methodology of creative problem solving: triz and … methodology of creative problem solving: triz...

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Methodology of Creative Problem Solving: TRIZ and Its Extension

~ Scientific Methods for Innovation ~

Special Lecture for 'Creation of Innovative Future Medicine',Graduate School of Medical Science, andNext-generation Advanced Medicine Promotion Center,Tottori University Hospital,Tottori University, Yonago City, Tottori Prefecture, Japan

January 20, 2015Toru Nakagawa

Professor Emeritus, Osaka Gakuin University Editor of "TRIZ Home Page in Japan"

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Profile: Toru Nakagawa ([email protected])

The University of Tokyo (Faculty of Science, Dept. of Chemistry) (BS 1963, MS 1965, D. Sc. 1969; Assistant 1967 - 1980) Academic research in Physical chemistry;

Experiments and analyses in molecular spectroscopy Determination of molecular structure, Vibration-rotation spectroscopy SALS program for nonlinear least-squares model fitting

Fujitsu Ltd. (IIAS-SIS --> Fujitsu Labs.) (1980 -- 1998)

Research in Information science; software engineeringResearch management staff TRIZ 1997 -

Osaka Gakuin University (Faculty of Informatics) (1998 - 2012)Research, education, and promotion of TRIZ

Professor; Editor of "TRIZ Home Page in Japan" (Nov. 1998 - )

Professor Emeritus, OGU (Apr. 2012 - )Research and promotion of TRIZ

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Introduction: Outline Innovation is now needed everywhere.

We need to establish the methodologies for creative problem solving and master them.

(1) The basic paradigm in science & technology is 'Four-Box Scheme of Abstraction'; however, it is not effective out of the established fields/models. Various Creativity methods have been developed, emphasizing to find hints and get enlightenments.

(2) TRIZ (Theory of Inventive Problem Solving) analyzed world patents, developed knowledge bases for utilizing science and technology, and derived methods of inventive thinking useful across the whole fields of technology. Since 1990s TRIZ has been spreading from former USSR to the whole world.

(3) USIT (Unified Structured Inventive Thinking) was developed in USA, under the influenceof TRIZ, as a concise process for creative problem solving, and was extended further in Japan.

(4) The 'Six-Box Scheme' obtained in USIT was found to be the new paradigm for CrePS (General Methodology for Creative Problem Solving), which is envisioned by Nakagawa to be an integrated system of many and different creative problem solving methods.

This lecture describes the development of methodology and illustrates simple examples of problem solving with the methods (3) and (4) for familiar problems.

Information sources and methods of learning will be explained also.

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Development of Methodologies of Creative Problem Solving （Dec. 27, 2014, Toru Nakagawa）

(1) [Current conventional understanding] Paradigm of Science & Technology and various 'Creativity methods' － 'Four-Box Scheme of Abstraction' － Theories and models in specific disciplines－ Seeking for 'Hints' and 'Shortcuts'

(2) TRIZ (Theory of Inventive Problem Solving) [Genrikh S. Altshuller (ex-USSR)]

－ Knowledge bases of science & technology applicable across various fields － Thinking methods, especially for solving contradictions. Complex overall process.

(3) USIT (Unified Structured Inventive Thinking) [Ed Sickafus (USA)]

－ A concise whole process of creative problem solving－ 'Easy-to-learn TRIZ' （Reorganizing TRIZ solution generation methods) [Toru Nakagawa]－ Finding 'Six-Box Scheme' as the new paradigm

(4) CrePS (General Methodology of Creative Problem Solving) [Toru Nakagawa]

－ 'Six-Box Scheme' as the paradigm － Different roles of 'Real World' and 'Thinking World' － Clear definition of stages: Defining the problem; analyzing the problem (understanding

the present system and the ideal system); generating ideas; constructing conceptual solutions; and implementing into real solutions

－ Framework for integrating different methods around TRIZ/USIT－ USIT is a concise and general purpose process executing the CrePS methodology

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Methodologies of Creative Problem Solving

(1) Current conventional understanding:

Paradigm in science and technology +

Various 'Creativity methods'

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Many models in the Knowledge Base

A selected Model

User's Specific problem

User's Specific solution

Abstract Concretize

Model's Generalized problem

Model's Generalized solution

Conventional Paradigm in Science & Technology for Creative Problem Solving = Four-Box Scheme of abstraction

However, for many real problems it is not obvious which model can be applicable, and often there are no suitable models exist.

