инновационный консалтинг и внедрение ТРИЗ в бизнесе
Обо мне
Управляю инновациями - решаю задачи, создавая и улучшая инженерные и организационно-управленческие системы.
Вы можете подумать, что это магия. А можете познакомиться с Теорией решения изобретательских задач (ТРИЗ) и начать делать то же самое, что и я, изменяя свое рабочее место, подразделение, Компанию или создавая Стартап мечты.
А еще, вы можете узнать ТРИЗ глубже и стать частью моей Команды по совершенствованию Мира.
Полномочный представитель Экспертно-методического Совета МА ТРИЗ (1, 2 уровни аттестации):
MATRIZ - лицензия Вице-президент МАТРИЗ по развитию ТРИЗ в России - назначение
Ученая степень:кандидат технических наук, специальность «05.13.10 – Управление в социальных и экономических системах».
Образование:
высшее, квалификация с отличием – информатик-экономист, специальность «Прикладная информатика (в экономике)» (Факультет Компьютерных Технологий, в объеме 7812 ч.).
дополнительное (к высшему), квалификация с отличием – преподаватель высшей школы (включая педагогику и психологию, в объеме 1080 ч.).
Профессиональная деятельность в ТРИЗ:
2019–по н.вр. 1) Кураторство и содействие внедрению ТРИЗ в непромышленных Бизнесах (логистика, недвижимость, страхование, лизинг, финансы, хорека, реклама). 2) Индивидуальная подготовка руководителей Бизнесов. 3) Ревизия и улучшение стратегий бизнесов с ТРИЗ. 4) Групповая подготовка ИТР промышленных предприятий. 5) Подготовка педагогов-наставников в рамках Национальной online школы «Technostartup». 6) Консультационная поддержка деятельности команд, сформированных под Проект по решению прикладных задач бизнеса с использованием инструментов ТРИЗ:
18 проектов
19 проектных тем в группах обучения
2018–2019 1) Реализация углубленного курса подготовки внутренних тренеров-решателей (400 ауд. ч.). 2) Реализация курса подготовки ТРИЗ-100 для ИТР (200 ауд. ч.). 3) Проведение проектных сессий по решению задач бизнеса в качестве методиста:
39 проектных тем в группах обучения, за 2018 год
70 проектных тем в группах обучения, за 2019 год
2017–2018Проведение проектных сессий по решению задач бизнеса и Экспертиза проектов (в т.ч. на предприятиях Корпораций «Роскосмос», «Ростех», а также – на предприятиях среднего бизнеса):
17 проектных тем в группах обучения
2016–2017 1) Экспертное судейство на Международных русско-корейских воркшопах «Global Capstone Design Workshop» для бакалавров, магистров и аспирантов (2016, 2017). 2) Экспертиза Проектов (нефтеперерабатывающая сфера):
8 проектных тем
2015–2016 1) Реализация курсов повышения квалификации в бюджетных учреждениях. 2) Подготовка ИТР промышленных предприятий (электрометаллургическая, нефтеперерабатывающая и самолетостроительная сферы) в рамках Президентской программы повышения квалификации инженерных кадров «Новые подходы к решению производственных задач»:
20 проектных тем в группах обучения
2008-2012 Разработка прогнозов развития городских и сельских поселений:
5 проектов
2009–2017 1) Обучение ТРИЗ в рамках спецкурсов бакалавриата и магистратуры («Теория развития искусственных систем», «Теория систем и системный анализ», «Развитие творческого воображения») в системе ВПО. 2) Выполнение подрядных работ на внутренний рынок:
2 проекта
Примеры проектов:
Повышение доходности логистической компании в сегменте B2B
Разработка стратегии по сдаче неликвидных площадей в аренду
Разработка нового цифрового продукта в сегменте С2С
Формирование конкурентных преимуществ в сегменте В2С
Повышение спроса на услуги компании в крупных городах по магистральным маршрутам
показать полный список
Повышение доходности логистической компании в сегменте B2B
Разработка стратегии по сдаче неликвидных площадей в аренду
Разработка нового цифрового продукта в сегменте С2С
Формирование конкурентных преимуществ в сегменте В2С
Повышение спроса на услуги компании в крупных городах по магистральным маршрутам
Переход на солидарное управление взаимоотношениями с клиентами (без агентов)
Повышение активности агентской сети в регионах
Повышение точности планирования инвестиционной деятельности филиала
Поиск путей обеспечения 100%-выполнения инвестиционного плана
Оптимизация структуры собственного автопарка
Оптимизация системы управления складскими запасами
Оптимизация методики анализа и ремонта закладных трубопроводов
Оптимизация решений по использованию охранной сигнализации подстанций
Исключение слеживаемости кальцинированной соды в силосе готовой продукции
Повышение устойчивости подъездных автомобильных дорог в теплый период
Оптимизация схемы оборотного водоснабжения
Предотвращение сброса нефтепродуктов в воду
Предотвращение несанкционированного доступа в сеть
Разработка способа защиты технического манометра
Снижение аварийных отключений сети
Снижение времени разборки ротора при реконструкции гидроагрегата
Снижение дебиторской задолженности управляющих компаний
Снижение затрат времени на техническое обслуживание трансформаторных подстанций
Снижение затрат при проведение ремонта на сетях ХВС
Снижение количества аварийных сходов с линии самосвалов из-за топливных систем
Снижение количества брака при ремонте паропровода
Снижение себестоимости производства за счет обеспечения вертикальности монолитных конструкций
Снижение случаев повреждений уплотнений затворов холостых водосбросов
Сокращение времени схождения показаний датчиков уровня в барабане котлоагрегата
Увеличение времени безотказной работы электроконтактного манометра
Увеличение время наработки рабочих колес
Увеличение пропускной способности плужкового сбрасывателя
Увеличение срока службы основания для разливки жидкого кремния
Уменьшение брака при производстве вибропрессованной продукции
Уменьшение затрат времени на ожидание допуска по наряду-допуску в цехе
Мое знакомство с ТРИЗ началось в 2017 году, когда эта тема стала одной из ведущих в компании в области обучения сотрудников. Тогда это представлялось только общим знанием и отсутствие понимания, как это можно применять не в производстве.
