|TRIZ Forum: Conference Participation Report (14)|
|Personal Report of TRIZCON2006: The 8th Annual Conference of the Altshuller Institute for TRIZ Studies
(Held at Milwaukee, USA, on Apr. 30 - May 2, 2006)
| Toru Nakagawa (Osaka Gakuin Univ., Japan),
Jun. 19, 2006
[Posted on Jun. 21, 2006]
buttons guides you to the Japanese pages.
Japanese translation of this page is not scheduled.
Preface (Toru Nakagawa, Jun. 19, 2006)
This is my 'Personal Report' of TRIZCON2006, held a month and half ago in Milwaukee, USA. I am happy to have finished writing this report and be able to keep my personal tradition of reviewing and reporting most papers presented at major TRIZ confenrences which I attended at. I wish this report carry many authors' messages on TRIZ and its applications toward readers world-wide, a much larger number of people than those who gathered at the Conference.
I wish to express my sincere thanks to Larry Smith, Richard Langevin, Bob King, and many others who made so much efforts for making this Conference successful, and to the authors who gave me permission to quote their figures in this report.
|top of the page||Agenda||Overview||A. Keynote||B. Methodology||C. Industrial Applications||D. Promotion|
|E.TRIZ Education||Concluding Remarks||List of Publications||TRIZCON2005 Report||Altshuller Institute||Nakagawa's paper||Japanese page|
Outline of the Conference
Note: In the order of actual presentation. The number in [ ] stands for the paper number in the Proceedings. See the table of contents of the Proceedings at the bottom of this report. *: attended or (*): partly attended at by Nakagawa. )
|TRIZ for Beginners
Ellen Domb and
|Conflict Solving Algorithm
|DeBono's Six Hats
Jack Hipple *
|System of Laws of Engineering System Evolution
|The Seven Creativity Tools
Bob King *
Lisa Goldstein *
|The Use of Su-Fields in Technology Forecasting
|Integration of TRIZ with Other Tools, Methods and Philosophies
Darrell Mann *
|Opening (Opening Address by Larry Smith) *|
|Keynote Speech: Teaching TRIZ to Children
Tatiana Sidorchuk [A]*
|Use of TRIZ in Consumer Products
Jack Hipple 
|Applying TRIZ in Building Organizational Culture
Kalyan Kumar Banerjee 
|Unleashing the Voice of the Product and the Voice of the Process
Darrell Mann *
|Developing Knowledge Management Strategy
Kiho Sohn 
|A System for Preventing from Our Leaving Things Behind -- A Case in 2-Day USIT Training Seminar
Toru Nakagawa *
|Computer-Assisted Problem Analysis via Semantically Extracted Experience
Stephen Brown, Isak Bukhman 
|Afternoon||Patterns of Evolution -- Recent Vision of Origin and Structure
Boris Zlotin and Alla Zusman *
|CAI Tool Case Study of Reducing Vibration of Diesel Engine Lubricating Oil System
Hyman Duan 
|Applied TRIZ in High-Tech Industry
Valery Krasnoslobodtsev and Richard Langevin  *
|TRIZ Learning in INPT-ENSIACET
Stephane Negny, Guillermo Cortes Robles, and Jan Marc Le Lann 
|A Framework for Conceptual Design with Axiomatic Design and TRIZ
Madara Ogot  (*)
|Trends and Patterns of Evolution for Product Innovation
Noel Leon  (*)
|Evening||Report of Education Workshop
Wesley Perusek *
|Altshuller Institute Business Meeting *|
| Keynote Speech: Creativity in Children
William Brown [B] *
|Process Management by Systemic Thought Process
Mark Barkan and Gennady Ivanov 
|Use of TRIZ in SEMCO (Particular Process of Using TRIZ)
Seung-heon Han, Minkyoung Kwon, Seunghee Suh, Hyunju Yi, and Jungtae Park [31, 29]
|TRIZ Training Program
Tatiana Sidorchuk and Nikolai Khomenko (*)
|Industrial Process Application of TRIZ in Chemical Process System Engineering
Guilermo Cortes Robbles, Stephane Negny, and Jean Marc Le Lann 
|TRIZ Application in Device and Manufacturing Electrostatic Discharge
Teong-San Yeoh  (*)
|Afternoon||Application of Patterns of Technical Systems Evolution in Preliminary Product Planning
Masaya Takemura  (*)
|TRIZ in technology Education: Receptions of Future Teachers
John W. Stamey and Richard Peterson 
|How o Reduce Cost in Product and Process Using TRIZ
Ellen Domb and Thomas J. Kling
| The Real World: TRIZ in Two Hours for Undergraduate Students!
