Thinking Differently – Enabling Innovation

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Thinking Differently – Enabling Innovation

Competitive demands require quicker, more effective and innovative problem solving. Problem solvers are required to quickly provide solutions to increasingly complex problems, develop and design new and innovative products and processes – all while reducing research and development time and costs.

Creative thinking is a critical skill required by all people within their roles at work, yet it is generally done by trial and error – the thinker creates an idea and determines if it will work – which is basically guessing. Not only is trial and error limited by personal knowledge, it can take many ideas and a long time, sometimes years to identify a good idea and thinking is constrained by a “stuckness” in how things are and how things should be.

Outcomes from Thinking Differently – Enabling Innovation
• Learn ways to overcome “stuckness” in your thinking and quickly solve problems.
• How to have discussions to lead others to think differently
• Model’s and methods to think differently about existing problems that will lead to innovative products and processes
• Use existing resources and knowledge to innovate solutions

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Thinking Differently – Enabling Innovation

  1. 1. “…the ability of your company to becompetitive & survive lies in the capability ofthe people in your organization tounderstand a situation anddevelop solutions.”www.create-learning.com
  2. 2. www.create-learning.com
  3. 3. Quick TRIZ: Theory ofinventive problem solving.• Created in 1940 by G.SAltschuller• Initially reviewed ~200,000patents to understand howinventive solutions are created. Todate over 3 million have beenreviewed and the original resultshave stayed essentially the same.www.create-learning.com
  4. 4. 5 Levels of Inventiveness: Altschuller determined 5 levels with level 1 being basicand level 5 being highly innovative patents that required new technology. Levels only indicatehow difficult a problem is to solve, higher levels requiring more knowledge from outsidesources; truly outside-the-box.Trials = estimation of the number of trials it may take to obtain a solution using trail and error.Level 1 = 32% of patents; Less than 10 trials.• Example: Narrow hull the ship is unstable. Solution: use a wider hull. Level 1 does not changethe system substantially.Level 2 = 45% of patents; up to 100 trials.• Not well known within the industry or technology. No need from knowledge outside of theindustry and requires creative thinking for the solution.Level 3 = 18% of patents; up to 1000 trials.• Significant improvements are made to an existing system. The solution requires usingengineering knowledge from other industries and technology.• Example: An electric field is used to move boxes rather than rollers. Contradiction: If I pushthe boxes, then they move but the boxes wear out. Solution: magnetic levitation.Level 4 = 4% of patents; up to 10,000 trials.• Solution uses science that is new to that industry or technology. Usually involves a radicalnew principle of operation.• Example: A sniper needs a bigger and bigger lens to accurately hit his target. Solution: use alaser sight to provide accurate location.Level 5 = Less than 1%; over 10 million trials.• Solutions involve discoveries of new scientific phenomena or a new scientific discovery.www.create-learning.com
  5. 5. Image http://www.flickr.com/photos/speednutdave/2839923659/ www.create-learning.com
  6. 6. TRIZ tools can work to releasePsychological InertiaAKA Mental / Organizational Stucknesswww.create-learning.com
  7. 7. “That is how we have always done it.”“We tried that like 10 years agoand it didn’t work”“I am not paid to improve things,just to push this button”“That will never work here.”www.create-learning.com
  8. 8. PSYCHOLOGICAL INERTIA.PSYCHOLOGICAL INERTIA.The psychological meaning of the wordThe psychological meaning of the word"inertia" implies an indisposition to"inertia" implies an indisposition tochange – a certain "stuckness" due tochange – a certain "stuckness" due tohuman programming. It represents thehuman programming. It represents theinevitability of behaving in a certain wayinevitability of behaving in a certain way– the way that has been indelibly– the way that has been indeliblyinscribed somewhere in the brain. Itinscribed somewhere in the brain. Italso represents the impossibility – asalso represents the impossibility – aslong as a person is guided by his habitslong as a person is guided by his habits– of ever behaving in a better way.– of ever behaving in a better way.–– KowalickKowalickwww.create-learning.com
  9. 9. Routine causes ofpsychological inertia;Having a fixed vision (or model) ofthe solution or root cause.False assumptions (trusting thedata).Language that is a strong carrierof psychological inertia. Specificterminology carries psychologicalinertia.Experience, expertise and relianceupon previous results.Limited knowledge, hiddenresources or mechanisms.Inflexibility (model worship; tryingto prove a specific theory,stubbornness).Using the same strategy. Keepthinking the same way and you willcontinue to get the same result.Rushing to a solution – incompletethinking.www.create-learning.com
  10. 10. Tools toReleaseInnovationwww.create-learning.com
  11. 11. What are the success criteria, theWhat are the success criteria, thedefinition of “problem solved”?definition of “problem solved”?Define what “solved” means. It is important to communicate withall stakeholders the definition of success to avoid confusion. Clarifywhether the goal is a quantifiable measure of improvement orcomplete elimination of the problem. All stakeholders should beclear on what the “problem solved” means.www.create-learning.com
  12. 12. www.create-learning.comhttp://create-learning.com/blog/team-building/quality-tools-to-discover-solutions-nine-windows
  13. 13. The DTC Operator AlgorithmDefine the problem: Name thesystem or the part of the system ofinterest.Consider ideas created by DTCextremes:www.create-learning.com
  14. 14. Dimensions:If dimensions wereextremely large whatwould success look like,how would that happen, inwhat way could thatsystem be developed?List ideas/solutions:If dimensions wereextremely small (almostgone) what would successlook like, how would thathappen, in what wayscould that system bedeveloped?List ideas/solutions:www.create-learning.com
