "Entrepreneurship Skillset Build-up in the Conditions of the Fourth Industrial Revolution." Transport and Communications 7, no. 2 (2019): 10–14. http://dx.doi.org/10.26552/tac.c.2019.2.3.
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In the conditions of fourth industrial revolution, it is very difficult to find new entrepreneurship ideas and windows. This paper delves into the modern ways to do entrepreneurship like digital, green, medical, educational, social, creative or art. Some creative and critical thinking techniques for entrepreneur windows are discussed and their implementation in education has been drawn. They include lateral thinking, the six thinking hats, simplify and their suggested usage for classes as role-playing games, puzzles and quizzes. A connection between leadership, entrepreneurship, innovation and creative thinking has been drawn. On that basis, a conclusion about usage of creative thinking techniques in educational centres to build up entrepreneurship and leadership skills has been done.
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Yunus, Doğan, Cebenay Merve, and Yaman Mehmet. "Effect of the use of six thinking hats technique in education on academic achievement: A mixed-meta method research." i-manager's Journal of Educational Technology 19, no. 4 (2023): 59. http://dx.doi.org/10.26634/jet.19.4.19364.
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As the world rapidly changes and develops, students are finding it increasingly difficult to achieve their goals. In this era where traditional education methods are being scrutinized for their impact on academic success, educators are exploring various teaching techniques to improve academic outcomes. The Six Thinking Hats Technique (STHT) is one of the teaching techniques. The study aims to examine the effects of STHT applications on the academic achievement of students through mixed-meta method. Meta-analysis is used for this purpose, which provides the analysis of quantitative data, and meta-thematic analysis, which provides the analysis of qualitative data, within the framework of the mixedmeta method. Quantitative data within the scope of meta-analysis were analyzed with the CMA and MetaWin programs. As a result of the analysis, the effect size was found to be g=1.071, which means a large degree of effect. This finding indicates that STHT applications have a significant positive effect on academic achievement. In the meta-thematic analysis process, the data were analyzed through the Maxqda program, and various codes were created in the context of the positive aspects of STHT. Several codes were identified, including the improvement of expressive skills, the acquisition of speaking skills while following social etiquette, the ability to articulate emotions, thoughts, dreams, impressions, and experiences, the opportunity to utilize debate and other discussion techniques, and the enhancement of communication abilities.
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Hocking, Ian, and David Vernon. "A Bridge Too Far: Conceptual Distance and Creative Ideation." Creativity. Theories – Research - Applications 4, no. 2 (2017): 333–52. http://dx.doi.org/10.1515/ctra-2017-0017.
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Abstract Previous research has shown changing perspectives to be important in problem finding, with viewpoint-based techniques like the 'six thinking hats' and the 'six honest serving men' improving performance (e.g. Vernon & Hocking, 2014). To date, however, evidence for similar techniques based on conceptually 'near' and 'far' cues, where conceptual distance is defined topologically in a semantic space, has shown mixed results. In a sample of 171 participants, we used two standard verbal problem scenarios together with a novel technique comprising six concepts that were either conceptually near or far from the problem scenario. Participants in the experimental group used the concepts when generating solutions; controls were given empty placeholders instead of concepts. Performance was measured for fluency, quality, originality and flexibility. Apart from flexibility, participants did worse when using concepts of either type in comparison to controls. For flexibility, a borderline boost for far concepts was observed (η2 = .03, p = .06). We conclude that the cognitive load overhead introduced by our concept-cueing technique, or any other similar technique that attempts to shape the creative process, needs to be minimised through a variety of methods before we can better determine its usefulness and, thus, the role of conceptual distance in creative problem solving.
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Gümüş, Yunus Emre, and Özlem Belkıs. "Using Creativity Theories in Dramatic Writing Education." Central Asian Journal of Art Studies 9, no. 2 (2024): 16–35. http://dx.doi.org/10.47940/cajas.v9i2.897.
