Category Archives: Toolbox

Safety Meeting: Mental States and Overcoming Incentives

Safety Hazard: Crane-Supported LawnmowerThe following outline for a safety meeting was delivered to a crew of maintenance personnel at a special safety stand-down. The key message was that there are four mental states that lead to safety incidents. [For more information on this see SafeStart.] The causes of these mental states are to some extent unavoidable. Since we can either try to prevent causes of deal with them when they occur, we discussed coping methods.

At the end, we discussed how much we should let perverse incentives influence our quality of work. [I simplified the language since I was speaking to a non-MBM audience.]

Note: Wherever an ellipsis (…) occurs, that is where I expect (demand) audience participation.

Meeting Outline

Who digs talking about feelings? Does anyone get excited talking about feelings?…

But does psychology affect our safety performance? Remember a few months ago when I talked about Joe Kramer, the south Chicago railroad welder? I talked about his positive attitude, but I didn’t say a thing about safety. Yet this very group made predictions about his own safety record, and the number of injuries he prevented in the course of his career.

Late in last turnaround I talked about 4 mental states involved in safety incidents. Can you recall them?…

I also challenged everyone to try to think of injuries or near misses, whether at work or home, that did not involve at least one of those four mental states. Was anybody successful with that?…

Who here has experienced work-related frustration? I won’t ask how often, I promise…

  • Any new policies poorly communicated?
  • Any new rules that seemed to make it harder to do your job? Or they came from people who don’t understand your working conditions (even if their intent was good)?
  • Any personal or family issues on your mind when you were at work?
  • Anyone get called in at a less-than-perfect time?
  • Any criticism of your job performance that seemed unfair?
  • Anyone go to do a job with a vague job plan, poorly written procedure, or patch something that should have a permanent fix?

Does this stuff happen just here?…

Since it seems unreasonable to assume that we will never be frustrated at work, what can we do when we are frustrated?…

Here are some questions I have found useful for lending perspective to frustration when something’s got to be done:

So my kid is getting bad grades or acting disrespectful. So my wife wants something I don’t want to buy. So my furnace died. So the boss said something unfair. Does that justify whatever injury I get? Does that let me off the hook for hurting myself and letting down the people who need me? Do I get a pass because I had other problems?

Who here has experienced fatigue at work?

  • Has anyone sent home in the morning to come in for night shift failed to come in that evening completely rested and refreshed?
  • Has anyone felt less than 100% in hour 15 of a 16-hour shift? Or their tenth straight day of work?
  • Any babies waking you up in the middle of the night?

Since it’s not yet reasonable to assume perfect tranquility both at home and work, what can we do in anticipation of fatigue?…

Who has ever, even once, felt rushed to get the job done at work? I have to admit, when I worked in operations, I said to a maintenance foreman that I wanted everything done, I wanted it yesterday, and I wanted precision. What was I missing in my list of demands?

  • Farmers and ranchers: do the seasons wait until you’re ready and all set to go?
  • Has anyone ever asked you when the job would be done, but really meant to tell you to get it done soon?
  • Anyone felt that for whatever reason you didn’t get much done that morning and wanted to have something to show for your time when you went to lunch?
  • Anyone ever get edgy around 4:30 or 5:00 when a job is dragging on longer than expected?

I don’t see any solutions to separate maintenance work and time pressure. So again, were focused less on prevention and more on dealing with it. What are some ways to keep rushing from impacting our work?…

Complacency is when you know that a hazard is present but you think it won’t happen and you just decide to go ahead and “be careful.” [Tell story of contractor carrying large pneumatic cylinder up a ladder.]

Complacency lends itself to prevention more than the others. It’s a lot easier to prevent complacency than it is to prevent frustration…

On Letting Mental States Determine Our Work Method: I’d like to share a personal story about mental states and the way that we work. Many years ago I was blindsided by a negative performance review that came at a very inopportune time. Objectively, I had exceeded the goals set with my team leader at the beginning of the year, but then he left and I didn’t talk much with his replacement. I thought I was due for a promotion and had a transfer in mind, so I wanted this review to be on the high end. At what really ended up being our first real discussion of anything, period, I was put at the low end. There were really no specific criticisms, no guidance on what could be done better, or justification for being so low.

