1. Unit 8 University of Sunderland CSEM04 ROSCO Unit 8: Problem-solving using TRIZ The Nine Boxes technique CSEM04: Risk and Opportunities of Systems Change in Organisations Dr Lynne Humphries & Prof. Helen M Edwards

2. Unit 8 University of Sunderland CSEM04 ROSCO Overview Nine boxes technique Context of the Nine Boxes Technique The Nine Boxes Process Nine boxes: problem and solution spaces Process Phases and worked example (Fire in the home) Another Example (Change teaching of software from VB6 to VB.NET) Class exercise.

3. Unit 8 University of Sunderland CSEM04 ROSCO Nine boxes technique Also known as “Nine windows” Also known as “Nine operators” has links to psychological techniques such as NLP (Neuro-Linguistic Programming) Elements of the technique –Define problem –Analyse problem –Generate solution

4. Unit 8 University of Sunderland CSEM04 ROSCO Context of the Nine Boxes Technique Promotes thinking in Time and Space Works on all kinds of problem types: –Particularly both technical and managerial. The technique is part of the TRIZ method –(more about this in unit 15)

5. Unit 8 University of Sunderland CSEM04 ROSCO The Nine Boxes Process There are three phases to the technique is to aid the problem understanding and solving process. 1.State problem context: accurately capture the history of each problem and the problem context. 2.Problem space: when we have a system (situation) to analyse: use Nine boxes to set the system context, define its environment (super-system) and all the details (subsystems). 3.Solution space: A nine boxes solution map is used when we are sorting possible places to solve the selected problem.

6. Unit 8 University of Sunderland CSEM04 ROSCO Nine boxes: problem and solution spaces PastPresentFuture Super- system System The concern you are interested in now Sub- system PastPresentFuture Super- system System Sub- system Problem SpaceSolution Space The different cells hold any potential solutions – or factors that could contribute to a solution

7. Unit 8 University of Sunderland CSEM04 ROSCO Process - Phase 1: State problem context accurately capture the history of each problem, the problem context, which includes: –what the past/present/future mean in this context. There may be a variety of timelines you need to consider and separate “problem spaces” created for each. –what the sub-system/system/super-system mean in this context.

8. Unit 8 University of Sunderland CSEM04 ROSCO Example “fire in the home” Phase 1: system context –Any home may be subject to a fire. –The potential causes of the fire need to be identified. –The impact of these before during and after a fire need to be considered. –Strategies we can put in place to prevent or reduce the inpact of such a situation need to be thought through. –The “system” being considered “fire in the home” –past/present/future = before fire/during fire/after fire. –Sub-system/system/super-system = elements within the house/house/envionment external to house

9. Unit 8 University of Sunderland CSEM04 ROSCO Process - Phase 2: problem space when there is a system (situation) to analyse use nine boxes to: –set the system context, –define its environment (super-system) and –all the details (subsystems).

10. Unit 8 University of Sunderland CSEM04 ROSCO Problem space “Fire in the Home” Past = before a fire what might cause it to happen) Present = during a fire (what the current state would be) Future = aftermath (what the resultant state could be) Super- system = external environm ent External gas leaks. Near chemical factory. Roof space between terrace houses. surrounding area alight. noxious fumes. poor access for fire tenders. destruction to local infrastructure. Building inspectors make safety assessments. System = house Timber framed house. Locked windows. Locked doors. Double glazing FIRE IN THE HOME Destruction of home. Fire damage. Water damage (from fire tenders). Sub- system = elements in house Smokers in the house. Use of traditional chip pan Frayed electrical cables. Barriers to escape (e.g. locked doors). Infirm occupants. Young children/babies. Pets Death of occupants. Injury of occupants. Displacement of individuals. Loss of property.

11. Unit 8 University of Sunderland CSEM04 ROSCO Process - Phase 3: solution space A nine boxes solution map is used –when we are sorting possible places to solve the selected problem. –Not all cells need to have entries in them, and some solutions may be more common in one areas than another (e.g. subsystem, present). –The purpose is to generate a range of potential solutions (or partial solutions) And to identify where and when they could be implemented.

12. Unit 8 University of Sunderland CSEM04 ROSCO Solution space “Fire in the home” Past = before fire (Preventative measures) Present = during fire (Deal with fire when on- going) Future = aftermath (Resolve outcome) Super- system = external environm ent Take out insurance.inform fire brigade and neighbours.Submit insurance claims System = house Don’t lock doors. Install fire-doors, Install fire alarms,FIRE IN THE HOME Relocation while claims sorted out. Sub- system = elements within house Practice fire evacuation with house occupants. Check smoke alarm batteries each month use fire blankets and extinguishers.hospital treatment for those affected

13. Unit 8 University of Sunderland CSEM04 ROSCO Another Example: “Change teaching of software from 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 a 3x3 grid (Nine boxes) for the problem space – enter any items that you believe are associated with the current system and the proposed change. Generate solutions –Create a 3x3 grid (Nine boxes) for the solution – enter any individual solutions you can think of associated with this change.

14. Unit 8 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

15. Unit 8 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

16. Unit 8 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

17. Unit 8 University of Sunderland CSEM04 ROSCO Exercise Consider the problem that staff at a University have in monitoring class attendance. –The present paper-based system (where the student signs the register each session of the module) is inaccurate. Start by putting the problem in the centre of the 3 boxes of the problem space –fill in as many boxes as you can: you are looking for hazards/risks that must be stopped. Put your solutions in the 2nd grid.

18. Unit 8 University of Sunderland CSEM04 ROSCO Grid Template Monitoring Class Attendance Past = 5 years ago Present = current academic year Future = 5 years’ time Super-system level = University, nation System level = module classes Sub-system level = individual elements related to a class