Paul Filmore *
|xx ||xx |
This is the 8th TRIZ Conference annually held by the Altshuller Institute for TRIZ Studies. This year it was held at Milwaukee as a joint conference with the American Society for Quality (ASQ). People who registered in either of the conferences could attend both, resulting in additional attendance of over 50 ASQ members at TRIZ tutorial and symposium of TRIZCON. Several TRIZ leaders made presentations also at ASQ and stimulated much interests there, we were told.
The total number of participants was about 80, according to the list of Attendees (which include several people who did not show up). They came mostly from USA (49), and some from Europe (including UK (2), France (1), Russia (1), Switzerland (1), and Greece (1)), Asia (including Japan (4), Korea (3), China (2), Taiwan (2), India (2), and Malaysia (1)), Mexico (2), Canada (1), New Zealand (1), etc. Those people from USA are working for consulting firms (24), for user industries (19), and for academia (6). It was a surprise that Intel sent 5 members to the symposium.
On the first day, Tutorial sessions were held in three parallel tracks, i.e., TRIZ for Beginners, Advanced TRIZ tutorial, and Integration with other creativity methods. I attended at the third track and enjoyed it much.
On the second and the third days, we had plenary Keynote Speeches both related to children education in creativity, and then double tracks of ordinary presentations and the third track of TRIZ education workshop and of TRIZ training program. The intention of the third track was not announced well beforehand; since I am working for TRIZ education in a university and am interested in creativity education to children, I chose to attend at the third tracks in their first sessions.
The Proceedings was provided to the participants in a CD (and in a printed form to a limited number of people for reviewing). The Proceedings contains 29 papers (and their slides) as listed at the bottom of this report, but 8 papers of them were not presented actually due to the absence of the speakers. No printed material were provided for the Keynote Speeches.
I am now going to review most of the papers presented in the Conference. Since I am not good at taking notes of speeches/discussions and since more than a month has passed already, I would like to limit my review mostly on the papers. I could attend less than half of the papers due to parallel tracks, so please forgive me if there might be any misunderstanding of the papers in their points .
In this report I am going to review the presentations in the following categories:
(A) Keynote Lectures
(B) Extension of the TRIZ Methodology
(C) Industrial Applications and Case Studies
(D) Promotion of TRIZ in Industries
(E) Non-technological Applications
(F) Creativity/TRIZ Education
(A) Keynote Lectures
The first Keynote Lecture was given by Tatiana Sidorchuk (Russia) [A] on 'Teaching TRIZ to Children'. In 1980s Mr. Altshuller placed much stress on the study of creative personality, and the OTSM-TRIZ project started with the leadership of Nikolai Khomenko for the creativity education of from children to engineers. Tatiana Sidorchuk has been working for these 16 years to develop pedagogical methods of creativity education to children. She has been a leader of a large number of teachers who teach TRIZ to children at kindergartens and at elementary schools.
They have just made a pre-publication edition of a book "Thoughtivity for Kids" by Tatiana Sidorchuk and Nikolai Khomenko, GOAL/QPC, 2006 written in English. It is a textbook for pedagogical students and preschool and school teachers for children of ages 3-8. See the figure below, left. -- Note that in this "TRIZ Home Page in Japan" a set of course materials were posted in English in 2001-2002: "Course of Creative Imagination Development (CID) based on TRIZ: Methodical Guide-Books and Children Workbooks for Three Grades" written by Natalia V. Rubina, translated by Irina Dolina. The series is a complete set of course materials for the 1st through 3rd grade children and their teachers at an elementary school in Petrozavodtsk. See the figure below, right.