This really spoiled a lot of what I had planned and so I was less than enthused with being at work. I was so angry that for one month I resolved to do the absolute minimum required not to get fired while I worked out my plan for what was next. I really felt hopeless because I had worked hard and even done a few creative things to get my projects done on time and under budget.

But here’s what happened that month: it was the most miserable month of work I can ever remember.

So the lesson I took away from the experience is this: I do the best work I can the best I know how. Sometimes it’s recognized and I get praised or rewarded. And that’s great. Sometimes it isn’t noticed at all or some trivial aspect of it is criticized. And that sucks.

But regardless of how I feel, I try to work exactly the same way. In the end, it really doesn’t matter what the external rewards are because doing less than my best is a miserable experience.

Planned Experiment Planning Form

Quality Improvement Through Planned Experimentation by Ronald MoenThis planned experiment planning form is available for download in Excel or PDF format. This is based on Ronald Moen’s Quality Improvement Through Planned Experimentation, 3/E and an understanding of the contents of that book would be needed to use this productively.

Use the links below to download:

The Abilene Paradox: Nobody Wanted to Go, So Why Did They?

Rocky Mountain Fog near a Valley RoadThis meeting agenda uses the Balmert Consulting format and my own content. The purpose of the format is to engage the crews by asking “darn good questions” about a situation relevant to their work. The format forces a conversation rather than having the supervisor or manager deliver a monologue.

This example of the importance of “management of agreement” comes from an old (1988) article called The Abilene Paradox: The Management of Agreement [PDF] which was referenced in an exercise from Success With the Gentle Art of Verbal Self-Defense. In this story, no one ever expressed disagreement with an unpleasant proposal, thus there was no conflict to manage, yet everyone ended up doing something that no one even wanted to do.

Since this is a fairly common phenomenon (the author of the article gives many examples) it is unlikely that whatever organizations we are a part of are immune. The example given is semi-trivial, yet most people have experienced it. And if it leads a company to risk its financial stability by supporting a doomed project, then the consequences can be severe.

Purpose

Extend the practice of Crucial Conversations from a one-on-one format to group discussions

Headline

No One Wanted to Go to Abilene, So Why Did They Go?

Summary of Information

The story opens with a family in Coleman, TX. The narrator, his wife, and his wife’s parents are playing dominoes and drinking lemonade on a brutally hot summer Sunday. The narrator says that it had all the makings of an agreeable Sunday afternoon until his father-in-law says, “Let’s get in the car and go to Abilene and have dinner at the cafeteria.”

I thought, “What, go to Abilene? Fifty-three miles? In this dust storm and heat? And in an un-air conditioned 1958 Buick?”

But my wife chimed in with, “Sounds like a great idea. I’d like to go. How about you, Jerry?” Since my own preferences were obviously out of step with the rest I replied, “Sounds good to me,” and added, “I just hope your mother wants to go.”

“Of course I want to go,” said my mother-in law. “I haven’t been to Abilene in a long time.”

So into the car and off to Abilene we went. My predictions were fulfilled. The heat was brutal. We were coated with a fine layer of dust that was cemented with perspiration by the time we arrived. The food at the cafeteria provided first-rate testimonial material for antacid commercials.

Some four hours and 106 miles later we returned to Coleman, hot and exhausted. We sat in front of the fan for a long time in silence. Then, both to be sociable and to break the silence, I said, “It was a great trip, wasn’t it?”

No one spoke. Finally my mother-in-law said, with some irritation, “Well, to tell the truth, I really didn’t enjoy it much and would rather have stayed here. I just went along because the three of you were so enthusiastic about going. I wouldn’t have gone if you all hadn’t pressured me into it.”

I couldn’t believe it. “What do you mean ‘you all’?” I said. “Don’t put me in the ‘you all’ group. I was delighted to be doing what we were doing. I didn’t want to go. I only went to satisfy the rest of you. You’re the culprits.”

My wife looked shocked. “Don’t call me a culprit. You and Daddy and Mama were the ones who wanted to go. I just went along to be sociable and to keep you happy. I would have had to be crazy to want to go out in heat like that.”

Her father entered the conversation abruptly. “Hell!” he said.

He proceeded to expand on what was already absolutely clear. “Listen, I never wanted to go to Abilene. I just thought you might be bored. You visit so seldom I wanted to be sure you enjoyed it. I would have preferred to play another game of dominoes and eat the leftovers in the icebox.”

