Establishing General Methodologies of Creative Problem-Solving / - - PowerPoint PPT Presentation

Establishing General Methodologies of Creative Problem-Solving / Task-Achieving: Beyond TRIZ

Toru Nakagawa

(Professor Emeritus, Osaka Gakuin University, Japan) October 24-26, 2012 New Lisbon University, Lisbon, Portugal

ETRIA TRIZ Future Conference 2012

Introduction: Intention of the present study

Motivation: Why the creative problem solving method, TRIZ, does not penetrate more smoothly among (especially younger) people? What should we do? Recognition and Approach: (1) TRIZ is strong in technological cases, but weak in non-technological cases where mechanisms are complex and not clear. (2) The difficulty of spreading TRIZ is a “common” type of problem in non-technological area related to people, organizations, and society. (3) Thus I tried to tackle this problem with all my capability of TRIZ and

• thers.

(4) I built many models to understand the problem from different aspects. They helped me to proceed step by step to find our new general target and directions to achieve it.

Steps of the present study with multiple modeling

Model (a) of a person to learn TRIZ Model (b) of an engineer and an industry to learn and accept TRIZ Model (c) of activities of TRIZ promoters (in Japan) Model (d) of areas where the application of TRIZ is desired. Model (e) of activities to achieve the new target Model (f) of the contents of the new target methodology

• - Discussions

The models have guided us to a new target at a higher level: 'General methodology of creative problem solving'

A Person

(engineer) (student) (young child) (pupil)

Family education Elementary school Education High school middle school Education Liberal arts education University education Specialized/ Engineer education General Technological Information Industry information Society & Culture Common understanding in the society (Common sense) Advanced Science & technology Practice in industries

(creative engineer)

Advanced Technological development

(high school student)

Examination Study Intellectual curiosity Interests in nature and technology Establishment of proactiveness Basic Mathematics and science Basics of science & technology Knowledge and Technique in specialty field Creativity in the childhood Spirit as researcher / engineer Consciousness for creativity Methods

• f R&D

and Industrial activities Methods of creative problem solving Real tasks

• f development

TRIZ

Logical thinking Necessary to train Creative thinking

Suppressed, undeveloped creativity

Model (a) of a person to learn and master a technique like TRIZ

Acquisition of professional skills

Surrounding situations My own activity (in company and private) My mental situation

Friends Independence

• f parents

(mentally, economically) Mastering the job Daily jobs ･ Develop- ment Project TRIZ Training Mastering TRIZ thinking Establishing proactiveness (continual efforts) Mastering professional knowledge/ Techniques Logical thinking Creative thinking Study of new techniques More advanced and creative thinking and skills girlfriend / boyfriend, Marriage Child care and family life Bosses and colleagues Application

• f TRIZ to

develop- ment project Results Establishing professional mind (attitude towards problems; creativity) Extension of views and interests Understanding TRIZ method Mastering TRIZ thinking Development results

Model [A-5] of positioning (in life) of studying TRIZ (Part 2) Young engineers

Drastically changing World Advance of science & technology Globalization

• f economy

Must study at higher levels Severer competition among industries Hard requirements in job tasks Hard living for family Unstable employment Aging population in Japan Advanced ICT society Temptation to pleasure & entertainment Need to innovate Stagnation of Japanese economy

Basic knowledge of science & technology Knowledge and skills in specialty field Methods of R&D, industrial activities Real application to development tasks Awareness of the issues Scientific journals Textbooks, books Newspapers, TVs, magazines Domestic and International conferences Web sites Patent DB Specialized software, etc. Dealers,

• consultants. etc.

Lectures, seminars,. Trainings TRIZ papers and reports TRIZ Textbooks TRIZ Introductory articles TRIZ Symposium TRIZ Web sites Patent cases, TRIZ applications TRIZ Software tools TRIZ consulting TRIZ seminars. trainings Proactiveness, logical thinking, Spirit of a professional, creativity Interest in TRIZ Basic knowledge

• f TRIZ

Understanding TRIZ techniques Systematic understanding Systematic and practical mastering TRIZ Practice experiences TRIZ Leader and promoter Group experiences with success Application experience for myself Application and promotion Organizational activities Passion and mind In-company TRIZ Seminars In-company TRIZ Homepage TRIZ Trial and practice Projects External TRIZ consultants In-company TRIZ study group In-company

• rganization

for TRIZ promotion TRIZ Leaders Organizational TRIZ leaders

Many engineers

TRIZ practitioners In-company TRIZ Symposium Promotion by the managers Success cases TRIZ Pioneers

External information Personal study and growth Activities in an industry

TRIZ Beginners

Model (b) of activities for an engineer and a company to learn and master TRIZ

External information Activities by T. Nakagawa (OGU) Toru Nakagawa

Osaka Gakuin University TRIZ Symposium Program Chair Education TRIZ textbooks

• D. Mann ; L. Ball, etc.

