Addendum to the reference book "Theory of Inventive Problem Solving". Triz methods (theories for solving inventive problems)

Due to which a problem that was significant for the animal was solved. In subsequent trials, the time spent by the animal on solving similar problems under similar conditions gradually, although not linearly, decreases until it takes the form instant solution. Subsequent analysis of the trial and error method showed that it is not completely chaotic and inappropriate, but integrates past experience and new conditions for solving the problem.

Advantages and disadvantages

If we consider a completely random selection of options, we can draw the following conclusions:

Advantages of the method:

There is no need to learn this method.
Methodological simplicity of the solution.
Simple problems can be solved satisfactorily (no more than 10 trials and errors).

Disadvantages of the method:

Problems of medium complexity are poorly solved (more than 20-30 trials and errors) and complex problems are practically not solved (more than 1000 trials and errors).
There are no solutions.
There is no algorithm for thinking, we do not control the thinking process. There is an almost chaotic search of options.
It is unknown when there will be a decision or whether there will be one at all.
There are no criteria for assessing the strength of a decision, so it is unclear when to stop thinking. What if a brilliant solution comes in the next moment?
It takes a lot of time and willpower to solve difficult problems.
Sometimes it is impossible to make a mistake OR this method is not suitable (a person will not cut wires on a bomb at random).

It is believed that the rule for the trial and error method is: “The first solution that comes to mind is weak.” This phenomenon is explained by the fact that a person tries to quickly free himself from unpleasant uncertainty and does what comes to mind first.

The trial and error method underlies decision-making by market participants in conditions of perfect competition, which is one of the main reasons for constant crises.

TRIZ

MP&E- an abbreviation for trial and error. Often found in texts related in one way or another to the Theory of Inventive Problem Solving. In TRIZ, the trial and error method is considered as a standard of inefficiency. To evaluate any other heuristic method, it is compared with M&E. Since MP&E is a method of enumerating options, it is possible to quantify the number of options when using MP&E and compare some other heuristic method with it. Such a mathematical study assumes that the number of required options is inversely proportional to the effectiveness of the method and directly proportional to the time it takes to find a solution when using it. However, precise quantitative and statistical studies are rare. TRIZ is limited to approximate quantitative assessment efficiency by levels of inventive tasks (Yu. P. Salamatov).

Both accurate and approximate quantitative comparisons with MP&E are possible under the assumption of complete randomness in the selection of options when using MP&E. Within TRIZ, this point of view serves as a justification for the ineffectiveness of MP&E. However, on the other hand, the choice of options cannot be completely arbitrary. It is limited by previous experience, inertia of thinking, stereotypes and gestalts. This is emphasized within the framework of another theory - metasystematics. Within the framework of metasystematics, the main disadvantage of MP&E is considered to be the actual non-randomness sorting through options.

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Excerpt describing the Trial and Error Method

“November 27th.
“I got up late and woke up and lay on my bed for a long time, indulging in laziness. My God! help me and strengthen me, that I may walk in Your ways. I read Holy Scripture, but without the proper feeling. Brother Urusov came and talked about the vanities of the world. He talked about the new plans of the sovereign. I began to condemn, but I remembered my rules and the words of our benefactor that a true Freemason must be a diligent worker in the state when his participation is required, and a calm contemplator of what he is not called to. My tongue is my enemy. Brothers G.V. and O. visited me, there was a preparatory conversation for the acceptance of a new brother. They entrust me with the duty of a rhetorician. I feel weak and unworthy. Then they started talking about explaining the seven pillars and steps of the temple. 7 sciences, 7 virtues, 7 vices, 7 gifts of the Holy Spirit. Brother O. was very eloquent. In the evening the acceptance took place. The new arrangement of the premises contributed greatly to the splendor of the spectacle. Boris Drubetskoy was accepted. I proposed it, I was the rhetorician. A strange feeling worried me throughout my stay with him in the dark temple. I found in myself a feeling of hatred towards him, which I strive in vain to overcome. And therefore, I would truly like to save him from evil and lead him onto the path of truth, but bad thoughts about him did not leave me. I thought that his purpose in joining the brotherhood was only the desire to get closer to people, to be in favor with those in our lodge. Apart from the grounds that he asked several times whether N. and S. were in our box (to which I could not answer him), except that, according to my observations, he is incapable of feeling respect for our holy Order and is too busy and satisfied with the outer man, so as to desire spiritual improvement, I had no reason to doubt him; but he seemed insincere to me, and all the time when I stood with him eye to eye in the dark temple, it seemed to me that he was smiling contemptuously at my words, and I really wanted to prick his naked chest with the sword that I was holding, pointed at it . I could not be eloquent and could not sincerely communicate my doubts to the brothers and the great master. Great Architect of nature, help me find the true paths that lead out of the labyrinth of lies.”
After this, three pages were missing from the diary, and then the following was written:
“I had an instructive and long conversation alone with brother V., who advised me to stick to brother A. Much, although unworthy, was revealed to me. Adonai is the name of the Creator of the world. Elohim is the name of the ruler of all. The third name, the spoken name, has the meaning of the Whole. Conversations with Brother V. strengthen, refresh and confirm me on the path of virtue. With him there is no room for doubt. The difference between the poor teaching of the social sciences and our holy, all-embracing teaching is clear to me. Human sciences subdivide everything - in order to understand, kill everything - in order to examine it. In the holy science of the Order, everything is one, everything is known in its totality and life. Trinity - the three principles of things - sulfur, mercury and salt. Sulfur of unctuous and fiery properties; in combination with salt, its fiery arouses hunger in it, through which it attracts mercury, seizes it, holds it and collectively produces separate bodies. Mercury is a liquid and volatile spiritual essence - Christ, the Holy Spirit, He."
“December 3rd.
“I woke up late, read the Holy Scripture, but was insensitive. Then he went out and walked around the hall. I wanted to think, but instead my imagination imagined an incident that happened four years ago. Mister Dolokhov, after my duel, meeting me in Moscow, told me that he hoped that I was now using full peace of mind, despite the absence of my wife. I didn’t answer anything then. Now I remembered all the details of this meeting and in my soul I spoke to him the most vicious words and caustic answers. I came to my senses and gave up this thought only when I saw myself in the heat of anger; but he didn’t repent enough of it. Then Boris Drubetskoy came and began to tell various adventures; From the very moment he arrived, I became dissatisfied with his visit and told him something disgusting. He objected. I flared up and told him a lot of unpleasant and even rude things. He fell silent and I only realized it when it was already too late. My God, I don’t know how to deal with him at all. The reason for this is my pride. I put myself above him and therefore become much worse than him, for he is condescending to my rudeness, and on the contrary, I have contempt for him. My God, grant me in his presence to see more of my abomination and act in such a way that it would be useful to him too. After lunch I fell asleep and while falling asleep, I clearly heard a voice saying in my left ear: “Your day.”

Trial and error

Advantages and disadvantages

If we consider a completely random selection of options, we can draw the following conclusions:

Advantages of the method:

There is no need to learn this method.
Methodological simplicity of the solution.
Simple problems can be solved satisfactorily (no more than 10 trials and errors).

Disadvantages of the method:

Problems of medium complexity are poorly solved (more than 20-30 trials and errors) and complex problems are practically not solved (more than 1000 trials and errors).
There are no solutions.
There is no algorithm for thinking, we do not control the thinking process. There is an almost chaotic search of options.
It is unknown when there will be a decision or whether there will be one at all.
There are no criteria for assessing the strength of a decision, so it is unclear when to stop thinking. What if a brilliant solution comes in the next moment?
It takes a lot of time and willpower to solve difficult problems.
Sometimes it is impossible to make a mistake OR this method is not suitable (a person will not cut wires on a bomb at random).

The trial and error method underlies decision-making by market participants in conditions of perfect competition, which is one of the main reasons for constant crises.

TRIZ

MP&E- an abbreviation for trial and error. Often found in texts related in one way or another to the Theory of Inventive Problem Solving. In TRIZ, the trial and error method is considered as a standard of inefficiency. To evaluate any other heuristic method, it is compared with M&E. Since MP&E is a method of enumerating options, it is possible to quantify the number of options when using MP&E and compare some other heuristic method with it. Such a mathematical study assumes that the number of required options is inversely proportional to the effectiveness of the method and directly proportional to the time it takes to find a solution when using it. However, precise quantitative and statistical studies are rare. TRIZ is limited to an approximate quantitative assessment of efficiency by level of inventive tasks (Yu. P. Salamatov).

trial and error- a way to develop new forms of behavior in problematic situations. M. p. and o., widely used by behaviorism to explain learning as a probabilistic process, became widespread in psychology after the work of E. L. Thorndike, according to the Crimea ... ... Great psychological encyclopedia

A form of learning described by E. Thorndike in 1898, based on the consolidation of randomly performed motor and mental acts, through which a problem that was significant for the animal was solved. In the following tests, the time spent... ... Psychological Dictionary

