The Theory and Practice of Applying TRIZ
to Non-Technical Areas
Boris Zlotin, Alla Zusman,
Len Kaplan, Svetlana Visnepolschi,
Vladimir Proseanic and Sergey Malkin
Ideation International Inc.
During the 1970s and 1980s, attempts to apply
TRIZ to management and administration problems were entertained on occasion
by several TRIZ specialists, primarily for the purpose of enhancing various
manufacturing processes. Efforts in this area were limited, however, because
in the communist Soviet Union, the privilege of making business decisions
belonged to people who had no interest in TRIZ. Moreover, there was no
chance whatsoever of launching a private business. The situation changed
dramatically with the onset of the Russian "acceleration of technical
progress" (the so-called pre-perestroika) and then perestroika;
together these programs served to stimulate the use of TRIZ in technological
areas. But within a few years the deteriorating economic situation had
driven most industries into a deep crisis, virtually eliminating any chance
of making a living by solving technical problems. Yet at the same time
these conditions gave rise to new opportunities for quickly accumulating
successful experiences in working with new commercial (mostly trade) organizations
in the areas of business, management, politics, advertising, etc.
When we established Ideation International
in 1992, we knew that the highest return on our investment (in terms of
time and money) would be achieved by applying TRIZ to business and management
rather than technology. But we restricted ourselves to technology because
the notion that Russians could teach Americans anything about business
sounded absurd. We therefore decided to introduce TRIZ in its "traditional"
arena first to prove that a science capable of solving technical problems
in a structured, systematic way did in fact exist. Then, when the time
was right and TRIZ had established a solid reputation, we would move into
the areas of management, business, education, etc.
Today, with TRIZ known in more than 25 countries, taught in 35 universities
around the world, and with hundreds of TRIZ sites on the Internet, we
believe that finally the time is right.
For over four decades, non-technical applications were not the primary
focus of TRIZ. Nonetheless, a great deal of research was conducted and
many papers written (the majority of which remain not translated) on these
applications. This paper represents an attempt to share the wealth of
information, research findings, and experiences that have been gained
over the last 25 years in applying TRIZ to non-technical areas. We have
documented numerous facts and events based on available sources (books,
papers, manuscripts, correspondence, etc.) and on the recollections of
the TRIZ scientists involved. For obvious reasons, we cannot claim that
our review is an exhaustive one, but we believe it is fairly comprehensive
as it is based on the following:
- From 1974 to 1993, the authors participated in every important TRIZ
event and collaborated extensively with Genrich Altshuller (and thus
were familiar with the leading TRIZ research)
- Our personal libraries and archives include:
- Six large volumes of personal correspondence with Altshuller,
containing numerous discussions related to the most vital TRIZ issues
- Nearly all published TRIZ work, numerous manuscripts on various
TRIZ subjects, abstracts from TRIZ seminars and workshops, educational
materials, and extensive personal notes
- Because we have so greatly enjoyed being
part of a community dedicated to carrying out the TRIZ mission, the
past years are unforgettable. We therefore cherish and rely on
Chapter 1. Historical review and the theoretical
foundation for expanding TRIZ into non-technical areas
It is well known that Genrich Altshuller
began developing TRIZ as a pure engineering science, based on the statistical
research of patents and other sources of technical information. The goal
of his research was to reveal the "patterns of innovation" so
that they could be exploited for the purpose of advancing technological
systems. Ultimately, Altshuller established a procedure for developing
a methodology for creative problem solving, as follows:
- Accumulate a data bank of numerous creative
solutions (inventions, for the technological arena)
- Identify different "levels"
of creative solutions, then select the high-level solutions from the
- Reveal typical patterns by which creative
solutions of different levels are obtained (innovation principles, patterns
of evolution, etc.)
- Develop algorithms for obtaining these
Since then, the following additional steps
have been formulated:
In the area of problem solving:
- Reveal the typical problems found in the
- Collect powerful solutions and create
a corresponding data bank
- Perform multiple test cycles of the obtained
algorithms on numerous educational problems (case studies). Tests should
be performed first by the author, then by his/her colleagues, and finally
by TRIZ students at seminars and workshops
- Introduce appropriate corrections as a
result of testing
In the area of "patterns of evolution":
- Clearly define the boundaries of validity
for each pattern (for example, a pattern might apply to mechanical systems
- Coordinate and structure the various patterns
into a hierarchical system (pattern/line/principle/sub-principle, etc.)
- Test the applicability of the patterns
in other areas of technology; clarify and reformulate as necessary to
address the additional areas without lessening their reliability or
The above procedure, though not published
in this format by Altshuller, was for the most part repeatedly addressed
by him in numerous seminars and discussions; these steps are also readily
seen in his work. Even more significant, however, is that this approach
has been applied numerous times in the technological realm and
with great success.
During the early stages in the development
of TRIZ, examples of successful attempts to apply selected TRIZ tools
and approaches to non-technical areas started to accumulate. TRIZ educators
began, in a systematic manner, to address their students attempts
to apply knowledge gained from TRIZ to various problems, in particular:
- Problems from subjects they studied in
schools and colleges
- Various "everyday life" problems
- Conflicts in family life and in the working
- Problems in art, sports, etc.
By the early 1980s, a substantial number
of successful TRIZ applications in non-technical areas had been achieved.
Several papers were written describing attempts to find similarities in
different areas (for example, demonstrating the parallels between contradictions
in technology and in the evolution of science).
However, Altshuller repeatedly warned against such hasty "reassignments,"
insisting that the same procedure (especially the first four steps) that
he had established for the development of TRIZ be followed.
One of the most serious problems was associated
with the first step, that is, accumulating creative solutions in the
given area. Altshuller was fortunate in starting with technology as
it was the only area with a well-documented and comprehensive source of
solutions (the patent library). Collecting creative solutions in other
areas with sufficient completeness would likely have taken decades given
the human and financial resources available at the time.
Between 1982 and 1984 Boris Zlotin and Alla
Zusman, who were investigating the possibilities for expanding TRIZ, analyzed
the existing cases where TRIZ tools were applied to non-technical problems.
As described in our previous publications, TRIZ offers two types of tools:
- Analytical tools that help to define,
formulate and model a problem; these include ARIZ and Substance-Field
Analysis (which were later complemented by the Innovation Situation
Questionnaire and Problem Formulator)
- Knowledge-base tools that provide recommendations
for system transformation (40 Innovation Principles, 76 Standard Solutions,
collections of physical, chemical and geometrical effects, System of
In addition, TRIZ included several so-called
that facilitated the creative process.
Zlotin and Zusmans analysis resulted
in the following conclusions:
- The commonalties in the evolution of various
technological systems, as discovered by Altshuller, can be further expanded
into various non-technical areas. For example, basic TRIZ concepts such
as ideality, contradictions and the systems approach are fully applicable
to non-technical problems and situations. Eventually, these considerations
led to a definition of Universal Patterns of Evolution.
- Analytical tools and psychological operators
are directly applicable or can be easily modified to accommodate non-technical
- Although existing knowledge-base tools
were, in general, derived from technical information, the process of
abstraction and generalization
rendered some innovation principles universal (examples are inversion,
segmentation, convert a harm into benefit, dynamization,
self-service, etc.). Others have proven useful when imaginatively
On the basis of the above conclusions, the
following approach was developed to address problem solving and system
evolution in non-technical areas:
- Transfer TRIZ patterns, problem-solving
tools and algorithms into non-technical areas, identifying their applicability
and adapting them to the new area.
- Transfer patterns from other areas (biology,
sociology, psychology, etc.) into TRIZ; identifying their applicability
and adapting them to TRIZ.
This approach substantially accelerated the
expansion of TRIZ and provided a common basis for problem solving in the
- Development of a system of universal and
general patterns of evolution
- Solving scientific problems
- Development of methods having to do with
- Development of the theory of evolution
of organizations, as well as TRIZ applications for solving business,
management and social problems
- Computerization of TRIZ and the development
- Development of the Directed Evolution
It is significant that for most of his life,
Altshuller did not capitalize on his work with TRIZ, nor was TRIZ supported
by the Soviet government or academia.
From the mid-1950s, Altshullers main source of income was writing
Working in parallel on TRIZ and science fiction stories, Altshuller (not
surprisingly) applied his TRIZ discoveries to the area of science fiction.
Following the approach he had developed of amassing a library of solutions,
he began collecting and updating a library of science fiction ideas, which
eventually contained descriptions of approximately 20,000 science fiction
situations. Similar to his Levels of Innovation, Altshuller created a
system of classification for this library as well. He also studies the
writings of several famous science fiction writers (H. G. Wells, Jules
Verne, etc.) and proved that their fantasies had a higher percentage of
realization than professional futurists.
As a result of these parallel efforts, Altshuller
came to understand that reading, discussing and creating fantastic ideas
is very useful in helping inventors increase their creative imagination.
Based on the library of science fiction ideas, Altshuller developed several
methods of enhancing creative imagination, along with a set of training
exercises. These methods and exercises, together with the book Science
Fiction for Engineers and Inventors (written by Altshullers
student and colleague Pavel Amnuel) were distributed among leading TRIZ
schools and specialists in the early 1970s between, and became the foundation
for a course in Creative Imagination Enhancement (CIE).
Besides the study of methods based on science
fiction, a typical CIE course contained special training for reducing
psychological inertia (including Smart Little Creatures Modeling and Dimension-Time-Cost
operators), and the systems approach (multi-screen creative thinking).
These courses also entailed the study of famous artists,
writers and others.
In 1975-6, St. Petersburg TRIZ University
offered the first CIE course for inventors. Besides material developed
and recommended by Altshuller, this course contained a broader use of
psychological approaches as well as new exercises and case studies. The
first course was taught by Boris Zlotin;
the following year, one of Zlotins top students, Simon Litvin, began
teaching the course. Together, Zlotin and Litvin developed new CIE course
materials and published a paper,
and for many of the years that followed, Litvin was the universitys
primary CIE teacher.
Later, many other schools began teaching
CIE, adding to the course the application of TRIZ elements to non-technical
situations (art, sport, human interaction, etc.). It became clear that
TRIZ and the arts were mutually beneficial. Some TRIZ schools started
including in their CIE courses tours in art museums, attendance at musical
concerts, discussions of fiction, etc.
In 1978 Boris Zlotin taught a 120-hour course
in creativity for journalists, using the CIE course as a foundation. To
establish a method for evaluating the course, a set of high-validity psychological
tests was developed that would measure each students creative capabilities
before and after the course. This course included newly-developed techniques
for generating ideas for stories, along with elegant analogies and other
elements related to creativity in literature. These methods were later
utilized by the authors and their colleagues.
During the late 1970s and early 1980s, Simon
Litvin taught TRIZ and a CIE course to a group of leading Russian science
fiction writers: Olga Larionova, Andrey Balabuha, Boris Strugatskiy, and
CIE was both educational and entertaining,
and by the end of the 1970s had become a substantial part of TRIZ courses.
But in 1980 at the first TRIZ conference for TRIZ developers, Altshuller
appealed to the audience to "kill CIE." His reason was that
TRIZ was becoming an exact science, with its tools becoming more powerful
and methodical, and thus there was no longer a need for "CIE crutches."
As a result of this discussion, the portion of CIE included in TRIZ courses
was reduced. It remained, however, an important part of the TRIZ education
for certain types of students, namely children and non-technical audiences.
In spite of his intentions to "kill"
CIE, during the 1980s Altshuller developed several other CIE methods,
- Utilization of TRIZ elements (ideality,
contradictions, etc.) in generating fairy tails and fantasies. Students
at TRIZ seminars usually completed these exercises with great enthusiasm.
Later, some of them used fairy tails in childrens education (see
- Development of the Fantasy Scale,
which incorporated a technique for evaluating and improving science
In addition to the CIE courses being taught,
research was conducted by several TRIZ specialists in various areas of
art and performance, including:
- Art and sculpture
Extensive research was also conducted in
the area of human interaction with pieces of art based on an approach
similar to substance-field analysis by Juliy and Ingrid Murashkovski (who
for many years taught TRIZ creativity methods to professional artists
and architects). Their work included numerous illustrations, algorithms,
case studies and other educational material.
TRIZ has accumulated a substantial amount
of material useful in psychologically preparing an individual to become
an inventor. This material is useful in enhancing analogical thinking
skills, and can be an important asset to education.
In the early 1980s, TRIZ began to gain visibility,
due in part to its connections with Value Engineering (which was supported
by the Soviet government
). This publicity resulted in numerous seminars and workshops on
TRIZ in which several thousand engineers were educated. But in spite of
a rigorous (at least 50 hours) education in TRIZ, only a small percentage
of students continued to apply TRIZ in their professional activities.
This was extremely disappointing to Altshuller, who believed that everyone
who learned TRIZ should become a lifetime fan and adopt the mission of
disseminating TRIZ throughout the world. In an attempt to resolve this
dilemma, Altshuller initiated a research effort in the mid-1980s, involving
numerous TRIZ specialists and students in the collection and analysis
of information about various creative individuals. The purpose of this
research was to identify patterns in the formation of a creative personality
that could be utilized to increase the effectiveness of TRIZ education.