Many models in different fields (theories and knowledge bases)Work well for typical problems in established specialized fields.

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Thus many surveys were carried out to record the experiences of enlightenments by scientists and engineers.

Findings in common:(a) Continuing study and research having sound background knowledge, (b) Having the problem in mind, thinking to solve it for a long time,

generating ideas in various directions and examining them,(c) At an occasion of some relaxed mental state, with a trigger of some minor

event or in the dream, happened to encounter the 'enlightenment'.(d) Applying the enlightened idea to the problem, one could solve

the problem quickly.

Question: Using this finding as the guideline, what should we do now and in the future?

For (discoveries and) inventions, (it is often assumed that)idea generation and enlightenments are important.

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Obviously, we have to make efforts for a long time, BUTIt is uncertain when and whether an enlightenment really comes out.

Many different approaches have been advocated so far:1. Anyway we have to work hard to learn, research, try, and do experiments.

2. Generate ideas freely and abundantly, and try them.

3. Try to enhance our own capability of imagination; use animation methods, for example.

4. Make your brain flexible, and train yourself to think from different aspects.

5. Think over using various examples as hints; search for hints and make a collection of them.

6. Survey relevant references and patents, and think over with them.

7. Describe and analyze your problem and your desire.

8. For making yourself relaxed, prepare for suitable time, space, environment, etc.

9. Communicate and discuss with people having different experiences, specialties, andopinions.

・・・・・・

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Approaches Examples in conventional methods Examples in TRIZ/USIT

Basics in Science & Technology

Principles, theories & models in each discipline; knowledge bases

Knowledge bases of physical effects

Learning from cases Analogical thinking, Collections of hints, Equivalent transformation thinking

Active use of patent databases

Analyzing problems/ tasks

Mind mapping, KJ method (Affinity method), Quality function deployment (QFD), QC tools, Root cause analysis, Value engineering (VE), Functional analysis

Problem definition, Root cause analysis, Function & attribute analysis, Formulating contradictions, Substance-field modeling

Supporting idea generation

Brain storming, Brain writing, SCAMPER 40 Inventive Principles, 76 Inventive standards, Contradiction matrix, USIT operators

Taking care of environment and mental aspects

Brain storming, Facilitation methods, Cynectics, NM method, 'The 3rd alternatives'

Size-Time-Cost (STC) operators, Smart little people (SLP) modeling, Particles method

Realizing the ideas Design methods in each discipline, Pugh's method, CAD/CAE, Taguchi method

Technical knowledge bases

Foreseeing the future

Using various statistics, Delphi method, Scenario writing

9 Windows method, Trends of technical evolution, S-curve analysis, DE (Directed evolution)

Towards a general methodology

Four -box scheme of abstraction, analogical thinking, ET thinking

Four-box scheme, ARIZ, Six-box scheme of USIT

Various methods for creative problem solving & task achievingSkip

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These different approaches have been advocated and practiced,separately.

Each tries to find some 'short cuts'. Sometimes successful, sometimes not.Effective in some aspects, but only partly for each. Confusing with one another, without a clear overall view.

Isn't there any methodology more scientific and sure?

Instead of trying a big jump with enlightenment, we should be able to proceed in many small but steadysteps to finally solve problems creatively.

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(2) TRIZ (Theory of Inventive Problem Solving)

Genrikh S. Altshuller (ex-USSR)

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Recently, 'Methodology for Creative Problem Solving' has been developed

on the basis of TRIZ and its extensions.

Reorganizing knowledge in science & technology and in patents, TRIZ has developed a number of methods for creative problem solving.

==> Without depending on enlightenment, an occasionalbig jump, TRIZ intends to analyze and understand theproblem, to build up a number of ideas (or smaller jumps), and to reach certainly at a higher level of creative solutions.