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To ensure that the education reaches the international assessment-evaluation standards, many sustainable, planned, explainable methods and strategies must be adopted. In this research creative thinking techniques, SCAMPER and Six Thinking Hats, are investigated as a problem-solving method and writing strategies during the playwriting process. AB experimental pattern, one of the single-subject patterns, was used in the research. The Dramatic Play Text Proficiency Scale -DPTPS- was used as a data collection tool. According to the results of this research, creativity techniques help dramatic writing students to overcome the difficulties they encounter in play writing processes.
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Kwayotha, Wilasinee, and Sompat Tantriratna. "The Development on Reading Thinking and Writing Skills in Thai Study of Prathomsuksa 5 Students by Using Six Thinking Hats Technique and Mind Mapping." Khon Kaen University Journal (Graduate Studies) 08, no. 4 (2008): 152–60. http://dx.doi.org/10.5481/kkujgs.2008.08.4.13.
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Lee, Yong-Seob, and Jung-Mun Kang. "The Effects of Science Lessons using Six Thinking Hats techniques on Creativity and Science Academic Achievement." Journal of the Korean society of earth science education 7, no. 1 (2014): 34–42. http://dx.doi.org/10.15523/jksese.2014.7.1.034.
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Shrivastava, Archana, and Shruti Upadhyay. "Exploring the Interplay between Mathematical Creativity and Parallel Thinking: Insights from Edward de Bono's Theories." Bulletin of Nexus 1, no. 1 (2024): 6–10. https://doi.org/10.5281/zenodo.14538622.
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<strong>Abstract</strong> Mathematical creativity and parallel thinking are vital cognitive strategies that enhance problem-solving abilities across various domains. Mathematical creativity involves the ability to generate innovative solutions by making unique connections between existing concepts, fostering originality, flexibility, fluency, and insight. This form of creativity enables mathematicians to explore new patterns and relationships, thereby advancing both theoretical understanding and practical applications. Parallel thinking, introduced by Edward de Bono, encourages simultaneous exploration of multiple perspectives rather than traditional linear reasoning. By employing techniques like the Six Thinking Hats, parallel thinking fosters a collaborative environment that broadens the scope of problem-solving. This article examines the interplay between mathematical creativity and parallel thinking, highlighting their complementary roles in education and professional settings. It outlines a structured creative process—comprising preparation, incubation, illumination, and verification—demonstrating how these stages facilitate innovative thinking. Practical classroom examples illustrate how integrating these strategies can enhance learning outcomes. For instance, students solving geometry problems can apply parallel thinking to evaluate various methods while utilizing their mathematical creativity to devise novel solutions. The synergy between these cognitive approaches not only enriches the learning experience but also prepares students to tackle complex problems in mathematics and beyond. By fostering both mathematical creativity and parallel thinking, educators can equip learners with essential skills for success in an increasingly complex world, ultimately driving innovation and efficiency in numerous fields.
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Ziadat, Ayed H., and Mohammad T. Al Ziyadat. "The Effectiveness of Training Program Based on the Six Hats Model in Developing Creative Thinking Skills and Academic Achievements in the Arabic Language Course for Gifted and Talented Jordanian Students." International Education Studies 9, no. 6 (2016): 150. http://dx.doi.org/10.5539/ies.v9n6p150.