Tatiana Sidorchuk demonstrated her animated software tool for teaching (or rather playing with) children on various basic concepts of system thinking in TRIZ. Chicco, the character of the movie, is charming and behaves in an unexpected way. For example, when we say make something large, not Chicco herself but her eyes become large; this tells children the concepts of parts and the whole of the system.
Tatiana Sidorchuk and her many colleagues have achieved a lot in the creativity education for preschool children but not much for school children, because of the Russian government regulation in school education, she says. We are happy to be able to learn their experiences of children education with the new textbook and information on the Web.
On the third day, there was a half-day session of the TRIZ Training Program led by Tatiana Sidorchuk and Nikolai Khomenko. In our countries we will need to find teachers at kindergartens and schools who are interested in creativity education and understand the TRIZ philosophy. This must be a big challenge for TRIZ.
The second Keynote Lecture was given by William Brown [B], Director of the Eli Whitney Museum, with the title of "Creativity in Children". The activities by children in the off-school classes at the Museum are amazing. They build toy boats, for example, so that "water educates boys". William Brown talked: "Children who want to become a basketball player play basketball for 4-5 hours on 300 days per year. So children also should be able to have the opportunity of 'playing inventions' for nearly the same length of time in order to learn inventions."
(B) Extension of the TRIZ Methodology
Darrell Mann (Systematic Innovation Ltd, UK)  gave an important presentation with the title of " Unleashing the Voice of the Product and the Voice of the Process". His Abstracts writes:
"In this paper we propose that, our need to create products and services that match the 'voice of the customer' becomes much more achievable when designers allowing the 'voice of the product', the 'voice of the process' and the 'voice of the system' to guide them. The paper explores how TRIZ helps us to systematically map these 'voices' and how, once we have found them generically we can then set about making a systematic transfer into the domain of specific solutions. Several mini-case study examples are used to illustrate the various points raised in the paper."
The following figure shows the relationships of five essential elements for an innovative product or service and their corresponding 'voices'. The 'voice of the customer' is related to the market demand, which is just one of the five elements to be considered to make the product (or service) a successful innovation. The outer ring represents the generic (or abstract) solution space, while the inner ring the specific solution space. For converting generic solutions into specific ones, we have to consider about the available resources and the restricting constraints. The center black circle stands for the solution we are going to implement.
For listening to the 'voice of the product' (and similarly the 'voice of the process'), Mann proposes to draw the evolutionary potential plot of the product (or the means of production) with reference to various trends of technical systems. Further use of a technical knowledge database classified with functions is suggested for more advanced technologies. For listening to the 'voice of the route to market', he suggests to refer to the business version of the evolutionary potential analysis, by using the 'Customer expectation trend' for example. The 'voice of the customer' may be captured in various ways like QFD or a trend conflict analysis.
Then Mann goes ahead to discuss how to converge the five sorts of voices to develop some real solutions. His suggestion is to first list up all the voices of different types together in the diagram (at the generic level) as shown below. The 'voices of customer' may be regarded as the problem/requests, while other sorts of voices as possible solutions. Then, considering the restrictions such as time and cost, delete some of unrealistic solutions. Then try to combine possible solution ideas to the problems as shown with the circles and arrows in the figure and evaluate the importance of such combinations.
--- Even though this paper has just shown a general/abstract framework with small examples, I think its concept is important for us to make our invention more successful as an innovation.
Boris Zlotin and Alla Zusman (Ideation International, USA)  gave an outstanding and intensive paper with the title of "Patterns of Evolution: Recent Finding on Structure and Origin", having 49 printed pages. Since it's not easy to summarize this intensive paper, I will quote the authors' Abstract first:
"The Patterns of Technological Evolution are the heart of the Theory of Inventive Problem Solving (TRIZ) and the driving force in the transformation of TRIZ into a science of technological evolution. Since the mid-1970s, when Genrich Altshuller published his first set of patterns, numerous TRIZ specialists have worked in this area, primarily in attempts to find the most advantageous structure and create a complete system of patterns. These attempts, however, have had limited success due to the pattern's empirical nature and a lack of understanding of their origin. In this paper the authors share their latest findings in the area related to the following:
- Linking technological evolution with the evolution of human needs (evolution of markets)
- Refining and deepening knowledge about existing patterns of evolution
- Formulating new patterns
- Developing the general structure of the patterns
- Developing analytical instruments for effective utilization of the patterns, not only for problem solving but for predicting future generations of systems and controlling their evolution. "
The authors defined (in 1999) the relevant English terms as:
They write: "While a trend might be a short-lived event, patterns and lines represent the strongest long-term (often permanent) tends. In other words, a pattern of evolution addresses what exactly will happen as a result of evolution (increasing dynamism, for example); a line of evolution shows how this goal will be accomplished (step-by-step)." The authors also write about 'the main challenges' as: "We know that all known Patterns are empirical in nature and therefore can describe the main direction ('what') of a system and its actual evolution ('how') but lack the 'why' - that is, an explanation of the origin and driving forces of technological evolution."