After the outburst of recrimination we all sat back in silence. Here we were, four reasonably sensible people who, of our own volition, had just taken a 106-mile trip across a godforsaken desert in a furnace-like temperature through a cloud-like dust storm to eat unpalatable food at a hole-in-the-wall cafeteria in Abilene, when none of us had really wanted to go. In fact, to be more accurate, we’d done just the opposite of what we wanted to do.

Connection

[The Abilene Paradox] is as follows: Organizations frequently take actions in contradiction to what they really want to do and therefore defeat the very purposes they are trying to achieve. It also deals with a major corollary of the paradox, which is that the inability to manage agreement is a major source of organization dysfunction.

The problem with this story is not poor management of conflict, but poor management of agreement. The author proposes that management of agreement is just as significant an issue for organizations.

Darn Good Questions

  1. Why is it harder to speak up when we disagree with a group than it is when we disagree with an individual?
  2. What are some warning signs that tell us we’re on the Road to Abilene?
  3. How do we balance the expectation to support each other and management initiatives with preventing potential problems that we might see?
  4. What can we do to prevent getting on the Road to Abilene? What can we do once we’re already on the Road of Abilene?

Should Unplanned Maintenance be Reported as a Near Miss?

Crazy Cleaning by Maintenance Crew

I hope that this job was not “planned” this way.

This example from a weekly maintenance “town hall” safety meeting is based upon data presented by Perry Lovelace, CMRP at the 2012 SMRP conference. Information in brackets are my comments or things will have to be filled in by the presenter.

Purpose

Identify Unplanned Maintenance Jobs as Specifically and Intrinsically Hazardous

Headline

Should We Report Unplanned Maintenance Jobs as Near Misses?

Summary of Information

[Present data on recent safety performance. It doesn't matter if that performance is positive or negative.]

According to data from the Belgian Maintenance Association, the injury rate for maintenance workers is 47 injuries per million working hours when planned maintenance is less than 25%. At 25-50% planned maintenance, the rate is 22. At 50-75%, the rate is 23. At 75% and higher the rate is 4. [Draw a simple chart on a white board.]

OSHA defines a near miss as “an unplanned event that did not result in injury, illness, or damage, but had the potential to do so.”

Connection

Given OSHA’s definition of a near miss and the data from the Belgian maintenance association, there is a definite basis to support the idea that unplanned maintenance inherently qualifies as a near miss.

Darn Good Questions

  1. Is it a near miss? Why or why not? A 100 hp motor needs to be restarted after an unexpected stoppage.
  2. Is it a near miss? Why or why not? Millwrights are called out to replace a pump with a broken shaft on a Saturday.
  3. Is it a near miss? Why or why not? Pipefitters are diverted from another job during the week because an expansion joint is spraying process fluid.
  4. The injury rate is clearly high when planned maintenance is below 25% and very low when planned maintenance is above 75%. But why does it go up between 25-50% and 50-75%?

Evernote Implementation for Engineers Part 2: Notebooks

Overwork, Messy Office, Disorganized

Your office? Time for a scanner and Evernote.

About a month ago, I briefly reviewed Evernote tagging as a superior tool to categorization in organizing the massive information libraries most engineers have to manage. Next, I promised a post on notebooks and here it is.

Notebooks vs. Tags

I address notebooks second because in using Evernote, notebooks are of secondary importance. To understand why, let’s analyze the features of notebooks and tags:

  1. The first difference is that tags are infinitely nestable. I can have a subtag of a subtag of a subtag of a subtag. Notebooks are not nestable, but a notebook stack can have a set of notebooks underneath.
  2. Second, notebooks are containers, and as such every note must be assigned one (and only one) notebook. Tags are optional.
  3. Third, notes containing nested tags do not have to contain the parent tag. If “AC motors” is a subtag of “motors” then I can have a note tagged ”AC motors” but not tagged “motors.” [Of course, the user can always enforce this rule on themselves and in this example it would be a good idea.] On the other hand, any note contained in a notebook is by definition also contained in the notebook stack. (Notebook stacks are “containers of containers.”)
  4. Fourth, sharing features are dependent upon the notebook. You can share a notebook, but you can not “share a tag.”
  5. Fifth, search text will find notes with a tag, even if the note or titles does not contain the word. If a note on sensors is tagged, “electronics” but does not contain the word “electronics” then a search for “electronics” will put it in the results. If I note on sensors is contained in a notebook called “Electronics” then a search for “electronics” will not put it in the results.
  6. Finally, you can search within ONE notebook or notebook stack, or you can search within ALL of your notebooks. It’s either-or: you can not search with two notebooks only (unless two notebooks is all you have).