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<p class="apa">The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students.</p><p class="apa">The study sample consisted of 59 gifted male and female students of the 7<sup>th</sup> grade from King Abdullah II Elite School at the Directorate of Education in Salt City, Jordan. The sample was carefully chosen from students enrolled in the academic year 2014 and were divided randomly into two groups: an experimental group of 27 male and female students and a controlling group of 32 male and female students.</p><p class="apa">For the purpose of this study, a training program was developed based on the Six Hats Model that tackled chapter 11 and 12 of the Arabic language syllabus of the seventh grade. Both groups had been given Torrance’s B Test for creative thinking that the authors of this research developed for the Arabic Test to the gifted and talented students with the required factors of reliability and consistency. Statistical tools and analysis on obtained data were applied including the analysis of Covariance (ANCOVA).</p><p class="apa">The outcome of this research showed discrepancies of statistical significance (α =&lt; 0.05) among the skills and measurements of the achievement test in favor of the experimental group. In view of the outcomes of this study, the authors strongly recommend that teachers and educators should be rehabilitated and trained to use and apply the latest educational methods and techniques such as: Alcort program, creative solutions of problems and obstacles, critical thinking, brainstorming, and to refrain from the conventional old methods used which commonly focuses on information storage and retaining crammed data, regardless of the active participation of students.</p>
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Surin, Supansa, and Suntonrapot Damrongpanit. "Quantifying Influence: Propensity Score Matching Unravels the True Effect Sizes of Learning Management Models on Students’ Analytical Thinking." European Journal of Educational Research me-13-2024, me-13-issue-4-october-2024 (2024): 1535–53. http://dx.doi.org/10.12973/eu-jer.13.4.1535.
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<p style="text-align:justify">Analytical thinking is crucial for developing problem-solving, decision-making, and higher-order thinking skills. Many researchers have consistently developed learning management models to enhance students' analytical thinking, resulting in extensive knowledge but lacking clear systematic summaries. This study aims to: (a) explore the effect sizes and research characteristics influencing students' analytical thinking, and (b) compare the effect sizes of learning management models after adjusting for propensity score matching. In exploring 131 graduate research papers published between 2002 and 2021, the research utilized forms for recording research characteristics and questionnaires for assessing research quality for data collection. Effect sizes were calculated using Glass's method, while data analysis employed random effects, fixed effects, and regression meta-analysis methods. The findings indicate that (a) research on learning management models significantly impacts students' analytical thinking at a high level (d̅ = 1.428). Seven research characteristics, including year of publication, field of research, level, duration per plan, learning management process, measurement and evaluation, and research quality, statistically influence students' analytical thinking, and (b) after propensity score matching, learning through techniques such as KWL, KWL-plus, Six Thinking Hats, 4MAT, and Mind Mapping had the highest influence on students' analytical thinking. Recommendations for developing students' analytical thinking involve creating a learning management process that fosters understanding, systematic practical training, expanding thinking through collaborative exchanges, and assessments using learning materials and tests to stimulate increased analytical thinking.</p>
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Andra, Diaconescu. "Digital Tools in the Educational Environment Empower Student Collaboration. A Study Case in Higher Education." Research and Education, no. 10 (2024): 77–102. http://dx.doi.org/10.56177/red.10.2024.art.5.
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Today educational institutions participate actively in empowering students to get involved in projects, to participate but also to collaborate in this major change in order to overcome internal and external vulnerabilities in the learning process. Digital education has great potential for innovations and investments, offering huge opportunities for universities to allow digital transformation and allow students to learn in their rhythm. Academic researchers are trying to secure the vulnerabilities of the online environment in higher education through the development of multiple digital tools. The work is based on a qualitative methodological approach, through content analysis. Content analysis was used as the main technique of data collection and analysis, from the specialised literature, from international databases, regarding the importance using digital tools in the higher education environment. Based on content analysis, this research presents the most important tools that support digital collaboration among students by offering a study case for overcoming learning barriers and focusing on students' creativity in how they approach problem-solving. The study case is based on "Six Thinking Hats" and it is used to support creative thinking in achieving a good collaboration between teams in an educational project. The tools that support digital collaboration among students facilitate communication, increasing the opportunities for academia to interact with as many users as possible.
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Job, Amel, Aneesha Sara Sam, Arunima Sasi, et al. "A Study to Compare the Perspective Towards Six Thinking Hats and Traditional Teaching Technique among Baccalaureate Nursing Students at Selected College of Nursing, Kozhencherry." Asian Journal of Nursing Education and Research 5, no. 4 (2015): 479. http://dx.doi.org/10.5958/2349-2996.2015.00098.1.