Altshuller got the basic idea in 1946, and developed TRIZ in 40 years.

His group has developed a system of philosophy, knowledge bases, techniques, etc.After the end of the Cold War, TRIZ has been introduced into the western world,

e.g. into Japan in 1996, and has been used mostly in manufacturing industries.

Efforts for making TRIZ easier to understand and more effective to apply have beenmade for these years around the world.

G.S. Altshuller(1926-1998)(ex-USSR)

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TRIZ Methodology for Problem Solving

World of Information in Science & Technology

World Extracted by TRIZ

World of Your Own Problem

Science & Technology DB Patents DB

Set ups Effects Problem Solution

Trends of Systems

Inverse retrieval of technology solving contradictions

Principles & Examples

of Invention

Support of Problem Definition

Description ofYour Own Problem

Solution for Your Own Problem

Contra-diction

Principles of `Invention

Target Method,Method, ...

Toru NakagawaNov. 1997

"TRIZ Home Page in Japan"

Since Nov. 1998Editor: T. Nakagawa

TRIZ makes full use of knowledge in science and technology

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Knowledge Base of 'Physical Effects'

Natural laws, phenomena, effects, etc.Technological devices, means, systems, techniques, etc.

'Collection of physical, chemical, mathematical effects''Effects Database'

Useful to introduce technical knowledge in other branches ofscience and technology, and other fields of industries, etc.

Contributed much by Invention Machine Inc. Over 9000 items Principles and their application examples.

Software tools for automatic semantic analysis of patents and other technical documents have been developed and used.

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Knowledge base for searching from target functions to technical means

Conventional western approach:Install the knowledge base of technological means (in the form of

setting --> effect), and retrieve the means (for performing a function) with the computer by using the reverse index built inside the computer.

Since the reverse index is not readable for human, the information is not systematized in any visible form.

TRIZ approach:Target functions are hierarchically systematized at first, and

technological means are stored in the categories of their functions.

Substances: generate, form, change in phase,move, store, combine, separate, remove, hold, detect, etc.

Parameters: stabilize, increase, decrease, change, measure, etc.

Fields: generate, store, prevent, detect, etc.

Technical means

principlesexamples

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IM社 TechOptimizer より

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IM社 TechOptimizer より

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'Trends of Evolution of Technical Systems' KB

Ex.: Trend of Object Segmentation Ex.: Ball bearing Micro-ball bearing

Gaseous bearing Magnetic bearing

Ex. Trend of Dynamization

Ex. Trend of Mono - Bi - PolyEx.: Single speaker Stereo speakers Surrounding speakers

stereo acoustic system

35 Trends of Evolutions (Darrell Mann) Trends observable across areas and systems Useful for foreseeing the directions of evolutions

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40 Inventive Principles (G. Altshuller) 1. Segmentation2. Taking out 3. Local quality4. Asymmetry 5. Merging 6. Universality 7. Nesting 8. Anti-weight 9. Preliminary anti-action 10. Preliminary action 11. Beforehand cushioning12. Equipotentiality 13. The other way round 14. Curvature15. Dynamics

31. Porous materials32. Color changes33. Homogeneity 34. Discarding and

recovering 35. Parameter change 36. Phase transitions37. Thermal expansion 38. Strong oxidants39. Inert atmosphere40. Composite materials

16. Partial or excessive actions 17. Another dimension18. Mechanical vibration 19. Periodic action20. Continuity of useful action21. Skipping 22. Turn harmful into useful23. Feedback24. Intermediary 25. Self-service 26. Copying27. Cheap short-living objects28. Mechanics substitution/

Another sense29. Pneumatics and hydraulics 30. Flexible shells and thin films

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1. Divide it. 2. Separate it. 3. Change a part of it. 4. Make it unbalanced.5. Join the two.

6. Make it useful for others.7. Put it inside.8. Make it balanced.9. Step back before you go.10. Expect and prepare beforehand.