When to Use Notebooks

So, if tagging is the primary system for organizing information, why use notebooks at all with all of those restrictions? The answer is: it’s not necessary to have more than one notebook. However, there are two situations in which notebooks should be used:

  1. The first situation is when you have a very large account and want to use notebooks to speed up your searches on a mobile or desktop device. If you have 20,000 notes and one notebook contains 1,000 notes within a stack containing 5,000 notes, then your search will go faster if you search the stack or notebook rather than the account. How you structure your notebooks is then determined by your search needs.
  2. The second situation is when you want to share your notebooks with individuals or open them up to all and sundry. If I have 100 notes to share only with my co-worker Billy Bob and 50 notes I want to share only with my bowling buddies Joe and Mike, 150 notes I want to make public, and 500 notes I want completely private, I have to make a minimum of four notebooks.

Example Notebook Scheme

Of course, all this is very theoretical, and people like examples. So here is a selection of stacks and notebooks:

  • Notebook Stack: Culture, Economics & History
    • Notebook: Arts & Culture
    • Notebook: History & Biography
    • Notebook: Markets & Economics
    • Notebook: Peer-Reviewed Economics
    • Notebook: Peer-Reviewed Philosophy
    • Notebook: Peer-Reviewed Psychology
  • Notebook Stack: Directory
    • Notebook: Business Cards
    • Notebook: Directions
    • Notebook: Locations
    • Notebook: People [for whom I do not have business cards, like friends and family]
  • Notebook Stack: Management & Productivity
    • Notebook: Business & Marketing
    • Notebook: Creativity, Innovation & Problem Solving
    • Notebook: EH&S Management [Environmental, Health, and Safety]
    • Notebook: Kepner-Tregoe
    • Notebook: Management & Leadership
    • Notebook: MBM [Market-Based Management]
    • Notebook: MindTools
    • Notebook: Personal Finance & Investing
    • Notebook: Time Management & Productivity
  • Notebook Stack: Mathematics, Science & Technology
    • Notebook: Codes, Standards & Regulations
    • Notebook: Crafts & Trades
    • Notebook: EAM [Enterprise Asset Management]
    • Notebook: Industrial Vendor Literature
    • Notebook: Math & Science
    • Notebook: Peer-Reviewed Mathematics
    • Notebook: Peer-Reviewed Science & Technology
    • Notebook: Technology & Engineering
  • Notebook Stack: Personal Property
    • Notebook: Animals [Pedigrees and health records for my many animals.]
    • Notebook: Instruction Manuals [for my power tools, refrigerator, boiler, equipment, etc.]
    • Notebook: Orders [Copies of all online or catalog orders. At the top, I put a checkbox for "order received."]
    • Notebook: Personal Property [Records or maintenance records for anything that doesn't have its own folder.]
    • Notebook: Receipts [Scanned receipts from local stores. This has saved my bacon with warranty issues and saved well over the cost of a premium membership.]
    • Notebook: “My Street Address” [Mostly maintenance records.]
    • Notebook: ”Vehicle A” [Mostly maintenance records.]
    • Notebook: ”Vehicle B”
    • Notebook: “Vehicle C”
  • Notebook: Profound Knowledge [For information that I consider essential to my life and "who I am and who I am becoming."]
  • Notebook Stack: Projects
    • Notebook: “Company A” Projects [Contains no proprietary information!]
    • Notebook: “Company B” Projects
    • Notebook: “Company C” Projects
    • Notebook: My Projects

Next time, in part 3, we’ll examine some of the “advanced” (some might say hidden) search features that add an extra degree of control over searching.

Relating Job Satisfaction to Safety Performance

Emoticon: Happy Smiley FaceThis meeting agenda uses the Balmert Consulting format and my own content. The purpose of the format is to engage the crews by asking “darn good questions” about a situation relevant to their work. The format forces a conversation rather than having the supervisor give a monologue.

This example of a psychological case study was paraphrased from Mihaly Csikszentmihalyi’s Flow: The Psychology of Optimal Experience. The book does not specifically address safety, yet the maintenance department was able to draw conclusions about Joe’s probably safety performance from the information provided.

