1. Unit 4 University of Sunderland CSEM04 ROSCO Unit 10: Problem-solving using TRIZ The 9 Boxes technique CSEM04: Risk and Opportunities of Systems Change in Organisations Dr Lynne Humphries & Prof. Helen M Edwards

2. Unit 4 University of Sunderland CSEM04 ROSCO Overview

3. Unit 4 University of Sunderland CSEM04 ROSCO Purpose of the 9 Boxes Thinking in Time and Space works on all problem types: –both technical and management. applied in three (3) different ways at various stages of the problem understanding and solving process. –Firstly: to accurately capture the history of each problem and the problem context. –Secondly: when we have a system to analyse we use 9 boxes to set the system context, define its environment (super-system) and all the details (subsystems). –Thirdly: a 9 box solution map is used when we are sorting possible places to solve the selected problem.

4. Unit 4 University of Sunderland CSEM04 ROSCO Origin of TRIZ: Altshuller http://www.ideationtriz.com/history.asp TRIZ was initially developed from 1945-1980 by Genrich Altshuller He had been working in the patent department of the Soviet navy the, often giving advice to patent applicants on solving problems He recognised that for creativity the mind has to overcome psychological inertia-people had to think outside the box He reasoned that for technological inventions there are objective characteristics that could be analysed.

5. Unit 4 University of Sunderland CSEM04 ROSCO Analysis of the innovation process Altshuller analysed patents, 200,000 from all over the world He identified 40,000 patents that constituted "inventive" achievements, and began a rigorous analysis of these. Although devised for engineering applications TRIZ has been used worldwide and applied to other disciplines

6. Unit 4 University of Sunderland CSEM04 ROSCO The Premise of TRIZ The evolution of engineering systems is not a random process, but obeys certain laws. (from http://www.triz.org/triz.htm) –From these laws Altshuller formulated his eight Patterns of Evolution of technical systems. –These patterns can be utilised for conscious system development including problem solving.

7. Unit 4 University of Sunderland CSEM04 ROSCO Altshuller’s Patterns of evolution The Law of Ideality. –Systems evolve toward increasing Ideality. An Ideal system being a system that requires no energy to operate, costs nothing to produce and occupies no space. It performs function without form. The Law of Transitioning to Microlevel using Energy Fields. – Systems will become smaller, replacing mechanical systems with alternative energy fields performing the required function. The Law of Dynamisation. –In the course of its evolution, systems develop from rigid structures into a flexible ones.

8. Unit 4 University of Sunderland CSEM04 ROSCO Links to papers on TRIZ http://www.osaka-gu.ac.jp/ php/nakagawa/TRIZ/eTRIZ/epapers/ e2004Papers/eNakaJAIST0402/ eNakaTRIZIntro040825.html#3._TRIZ_ Methods

9. Unit 4 University of Sunderland CSEM04 ROSCO 9 boxes technique (also known as 9 windows) has links to psychological techniques such as NLP (Neuro-Linguistic Programming) Elements –Define problem –Analyse problem –Generate solutions

10. Unit 4 University of Sunderland CSEM04 ROSCO How to start analysing a problem using the 9 boxes Problem space: Set boundaries in space and time –Think of the hazards Solution space –Think of what’s needed to block the hazards

11. Unit 4 University of Sunderland CSEM04 ROSCO Change teaching system software-VB6 to VB.NET Define problem –Not just an upgrade of features-the changes impact on the philosophy of the programming approach so the problem is map the problem space for all stakeholders Analyse problem –Create 2 sets of 3x3 grids (2 x 9 boxes)-one is the problem space, the other is the solution space. Generate solutions –In the solution 9 box space

12. Unit 4 University of Sunderland CSEM04 ROSCO Problem space: Set boundaries in space and time Put here the consequences if nothing is done Think about a hazard that can be blocked in the solution space Put the main problem here Put here the consequences if nothing is done 5 years ago PresentIn 5 years’ time Super-system level System level Sub-system level

13. Unit 4 University of Sunderland CSEM04 ROSCO Problem space Dept assumes that all programming changes are minor and sets training budget too low High Resources cost for University department Department gets reputation for having outdated software Less money for other items in budget Machines are not upgraded Machines cannot run new software and need retraining courses for staff and cause major rewrites to teaching material Students can no longer download copies of the outdated programming language Individual staff may not be prepared to change Super-system level System level Sub-system level 5 years ago PresentIn 5 years’ time

14. Unit 4 University of Sunderland CSEM04 ROSCO Solution space Set realistic budget to allow for flexibility Set the budget for possible major changes Good ethos of co- operation between managers, technical staff and teaching staff Set in process rolling programme of new machine purchases All machines loaded with new software All staff offered training Staff share rewriting where possible Teaching runs smoothly and staff readily engage in new retraining as necessary Inform individual staff of proposed changes and involve them in decision making Staff enjoy new challenge Staff morale improves 5 years ago PresentIn 5 years’ time Super-system level System level Sub-system level

15. Unit 4 University of Sunderland CSEM04 ROSCO Your task 5 years agoPresentIn 5 years’ time Super-system level System level Sub-system level