  15. 15. Time:If time were extremely long what would success look like, howwould that happen, in what ways could that system bedeveloped? (i.e. Days, Years, Decades instead of seconds orminutes) OR If speed were extremely slow what would successlook like, how would that happen, in what ways could thatsystem be developed?List ideas/solutions:If time were extremely small what would success look like, howwould that happen, in what ways could that system bedeveloped? (i.e. nanoseconds instead of seconds) OR If speedwere extremely fast what would success look like, how wouldthat happen, in what ways could that system be developed?List ideas/solutions:www.create-learning.com
  16. 16. Cost:(Not just in terms of dollars but costs in terms of downsides, harmful effects, etc…)If there was no limit on cost how could the problem be solved, in whatways could that system be developed?List ideas/solutions:If costs were extremely limited what would success look like, how wouldthat happen, in what ways could that system be developed?List ideas/solutions: www.create-learning.com
  17. 17. The DTC Operator AlgorithmDefine the problem: Name thesystem or the part of the system ofinterest.Consider ideas created by DTCextremes:www.create-learning.com
  18. 18. Encourage discussions and askmore questions; For example…•What has happened for you to knowthat a solution is needed?•If I was to observe you working throughyour solution how would I know thatyou’re making progress?•On a scale of 0 – 10 with 0 being youhave some idea what to do with thissituation; and 10 being you know exactlywhat to do – where are you on thisscale?•What have you already accomplished?•Is any of your solution alreadyhappening, even just a little bit?•What did you do to make that happen?Can you do more of that?•What is one thing you can do in the next90 minutes that will increase yourprogress?www.create-learning.com
  19. 19. www.create-learning.com
  20. 20. Ask, What is your next step? Whencan we go-and-see?•What is your next step?•If you were one step closer to the goal,how would you know?•In the past with the success you havealready had, what could you go-and-seethat showed that you are progressing?•What is your next step? When can we go-and-see?www.create-learning.com
  21. 21. The team / I have aproblem –> Who elsehas problems likeours?; When have wehad problems likethis in the past? –>How did others solvesimilar problems?;How did we solve thesimilar problems? –>The team / I have asolution!www.create-learning.com
  22. 22. Marshmallow Challenge✦Build the Tallest Freestanding Structure: The winning team is the onethat has the tallest structure measured from the table top surface to thetop of the marshmallow. That means the structure cannot be suspendedfrom a higher structure, like a chair, ceiling or chandelier.✦The Entire Marshmallow Must be on Top: The entire marshmallow needsto be on the top of the structure. Cutting or eating part of themarshmallow disqualifies the team.✦Use as Much or as Little of the Kit: The team can use as many or as fewof the 20 spaghetti sticks, as much or as little of the string or tape. Theteam cannot use the paper bag as part of their structure.✦Break up the Spaghetti, String or Tape: Teams are free to break thespaghetti, cut up the tape and string to create new structures.✦The Challenge Lasts 18 minutes: Teams cannot hold on to the structurewhen the time runs out. Those touching or supporting the structure at theend of the exercise will be disqualified.www.create-learning.com
  23. 23. What?So What?Now What?www.create-learning.com
  24. 24. The team / I have a problem –>Who else has problems like ours?; When have we had problemslike this in the past? –>How did others solve similar problems?; How did we solve thesimilar problems? –>The team / I have a solutionwww.create-learning.com
  25. 25. “…the ability of your company to becompetitive & survive lies in the capability ofthe people in your organization tounderstand a situation anddevelop solutions.”www.create-learning.com
  26. 26. Create-LearningInnovation ProgramsAbout the ProgramsOrganizations that wish to remain competitive in the businessenvironment must develop their capacity to generate creative ideasand then use their talent well to transfer these ideas into innovativepractices. This leads to new processes and improved methods for thebest use of existing resources, and increases the ability to solve problemsand implement solutions that enhance the organization. In addition tobroadening their personal capacity for creativity and innovation, leadersare better able to implement innovative ideas into their existing business model.Using a mixture of creative problem solving and brain based leadership models the participantswill find solutions to existing organizational situations and develop the steps to incorporate theseinnovations into their work.Program times, length, and focus are customized and developed to best serve your needs.Outcomes of Create-Learning Innovation Programs:•Develop a culture of innovation that engages team member creativity and energy•Challenge old ways of thinking and design new paradigms to drive greater success•Use existing resources to their greatest capacity•Share information amongst and between functions to reduce redundant work and speedproductivityContact: mike@create-learning.com +1.716.629.3678 www.create-learning.comwww.create-learning.com
  27. 27. Photo attributionhttp://www.flickr.com/photos/pasukaru76/4307189567/http://www.flickr.com/photos/pasukaru76/3992935923/http://www.flickr.com/photos/wingtorn/7225734766/http://www.flickr.com/photos/33263856@N02/5157196328/in/photostream/http://www.flickr.com/photos/aidanmorgan/4763085590/http://www.flickr.com/photos/calliope/5902712709/http://www.flickr.com/photos/pasukaru76/5018455914/http://www.flickr.com/photos/kurtbudiarto/7150324143/http://www.flickr.com/photos/derekgavey/5069358550/http://www.flickr.com/photos/a_siegel/8133716733/http://en.wikipedia.org/wiki/File:Necker_cube.svghttp://www.flickr.com/photos/dhilung/3311130707/http://www.flickr.com/photos/76657755@N04/7408506410/http://www.flickr.com/photos/jdhancock/3948724485/www.create-learning.com

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