В начале этого года я прошла обучение по ТРИЗ и его инструментам у прекрасного тренера Елены Редколис. Поскольку само обучение было направлено на офисный персонал, то его инструменты и методики были откорректированы с уклоном на офисный персонал. Для меня было открытием, что инструменты ТРИЗ можно применять еще и в офисных проектах, и что самое важное очень успешно. Для реализации проекта с помощью методик ТРИЗ я выбрала направление Кадровый резерв. Нужно было оценить, как работает система сейчас, «вытащить» имеющиеся проблемы и продумать к ним решения.
В этом направлении со мной работала Лена. Никогда не думала, что из меня с помощью разных инструментов можно «вытянуть» столько информации и еще систематически ее уложить в моей голове! Но Лена не просто помогла мне, она дала мне возможность стать на ступеньку выше в рамках своей квалификации, более того, я не просто смогла систематизировать всю информацию и определить проблемы, я смогла подготовить практически стратегию развития кадрового резерва в Компании с формированием проблем и решением по каждой проблеме.
Теперь я могу с уверенностью сказать, что ТРИЗ, его инструменты и методики работают абсолютно в любых областях деятельности, но самое важное, это то, кто тебе преподает эту информацию. Мне действительно повезло! У меня был лучший преподаватель! Елена, огромное Вам спасибо! Без Вас моим «внутренним» изменениям не суждено было бы случиться!
Усова Александра Сергеевна, Начальник Отдела Оценки и Развития Персонала, Руководитель программы "Кадровый резерв", РУСАЛ
Experience of large holding companies: internal TRIZ trainers education
Redkolis Elena
The 15th International Conference “TRIZfest-2019”. – September 11-14, 2019. – Heilbronn, Germany. – pp. 150–159.
TRIZ-Fest 2019. September 12-14, 2014. Heilbronn, Germany
Elena V. Redkolisa, aScientific and Industrial Consultants LLC, Moscow, 121096, Russia
Abstract
The paper presents the results of experience with in-depth training TRIZ course in the amount of 400 academic hours for employees of companies in the metallurgical and energy industries. The course goals are to study the TRIZ methodology, to transfer methodological skills, and to solve the real production problems with the subsequent launching and implementing of projects at the enterprises.
Keywords: analytical TRIZ tools, internal TRIZ trainer, production problems, corporation, predictive TRIZ tools, TRIZ tools for problem solving, TRIZ trainer, TRIZ in corporations, TRIZ projects, training module.
1 Introduction
The Institute of internal TRIZ trainers education was initiated at several large Russian companies about one year ago. The training programs, significantly different from the experience presented in [1–6], have been started for line staff, mid-level staff and top management of the companies in context of this event.
In accordance with the regulated standards, an internal TRIZ trainer is a corporate employee of an enterprise or some divisions of the companies, who is engaged in part-time basic TRIZ training of other employees of various departments and enterprises of the companies. He reports to the head of the department in which he works on a permanent basis and is not a staff member of TRIZ Front Office.
The goals of the Institute of internal TRIZ trainer education in companies are:
identification of companies’ most perspective engineering and technical staff among those who were trained in the short-term 9-day TRIZ practical sessions;
organization of permanent corporate system of training in TRIZ;
methodical promotion of the use of TRIZ tools by employees of the companies as part of processes of production problem solving and realization of projects;
popularization of TRIZ as effective methodology for identification and production problem solving in the Companies perimeter.