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Stawiak-Ososińska, Małgorzata, and Maria Olijnyk. "Distance, Lecture Room or Hybrid? - Or the Shape of Future Education at Universities in View of Pedagogy Students." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (2022): 01–24. http://dx.doi.org/10.18662/rrem/14.1sup1/534.
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The paper addresses the important subject of the shape and form of future education at universities in pandemic conditions. The objective of the research with the use of action methods and Edward de Bono’s technique of six thinking hats was to learn about the attitude and opinions of the participants of such teaching (students of pedagogy) after a year's experience of distance education, but also to inspire the respondents to look for innovative and non-standard solutions to improve their studies in the following years. The paper presents their perception of the educational reality in which they had to participate, taking into account their knowledge about the pandemic, emotions accompanying them at this difficult time, pessimistic and optimistic aspects of the situation. It also presents their ideas which could support, replace, or improve the existing forms of e-learning or safe studying in pandemic conditions. The findings of this research clearly demonstrated that students miss direct contact with other people. By “putting on” successive imaginary hats, the participants externalized the needs, wishes, feelings, emotions, and expectations of young people towards education decision-makers. They also provided a clear answer that they wish to return to the university, meet with their peers and lecturers, although at the same time they do not believe it is necessary to attend all courses in a lecture room. In their opinion, teaching in the following years should follow a hybrid model. This paper presents their statements, which may become an inspiration for many higher education decision-makers.
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Toraman, Sinem, and Sertel Altun. "Application of the Six Thinking Hats and SCAMPER Techniques on the 7th Grade Course Unit "Human and Environment": An Exemplary Case Study." Mevlana International Journal of Education 3, no. 4 (2013): 166–85. http://dx.doi.org/10.13054/mije.13.62.3.4.
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Garvasiuk, O. V., V. V. Ilika, L. O. Guz, V. T. Kulachek, and S. S. Malaiko. "CULTIVATING CRITICAL THINKING IN PRACTICAL CLASSES DURING PATHOMORPHOLOGY AS AN INTEGRAL PART OF THE EDUCATIONAL PROCESS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 4 (2023): 273–77. http://dx.doi.org/10.31718/2077-1096.23.4.273.
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The aim of this study is to explore and suggest methods for cultivating critical thinking in medical students during practical classes at a higher education institution.
 Results and discussion. Critical thinking is recognised as skilled thinking that makes good judgements because it is criterion-based, self-improving and context-sensitive. The process of developing critical thinking has the ultimate goal of teaching how to solve situational problems, persevere in solving problems, have flexible communication skills in teamwork, learn to listen to the interlocutor, be able to consider problems from different perspectives and consider multiple connections between phenomena, build logical conclusions, reflect on their feelings and thoughts, set goals and achieve goals. Thus, cultivating critical thinking in practical classes over the course of Pathomorphology is an integral part of the educational process.
 Considering the role that Pathomorphology plays as a bridge between theoretical and clinical disciplines, the faculty of departments teaching this subject confronts the challenge of fostering critical thinking in medical students. This article is dedicated to exploring various methods for developing critical thinking in medical students within higher education institutions. The following methods are considered: development of critical thinking through reading and writing, cluster, Fishbone method, question cube, Daisy of Questions, syncreate, Lotus Flower and Tree of Predictions (Decisions). It is extremely important to introduce training to foster critical thinking (solving real problems and making decisions by students in various situations); to create reasonable grounds for choosing the most appropriate methods, techniques, forms and means of teaching. The considered methods of forming critical thinking in medical students have effectively proved themselves in practical classes in pathomorphology at the higher education institution "Bukovinian State Medical University". In the future, there is a need to study other methods of critical thinking, such as "six hats of thinking", essay, etc.