USIT Trainings Lectures and seminars International conferences Research Japan TRIZ Society MPUF USIT/TRIZ Study Group Papers, articles (contributed & own) Update announcements

Model [B-1] of activities of TRIZ promoters (Case 6) T. Nakagawa (OGU)

Activities in an industry

Scientific journals Textbooks, books Newspapers, TVs, magazines Domestic and International conferences Web sites Patent DB Specialized software, etc. Dealers,

• consultants. etc.

Lectures, seminars,. Trainings TRIZ papers and reports TRIZ Textbooks TRIZ Introductory articles TRIZ Symposium TRIZ Web sites Patent cases, TRIZ applications TRIZ Software tools TRIZ consulting TRIZ seminars. trainings In-company TRIZ Seminars In-company TRIZ Homepage TRIZ Trial and practice Projects External TRIZ consultants In-company TRIZ study group In-company

• rganization

for TRIZ promotion TRIZ Leaders Organizational TRIZ leaders

Many engineers

TRIZ practitoners In-company TRIZ Symposium Promotion by the managers Success cases TRIZ Pioneers TRIZ Beginners

“TRIZ Home Page in Japan”

Board Members

TRIZ Symposium

Study groups Seminars JTS members JTS HP (Symposium papers) News letters] Management Members Secretariat Information exchange/s haring

“TRIZ Home Page in Japan”

Editor

Conference Reports Papers, articles Update announcements

SKI IDEA IMC Ideation Cyber Net Individual consultants Waseda Univ. Kanagawa I. T. MPUF USIT/TRIZ Study Group

Japan TRIZ Society

“TRIZ Home Page in Japan” Venders, Consultants Universities Study groups (voluntary) User companies

Hitachi Toshiba Pioneer ････ Sony Panasonic

English pages Links, References Overseas papers

Executiing teams SANNO Univ.

• f Tokyo

VE Society TRIZ Study Group

Publishers, Journalism

Nikkei BP

Academia and conferences

Creativity Society Mechanical Engineering Society VE Association

Overseas TRIZ information

Management and decision making Events of presentations and discussions TRIZ research Making cases of TRIZ application and promotion TRIZ promotion Establishing TRIZ TRIZ education Lectures and seminars Development

• f software

tools Consulting Success cases

• f product/service

development with TRIZ Introductory articles Presentations at conferences Textbooks Web information Development

• f methods

Development

• f knowledge

bases Training courses Journalism International information In-company

• rganizations

for TRIZ promotion Reporting, news release Communications, idea exchange

Conferences

Model (c) of overall activities of TRIZ promoters in Japan (Merged)

Scientific journals Textbooks, books Newspapers, TVs, magazines Domestic and International conferences Web sites Patent DB Specialized software, etc. Dealers,

• consultants. etc.

Lectures, seminars,. Trainings In-company TRIZ Seminars In-company TRIZ Homepage TRIZ Trial and practice Projects External TRIZ consultants In-company TRIZ study group In-company

• rganization

for TRIZ promotion TRIZ Leaders Organizational TRIZ leaders

Many engineers

TRIZ practitoners In-company TRIZ Symposium Promotion by the managers Success cases TRIZ Pioneers TRIZ Beginners

Model (d) of areas for TRIZ application Our new general target

TRIZ

Mass Media, Publishing Industries Society Home Education Academia, Universities National and local policy

Solution Results Benefits Easy understanding Creative thinking Theory Problem solving/ task achieving methods Practices

Foundation of Engineering education Encouraging

• riginal

research Promotion of advanced research Enhancing technical training Creative Thinking Problem solving capability Technology education From overweighing intellectual education to emphasizing creativity Education

• f creativity

Reforming high school education Education of proactiveness Creativity education to young children Leaving the study for entrance exams. Problem solving capability and flexibility for adults Achieving various tasks in the society Introduction and publication

• f TRIZ

News release

• f results

and benefits TRIZ spreading activities Spreading TRIZ to intellectual people Task achievement in manufacturing industries Task achievement in agriculture, forestry and fishery industries Task achievement in service industries Empowering intellectual properties Success examples

• f innovation

Change in education policy From intelligence to creativity Task-achievement in national and local issues Applying TRIZ to various problems Promotion of innovations Vitalizing industries

We put TRIZ in the center. But we need a more general method !