English method, trail and error; German Methode von Versuch und Irrtum. 1. A spontaneous way of developing new forms of behavior in problem situations, when unsuccessful attempts to solve the problem are discarded, and successful ones are consolidated. 2. According to E. Thorndike... ... Encyclopedia of Sociology

trial and error- - [Ya.N.Luginsky, M.S.Fezi Zhilinskaya, Yu.S.Kabirov. English-Russian dictionary of electrical engineering and power engineering, Moscow] Topics of electrical engineering, basic concepts EN trial and error method ... Technical Translator's Guide

trial and error- bandymų ir klaidų metodas statusas T sritis automatika atitikmenys: engl. cut and try method; hit and miss method; trial and error method; trial and error approach vok. empirische Erprobung, f; empirisches Ermittlungsverfahren, n; Versuch Irrtum… … Automatikos terminų žodynas

trial and error- a method of successively approaching the optimal solution by rejecting options that do not meet certain selection criteria. See also the process of finding the optimal solution... Explanatory translation dictionary

Trial and error- this is a method of randomly selecting particular methods and techniques of action, counting only on possible success. IN ordinary life it is also called the “poke” method. This method ensures a quick pedagogical response and quick feedback on the part of the student.… … Fundamentals of spiritual culture ( encyclopedic dictionary teacher)

TRIAL AND ERROR- one of the types of learning in which skills and abilities are acquired as a result of repeated repetition of the movements associated with them and the elimination of mistakes... Modern educational process: basic concepts and terms

TRIAL AND ERROR- one of the types of learning, in which skills and abilities are acquired as a result of repeated repetition of the movements associated with them and the elimination of mistakes... Pedagogical dictionary

Trial and error- this, according to E. Thorndike, is a form of learning, as a result of which some elements of search behavior are consolidated in a specific situation. Thorndike gave special meaning a skill that, according to his views, is formed by consolidating... ... Trainer's Dictionary

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Meetings with the soul. Carl Gustow Jung's Method of Active Imagination, Hannah Barbara. When C. G. Jung set out to find his own path after his break with Freud, he ventured into the realm of the collective unconscious, unguided and completely alone. In this…

Altov Heinrich

1. THE SCIENCE OF INVENTION

1.1. TRIAL AND ERROR IS CATASTROPHICALLY BAD TECHNOLOGY

2.1. EFFICIENCY

3.1. TRIZ and TRTL

4.1. TRIZ THROUGH THE EYES OF SCIENTISTS

5.1. HOW DO YOU TEACH TRIZ?

Altov Heinrich

Theory of solving inventive problems - 88

G. Altshuller

Theory of solving inventive problems

HELP "TRIZ-88"

1. THE SCIENCE OF INVENTION

1.1. TRIAL AND ERROR IS CATASTROPHICALLY BAD TECHNOLOGY

CREATIVITY

Invention is the oldest human activity. The history of man begins with the invention of the first tools. Over the many thousands of years that have passed since then, everything has changed, only the technology for creating new inventions has remained unchanged - the TRIAL AND ERROR METHOD: “What if you do it like this? Oh, it doesn’t work? Well, then you can try to do it like this... " THIS TECHNOLOGY OF CREATIVITY IS EXTREMELY INEFFECTIVE IN THE CONDITIONS OF MODERN STR.

In the USSR, about 150,000 scientific research projects are carried out annually. Approximately two-thirds of them are interrupted at the stage of experimentation or testing of a new sample. Huge amounts of money are wasted. Of the 50,000 developments that reach the implementation stage, only a thousand find more or less widespread implementation (“ Socialist industry"dated June 26, 1982). Thus, out of 150,000 developments, only 1,000 are viable, i.e. less than 7%!

Imagine an airport where out of 150 planes that take off every day, only one takes off, and the rest crash during takeoff and takeoff. Or imagine a construction organization in which 100 out of 150 houses collapse during construction, and in 49 houses only individual apartments are suitable, and only one (!) house can be fully occupied. This is the effectiveness of trial and error - the most wasteful of all technologies. The application of this method in a modern industrial society inevitably leads to the ruin of society, to a decline in the rate of its progress, to stagnation of the economy and production.

"You cannot move forward successfully through trial and error; it costs society dearly. Art political leadership requires the ability to identify and effectively resolve contradictions..."

Of course, the report is about politics, but politics is based on economics, and economics is based on creative problem solving.

We got used to the trial and error method; the words “creativity” and “sampling options” became synonymous. Persistence in trying options is seen as valor. Here are lines from a regular essay about inventors: “We approached the solution of the problem almost by touch, went through many theories, at the end of each of which stood: needs practical testing. We carried out thousands of experiments only to make sure: we went in the wrong direction. We tested dozens of designs devices, soldered hundreds of meters of wire and wasted an incalculable amount of film" (E. Margolin. How apples fall. Publishing house "Liesma", Riga, 1976, p. 8).

For inventive problems not solved on time, one has to pay not only with lost profits, but also with people’s lives. THE LOSS OF TIME, STRENGTH AND LIVES DUE TO IMPERFECTIONS OF TRIAL AND ERROR METHOD IS WORSE THAN THE LOSSES FROM PLAGUE, EARTHQUAKES AND FLOODS.

1.2. METHODS FOR ACTIVATING SURVEYING OPTIONS - THE WAY TO A DEAD-END

Sometimes they try to modernize the trial and error method or use it more intensively. This is, for example, Japanese practice. Its essence: all employees at all times must go through all possible solutions. On a walk, at home, while eating, always! Tosaburo Nakata taught himself to sort through options in the toilet (so as not to waste time) and two years later he invented a ballpoint pen, becoming a national hero...

The main disadvantage of the trial and error method is, firstly, the slow generation of new ideas, and secondly, the lack of protection against psychological inertia (i.e. putting forward trivial, ordinary, unoriginal ideas). Since the 20s of our century in different countries Methods for activating the selection of options began to appear. One of the most common methods of this kind is brainstorming. The solution to the problem takes place in two stages. At the first stage (generating ideas), any criticism is prohibited, “wild”, clearly impracticable, even fantastic proposals are encouraged (in order to eliminate psychological inertia as much as possible). At the second stage, experts critically evaluate the results of the storm, trying to select rational ideas.

Another method is morphological analysis. Its essence is to build tables that should cover all conceivable options. For example, you need to offer new packaging for products. If we write down, say, twenty types of material (metal, wood, cardboard, etc.) on one axis, and twenty types of shape on the other (solid rigid packaging, continuous flexible packaging, lath packaging, mesh, etc.) , you get a table containing 400 combinations, each of which corresponds to one option. You can enter other axes, unlimitedly increasing the number of options obtained. And then, in the boundless sea of these options - mostly "empty" ones - you need to find a few reasonable ideas.

There are other methods for activating the enumeration of options, for example, synectics, the method of focal objects, the method of control questions, etc. All these methods have common, fundamentally insurmountable disadvantages:

a) there is no mechanism for compiling a list of all possible

options (which means there is no guarantee of getting the most benefits

new, economical solutions),

b) there are no specific criteria for selecting the best

options: proposals are assessed by specialists, and

They naturally do what common sense tells them

meaning (i.e. psychological inertia): generation no

trivial ideas are nullified by trivial selection.

The reason for the ineffectiveness of such methods is that they do not change the essence of the old technology of enumerating options, this enumeration itself. We need a fundamentally new creative tool, and not a “cosmetic” repair of the old one.

Activation methods are good for solving simple problems and ineffective for complex problems - and the majority of such problems are found in modern inventive practice. The pace of progress depends on solving complex problems.

Since their inception, these activation methods have not undergone significant changes, which means that the wrong path has been chosen, leading to a dead end. We need a different - more effective - technology for solving inventive problems.

1.3. WHAT IS TRIZ?

In 1946, work began in the USSR on the creation of a scientific technology for creativity. The new technology is called TRIZ theory of solving inventive problems. The first publication on TRIZ dates back to 1956 (7). Further development is reflected in books (8-12, 14-16) and in materials regularly published by the journal “Technology and Science” In 1979-1983. (13).

The domestic theory of solving inventive problems is fundamentally different from the trial and error method and all its modifications, the main idea of TRIZ: technical systems arise and develop not “haphazardly”, but according to certain laws: these laws can be cognized and used consciously - without many “empty” "trials - solving inventive problems. TRIZ turns the production of new technical ideas into an exact science. The solution of inventive problems - instead of searching blindly - is based on a system of logical operations.

The theoretical basis of TRIZ is the laws of development of technical systems. First of all, these are the laws of materialist dialectics. Some analogues of biological laws are also used; a number of laws have been identified by studying historical trends in the development of technology; they are widely used general laws systems development.

The laws are verified, clarified, detailed, and sometimes identified by analyzing large amounts of patent information on powerful decisions (tens and hundreds of thousands of selected patents and copyright certificates). The entire TRIZ toolkit, including funds of physical, chemical, geometric effects, was also identified and developed based on the study of large arrays of patent information; in general, every innovation in TRIZ undergoes thorough testing and adjustment on patent and historical-technical materials. In this sense, TRIZ can be considered a generalization of the strengths of the creative experience of many generations of inventors: strong solutions are selected and studied, weak and erroneous solutions are critically studied.

Main Law development of technical systems - the desire to increase the degree of ideality: an ideal technical system when there is no system, but its function is fulfilled. Trying to increase the ideality of a technical system in conventional (already known) ways, we improve one indicator (for example, we reduce the weight of a vehicle) at the expense of deteriorating other indicators (for example, strength decreases). The designer is looking for a compromise solution that is optimal in each specific case. The inventor must break the trade-off: improve one indicator without worsening others. Therefore, in the most common case, the process of solving inventive problems can be considered as identifying, analyzing and resolving a technical contradiction.