40 Principles ==> "Idea Pop-up Cards" in familiar expressionRikie Ishii (Japan TRIZ Symposium 2007)

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Divide

Combine

Changeproperty

In advance

Deform

Changematerial

Makeharmless

Makeefficient

Savelabor

40 Principles with Hand-script symbols arranged on the 9 windows Yoshinori Takagi

(2014)

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Categorize the problems ("Technical contradictions")

Establish the standard methodfor expressing problems

Suggest as the hint.

Altshuller (1973) used about 40,000 patents, in the 39x39 matrix, showing top 4 principles

Darrell Mann et al. Used all the US patents granted since 1985 Matrix 2003 48x48 top 5-9 principlesMatrix 2010 50x50 (about 3 million US patents)

Frequently used Inventive Principles

＋ Examples

Improving feature vs.

Worsening feature

Contradiction Matrix Classifying the problems and find the solution ideas often used in each category.

Knowledge base = Solution tool

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Define Solve

Ideal Final Result

・ Technical contradictions/Inventive principles

・ Physical contradictions・ Su-Field analysis/

Inventive standards・ Trends of technological

evolution・ Resources・ Knowledge/Effects・ ARIZ・ Trimming・ Ideal Final Result・ Psychological Inertia Tools・Subversion analysis

( 9-Windows )

Solution evaluation

Problem/opportunityexplorer

Function/attributeanalysis

S-curve analysisSelect tool

Evaluate SelectOverall Procedure in TRIZ Darrell Mann's "HOSI" (2002)

You may learn the tools one by one as you need. (Mann)

We need a simpler and straightforward method. (Nakagawa)

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Tools of TRIZ (Based on the Four-Box Scheme)

User's specific problem

User's specific solution

Abstraction

Concretization

Target function Knowledge base of physical effects

Substance-field modelling

Aspect (parameter) in focus

Knowledge base of trends of evolution

Improving aspect vs. worsening aspect

Contradiction Matrix 40 Inventive

principles

76 Inventive standards

（Generalized problem) (Generalize solution）

(a)

(d)

(c)

(b)

Many tools and huge knowledge bases are applicable across technical fields.But parallel structure of multiple tools means partialness in each method.

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Essence of TRIZ in 50 Words

Essence of TRIZ:

Recognition that

technical systems evolve

towards the increase of ideality

by overcoming contradictions

mostly with minimal introduction of resources.

Thus, for creative problem solving,

TRIZ provides with a dialectic way of thinking,

i.e.,

to understand the problem as a system,

to make an image of the ideal solution first, and

to solve contradictions.

Toru NakagawaTRIZCON2001, Mar. 25-27, 2001

TRIZ is huge and complex, people often say, but its essence is easy to learn and understand.

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(3) USIT (Unified Structured Inventive Thinking)

Ed Sickafus (USA)==> Toru Nakagawa (Japan)

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USIT (Unified Structured Inventive Thinking)

In 1995 Ed Sickafus developed USIT at Ford.

As its basis he introduced Israeli SIT,i.e., a much simplified version of TRIZ.

On his basis as an experimental physicist, he built up solid concepts and frameworks.

He created a well-defined thinking process for problem solving.

He trained about 1000 engineers and promoted its application projects in Ford.

Since 1999, Toru Nakagawa introduced USITinto Japan, and extended it further as a simplified, unified, new generation of TRIZ.

Ed Sickafus (USA)

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Problem Definition

ProblemAnalysis

SolutionGeneration

( Implement into Real Solutions )

Build Up Conceptual Solutions

Define the Problem in a Well-defined Form

Function and Attribute Analysisof the Present System (Closed World Method)

Ideal Solution and Desirable Actions and Properties (Particles Method)

Space and Time Characteristics Analysis

Dimensional Changein Attributes

Pluralization of Objects

Distribution of Functions

Combination ofSolution Pairs

Generalization of Solutions

[T. Nakagawa, Mar. 2005]USIT Procedure [Flowchart]

After USIT

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40 Inventive Principles 76 Inventive Standards35 Trends of

System Evolution

Separation PrincipleSelf-X Principle Trimming

Object Pluralization

Attribute Dimensionality

Function Distribution

Solution Combination

Solution Generalization

TRIZ methods for Solution Generation

USIT Operators

USIT Operators are further classified in a hierarchical way.