First were identified the following qualities necessary to become a lifetime
- A significant personal goal
- The ability to create and carry out an
- Being a hard working individual
- Being experienced in the use of creative
- Being persistent ("thick skinned")
- The ability to achieve intermediate useful
results (i.e., to ascertain that you are "on the right track")
Together with Igor Vertkin, Altshuller developed
the Lifetime Strategy for a Creative Individual (LSCI), comprising effective
actions recommended for an individual to develop and implement high-level
creative goals. LSCI takes the form of a lifetime "game" between
a creator and the "external environment" that counteracts the
creative lifestyle and attempts to convert the inventor into a passive
individual. The six creative qualities along with LSCI eventually resulted
in a branch of TRIZ called the Theory of Building a Creative Personality
According to Altshullers usual approach
of accumulating a relevant knowledge base, a substantial amount of information
related to the lives of famous creative people from Jesus to Lenin
has been amassed. Absent from this list, however, were contemporary
successful business people, politicians, managers, and creators of huge
political and financial empires such as Henry Ford, Benjamin Franklin,
Lee Iacocca, and others. In fact, LSCI was based upon limited information
regarding totalitarian or past societies (before the age of technology)
where creative people were neglected or even despised. As a result, it
reflected a tragic experience, which discouraged people from devoting
their lives to creativity. Yet at the same time it was embraced by a certain
type of pessimistic student, as it served to justify their negative experiences.
After the first version of LSCI was published,
many TRIZ developers began independently conducting their own research
in the area of creative accomplishment. Some results caused certain assumptions
of LSCI to come into question, just as the following conclusions were
- The tragic lives led by many inventors
was related to the fact that because they were extremely creative in
certain areas, they didnt consider that the promotion and implementation
of their ideas was a process that also required creative solutions.
They didnt know how to unveil useful resources, make helpful connections,
- Often the features of a creative individual
that were advantageous in the early first stages of a "cause"
such as devotion (or even fanaticism), an inability to compromise
and/or maneuver, and very high self-esteem can be a detriment
during the implementation stage.
Beginning in the mid-1980s, Altshuller focused
on TBCP, virtually abandoning all other TRIZ work. He considered this
subject crucial for the survival of TRIZ, and recommended that related
courses be introduced in all TRIZ schools and incorporated in the curriculum
of independent TRIZ educators. The results of this promotion were controversial
the majority of students either completely or partially rejected
Altshullers approach, and examples of its positive impact are few.
For a time, the Kishinev TRIZ School presented
LSCI within the context of safety instructions showing dangers that should
be avoided and how this might be accomplished. Today, we view the subject
as a part of more powerful approach, called Directed Evolution,
that allows an individual to control his/her future.
Today, it is clear that teaching creativity
to children is one of the most significant directions taken by non-technical
TRIZ. Altshuller (Altov) pioneered this endeavor in the mid-1970s with
a permanent "inventors page" in the central Soviet childrens
newspaper Pionerskaya Pravda (which had more than 5 million subscribers).
Over 50 such pages offered educational material targeted to teenagers
covering the basic TRIZ elements and including practice problems and inventors
contests. Typically, between 10,000 to 20,000 responses were obtained
per page, all of which were carefully analyzed by Altshuller and served
as a source for the further development of TRIZ and for advancing the
creative education of children. Eventually, these materials became the
foundation for a book.28
During the 1970s, occasional seminars and
classes for children (mostly teenagers) were conducted in various locations
throughout the Soviet Union, and Altshuller's inventors pages
became the instructional materials for these. In 1982, regular classes
were launched in Kishinev. Evgeniya Rabinovich, a manager at the Children
Institutes "Pioneers Palace," organized a two-year
TRIZ school which held one or two 4-hour classes each week (among the
teachers were Boris Zlotin, Alla Zusman, Len Kaplan, Svetlana
and Vladimir Oleynikov). An average class was composed of 15 to 25 children
ranging in age from 10 to 16 years old. This school served as the foundation
for a variety of work, among which resulted the following:
- Teachers and students of a local pedagogical
college participated and practiced in the learning and teaching of TRIZ
- 33 monthly TRIZ pages published in the
newspaper Youth of Moldova, containing new materials on TRIZ
and CIE, inventors contests, contests for the best science fiction
- Television shows in which children who
had been educated in TRIZ competed with engineers from Kishinevs
industrial companies to solve their problems, the results of which were
evaluated on the spot by designated experts
- A documentary film about TRIZ School was
produced and widely shown
- For seven years, TRIZ specialists participated
in childrens summer schools, teaching TRIZ to groups of 30 to
40 children every year. These schools attracted other TRIZ educators
as well as professional teachers interested in teaching TRIZ to various
audiences. As a result:
- Over 250 children were taught
- Over 50 teachers gained theoretical
and practical experience in TRIZ, which later allowed them to organize
TRIZ educational programs in their originating schools.29
- A book detailing the experience gained
during the summer schools30
was written in the form of a diary spanning thirty days of TRIZ
classes. Even today it is a valuable TRIZ educational book for children,
parents and teachers.
As mentioned earlier, the first attempts
at teaching TRIZ to children mainly addressed students at the middle-school
and high-school levels. In 1984, we made the first attempt to teach TRIZ
to 6- and 7-year-olds with a year-long program held one hour per week
at the elementary school. The experiment clearly showed that very young
children can be successfully taught creativity if appropriate adjustments
to the problems are made.
At the same time, we began a monthly publication
for young children in the Moldovian newspaper Young Pioneer. Newspaper
articles were written as a set31
of fairy tails portraying the adventures of a young boy named Peter and
a wise inventor from ancient Greece named Daedalus. Daedalus worked as
an all-knowing aide, helping inventors by guiding them through the right
process and providing them with useful methods and principles.
In 1986 we started an experiment in which
the TRIZ approach was used to teach conventional school subjects. The
basic idea was quite simple: students acquired the necessary knowledge
by solving interesting technical problems with the help of TRIZ tools.
Using methods developed for solving scientific problems,32
students were challenged to find explanations for simple physical experiments.
Students who "invented" the Archimedes Law on their own
found that this complex physical law was much easier to understand than
if one had learned by reading a textbook.33
And of course a side effect of this approach is that, together with the
main subject, students learn the TRIZ basics.
The above experiments started with physics;
later the same approach was used with chemistry, geography, history, literature
and social sciences. Eventually, a book was compiled of TRIZ physics and
Materials for other subjects were prepared as well, but due to lack of
time were never published.
In the 1980s and 90s many members of the
Kishinev TRIZ school, along with TRIZ specialists from other cities in
the former Soviet Union, were involved in teaching TRIZ to children. In
the early 1980s, Len Kaplan became a full-time TRIZ teacher for a special
organization devoted to disseminating and teaching technical innovations
to children. Luba Begam (now in Israel), who had studied at the two-year
TRIZ school mentioned earlier, became a professional TRIZ teacher. Michael
Shusterman, together with his wife Zena, organized a special center in
Norilsk for teaching TRIZ to 4- and 5-year-olds and their teachers.35
Sergey and Galina Malkin were teaching TRIZ
in kindergarten where Galina (a biologist by education) was working as
a teacher. Esther Zlotin and Vladimir Petrov taught TRIZ in St. Petersburg
and later in Israel. A unique experience was gained by Alla Nesterenko
from Petrozavodsk. As daughter of long-time TRIZ specialist Alexander
Selutskiy, she became familiar with TRIZ from an early age; after graduation
she became a teacher at an elementary school.36
In the early 1990s the economic situation
in the former Soviet Union abruptly deteriorated, virtually ending all
opportunities regarding technological TRIZ. As a result, the majority
of TRIZ specialists switched to other areas (see below), and childrens
education became one of the most powerful TRIZ applications. To the best
of our knowledge, most of these organizations today are represented by
TRIZ Chance, which was organized by a highly-experienced
TRIZ professional, Igor Vikentiev (St. Petersburg). In 1989 he arranged
the first conference (which was held in Petrozavodsk) of TRIZ specialists
and educators involved in educating children. Another noteworthy educational
project, Jonathan Livingston, was organized in Minsk by Nikolai
Khomenko. Numerous books and papers have been published devoted to childrens
One of the most impressive non-technical
TRIZ applications was in medicine. From the 1970s, long-time TRIZ specialist
Alexander Selutskii began teaching TRIZ to students at Petrozavodsk University
medical school. Together with his students, he solved numerous problems
related to improving medical equipment and treatment methods.
Extremely cold winters in Petrozavodsk
were the cause of many deaths due to hypothermia (overcooling). Often,
hypothermic victims were found still alive, but did not survive because
there was no safe and effective way to warm them quickly. The usual methods,
which included surrounding the patient with a warm environment, rubbing
the body, and providing warm drinks (including alcohol), caused blood
to rush to the skin surface, depriving crucial organs such as the heart
and brain of oxygen and resulting in death. This problem was addressed
without success by several countries during World War II
in an attempt to save the lives of naval and air force personnel operating
in cold seas. After the war, the idea of using microwaves for this purpose
was considered, but no successful results were reported.
After being educated in TRIZ, doctor Tatti
came up with the idea of utilizing the bodys own blood flow as a
resource for quickly delivering warmth to the heart and other important
organs. To implement the idea, he suggested applying heating pads to the
places in which the largest arteries are close to the skin surface, including
the neck, underarms, and other areas. This simple method was responsible
for saving many people and resulted in the design of comfortable work
gear for people working in cold open areas. Interestingly, this same idea,
applied in reverse, can help people working in hot areas (i.e., instead
of heat, ice pads are applied to the targeted areas of the body.)
TRIZ was extensively applied to medicine
by physician and TRIZ specialist Arcadiy Lichachev, Gennadiy Predein,
an engineer working for an orthopedic company, experienced TRIZ specialist
Boris Faber, a director at the Russian Orthopedic Research Institute,
and others. Gafur Zainiev utilized TRIZ approaches in his research related
to DNA. In the United States, Ideation has achieved positive results working
with medical equipment and sanitary products.
We believe that medicine should become one
of the most important directions for the utilization of TRIZ, and would
like to participate (or facilitate) the work with such widespread diseases
as cancer, AIDS, etc.
The first attempt to apply TRIZ to solving
scientific problems (i.e., to make discoveries) was made by Genrich Altshuller
in the early 1960s.38
Following the procedure described earlier, Altshuller analyzed certain
facts from the history of scientific discoveries. As a result, he identified
two types of discovery:
- Discovery of a new fact/phenomenon
- Finding an explanation (discovering a
mechanism) to a fact/phenomenon that doesnt comply with existing
As a next step, Altshuller unveiled and formulated
a set of methods that proved helpful in discovering new facts or developing
plausible theories. He applied these methods to the mystery of Tungusskiy
meteorite a set of mysterious events associated with a huge meteorite
that entered the Earths atmosphere in the early 1900s and disappeared.
This work of Altshullers might be dismissed as an exercise in pure
fantasy (which it was); however, it resulted in the invention (prediction!)
of the physical phenomenon of the self-concentration of laser beams in
non-linear mediums, later discovered by a physicist by the name of
In the 1970s, Altshuller disciples Igor Kondrakov
and Gennadiy Filkovskiy completed several works in the above direction
discovered by Altshuller. About the same time, Valery Tzourikov and Georgiy
Golovchenko made their discoveries in the area of astrophysics and plant
biology as a result of applying the TRIZ approach.39
A significant contribution to the subject
was made by Volyuslav Mitrofanov. As a chief engineering deputy at the
large semi-conductor company Svetlana (the Russian equivalent of
Intel) he was actually a high-level troubleshooter. At the same time he
also managed and taught at the largest public TRIZ University in St. Petersburg,
and conducted his own TRIZ research. Working to implement the first microchips,
he faced numerous baffling effects in production, which had to be resolved.
As a result, he solved numerous inventive and scientific problems and
implemented most of his solutions, giving him the ability to quickly test
his scientific ideas. In time, scientific problems became his main interest.
He published several papers and a book on this subject,40
in which the most important ideas are the following:
- Unveiling asymmetry in various systems
(from machines to molecules) as the underlying cause of contradictions;
utilization asymmetry as a driving source of evolution; unveiling ways
to compensate for asymmetry.
- The idea of conducting opposite experiments
i.e., conducting a pair of experiments directed toward achieving
opposite results or utilizing alternative methods. If indeed opposite
results were obtained, then a critical third experiment was conducted.
- Modifying conventional TRIZ tools and
instruments such as the patterns of evolution, ideality, contradictions,
SF formulas, utilization of analogies, etc. for the purpose of solving
- A seven-step process for solving scientific
- Unveiling asymmetry and methods of
compensating for it
- Conducting an opposite experiment
- Identifying and resolving physical
or technical contradictions
- Utilizing patterns of evolution
- Utilizing resources available in the
system and its environment (especially time resources)
- Building an ideal model of the solution
- Identifying how to produce an observed
Using this approach, Mitrofanov successfully
identified the mechanism underlying a physical effect named after the
physicist Russell (who had discovered this effect in the 19th century
but had no adequate explanation regarding its nature). Solving this scientific
problem, Mitrofanov was able to build an important device for producing
microchips, for which he received a special award. He also made several
other important discoveries in the area of solid state physics, solved
numerous inventive problems, and unveiled the root causes of numerous
production defects (then eliminated them) in the semi-conductor industry.
