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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

Photo of Cal HalliburtonCal 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.

Inside TRIZ

Case Studies From A Breakthrough Innovation

Inside TRIZ
 
Photo of Darrell MannMarch 2012
 
Darrell Mann
 
Case Studies From A Breakthrough Innovation
 
"Starting in August 2004, the Hong Kong government began sponsoring a deployment of TRIZ to a cluster of eight local companies. Over the course of the next 15 months, each company was invited to assemble a team of between 5 and 8 engineers and designers each of whom would be exposed to a series of six three-day TRIZ education and utilization sessions. The aims of the program were for each company to realize new products, patents and tangible financial benefits, and to measure the extent to which TRIZ allowed companies to accelerate their rate of innovation. This paper describes a collection of some of the success stories emerging from the program."
 
 

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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