"USIT Oprators": A system of solution generation methods-- Obtained by re-organizing all the solution methods in TRIZ

T. Nakagawa, H. Kosha, and Y. Mihara (ETRIA TFC2002)

(5 Main-, 32 sub-methods)

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Operator (5): Solution Generalization MethodRepresent a solution in a more general way,

form a solution template, and obtain concepts of solutions

in the associative manner. Also generate a hierarchical system of solutions.

USIT (i.e., a simple and unified TRIZ) analyzes any problem in a standard process andgenerates solutions systematically and comprehensively.

USIT Operators

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Everyday-life Case Study in USIT: How to fix a string shorter than the needle at the end of sewing

Define the Problem: [ Box-1 ==> Box-2 ]

(a) Undesirable effect: The string is shorter than the needle and prohibit applying the standard way of making a knot.

(b) Task statement： Devise methods for fixing the string left shorter than the needle.

(c) Sketch:

(d) Plausible root causes:The standard way of making a knotis applicable only when the string leftis longer than the needle.

(e) Minimum set of relevant objects:Cloths, string (already sewn), string (left), the needle

T. Shimoda and T. Nakagawa (2006)

A Simple Case Study of USIT

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Problem Analysis (1): Understanding the present system[ Box-2 ==> Box-3 ]

(1) Functional analysis: What is the function of the Needle?A base for making a loop of the string; A guide for passing the end of the string through the loop

(2) Attribute analysis: Properties taken for granted form the Constraints:The string does not expand = Its length does not change.The needle is hard = No change in shape and length.

When any of these constraints is lifted, there appears a novel solution.

(3) Analysis of time characteristics: Processes of sewing: Solutions at the final stage and solutions at any earlier stage.

(4) Analysis of space characteristics： A knot makes the string thick at the end. Watch out about the topology in making a knot and in the 'hole and string' .

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Problem Analysis (2) : Understanding the Ideal system [ Box-2 ==> Box-3 ]

Ideal arrangement of a sting in space for making a knot

Several known solutions:

A well-known technique.Difficult to make the loop of string in the space; need some practices

The hole of the needle has a slit; thus the string can be passed and removed without cutting the loop of the string. (a commercial product)

It should be nice if we could holdthe string in this arrangement in the space.

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A novel needle specialized for making a knot

A novel tool made of a straw

A ridiculous idea !?

improve

improve

Solution Generation: Generate Ideas and Construct Solutions[ Box-3 ==> Box-4 ] [ Box-4 ==> Box-5]

Known technique

Image of Ideal situation

improve

'Let's break the needle!'

What does this mean?=> No need to sew any further.

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Thinking World

Real W

orld

Analyze the problem

3

2

１ 6

5

4

Initial problem

Well-defined problem

Understandingof the present system

Understanding ofthe ideal system

Define the problem

Generate ideas

Construct solutions

Implement the solutions

Ideas for a new system

Task statement: ・・・

Root causes: ・・・・

Functions: Needle : ...Attributes:Characteristics

in time & spaceKnown methods:

Implemented solutions（products etc.)

×××××××

×××

Support the string at the ideal position in the space

Needle without the point and specialized for making a knot

T. Shimoda and T. Nakagawa (2006)Case study represented in the Six-Box Scheme: How to fix the string shorter than the needle

Conceptual solutions

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(4) CrePS (General Methodology of

Creative Problem Solving)

Toru Nakagawa

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New Paradigm of Creative Problem Solving (Six-Box Scheme of CrePS)

(Abstraction) (C

oncr

etiz

atio

n)

Define the problem

Analyzethe problem


User's specific solution

Conceptual solutions

Implementsolutions

(generalized problem) (generalized solution)

(specific problem) (specific solution)

ThinkingWorld

Methodology

RealWorld

Technology/Business/Society

Construct solutions

User's specific problem

Well-defined specific problem

Understanding of the present system

and the ideal system

Generate ideas

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TRIZ Case Study of Solving a Physical Contradiction: 'Water-Saving Toilet'by Hong Suk Lee and Kyeong Won Lee (Korea), TRIZ Journal, Nov. 2003.

