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TRIZCON2018  Preview


Celebrating TRIZ in Education, Industry, and Creativity

Your Personal Invitation

and Call for Abstracts and Papers

     From Isak Bukhman, TRIZ Master and President of Altshuller Institute

Our 20th annual International TRIZCON2018 is sponsored by the Altshuller Institute for TRIZ Studies and will take place between 6th- 9th May at Purdue University, in West Lafayette, IN. Our theme for this TRIZCON event is “TRIZ in Education, Industry, and Creativity.“ We have a short period for planning, therefore we need you cooperation and timely efforts manage the deadlines. Mark your calendars now and plan your trip to Purdue University for a life changing TRIZCON event.

Do something great for yourself and attend TRIZCON2018.

SPECIAL NOTE: Our Call for Abstracts ends the 15th of February.       Final Papers are due no later than 1 April.

Areas of interest include but are not limited to:

  1. Industry - Industrial Manufacturing, Automotive, Oil & Chemicals, Consumer Goods, Life Sciences, Aerospace, Military & Defence, Biotechnology, etc.
  2. Education – Kindergarten & Preschool, Schools (STEM), University, Continuous training for working specialists, etc.
  3. Creativity – Personal creativity development, team development, children development.
  4. “Other” TRIZ applications – Management, Marketing, Business Development, Start Apps, Advertisement, Elections, Small Countries Development, Banks, Insurance

Your submission will be reviewed by the Papers Committee. Please submit your Abstracts to our reviewers, Richard Langevin, Isak Bukhman, through Altshuller Institute as soon as possible. Your Abstract should not be more than 300 words and contain a short biography and a current picture.  If your Abstract is accepted, it will be posted on our AI website, and you will share it at the TRIZCON2018 event and in our conference proceedings. You will also be sharing the stage with our keynotes and other special presenters.

Attendance fee for presenters is $300 reduced from $850 USD, the regular participation fee.

All Abstracts should be sent to Isak Bukhman, This email address is being protected from spambots. You need JavaScript enabled to view it., and Richard Langevin, This email address is being protected from spambots. You need JavaScript enabled to view it.


Two Keynotes for this event have been identified.

Tariq Samad 2

Tariq Samad holds the Honeywell/W.R. Sweatt Chair and is the director of graduate studies for the M.S. in Management of Technology degree program at the Technological Leadership Institute at the University of Minnesota. He also holds an adjunct faculty appointment in the Department of Electrical and Computer Engineering.  

In 2012 and 2014, he co-led technology deep dives on advanced sensing, controls and platforms for manufacturing as part of the U.S. Advanced Manufacturing Partnership initiative. Dr. Samad holds a B.S. in Engineering and Applied Science from Yale University and M.S. and Ph.D. degrees in Electrical and Computer Engineering from Carnegie Mellon University.


Denis Cavallucci is Full Professor in Engineering of Innovation at the National Institute of Applied Science in Strasbourg, France. He is the head ofCavallucci.986 the research team CSIP/DISIP (Design, Information Systems and Inventive Processes) which investigates theories, methods, and tools for formalizing inventive activities within industrial organizations. Denis Cavallucci is co-founder and past president of the European TRIZ Association ETRIA. Among his current research goals is to integrate artificial intelligence into design activities to systematize inventive processes.

TRIZ theory originating in Russia spread across the world. Every continent adopted it in a different manner – sometimes by glorifying its potential and its perspectives (the American way); sometimes by viewing it with mistrust and suspicion (the European way); and sometimes by adopting it as-is, without questioning it further (the Asian way). However, none of these models of adoption truly succeeded. Today, an assessment of TRIZ practices in education, industry and research is necessary. TRIZ has expanded to many different scientific disciplines and has allowed young researchers to reexamine the state of research in their field.

