Normal STH needs a thinking step for selecting a next hat. When sequence is used, the next hat is fixed. When the situation matches the need, using sequence can be more efficient. Using sequence is particular efficient for simple issues that only needs 1-3 hats because no need to consider those unnecessary hats.
There are too many sequences. Selection of a sequence can be a time consuming process. The learning curve for using sequence is more steep when compared with learning the six hats.
Initially, feels more time consuming in using sequence. Later, no motivation to continue use it.
Target the user group and develop a set of small number of sequences suitable for their everyday activities. That means grouping the existing sequences and creating new ones for particular user groups.
Example: Secondary school students
(a) Plan for exam
White hats: what are the subjects and scopes, time required, other support required?
Red hats: How do you feel?
Blue: Develop an action plan.
(b) Developing a new hobby
Red hat: Like it? Friends also like it?
Yellow hat: How this hobby will help you in different aspects?
Black hat: Any disadvantages?
(c) Working on a new school project
White hat: What are the objectives and scope?
Yellow hat: What you can learn from working on this project?
Green hat: Suggest ideas to this project
Blue hat: Develop a plan for completing the project
(4) Got troubles with a friend
Red hat: What are your feelings?
Blue hat: What is the supposed relationship?
Green: Any new approaches?
It can be more efficient to train them to select the next hat. Adding sequence just complicates the thinking process.
Selection of the next hat needs experience and self-control. Young learners may not do this effectively, which can reduce their interest to continue using STH. A set of simple sequences with targeting to their needs can reduce their efforts in the thinking process so that real results can be obtained while encouraging them to go into the positive enforcement loop in using STH.