1. The document describes several thinking tools: PMI (Plus, Minus, Interesting), CAF (Consider All Factors), C&S (Consequences and Sequel), AGO (Aims, Goals, Objectives), APC (Alternatives, Possibilities & Choices), OPV (Other Peoples' Views), and FIP (First Important Priorities). 2. Each tool provides a structured approach to explore an issue from different perspectives in order to widen perception and scope. 3. The tools are intended to help avoid emotional reactions, consider factors beyond the obvious, understand different viewpoints, and determine priorities.

1. THINKING TOOLS
Workshop Handout
Joy Morgan

2. PMI: PLUS, MINUS, INTERESTING
• Avoids natural emotional reaction to an issue
• Allows you to explore, assess, evaluate, design a key issue
• Widens perception and scope, individually and collectively
PLUS – good things, things you like, what works, positive
MINUS – what doesn’t work, you don’t like, negatives, difficulties
INTERESTING – what do you find interesting about this, what might the consequences of
action and non action be, what else does it make you think about?
How to complete a PMI:
1. Identify the key issue.
2. Focus on the PLUS points for 1-3 minutes.
3. Move on to the MINUS points for same length of time.
4. Focus on the INTERESTING points, again setting a time limit.
5. Spend time considering what you have come up with (individually, in a pair, group,
2 groups comparing suggestions or whole class).
6. Use this expanded insight to plan the next step.
Note: this works well with mind maps but charts or lists work too.
Example: A new rule is suggested for marriages. Instead of
being married forever, participants can be married for 5 –10
years as they wish.

3. CAF: CONSIDER ALL FACTORS
• Deliberately looking around for factors beyond the obvious
• Useful before choosing, deciding or planning actions
• Used to consider factors from yourself, others or society
• Allows you to notice factors which have been left out in a plan or decision
How to complete a CAF
1. Identify the key issue.
2. Focus for a set time on all the factors surrounding the issue considering yourself,
others involved, society in general (if relevant)
3. When this is complete, look again to see if anything is missing
4. Organise the output or do a FIP
NOTE: be careful not to edit out things that do not seem very important early on – include
everything.
Example: In most countries, cars are driven on the right side of
the road. In Britain driving is on the left. There is a suggestion
that this should change. Consider all factors.

4. C & S: CONSEQUENCES AND SEQUEL
• Focuses attention on the future - an enlarged view beyond the immediate
• A process to consider the consequences of a plan, action, decision, rule, invention
• Focus on the (immediate), short-term, medium-term and long term (time frames are
relative to the particular issue)
• Looks beyond your own personal interests
• Encourages “what if” thinking – and may save time, effort and money in the real
world!
How to complete a C & S:
1. Identify the key issue.
2. Divide into 2 groups.
3. First group note the C & S of carrying out a plan of action to solve a problem,
within the time frames of short-term, medium-term and long-term. Focus on each
time frame one at a time.
4. Second group note the C&S of NOT carrying out a plan of action to solve the
problem, using the same time frames. Focus on 1 time frame at a time.
5. Can be done individually in pairs or groups but information should then be shared to
gain a whole picture of possible consequences and what might happen next.
NOTE: consequences refer to what will happen and Sequel refers to the result of this e.g.
a consequence of gas and oil running out may be fewer flights and the sequel may be a
thriving tourist industry in seaside towns in the UK.
Example: The world is running out of gas and oil. What would
happen?

5. A.G.O.: AIMS, GOALS, OBJECTIVES
• Encourages people to consider the purpose and intention behind actions (as distinct
from reactions)
• Consider “aim” as the general direction (e.g. to raise the number of students gaining
A-C grades at A Level), “goal” as the ultimate direction (e.g. increased number of
students going to University or gaining places at their first choice University) and
“objectives” as a recognisable points of achievement along the way (e.g. 75%
students gain A*-C in Maths and English, 65% students gain 5 A*-C grades at
GCSE, 70% students gain A-D grades in all A level subjects, UCAS forms QA
carried out by QMC)
• Encourages understanding that, in the same situation, different people may have
different objectives
• There may be many objectives but some may be more important than others
How to complete an A.G.O.:
1. Identify the key issue.
2. Make a deliberate effort to note down the aims, goals and objectives of each group
of people involved in the issue.
3. It may involve speculation but you may be able to ask the relevant group directly.
4. Share, compare and add to the AGO by sharing information with others.
NOTE: each group of students could take the role of one of the groups involved in the
issue. Sharing and trading information encourages understanding.
Example: 4s: AGO taking role of shopkeeper, local resident,
community police officer and Headteacher.
An internet cafe, 3 minutes walk from the school opened last month.
It offers a small chocolate bar to every customer. It is proving very
popular with schoolchildren on their way to and from school and at
lunchtimes between sites…. And feedback

6. APC: ALTERNATIVES, POSSIBILITIES & CHOICES
 A process of deliberately trying to find alternatives
 There are always alternatives! It may take a deliberate effort to find them if you are
already satisfied.
 The obvious answer may not be best
 The brain develops habitual ways of doing things – this may allow you to escape
the rut of routine!
How to complete an APC:
1. Identify the key issue.
2. Set a time limit.
3. Generate as many possibilities, alternatives and/or choices around the issue.
4. Follow up with an evaluation, assessment or FIP on the ideas generated.
Generating the ideas is just an early step in the thinking process.
5. It is often useful to do an individual APC and then a group APC.
NOTE: do not rule anything out when generating ideas. Even include the wacky. It may
help to get ideas from someone not involved or outside that area of expertise.
Examples:
The brightest girl in the class has started to make deliberate
mistakes. Why could this be?
or
Far fewer girls than boys go on to careers in Science areas. Why
might this be?

7. O.P.V.:OTHER PEOPLES’ VIEWS
• The process of deliberately looking at others’ views as points of consideration in
your own thinking
• Helps us escape from our own, possibly limited, way of seeing a situation
• You don’t have to agree with others’ viewpoints but you need to see them!
• Every viewpoint may be right and valid for the person holding it but not enough to
impose it on others
• Others need to know your viewpoint too
• Useful in conflict management, negotiating, deciding ways forward
How to complete an OPV:
1. Identify the key issue.
2. Identify the key people who might be influenced or impacted by the issue.
3. Note the likely or known viewpoints of each key player. You can guess or ask
directly.
4. Use the notes in your thinking and subsequent actions.
NOTE: very good for emotive issues e.g. fox hunting, abortion. Be sure to include all the
people affected, omission can be a problem.
Example: The NHS is planning to stop treatment for certain
conditions which are smoking related. Consider this from the
point of view of a smoker, NHS surgeon, Alastair Darling,
cigarette manufacturer.

8. FIP: FIRST IMPORTANT PRIORITIES
• A FIP comes after using other thinking tools which have generated ideas,
objectives, consequences, etc
• A process of picking out the most important ideas, factors, objectives,
consequences, etc
• There are no absolute answers, only judgements
• People may have different priorities
• FIP may be used to determine what comes first in a sequence of actions or on what
is most important
How to complete a FIP:
1. Use other thinking tools to consider the key issue first. These will generate
plenty of ideas.
2. Use FIP to make choices about which actions to carry out first or which
factors are most important.
NOTE: if you move straight to determining what is most important, before carrying out
other thinking tools, you will only see a small part of the picture.