High quality TRIZ training programs that include study of the theory of why the new method works, demonstrations of how to perform the new method, and extensive practice and feedback using the new method, produce significant increases in knowledge and skills. Unfortunately transfer of the new method into everyday practice occurs with only about 5% of the trainees. This has been a perennial problem noted by TRIZ trainers. Discovering how to increase the transfer of training into practice is a significant problem for the organization investing large sums of money in TRIZ. A search for solutions outside of TRIZ is appropriate, as the same problem exists in teacher professional development programs until one additional component is added to the training program. Educational consultants and researchers have discovered that the addition of this single component, without significant additional investments of time and resources, can increase transfer of training into practice to 95% of the participants. This paper will describe the component and report how it can be incorporated in training programs. Successfully demonstrating high levels of use provides a benefit to consultants and the businesses that hire them.
Cal Halliburton has three decades of experience teaching, consulting, training, and delivering seminars on a variety of creative methods of teaching and learning. He currently devotes his time to preparing teaching and learning materials for the Theory of Constraints (TOC) and the Theory of Inventive Problem Solving (TRIZ). He is a certified TOC JONAH and TRIZ Practitioner, holds B.S. and M.S. degrees from Iowa State University, and owns an educational and consulting services company, Halliburton Associates, LLC.