The training programs were implemented for two years. The advantages and disadvantages of teaching approaches are analyzed below.
2 Internal TRIZ Trainers Education Process
2.1 Competitive Selection
TRIZ Front Office is a permanent division in a company structure which defines the necessity of internal TRIZ trainers.
In order to ensure quality training, a group of no more than 18 employees (hereinafter referred to as students) is trained during one cycle. Each of the students of the training course solves a real production problem agreed by the management of the enterprise and TRIZ Front Office.
The companies consist of dozens of enterprises located in different cities of Russia, so the need for training of internal TRIZ trainers is large enough. In addition, the competitive selection has established itself as a best way of ensuring the involvement and motivation of employees.
Interviewing and testing candidates to reveal educational potential are the obligatory stages of the competitive selection. Certified TRIZ professionals conduct job interviews at personal meeting or by video conferencing. The selection stages include:
testing candidates to evaluate their professional and communicative skills and to indicate the potential of their professional development;
interviewing the candidates;
overall review and creating a list of internal trainers for further TRIZ education.
Based on the results of competitive selection, candidates are added to the list of educational program students. This program includes four educational modules on out-of-service training during two weeks for each.
2.2 Course Structure
400-hour training format is sufficient for the education of the trainer "turnkey" (without the need for further educating), which:
The goals and the content of the modules of educational program are presented below.
<Table 1. Content of the Educational Program for Internal Trainers> (fragment)
#1 Module. Introductory module. The goal is to study TRIZ methodology and features of its application for solving of real production problems.
#2 Module. Analytic module. The goal is to practically apply the analytic TRIZ tools.
#3 Module. Predictive and solving module. The goal is to practically apply the predictive and problem solving TRIZ tools.
#4 Module. Project management module. The goal is to study the special aspects of the educational process organization and practical application of TRIZ tools.
At the end of the third module, the project presentations by the students are examined to check understanding their level and TRIZ tools usage skills. After the fourth module, the students present their final projects and the short educational course for TRIZ training in 9-days format. This short course consists of three 3-days modules and has the goal to check pedagogical skills, audience management skills, and knowledge transfer skills regarding TRIZ tools which students studied during the course.
Fig. 1. The course schedule for the internal trainers group (400 acad. hrs., including 136 acad. hrs. for the study of TRIZ methodology), Flow 1 (2018)
The study of the TRIZ methodology takes 34% (136 acad. hrs.) of the total make-ready time (it is 75%, 30%, 25% and 5% of the time from 1-4 modules on the Fig. 1, respectively). All the while, each student spends 25% of the total time for creation of the solution concept within its real production problem. The rest of the time is dedicated to advancing the skills of TRIZ tools application within the training tasks. Not only “textbook examples” are discussed as the training tasks but the real production problem from another industry as well.
The revised course scheduling supposes the general theoretical block reduction up to 20% (80 acad. hrs.) of the total make-ready time (it is 40%, 30%, 5% and 5% of the time from 1-4 modules on the Fig. 2, respectively) and increase the total in the volume of an independent project up to 36%.
Fig. 2. The course schedule for the internal trainers group (400 acad. hrs., including 80 acad. hrs. for the study of TRIZ methodology), Flow 2 (2019)
The time allowed for advancing the skills with the TRIZ tools within the training tasks has not been reduced (Fig. 2). Our certified TRIZ specialists faced the problem of the students’ strong professional inertia during teaching TRIZ tools.
One of the ways to eliminate inertia within limited time and high demand for solving the real production problems is the analysis of sufficient quantity of training problems. Such problems can be specific whether in the TS type or in different industries.
However, the need to increase of quantity and diversification of the training problems which are discussed in 1–4 modules leads to decrease of the rate of the students’ progress with the topics of the course (Fig. 3).
Fig 3. The one of the main contradictions that was formulated during educational Flow 1
The solution to this contradiction (Fig. 3) is discussed during educational Flow 2 (2019).
3 Internal TRIZ Trainers Regular Activities
3.1 Organizational Framework
A company employee carries out many activities performing the role of the internal TRIZ trainer. Such employees:
implement practical sessions in the 9-days format for other company employees who don’t know TRIZ and who were selected by their management for further implementation of the perspective projects with TRIZ tools;
advise project teams during 1–4 modules;
organize and summarize the results of training;
take part in the preparation of the practical cases on a centralized basis.
For many company employees such training on the basic TRIZ ideas and support tools for finding solutions is carried out by internal trainers based on corporate educational and methodical materials. At the same time, the internal TRIZ trainers have responsibility for compliance requirements for the quality of training and for their practical cases prepared by them independently.