Task: Reduce the amount of flushing water necessary for the toilets.

-- Needs over the world.

Current problem: For flushing the waste,water of 6 to 13 liters is used.

Analysis: S-pipe is necessary to block the bad smell from coming up, and is effective for flushing all with the siphon effect.

S-pipe is not desirable for reducing the amount of flushing water.

Physical Contradiction: S-pipe is required to exist and not to exist.

Separation Principle: Separable in Time:Required to exist -- during most of the time except flushingRequired Not to exist -- during the time of flushing

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Altshuller's Method (Solving a Physical Contradiction by the Separation Principle)

State the requirements clearly:

(1) Separate the two requirements in terms of time, space, conditions, etc.

(2) Find solutions which fulfil the requirements separately while the time ranges.

(3) Then, use the two solutions together in combination.(First, tell the combined solutions literally. and then think how to achieve them.)

This is a contradiction !We cannot satisfy these two requirements together!

Require the S-pipe to Exist .Require the S-pipe Not to Exist.

Requirements can be separated in terms of time. Require to Exist, all the time except while flushingRequire Not to Exist, only while flushing.

Ordinary time range: The S-pipe Exists. While the flushing time range: The S-pipe does Not Exist.

The S-pipe exists while ordinary time, AND the S-pipe does NOT exist while flushing the water.

How can we achieve this ??

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(1) 通常時

(2) 排水時

(3) 排水終了時

Solution:The basic idea:

Results: Only 3 liters of water is necessary for a flushing.

S-pipe Exists / Disappeas How can we think?The pipe is of S-shape / Not S-shape

The pipe is high in the middle / Not high in the middle

Instead of a solid S-shape pipe, we should use some flexible pipe (say, of plastic) which can be lifted usually and lowered while flushing

Can we make this work by itself? pipe

wheel

weight

The pipe goes up and down by itself.

(1) while ordinary time

(3) at the end of flushing

(2) while flushing

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Thinking World

Real W

orld

Analyze the problem

3

2

１ 6

5

4

Initial problem

Well-defined problem

Understandingof the present system

Understandingof the ideal system

Define the problem

Construct solutions

Implement the solutions


Implemented solutions（products etc.)

KyeongWon Lee et al. (2003)

Case study Represented in the Six-Box Scheme: Water-saving toilets

Conceptualsolutions

Too much water is necessary for flushing the toilet

Want to reduce the amount of water necessary for flushing the toilet.The much water is needed due to the S-shape pipe

The S-shape pipe is useful and necessary, but need to be eliminated for less water. [Physical contradiction]

The S-shape pipe exists for most of the time, but does not exist when we flush the water.

To make the S-shape pipe flexible and being lowered when we flush the water.To lower and lift the S-shape pipe by itself.

(1) 通常時

(2) 排水時

(3) 排水終了時

Generate ideas

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'Six-Box Scheme' (the Paradigm of CrePS)

(a) 'Real World' and 'Thinking World' are separated, for clarifying their roles.

(b) Recognition of the problem situations (Box 1) must be done in the 'real World' (or in the business activities)

(c) Problems and tasks to be addressed (Box 2) is defined in the Real World and is handed to the Thinking World.

(d) (In Box 3) The present system is understood with standard analysis methods in the aspects of space, time, components, attributes, and functions, and

the ideal system is also understood in its image.

(e) Ideas for a new system (Box 4), exceeding the stage of hints,are often obtained quite smoothly from the understandings in Box 3,

without explicit use of various techniques for assisting the idea generation.

(f) Conceptual solutions (Box 5) need to be constructed around the core ideas,

by using basic capability in the relevant (technological) fields.

(f) Actual solutions (Box 6) need to be implemented by the business activities in the Real World.