The main working mechanism for improving TS and synthesizing new TS in TRIZ is the algorithm for solving inventive problems (ARIZ) and the system of inventive standards.

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)

G. Altshuller

Theory of solving inventive problems

HELP "TRIZ-88"

1. THE SCIENCE OF INVENTION

CREATIVITY

In the USSR, about 150,000 scientific research projects are carried out annually. Approximately two-thirds of them are interrupted at the stage of experimentation or testing of a new sample. Huge amounts of money are wasted. Of the 50,000 developments that reach the implementation stage, only a thousand find more or less widespread implementation ("Socialist Industry" dated June 26, 1982). Thus, out of 150,000 developments, only 1,000 are viable, i.e. less than 7%!

“You cannot successfully move forward through trial and error; this costs society dearly. The art of political leadership requires the ability to identify and effectively resolve contradictions...”

Of course, the report is about politics, but politics is based on economics, and economics is based on creative problem solving.

The main disadvantage of the trial and error method is, firstly, the slow generation of new ideas, and secondly, the lack of protection against psychological inertia (i.e. putting forward trivial, ordinary, unoriginal ideas). Since the 20s of our century, methods for intensifying the selection of options began to appear in different countries. One of the most common methods of this kind is brainstorming. The solution to the problem takes place in two stages. At the first stage (generating ideas), any criticism is prohibited, “wild”, clearly impracticable, even fantastic proposals are encouraged (in order to eliminate psychological inertia as much as possible). At the second stage, experts critically evaluate the results of the storm, trying to select rational ideas.

a) there is no mechanism for compiling a list of all possible

options (which means there is no guarantee of getting the most benefits

new, economical solutions),

b) there are no specific criteria for selecting the best

options: proposals are assessed by specialists, and

They naturally do what common sense tells them

meaning (i.e. psychological inertia): generation no

trivial ideas are nullified by trivial selection.

1.3. WHAT IS TRIZ?

The theoretical basis of TRIZ is the laws of development of technical systems. First of all, these are the laws of materialist dialectics. Some analogues of biological laws are also used, a number of laws have been identified by studying historical trends in the development of technology, and general laws of the development of systems are widely used.

The main law of the development of technical systems is the desire to increase the degree of ideality: an ideal technical system is when there is no system, but its function is fulfilled. Trying to increase the ideality of a technical system in conventional (already known) ways, we improve one indicator (for example, we reduce the weight of a vehicle) at the expense of deteriorating other indicators (for example, strength decreases). The designer is looking for a compromise solution that is optimal in each specific case. The inventor must break the trade-off: improve one indicator without worsening others. Therefore, in the most common case, the process of solving inventive problems can be considered as identifying, analyzing and resolving a technical contradiction.

The main working mechanism for improving TS and synthesizing new TS in TRIZ is the algorithm for solving inventive problems (ARIZ) and the system of inventive standards.

ARIZ problems are solved without many “empty” trials; systematically, step by step, according to clear rules, the initial formulation of the problem is corrected, a model of the problem is built, the available material field resources (SFR) are determined, and an ideal end result(IKR), identify and analyze physical contradictions, apply unusual, bold, daring transformations to the problem, extinguish psychological inertia and force the imagination with special techniques.

Similar contradictions are resolved using the same type of techniques, most strong techniques- complex (combinations of several techniques, often combinations of techniques with physical, chemical and geometric effects). The most powerful complex techniques form a system of standards - the TRIZ apparatus for solving standard inventive problems. It should be emphasized that standard tasks standard only from the TRIZ standpoint; an inventor unfamiliar with TRIZ perceives such tasks as atypical and complex. Standards can be used to solve problems that are difficult even from a TRIZ perspective; Such problems are solved by a combination of several standards.

An ordered and constantly replenished information fund is important in TRIZ: indicators of the application of physical, chemical and geometric effects, a bank of standard techniques for eliminating technical and physical contradictions. This fund is the operational basis of all TRIZ tools.

Special section of TRIZ - development course creative imagination(RTV). This course mainly uses non-technical examples to develop the ability to use TRIZ operators. The RTV course shakes the usual ideas about objects and breaks rigid stereotypes.

Knowledge of the laws of TS development allows us to solve not only existing inventive problems, but also to predict the emergence of new problems. The results of such forecasting are much more accurate than those obtained using subjective methods, for example, expert assessments. TRIZ strives for the systematic evolution of the technical system. Thus, modern TRIZ turns into TRTS - the theory of the development of technical systems.

TRIZ arose in technology because there was a powerful patent fund that served as the foundation of the theory. But in addition to technical ones, there are other systems: scientific, artistic, social, etc. The development of all systems is subject to similar patterns, therefore many TRIZ ideas and mechanisms can be used in constructing theories for solving non-technical creative problems. Such work is underway (23). In particular, with the help of the mechanisms used in TRIZ, plant wind energy was discovered (24) and the paradoxes associated with the Russell effect were explained (25).

The apparatus of the theory of solving inventive problems is constantly checked, adjusted and improved during practical application. Every year, in hundreds of TRIZ schools and courses, students solve many educational and non-educational (new production) problems. Analysis of written work allows us to objectively determine the causes of errors: whether they were committed through the fault of the teacher, the fault of the student, or whether there is a failure of one or another TRIZ tool. The accumulated information is carefully studied, this allows for the rapid development of the TRIZ teaching methodology and the theory itself.

2. TRIZ WORKS SUCCESSFULLY

2.1. EFFICIENCY

Until the 70s, TRIZ training was carried out mainly at experimental seminars; since 1970, training has been concentrated in permanent training centers: national universities scientific- technical creativity(Leningrad, Dnepropetrovsk, Petrozavodsk), public institutes and schools of inventive creativity (Chisinau, Minsk, Novosibirsk, Angarsk, Vladivostok), studies are also organized by NTTM centers, various ministries, departments, and enterprises. Classes are conducted at patent research institutes and at a number of industry advanced training institutes (IPK). In 1980, the IPC of the Ministry of Electrical and Technical Industry for the first time began training TRIZ specialists for permanent work in the departments of functional cost analysis (FCA).

The effectiveness of TRIZ training can be judged by the example of the Dnepropetrovsk People's University of Scientific and Technical Creativity: from 1972 to 1982, the university issued 9 editions, students received - by 1982 - 350 copyright certificates for inventions, savings from the introduction of new technical solutions amount to tens of millions of rubles (see V. Nekrylov, V. Kalenik. 9 issues, 500 listeners. - Magazine "Technology and Science", 1982, N 1, p. 24.

Another example: “During the period of study (two years), 30 graduates, using the knowledge acquired at school in solving their practical problems, submitted 103 applications for alleged inventions, received 65 positive decisions and 38 copyright certificates. According to preliminary data, some of the introduced inventions and 99 rationalization proposals yielded an economic effect of almost half a million rubles, but the most important achievement is the formation of a specialist with an active creative position, who understands the broader and deeper tasks facing him, a specialist who is now urgently needed to implement the plans outlined in the decree “On Measures to Accelerate scientific and technological progress V national economy"(Kaluga newspaper "Znamya" for 10.26.83 - About the TRIZ school in the scientific town of Obninsk).

From the article “Invent, you are talented” by V. Mitrofanov, S. Litvin, A. Sushansky in the newspaper “Evening Leningrad” for 10/11/80: “Here are a few specific examples. Leading designer of VPTIENERGOMASH Yu.G. Ermakov, before training in TRIZ, submitted about 40 applications and received only 5 certificates of invention; after training, he submitted 42 applications within two years and received 24 certificates for inventions; Deputy Head of the Department of Higher Engineering maritime school them. Admiral S.O. Makarov, A.V. Smykov, before getting acquainted with the methodology of technical creativity, submitted 2 applications and received 2 positive responses; after graduating from our university, he submitted 11 applications and received 11 copyright certificates, two of which are patented abroad and two more introduced with great economic effect."

From a letter from an Odessa TRIZ teacher, Ph.D. S.D. Tetelbaum (May 1982): “During 9 editions of the IIP, 190 people were trained in TRIZ, of whom more than 170 people completed the training process by submitting actual applications for inventions on problems solved with the help of TRIZ.”

From a letter from V.M. Zhabin, head of the school of scientific and technical creativity at the Krasnogorsk Optical and Mechanical Plant (January, 1986):

"Information on the effectiveness of TRIZ:

Inventions of Efroimson V.G. implemented in the "Kvarts-8X" movie camera, which arrived at retail sales in 1985:

A.s. 475591 - economic effect - 63,000 rub.

A.s. 476536 - economic effect - 45,000 rub.

A.s. 890351 - economic effect - 67,500 rub.

Total: 175,500 rub.

The inventions of V.A. Polinovsky, which he made with his co-authors, were implemented:

A.s. 733302 - economic effect - 71,000 rub.

A.s. 733303 - economic effect - 54,000 rub.

A.s. 733320 - economic effect - 11,000 rub.

А.с.1013892 - economic effect - 50,000 rub.

Total: RUR 182,250

The invention of Meitin V.A. was introduced:

A.s. 693110 - economic effect - 70,000 rub.

Total for the school: 431,750 rubles."