 Conclusion. Cultivating critical thinking in medical students stands as one of the paramount responsibilities for the teaching staff in any higher education medical institution. Critical thinking is the skill of analyzing and making well-considered decisions independently. It represents a distinct form of thinking marked by activity, purposefulness, independence, discipline, and reflection
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Csillag, João Mário. "Six thinking hats." Revista de Administração de Empresas 28, no. 1 (1988): 59–60. http://dx.doi.org/10.1590/s0034-75901988000100011.
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Vanyushina, Natalia, Anna Makarova, and Galina Shanturova. "An integrative model of emotional intelligence development of the Chinese secondary language personality in the context of modern management." Economic Annals-ХХI 183, no. 5-6 (2020): 142–49. http://dx.doi.org/10.21003/ea.v183-14.
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The formation of skill of understanding the interlocutor’s emotions and correcting one’s own emotions with regard to a specific communication situation, the development of adaptive abilities of the individual through emotional interaction with others, as well as the ability to predict the resulting failures in various types of social activity, should be considered as mandatory conditions for ensuring the success of communication. To study a peculiar aspect of emotional intelligence formation, a research task was set: taking into account the ethno-psychological and cultural characteristics of the Chinese audience, to use the phenomenon of «double alienation» in order to create a role-playing situation that allows one to communicate from another person, removing the protective psycho-emotional mechanisms of the Chinese language personality; in other words, realizing a «compulsion to double alienation». An important place here is also given to a multi-level emotional and communicative reflection, directed both externally and internally. The hypothesis of the study is to investigate the possibility of using emotional intelligence by native Chinese speakers. At the centre of our task was the choice of certain forms of work and the construction of the educational process in a way that would contribute to the development of emotional intelligence of the secondary language personality of Chinese students. In order to prove or refute the research hypothesis put forward by us, we conducted a formative experiment that allowed us to test the methodological innovation and evaluate its impact on the parameter under study. The following interactive methods for developing emotional intelligence were chosen for the experiment: psychological role-playing game-discussion using the «Six Thinking Hats» technique developed by the famous British researcher Edward de Bono as a system for organizing thinking and describing tools for structuring group discussion. The technique helps to develop the emotional intelligence of a manager of a modern company with international activities and improve interaction in multinational project teams. Our experiment showed a non-random connection between the inclusion of a new method of «forcing to double alienation», which takes into account the ethno-psychological characteristics of participants, and the resulting effectiveness, which allowed us to choose it as the optimal one for the effective forming of the emotional intelligence of a secondary Chinese language personality.
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Lakshmi, B. R. "Book-Six Thinking Hats." Adarsh Journal of Management Research 10, no. 1 (2017): 80. http://dx.doi.org/10.21095/ajmr/2017/v10/i1/115203.
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Ms, Tina Bhattacharjee. "Six Thinking Hats- How relevant is it in a Geography Classroom." International Journal of Advance and Applied Research 4, no. 19 (2023): 161–64. https://doi.org/10.5281/zenodo.8134504.
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De Bono’s Six Thinking Hats is based on the various types of thinking like convergent and divergent, reflective and parallel, and each of his six thinking hats facilitate a certain type of thinking skill. Not just in the education sector, the six thinking hats have been a strategy in management as well. This article explores the possibilities of using different hats to trigger various thinking processes.
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Labelle, Sylvie. "Six Thinking Hats, a summary." Revue internationale animation, territoires et pratiques socioculturelles, no. 14 (July 18, 2018): 89–94. http://dx.doi.org/10.55765/atps.i14.107.
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Goel, Sonu. "Book Review: Six thinking hats." Journal of Health Management 14, no. 1 (2012): 76–77. http://dx.doi.org/10.1177/097206341101400108.
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Liu, Yiju T., Shahriar Zehtabchi, and Andrew S. Liteplo. "Ultrasound and the Six Thinking Hats." Academic Emergency Medicine 21, no. 8 (2014): 920–21. http://dx.doi.org/10.1111/acem.12438.