In the mid-1970s, Boris Zlotin, Mitrofanovs
student and later a TRIZ educator and board member at St. Petersburg TRIZ
University, became involved in scientific work led by Mitrofanov. In the
early 1980s he continued this work together with Alla Zusman. At that
time, they were committed to developing a system for solving scientific
problems and started collecting and documenting typical scientific problems
and solutions following Altshullers basic approach. A year of work
yielded only several dozen reliable situations (the main obstacle, as
discussed earlier, was the absence of a system of documentation
similar to the patent library of such solutions). It became clear
that their work was "a long shot." At the same time, Ms. Zusman
suggested utilizing and analyzing a resource that was available
namely, the scientific problems solved by TRIZ professionals. Together
with the understanding that the nature of scientific problems and production
defects (or failures with unknown root causes) were the same, this approach
led to the formulation of the idea of transferring known TRIZ approaches
into a new area. The only thing that was missing was the actual principle
of transfer allowing the new type of problem to be converted into the
known one. In the case of scientific problems, this principle was known
as Problem Inversion.
The essence of Problem Inversion is simple:
instead of asking "How can a certain phenomenon be explained?"
one asks "How can this phenomenon be obtained under existing conditions?"
The problem therefore becomes a typical inventive problem and can be attacked
using existing TRIZ tools such as the innovation principles, ARIZ, Operators,
When solving converted scientific problems
the concept of utilizing resources becomes extremely important. Of course,
the utilization of resources is critical when solving inventive problems,
as it helps increase the solution ideality but in many situations
this might not be possible. In solving scientific problems, however, the
utilization of resources is mandatory, because if a certain event
has already taken place, the necessary resources were in fact present.
Besides making available the TRIZ tools and
approaches, problem inversion makes it possible to apply conventional
technological knowledge to solve scientific problems.
It is well known that a runner should
breathe through the nose rather than the mouth. Running while breathing
deeply through a wide-open mouth quickly causes the runner to pant for
air. Amazing as it sounds, there is no adequate explanation for why this
happens (other than the obvious fact that breathing through the nose requires
more efforts and yields less air). We asked a physician specializing in
sports medicine for an explanation. He gave us two reasons:
- Breathing through the nose warms the
air before it enters the lungs, and therefore does not cause overcooling
of the body
- The nose works as a filter, preventing
dust from entering the lungs.
After some consideration, both these explanations
seemed erroneous. First, in the summertime we were usually concerned with
high ambient temperature rather than overcooling. Second, the air where
we were running was clean enough.
We decided to apply the principle of Problem
Inversion to this situation. The inverted problem therefore became: How
can we force a person to pant?
We knew of at least one method: hyperventilation
(i.e., breathing deeply and frequently, which produces the same result
usually explained as the result of saturating the blood with oxygen).
The cause was still unclear, however, because breathing in an oxygen-rich
environment doesnt cause panting. Moreover, when one is running
there is usually a lack of oxygen.
The next step was to look for a similar
effect in technology. To make this transition, it was necessary to create
a mechanical model of "breathing." If we regarded the lung as
a pump, the question became: how can we force this pump to work ineffectively?
As it happened, one of the authors was at that time working for a company
that designed water pumps; he readily ascertained that a pump works ineffectively
if it is not properly loaded. That is, if a pump that is designed to pump
water from 400 meters is forced to work at 4 meters, or work without any
water at all, all the energy consumed by the pump turns to heat and eventually
destroys the pump.
If the above technical fact is applied
to that of a runner, the following hypothesis can be formulated: When
one breathes through a wide open mouth, there is not enough load for the
"pump" (lung), which might result in ineffective work and substantial
loss of energy. On the contrary, breathing through the nose allows the
lung to be properly loaded.
We conducted a simple experiment by attempting
to breathe through tightly-closed teeth and half-closed lips. The results
were even better than those obtained when breathing through the nose:
it became possible to change the air resistance depending on the mode
of running (a super-effect!).
The idea of Problem Inversion looks rather
simple, yet it resulted in several non-trivial effects. One of these was
the relief from the psychological pressure of dealing with a "mystery,"
which makes scientific problems appear more difficult than they really
are. Another effect is that of breaking the inertia of accepting a well-known
explanation without challenging its validity. Unfortunately, the accepted
explanation is not necessarily the correct one, and often contains circular
definitions or, in the worst case, prevents us from looking for the true
root causes and explanations.
A solution obtained using Problem Inversion
lets us formulate a hypothesis, which must be verified (and TRIZ can help
with this as well). This approach essentially transforms the process of
solving a scientific problem into one of inventing an explanatory mechanism.
And once the mechanism of a phenomenon is fully understood, it can be
controlled (i.e., amplified, weakened, eliminated, etc.).
The approach described above was successfully
applied first by the authors for the purpose of solving several research
problems related to little understood situations with deep-level water
pumps. In 1985 we started teaching the Problem Inversion approach to our
students. One student, Anatoliy Yoisher, used it to solve a critical problem
in the area of micro-wire production that had gone unresolved for more
than 15 years.41
Based on his solution, he completed his Ph.D. dissertation and was able
to quickly begin production of a new type of micro-wire. To date, dozens
of scientific problems in different areas, including physics, chemistry,
math, and biology, have been solved.
It was also found that the same approach
could help in solving criminal problems and in identifying the root causes
of production defects and failures. This last application became the most
effective one. Apparently, people are usually in no hurry to implement
new inventive ideas (especially if the old idea is adequate), however,
finding the root causes of failures and fixing them quickly provides a
tangible return on investment.
Besides solving specific scientific problems,
we continued working in the following areas:
- Refining techniques related to the application
of TRIZ tools to scientific problems
- Unveiling and formulating patterns of
evolution of scientific systems (theories and hypothesis)
- Developing general methods of building
new scientific concepts.
To test our findings, we decided to apply
them to some large-scale problems. After careful selection, we identified
the following three areas:
- Building TRIZ as a conventional science
- The theory of evolution of social systems
- Enhancing the theory of biological evolution
The first item has been addressed in previous
The other two will be addressed in separate publications.43,44
In 1978 Boris Zlotin, a Value Engineering center leader at Electrosila,
was facilitating a brainstorming session directed toward improving the
quality of one of the companys products powerful electrical
switches. Working with one of the critical parts a contact
Zlotin suggested a reverse brainstorming: instead of thinking how the
part could be improved, try to make it worse. The first ideas were
rather trivial: break the part with a hammer, make it from non-conductive
material, etc. To stimulate more creative ideas, Zlotin offered the following:
"Think how you might damage the part in a way that is undetectable
to quality control, but which would later cause the part to break
and nobody would be able to figure out it was our fault." "Do
you mean we should think of sabotage?" asked a team member. "Exactly!"
Ten minutes later one of the participants suggested, jokingly, a slight
deviation from the standard manufacturing process that could produce a
failure. Five minutes later it was discovered that such deviations were
happening from time to time without attracting anyones attention.
It was immediately recognized that a very serious accident that had occurred
not long before, resulting in millions of dollars in damages and for which
the cause was still unknown, might be a result of this deviation. A set
of simple experiments proved the hypothesis correct. As a result, the
unreliable operation was improved to prevent dangerous deviations, and
additional recommendations for retrofitting devices already delivered
to the customer were developed.
The above brainstorming session gave birth to the idea of the "subversion
approach," which can be formulated as follows:
- Replace the question "What kind of production defects,
failures or other undesirable effects can occur in a given product or
process?" with the following one: "How can the
given product or process be made to fail, or how can the defects/failures
The above problem transformation is similar to the Problem Inversion
used to solve scientific problems,45
and converts the process of failure analysis/prediction into an inventive
problem, making available all the advantages of TRIZ. Once the inverted
problem is formulated, the main focus becomes searching for potential
harmful effects that can be produced in the product or process with the
help of the existing resources. In essence, what we are trying to do is
"invent" potential failures. And once a failure has been invented,
the system in question should be examined to determine if the failure
has already occurred or to ascertain the probability that it will occur
in the future. If the failure is possible or has already occurred, the
next (inventive) problem becomes: How can it be prevented?
For example, during an analysis of chemical equipment, we asked the following
question: "How can we create an explosion?" The Subject Matter
Experts (SMEs) were certain it was impossible. But a further analysis
of the resources required to produce an explosion resulted in the following
- Flammable substances capable of burning quickly
- An oxidizer capable of supporting this burning
- An igniter capable of initiating the burning process
All of the components mentioned above were found in the equipment and
its environment, but they were not connected in any way. Thus the next
problem to be solved was "How can we bring these things together
and assure their interaction?" To their surprise, the SMEs found
that on rare occasions while the equipment was being serviced, this dangerous
interaction could in fact take place. Moreover, such situations had occurred
in the past but, due to nothing more than luck, had not resulted in an
accident. The next step, of course, was to eliminate the possibility of
an accident, which in this case was not difficult once the mechanism was
Until the mid-1980s, the "subversion approach" was applied
by various TRIZ specialists in their professions. The approach itself
evolved very little, however, due to the lack of necessary information
(in the former Soviet Union, any information about accidents, catastrophes,
or serious design failures was not available to the public). This situation
changed with perestroika, and once this information became available,
we were quickly able to develop a ten-step algorithm. To support this
algorithm we carried out the usual TRIZ approach of accumulating and organizing
knowledge, and the result was a useful knowledge base organized in the
form of the following checklists:
- Typical harmful impacts on various systems, including humans and organizations
- Typical harmful effects associated with different stages of a systems
- Typical dangerous zones and times in the functioning of a system
- Resources capable of providing harmful effects
- Typical mistakes in system evolution
- Typical root causes leading to harmful mistakes
- Typical method of amplifying harmful effects
- Typical methods of "masking" harmful effects
- Typical methods of preventing harmful effects
The subversion algorithm was first tested in 1986 during the analysis
of a production line in a large shoe factory in Kishinev. The effort resulted
in the generation of 18 potential production failures that were at first
regarded as absurd. Later, however, it was found that 12 of these failures
had already taken place, with at least three resulting in substantial
From the mid 1990s, Ideation has been marketing "subversion analysis"
under the name Anticipatory Failure Determination (AFDÔ
) as an application of the Ideation/TRIZ Methodology. AFD contains two
main algorithms, or processes:
- Failure Analysis (identifying the root causes of a failure that has
- Failure Prediction (identifying potential failures that might occur)
A comparison of AFD with other failure techniques used in American industry
(such as FMEA, HAZOP, etc.) has shown the following:
- Because of the TRIZ-nature (i.e., inventiveness) of AFD, it is much
more aggressive and proactive. As a result, AFD is repeatedly found
to reveal new problems and dangers in products and processes that had
been previously analyzed with traditional methods.
- AFD is compatible (and complementary) with traditional techniques,
also due to its TRIZ nature (i.e., it targets creativity where other
techniques do not).
- Complementing AFD with TRIZ tools and approaches to problem solving
allows one to generate cost-effective solutions to hidden problems.
In the late 1990s, software supporting the AFD process was developed.
It included the following modules:
- Failure Analysis
- Failure Prediction
- Failure Prevention /Elimination
With this software, together with special educational material, AFD training
could be conducted in a 2- to 5-day course.
In 1984 Boris Zlotin and Alla Zusman started researching the evolution
of social systems using TRIZ as well as their work in developing techniques
to build scientific concepts. We defined a social system as one of the
- Government agency
- Professional association
- Social institution
- Educational institution
- Society as a whole
At the time, looking for new information about social systems was rather
dangerous in the Soviet Union because of the KGB. The authors therefore
initially limited themselves to small organizations such as company divisions
or sports teams areas in which they were knowledgeable. Focusing
on small organizations turned out to be a useful endeavor, as it was easier
to apply the TRIZ approach and reveal patterns when smaller systems were
The main idea that we wished to prove was that the evolution of any organization
follows certain patterns, which can be ascertained and utilized for the
purpose of enhancing an organization.
For several years, the authors pursued this work only halfheartedly
they knew how difficult it would be not only to obtain accurate information
but to publish anything that differed from the official communist statements.
But things changed significantly with the onset of perestroika,
and in a short period of time many important Western books in history,
economics, sociology, business, marketing and other areas were translated
into Russian and made available to the public. At the same time, the establishment
of so-called "private" companies was allowed, and in early 1986
the members of the Kishinev TRIZ school established a private engineering
company and Scientific and Technological Center (STC) called Progress
(which happened to be one of the Soviet Unions first private engineering
companies). STC "Progress" began educating various industrial
companies in TRIZ and providing analytical services in problem solving.46
By working with various commercial and political organizations we were
able to gain access to confidential political, social and economic information,
and thus we formed a strong foundation for our previous theoretical conclusions,
and were able to verify and test the methods and tools we had developed.
Our work gained a practical focus and allowed us to apply these methods
and tools to solving social, management, business and other problems,
and to analyze specific social systems. We were joined in these efforts
by many other TRIZ specialists.47
The essence of the Theory of Evolution of Organizations was first presented
to the students at the January 1987 TRIZ seminar in Moscow. More detailed
material was discussed at a TRIZ seminar for professional sociologists
(held in Miass in May, 1988)48
and at a seminar for managers (in Komsomolsk-on-Amur in April,
Zlotin and Zusman conducted two seminars for TRIZ professionals where
about half the time was devoted to the Theory of Evolution of Organizations50
and to solving problems in management and business (Simferopol, January
1992 and Petrozavodsk, October 1992).51
Practical applications of methods developed by the Kishinev TRIZ School
Theoretical findings in the area of organizational and societal evolution
were soon tested in the following practical endeavors:
- Organizational and business analysis of various technical projects
completed by STC Progress for various industrial companies
- The complex analysis and development of directions for improving and
further evolving the Moscow Commodity Exchange (1991-1992). This project
resulted in more than 200 suggestions for improvement and growth, in
- Enhancing MCE operation and service
- Increasing the volume of operations
- Developing new services
- Developing new principles and methods of advertisement
- Enhancing operational and personnel safety
- Formation of an effective organizational culture
- Lobbying for MCE in the Parliament of the former Soviet Union
Later the methods and approaches proven effective in the MCE project
were used in:
- The analysis and improvement of banks and insurance companies52
- A government project for supporting people with disabilities53
- Consulting for Gasprom, the largest gas company in Russia54
Other applications in business and politics
In the early 1990s Igor Vikentiev began applying and teaching TRIZ principles
in advertisement and journalism. He collected a bank of creative solutions
and developed principles similar to the 40 Innovation Principles for making
impressive publications and advertisements.55
A book56 and an operational web site57
are available on the subject.