From the help Siberian branch"Orgstroyproekt" (Angarsk, 01/20/83): "On the impact of a training seminar on TRIZ on the creative activity of employees. During 1982, employees of the enterprise filed 80 applications for alleged inventions, the dynamics are as follows: from January to October - an average of 5 applications per month. After a training seminar on TRIZ (from October 4 to October 22, teacher T. G. S. Altshuller), the number of applications submitted was 15 per month, the number of inventions increased by 1.9 times."

From the article “TRIZ and Science Fiction” by V.K. Grebnev, turner-instructor at the Turbomotor Plant association, chairman of the factory council of innovators, deputy chairman of the regional council of innovators (in the collection “The Origins of Innovation: Essays on the Psychology of Search”, issue two, Sverdlovsk, Sred.-Ural. book. ed., 1986): “I confess... solving rationalization problems in recent years has taken me much less time than before, firstly, because TRIZ, which I did not know before. , provides fairly reliable methods for solving technical problems, and what is especially important, the methods are individual, in contrast to the collective techniques of brainstorming, synectics and others; secondly, a considerable number of well-worked combinations accumulate in the memory, which allow you to quickly solve new problems with old ones ways for me."

From a letter from the inventor V.E. Lukyanenko (Moscow) to the editors of the magazine “Technology and Science” (dated 05.21.82): “I work as an engineer, before I met ARIZ and TRIZ I had one author’s certificate, now, after studying TRIZ, I received 10 copyright certificates; all of them have been implemented, among them there are inventions (a.c. 569782) with a total economic effect of more than 97 thousand rubles."

From an article by the deputy chairman of the council of young scientists and specialists of the Lvov regional committee of the LKSMU, Yu. Marilovtsev (newspaper “Komsomolskoe Znamya”, Lvov, 11/11/79): “... The best young inventor of Ukraine in 1978 and the city of Lvov in 1979, Oleg Kopyl, is convinced that that he owes his best results in invention to his knowledge of the theory of inventive problem solving (TRIZ)."

From a letter from the inventor (Leningrad, February 1986): “I am Anglin Robert Kalmanovich, senior researcher at NPO Rhythm, Candidate of Technical Sciences, studied TRIZ at the Leningrad People's University of Scientific and Technical Creativity in 1978-79. Before entering the university I had 46 copyright certificates, which I received in the previous 16 years. After graduating from university and studying TRIZ, over the next 6 years I became the author of another 88 inventions. All of my 136 inventions are official ones and were created on the topics of my research.”

The article by Colonel V. Kolbenkov “Inventor Lieutenant Fedorov” (magazine “Rear Armed Forces” N 10-1987, pp. 72-73) talks about a young military engineer who has more than twenty copyright certificates. Some of them are registered not only in our country, but also abroad, in the most technically developed countries. The author of the article, analyzing the circumstances of the inventor’s formation, writes: “The first is that his father is a shipbuilder, working as a design engineer and having more than fifty inventions to his credit. He often told his son about how insoluble problems arose before him - insoluble in traditional ways, how he set himself problems, conducted a search and, finally, found an original solution; in fact, he taught his son an algorithm for solving inventive problems - a discipline that has now been introduced in some universities."

In December 1968, classes were organized for the first time with future TRIZ teachers. These classes cost about 6,000 rubles. In April 1969, one of the listeners, M.I. Sharapov, spoke in the Magnitogorsk Metal newspaper about an invention made using TRIZ. Later the savings were calculated - 42,000 rubles. per year only at the Magnitogorsk plant. This covered the cost of training in all TRIZ schools for the next five years. Meanwhile, by 1977, the same Sharapov already had over 30 copyright certificates (see the magazine "Technology and Science" No. 4-1980, p. 27). Another student of the 1968 course, Yu. V. Chinnov, after 10 years, the number of copyright certificates exceeded 100. M. I. Sharapov and Yu. V. Chinnov are now honored inventors.

We did not collect statistics on all inventions created using TRIZ. Books are published systematically methodological manuals, articles are published describing the latest developments in TRIZ. Today, TRIZ elements are used by so many inventors and innovators, it is almost impossible to determine the overall impact, but if you summarize the information for only a few main schools, you will get something like this. For 1972-81 approximately 7,000 students passed through these TRIZ schools, almost 11,000 applications were submitted, over 4,000 copyright certificates were received (more than half of the applications are still under consideration), savings from implementation amount to millions of rubles, total training costs do not exceed one hundred thousand.

2.3. TRIZ and FSA

According to the Resolution of the CPSU Central Committee (Pravda, 1982, N 153), intensive work is underway to introduce functional cost analysis (FCA). A number of enterprises have adopted TRIZ as the main tool for solving problems identified during the FSA (19,20). This significantly speeds up the process of dissemination and implementation of TRIZ: FSA divisions in design bureaus, research institutes and factories become TRIZ schools and permanent “consumers” of the theory.

From the article by Deputy Minister of Electrical Industry Yu. Nikitin (magazine "Kommunist", 1982, No. 11, p. 71): "In the Leningrad Production Association "Electrosila" when conducting FSA they use the theory of solving inventive problems created in our country... As a result analysis of a low-voltage equipment product - a contactor of the KP-2000 series - about fifty proposals were formulated. Their implementation will provide annual savings of 250 thousand rubles and will save up to 450 kilograms of silver."

Leningrad CSTI issued an information sheet (N 217-86, UDC 608.1:658.511:005) “Method of conducting functional-cost analysis using the theory of solving inventive problems” (implemented in July 1985). The material was received by CSTI on February 14, 1986. Compiled by: teachers and developers of TRIZ and FSA V.M. Gerasimov and S.S. Litvin. In the information sheet, in particular, it is noted: “The introduction of the FSA method using TRIZ in LPEO Elektrosila in the production of electric boilers made it possible to obtain an annual economic effect of 80 thousand rubles for 2.5 million units.”

Deputy prev State Planning Committee of Latvia V.A. Leitan and FSA and TRIZ specialist I.B. Bukhman in their brochure “Application of FSA and the theory of solving inventive problems in the industry of the Latvian SSR” (LatNIINTI, Riga, 1985) write: “Experience in the use of FSA and TRIZ in the industry of the Latvian SSR allows us to state the following: certain progress has been made in the efficiency of using FSA and TRIZ. In 1984, the economic effect amounted to 1.5 million rubles..."

At the end of November 1987, a international seminar: "Functional and cost analysis and increasing the technical and economic level of products." Professor of the Department of Ship Structures A.L. Vasiliev published a report on this seminar in the newspaper of the Leningrad Shipbuilding Institute “For Personnel to Shipyards” (dated January 12, 1988). The report, in particular, says the following: "... FSA provides a harmonious combination between technology and the economic understanding of its functioning, and TRIZ helps to find new, non-trivial solutions. I think that this approach will significantly increase the power human intelligence and will provide a breakthrough in the strategic direction of increasing the efficiency of shipbuilding."

3.1. TRIZ and TRTL

Every tool has a negative effect on the person using the tool. TRIZ is a tool for subtle, daring, highly organized mental operations. Solving one problem does not yet change the style of thinking, but in the course of classes dozens, hundreds of problems are solved, and gradually thinking is restructured: it becomes more flexible and manageable.

Here is a portrait of an inventor who has mastered TRIZ: “A close acquaintance with Prosyanik and his work breaks the usual idea of the typical traits of an inventor (how many of these “eccentrics” have we seen in cinema, literature, or met in life!) - perseverance, self-confidence, lack of communication, impracticality in ordinary everyday affairs... The prosyanik is completely different. A typical inventor of a new formation, a highly qualified specialist in the theory of invention, in directed search - he receives the necessary confidence from knowledge of the laws of technology development, and instead of those very traditional “inventive qualities”, TRIZ cultivates a different dialectical thinking, ability. see in any technical (and not only technical) systems contradictions that hinder development, the ability to eliminate these contradictions, resolve them on the basis systems thinking, the ability to perceive any subject, any problem comprehensively, in all the diversity of their connections" (Socialist Industry, December 18, 1984).

TRIZ provides a solution that is close to ideal, but the creative process is not limited to just finding a solution. It is necessary to bring the found idea to the level of a workable and technologically advanced design, “harden” it, and achieve the widest possible implementation. And then - take on solving a new problem. It is known from practice that the average implementation period for an average invention is 7-10 years. This is a significant period of time in a person's life. The struggle for implementation is often associated with great personal losses, with colossal expenditures of effort and time, misunderstanding of others, and the need to “punch through” the idea. An innovator sometimes has to endure both material deprivation and alienation from his family. It is much calmer to live without creativity, to be “like everyone else,” not to “fantasize”... How to force a person to emerge from the swamp of everyday life, to despise clearly visible difficulties and enter into battle with inertia and conservatism?

General calls and slogans are powerless here. It is necessary to carefully, step by step, prepare a person for the upcoming creative battles, for possible temporary defeats and inevitable difficulties. A person who knows about the dangers that lie in wait along the way will be able to plot the correct, most reasonable route.

To form an active creative position, you need at least six qualities:

1) The presence of a worthy goal - new (or unachieved), significant, socially useful.

2) The ability to program the achievement of a set goal.

3) Greater efficiency in implementing planned plans.

4) The ability to solve creative problems in the chosen field, mastery of techniques for overcoming contradictions on the way to the goal.

