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25 YEARS WITH TRIZ IN THE CZECH REPUBLIC AND SLOVAKIA

Bohuslav Busov, Pavel Jirman, Vladimir Dostal, Czech Republic

Content and form - what and how to do

It is not difficult, but time consuming to come to the opinion that both the systematic approach to the problem solving, and the stimulated and developed human creativity are constantly useful and applicable in technical education and practice.

There's no doubt that engineering graduates provided with the methodology of systematical and creative thinking would adapt more easily and rapidly to the variable demands of the very dynamic reality in practice.

Sometimes, the engineers have an allergic reaction already just to the words: method, analysis, and methodology. Of course, there are no all-round short instructions how to connect the systematic and creativity in the engineering qualifying profile.

But there is a well elaborated TRIZ instrumental methodology, as a way approved in practice that leads to such needed connection.

Acquisition of such non-trivial methodology (if compared with some others) requires the study, solved examples, and time for real applications. That is nothing new; the reality puts always obstacles to all valuables and stables. The same is valid for education and for schools. It was already Leonardo who had something to say to the question how to cultivate good brain, how educate creative man. In his legacy to his students he declared four rules how to foster the brain to creative actions:

1. Study science of art (to get object knowledge).

2. Study art of science (to acquire methods how to get new knowledge).

3. Develop all your senses (to keep sensibility and creativity).

4. Keep in your mind that all is connected with all (to respect system approach

TRIZ is good but,

The methodology TRIZ leads the solvers from vague problem situation to the problem description, through comprehensive analysis of the object and to the formulation of innovative task, to the conceptual recommendations of solving variants, and finally to the verification of founded solution. That is why several enthusiasts attempt to introduce TRIZ at both the technical education and procedure levels of innovative companies in the Czech and Slovak Republic, since 1980.

From time to time it is useful to stop knowing where we are today and where we should move tomorrow. The conference we understand as an opportunity for short recapitulation of our work.

There is our very short recapitulation:

What have we done in the Czech Republic and Slovakia

· Since 1980 we have published 60 popularizing articles.

· Since 1993 we have realized 3 teaching seminars (Kucheryavyj, Skuratovich, Severinec, Lubomirskij) and several consultation (Khomenko, Gasanov, Kokin, Devojno).

· Since 1993 we have published 43 contributions on national conferences.

· Since 1993 we have presented TRIZ and its SW support on 7 international and 7 national exhibitions organized by the Czech Republic.

· Since 1995 we have published 28 contributions on international conferences.

· Since 1996 it was translated 3 books (G.S. Altshuller : 2x, J. Salamatov: 1x) and several manuals for the SW support were translated from Russian to Czech.

· Since 1997 it was translated or worked out totally 25 subsidiary papers 3 of which are materials for university students (Devojno, Gasanov, Salamatov, Ivanov, Bystrickij, Vajnerman, Goldovskij, etc.).

· The TRIZ seminar was introduced as an optional course for bachelors, masters and doctorates in Technical universities Brno and Liberec.

· The TRIZ topic can be found as an additional theme at various courses in 7 universities in the Czech Republic and Slovakia (Plzen, Praha, Ostrava, Brno, Zilina, Kosice, Zvolen).

· Since 1993 we have gained 6 grants for bigger or smaller financing of the proces of introducing TRIZ into education and innovative practice of companies.

· Since 1997, during the lectures and seminars, we have introduced TRIZ to more than 1000 engineers

· Since 1997 we have cooperated on several (15) innovative projects in Czech companies.

Besides given overview of activities we have done other efforts for popularizing TRIZ in the Czech Republic.

Despite a lot of work the effectiveness of activities in the process of implementing TRIZ into educational system and innovative processes was low.

To ensure the take up of TRIZ: qualitative changes in the process of implementation, a need for a wider implementation platform (delivery vehicle) and more intensive institutional support are all required.

A key feature of the Czech Republic is that the majority of companies here use foreign technologies. The foreign owners of these companies are seeking mostly innovations and improvement of processes that aid costs reduction. Six Sigma is a tool currently most favored for this aim. Only in a few cases of a process innovation the problem solver understands the wider picture of the process and will see more clearly the need to improve the design of the product. It is in mainly these cases, the TRIZ method its ground and exclusivity.

We have come to the conclusion: a compatible and "broader" platform of Six Sigma should be used for more effective implementation of "deeper" TRIZ.

Institutional financial support is necessary to obtain funds from the grant schemes of various Ministries and the EU. Needed financial resources usually obtains good administrator not enthusiast.

Second conclusion: Project Management is necessary methodology instrument as for clear project description strictly required by funds clerk as well as for controllability of innovative projects solved with clients.

In line with the experience of others "TRIZholics" around the world and reflecting the conditions of the Czech Republic we are starting a new way of higher effectiveness in implementation of TRIZ in the companies by using Six Sigma methodology as a heavy-load vehicle (if answer on question: what to do) and Project Management as working alphabet (if answer on question: how to do).

In place of conclusion

It was already Komensky who searched for the answer to the eternal pedagogic question, the question of balance of the contents (what to learn) and the form (how to learn); already in those days it was about to:

"…to find a way, in which those who teach, would teach less - but those who learn, would learn more, a way, in which schools should be less noisy, should produce less distaste and useless work, more of piece, joy, and solid outcome".

"Much harm was done while implementing this principle in schools. For the teacher attempts to sow plants instead seeds and to grow trees instead of grafts - when they stuff a mixture various conclusions into the minds of their pupils instead of giving basic truths to them".

Âîçâðàò ê Äîêëàäû íà êîíôåðåíöèè "MATRIZ Fest 2005"


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