In the mid-1990s TRIZ principles were applied to political situations
in particular, to election campaigns of several members of the
and to the presidential elections in Moldova.59
TRIZ was also successfully applied in professional consulting endeavors
concerning the election campaign.60
Software for non-technical TRIZ applications
In 1992 STC Progress released the first TRIZ software for business consulting,
called Tools for Managers. It included the following modules:
1. Manual Problem Formulation technique
2. Structured innovation knowledge base containing:
- Specialized Operators (recommendations) related to the following areas:
- Building an organization
- Growing an organization
- Managing an organization and its personnel
- Increasing the efficiency of an organization
- Ensuring an organizations stability
- Transforming (changing) an organization
- Dismissing an organization
- Eliminating undesired factors related to organizations
- Obtaining information
- Securing information
- Universal Operators applicable to both technical and non-technical
- Operators related to utilizing resources
- Examples illustrating the use of Operators in real-life situations
- A bank of social and psychological effects helpful in solving business/management
problems in the most effective way (similar to the role of physical,
chemical and geometrical effects in solving technological problems).
3. Recommendations for evaluating and enhancing
the generated ideas
4. Software "Help" that included
the following information:
- General patterns of evolution of organizations
- Typical objectives and mistakes related to specific stages of an organizations
- Typical features of an organization at different stages of evolution
By November of 1992, when we first came to the United States to discuss
the possibility of establishing an American TRIZ-based company, the Tools
for Managers software (later called Management WorkBench) was
in better shape than the equivalent software for technical problems, the
Innovation WorkBench. For the reasons described above, however,
further development of management software was put on hold. Today we are
moving ahead with the release of the Knowledge Wizard
a new software analytical tool for analyzing and modeling non-technical
situations and formulating directions/opportunities for resolving them.
The Knowledge Wizard is based on the Problem Formulator (US
Patent No 5,581,663) and has a limited number of recommendations for addressing
generated opportunities. The next step is the Management WorkBench
software, which will contain a comprehensive knowledge base in the related
Chapter 2. Evolution of Organizations: Theoretical Findings and Practical
The underlying theory of the evolution of organizations is based on the
- The existence of universal (or general) patterns of evolution
- The transferability of models (explanatory mechanisms) that
is, models proven effective in one area can be applied to other areas
given the appropriate conditions and limitations
and includes the following sections:
- A theoretical foundation providing a unified approach to various problems,
- Poly-model approach
- Non-linear approach
- Analytical tools and processes which support the analysis of existing
organizations and identify effective approaches to enhancing them
- Innovation knowledge-base tools encompassing the best practices in
organizational improvement, structured according to typical problems
related to desired enhancements
We define the poly-model approach as a method for creating theories through
the development of a necessary and sufficient amount of simple and
compatible (or complementary) models that together support the understanding
and prediction of a systems behavior.
Ways in which the appropriate models can be created/applied are as follows:
- Application of existing models accepted in various scientific and
technological areas (see the transferability of models assumption, above)
- Building of new models based on mechanics, physics, chemistry, cybernetics,
- Each model should be accompanied by a description of the conditions
and limitations under which it can be effectively utilized
To reveal models that are useful with regard to the evolution of organizations,
we have studied the effective models applied to various human activities,
primarily in the following areas:
- Existing social and economic sciences
- Synergistic theory of evolution of non-linear systems
- Cybernetics and information theory
- TRIZ as an evolutionary science
- Various evolutionary theories in biology, cosmology, etc.
- Stress concept by H. Selye
- Epidemiology (study of the incidence, distribution, and control of
disease in a population)
- Trophology (science having to do with the natural food chain)
- Physics, chemistry and other natural sciences
The non-linear approach includes the following assumptions:
- Any organization and even humanity as a whole constitutes a non-linear
system, the evolution of which is determined by three distinct types
- Smooth and predictable evolution, during which the principles
of natural selection (market acceptance) are in action.
- Periodic crises, during which the systems behavior becomes
unpredictable (although it can remain controllable). Each crisis
ends with the (random) selection of one of the potential "paths"
for further evolution, resulting in a change in the systems
avalanche-like events caused by positive feedback (reinforcing loop)
- System structure
depends on various flows passing through the system that can change
its structure or destroy it (flows passing through the super-system
can create the system). Specific flows that pass through and change/form
our social system are transposition of people, goods, documents (instructions,
assignments, orders), money, credits, bonds, information, services,
Important assumptions related to the linkage between an organization,
its business/cause/ mission and its stage of evolution
It is known that, in general:
- The majority of an organizations features are determined by
the stage of its evolution along the S-curve
- The evolution of an organization strongly depends on the S-curve position
of its main business62
- At the same time, the business of an organization can be impacted
(positively or negatively) by the S-curve position of an organization
The TRIZ analytical tools used to analyze organizations include:
- Situation assessment questionnaire
- Situation analysis and development of recommendations process
Situation Assessment Questionnaire
The Situation Assessment Questionnaire helps reveal and document important
information related to the given organization and its problems, and includes
the following sections:
- Brief assessment of the business
- Brief description of the situation
- Importance of the situation
- History and root causes of the problem(s)
- Assessment of resources, including:
- Other business assets
- Criteria for success (assessment of expectations), including:
- Expected results
- Anticipated cost of improvement
- Anticipated (new) secondary problems
- Probability of success/risk assessment
Situation analysis and the development of recommendations process
The following aspects of an organizations life are analyzed:
1. Situation (position on the S-curve) of
the core technology (business, mission or cause)
2. Organizational structure (formal and informal)
3. An organizations interactions with
its super-systems, including:
- Market or higher-level organizations to which the analyzed organization
- Government regulations (agencies)
- Environmental issues
- Professional associations
- Trade unions
4. Functions (internal and external) performed
by an organization
5. Organizational resources (obvious and
6. Motivations and interests of formal and
7. Various flows (see above) inside the organization,
and their exchanges with the super-system(s)
8. Organizational culture
9. History and evolution of the organization,
- S-curve analysis
- Contradictions, crises, and other disturbances
- Solutions and decisions related to problems that emerged in the past
10. Mechanisms determining the following:
- Growth of the organization
- Stabilization of the organization
- Hindrances to the growth of the organization
11. Organizational intellectual capital
Based on the analysis described above, the
following steps are taken:
12. Utilization of patterns of evolution
for revealing potential evolution scenarios
13. Solving the revealed problems in the
organizations structure, operation and core business/technology,
and clarifying the potential paths for evolution
14. Selecting appropriate paths
15. Restructuring and securing intellectual
In the mid-1980s we began collecting and organizing information about
the most successful practices related to organizational improvement, economics,
politics and other social areas. This work was carried out in accordance
with the following principles:
- The general approach developed by Altshuller, including:
- The gathering of numerous creative solutions (inventions in the
- Identification of "levels" of creative solutions, screening
of the gathered solutions according to these levels, and selection
of high-level solutions for further analysis
- Revealing of typical patterns for obtaining creative solutions
of different levels (innovation principles, patterns of evolution,
- Development of algorithms for obtaining solutions
- The principle of increasing the problem-solving (TRIZ) value of the
obtained knowledge described in the table63
below, in which the following results were obtained:
Type of Innovation Knowledge
Tool name and short description
Patterns/Lines of Evolution
- Universal Patterns
- General Patterns/Lines dedicated to social systems
System of Operators64/
System of Operators dedicated to solving typical problems in the
evolution of organizations, including:
- Universal Operators
- Operators related to the use of resources
- Specialized Operators66
Single Operators/ Models/ Effects
- Bank of models related to the behavior and evolution of organizations
- Model of evolution of an ideal organization
- Bank of psychological and social effects
Selected innovative (creative) solutions
Bank of selected illustrations and case studies related to organizational
and personnel management
All available information in various sources
Universal patterns of evolution utilized in the evolution of organizations
The following set of Universal Patterns67
as they apply to organizations have been studied and utilized:
- Stages of Evolution (Infancy, Growth, Maturity, Decline)
- Evolution Toward Increased Ideality
- Non-Uniform Development of System Elements
- Evolution Toward Increased Dynamism
- Evolution Toward Increased Controllability
- Evolution Toward Increased Complexity then Simplification
- Evolution with Matching and Mismatching Elements
- Evolution towards Increased Involvement of Resources and Decrease
General patterns/lines of evolution
We regard the following patterns/lines as "general" as they
have either been adjusted or newly introduced for application with organizations:
- Evolution towards increased structure of flows and processes related
- Evolution of relationships between an organization and an individual
- Evolution of human and organizational needs
- "Waves" of evolution related to controlling the satisfaction
of the following human and organizational needs:
- sources of energy
- exchange of goods
- natural resources
- logical and creative thinking
- accumulation and utilization of information
- societal organization
- the future (destiny)
- The natural (six-stage) evolution of an organization68,
which includes the following characteristics:
- Description of each stage with respect to the organization and
- Typical objectives
- Typical mistakes
- Typical features
- The influenced evolution of an organization, including:
- Premature aging
- Contrived Dynamic Prosperity
Bank of models related to the evolution and behavior of organizations69
The following models have been identified:
1. Basic models of evolution, including:
- Darwin model: natural selection in the evolution of organizations
- Bogdanov model: combination of positive and negative selections
model: inheritance of features obtained by a living creature over the
course of its life
- Convergence and divergence of system forms under the influence of
2. Models based on feedback, including:
- Avalanche-like (chain reaction) evolution
- Stabilizing (homeostatic) evolution
- Oscillations (the result of combined positive and negative feedback)
- Asymmetrical homeostasis (a specific result of combined positive and
3. Non-linear models of evolution, including:
- The combination of smooth, bifurcation, and avalanche-like evolutionary
- Interaction (dependence) between the flows
and structures of organizations
4. Crisis models
- Emergence of crises and their strengthening during the process of
- Resolution of crises (discharge)
- Crisis as a tool to manage an organization
5. Administrating/managing basic flows within
- Traditional regulation
- Forced administration
- Economic management (based on the utilization of inherent human needs
- Charismatic leadership
- Real organizations as a combination of different systems of administration/management
- Formation and evolution of various historical systems of administration/management
6. Models related to the emergence and elimination
(dismissal) of an organization
- The emergence of an organization around a "seed flow"
- Building an organization from elements obtained from other destroyed
(i.e., eliminated, dismissed, etc.) organizations
- Expansion of an organization
- "Reproduction" of an organization (reproduction of its sub-systems)
- Organizational "illnesses"
- Emergence and destruction of forced administration
- Emergence and destruction of economic management
7. "Hydraulic" models related to
the distribution of flows throughout the society or organization, including:
- "Hydrodynamic" effects
- Spread of flows
- Flow penetration
- Flow distribution from the top down and from the bottom up
8. "Energetic" models, including:
- Mechanisms that accelerate evolution
- Mechanisms that retard evolution
- Energy of "unhappiness"
- Non-zero sum games (win-win models)
9. Dynamic models, including:
- Dynamic stability
- Speed and smoothness of the ride
- Systems with low stability
- Push-pull management models
- "Stone on a slope"
- "Boiled frog"
10. Models of hierarchical growth, including:
- Growth of bureaucracy
- Hierarchical bi-systems
- Forcing people to conform to an organizational structure
- Organizational structure-culture relationships
11. Model-description of organizational structure
and behavior, including:
- Structural description
- Functional description
- Cause-effect description
- Problematic description71
12. Strategic models of evolution including:
- Defensive strategy
- Attacking strategy
- Opportunity-driven strategy
13. Models related to the transformation
of economic and political systems, including:
- Restricted political and economic systems (totalitarian regime)
- Restricted political system and free economic system (authoritarian
- Free political and economic systems (democracy)
- Free political system and restricted economic systems (chaos)
- Transitional models
14. Innovation models of evolution (based
on the universal patterns of evolution), including:
- Evolution as a process of increasing ideality
- Evolution as a process of generating and utilizing resources
- Evolution as a process of accumulating and resolving (eliminating)
- Evolution as a process of generating super-effects
15. Models derived from the pattern Matching-Mismatching
with respect to organizations and their environments, including:
- Adaptation of an organization to its environment
- Adaptation of the environment to the organizations
- Compensating mechanisms
- Adaptation via mediators
16. Models related to popular fallacies and
- Fairness and equality
- Exploitation people
- Social revolutions
- Exhaustiveness of natural resources
The following computerized tools are used in the analysis and improvement
- Knowledge Wizard software, to support the decision-making process
- Failure Analysis software, for revealing hidden agendas and mechanisms
operating within an organization
- Failure Prediction software, for the prediction and timely prevention
of potential undesired events in an organizations evolution
- Management WorkBench software, to support the solving of creative
problems related to the management of business units and personnel (see
Selected examples of practical models: administrating/managing basic
flows within organizations
The following definitions and assumptions will be used:
Social system an organization (commercial or non-profit),
association, country, society, political institution, groups, etc. This
section will mostly address society.