General Target : To establish a methodology of creative problem-solving / task-achieving, to spread it widely, and to apply it to problem-solving and task-achieving jobs in various domains in the whole country (and the world)". The models have guided us to a new target at a higher level.

Strategy, Management presentation, discussion, communication Research of TRIZ methods Application experiences In-company promotion Lectures, seminars Development of software tools Consulting Success cases Introductory articles Textbooks, publications Spreading with Web site Development of knowledge bases Trainings Journalism in-company

• rganization for TRIZ

Spreading information International conferences Research

• f USIT

Textbooks translation Solution Results Benefits Easy Understanding Creative thinking Theory Practices

Creative problem-solving/ task-achieving methods

Software tools, Knowledge bases Teaching materials Email Communication Information sharing News letters

Wide spreading

• f the

methods Promotion Holding conferences Development of method International cooperation Practices of application and promotion Education and spreading Reporting the results Information exchange

Note: [ ] shows the current effective activities in Japan. [ TRIZ Symposium ] [Japan TRIZ society] [ “TRIZ Home Page in Japan” ] [ JTS Home Page ]

Model (e) of activities for achieving the new tasks

Task: To establish a methodology of creative problem-solving / task-achieving, and to spread it widely

For technological problems

(0) Whole procedure (1) Finding the problem (2) Understanding the present system (3) Imaging the ideals & visions (4) Generating ideas (5) Constructing solutions (0) Whole procedure (1) Finding the problem (2) Understanding the present system (3) Imaging the ideals (4) Generating ideas (5) Constructing solutions

For non-technological problems Further extension of TRIZ guided by the new paradigm of the 6-Box Scheme of USIT

Model (f) of "General Methodology of Creative problem-solving" (Outline)

Whole procedure Finding the problem Understanding the present system Imaging the ideals Generating ideas Constructing solutions

Textbooks of the methods Application examples Software tools & knowledge bases Chances

• f training

Able to construct solutions Able to implement the solutions Able to evaluate the solutions in the real world Coordinated with industrial and company infrastructure, e.g., designing, manufacturing, and sales Able to use designing techniques in the subject-matter field Coordinated with methods for implementing solutions (CAD/CAE/CAM, Taguchi method, etc...

Possible to use concepts, theories, and methods in the subject-matter fields. Clear relationships with methods for technology development Effectively using patent information Able to find and understand the problem in the real world Able to focus down the problem and clarify the task. Using effectively the whole information in science & technology Applicable widely to science & technology Mechanical, electrical/electronic, chemical, etc. biological, medical, etc. Implementing the S & T information in the method. Able to refer to S & T information whenever necessary Able to apply to preparing for patents Able to apply for circumventing existing patents. Use the method of system analysis in the subject-matter field. Able to transfer knowledge and techniques in other areas. Introductory articles & materials Easy-to-understand methods. Practical application methods Chances to learn Consistent whole procedure Simple/ specialized processes Understanding the problem systematically Consider from broad perspectives Focusing the problem Consider the goals and tasks understanding difficulties and root causes Understanding the mechanism of the present system Functions & attributes space & time char- acteristics Clarifying contradictions Examine various present solutions Learn similar tasks in different fields Thinking the images

• f the ideals

Desirable behaviors & properties Techniques

• f idea

generation Collection

• f possible

hints Generate ideas as widely as possible Identifying excellent ideas Extending the ideas Improving solutions with the ideas Designing new solutions Introducing good ideas used in different fields Solving secondary problems Resolve contra- dictions Consider the direction

• f evolution

Identifying and evaluating excellent solutions

Model (f1) of "Creative problem-solving/task-achieving methods" (for technology)

Able to solve problems creatively in the fields of Science & Technology

Requirements at the preceding stage Requirements at the succeeding stage

Model (f2) of "Creative problem-solving/task-achieving methods" (for non-technology areas)

Whole procedure Finding the problem Understanding the present system Imaging ideals & visions Generating ideas Constructing solutions

Textbooks of the methods Application examples (with the results) Software tools & knowledge bases Chances

• f training

Able to construct solutions Able to implement the solutions Solutions are effective and beneficial in the real world Coordinated with real-world infrastructures, e.g., society, culture, and environment Able to use methods and institutions in the subject-matter field Coordinated with various methods & institutions for implementing solutions

Possible to use concepts, theories, and methods in the subject-matter fields.

Considering from wide perspectives

• n world situation,

history, etc.

Effectively using the knowledge of different areas

Able to find and understand the problem in the real world Able to focus down the problem and clarify the task.