Certification Workshops

2 separate TRIZ workshops will be held before TRIZCON2018

The 1st Workshop offered is a 3-Day TRIZ Introductory Workshop with Associate Certification exam on 3-5 May. The instructor will be Victor Fey, TRIZ Master, and AI Certification Director. The Associate Workshop is for those individuals looking to learn the basics of TRIZ and develop a working knowledge of how to use TRIZ in the world. This workshop includes training, handouts, AI certification exam and a one-year membership in AI. Cost: $1800 USD

The 2nd Workshop will be an Advanced TRIZ Workshop for people wishing to prepare for TRIZ Practitioner held on 1-5 May. The instructor will be Isak Bukhman, TRIZ Master and President of AI. Individuals taking this workshop will be beginning their journey to becoming TRIZ Practitioners. During the 40 hours of training, you will build upon your fundamental skills developed during your Associate training. Topics will include: Brief review of basic TRIZ material, Su-Field Modeling, and Analysis, System of Standard Solutions, ARIZ-85C overview, and Creative Imaginations development. Cost: $4000 USD

Combination Bonus: Attend both a Workshop fee and TRIZCON2018 for an additional $600 USD.

Please let us know about your interest in paper submission and pass the information on this International TRIZ event to your friends and colleagues. We are looking forward to seeing you at TRIZCON2018, and we hope that you would be presenting or attending and benefitting from this annual TRIZ conference.

Who should attend?
Anyone involved in research concerning innovation and change as well as TRIZ practitioners and consultants involved in management innovation and change are invited to submit papers relevant to the conference theme, or just register for the conference to gain access to leading research and practices in this vital area. We also invite academics interested in sharing industry experience.


Also, there will be panel and roundtable discussions along with 30+ papers and case studies.

Be part of the TRIZ excitement, join us. You do not want to miss this exciting TRIZCON2018 event in one of the most entertaining and family friendly cities in the USA.


Award for 2018: If you would like to nominate candidates for the below Awards, please send your recommendation to AI at ai@aitriz attn: Don Coates.

AI TRIZ Hall of Fame Award

AI Distinguished Service Award

AI Best Practice Award

AI Educational Excellence Award

Thank you, 
Don Coates, Ph.D., P.E. 
This email address is being protected from spambots. You need JavaScript enabled to view it.

Altshuller Institute Awards Chairman








On 15 October 1926, Genrick Altshuller was born. 15 October 2017 will be his 91st anniverary.

In honor of the "Father of TRIZ," we have posted a biography of Altshuller.

Altshuller.454.pngGenrich Altshuller: Father of TRIZ

by Leonid Lerner

The person we are going to discuss is unique. He is unique not just because he developed an amazing science.

He is unique because he never asked for anything in return.

He never said, “Give me.”

He always said, “Take this.”

His name is Genrich Altshuller.


In December of 1948, while a Lieutenant of the Caspian Sea Military Navy, Genrich Altshuller wrote a dangerous letter addressed: “Personally to Comrade Stalin.” The author pointed out to his country’s leader that there was chaos and ignorance in the USSR’s approach to innovation and inventing. At the end of the letter he

expressed an even more “outrageous” thought: There exists a theory that can help any engineer invent. This theory could produce invaluable results and revolutionize the technical world. The harsh answer to this letter did not arrive until two years later. Meanwhile, let’s introduce this brash young Lieutenant. Genrich Altshuller was born on October 15, 1926 in Tashkent in the former USSR. He spent many years in Baku, the Capital of Azerbaidzhan. Since 1990 he has resided in Petrozavodsk, Karelia. Altshuller received his first Author’s Certificate [internal Russian patent] for an underwater diving apparatus while a student in the ninth grade. In the tenth grade he built a boat having a rocket engine that used carbide for fuel.

In 1946, he developed his first mature invention, a method for escaping from an immobilized submarine without diving gear. This invention was immediately classified as a military secret — and Altshuller

was offered employment in the patent department of the Caspian Sea Military Navy. The head of that patent department was a man who indulged in fantasies. He asked Altshuller to find a solution to one fantasy: find a military diversion to help a soldier trapped behind enemy lines with no resources. In response, Altshuller invented a new kind of weapon — an extremely noxious chemical substance made from common medical drugs. This invention was a success, and the inventor was brought to meet Mr. Beria, the head of the KGB in Moscow. Four years later, while in one of Beria’s prisons, Altshuller would be charged with disrupting a parade in Red Square with this same invention. Altshuller was a successful young inventor. What triggered his desire to write a letter to Stalin that would destroy his career and change his life forever? “The point is,” Altshuller says, “not only did I have to invent, I had to help those who wanted to invent as well.”

