lecture 5

• TRIZ


  A unique, rigorous and powerful toolkit which guides engineers to understand and solve their problems by accessing the immense treasure of past engineering and scientific knowledge
• TRIZ


  • It is the only solution toolkit which exists so far in the world that offers engineers help beyond brainstorming at the actual concept–solution locating and problem solving moments
  • The principal TRIZ tools direct us to find all the ways for improving and solving problems in existing systems and processes
  • They also help us find relevant concepts to develop the next-generation systems, and they offer systematic processes for inventing and developing new products
• Systematic Methods (Stage-Gate Process)

  Methods that prescribes a series of tasks ordered as algorithmic course of action to further reduce the uncertainty and complexity inherent in the product innovation process
• TRIZ and other Creativity and Problem Solving Toolkits


  Focuses on stimulating innovative ideas and solving NPD problems
• Creativity Templates


  • Attribute Dependency Template (2 independent variables)
  • Replacement Template
  • Displacement Template (airphones without a wire)
  • Component Control Template (watches with heart rate monitor)
• Risk Management Tools


  • Fault Tree Analysis (Top-down)
  • Failure Mode and Effect Analysis (Bottom-up)
  • Potential Problem Analysis (Focus on whole process analysis)
  • Risk Diagnosing Methodology (Focus on whole process analysis) also Financial
• The other toolkits have done a good job but not the perfect job for those engineers. None have anything practical to offer for solving problems, and perhaps should not be labelled as 'problem-solving toolkits'
• TRIZ


  A comprehensive toolkit with simple tools for understanding 'what we want' and detailed tools for 'system analysis', which are helpful for everything from invention of new systems to improving old ones
• TRIZ Tools


  • 40 Inventive Principles
  • 8 Trends of Evolution
  • 76 Standard Solutions
  • Database of Scientific Effects (Function, Parameter, Transform)
• TRIZ: Five Pillars


  • Ideality
  • Contradictions
  • Functionality
  • Resources
  • Space/Time/Interface
• Contradiction


  A simple clash of solutions. Either we want opposite solutions, or by introducing a new solution, i.e. an improving change to one feature in a system, another feature in our system has got worse
• Technical Contradiction


  When we assume that when faced with this dilemma that we must choose one solution, technical parameter or feature at the expense of the other - without TRIZ we initially assume we can't have both
• Physical Contradiction


  When we want opposite solutions or benefits, then TRIZ can show us all the ways to have both. We can separate in time, in space, on condition or in scale
• The Contradiction Matrix is only for solving Technical Contradictions and shows which of the 40 Principles solve a particular technical contradiction but offers no solutions for Physical Contradictions
• The 39 Technical Parameters

  The Contradiction Matrix is for situations when we have two apparently dependent or linked features and a solution improvement to the system means one needs changing or improving

  
• Logical Steps for Problem Solving Using the Contradiction Matrix


  1. Bad Solutions

  2. Define Contradiction in Parameters

  3. Concept Solutions Principles

  4. Better Solution

  
• The physical contradictions can be solved with the Separation Principles and the 40 Principles
• Organizational Learning


  The rate at which individuals and organizations learn may become the only sustainable competitive advantage, especially in knowledge-intensive industries
• Defining Elements of Organizational Learning

  • Focus on the organization
  • Better knowledge
  • Improving actions
  • Ongoing effort

  
• Organizational Learning


  • Focus on the organization
  • Enhancing the knowledge and understanding inside the organization
  • Improving actions to produce better organizational performance
  • Ongoing effort

  
• Organizational Learning Cycle


  1. Conceptual learning (know-why)

  2. Operational learning (know-how)

  
• Conceptual learning


  Assessing cause and effect relationships, and designing a theory to explain it

  
• Operational learning


  Implementing changes and observing the results

  
• Levels of Learning


  • Individual
  • Team
  • Organization

  
• Team Learning


  • Speaking up
  • Collaboration
  • Experimentation
• Individual learning


  Influences team and organizational learning

  
• Team learning


  Develops a shared understanding of each other's experience, expertise, and perspective
• Learning at the organizational level


  Shapes how individuals and groups act and what they learn going forward

  
• Learning Curve


  The link between experience and performance

  
• Measures of Experience


  • Cumulative volume
  • Calendar time elapsed
  • Maximum volume
• Cumulative volume


  Total amount of service encounters since the organization started serving customers
• Calendar time elapsed


  Reflects "learning by thinking"
• Maximum volume


  Largest amount of units produced per period since the start of operation
• Measures of Performance


  • Unit time
  • Labor productivity
• Unit time


  A good proxy for unit cost when quality is not affected and direct labor constitutes the bulk of unit cost
• Labor productivity


  Number of units produced divided by direct labor hours used
• There is ample evidence for learning curves both in manufacturing and service settings, and there is tremendous variation in learning rates
• Learning rate (b)


  Can be expressed as a progress ratio (p = 2^-b), which is the percentage of the old unit cost that the new unit cost is after each doubling of cumulative volume
• The modal progress ratio in manufacturing is 80%, while in services it is 93%
• Learning-curve heterogeneity in services originates in the propensity to complain as opposed to service failure