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TRIZMass Media, Publishing

Industries

SocietyHome

Education

Academia, Universities

National and local policy

SolutionResults

BenefitsEasy understanding

Creative thinking

Theory

Problem solving/task achieving

methodsPractices

Foundation of Engineering

education

Encouraging original research

Promotion of advanced research

Enhancing technical training

CreativeThinking

Problem solving

capability

Technologyeducation

From overweighing intellectual education

to emphasizing creativity

Education of creativity

Reforming high school education

Education ofproactiveness

Creativity educationto young children

Leaving the study for

entrance exams.

Problem solving capability and flexibility for adults

Achieving various tasks in the society

Introduction and publication

of TRIZ

News releaseof results

and benefits

TRIZspreading 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

of innovation

Change in education

policy

From intelligenceto creativity

Task-achievement in national and

local issuesApplying TRIZ

to various problems

Promotion ofinnovations

Vitalizing industries

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

Expected Areas of Applying TRIZSkip

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a new target at a higher level.To establish a general 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).

Reflection of the present situations on TRIZ has guided usto a new target at a higher level Beyond TRIZ

(May 2012, Toru Nakagawa)

The methodology is named as 'CrePS' (April 2013, Toru Nakagawa)

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Target of Our New Methodology CrePS

"A General Methodology for Creative Problem Solving &Task Achieving"

• Help to solve problems (i.e., undesirables) and to achieve tasks (i.e., desirables).

• Capable to guide to new creative solutions and measures even forthe problems/tasks conventionally thought difficult/impossible.

• Applicable generally and universally to different fields/areas

• Having integrated different preceding methods and different studies

• Delivering a methodology (a system of methods) which integrates various thinking methods, techniques, tools, etc.

• Easy to learn, easy to apply, and effective in actual jobs of application.

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The current status of research on CrePS/TRIZ/USIT:'General Methodology for Creative Problem-Solving/Task-Achieving' (CrePS)

CrePS is feasible by using the 'Six-Box Scheme' as the basic paradigm.

Different methods (including TRIZ) can be reorganized into CrePS.

USIT is a concise process for applying the Six-Box Scheme of CrePS.

On-going research activities for developing CrePS:(1) To make course materials of CrePS case studies.

We should just use case studies already published.

(2) To understand different methods (including TRIZ) and to describe them in the framework of CrePS.

(3) To relate CrePS to various activities in the 'Real world'.

(4) To categorize various purposes of CrePS application, and to recommend concise CrePS processes for each category.

(5) To proliferate the vision of CrePS.

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For Studying and Practicing It


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Web: "TRIZ Home Page in Japan"http://www.osaka-gu.ac.jp/php/nakagawa/TRIZ/eTRIZ/A public Web site established in 1998. Editor: Toru Nakagawa.Introductory, Papers, Case studies, Conference reports, links, etc. Up-to-date information on TRIZ, USIT, etc., In Japanese and in English.

Books: "Hands-on Systematic Innovation" by Darrell Mann Japanese Edition in "TRIZ Practices and Benefits" Series (CrePS Inst.)

Papers： T. Nakagawa, "General methodology for creative problem solving and task achieving (CrePS): Its vision", ETRIA TFC2013

T. Nakagawa, "A New Paradigm for Creative Problem Solving: Six-Box Scheme in USIT", ETRIA TFC 2006.

All the articles are posted in "TRIZ Home Page in Japan".

References of Creative Problem Solving Methods

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(5) To proliferate the vision of CrePS.

"TRIZ Home Page in Japan" --- Public Web site since Nov. 1998

4 'Entrance Pages'

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2-Day USIT Training Seminar

L

GW

P&D

P&D

Problem Definition

Analysis of Present System

IntroductiontoTRIZ/USIT

L

L

GW

P&D

LGW

P&D

Solution Generation

Promotion in Industries

Analysis of Ideal System

LGW

P&D

GWP&D

GWP&DLD

LGWP&D

Lecture

Group work

Presentation& Discussion

3 real, brought-in problemsare solved in parallelin the group work

- As a practical process for problem solving, I recommend USIT first. USIT is much easier to learn than (conventional) TRIZ.

- Use TRIZ knowledge base tools in a way complementary with USIT. - TRIZ/USIT is applicable to real problems for conceptual solutions.- TRIZ/USIT fits well for group work.