5) Willingness to “take the hit”: defend your ideas, endure non-recognition, misunderstanding.

6) Effectiveness: on the way to the final goal, intermediate results should be regularly produced.

Nurturing the complex creative qualities - main goal life strategy creative personality (ZhSTL). The method for constructing the GSTL is common for all TRIZ research: analysis of large information arrays (in order to identify general patterns). Over a thousand biographies of creative personalities have been studied.

It was possible to trace the formation and development of a creative personality throughout life. Historical and biographical examples have convincingly proven that a creative lifestyle is accessible to everyone; it does not require special innate abilities or extremely favorable conditions. It is within the power of any person to choose a worthy goal and begin a systematic struggle to achieve it.

Considering in detail the path to the goal, ZHSTL gives a person a summarized life experience generations of creators: warns about typical dangers, recommends specific methods for overcoming them, predicts the most powerful moves.

Systematic research on HSTL is gradually forming a new area of knowledge - the theory of creative personality development (TRDL).

TRIZ uses the laws of materialist dialectics to organize creative activity. TRIZ mechanisms make it possible to instrumentalize these global laws of development in application to particular problems of inventive creativity. Therefore, the theory of solving inventive problems is carried out in our country in line with the so-called theory of solving inventive problems (TRIZ). Methodological analysis These developments should contribute to the implementation of the instrumental function of natural science and its rapprochement with mass invention... TRIZ formalizes the most critical stage of scientific and technical developments, at which the dialectical interaction of fundamental and applied research occurs. If earlier the isolation of practically useful fragments of natural scientific knowledge was carried out spontaneously in each specific case, then TRIZ programs a number of mental and information-sign operations that guarantee the introduction of science into design practice."

In the journal "Questions of Philosophy", N 5, 1986. published materials " round table", organized by the editors of the journal on the problem of "engineering and science". Among the statements given in the journal article, one can note the words of F.P. Tarasenko, Doctor of Technical Sciences, Professor, Head of the Department of Theoretical Cybernetics of Tomsk State University (p. 83 ): " A brilliant example"non-computer cybernetization" of engineering creativity is the famous ARIZ - the algorithm of inventions by G.S. Altshuller, which is a system of heuristics from inventive practice."

In the newspaper "Voskhod" (Arsenyev, Primorsky Territory) dated January 9, 1988. an article "Teach creativity" was published - about the speedy implementation of TRIZ in city system education and production. The comment of the Secretary of the CPSU City Committee V.G. Bespalov is interesting: “We intend to promote and implement TRIZ training. For these purposes, special classes have been held in the schools of the party economic activists and reserves at the CPSU City Committee... Moreover, a comprehensive program "Algorithm" is now being developed to create a system of continuous management education and computer-based universal training in Arsenyev for 1988-90 and until 2000, in which TRIZ is given a worthy place... Leading engineers will be sent to the leading TRIZ centers in the country in the near future enterprises and city school teachers for internships. Manuals and materials on TRIZ are already being reproduced..."

4. TRIZ RECOGNITION

4.1. TRIZ THROUGH THE EYES OF SCIENTISTS

Here are a few opinions.

From the article "How to teach creativity?" A.Dyunin, Honored Worker of Science and Technology of the RSFSR, Professor (in the newspaper Novosibirsk Institute railway transport engineers "Kadra - Transport" dated July 12, 1986): "The main ideas of TRIZ are a strategy for approaching a problem, a rigorous analysis of the problem, identifying contradictions that interfere with its solution, finding ways to remove them and reaching a strong solution. These ideas are not fruitful only in purely inventive, but also in the broad research practice of engineers... The need to train students in the methodology of scientific and technical creativity becomes urgent.”

From a letter from V.I. Tikhomirov, Honored Worker of Science and Technology of the RSFSR, Doctor of Economics. sciences, professor (Moscow, October 1985): "...TRIZ entered into syllabus VTUZ and approved by the NT Council of the USSR Ministry of Higher Education. We, in particular, present it at the Moscow Aviation Institute at all technical faculties and promote it."

In 1985, the publishing house "Machine Building", edited by V. I. Tikhomirov, published a textbook for students of aviation specialties - "Organization, planning and management of aviation research and production organizations." The manual contains (pp. 47-55) the section “Methods of organizing creative search", written by Prof. V. I. Tikhomirov. A few lines are devoted to a mention of non-TRIZ methods; in fact, the entire section is devoted to TRIZ.

From a letter to the newspaper “Izvestia” by V. N. Shmigalsky, Doctor of Engineering. Sciences, prof., head. Department of the Simferopol branch of the Dnepropetrovsk Engineering and Construction Institute (Simferopol, April 1985): “ARIZ guides a creative worker to solve a problem along the shortest path, sharply reducing the number of options being sorted out and, focusing on IFR, allows you to find solutions to problems at very high level. Regular use of ARIZ develops dialectical thinking and helps overcome psychological barriers when creating new technology and the development of more advanced technology, enriches a person with an understanding of the patterns of development of technical systems. The basic ideas of TRIZ can be transferred to other types of creativity (art, science), since they also develop, overcoming contradictions."

From a review of letters in the journal "Technology and Science" No. 10, 1982, p. 15: “At the Kurgan Research Institute of Experimental and Clinical Orthopedics and Traumatology, the research work “Identification of promising directions for the development and development of new technical means of osteosynthesis” was completed. The work was supervised by the laureate Lenin Prize Hero socialist labor prof. G. A. Ilizarov. The TRIZ apparatus was used as the main methodological tool. This made it possible to clearly identify promising directions for the development of technical problems, some of which are protected by copyright certificates for inventions. In our opinion, TRIZ is the most promising basis for predicting the development of technical systems..."

From the note “TRIZ at Ufa Aviation” by Yu. Gusev, Dr. Tech. Sciences, Head of the Department of Industrial Electronics, and I. Alekseev, Ph.D. (in the journal “Technology and Science” N 4, 1983, p. 14): “Having mastered the basics of TRIZ, students, as we were convinced, began to more meaningfully evaluate the patterns of technology development, acquired initial skills in scientifically based problem solving based on identification and resolution technical contradictions... When a group of students who attended a 20-hour course “TRIZ Fundamentals” was on design and technological practice, everyone made at least one rationalization proposal. Now we have no doubts about the feasibility and undoubted benefits of teaching students the TRIZ fundamentals. ".

From an interview with A.P. Dostanko, corresponding member. Academy of Sciences of the BSSR, laureate of the USSR Ministry of Higher Education and the State Prize of the BSSR, honored inventor of the USSR, vice-rector of the Minsk Radio Engineering Institute (article “Who else but the author?” in the newspaper “Soviet Belarus” dated October 24, 1987): “Creativity, no matter how it may seem paradoxical, you can teach. Since 1976, our institute has been running a school for young inventors, which studies the theory of solving inventive problems (TRIZ). For the second year, a youth inventive school has been operating in Minsk under the auspices of the Komsomol city committee, classes in which are taught by our graduates. “that with enough patience, every young specialist, student and even schoolchild can learn to invent.” Now more than 200 students of our institute are inventors.”

In the journal "Issues of Invention" N 11, 1987, p. 28-29 A.P. Dostanko cited interesting figures: “Ten years of experience at the school for young inventors at the institute shows that approximately only 10% of students consider themselves capable of creating something new. However, after mastering the course on the theory of solving inventive problems, every student at the school is prepared for complex problems".

In the publishing house "Economy" in 1985. The second edition of the two-volume "Reference manual for the director of a production association, enterprise" edited by Doctor of Economic Sciences D.A. Egiazaryan and Doctor of Economic Sciences A.D. Sheremet has been published. In the first volume, section 13 on invention. Subsection 13.4.3 - “technology of invention” - dedicated to TRIZ (p. 530-533). The authors of this section, Doctor of Technical Sciences A.V. Proskuryakov and Doctor of Economics N.K. Moiseeva, briefly mentioned foreign methods. (brainstorming, etc.) and noting that these methods are not always effective in solving problems, they write: “In the USSR, another methodological direction". Next, the basic principles of TRIZ are outlined. The practical effectiveness of the theory is noted. The final paragraph: "TRIZ creates the basis for the transition to truly collective creativity, helps to increase the level of organization of creative activity and can be considered as one of effective methods invention" (p.531).

The article “Without taking into account the lessons of the past” by V. Manikhin (Book Review, March 27, 1987) talks about the progress of preparations for the Moscow International Book Exhibition-Fair MIBF-87. In particular, it refers to the books of “the Baku author G. Altshuller on invention, whose works have attracted interest from publishers from socialist countries.” Indeed, books and articles on TRIZ were repeatedly published in the GDR, Poland, Bulgaria, Czechoslovakia, Vietnam, and Hungary. For example, in the GDR only recently translations of two books have been published: “Creativity as exact science" and "Wings for Icarus". In the organ of the Central Committee of the SED, the magazine "Unity" No. 2, 1985 - reviews of these books. In 1986, the second edition of the book "Creativity as an Exact Science" was published in the GDR.

TRIZ was not ignored by publishers from capitalist countries: the USA, England, France, Japan, Switzerland, Finland and the book "Creativity as an Exact Science" was published by the international publishing house "GORDON AND BREACH" on English in a series on cybernetics (1984). The All-Union Agency for Copyright Protection (VAAP) is negotiating with book publishers from Germany about translating three books on TRIZ into German.