Using various preceding methods Applicable widely to non-technological areas

Areas related to humans, society, business, etc. TRIZ is extended from technical to non-technical areas. Able to refer to many previous cases and knowledge whenever necessary Able to apply for policy making and solution planning Able to apply for finding solutions in the cases of serious conflicts of interests/

• pinions

Use the method of system analysis in the subject-matter field.

Able to merge the knowledge and abilities of all the persons involved

Introductory articles & materials Easy-to- understand methods. Practical application methods Chances to learn Consistent whole procedure Simple/ specialized processes Understanding the problem systematically From multiple perspectives Focus the problem Consider the goals, tasks, and visions understanding difficulties and root causes Understanding the mechanism of the present system Functions & properties of

• rganizations

& persons space & time character- istics Clarifying contra- dictions Examine preceding cases Learn similar tasks in different countries, companies, and fields Thinking the images

• f ideals

Stating the vision Techniques

• f idea

generation Collection

• f possible

hints List up the ideas as widely as possible Identifying excellent ideas Extending the ideas Improving solutions with the ideas Designing new solutions Introducing good ideas in different countries and fields Solving secondary problems Resolve conflicts & contradictions Consider the directions & steps of evolution Identifying and evaluating excellent solutions

Requirements at the preceding stage Requirements at the succeeding stage

From wide perspectives

• n world situations,

society, etc. and also with delicate sense of humans

Able to solve problems creatively in non-technology fields (e.g., humans, society, business)

Consider in steps Methods to transfer to different fields

Creative PS / TA methods

(various areas of problems/tasks to apply )

Stage 3 in our general target: To apply widely

Emphasis area Development area

Note: Actually, we should find and get specific opportunities to try and apply the Creative PS/TA methods. Development of the method and extension of application area should be carried out in parallel. .

Model [D-5] of areas for applying our ‘Creative PS/TA Methods’

National & local policy

Solution Results Benefits Easy. understanding Creative thinking Theory Problem solving/ task achieving methods Practices

Things we need to provide

Foundation of Engineering education Encouraging

• riginal

research Promotion of advanced research Enhancing technical training Creative Thinking Problem solving capability Technology education From overweighing intellectual education to emphasizing creativity Education

• f creativity

Reforming high school education Education of proactiveness Creativity education to young children Leaving the study for entrance exams. Problem solving capability and flexibility for adults Achieving various tasks in the society Introduction & publication

• f TRIZ

News release

• f results

and benefits TRIZ spreading activities Spreading TRIZ to intellectual people Task achievement in manufacturing industries in agriculture, forestry and fishery industries in service industries Empowering intellectual properties Success examples

• f innovation

Change in education policy From intelligence to creativity Task achievement in national and local issues Applying TRIZ to various problems Promotion of innovations Vitalizing industries

Mass media, Publishing Industries Society Home Education Academia, Universities

Concluding Remarks

(1) For understanding the difficulty in penetrating TRZ widely, especially to younger people, multiple models of the current situations have been built from different aspects. (2) One main lesson is that TRIZ is just one of many items for a person, e.g., a young engineer, to learn and to handle with in his life and jobs. Thus, the contents of TRIZ and occasions to convey them should be either well customized for the (narrow range of) target persons

• r well generalized for the (wider range of) target persons.

(3) Individual persons can learn TRIZ from outside information, e.g., textbooks and Webs, from the company’s promotion, but mainly from his personal learning and experiences. The accumulation of personal learning and outside impacts in a person is the key to mastering TRIZ (or any other) thinking.

(4) For an industry to accept TRIZ, personal growth of TRIZ practitioners/ leaders, application of TRIZ to real projects, and promotion by the management need to go together. (5) TRIZ is applicable in the technological areas and also in the non-technological areas. Thus TRIZ has a very wide range of application areas. (6) However, not TRIZ itself but a more general methodology is desired for such a wide range of applications. Thus we have been guided to a new target at a higher level. (7) 'General methodology of creative problem solving' is expected to be a further extension of TRIZ, especially guided by the 6-Box Scheme of USIT. (8) Realizing the higher level target, we will be able to choose correct directions in our application, development, and promotion activities.

(9) Models are drawn in informal diagrams, without any pre-fixed rules

• r format. Flexibility is important for viewing from different aspects.

Diagrams are more useful than sentences for describing the structure of the situations/systems. (10) In the modeling, the systemic thinking in TRIZ is fully used. (11) The process of the present study is guided by the 6-Box Scheme of USIT, and is actually an illustration of the general methodology

• f creative problem solving, to be pursued in the new target.

(12) In the present study, macroscopic views are used in the modeling and hence the solution obtained is also macroscopic and abstract. If we use microscopic, specific views, we would obtain microscopic, specific solutions. (13) The models should be discussed and shared in the TRIZ community.