For Mastering TRIZ/USIT

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Practices of Introducing TRIZ/USIT

1. Around the pioneers, build a group for studying TRIZ/USIT.

2. Learn TRIZ/USIT by using invited lecturers, external seminars, conferences, etc.

3. Select an appropriate real job in the company and solve the problem by a group work.

4. Share information with intranet Web site etc. and in report meetings etc.

5. As a part of training of engineers,start the training programs of TRIZ/USIT.

6. Organize the TRIZ/USIT promotion activitiesofficially in the company raising human resources and budgets, etc.

Used !!

Understood (?)

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Got the results !!!

Key points

52

Implications of the New Scheme (3) Ideal expertTRIZ Traditional:

an almighty inventor an almighty contract researcher

in any technology field

New Paradigm with USIT:

a guiding assistant of engineers to help engineers think and solve

work together with engineers in any field

can achieve much more than he/she can do alone and than the engineers can do without USIT.

==> practical and suitable for wider penetration

Problem

SolutionTRIZ

Expert

Engineers

USIT Expert

Solutions

Engineers

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Implications of the New Scheme (2) Idea generation

..

Analogy

Traditional paradigm: (TRIZ and generally S&T)Presenting a few (Inventive) Principles together with application examples

==> (Enforce) analogical thinking New Paradigm with USIT: (In theory)

Apply USIT Operatorsone after another in the abstract level

(In practice)Already generated in the brain

during the analysis stage

List them up and build into a tree structure.

(Can be done smoothly)

Skip

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Real Benefits of TRIZ K.-J. Uhrner (Germany, 2005) KACO: An automotive seal manufacturer (800 employees). Evaluated all the inventions/patentsof the company for 30 years in the criteria of levels of invention/innovation.

White:TRIZ applied

Averagelevelwent upto 3.4.

Achieving break-throughs

55

TRIZ Current Situations of Proliferation Dec. 2014

USA: Introduced into industries with much interest in late 90s, but recently less interested.Mostly 'Software tools oriented + traditional TRIZ'; Competing strong vendors.

Intel uses TRIZ in many global sites (since 2005).

Europe: Good collaboration among Universities + Consultants + Industries. Steadily growing

Japan: Company-wide introduction: Hitachi Group, (Panasonic Group) Bottom-up proliferation: Fuji Film, (Fuji Xerox), Sekisui,

Konica-Minolta, SONY, Olympus, DENSO, etc. IP division: (Nissan), (Panasonic EW), etc. University Education: (Osaka Gakuin U.), Kanagawa I.T., Waseda U., (U. Tokyo), etc. Japan TRIZ Society, NPO: National center of TRIZ in Japan, about 120 membersJapan TRIZ Symposium: Held by JTS every year since 2005, 100-200 participants

Korea: Introduced TRIZ by hiring Russian TRIZ experts since around 2001. Samsung: Using TRIZ actively in company-wide scale. Also POSCO, Hyundai, LG etc.Korea is most successful in using/proliferating TRIZ in the world. Contributing to he business in developing new products.

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TRIZ in Research and Education

● R & D = Continuous series of Creative Problem Solving jobs

● Mastering the methods of Creative Problem Solving (TRIZ/USIT)is very useful for researchers and engineers.

● TRIZ/USIT is a powerful tool in any R&D organizations, industries and graduate schools.

● Research leaders (faculties, tutors, etc.) should master it.

● Use it in the real research jobs, when you meet a difficulty.

● Graduate students should obtain the capability of solving problems creatively in their course of graduate research.

● It is a basic ability to master in Graduate schools across areas.

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Thank you for your attention

Toru Nakagawa (Osaka Gakuin University, Professor Emeritus)

[email protected]

Editor of "TRIZ Home Page in Japan" (in Japanese and in English)http://www.osaka-gu.ac.jp/php/nakagawa/TRIZ/eTRIZ/ (English)

Director of CrePS Institute, Publisher of "TRIZ Practices and Benefits" series

methodology of creative problem solving: triz and … methodology of creative problem solving: triz...

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