Dozens of people came to his office. “Here is a problem,” they said. “I cannot solve it. What can I do?” In response, Altshuller searched all the scientific libraries but did not find even the most elementary text book on the subject of inventing. Scientists claimed that inventions were the result of accidents, mood, or “blood type.” Altshuller could not accept this — if a methodology for inventing did not exist, one should be developed.

Altshuller shared his ideas with his former schoolmate Rafael Shapiro, an inventor driven to achieve maximum success. By this time, Altshuller had already learned that invention is nothing more than the removal of a technical contradiction with the help of certain principles. Invention is certain if an inventor possesses knowledge of these principles. Shapiro was excited about this discovery and suggested that they should immediately write a letter to Stalin to get his support.

Altshuller and Shapiro prepared themselves. They searched for new methods, studied all the existing patents and took part in inventing competitions. They even received a National Competition Award for inventing a flame and heat resistant suit. Suddenly, they were asked to come to Tbilisi, a town in Georgia. They were arrested as they arrived and, two days later, their interrogation began. They were charged with “inventor’s” sabotage and, as was usual in those days, sentenced to 25 years imprisonment.

This happened in 1950. The reader may think this is the beginning of a story about “a martyr for his ideas.” However, Altshuller views his arrest differently. “Before prison, I struggled with simple human doubts.

If my ideas were so important, why weren’t they recognized? All my doubts were resolved by the MGB [Moscow Committee of State Security].” After his arrest a series of situations occurred where, in order to stay alive,

Altshuller utilized TRIZ (The Theory of Solving Inventive Problems) concepts as his only means of defense.

In a Moscow prison, Altshuller refused to sign a confession and was placed on an “interrogation conveyor.” All night he was questioned. During the day, he was not allowed to sleep. Altshuller understood that he could not survive under these conditions. He stated the problem: How can I sleep and not sleep at the same time? The task seemed unsolvable. The most rest he was permitted was to sit with his eyes open. This meant that, in order to sleep, his eyes must be open and closed at the same time. This was easy. Two pieces of paper were torn from a cigarette package. With a charred match, he drew a pupil on each piece of paper. Altshuller’s roommate spit on the papers and stuck them to Altshuller’s closed eyes. After that he sat across from the door’s peek hole and calmly fell asleep. He was thus able to sleep for several days in a row. His interrogator wondered why Altshuller seemed fresh every night.

Finally, Altshuller was sentenced to Siberia’s Gulag where he worked 12 hours every day logging. Knowing that he could not survive working so hard, he asked himself the question: “Which is better — continue to work, or refuse and be put into solitary confinement?” He choose confinement and was transferred to a section with criminals.

Here survival was much simpler. He befriended the prisoners by telling them many fictional stories he new by heart. Later, Altshuller was transferred to a camp were the older intelligentsia — scientists, lawyers, architects — were slowly dying. To cheer up these desperate people, Altshuller opened his “One Student University.” Each day, for 12 to 14 hours, he attended classes and seminars that the revived professors gave him. This is how Altshuller received his “college education.” In the Varkuta coal mines — another gulag camp — he spent 8 to 10 hours a day developing his TRIZ theory while constantly resolving emergency technical situations in the mines. Nobody believed that this young inventor was working in the mines for the first time. Everybody thought he was tricking them. The chief engineer did not want to hear that TRIZ methods were helping.

One night, Altshuller heard that Stalin had died. A year and a half later, Altshuller was released. Upon his return to Baku he learned that his mother, having lost all hope of ever seeing her son, committed suicide.