Abroad they not only translate literature on TRIZ, but also provide training. For example, in Bulgaria in 1984, 2000 people took TRIZ courses. And in 1985 - already 6000. In the GDR, TRIZ is used in FSA groups. Started in 1986 systematic training TRIZ at various Finnish companies. In 1987, TRIZ courses began in Vietnam. Here is an excerpt from a letter from one of the Vietnamese TRIZ specialists, Duong Xuan Bao (Hanoi, August 1987): “For three months (April, May, June), Chan and I were teaching ARIZ and TRIZ in the same course, open" Office of Invention Affairs of the Socialist Republic of Vietnam." This was the first TRIZ course in Hanoi."

The reader of this certificate may feel misconception about the calm, unhindered development of TRIZ. It may seem that the implementation is progressing in full swing. In fact, the situation is quite alarming. Here is a typical example: in the USSR, systematic training began in the mid-60s, in Bulgaria - from the beginning of the 80s. Having a backlog of almost twenty years, we still do not have a permanent state center for training and research on TRIZ. Such a center has existed in Bulgaria for several years!

Another example. In the GDR magazine "Military Technology" No. 6 - 1984 (the magazine is published once every two months), it was announced that a series of articles on TRIZ would be published in 1985. The article ended like this: "The editors are convinced that the systematic popularization of the constantly developing ideas of G.S. .Altshuller will contribute to innovative and inventive activities in the armed forces." Throughout 1985, a series of publications on TRIZ was going on. And in the Soviet Union there is still no magazine with a permanent column on TRIZ...

Of course, this is a journal of the Allied army. But interest in TRIZ, as already noted, is manifested not only in socialist countries. Here is what TRIZ specialist from Finland Kalevi Rantenen (Turku, April 1987) writes: “We have started a new course at the PARTEK company. In the fall we are starting a large course at the chemical company KEMIRA. In addition, a large course is starting in the center advanced training of engineers and in the state center technical research... I would also like to inform you that I received a letter from Denmark from a teacher at the Danish Technical University educational institution. He deals with development methods new products and wants to establish contacts with colleagues involved in TRIZ in the USSR." According additional information, several more Finnish companies joined the process of training their TRIZ specialists: FAZER, NOKIA, ELECTROLUX.

Of course, Finland and Denmark are small and non-aggressive countries, but here is an economic magazine in English (page 28 of the magazine for January-February 1987): a short note retelling a large article about TRIZ in the special magazine "Technology". The note says that 70 engineers and groups of people from different specialties... use this method to solve non-trivial problems in system development. In the military and aviation industries, "using Prof. Altshuller's method, they accurately identify common deficiencies in existing engines. Using algorithms created by Prof. Altshuller, they then analyze these deficiencies and apply the appropriate laws of system development to correct them."

Since 1985, our country has begun state (and not public, as before) training in methods of technical creativity. In the program developed by the State Committee for Inventions of the USSR and the Central Center of VOIR, TRIZ is allocated only a few training hours. Instead of an in-depth study of the theory of solving inventive problems, students are briefly introduced to the fragments of one of the old modifications of ARIZ, taught by people who have not passed quality training TRIZ, which do not even have an idea about the current state of the theory, and, naturally, do not use new developments.

Meanwhile, well-organized teaching of TRIZ could give the country a lot, including currency. Here are lines from a letter from Kodak consultant Kenneth Lamport, who read the book “Creativity as an Exact Science” (New York, December 1987): “...Are there printed materials on this topic translated into English? How can I get them? I would also like to know if there is TRIZ training in English in the Soviet Union or anywhere else available to a US resident, if so, it would be very helpful to have information about the courses: timing, location, cost, required formalities. etc..."

Of course, a saving thought arises: classify TRIZ. But TRIZ is a science. It is possible to classify individual developments for some time, but it is impossible to classify the entire TRIZ, just as it is impossible to classify physics, chemistry, genetics, cybernetics... On the contrary, the normal development of science requires international contacts, international scientific exchange. Scientific conferences and seminars on the problems of the methodology of technical creativity are systematically held abroad - not a single TRIZ specialist has ever participated in these events.

The new way of thinking is to live and work in an open, shared world. And for this you need to learn to work without slacking, learn to withstand any competition and always be ahead.

In the article “Mechanisms for restructuring the inventive business” by V.G. Lebedev, Doctor of Economics. sciences, prof. Academy of Social Sciences under the Central Committee of the CPSU, and G.K. Levanov (“Issues of Invention” N 12-1987, p. 3) noted: “The era of searching for rational technical solutions by trial and error has exhausted itself, we need methods and techniques for optimizing the choice of final options for technical solutions. In our country, a lot has already been done for this, and at a level that is ahead of foreign countries. It is worth at least recalling the contribution to the development of the theory of invention by such authors as G.S. Altshuller... However, no algorithm for solving inventive problems ( ARIZ), nor the theory of solving inventive problems developed by G.S. Altshuller... have not yet received noticeable, much less mass use, despite all their advantages and benefits."

Another excerpt is from the book by V. A. Sidorov “Breakthrough into the Future” (ed. “Young Guard”, M, pp. 209-210): “TRIZ, the theory of solving inventive problems, created in our country, is generally recognized as unique, the most effective of those existing in the world. Like many new things, the methodology of invention was born in battles with conservative views. Of course, the debate that the tendency to invent is a natural gift, a “divine spark”, is a thing of the past. theories have not gone away in many places.”

Year after year, overcoming the distrust of skeptics, new TRIZ schools were organized, teachers were trained, teaching experience was accumulated, and visual and educational aids were compiled. This colossal work now makes it possible to deploy massive and practically effective system TRIZ training. The question is this: either use the huge potential of the TRIZ training system, or ignore TRIZ and work with an extremely ineffective trial and error method.

Books and articles on TRIZ are instantly and regularly translated abroad. 5-7 years will pass and TRIZ will become widespread in many friendly and not so friendly countries. You must not waste time! Do not lose the vanguard position that the Soviet Union still occupies in this area.

New technology of creativity is the most important of technologies, the national wealth of the country.

5. TRIZ TRAINING SYSTEM

5.1. HOW DO YOU TEACH TRIZ?

TRIZ - new industry knowledge, quickly forming into a separate science. TRIZ has its own area of study (laws of development of technical systems, laws of development of creative personality), its own method (analysis of large arrays of patent, historical-technical and historical-biographical information), its own language (supol analysis: technical “reactions” can be written as chemical reactions) your own information fund (principles, methods and techniques for resolving contradictions, indicators of the application of effects).

In theory, TRIZ should be taught from childhood. Since 1976, an experiment has been started at Pionerskaya Pravda: a methodology for teaching children is being developed. This is designed as a page "Invent? It's so easy! It's so difficult!" More than 50 pages came out. The first ones gave few responses - 300-500 letters. Now each page receives about 10,000 letters. Gradually we learn to work with children: we present “pieces” of theory, select interesting tasks etc. A book was written based on the materials of "Pionerskaya Pravda": G. Altov "And then the inventor appeared."

Similar work is now being carried out on the pages of the Chisinau newspapers “Young Leninist” and “Youth of Moldova” by TRIZ teachers and developers B. Zlotin and A. Zusman. Based on the materials from these releases and face-to-face classes with schoolchildren, they prepared the book “A Month under the Stars of Fantasy.”

Similar materials are published in the Leningrad newspaper "Leninskie Sparks" by teacher and TRIZ developer I. Vikentyev. Together with his co-author, he compiled a manual for “children’s” TRIZ teachers.

Classes with children are also running successfully in other cities: Riga, Norilsk, Odessa, etc.

Since 1988, work on TRIZ began with high school and vocational school students on the pages of the Parus magazine.

Classes in TRIZ are also held in a number of universities.

And yet the main contingent of our listeners are engineers from 30 to 50 years old. A range of training programs have been developed and tested for them:

1) Up to 40 teaching hours. Such short course is for informational purposes only. The purpose of the course is to show the range of issues that modern TRIZ deals with and to attract students to further systematic serious study. Classes usually take place part-time from work for 4-8 hours a week. Week-long seminars with a complete break from work are also practiced. The organizers of the seminar need to reproduce up to 100 pages of educational handouts (hereinafter - per each listener). It is advisable to provide each student with one book on TRIZ.

2) 60-90 teaching hours. Six months with classes once a week or a two-week seminar with a break from work. The goal is to master the main working tools of TRIZ. Introduction to TRTL. Handouts - up to 200 pages. In addition - 1-2 books on TRIZ.

3) 120-150 teaching hours. A year with classes once a week or a monthly seminar with a break from work. Recently, such programs have been carried out in two stages: They organize a two-week seminar, teachers leave students with an assignment for a period of self-preparation, and a few months later they conduct a second cycle seminar with the same audience. The classes end with a final work - solving a production problem. The goal is to thoroughly master the basic working tools of TRIZ and solve at least one problem with their help. practical problem(with subsequent registration of the application). Skill development creative thinking, initial training To teaching activities in TRIZ, practice of using TRTL elements. For classes, it is necessary to reproduce handouts up to 400 pages long. Plus two or three books on TRIZ.