Social (system) structure a combination of elements, along
with the connections (links) between them, that provide the system with
the ability to operate.
Social flows flows passing through a social system, such
as the transposition of people, goods, documents (instructions, assignments,
orders), money, credit, bonds, information, services, etc. Historically,
social flows emerge as a result of the distribution of work between people
and the resulting need to exchange products. The social structure is randomly
formed in a way that supports the increase of useful flows.72
Useful structures can be establish and administered/managed through the
establishment, administration, and management of the social flows passing
through the given structure.
Mechanism a driving force or chain of events resulting
in a certain outcome. An explanatory (hypothetical) mechanism supports
credible speculation that explains the nature of an event (outcome).
The main assumptions are as follows:
1. Social flows are produced by resource
gradients i.e., the excess of a specific resource in one place
and its deficit in another.
2. Any social flow (or its component) that
passes through a specific social system produces (supports and/or strengthens)
a certain structure.
3. A social system produced by a certain
flow tends toward self-preservation (homeostasis) and growth in the following
- Growing (strengthening) the flow that originated this system
- Flow diversification i.e., an increase in the structure of
- Prevention of (or resistance to) flow interruption
- Generation of a "flow substitute" if exhaustion of the initial
flow is inevitable
4. The structurization and diversification
of a flow results in the structurization and diversification of social
The above mechanisms result in positive feedback (reinforcing loop)
between the flows and structures: the growth/structurization of a flow
produces the growth/structurization of social structures that support
this flow, and vice versa.
Soon after the prohibition laws were passed in the United States, the
random flow of illegal alcohol sales began. Soon afterwards, however,
Mafia organizations arose and quickly evolved into complex, well-developed
structures which were managed at least as effectively as legal corporations
and sometimes more effectively than many government agencies. These
structures successfully supported an increase in alcohol consumption
and fought against the abolishment of prohibition. When prohibition
ended, the Mafia did not disappear (as some legislators had probably
hoped) but instead switched to another illegal activity (such as drugs
It has been proven that special organizations established for the purpose
of distributing limited goods attempt to support the deficit; organizations
established to fight certain crimes tend to merge with criminal organizations
5. The main problem associated with social
flows is that the free exchange of goods in a non-linear, uncontrollable
(i.e., unregulated) social system causes the system to become unstable.
Flow stabilization can be achieved if a special regulating system for
administrating/managing/controlling the production and distribution of
goods is established.
6. The following types of regulation exist:
- Traditional regulation a situation in which all procedures
are regulated by established traditions. This system is effective in
small groups and under stable conditions. Significant change (growth
or reduction) in flows causes dissociation of the traditional regulating
- Forced administration involves purposefully established organizations
that possess certain powers that do not depend on flow parameters.
- Economic management (based on free market principles)
- Charismatic leadership based on various ideological (political)
influences involving emotions, faith (religious or otherwise), hopes,
etc. Such a system might be very effective for a short period of time
and/or for a limited audience (involves psychology, as different people
react differently to ideological issues).
We will address further the two main regulation systems: Forced Administration
(FA) and Economic Management (EM).
The FA system can be characterized by the following features:
1. Every individual (or organization) is
a "consumer" of certain flows. Some individuals/organizations
complement this role by being a flow "producer" or a flow "administrator."
2. The administrator controls the flow between
consumers and producers, getting a certain portion of the flow as a reward.
Also, the administrator has the prospect of obtaining the best portion
("skimming the cream").
3. The administrator controls the activities
of the producer and consumer by cutting off the incoming flows. This works
only if the producer or consumer does not have access to independent
flow sources or cannot accumulate resources. To ensure absolute control,
the FA system does not allow independent flows to exist.
4. The FA system is sufficiently stable if
flows in the social system are not entirely sufficient for completely
satisfying the primary living requirements of the people.
5. To maintain the ability to "skim
the cream" and to provide certain stability (e.g., in case of a poor
harvest), it is necessary to motivate the producer to supply a higher
flow. The administrator, however, cannot consume the entire flow all at
once, and also cannot allow the excessive flow to reach the consumer (which
will make the consumer less controllable and can eventually destroy the
6. This problem stated in 5 above has been
intuitively resolved in all known FA systems by the following: a portion
of the flow is "grounded" i.e., removed from circulation.
7. A grounded flow must be managed by its
own administrator (A1), who benefits from the flow and thus is motivated
to increase it a special positive feedback for the grounding.
8. Flow grounding can be achieved in the
- Sacrifices to gods
- The accumulation of treasures, building of pyramids, temples, palaces,
- Army and safety
- Prestigious projects
- Investing in fundamental science, arts73,
- The freeing of certain groups of people (e.g., soldiers, ministers,
clerks) from producing
- The prosecution of people capable of producing an excess of products
(such as entrepreneurs and inventors); suppression of creativity and
ambition; the converting of creators into administrators.
Typical examples of grounding flows are: the Egyptian and Mexican pyramids;
the Great Wall of China (which made no military sense); the ambitious
construction plans of Hitler and Stalin; the ridiculous production of
huge numbers of military tanks; the building of hydro-stations on flat
land (plains), which is not economically prudent and damages the environment;
projects in the former Soviet Union to reverse great Siberian rivers,
etc.74 To an
extent, some of the Pentagons expensive projects can be included
here, as well as the race to the Moon, the purchasing of corporate jetliners,
9. A typical contradiction associated with
a FA system is as follows: A continuous increase in productivity
is followed by an increase in the amount of grounded flow. Sooner
or later, however, the rate of increase of the grounded flow outpaces
the rate of increase in production, as the latter is limited by the availability
of resources. The eventual outcome is the waste of resources, damage to
the environment, and a deterioration in the quality of life.
10. FA systems are a usual attribute of totalitarian
and authoritarian societies (organizations)75,
which allow the existence of only two classes: the poor and the elite
(no middle class) and in which is formed a typical style of relationships
between producers, consumers and administrators, usually leading to the
formation of castes and the suppression of personal initiative.
11. The stability of an FA tends to decline
for the following reasons:
- The power and complexity of a social structure increases to such an
extent that effective control is no longer possible, resulting in various
deficits and the necessity of continuously correcting the plans
- Information transmitted from the bottom up about real flows becomes
- Disorder and disturbances in bureaucratic operations, resulting in
a loss of coordination between elements of the bureaucracy, etc.
- Flow growth and diversification always
decrease an FAs rigidity, loosening its restraints and thus facilitating
its decomposition (a paradox).
12. The simplest way to improve an FA is
expansion that is, spreading out into other organizations, lands,
activities, etc. This "kills two birds with one stone": for
a short period of time increased flows outpace grounding; military conditions
justify increasing an administrations strictness. Altogether, this
process improves the situation for a while (sometimes for one or two generations),
however, because the problem is not completely resolved it will require
the next expansion within time, rendering the policy of any FA country
(or commercial organization) aggressive and expansionistic.
13. When the possibility of expansion is
exhausted, an FA launches experiments directed to the growth of flows
in the following ways:
- Improvement of tools
- Improving the organization of collective work
- Motivating producers to increase their productivity by turning over
a portion of the produced flows to them
14. Turning over to the producers a portion of the produced flows inevitably
leads to the destruction of the FA, for the following reasons:
- The producer accumulates economic resources (i.e., an excess of products)
that provide him/her with a certain independence from the administrator
(i.e., the latter cannot manage the producer by cutting off the incoming
- The producer can sell or exchange the excess with another producer,
creating "side" flows that are independent of the existing
administrators. These side flows generate their own structures that
compete with the original FA.
15. The FA tries to protect itself from destruction
in the following ways:
- Economic (confiscation, inflation, etc.)
- Administrative (centralization, planning, bureaucratic obstacles)
- Political (enforcement of power, various prohibitions, declaring a
"state of emergency," etc.)
16. Further flow growth can lead to the following
- Catastrophic disintegration of the FA and a return to the previous
stage in the societal evolution in the form of smaller, separated, independent
(and often fighting one another) tribes or countries, followed by an
abrupt reduction of flows (e.g., the fall of the Roman Empire, the disintegration
of the USSR).
- Transition to the economic management (EM) system if the following
conditions are in place:
- Sufficient level of social flows (wealth)
- Existence of money as a universal equivalent of cost
- Restrictions in basic economic laws; human rights protection
- Peoples readiness to accept a democratic form of government
Most historians believe that ancient Rome was destroyed because of
the inefficiency of slavery. The facts do not support this theory, however.
On the contrary, the Roman Empire had by that time widely introduced
several significant improvements in production:
- Utilization of slaves (live machines) analogous to the principle
of distribution of work in a factory. This resulted in the growth
of large estates and ruined small farms.
- Creation of a system of small producers who rented land and paid
their landlords with a portion of the production
- Implementation of more effective agricultural tools
- Diversification of flows (production of luxurious products, arms,
legal systems, etc.)
Also, granting permission for barbarians to settle on Roman lands
provided the introduction of fresh power, new technologies (such as
the treatment of iron) and most important of all new markets.
Altogether, this led to a substantial growth of flows and caused an
unprecedented expansion of bureaucracy and methods for grounding flows.
This in turn resulted in crisis, disintegration, and five centuries
of barbarism, wars and collapsing economies until finally a powerful
new government consisting of Roman Popes and kings in Germany, France
and England was established. Rome was ruined by growing flows, which
made its FA system fat; the Romans started grounding too many flows
and their production became ineffective. Reasons similar to these
the incapability of an FA system to "digest" growing flows
led to the Crusades during the Middle Ages, the French Revolution,
and Russian perestroika.
The transition to an EM system eventually increases the wealth of all
members of the society. However, in the beginning of this transition
it is necessary to concentrate resources as possessions of individuals
(or groups) that are capable of better organizing and utilizing them.
These individuals/groups are usually the most entrepreneurial and often
immoral, which decreases the quality of life of the average member of
the society until the new system is fully established and benefits all
The EM system is characterized by the following features:
1. Every individual (or organization) serves
as producer, consumer and administrator of certain flows.
2. Everyone is involved in various feedback
circuits representing free market relationships that convert administrators
into mediators. Mediators (wholesale and retail salesmen) connect producers
and end consumers.
3. An EM is always associated with democracy;
it assumes a high level of responsibility, motivates independent and entrepreneurial
ways of thinking which in turn leverages the wealth of the individual
4. A flow analysis shows that EM and democracy
are not compatible with poverty. This fact explains why attempts to build
a democratic society (similar to that of the United States or Europe)
in developing countries are dangerous mistakes, usually resulting in a
return to a totalitarian system.
5. The stability of an EM depends on the
level of wealth, which should be high enough to ensure that even the poorest
have food and shelter. Also, some excessiveness is required to compensate
for the natural oscillation (potential abrupt downsizing) of flows. In
the absence of a reserve, natural catastrophes (poor harvests, wars, etc.)
lower the flows and produce crises; people whose elementary needs are
not satisfied often riot. These riots may become serious disturbances,
initiating a chain reaction of disintegration. For this reason, it is
often very useful to temporarily switch to an FA system in an emergency,
as when Franklin Roosevelt introduced his New Deal in the United States,
or when governmental control of industry was instituted in England during
the Second World War.
6. If the temporary introduction of an FA
is under the control of a democratic institution, it can be successfully
reversed when it is no longer needed. The situation is much worse if power
is illegally seized by a group of FA adepts, as occurred in Russia in
1917. In this case it meant robbing the limited number of wealthy people
and dividing their wealth among the masses. In the beginning, the life
of the average individual improved however, the lack of protection
of personal property eventually eliminated the majority of flows and resulted
in decades of deterioration.76
The matrix below demonstrates various models
of social systems developed by Bulgarian dissident Zheliu Zhelev,77
who defined three main political systems as follows:
From Totalitarianism to Democracy.
Zheliu Zhelev discovered that the transition from a totalitarian
system to a democracy must go through an authoritarian (dictatorship)
system (as occurred successfully in Spain, Chili, South Korea, Taiwan,
etc.). The reason for this is that, as mentioned earlier, a democracy
cannot exist without a middle class representing a certain level of wealth
(flows). The economic growth in turn requires a stable political situation
with appropriate legal support, which can be provided by strong leadership
in the case where a democracy does not yet exist. Once the required level
of wealth has been accumulated and the middle class is established, the
transition to democracy can be relatively smooth.
As stated previously, attempts to jump from
totalitarianism to democracy without an intermediate authoritarianism
can be fatal. For example, a free political system with a restricted economy
typically leads to chaos. The escape lies in dictatorship however
a dictatorship can be of a "right-wing" or "left-wing"
type. A "right-wing" dictatorship (authoritarianism) represents
the power of a wealthy, economically competent minority; it usually restricts
political life and allows the economy to grow. A leftist dictatorship
represents the power of the poor, economically incompetent majority; it
restricts both the economy and politics, and eventually returns to totalitarianism.
The FA system inherent in totalitarianism usually tries to maintain its
position, and thus does not stimulate flow growth and eventually reproduces
From Democracy to Totalitarianism.
As mentioned earlier, democracy is stable until the a sufficient level
of wealth is attained. If for any reason the flows decline, a lack of
control can lead to chaos an unstable situation that can fall into
one of two types of dictatorship (see above).