In 1956, the first paper written by Altshuller and Shapiro, “Psychology of Inventive Creativity,” was published in the journal Voprosi of Psihologi [Problems of Psychology]. For scientists who study the creative process it was as if a bomb had exploded. Until that time, Soviet and foreign psychologists believed it a fact that inventions were born through accidental enlightenment — the sudden spark of an idea. After analyzing a fund of worldwide patents, Altshuller offered a different method based on the results of human inventive activity. Invention derives from a problem analysis revealing a contradiction.

After studying 200,000 patents, Altshuller concluded that there are about 1,500 technical contradictions that can be resolved relatively easily by applying fundamental principles. “You can wait a hundred years for enlightenment, or you can solve the problem in 15 minutes with these principles,” he said.

What would Altshuller’s opponents say if they knew that the obscure “H. Altov” [Altshuller’s pen name] was making a living writing science fiction stories utilizing TRIZ concepts? Altov wrote his fictions utilizing his inventive ideas. In 1961 Altshuller wrote his first book How to Learn to Invent. In this small book he laughs at the popular opinion that one must be born an inventor. He criticizes the trial and error method used to make discoveries. Fifty thousand readers, each paying only 25 kopecks [25 cents], learned the first 20 inventive methods of TRIZ.

In 1959, trying to get acceptance of his theory, Altshuller wrote a letter to the highest patent organization in the former Soviet Union — VOIR [All Union Society of Inventors and Innovators]. He asked for a chance to prove his theory. Nine years later, after writing hundreds of letters, he finally got his answer. His requested seminar on inventive methodology would be held in Dsintary, Georgia, not later than December of 1968.

It was the first ever seminar on TRIZ. There for the first time he met people who had considered themselves his students. Alexander Selioutski from Petrosavodsk, Voluslav Mitrofanov from Leningrad, Isaak Buchman from Riga, and others. These young engineers — and later many others — would open TRIZ schools in their cities. Hundreds of people that went through Altshuller’s schools asked him to come and conduct seminars in different towns of the Soviet Union. In 1969 Altshuller published a new book: Algorithm of Inventing. In this book he gave his readers and students 40 Principles, and the first algorithm to solve complex inventive problems.

Voluslav Mitrofanov, the founder of Leningrad University of Technical Creativity, told a story about Robert Anglin, a prominent inventor from Leningrad. Once, Anglin — who has over 40 inventions developed through the agony of trial and error creativity — came to a TRIZ seminar. He was very quiet during the TRIZ training session. After everyone had left, he was still sitting at the table, covering his head with his hands. “How much time was wasted!” he was saying. “How much time ... If I only knew TRIZ earlier!”

The Russian TRIZ Association was stablished in 1989 with Altshuller as President.

This is an excerpt from an article written by Leonid Lerner and published in the Russian Magazine Ogonek in 1991.



Hotel InformationTRIZCON2017.808

TRIZCON Caesars Rooms.776

TRIZCON2017 will be held at the Caesars Atlantic City, New Jersey. This internationally renown entertainment resort has everything for everybody. AI has blocked rooms at a discounted rate for our event. I strongly suggest that you make your reservations now and not miss out on the low conference rates of $99 per night plus taxes and fees. 



 Awards Information

  Altshuller Institute for TRIZ Studies

Award Descriptions and  Winners

TRIZ Hall of Fame      Alexander SelyutskiAlexander Selyuntsky

This is the highest award given by the Altshuller Institute and enters the awardee into the TRIZ Hall of Fame. It is an award that recognizes a sustained high level of contribution to the practice and advancement of TRIZ principles and a significant advancement of the TRIZ methodology and technical leadership. Anyone in the world in the world is eligible for this award. The Awards Committee may designate, not more often than once each year a nominee not previously so designated.  This award honors Genrich Altshuller the founder of TRIZ, The Theory of Inventive Problem Solving, and the Altshuller Institute.


Education Excellence Award      Victor  Feyvictor fey

The Education Excellence Award is presented to the individual who has been deemed by the Awards Committee to have demonstrated outstanding leadership specifically in the practice of teaching TRIZ, especially as an academic subject or theoretical concept. This includes influencing other organizations to adopt educational programs related to TRIZ for example high schools grade schools and colleges. This individual has also been active in the development and presentation of meritorious educational TRIZ programs and literature.