3.2 Skills Set
The company employees obtain different knowledge and skills during 1–4 modules. These are:
ability to apply analytical, solving and forecasting TRIZ tools;
ability of critical analysis of an initial problem situation;
ability to identify complex creative problems;
ability of solving complex creative problems;
ability of managing the decision process by teams of non-professional solvers.
The employees who graduated of the Flow 1 (2018) were interviewed about what should be the competencies list that an employee carrying out internal training activities on TRIZ in an industrial enterprise should have.
According to 15 respondents, such competencies were:
general professional: 1) knowledge in the field of physics, chemistry, mathematics, psychology; 2) knowledge of TRIZ tools; 3) knowledge of the production specifics;
personal: 1) charisma, self-confidence, well-bred speech; 2) erudition, critical thinking, flexible mind; 3) high speed of information processing, multitasking; 4) stress resistance, sociability, sense of humour; 5) purposefulness, hard work, curiosity, enthusiasm;
coaching: 1) the ability to control the audience; 2) “calling” a coach; 3) the ability to convey to the audience complex material in laypeople terms.
15 internal trainers, as an aside, for one calendar year are able to supervise the implementation of about 120 Projects. There is no other statistics at the enterprises of Russia yet.
3.3 Activity Problems
It is necessary to take into account that the internal trainers are production employees who, for the most part, have not had a long experience of public speaking and teaching in the past. In addition, these are employees who were able to study and actually apply TRIZ in only one (in the case of the Fig. 1) or two (in the case of the Fig. 2) production projects. In this regard, among the expected problems related to their activities of internal trainers are the following:
team building of employees at different management hierarchy levels of enterprises (there may be cases when an internal trainer is lower than the employees of the enterprise whom he trains);
adaptation of workshops for employees at different levels of the organizational hierarchy (an internal trainer should have some breadth of vision in the context of professional activity at different levels of the enterprise management hierarchy);
synchronization of the problem solving pace by teams taking into account the specifics of the industries and different levels of the initial problem formulation (as a rule, the internal TRIZ trainer advises four teams, each of which carries out the process of solving a real production problem formulated by the management of the enterprise within 9 classroom days or already is at the beginning of training with the status of the “project”);
operational change of the training program depending on the dynamics of the teams (the internal trainer must have the skills to adapt the training program directly during the training module);
accelerated formation and long-term retention of motivation to solve problems and the subsequent implementation of the solutions found (internal trainer should motivate his colleagues to learn and use TRIZ tools on a regular basis in daily activities).
The issues of professional development and quality promotion of the internal trainer’s activities fall on the TRIZ Front Office. It plans regular training seminars for internal TRIZ trainers on top of it.
4 Training Format Discussion
It is necessary to mark the following weaknesses faced by certified TRIZ specialists in the implementation of the training program for internal TRIZ trainers:
Lack of expert data (each student combines TRIZ tools study and solving his real production problem, while not all the information necessary for solving is available – so it is necessary to actively communicate with experts in the intermodular period);
Impossibility of rapid testing of the proposed solutions (solutions require additional verification and testing at the enterprises production sites);
Lack of motivation to implement the solution in large holding companies (the longer the expected path to implementation, the less motivated the employee is to solve the problem with the help of "complex" TRIZ tools which are little known to him);
Lack of time to acquire pedagogical skills and project management skills (close interaction with Corporate universities at the enterprises engaged in additional training of employees is necessary);
Insufficient practice of "inside and out" solving problems (only some projects, the total number of which does not exceed 10-15%, have time to go all the way to implementation during the preparation program; the reasons lie, among other things, in the different levels where the search is carried out – from technical to structural).
The main advantages of the existing process of training internal trainers include:
Long time for detailed TRIZ tools study (400 academic hours, excluding intermodular period allocated for independent work with projects and interaction with experts);
The use of TRIZ training as a subject to look at their activities through the eyes of other departments of the enterprise (the ability to assess the effectiveness of their activities "from the outside", as viewed by super-system “elements”);
Confident development of student's skills of critical rethinking of problems and setting the "right" tasks;
Formation of a platform for exchange of experience within some enterprise;
Integration of TRIZ as a permanent competence in project management (including the fundamental development of managerial competencies of the company's employees of the operational, middle and upper levels of management).
5 Conclusions
The development of the internal TRIZ trainers Institute within the corporate organizational structure is an unprecedented experience in Russia, which deserves a detailed analysis and rethinking. The materials of this paper contain quantitative assessments of what is happening, as well as a critical analysis of the existing preparation format.
However, it is necessary to remember that special attention should be paid to the detailed qualitative study of the methodological support of the educational process. The implementation of such a process based on the materials of real production problems imposes a number of requirements and limitations both to the level of detail of algorithms for the use of TRIZ tools and to their presentation form. The latter is especially true for specific industrial examples, the collection, systematization and detailed analysis of which can significantly improve the efficiency of TRIZ training for medium and large business structures.