The French revolutions and Napoleons
wars destroyed existing social structures, spread revolutionary ideas
throughout Europe, and readied the masses ready for riots, robbery,
and the re-allotment of land, diminishing the value of human life.
It also became clear that attempts to quickly establish democratic
institutions led to corruption and sometimes terror. As a result the
situation in Europe was unstable and very dangerous.
The Viennese Congress arranged in
1815-16 stabilized the situation by instituting strong measures. The
Holy Alliance established by the Viennese Congress ruthlessly suppressed
any attempt at revolution or violence, flooded the countries of Europe
with political spies, and introduced strict censorship of books and
public speeches. Doesnt look promising, does it?
Although called as the "Age of
Reaction", the next 40 years were peaceful; industry and trade
received significant support for technology, transportation,
and financial systems it was a Golden Age. Life for many people and
the economy as a whole improved significantly, creating a basis for
a real democracy.
Usually, in a mature organization elements
of all administration/management systems exist, having the following functions:
- A Forced Administration (FA) system usually
play the role of a "skeleton" around which the organization
is constructed. The FA includes people (usually strong administrators),
structure and hierarchy, rules and regulations (written or not, both
mandatory), and cultural elements. The organizations skeleton
can be rigid or soft; each type has its own advantages and disadvantages,
- A rigid skeleton ensures an organizations
survival during difficult times, and increases its stability against
destructive impacts. However, a rigid skeleton limits an organizations
dynamism and adaptability, as well as the initiative and creativity
of its people.
- A soft skeleton provides greater flexibility
and adaptability to changing conditions. Too much freedom, however,
can result in a loss of focus.
- An Economic Management (EM) system serves
as the "flesh and muscle" of an organization and provides
for its effective functioning, rapid growth, and the appropriate treatment
and consumption of flows. It also connects various parts of the organization
and resolves contradictions that arise inside the rigid skeleton.
- Elements of traditional regulations help
establish the organizational culture
- Elements of charismatic leadership help
Different administration/management systems
can have additional relationships that are useful for an organization.
Unfortunately, this can create the opposite effect as well. The FA system
often takes charge and enforces a bureaucracy that can ruin the organization.
The "treatment" lies in splitting the power between several
institutions (as with the American principle of separating the legislative,
presidential, and judicial systems).
The contradiction is as follows: FA systems
are necessary to provide the skeleton of an organization, however (and
as was shown earlier), the FA system is responsible for grounding the
useful flows. This contradiction can be resolved, for example, by the
redirection or redistribution of the grounded flows so that they work
for the society. Other creative resolutions of this contradiction are
The evolution of an organization begins in
Stage 1 childhood or start-up with the formation of its
main business/mission/cause; this might be the production of something,
a service of some sort, research, the establishment of an entertainment
group, etc. To run the business, certain flows have to be organized through
the system (materials, energy, information, money, etc.). In the beginning
the flow routes are not completely defined, and thus the entire structure
is rather amorphous. Usually there is a recognized leader who serves to
"cement" the organization. There might also be a small team
(from 5 to 9 people) that the leader can manage. Power and assignments
are distributed randomly, according to the principle of self-organization.
Everyone does whatever is most needed at the moment (this requires people
who are flexible and possess initiative). There are usually more functions
than there are people to perform them it is therefore important
that people possess universal skills.
As the flow grows and properly channels the
organization, its structure becomes certain and solidifies. The process
of distributing functions, responsibilities and rewards (specialization
and work distribution) takes place, increasing the overall effectiveness
of the organization. New people with appropriate (and specialized) educations
join the organization. Those having universal skills who were present
during start-up leave or move to the top of the organization where there
is always room for people with universal and entrepreneurial skills.
The transition to Stage 2 (rapid growth)
is associated with the establishment of a well-defined structure both
of the organization and its business. Organizational rules and regulations
have been developed. The organizations skeleton becomes coherent
and logical, although it is not yet rigid (cartilage instead of bones):
some parts may still be absent and complemented by amorphous, start-up
elements. Gradually the skeleton becomes complete and includes all the
elements necessary for normal operation along with some protective elements.
By the middle of the second stage the skeleton is solid, however, it has
points of growth and transformation ("hinges" or meristems)
which allow for some change, such as re-orientation for the purpose of
performing other functions. Resting on the rigid skeleton, other, softer
parts of the organization (such as marketing or research) can successfully
function while maintaining a high level of initiative (within certain
limitations defined by the skeleton, however).
The structure of the organization becomes
pyramid-shaped (hierarchical) with the core technology or business serving
as the base of the pyramid. The hierarchy can become larger, multiplying
itself in a nearly unlimited fashion. Typical growth at this stage is
in the form of expansion (including conquest) and is fairly congruent
that is, the growth of the pyramids upper structures is in
proportion with its base (there is no distortion to the pyramid shape).
The exhaustion of the resources required
for business growth brings the organization to Stage 3 (maturity), where
the growth of the pyramid base is very limited. The upper layers of the
pyramid continue grow in accordance with the Parkinsons law,78
however. Bureaucracy begins devouring the resources that belong to the
business (for example, a "brain drain" of the best people into
administration and management takes place, providing them with better
chances for lucrative careers). As a result, the pyramid becomes disproportionate
or even loses its pyramid shape (see figure below). Growth of the bureaucracy
requires a strengthening of the administration/management system, and
results in a decrease in the quality of decisions.
We will now consider the following components of flows within an organization:
1. Distribution of monetary (financial) flows
- Salaries and bonuses
- Stocks and other monetary incentives
- Mechanism of monetary distribution
2. Distribution of non-monetary incentives
- Mechanism of non-monetary distribution
3. Distribution of flows of information
- Related to the business or core technology
- Related to the organization
- Related to the top-most circles
- Mechanism of flow distribution
4. Mechanisms of the distribution of resources
5. Organizational system of administration/management
- Revealing the structures and interactions
of the FA and/or EM
- Identifying grounded flows
6. Conflicts, official and hidden competition
for resources, and mechanisms and methods of competition (both documented
7. Revealing conflicts associated with flow
8. Revealing the possibility of eliminating
harmful or unnecessary flows.
Selected examples of practical models: the evolution of organizations
along the S-curve
The following definitions apply:
an enterprise (commercial or non-profit), government agency, professional
or other association, social institution, educational institution, family,
country, or human society80
as a whole.
The business of an organization its core technology, actual
business, mission, cause or any main activity for which the organization
was created; the "outcome" that justifies the consumption of
Organizations S-curve plus the traditional
S-curve extended to six (instead of the usual three) main stages. Stages
1, 2 and 3 are divided into sub-stages (the beginning, middle, and end)
Each stage (sub-stage) of evolution82
is characterized by its own:
- Short description/features83
- Typical objectives
- Typical mistakes
The main assumptions are as follows:
1. The majority of an organizations
features are determined by its stage of evolution along the S-curve.
2. Selected features (such as the number
and size of hierarchical levels) can drive an organization to the stage
3. The evolution of an organization strongly
depends on the S-curve position of its main business.
4. At the same time, the business of an organization
can be impacted (positively or negatively) by the S-curve position of
5. The "S-curve plus" presented
above represents a natural evolution (without any purposeful corrections
or other impacts).
6. The evolution of an organization may be
influenced. The following induced deviations from the natural lifecycle
have been identified:
- Premature aging of an organization the result of having the
wrong management system and culture, which initiates stagnation before
the resources of the business are exhausted.
- Contrived Dynamic Prosperity the result of purposeful cultural
transformations that prevents natural aging.
The analysis of an organizations position on the S-curve plus includes
the following approaches:
- Analysis of the business
- Analysis of organization
An analysis of the organizations position includes the following
- Utilization of the Organization Feature Matrix as a diagnostic tool
to identify position
- Identification of typical objectives and mistakes for the identified
- Identification of features that must be corrected to improve the situation
Utilization of the Matrix
The matrix contains several dozen features, including the main contradiction,
the organizations size, management system, the organizational structure,
prestige, morale and environment, discipline, and others. Each feature
has a different content for each of the three main S-curve stages and
desired Contrived Dynamic Prosperity stage.85
For each feature we have identified the stage that matches the organizations
"reality" and have mapped it on the S-curve (see figure). The
place where the features are concentrated shows the position of the organization.
Once the position is defined (Stage 1, end) we can identify the typical
objectives and typical mistakes from the bank of knowledge. For the selected
sub-stage this will be:
1. Typical objectives for Stage 1 (start-up)
as a whole:
- Develop the business (technology) that can satisfy certain needs of
- Find and establish an initial market for the new business
- Attract the financial resources necessary to begin production or services
- Establish limited but steady commercial use of the new technology
2. Specific description related to Stage
In general, the business is ready for wide implementation including:
- The principle parts of the design, theory, etc. have been worked out
but there is no demand for the system; insufficient material has been
invested for advertising, fabrication of the next level of production,
building factories for long-term manufacturing, etc.
- All tasks are oriented to accelerate the transition to the second
stage, i.e., for wide-spread implementation.
- This sub-stage smoothly transforms into the second stage of development
when everything is ready for wide implementation and with the emergence
of positive feedback for the development of the business.
3. Typical objectives for the core technology
- Selection of the best variants of the system for wide implementation,
working it out to the necessary quality level.
- Search for auxiliary design solutions that provide the best satisfaction
of needs convenience of use, comfort, and the possibility of
introducing the solutions to the market.
- Creating the main components of the reproduction technology to support
reasonable production of the system.
4. Typical objectives for internal management
The main objective develop a seed for the future Stage 2 organization,
- Formation of a structure typical for Stage 2, in particular, a system
of distribution of responsibilities and delegation of work missing in
- Solidification of the internal organizational culture, including the
verbalization of unspoken rules and traditions in preparation for the
- Preparing personnel that had been working in an informal environment
(and who therefore have maximum initiative and minimum formal discipline)
to work under a formal administration; preventing possible problems
associated with people being dissatisfied with the new working conditions
- Selection and appropriate education of future management (management
2), i.e., selecting people with start-up experience who can also
build and manage formal structures, productively communicate with the
business environment, and who know the main rules of the games inherent
in Stages 2 and 3
- Selection and hiring of "new players" and ensuring their
smooth implementation into the existing organizational structure
- Development of formal, structured centers that later will be deployed
into large departments
5. Typical objectives for external management86:
- Testing (on a small scale) the reaction of the market or society to
the new business or technology
- Final selection of the market sector (or social group) to be "attacked"
- Search for alliances and the building of a complete sale/distribution
- Formation of cash reserve and building of a "cash cow" required
for wide dissemination of the business
- Reducing the psychological inertia of potential customers, organizing
the necessary PR, etc.
- Overcoming (if necessary) the direct and organized resistance of the
business that will be rendered obsolete as a result of the new technology.
A. Typical mistakes in the development of
the business or core technology
Typical mistakes in evolution are usually associated with deviations
from a certain optimal strategy. The selection of this optimal strategy
is usually a matter of the leaders intuition and experience in implementing
something new. Deviations (mistakes) always require that contradictions
be resolved quickly and creatively (TRIZ can help here).
The main mistakes are usually associated with the underestimation and
insufficient utilization of creativity and intelligence, and the inability
to solve problems requiring creative solutions without increasing the
cost and complexity of the technology. In particular:
- Failure to understand the systemic nature of evolution, interconnections
between useful and harmful factors, and attempts to work on separate
elements without considering systemic effects
- Failure to understand the essence and role of contradictions; attempts
to improve one feature without considering the features that will deteriorate
as a result
- Attempts to capitalize on resources that are obviously limited, insufficient
utilization of resources that are not obvious, failure to understand
the possibility of resource transformation and of involving new resources
from other areas (knowledge and technology transfer).
During Stage 1, when the business or core technology was relatively small
in size, all necessary creative solutions were usually found by the creative
leader. When the business grows, however, one individual cannot cover
everything, yet people still expect this. Besides, an authoritarian leader
often does not welcome the ideas of others. The result the right
solutions might be too late.
Specific typical mistakes are:
- Too novel, that is, too many new (and sometimes not properly tested)
ideas implemented in the technology that make it difficult to achieve
an acceptable level of reliability, safety, etc. Besides, in most situations,
customers cannot psychologically digest products or services that are
too radically new.
- Lack of new attractive features; implementation of small improvements
without proper differentiation from existing products and services
- "Perfectionism" that is, endless attempts to improve
the system, failure to "freeze" development and focus on production
- Premature release of technology with a high level of harmful effects
(insufficient reliability, complex and expensive maintenance, etc.)
- Attempts to imitate "mature" systems (systems in the second
and third stages) and premature complication of the system before it
is refined to its simplest variant.
- The technology seems too simple and does not meet customer expectations
of a "serious" product/service
- Utilization of elements (materials, assemblies, technologies) that
are satisfactory at this stage but do not have the resources for further
development (or that would prevent mass production)
- Attempts to immediately start with mass production that requires substantial
investment that can be justified if mass demand is in place
- Attempts to implement the system without providing the proper conditions,
such as complementary systems and other systems in conjunction with
B. Typical mistakes in internal management:
The main mistakes are usually associated with a loss of control or with
excessive control in an organization that still requires creativity (and
people who are free to create). The main reason for mistakes is the failure
to understand the transitional processes and problems associated with
organizational changes. Basic mistakes are usually associated with inadequate
(or wrong) leadership, in particular:
- A leader from Stage 1 (the founder, for example) manages the transition
to Stage 2. In this case the danger is that s/he may lack knowledge
and/or experience in business and management; s/he relies too much on
intuition and personal connections, hates "bureaucracy," is
accustomed to making voluntary decisions, etc.