4) 220-280 teaching hours. Two years of once-a-week classes or two monthly off-the-job seminars. The goal is an in-depth mastery of modern TRIZ and the solution of several production problems (with mandatory registration of applications), acquisition of systemic creative thinking skills, training of teachers and developers of TRIZ and TRTL, minimal teaching and research practice in TRIZ and TRTL. The volume of handouts is about 500 typewritten pages. Plus three or four books on TRIZ.

What is the return from TRIZ training?

If we take out the increased interest in life, the flourishing creative activity, “rejuvenation” of a person and calculate only economic efficiency, you will get something like the following. Experience shows that it is possible to guarantee - when training a group of 30 people in a program of 150 hours - at least:

Immediately upon completion of training - 20 technical solutions for

the level of the proposed invention

A year after training - 15 applications for inventions.

Two years later - 30 applications, 5 authors. date,

one introduced invention.

Three years later - 40 applications, 12 authors. date,

3 implemented inventions.

Let us emphasize once again: efficiency calculations are based on the guaranteed minimum.

The country has created a developed unified social system training and development of TRIZ and TRTL: courses, seminars, people's universities, public institutions, factory, city and regional schools. This transition is planned social structure to the state, and on the basis of full self-financing, self-sufficiency. Schools in a number of cities in the country are already operating on such principles: Angarsk, Vladivostok, Chisinau, etc.

Whatever program the classes are taught in, it is necessary - first of all - to ensure quality level seminar. Today, teaching the methodology of technical creativity is becoming financially profitable. This attracts a lot of people who are random to TRIZ to teach. By capitalizing on the increased interest in technical creativity, these people only create a distorted understanding of the subject among listeners, falsifying their studies. It is clear that TRIZ is not responsible for learning results if the teachers are random people.

1) 370119 Baku, Neftepererabotchikov Ave., 108, bldg. 4, apt. 57

Altshuller Genrikh Saulovich

2) 226057 Riga, st. Lokomotives, 46, apt. 113

Bukhman Isak Beintsevich

Vertkin Igor Mikhailovich

4) 107497 Moscow, Novosibirskaya, 1, bldg. 2, apt. 4

Gasanov Alexander Iskanderovich

5) 277060 Chisinau-60, a. I. 3468

Zlotin Boris Lvovich

6) 665825 Angarsk, block 94, building 3-a/3-b, apt. 72

Ivanov Gennady Ivanovich

7) 454000 Chelyabinsk, Lenin Ave., 60, CHOUNB, Department

technical literature, Kozhevnikova Lyubov Anatolyevna

8) 630027 Novosibirsk-27, a. I. 308

Ladoshkin Viktor Seliverstovich

9) 198147 Leningrad, M. Detskoselsky pr., 38, apt. 81

Litvin Semyon Solomonovich

10) 194021 Leningrad, Shvernika Ave., 30, apt. 43

Mitrofanov Voluslav Vladimirovich

11) 428015 Cheboksary-15, a. I. 16

Mikhailov Valery Alekseevich

12) 620055 Sverdlovsk, st. S. Morozova, 175, apt. 46

Pevzner Lev Khatevich

13) 195269 Leningrad K-269, Svetlanovsky pr., 101, apt. 308

Petrov Vladimir Mikhailovich

Salamatov Yuri Petrovich

15) 185000 Petrozavodsk, st. Engelsa, 13, apt. 36

Selyutsky Alexander Borisovich

16) 320108 Dnepropetrovsk, a. I. 1050

Stupniker Yuri Iosifovich

17) 220020 Minsk, st. Raduzhnaya, 6, apt. 218

Khomenko Nikolay Nikolaevich

18) 630129 Novosibirsk, st. Rassvetnaya, 10, apt. 122

Tsapko Sergey Mikhailovich

19) 220119 Minsk, st. Tikotskogo, 24, apt. 79

Tsurikov Valery Mikhailovich

All issues related to seminars must be resolved in advance. Requests for classes must be submitted no later than six months before the expected date. The organizers have to conduct a lot preparatory work. Experienced teachers, as a rule, have a seminar program scheduled six months to a year in advance.

5.3. LITERATURE

Dialectical materialism is the basis of TRIZ

1. Materialistic dialectics. In 5 volumes. Under the general editorship of F.V. Konstantinov and V.G. Makharov. Ed. "Thought", vol. 1 (1981), vol. 3 (1983)

2. V. I. Lenin. On invention and implementation of scientific and technical achievements in production. Politizdat, 1973.

3. Institute of History, Philology and Philosophy of the Siberian Branch of the USSR Academy of Sciences. Philosophical department USSR. Methodology and methods of technical creativity. Abstracts of reports and messages to scientific-practical conference June 30 - July 2, 1984. Ed. Siberian Branch of the USSR Academy of Sciences. Novosibirsk, 1984

4. P. S. Dyshlevy, L. V. Yatsenko. Ways to bring scientific and technical creativity closer together. - In the collection "Fundamental Research and Technical Progress", Sibirsk. dept. ed. "Science", Novosibirsk, 1985, p. 93-98.

To the history of TRIZ development

5. Magazine "Parus" N 1 - 1988, p. 16-21 (V. Tsurikov. The road to the universe of ideas. A. Rosin. How to invent... yourself).

6. D. Bilenkin. The path “through the impossible”, Tambov book publishing house, 1964.

7. G.S.Altshuller, R.B.Shapiro. On the psychology of inventive creativity. "Questions of Psychology" N 6 - 1956, p. 37-49.

8. G.S. Altshuller. How to learn to invent. Tambov book publishing house, 1961

9. G.S. Altshuller. Fundamentals of Invention. Central Black Earth book publishing house, 1964

10. G.S. Altshuller. Algorithm of inventions. Ed. "Moscow worker". 1st edition - 1969, 2nd edition - 1973

Fundamentals of modern TRIZ

11. G.S. Altshuller. Creativity as an exact science. Ed. "Soviet Radio", Moscow, 1979

12. G.S.Altshuller, A.B.Selyutsky. Wings for Icarus. Ed. "Karelia", Petrozavodsk, 1980

13. From 1979 to 1983, materials on TRIZ were regularly published in the journal “Technology and Science”:

a) Presentation and discussion of the fundamentals of TRIZ: NN 3-6 and 9-10 for 1979

year, NN 10 and 12 for 1980.

b) Development of fantasy when teaching TRIZ: NN 5-7 for 1980.

c) Examples of using TRIZ in solving specific tasks:

N 10 for 1979 NN 4 and 9 for 1980; NN 2 and 10 for 1980

d) "Workshop on TRIZ": starting from No. 1 for 1980.

e) Fragments of the index of the use of physical effects: NN 1-9 for

1981; NN 3-5 for 1982

f) Application of chemical effects: N 6 for 1982.

g) Application of geometric effects: N 7 for 1982.

14. G.S.Altshuller. Find an idea. Sib. dept. ed. "Science", Novosibirsk, 1986.

15. Collection "Bold Formulas of Creativity", ed. "Karelia", Petrozavodsk, 1987

16. Collection "Thread in the Labyrinth". Ed. "Karelia", Petrozavodsk, 1988

17. G.I.Ivanov. ..And start inventing! East Siberian book publishing house, Irkutsk, 1987

18. N.T.Petrovich, V.M.Tsurikov. The path to invention. Ed. "Young Guard", Moscow, 1986

TRIZ and FSA

19. G.S.Altshuller, B.L.Zlotin, V.I.Filatov. Profession - searching for something new. Ed. "Cartea Moldovenasca", Chisinau, 1985

20. V.M.Gerasimov, S.S.Litvin. Taking into account the patterns of technology development when conducting functional-cost analysis of technological processes. - In the collection "Practice of conducting functional-cost analysis in the electrical industry." Energoatomizdat, Moscow, 1987, p. 193-210.

Application of TRIZ to solving legal and scientific problems

21. R.B.Shapiro, G.S.Altshuller. On some issues of Soviet invention law. "Soviet State and Law", No. 2, 1958, p. 35-44.

22. G. Altov, V. Zhuravleva. A journey to the epicenter of controversy. "Zvezda", N 2 - 1964, p. 130-138.

23. I.M.Kondrakov. Discovery algorithm? - "Technology and Science", N 11 - 1979

24. G. G. Golovchenko. About plant wind energy. "Plant Physiology", 1974, vol. 21, issue 4. pp.861-863.

25. V.V.Mitrofanov, V.I.Sokolov. On the nature of the Russell effect. "Solid State Physics", 1974, vol. 16, N 8, p. 24-35.

Development of students' creative abilities

26. G. Altov. And then the inventor appeared. Ed. "Children's Literature". M, 1984. Second edition - 1987.

27. B. Zlotin, A. Zusman. A month under the stars of fantasy. Ed. "Lumina", Chisinau, 1988

Development of creative imagination

28. G. Altov. Fiction and the reader. Collection "Problems of the sociology of the press." Issue 2. 1970, Sib. department. ed. "Science" Novosibirsk.