Purpose

Relate Job Satisfaction to Safety Performance

Headline

What is Joe Kramer’s Safety Record?

Summary of Information

Joe Kramer is a welder in his early sixties at a South Chicago railroad car assembly plant. The plant is huge and dark with steel plates moving around suspended from overhead tracks. The atmosphere can be oppressive and the noise intolerable. In the summer the plant is an oven and in the winter is full of icy winds.

Joe came to the United States when he was five years old and left school after fourth grade. He has worked at the plant for 30 years but declined several opportunities to be a foreman because he was uncomfortable being anyone’s boss.

Although Joe had the lowest rung in the plant hierarchy, everyone knew Joe and agreed he was the most important person in the plant. The manager said that if he had five people like Joe, he would have the most efficient plant in the business. Fellow workers said that without Joe they may as well shut down.

Joe had apparently mastered every phase of the plant’s operation and could take anyone’s place if the need arose. He could fix any broken piece of machinery, ranging from huge mechanical cranes to tiny electronic monitors. But what astounded people the most was not so much what he could do, but how much he enjoyed it.

Even with no formal training, Joe had been fascinated by machinery of every kind. When his mother’s toaster broke, he asked himself, “If I was a toaster and I didn’t work, what could be wrong with me?” Using this thought process he found the problem and fixed it. He used this empathic outlook his entire life.

In his off hours Joe lives in a grungy, weed-infested urban area, but over the years he and his wife bought the two vacant lots next to their house. Joe built an intricate rock garden with terraces, paths, and hundreds of flowers and shrubs. While installing underground sprinklers, Joe got an idea for them to make rainbows. He looked for heads with fine enough sprays, but when he could not find any he made them himself on his basement lathe. Now after work he could sit on his back porch and create dozens of small rainbows with the push of a button.

But Joe often worked late, so the sun was down when he got home. No problem: Joe found floodlights that contained enough of the sun’s spectrum to form rainbows and installed them inconspicuously around the sprinklers. Now, he can surround his house with water, light, and color any time day or night.

Connection

Joe Kramer the welder has an immediately obvious positive outlook on life that affects both his work and home life.

Darn Good Questions

  1. The passage does not describe Joe’s safety record, but what do you think his safety record looks like? Upon what basis would you make that statement?
  2. How often would you guess that Joe has prevented his co-workers from becoming injured over 30 years?
  3. How can Joe create positive experiences even in such an inhuman environment and uninspiring surroundings?
  4. Which comes first: experience or performance? [Does high performance create a great experience, or does a positive experience generate high performance?]

Don’t Rush to Get the Job Done

Location of Pinched Finger Between Truck and Trailer

Going to Gemba: Where the Injury Occurred. Click for full size.

This meeting agenda uses the Balmert Consulting format and my own content. The purpose of the format is to engage the crews by asking “darn good questions” about a situation relevant to their work. The format forces a conversation rather than having the supervisor give a monologue.

This example of a recordable injury with a heavy dose of rushing was used on a recent installation project with a contractor crew on the last planned day of a job.

Specific information to identify the exact company and location used in the example has been removed.

Purpose

Don’t Rush to Get the Job Done

Headline

Equipment Delivery Driver Sustains Injury Rushing Through Job

Summary of Information

On July 22nd, 2012 a delivery driver dropped off a compressor trailer to a chemical plant. However, the coupling would not easily disengage from the ball. Although an operational jack was attached to the trailer frame, the driver tried to lift the trailer end by hand.

When the coupling popped loose, the trailer shifted forward and the driver’s hand was caught between the edge of the coupling and the truck bumper. He experienced blunt trauma combined with a gaping laceration to his finger that was closed with adhesive and butterfly strips.

When the driver had arrived on site, the foreman of a contractor crew noted that the driver was moving very fast and asked him to slow down. When asked why he had not used the trailer jack, the driver noted that he was trying to be tough and get the job done faster so that he could get to the next job. When he was done in the nurse’s office, he started to sprint to his truck. A separate safety report had been entered into the system because when the driver arrived on site, he had exceeded the speed limit and not stopped at a stop sign posted at railroad tracks.

Connection

As the end of the job approaches, it’s more important than ever to stay focused on the job at hand and avoid distracting thoughts about going home or to the next job.