- A typical administrator is hired who does not understand and does
not accept the informalities of Stage 1; and who prefers an administrative
style when it is unnecessary; who brings in his/her own team (who often
conflicts with the people from Stage 1).
The specific mistakes are:
- Lack of planning and administration
- Attempts by people from the past (Stage 1) to fight against necessary
- Premature introduction of a complex hierarchy, creating a bureaucracy
that will later try to take over the business
- Generating organized resistance. Unavoidable conflicts inherent to
the process of radical change force the leader to make decisions that
usually cause unhappy members of the group to organize. These sporadic
groups try to maintain their existence (homeostatic effect), become
self-sustainable, and become capable of supporting and escalating conflicts.
In this case, even if the original conflict was resolved long ago, the
"rebel" group will continue to interfere with management and
originate new conflicts.
- Establishing permanent structures to fight negative effects. Fighting
for their homeostasis (survival) they might try to extend the existence
of negative effects to justify their unlimited activities.
C. Typical mistakes in external management
These are usually the most dangerous mistakes as they can seriously jeopardize
the reputation of the new business in the eyes of the customers, financial
investors, the government, public, etc. The main reasons for these mistakes
might be lack of marketing experience, failure to understand the details
of the new business, and failure to understand its most attractive features
and real value.
The specific mistakes are:
- Dilettantism, that is, lack of understanding (or hating the idea)
that marketing and sales require professional knowledge and experience.
Attempts to judge the product or a service based on common sense or
- Failure to listen to the voice of the customer. Attempts to dictate
to customers what they should do and like; excessive aggressiveness
in approaching potential customers; overconfidence that the value of
the new product or service is obvious
- Groundless trust that the customer always knows better what he/she
needs (this is especially wrong when trying to promote a "pioneer"
- Choosing the wrong market sector, misinterpreting customer expectations
- Attempts to sell raw technology; overselling
- Premature focus on a variant that has been selected without proper
research of the market needs and expectations
- Lack of focus
- Attempts to sell without proper support and packaging
- Attempts to seek financing from powerful (and conservative) organizations
that would be reluctant to take risk or to be involved in a small business
From the analyses of organizations according to the above approaches
we have developed the following conclusions:
1. The analysis of features (see figure)
that do not match the organizations position (i.e., that deviate)
have revealed three dangerous problems:
- Feature # 12 Discipline still matches the previous evolutionary
stage and is one of the factors that systematically disturbs the operation.
- Feature # 35 The relationship between the Board and the presidential
structure did not change with the transition to the new stage. The Board
interferes too much with the operation.
- Feature # 29 Top managements style is more suitable for
Stage 3 that is, top management does not understand the core
technology, prefers to play bureaucratic games.
2. The analysis of typical mistakes revealed
the following mistakes that must be corrected:
- In business or core technology - # 1, 2,4,5,8.
- In internal management # 2,3,4.
- In external management - # 2,7,8.
A set of recommendations has been created to correct the situation.
Every broker at the Moscow Commodity Exchange was required to pay
a small fee for each deal closed on the Exchange.88
In spite of the fact that this fee amounted to a very small percentage
of the deal, some brokers tried to avoid paying it. In a typical situation
one broker would hear on the MCE floor about a potential purchase/sale
of goods, he/she is interested in, then get together with the broker
offering these goods. According to the MCE rules, after brokers had
agreed on a deal they were required to register the contract and pay
the fee. Instead, however, the two brokers would conclude the deal
without involving the MCE, and paid nothing. The uncollected fees
became a problem as they were necessary to support the MCE operation.
To ensure that this money was collected, several methods of controlling
the brokers were attempted these were costly and ineffective,
The following simple diagram was built:
An analysis of the diagram showed that the problem statement should be
changed. Let us consider the list of Problem Statements/Directions for
Innovation generated by the Knowledge Wizard:
1. Find an alternative way to obtain [the] (Controlling brokers) that
offers the following: provides or enhances [the] (Register contracts),
does not cause [the] (High cost), is not influenced by [the] (Lack of
2. Find a way to protect [the] (Controlling brokers) from the harmful
influence of [the] (Lack of resources).
3. Try to resolve the following contradiction: The useful factor [the]
(Controlling brokers) should be in place in order to provide or enhance
[the] (Register contracts), and should not exist in order to avoid [the]
4. Find an alternative way to obtain [the] (Register contracts) that
offers the following: provides or enhances [the] (Pay fee), does not require
[the] (Controlling brokers).
4.1. Find a way to increase the effectiveness
of [the] (Register contracts).
4.2. Find additional benefits from [the] (Register
4.3. Find a way to obtain [the] (Pay fee) without
the use of [the] (Register contracts).
5. Find an alternative way to obtain [the] (Pay fee) that offers the
following: provides or enhances [the] (Support operation), does not require
[the] (Register contracts).
6. Consider replacing the entire system with an alternative one that
will provide [the] (Support operation).
7. Find an alternative way to obtain [the] (Support operation) that does
not require [the] (Pay fee).
8. Find a way to eliminate, reduce, or prevent [the] (High cost) under
the conditions of [the] (Controlling brokers).
9. Find a way to eliminate, reduce, or prevent [the] (Lack of resources).
From the list, the Direction # 4 was selected for further consideration
and additional Directions (4.1-4.3) have been generated:
4. Find an alternative way to obtain [the] (Register contracts) that
offers the following: provides or enhances [the] (Pay fee), does not require
[the] (Controlling brokers).
4.1. Find a way to increase the effectiveness
of [the] (Register contracts).
4.2. Find additional benefits from [the] (Register
4.3. Find a way to obtain [the] (Pay fee) without
the use of [the] (Register contracts).
Instead of trying to control the brokers, find ways to motivate them
to register their contracts. For example:
- Provide each broker with an account; rate the brokers according to
the number of registered deals
- Create a lottery using contract numbers as lottery chances
 Edited by Victoria Roza.
 Revealed principles and/or patterns were
required to meet certain criteria, such as be specific and instrumental,
that is, clearly define actions required to achieve innovations.
 A recent experience is the following: Several
years ago we supplied five students of professor Glenn Mazur of the University
of Michigan with the Ideator System software for evaluation purposes.
In exchange we received reports of their work with the software. One student
reported that he had used the software to successfully resolve a problem
with his girlfriend.
 See below.
Boris Zlotin and Alla Zusman, "Managing Innovation Knowledge,"
TRIZ in Progress (Ideation International, 1999): 123.
 Smart Little Creatures Modeling (SLCM), Dimension-Time-Cost
(DTC) operator, special course directed at Creative Imagination Enhancement
 TRIZ in Progress, 31.
 Stan Kaplan, An Introduction to TRIZ,
the Russian Theory of Inventive Problem Solving (Ideation International,
 TRIZ in Progress, 43.
TRIZ in Progress, 27.
 For a short time, Altshuller received limited
support from the Soviet Society of Inventors and Innovators.
 Altshullers stories (published under the
pseudonym Genrich Altov) became very popular, as did those of his wife,
Valentina Zhuravlyova. A book of their stories was translated in English
and published under the title Ballad of the Stars.
 Altshuller conducted research in creative inheritance
produced by a genius artist from Lithuania K. Churlenis, who was
born in the early 1900s. Altshuller showed how the artist intuitively
used the systems approach, ideal vision, resolution of contradictions,
and other creative approaches.
 St. Petersburg Public TRIZ University was founded
in 1972 and has been headed since then by Volyuslav Mitrofanov (for more
about Mitrofanov, see the section entitled "Solving Scientific Problems").
 Boris Zlotin attended the university in 1974-5,
then began teaching there the following year. After teaching the CIE course
he taught a course in the Patterns of Technological Evolution.
 Boris Zlotin and Simon Litvin, "A Lesson
in Fantasy," Want to Know Everything! (Moscow: Literature
for Children Publishing House, 1980).
Obviously, this was a premature statement. Even today there is still a
long way to go to convert the art of inventing into a science (and we
personally doubt the possibility of full conversion. It is, however, a
 Together with Pavel Amnuel.
 Esther Zlotin (1947-1998), after obtaining a
professional music education, analyzed patterns in the evolution of music.
 Research conducted by Boris Zlotin.
 Vladimir Gerasimov, a highly-regarded TRIZ specialist
as well as a cartoonist, developed methods for inventing new high-level
 Kirill Sklobovskiy completed a very interesting
study on the patterns of evolution of the Golden Age of Russian poetry.
 According to Altshullers definition, a
creative personality is found in an individual who devotes his life to
the invention and promotion of something new.
 TRIZ in Progress, 174.
 Genrich Altshuller and Igor Vertkin, A Working
Book on the Theory of Building a Creative Personality (Kishinev: STC
Progress, in association with Kartya Moldovenyaska Publishing House, 1990.
TRIZ in Progress 2, (Ideation International, 2000): Appendix 2.
 TRIZ in Progress.
 Genrich Altshuller (Altov), And Suddenly the
Inventor Appeared, translated by Lev Shulyak (Worcester, Massachusetts:
Technical Innovation Center, 1996).
 Among others, attendees at summer schools included
Sergey and Galina Malkin (Simferopol), Michael Shusterman and Leonid Shub
(Norilsk), Yakov Skir (Minsk), Sergey Kravtzov (Semipalatinsk), Yuriy
Buchkov (Novosibirsk), Vladimir Kovalev (Samara).
 Boris Zlotin and Alla Zusman, A Month under
the Stars of Fantasy (Kishinev: Kartya Moldovenyaska Publishing House,
1988. In Russian). Each chapter in the book represents one day (topic)
and is complemented by special recommendations for teachers and parents.
It also includes numerous educational problems and case studies.
 Nineteen issues have been published. A book was
compiled based on these, but was never published.
 For more detail, see below.
 Upon first examination, this the method is similar
to a well-known method in the former Soviet Union called "problematic
education," in which the teacher helps the student to come to a conclusion
via a set of guiding questions. This method, however, requires a great
deal of preliminary work to prepare an adequate set of questions for each
topic. For our approach, a set of universal guiding questions were developed
that could be used by teachers of any subject with minimal preparation.
 Boris Zlotin and Alla Zusman, The Inventor
Came to Class (Kishinev: Kartya Moldovenyaska Publishing House, 1990.
 Michael and Zena Shusterman have published several
books, including A Science of Thinking for Small Children and Adults
(Moscow: Pedagogics-Press Publishing House, 1993), and How to Enter
a Fairy Tail (Moscow: Publishing house Prosveshenie, 1995).
 TRIZ specialists Marat Gafitullin, Anatoliy Gin,
Victor Timokhov, and Juliy and Ingrid Murashkovski, as well as many others,
were conducting notable work with children at the time.
 More information about childrens education
is available on numerous Internet sites.
 Genrich Altshuller. How scientific discoveries
are made. Manuscript, 1960. Published later in the collection of works
Solving Scientific Problems. Kishinev: STC Progress
in association with Kartya Moldovenyaska, 1991. (In Russian).
 In the collection of works Solving Scientific
Problems, Kishinev: STC Progress in association with Kartya Moldovenyaska,
1991. (In Russian).
 Volyuslav Mitrofanov, From Manufacturing Defect
to Scientific Discovery, (St. Petersburg: TRIZ Association of St.
 Genrich Altshuller, Boris Zlotin, Alla Zusman
and Vitaliy Philatov, Searching for New Ideas: From Insight to Methodology
(Kishinev: Kartya Moldovenyaska Publishing House, 1989, in Russian):
 TRIZ in Progress.
 Boris Zlotin and Alla Zusman, "A Brain for
Evolution," TRIZ in Progress 2.
 Boris Zlotin and Alla Zusman, "Evolution
of Organizations," TRIZ in Progress 2.
 In fact "subversion approach" was created
first, and was instrumental in developing the idea of Problem Inversion
for scientific problems.
 The main customers were a mine and metal company
and Norilsk, aviation and tank plants companies, and a company that produced
lifting cranes. We later started working with new business organizations
and political institutions.
 Vladimir Proseanic,
Svetlana Visnepolschi, Len Kaplan, Vladimir Shapiro, Sergey Malkin, Naum
Feygenson, Alexander Limarenko, Alexander Chistov, Igor Kholkin, Vladimir
Kovalev, Michael Shusterman, Lubov Kozevnikova and others.
 A 40-hour seminar with 35 participants, conducted
by Boris Zlotin and Alla Zusman.
 TRIZ educators: Boris Zlotin, Alla Zusman, Alexander
Chistov, and Len Kaplan.
 See Genrich Altshuller, Boris Zlotin, Alla Zusman
and Vitaliy Philatov. Searching for New Ideas: From Insight to Methodology
(Kishinev: Kartya Moldovenyaska Publishing House, 1989. In Russian): 124.
Also see Boris Zlotin and Alla Zusman, Solving Scientific Problems
(Kishinev: STC Progress in association with Kartya Moldovenyaska Publishing
House, 1991. In Russian).
 Boris Zlotin and Alla Zusman, "Evolution
of Organizations and Social Systems," Journal of TRIZ 93.1:
73-81 (1993), and "Creative Models for Business and Management":
 Vladimir Proseanic and Vissarion Sibiryakov.
 Vissarion Sibiryakov.
 Igor Kholkin.
 Igor Vikentiev. "Techniques of Journalism:
a bank of creative principles," Journal of TRIZ 3.1.92: 56-68.
