The connection between TRIZ and creative approach
To understand what TRIZ technology and the creative approach have in common, let’s identify some similarities in them. So, both methods are based on the following methods for finding a solution:
- Brainstorming is an active discussion of an object by several participants without preliminary evaluation of proposals. Each person should offer as many options as possible for solving the problem, even if they are unrealistic to implement.
- The method of analogies involves comparing and identifying similarities between two objects. Works great when combined with brainstorming.
- Morphological analysis is a search for solutions for individual elements of a problem and their further combination in work.
- The focal object method is a search for associations with random objects and the use of those properties that are not associated with the main subject.
- Robinson's method involves searching for as many different uses as possible for a selected object.
- A system operator involves finding connections that allow the creation of a separate system.
The ideal final result in TRIZ
An ideal solution or an ideal final result is a situation in which the problem is solved without any costs or losses. That is, external resources are not used, nothing in the system is complicated, and no undesirable effects appear.
The formulation of an ideal solution can be carried out in three ways, but in any case it is necessary to use the words “himself”, “self”, “independently” and the like. If you formulate the IFR correctly, then the desired effect will be achieved almost free of charge, that is, using already existing resources.
So, three formulations of the IFR are mainly used:
- The system independently implements this function.
- There is no system, and its functions are performed using available resources.
- The function is not necessary.
What if the child answers “I don’t know”?
In fact, those who work using the TRIZ method are faced with a variety of situations, including childish stubbornness, reluctance to make contact, and getting involved in games using the TRIZ method. And we have already prepared recommendations for you on what to do in these cases [K. Nesyutina, 2014]. As a rule, such situations happen due to shortcomings on the part of adults. If desired, such situations are completely correctable, and over time, you can ensure that, upon hearing a question, the child begins to think about the answer, and not just remain silent or say “I don’t know.”
What to do to get your child to start thinking and reasoning:
- Never scold children for giving the wrong answer! Very often, “playing the silent game” is a consequence of the fact that the child has already said or done something wrong, received a bunch of comments, and is now simply afraid of making a mistake again.
- Reason with your child and don’t act like an examiner or a know-it-all. Children are acutely aware of falsehood, and if the child is already accustomed to the fact that you always know the correct answer and ask questions only for the purpose of testing, he may not want to be a test subject. Especially if, in case of an incorrect answer, he will also be scolded.
- Ask so-called “open” questions, for which there cannot initially be one single correct answer. This will make it easier for you to reason with your child, and the child will not be afraid to make mistakes. At the same time, he will understand that a different opinion is not necessarily wrong.
- Answer the questions your children ask you. Otherwise, children will quickly learn that they don’t have to answer or answer all “Whys” with “Because it ends in “y.” As a rule, children pick up such excuses from adults.
We wish that your children are healthy and happy, and that you always find a common language with them! We remind you that our program “TRIZ in practice: a creative approach at work and in life” and a screening test on the topic of the article are waiting for you:
We also recommend reading:
- Storytelling
- Creativity Development Digest
- TRIZ, RTV and TRTL in practice: dealing with the Soviet intellectual past
- Charette procedure
- TRIZ classes for children: raising geniuses and simply happy people!
- TRIZ fairy tales in pedagogy
- Secrets of inventors: a selection of useful materials
- Good books for self-education
- A selection of useful materials about creativity and creativity development
- TRIZ and design thinking in everyday life
- Invention: a selection of useful materials
Key words:1TRIZ
Historical reference
The TRIZ method was invented by the Soviet engineer and writer Genrikh Saulovich Altshuller. He is also the author of another theory - the development of a creative personality (TRTL).
In 1946, Altshuller studied the techniques that inventors often use to solve problems. As a result of the study, he identified 40 such techniques and called their totality the theory of solving inventive problems. At the same time, the author concluded that the most effective result is achieved through the use of existing resources.
In the 1980s, the theory was used to teach in Soviet schools and improve efficiency in factories. Today this technology is recognized throughout the world. Leading companies such as Intel, HP, Boeing, Ford, Toyota, Kodak and many others are implementing TRIZ practices in their activities. In addition, world conferences on this topic are held annually, and international, Asian and European TRIZ associations have been created. And in 1998, the Altshuller Institute even opened in the USA to train engineers and managers in this technique.