Distinguished Service Award     Richard LangevinRichard 2013

The Distinguished Service Award represents the highest distinction that can be accorded by the Altshuller Institute for service to the Altshuller Institute and the missions for which it stands. The medal honors the lifetime contribution of any person who has been recognized as a long-term enabler, catalyst or prime mover for the Altshuller Institute. It is also granted only to those people who have clearly driven progress by promulgation of the Altshuller Institutes principles, methods, or science for the good of the society-at-large and who have exemplary, sustained service on behalf of AI that has benefited the whole of society such as social and ecological issues.


Best Practice Award      Jack Hipple    hipple jack Zoom2

This award is presented to the company that has demonstrated the most outstanding leadership and significant results in the application of modern TRIZ methods. This includes organization and administration of such work. Usually this award goes out to an organization that uses TRIZ in an exceptional manner on a specific project or improvement opportunity. They need to submit a write up explaining how they use TRIZ principles on the specific product or improvement opportunity. Usually a number of companies will submit applications for this award.


Thank you,
Don Coates, Ph.D., P.E.
This email address is being protected from spambots. You need JavaScript enabled to view it.

Altshuller Institute Awards Chairman


Inside TRIZ

STEAM from the gridiron

STEAM from the Gridiron

Kanoe Namahoe, October 25, 2017,Education ,Connected Teaching and Learning

Photo courtesy of 49ers STEAM EducationSTEAM.943

What happens when students experience science, technology, engineering, arts and math through lessons about football?

Practical learning, says Jesse Lovejoy, director of STEAM education and the San Francisco 49ers Museum. "Sports are generally understood and compelling," says Lovejoy. "They also happen to be a great lens through which to examine the subjects of STEAM or any other subject really."

Lovejoy coordinates the 49ers STEAM education program, launched in 2014 at Levi's Stadium. The initiative, part of the 49ers Foundation that serves K-8 students in Bay Area schools, aims to provide students with a real-world look at STEAM using the concepts of football.

I spoke with Lovejoy about what it takes to capture students' interest and open their eyes to the possibilities in STEAM fields. Here are some of his top tips:

Make it relatable. Sports make sense to students, even to those who are not athletes, says Lovejoy. "What we have in the game of football is this really simple and approachable idea," he says. "Sports -- whether kids like to play basketball, baseball, football or soccer, field hockey, swim or run -- they know what they are. They understand what it is."

More than half -- 56% -- of the students who attend the 49ers program come from Title 1 schools, according to reporting from Forbes. Many are young athletes for whom sports is their first language. Program activities -- such as math exercises around player stats -- help connect STEAM concepts to students' interests. The goal is to expose students to new opportunities that let them see how their passions connect to real life, says Lovejoy.

"Our mission [for] using this platform [is] as a way to change the way that kids perceive, relate to and want to explore these subjects," he says. "If we can reach these kids and be that moment of inspiration for them…[we want] to show them this is real life -- these are things you can approach through things that you love."

Speak about the job. It's time to redefine STEAM and help students understand it's not an "abstract concept that lives in a lab and wears a set of daisy glasses," says Lovejoy.

"Instead of speaking about the subject, speak about the job," he says. During their visit, students learn about different jobs at the stadium, including engineers, chefs, accountants, data analysts, football players and coaches, and how the work involved relates to STEAM. Lovejoy says the key is discussing these functions in practical terms students understand.

"When we're teaching engineering, I'll go in a classroom and tell a kid, 'Hand me something,'" he says. He explains how ordinary objects such as paper, pens or shoes are engineered and how that process helps continually improve those objects. Students also get to see how football helmets are built and how they have evolved over the years.

"And that whole idea is something kids are not usually presented with when it comes to the concept of engineering," Lovejoy says. "Making something better, making anything better."

Let them get their hands dirty. Hands-on activities are "very powerful for a child in terms of inspiring creativity and collaboration and critical thinking," says Lovejoy. He advises educators not to presume that students know what it means to be creative.