 Igor Vikentiev. Creative principles for Advertisement
and Public Relations.
 Igor Kholkin.
 Vladimir Proseanic, Svetlana Visnepolschi, Vladimir
Oleynikov. See more detail in TRIZ in Progress 2.
 Sergey Faier. Strategic and tactical techniques
in election campaigns.
 In general, models of these types are understandable
to people with a contemporary education. Sometimes, however, those whose
education is based primarily in the liberal arts will reject these modeling
processes as being too "mechanistic" in nature. We address these
objections by explaining that it is through just such a mechanistic (i.e.,
technological) approach that our modern-day world has come into existence,
and because of its effectiveness we cannot ignore it. One of the 20th
centurys most interesting scientists, Alexander Bogdanov, remarked:
"The mechanical side of life is simply that which we have managed
to explain. 'Mechanism' means something that we understand."
The authors are in full agreement with this statement.
 We define an organizations business as
its main business (for non-commercial organizations, its mission or cause).
This can be any main activity for which the organization is created
i.e., the "output" that justifies the consumption of resources.
 For more on this subject see Boris
Zlotin and Alla Zusman "Managing Innovation Knowledge," TRIZ
in Progress: 123-140.
 An integrated, net-like innovation knowledge-base
tool containing numerous pre-determined associative chains that guide
the user in the direction of the highest degree of ideality and feasibility.
The tool is structured to allow quick access to the portion of the knowledge
base dedicated to resolving a specific problem or class of problems. For
more detail see Boris Zlotin and Alla Zusman "An Integrated Operational
Knowledge Base . . .," TRIZ in Progress: 114-122, and "Managing
Innovation Knowledge," TRIZ in Progress: 123-140.
 Single models integrated into inter-related concepts
 Mentioned previously in the section entitled
"Software for Non-Technical TRIZ Applications." More
detail can be found in TRIZ in Progress 2 (Ideation International,
 For more information see TRIZ in Progress
(Ideation International, 1999): 27-32.
 S-curve plus including 9 sub-stages. First was
published in the educational materials prepared for TRIZ specialists
seminar in February 1992, Simferopol.
 Some models were published in Boris Zlotin and
Alla Zusman, "Evolution of organizations and social systems,"
Journal of TRIZ 93.1 (1993): 73-81. For more detail see TRIZ
in Progress 2.
 Lamarck (1744-1829) a naturalist and Darwins
predecessor, developed the first integrated concept of natural evolution.
 A problematic description presents an organization
or other system as a set of inherent problems that must be solved to improve
the current situation.
 The validity of this assumption is limited (more
detail later is presented later in this paper).
 Some of which can be beneficial to the society,
 The Communist government was constantly
trying to convince Soviet citizens that their lives were poor because
they did not work enough. "Work better and you will live better"
was the motto in reality, however, "working better" did
not make life better. Instead, it led to increased environmental damage
and waste of resources. People in the USSR felt this intuitively, and
thus their work mostly resembled a decades-long Italian strike.
 See below.
 The Russian perestroika brought about
many sad jokes on this subject. In one, a little girl who had learned
about Lenin and the October Revolution in kindergarten shared her understanding
of the situation with her parents: "Lenin hated rich people, that
is why we are all poor."
 Zheliu Zhelev, Fashizmut (Social Science
Monographs). East European Monographs, 1991.
 C. Northcote Parkinson (1909-1993), British historian,
author and formulator of "Parkinsons Law," the satiric
dictum that "Work expands to fill the time available for its completion."
 See also the definition of social
system in the previous section.
 The material in this section does not necessarily
cover the complete range of possible organizations. It is not, for example,
directly related to a family or to civilization as a whole.
 As mentioned earlier, the extended S-curve was
presented by Zlotin and Zusman at TRIZ seminars held in late 1980s. In
1994 we discovered the book Corporate Lifecycles by Ichak Adizes
and published in the end of 1987. This book contains the best phenomenological
description of organizational behavior and recommended strategies on each
of ten well-defined stages. It does not focus on deep mechanisms that
determine that behavior, however.
 See the complete description of each stage and
its parameters in TRIZ in Progress 2.
 For main stages only.
 The following analysis was done for the Moscow
 See the matrix (with over 25 main features) in
TRIZ in Progress 2.
 We define external management as all activity
directed toward interaction with the business environment, including establishing
strategic alliances, acquiring appropriate financing, establishing the
 This problem was given by the MCE Board of Directors
for the purpose of evaluation of the TRIZ methodology.
 In the beginning of its existence, MCE operated
rather as a trade organization.
A. In Russian
Creative Imagination Enhancement (CIE) and TRIZ in the arts; Creative
- Altshuller, Genrich. "Vector of Fantasy." In Fantasy
73-74. Moscow: Molodaya Gvardiya Publishing House, 1975.
- Altshuller, Genrich. Course in CIE. In Inspiration on Demand,
Alexander Selutskii, and Gennadii Slugin. Petrozavodsk: Kareliya Publishing
- Zlotin, Boris and Simon Litvin. "Enhancement of Creative Imagination."
In Basics of Technical Creativity for Trade Schools. St. Petersburg:
- Zlotin, Boris and Simon Litvin. "A Lesson in Fantasy."
In Want to Know Everything! Moscow: Detskaya Literatura, 1980.
- Altshuller, Genrich and Pavel Amnuel. Fantasy Scale. Sverdlovsk:
IPK Minzvetmet, 1982.
- Altov, Genrich and Valentina Zhuravlyova. Ballad of the Stars.
New York: Macmillan Publishing Co., 1982.
- Altov, Genrich. And Suddenly the Inventor Appeared. Moscow:
Detskaya Literatura, 1989 (3rd ed., revised and updated). For the English
translation, see Section B.
- Zlotin, Boris and Alla Zusman. 33 articles published in Youth of
Moldova newspaper, 1985-1988.
- Zlotin, Boris, Alla Zusman and Svetlana Visnepolschi. Young Pioneer
(Kishinev), 19 issues, 1985-1987.
- Selutskii, A., ed. Daring Formulas of Creativity. Technology
Youth Creativity Series. Petrozavodsk: Kareliya Publishing
- Ivanov, Gennadii. . . . And Start Inventing. Vostochno-Sibirskoe
Publishing House, 1987.
- Zlotin, Boris and Alla Zusman. A Month under the Stars of Fantasy.
Kishinev: Kartya Moldovenyaska Publishing House, 1988.
- Selutskii, A., ed. A Clue to the Labyrinth. TechnologyYouthCreativity
Series. Petrozavodsk: Kareliya Publishing House, 1988.
- Selutskii, A., ed. Rules for the Game that Has No Rules.
Technology Youth Creativity Series. Petrozavodsk: Kareliya
Publishing House, 1989.
- Zlotin, Boris and Alla Zusman. The Inventor Came to Class.
Kishinev: Kartya Moldovenyaska Publishing House, 1990.
- Pedagogy: Journal of TRIZ vol. 2.2.91 (special issue on creative
education). Obninsk: TRIZ Association, 1991.
- Pedagogy: Journal of TRIZ vol. 3.4.92 (special issue on creative
education). Obninsk: TRIZ Association, 1992.
- Vikentiev, Igor and Igor Kaikov. Stairs of Ideas: TRIZ Basics,
Examples and Case Studies. Novosibirsk, 1992.
- Shusterman, Michael and Zena. A Science of Thinking for Children
and Adults. Moscow: Pedagogics-Press Publishing House, 1993.
- Shusterman, Michael, Zena Shusterman and Valentina Vdovina. A Cookbook
for Kindergarten Teachers. Norilsk: 1994.
- Ivanov, Gennadii. Formulas for Creativity. Moscow: Prosveshenie
Publishing House, 1994.
- Shusterman, Michael and Zena. How to Enter a Fairy Tail. Moscow:
Prosveshenie Publishing House, 1995.
- Kryachko, V., ed. TRIZ for Schoolteachers (collection of articles).
St. Petersburg, 1996.
Development of Creative Personality
- Altshuller, Genrich and Igor Vertkin. A Working Book on the Theory
of Building a Creative Personality. Kishinev: STC Progress in association
with Kartya Moldovenyaska Publishing House, 1990.
- Altshuller, Genrich and Igor Vertkin.
"How to Become a Heretic." Technology Youth
Creativity Series, ed. A. Selutskii. Petrozavodsk: Kareliya Publishing
Solving Scientific Problems
- Altshuller, Genrich. "How Scientific
Discoveries are Made." 1960. Later published in Solving Scientific
Problems. Kishinev: STC Progress in association with Kartya Moldovenyaska,
- Altshuller, Genrich, and Alexander Selutskii.
Wings for Ikar: How to Solve Inventive Problems. Petrozavodsk:
Kareliya Publishing House, 1980.
- Zlotin, Boris and Alla Zusman. Utilizing
TRIZ Tools to Solve Scientific Problems. 1985. Reprinted in the
Institute of Cytology and Genetics, Novosibirsk, 1988.
- Zlotin, Boris and Alla Zusman. "Solving
Scientific Problems." In Searching for New Ideas: From Insight
to Methodology; The Theory and Practice of Inventive Problem Solving,
Genrich Altshuller, Boris Zlotin, Alla Zusman, and Vitalii Philatov.
Kishinev: Kartya Moldovenyaska Publishing House, 1989.
- Mitrofanov, Volyuslav. "Tracing an
Excited Molecule." In Solving Scientific Problems, Kishinev:
STC Progress in association with Kartya Moldovenyaska, 1991.
- Golovchenko, Georgiy. "Wind Power
of Plants." In Edges of Creativity. Sverdlovsk: Sredne-Uralskoe
Publishing House, 1989. Also published in Solving Scientific Problems,
Kishinev: STC Progress in association with Kartya Moldovenyaska, 1991.
- Tsourikov, Valery. "Target
Radio-Contact." In Solving Scientific Problems. Kishinev:
STC Progress in association with Kartya Moldovenyaska, 1991. (First
published in A Path to Invention: Ten Steps, Nikolai Petrovitch
and Valery Tsourikov. Moscow: Molodaya Gvardiya. 1986.)
- Mitrofanov, Volyuslav. From Manufacturing
Defect to Scientific Discovery. St. Petersburg: TRIZ Association
of St. Petersburg, 1998.
- Zlotin, Boris and Alla Zusman. "A
Brain for Evolution." In Solving Scientific Problems, Kishinev:
STC Progress in association with Kartya Moldovenyaska, 1991. (To be
published in English in TRIZ in Progress 2, Ideation International,
- Zlotin, Boris and Alla Zusman. "Searching
for New Ideas in Science." In Solving Scientific Problems,
Kishinev: STC Progress in association with Kartya Moldovenyaska, 1991.
- Zlotin, Boris and Alla Zusman. "A
Process for the Prediction of Potential Failures, Disasters and Other
Undesirable Effects." Kishinev: STC Progress, 1991.
Social and business applications of TRIZ
- Zlotin, Boris and Alla Zusman. "Patterns
of Evolution of Organizations." In Searching for New Ideas:
From Insight to Methodology by Genrich Altshuller, Boris Zlotin,
Alla Zusman and Vitaliy Philatov; Kishinev: Kartya Moldovenyaska Publishing
- Zlotin, Boris and Alla Zusman. "Evolution
of Organizations." Kishinev: STC Progress, 1990.
- Zlotin, Boris and Alla Zusman. "Evolution
of Organizations and Social Systems." Paper presented at a seminar
for TRIZ specialists, Simferopol, January 1992.
- Vikentiev, Igor. "Techniques of Journalists:
a Bank of Creative Principles." Journal of TRIZ vol. 3.1.92:
- Zlotin, Boris and Alla Zusman. "Evolution
of Organizations and Social Systems." Journal of TRIZ vol.
- Zlotin, Boris and Alla Zusman. "Creative
Models for Business and Management." Journal of TRIZ vol.
- Vikentiev, Igor. Creative Principles
for Advertisement and Public Relations. Novosibirsk, 1993.
- Kaplan, Len and Vladimir Shapiro. "Active
TRIZ Management." Journal of TRIZ vol. 1.93: 63-66.
- Faer, Sergey. Strategic and Tactical
Techniques in Election Campaigns. St. Petersburg: Stolniigrad Publishing
B. In English
- Altshuller (Altov), Genrich. And Suddenly
the Inventor Appeared. Translated by Lev Shulyak. Worcester, Massachusetts:
Technical Innovation Center, 1996.
- Zhelev, Zheliu. Fashizmut (Social
Science Monographs). East European Monographs, 1991.
- Adizes, Ichak. Corporate Lifecycles.
New Jersey: Prentice Hall, 1987.
- Kaplan, Stan, Svetlana Visnepolschi, Boris
Zlotin and Alla Zusman. New Tools for Failure and Risk Analysis;
an Introduction to Anticipatory Failure Determination (AFD) and the
Theory of Scenario Structuring. Southfield, Michigan: Ideation International,
- Zlotin, Boris and Alla Zusman. "Evolution
of Organizations: Evolution Along the S-Curve." To be published
in TRIZ in Progress 2, Ideation International, 2000.
- Zlotin, Boris and Alla Zusman. "Evolution
of Organizations: The Underlying Theory and Models." To be published
in TRIZ in Progress 2, Ideation International, 2000.
- Proseanic, Vladimir, Svetlana Visnepolschi,
and Vladimir Oleynikov. "Presidential Elections in Moldova."
To be published in TRIZ in Progress 2, Ideation International,