Darn Good Questions

  1. How did the driver’s mental state contribute to the injury to his finger?
  2. What might you have said to the driver if you were his supervisor?
  3. What possible similarities are there between the delivery driver’s situation and yours? What possible differences?

Check Your Tools—It Could Save Your Life

Exploded Grinder Cord

The cord to this grinder exploded in a ball of flame while the user stood on a ladder.

This meeting agenda uses the Balmert Consulting format and my own content. The purpose of the format is to engage the crews by asking “darn good questions” about a situation relevant to their work. The format forces a conversation rather than having the supervisor give a monologue.

This example of a near-fatality was used on a recent installation project with a contractor crew using grinders and working on ladders and scaffolds.

Specific information to identify the exact company and location used in the example has been removed.

Purpose

You need to check your tools—it could save your life.

Headline

Fatal Fall Narrowly Avoided After Tool Explosion on Ladder

Summary of Information

On October 29, 2012 a pipefitter was assigned to remove a water pipe from the plant. The water pipe ran alongside a gas pipe. Operations checked the area for gas as part of the hot work permit process and found it clear.

The pipefitter climbed a ladder to the pipe and turned his grinder on. As he raised the grinder it shut off. He lowered it, started it again, raised it again, and it shut off again. Holding the trigger engaged, he started to twist the cord when the exploded off the grinder in a ball of flame while he was still standing on the ladder.

He did not fall off and was not injured, but if things had been slightly different he could have been severely injured or killed.

Connection

Your work involves cutoff wheels, grinders, and other powered tools with the potential to injure.

Darn Good Questions

  1. How does it benefit you to ensure that your tools are in good repair?
  2. Who else would be impacted should you become seriously injured?
  3. What do you need to check to make sure your tools are fit for use?

Six Thinking Hats by Edward de Bono

Six Thinking Hats by Edward de BonoBook Review: Six Thinking Hats by Edward de Bono

Edward de Bono’s 1985 book on thinking styles is based on the radical premise that one can choose a thinking style. Taking an approach similar to Covey’s First Habit (Be Proactive), de Bono then makes the idea more palatable by presenting an acting technique to implement it.

Each hat color represents a mindset and rather than adopting those mindsets at all times the thinker simply does their best to think and speak in the manner that such a hat-wearer would think and act.

The red hat wearer expressed unjustified emotions and gut reactions. The black hat wearer is entitled to be as logical-negative as they can. The white hat wearer plays the role of a computer, spitting out relevant facts and figures absent interpretation.

De Bono is very clear about the non-necessity of choosing a hat at all times. The six thinking hats are only tools to be picked up when needed and laid down when the need has passed. When practiced regularly, however, the thinker should become increasingly conversant in a broad range of thinking styles.

Key Concepts

Key concepts are either recurring themes or strong individual points made with a fairly general application. Books with a more theoretical bent will have more “key concepts.”

  • The western ideal of thinking as exclusively critical and argumentative has limitations. De Bono advocates a “map making” style, on the basis that if a good enough map is made, the best route often becomes obvious. In an analogy to color printing, each thinking style, in turn, adds its separate color to the map.
  • Going through the motions of a thinking style and making them into an act removes the ego from the process. If two people are arguing their points, their ego will resist giving in to their opponent’s points. If they are play-acting a role in a discussion, then their ego becomes tied to performing the role as well as possible, which is much more productive to achieving progress.
  • The white hat is the hat of facts, and figures. The white hat thinker imitates a computer. Facts are divided into two tiers: confirmed and unconfirmed. White hat thinking is completely neutral.
  • The red hat is the hat of feelings and emotions. Feelings are also divided into two types: ordinary emotions such as far and suspicion, and complex intuitions. These emotions are never justified on a logical basis.
  • The black hat is the hat of negative assessment, and of identifying the wrong and incorrect, the risks and dangers, and the faults.
  • The yellow hat is the positive, optimistic, and constructive hat. The emphasis is on benefits, not costs. This is the hat of dreams and visions.
  • The green hat is the hat of creative thinking. The emphasis is on alternatives.
  • The blue hat is the control hat: the conductor of the orchestra of hats. The blue hat sets the focus and defines the problem.
  • A specific hat need not be chosen and worn at all times. The hats are tools to be applied selectively and laid down when the need has passed.

Useful Features

Useful features are like pages, diagrams, or tables that one might bookmark or dog-ear for quick reference. Books oriented toward application will generally have more “useful features.”