"You have to engage young people at a very primal and practical level to inspire creativity," says Lovejoy. "In some cases, you even have to tell them what it looks like and model it for them. I think they hear this word and think, 'Does this mean I draw something? What does this mean?' That's the first part."

The 49ers program uses technologies such as simulation and touch screens to deliver learning content but also places great emphasis on fostering creativity through project-based learning and tactile experiences. Activities such as creating face masks from straws and fitting them to helmets or using K'nex and wooden blocks to build a stadium help reinforce STEAM concepts, nudge students out of their comfort zones and let them develop creative muscles, says Lovejoy.

"For us, it's about putting things in the hands of young people, with the right information, and asking them to build something," says Lovejoy. "And intentionally doing that in a real-world environment and not in a digital environment. We want them to hold, touch and build. That, for us, has been very powerful."

Use process to teach job skills. Process is a valuable way to demonstrate practical application of STEAM concepts, says Lovejoy. Lessons about engineering begin by walking students through the steps of their day – from waking up to taking the bus to school -- so they can see how their activities connect.

"That is what's called a process," says Lovejoy. "Going through a process is what every single person does at their job every single day. Does that mean you're a scientist or mathematician? Not necessarily. But it means that you're employing the same principles that those people employ."

The exercise helps students identify the job skills needed for various STEAM-related careers. "When you start to think about the kinds of skills required to develop the capacity to become an electrician, to fix heating and ventilation and air conditioner equipment, these things are STEAM careers," says Lovejoy. "I think that's the start [of] getting out of this concept of STEAM as this really high-level concept for kids and breaking it down to relatable terms and occupations."

Fuel teacher enthusiasm for STEAM. The linchpin to a successful STEAM program is a committed, enthusiastic educator, says Lovejoy. To this end, the 49ers organization offers professional development to all teachers who participate in the STEAM education program. The half-day training sessions emphasize project-based learning and STEAM integration. All teachers return to their classrooms armed with lesson plans and access to additional resources. Lovejoy says 250 educators participated in the program last year.

"The most important part is the engagement, instruction, motivation and guidance of educators who care," says Lovejoy. "You cannot discount the importance of somebody in that room [who] will not let young people get away with giving mediocre effort -- [who] is not going to allow them to bail on the experience."

Kanoe Namahoe is the editor of SmartBrief on EdTech and SmartBrief on Workforce.

TRIZ Features

Alexander Selutsky

TRIZ Feature

Alexander Selyutsky - a key figure in the history of TRIZ!

Alexander Selyutsky

Selyutsky Alexander Borisovich was born April 6, 1933 to an intelligent Jewish family residing in Leningrad. During the World War II the plant where his father was working was evacuated to the Urals, and the family (the parents and Alexander) moved to Chelyabinsk. Here, Alexander graduated from high school. He wanted to go to a military school, but didn’t pass vision test and entered the Chelyabinsk Polytechnic Institute. In his first year he was forced to learn boxing (because of frequent anti-Semitic attacks) and became a Komsomol activist.

After graduation, he was sent to Petrozavodsk Onega tractor plant, where he worked as a designer. He continued leading a very active social life, organized and led voluntary militia patrolling the streets of the city because the situation was very criminal. In the search for more satisfying work he became interested in patenting, completed appropriate courses and became a patent agent.

In 1960, Alexander married Dolly Naumovna Audleys, and had a daughter Alla in 1961. The same year G.S Altshuller published a book " “Learn how to invent"[1] . After reading this book in 1965 Selyutsky wrote a letter to Altshuller. This letter started their acquaintance by correspondence. Since then, Alexander became one of the most dedicated Altshuller’s disciples and an active promoter of the emerging new science.

They finally met in 1968 in Dzintary (near Riga), at the seminar organized by the Central Board of VOIR (state leading inventors’ and innovators’ society) that invited Altshuller and several of his associates. It was the first time that Alexander and others got a chance to work under the direct guidance of Altshuller and to learn from him. Later, in 1983, Alexander participated as one of the instructors in the seminar conducted by G.S. Altshuller in Moscow at the Institute for continuous education for chemical and petroleum industries.

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