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Setyaningtyas, Eunice Widyanti, and Elvira Hoesein Radia. "Six Thinking Hats Method for Developing Critical Thinking Skills." Journal of Educational Science and Technology (EST) 5, no. 1 (2019): 82. http://dx.doi.org/10.26858/est.v5i1.8243.
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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.
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Protopopova, Irina N., and Nadezhda A. Sytina. "Six Thinking Hats method as a means of functional literacy development." Sovremennye issledovaniya sotsialnykh problem 7, no. 1 (2025): 106. https://doi.org/10.12731/2077-1770-2025-17-1-500.
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Background. The use of the 6 thinking hats method in a foreign language class as a means to develop functional literacy and universal training activities, which advance metasubject and personal results of learning, is presented in the article. The basic skills of the twenty-first century education are considered. Different approaches to understanding concepts such as “method” and “means” are analyzed and described. Various groups of methods for searching new ideas are distinguished, the type of the method is determined, as well as the method’s features and purposes of its application are defined in the article. The method was implemented in learning process in class activities on German language practical course. Based on the results of the conducted study and practical experiences of the method, it may be concluded that it is useful to use the 6 thinking hats method at a reflection stage of the training material content, as one of the technologies to develop competences (4 Cs), required to promote functional literacy. Relevance. The study looks into the issue of necessity to develop functional literacy in Russia, actively using critical and creative thinking in a foreign language class. The purpose of the study is to describe method 6 thinking hats and determine how “4C” competences (communication, command work, creativity and critical thinking) as components of functional literacy and way of developing universal training actions, are formed. Results. The 6 thinking hats method develops communicative skills, contributes to forming competences needed to work in a command, encourages critical and creative thinking, has been tested in a foreign language class. Practical implications. The 6 thinking hats method can be used as a means to develop functional literacy in a foreign language class in school as well high school education.
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Mukhibbah, Tefanya Laili, and Endang Mastuti Rahayu. "The Six Thinking Hats (STH) Strategy to Improve Students’ Speaking Achievement in Merdeka Curriculum." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 11, no. 1 (2024): 108. http://dx.doi.org/10.33394/jo-elt.v11i1.11275.
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The purpose of this study was to illustrate how the use of six thinking hats strategy to improve students' speaking achievement in Merdeka curriculum. Many students had difficulties speaking English because lacking self-confidence, lacked practice, and teacher not used learning strategies to attract students to learn to speak. In the Merdeka curriculum era, teacher must choose appropriate learning strategies for teaching speaking. One type of strategy was the six thinking hats strategy, because it could be interesting and encourage students to learn or practice speaking. This study was classroom action research. The research subject was the 10th grade of students at SMA 5 Wachid Hasyim Surabaya. Which consisted of 36 students. In this research, researchers used subjective tests, observation sheets, and questionnaires to collect data which were analyzed quantitative and descriptive qualitative. The results of the subjective test was 36 students got a score of 14% in the pre-test, 64% in cycle 1, 86% in cycle 2, these results showed that the students were able to improve their speaking achievement. The results of observational showed that six thinking hats was strategy used in learning to make students active. The results of the questionnaire showed that 50% of students agree with the six thinking hats strategy was an effective strategy for improving students' speaking achievement. The conclusion was that six thinking hats strategy can be used in teaching speaking, because students were more active in practicing speaking, fun and was a successful strategy to improving speaking achievement.
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Patre, Smruti. "Six Thinking Hats Approach to HR Analytics." South Asian Journal of Human Resources Management 3, no. 2 (2016): 191–99. http://dx.doi.org/10.1177/2322093716678316.