  • Summaries: The Six Thinking Hats Method (pp. 199-207)

Publisher’s Blurb

From the dust jacket:

“Thinking is the ultimate human resource. Yet we can never be satisfied with out most important skill. No matter how good we become, we should always want to be better”—Edward de Bono

Dr. Edward de Bono is regarded as the leading international authority in the teaching of thinking as a skill. With Six Thinking Hats, he has written an easy-to-follow book that will do for thinking what the One Minute Manager did for management.

“Thinking often proceeds as drift and waffle and reaction,” writes de Bono. In Six Thinking Hats the author presents a simple but effective way to become a better thinker. He separates thinking into six distinct modes, identified with six colored “thinking hats”:

WHITE: facts, figures, and objective information

RED: emotions and feelings

BLACK: logical negative thoughts

YELLOW: positive constructive thoughts

GREEN: creativity and new ideas

BLUE: control of the other hats and thinking steps

“Putting on” a hat focuses thinking; “switching” hats redirects thinking. With the different parts of the thinking process thus clearly defined, discussions can be better focused and more productive.

Using real-life situations as examples, Dr. de Bono creates scenarios that show how the effective use of “thinking hats” can:

  • focus thinking more clearly
  • lead to more creative thinking
  • improve communication and thus decision-making
Dr. de Bono’s concepts are applied by some of the world’s largest corporations. Six Thinking Hats clearly illustrates why they have found his ideas essential for their management techniques.

Table of Contents

Preface

Chapter 1: Playacting: If you playact being a thinker, you will become one

Chapter 2: Putting on a Hat: A very deliberate process

Chapter 3: Intention and Performance

Chapter 4: Role-Playing: An ego holiday

Chapter 5: Melancholy and Other Fluids

Chapter 6: The Purpose of Six Hat Thinking

Chapter 7: Six Hats, Six Colors

Chapter 8: The White Hat: Facts and figures

Chapter 9: White Hat Thinking: Whose fact is it?

Chapter 10: White Hat Thinking: Japanese-style input

Chapter 11: White Hat Thinking: Facts, truth, and philosophers

Chapter 12: White Hat Thinking: Who puts on the hat?

Chapter 13: Summary of White Hat Thinking

Chapter 14: The Red Hat: Emotions and Feelings

Chapter 15: Ret Hat Thinking: The place of emotions in thinking

Chapter 16: Ret Hat Thinking: Intuition and hunches

Chapter 17: Ret Hat Thinking: Moment to moment

Chapter 18: Ret Hat Thinking: The use of emotions

Chapter 19: Ret Hat Thinking: The language of emotions

Chapter 20: Summary of Red Hat Thinking

Chapter 21: The Black Hat: What is wrong with it

Chapter 22: Black Hat Thinking: Substance and method

Chapter 23: Black Hat Thinking: Past and future substance

Chapter 24: Black Hat Thinking: Negative indulgence

Chapter 25: Black Hat Thinking: Negative or positive first?

Chapter 26: Summary of Black Hat Thinking

Chapter 27: The Yellow Hat: Speculative-Positive

Chapter 28: Yellow Hat Thinking: The positive spectrum

Chapter 29: Yellow Hat Thinking: Reasons and logical support

Chapter 30: Yellow Hat Thinking: Constructive thinking

Chapter 31: Yellow Hat Thinking: Speculation

Chapter 32: Yellow Hat Thinking: Relation to creativity

Chapter 33: Summary of Yellow Hat Thinking

Chapter 34: The Green Hat: Creative and lateral thinking

Chapter 35: Green Hat Thinking: Lateral thinking

Chapter 36: Green Hat Thinking: Movement instead of judgment

Chapter 37: Green Hat Thinking: The need for provocation

Chapter 38: Green Hat Thinking: Alternatives

Chapter 39: Green Hat Thinking: Personality and skill

Chapter 40: Green Hat Thinking: What happens to the ideas?