29. B. Shevchenko. Development of creative imagination. Methodical manual. Frunzensky polytechnic institute. 1987

30. P. Amnuel. Starships imagination. Ed. "Knowledge", M, 1988

5.4. FUND OF TRIZ MATERIALS

In 1987, G. Altshuller and L. Kozhevnikova at the Chelyabinsk Regional Universal scientific library(CHOUNB) a fund of materials on TRIZ was founded. The foundation was created for several reasons. Firstly, the massive use of TRIZ begins. There are about three hundred TRIZ schools (courses, seminars, institutes, TRIZ study groups, etc.) in the country. The number of new schools and teachers is growing rapidly. Of course, in their local libraries, teachers will be able to work through several books on the theory of solving inventive problems, but modern knowledge don't stop there. There are a number of materials that have not been published in large quantities: teaching aids, lesson programs, problem books, summary card files of technical solutions, card files of biographies, studies on the laws of development of technical systems and their mechanisms, photographs from classes, educational and informational posters, etc. A qualified teacher needs to know and use these materials collected in CHUNB; they become publicly available.

The second important reason is the collection of all previously developed (and currently being created) materials on TRIZ. For for many years work, a large array of printed and handwritten works has accumulated, scattered among schools and personal collections of teachers and researchers. To record and classify the material, they should have been collected in one center. This allows us to move forward more effectively both in teaching TRIZ and in developing theory.

And third: a single, registered fund is necessary to maintain national priority and guarantee the copyright of TRIZ researchers.

More detailed information You can learn about the fund and the rules for working with its materials from L. Kozhevnikova (address see section 5.2).

TRIZ is intended to solve specific technical problems, but another function of TRIZ is no less important: providing such a technology of thinking, which in old terms we call talent. Today, when the experience of many TRIZ schools has accumulated, we can confidently say: every engineer is capable and should “according to science” (according to TRIZ) solve problems that are generally considered creative.

Is it possible to teach everyone to run at a speed of 50 km/h? Yes, if “running” is replaced by driving. Is it possible to teach everyone to work faster than the most talented digger? Yes, if you replace the shovel with an excavator. TRIZ gives an engineer an excavator - this is the meaning of TRIZ, a new tool for creative activity.

It is unreasonable and wasteful to solve creative problems using the “overshadowing” method at a time when scientific technology has been created, just as it is unreasonable and wasteful to drag loads on oneself when there are trains, cars, and airplanes.

Today, only people who are new to modern TRIZ object to TRIZ. These objections are most often based on the formula: “I haven’t read anything about your TRIZ, but I think that...” and then follow “thoughts”, the essence of which boils down to the fact that you need to use common sense, ingenuity, folk sayings, proverbs , anecdotes... As for TRIZ, it should not be studied, the “thinkers” believe. Firstly, they say, because TRIZ is too complex. Following this logic, there is no need to study physics, chemistry, mathematics, biology, etc. (you don’t even need to learn to speak: according to foreigners, the Russian language is very difficult to learn). If humanity had listened to such advice, it would still be sitting on trees, holding its tails to the branches.

The second argument looks like this: “Who will do the menial, uncreative work? Why does the world need so many people involved in creativity? There are enough of those who are talented from birth.”

How much history repeats itself! Once upon a time they objected to teaching literacy in exactly the same way: it was believed that being literate was the lot of the chosen few; today in our country everyone is taught to read and write: has this led to a catastrophe, to an overproduction of literate people? TRIZ is the alphabet of talented thinking; every person must be creatively literate.

“You claim,” say the skeptics, “that everyone can be taught to invent? But this cannot be! What about innate abilities? And geniuses: after all, they are geniuses from birth, aren’t they?”

This position is due to simple reasons:

a) Since ancient times, everything has changed except the technology for solving creative problems. People have become so accustomed to the trial and error method that creativity itself has become identified with solving problems by trying out options.

b) TRIZ denies the monopoly on creativity supposedly provided by innate abilities. And they hold on tightly to such monopolies and privileges (tribal, property, racial, etc.), defending them by all means, including force.

In the storms of great revolutions, prejudices about the superiority of high-born people and about the special abilities of rich people collapsed, but the idea of the exclusivity of people endowed with creative abilities persisted and, perhaps, even became stronger. They no longer say: he is better because he is richer. Now they say differently: he is better because he has creativity. Only this is not the cause of inequality, but a consequence. The myth that justifies inequality by reference to ability is extremely strong, but it will inevitably collapse.

People have the same right to happiness, and this right includes, first of all, the possibility of creativity, the development - for creativity - of the corresponding abilities.

Baku April, 1988

1. THE SCIENCE OF INVENTION

1.1. TRIAL AND ERROR IS CATASTROPHICALLY BAD TECHNOLOGY

1.2. METHODS FOR ACTIVATING SURVEYING OPTIONS - THE WAY TO A DEAD-END

1.3. WHAT IS TRIZ?

2. TRIZ WORKS SUCCESSFULLY

2.1. EFFICIENCY

2.2. FACTS FOR CONSIDERATION (I)

2.3. TRIZ and FSA

3. CULTURE OF CREATIVE THINKING

3.1. TRIZ and TRTL

3.2. TRIZ - A WORKING TOOL OF DIALECTICS

4. TRIZ RECOGNITION

4.1. TRIZ THROUGH THE EYES OF SCIENTISTS

4.2. INTERNATIONAL RECOGNITION TRIZ

4.3. FACTS FOR CONSIDERATION (II)

4.4. FACTS FOR CONSIDERATION (III)

5. TRIZ TRAINING SYSTEM

5.1. HOW DO YOU TEACH TRIZ?

5.2. WHERE TO GET A CONSULTATION?

5.3. LITERATURE

5.4. FUND OF TRIZ MATERIALS

6. INSTEAD OF CONCLUSION: TEACH EVERYONE? YES!

Invention is the oldest human activity. With the invention of tools, the process of humanizing our distant ancestors began. The first inventions were not created by man, but were discovered by him in finished form. People noticed that sharp stones could cut the skins of killed animals, and they began to collect and use stones. After forest fires It was discovered that fire warms and protects, they began to preserve fire. People have not yet set tasks, they have discovered ready-made solutions. Creativity lay in figuring out how to apply these solutions. But almost immediately, inventive problems arose. How to sharpen a dull stone? How can you make the stone more comfortable to hold in your hand? How to protect fire from wind and rain? How to transfer fire from place to place?..

Inventive problems had to be solved by trial and error, trying out all sorts of options. For a long time, the selection of options was carried out at random. But gradually certain techniques appeared: copying natural prototypes, increasing the size and number of simultaneously operating objects, combining different objects into one system. Facts, observations, and information about the properties of substances were accumulated; the use of this knowledge increased the focus of searches and streamlined the process of solving problems. But the tasks themselves also changed; from century to century they became more complex. Today, in order to find one desired solution, it is necessary to do many “empty” tests.

A person has never solved and does not solve creative problems by formally enumerating options, making many “empty” tests. Nature has provided man with unique tools: memory, the ability to speak, and intelligence, allowing him to accumulate and exchange knowledge. It is to these natural abilities that man owes such a rapid evolution. A person’s ability to solve creative problems using the knowledge he has accumulated cannot be compared with a primitive enumeration of options. Many processes that have not yet been fully studied are involved here, such as intuition, the ability to transfer knowledge from one area to another, and synthesize new knowledge based on existing ones. All this, combined with logic, allows a person to find solutions to a wide variety of problems. But when an inventive task arises before a person, on which all his available intellectual means begin to “slip”, the reason for this is not that he is faced with a task with an excessively large number of options that he is not able to sort through, but quite the opposite - the task , for which he sees no options at all. It is precisely this - the absence of solution options, and not their abundance - that characterizes a complex inventive problem. (A.B.)

There are common but incorrect assumptions about inventive creativity. “Everything depends on chance,” some say. “It all depends on perseverance, you need to persistently try different options,” others say. “Everything depends on innate abilities,” say others... There is some truth in these judgments, but the truth is external, superficial. The trial and error method itself is ineffective, so much depends on luck and the personal qualities of the inventor: not everyone is able to dare to try “wild” tests, not everyone is able to take on a difficult task and patiently solve it.

IN late XIX century, the use of trial and error was perfected by Edison. Up to a thousand people worked in his workshop, so it was possible to divide one technical problem for several tasks and for each task simultaneously checking options. Edison invented the scientific research institute (and this, in our opinion, is his greatest invention).

It is clear that a thousand diggers can dig qualitatively different holes than one digger. But still, the digging method itself remains the same...

It is true that a research institute is engaged in proposing and testing new ideas, but it can hardly be considered that a research institute is an improvement on the trial and error method. (A.B.)

The modern “invention industry” is organized according to the Edisonian principle: the more difficult the task, that is, the more trials need to be done, the more people are sent to solve the problem. The task “What is the most reliable way to connect a glass part to a metal part?” Edison could assign a group of three to five people. Nowadays, problems of this level are simultaneously solved by many teams, each of which has tens and hundreds of scientists and engineers.

It is widely believed that in our time, major inventions are made not by individuals, but by teams. As with any aphorism, only part of the truth is reflected here. There are different individuals and different teams - what is important, first of all, is the level of labor organization. A “lone” excavator operator works much more productively than a “team” of excavators. And the “team” of diggers can only conditionally be considered a team: each digger digs alone...

The trial and error method and the organization based on it creative work came into conflict with the requirements of the modern scientific and technological revolution.

We need new methods for managing the creative process that can dramatically reduce the number of “empty” samples. And needed new organization creative process, allowing you to effectively apply new methods. And for this we need a scientifically grounded and practically workable theory for solving inventive problems.

effective management

known knowledge