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Historically, the human resources (HR) function and functionaries have struggled to establish their credibility and value in the eyes of key stakeholders, including the top management and line managers. Arguably, one of the reasons for this struggle for acceptance is their inability to present data-driven, business-oriented proposals, requiring urgent attention to elevate the analytical capability of the HR function. This paper focuses on the role and significance of HR analytics to organizations through a Six Thinking Hats approach. It presents a holistic understanding of HR analytics encompassing the concept, benefits, limitations, and likely solutions.
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Dahlia, Dahlia, Iskandar Iskandar, and Maemuna Muhayyang. "Students' Descriptive Writing Ability Improvement through Six Thinking Hats Strategy." ARRUS Journal of Social Sciences and Humanities 4, no. 3 (2024): 291–99. http://dx.doi.org/10.35877/soshum2510.
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This research aims to find out whether or not the use of the six thinking hats strategy improves the students’ writing ability. It was conducted by using quantitative research with a quasi-experimental research design. Its’ population was the ninth-grade students of SMP Negeri 1 Tinambung randomly taken as the sample consisting of 46 students for both the experiment and control class. The research data were obtained by giving descriptive writing tests in the form of pre-and post-test to see the effect of the six thinking hats strategy on the students’ writing improvement and its results were analyzed using the SPSS program. The data analysis resulted that the six thinking hats strategy significantly improved the writing ability of ninth-grade students proved by the mean score of the students’ pre-test in which the experimental class was 44.96 and the control class was 47.39; the mean score of students’ post-test in which the experimental class was 83.26 and the control class was 62.91; the Sig (2 tailed) value is 0.000 < 0.05 meaning that H0 was rejected and H1 was accepted. These findings conclude that the six thinking hats strategy was able to be used to effectively improve the students’ descriptive writing text.
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Abdulla Al Marzooqi, Fawzeia, and Syed Zamberi Ahmad. "UNASCO: exploring the market for sustainable business." Emerald Emerging Markets Case Studies 8, no. 3 (2018): 1–19. http://dx.doi.org/10.1108/eemcs-08-2017-0201.
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Subject area Growth strategies, marketing strategy, resources-based value theory, alliance network model, logistic and supply chain. Study level/applicability This case can be used in undergraduate and graduate classes as well as development programmes for managers in small to medium-size enterprises. The case suits courses in business, strategy, marketing and freight forwarding. Case overview Union National Air, Land and Sea Shipping Co (LLC) (UNASCO) is a small to medium-sized freight forwarding company based in the United Arab Emirates (UAE). It has three offices, two in Dubai and one in Abu Dhabi. UNASCO handles commercial imports/exports from/to many destinations, including Europe, Asia, the USA, India, the Far East, Gulf Cooperation Council (GCC), the Middle East (ME) and Africa. UNASCO has been in business for more than 35 years and has run the business smoothly. Recently, the company has faced several internal and external challenges that impact business performance. These challenges are high operating expenses, stiff competition and low market demand. Due to these challenges, the sales staff is being pressured to generate more income to ensure that the company is not experiencing a loss. Now, UNASCO is uncertain how to sustain the business. Expected learning outcomes The learning outcomes are as follows: to learn about the freight forwarding industry, the competitive landscape and the challenges surrounding it; to enable the participant to generate a list of strengths, weaknesses, opportunities and threats (SWOT) for UNASCO and to gain skill at using SWOT analysis; to increase the participant’s ability to evaluate a situation and effectively communicate remedies about it both in writing and verbally; to enable the participant to analyse a problem using the Fishbone Diagram cause and effect tool; to enable the participant to use the Six Thinking Hats technique to make more reliable and sounder decisions; to gain skill at using Porters Five Forces tool, understand the competitiveness of UNASCO’s business environment, and identify the potential for business growth; and to gain skills at developing a marketing strategy using the 4Ps model. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.
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Payette, Patty, and Brian Barnes. "Teaching for Critical Thinking: Edward de Bono's Six Thinking Hats." National Teaching & Learning Forum 26, no. 3 (2017): 8–10. http://dx.doi.org/10.1002/ntlf.30110.
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