Chapter 41: Summary of Green Hat Thinking

Chapter 42: The Blue Hat: Control of thinking

Chapter 43: Blue Hat Thinking: Focus

Chapter 44: Blue Hat Thinking: Program design

Chapter 45: Blue Hat Thinking: Summaries and conclusions

Chapter 46: Blue Hat Thinking: Control and monitoring

Chapter 47: Summary of Blue Hat Thinking

Conclusion

Summaries: The Six Thinking Hats Method

Trades Lesson Plan: Hammers

Homeschooling Books: Bauer, Gatto, FayI used this lesson plan for my 8 year-old home-schooled son’s introduction to the trades. It doesn’t get any simpler than using a hammer, right? Well, my son had a blast. He is now really excited about learning all of my tools and is telling kids on the playground that when he grows up he’ll be an engineer. (We’ll see how many years I can keep that going…)

Objective

Students will understand and be able to:

  • How to choose a hammer
  • How to safely use a hammer
  • How to care for and maintain a hammer
  • How to replace a handle

Materials

For this lesson, you will need:

  • Carpenter’s claw hammer
  • Ball peen hammer
  • Sledge hammer
  • Rubber mallet
  • Several boards of wood
  • Nails
  • Safety glasses
  • Computer with access to YouTube

Procedures

  1. Discuss the differences between humans and animals. Try to come up with a list.
  2. Watch The Dawn of Man from 2001: A Space Odyssey. Discuss the discovery of the club and what it was useful for: what are “good” uses of the club (such as acquiring food or self- defense) and what possible “bad” uses there could be (such as killing or hurting other apes).
  3. Go to the shop and look at a carpenter’s hammer. Identify the claw, handle, eye, cheek, neck, and striking face.
  4. Look at a ball peen hammer. Identify the striking face. Let the student know ball can be used for forming soft metal, or striking metal in out-of-the-way places.
  5. Look at a sledge hammer. Let the student know the sledge hammer can be used for breaking stones or concrete.
  6. Look at a rubber mallet. Let the student know that the mallet can strike surfaces without marking or denting them. The rubber mallet can be used for forming sheet metal, and driving dowels or small stakes. Discuss the differences between the three hammers so far.
  7. Put the other hammers away and examine the claw hammer for safety. Ensure that the handle is tight in the head, the handle is not cracked, wedges are in the handle, and the striking surfaces are clean and free of oil.
  8. Show the correct way to hold the hammer for large forces or light taps (at the end of the handle). Show the incorrect way to hold the hammer (near the head).
  9. Place two boards parallel to each other and lay a third board across them. Set a nail, tap it until it stands on its own, remove the hand from the line of fire, and drive the nail. Have the student do the same.
  10. Use the claw end to remove the nail. Have the student do the same.

Adaptations

Linguistically-inclined students can write a poem or essay about the use of tools in general, or hammers specifically as part of the human condition.

Musically-inclined students could explore percussion instruments to understand the range of possible sounds.

Visually artistic students can draw or sculpt different kinds of hammers.

Students who are kinesthetically or spatially inclined can help build a basic frame or platform from 2x4s. Or they can practice replacing a hammer handle.

Discussion Questions

  1. What are the difficulties encountered when holding the hammer improperly (i.e. by the hand instead of the handle)? Why not swing the hammer with a straight elbow? What happens if the hammer does not strike flat and straight?
  2. What are potential injuries that could occur from the use of the hammer? How do we prevent those injuries? What are some first-aid measures to consider if an injury does occur?
  3. What might a very tiny hammer be used for? What about a very large hammer (hundreds of pounds)? Why are most hammers around one pound in weight?
  4. Why are the heads of most hammers made of metal? What other materials might be used for the heads? Why are the handles of most hammers made from wood? What other materials might be used for handles?
  5. What areas of houses or buildings require hammers? How would life be different without hammers?

Evaluation

N/A

Extensions

Specialty Hammers

Examine section 21 of NAVEDTRA 14256 and study pictures and descriptions of more varieties of hammers.

Suggested Readings

NAVEDTRA 14256: Tools and Their Uses (Section 21)

This Navy Training Course includes very detailed instructions and illustrations of hand tools of all kinds. Section 21 focuses on hammers.

Links

In this video at 4:30, the apes are foraging unsuccessfully for food when the leader discovers how to use a bone to kill an animal for food, thus ushering in the use of tools and transforming an ape into a man.

Vocabulary

hammer

Definition (noun): A tool with a heavy metal head mounted at right angles at the end of a handle.

nail

Definition (noun): A small metal spike with a broadened flat head, driven typically into wood with a hammer to join things together or to serve as a peg or hook.

Definition (verb): Fasten to a surface or to something else with a nail or nails.