The authors seem to have found the answer in the (universal) hierarchy of systems and in the hypothesis that "Requirements imposed by a higher-level system are always dominant and 'force' the subordinate system (or sub-system) to evolve accordingly." They identify the five major evolutionary levels as shown below and listed up their main trends/patterns and non-linear effects (shown below only a part of them).
(1) Universal evolution: Growth of complexity and variety; Acting feedback mechanism; Self-organization; Emergence of systemic effects; Evolution through the emergence and resolution of crises.
(2) Biological evolution: Directed toward unlimited growth and expansion (growing utilization of various resources); Reproductive system; Evolution toward an increasing degree of survival of organisms based on haphazard mutation (trial and error) and natural selection; etc.
(3) Evolution of human civilization as a whole: Gradual increase in the quality of life (personal ideality) for an average individual in the society; Increase in the role of technology and overall human intelligence; Constant 'tag war' between two opposing trends -- integration and disintegration -- with the gradual increasing of integration in the society; Emergence of evolutionary waves in human civilization (primitive, agricultural, industrial, informational)
(4) Evolution of man-made systems: Separation of production plants from products, greatly simplifying and accelerating the evolution of both; Utilization of resources unfavorable to biological evolution (high pressure and temperature, powerful energy sources, dangerous substances, etc.); Replacement of human labor with machines in situations ill-suited for humans; General increase in the 'intelligence' of man-made systems, providing improved performance and human interface.
(5) Micro-evolution steps -- inventions and innovations: Enhancement of the trial-and-error method as an evolutionary tool for man-made systems, based on the utilization of analytical and psychological stimulation approaches; Transition from trial-and-error with purposeful utilization of evolutionary patterns and other instruments that have been developed, based on theoretical models of evolution; Transition from innovations created by extraordinary individuals to mass innovation via education and utilization of innovation methodology and tools, including computerized processes of managing innovation activity.
Appendix 1 of their paper shows 'Selected General Patterns of Evolution of Man-Made Systems' as follows:
Group 1: General aspects of the evolution of man-made systems:
Patterns: Evolution of driving forces (15 lines); Evolution of impeding forces (2 lines); Evolution of the means and methods to control the evolution of man-made systems (8 lines); Emergence and resolution of contradictions
Group 2: Evolution of the man-made environment:
Patterns: Increase in the role of man-made systems (10 lines); Reduced human involvement in man-made systems (5 lines); Adaptation to the environment (6 lines).
Group 3: Evolution of the application and marketing of man-made systems:
Patterns: Evolution of products for marketing (5 lines); Evolution of markets (9 lines)
Group 4: Increasing ideality of man-made systems:
Patterns: Increasing a system's usefulness (14 lines); Reducing overall cost (10 lines); Increasing a system's usefulness in the process of reducing cost (5 lines).
Group 5: Evolution of resources:
Patterns: Intensification of resources utilization (12 lines); Effects as resources (15 lines)
Group 6: Evolution towards increasing system adaptability:
Patterns: Increasing dynamization (15 lines); Increasing controllability (9 lines); Matching-mismatching (18 lines).
Group 7: Evolution of system structure:
Patterns: Increasing system complexity (15 lines); System simplification (7 lines)
In the latter parts of the paper, the authors explain and discuss some of these patterns and lines and how to use them. They are worthy of reading, but we do not have space to discuss here.
-- This is a paper containing a huge accumulation of work in a condensed form. We can learn a lot from it.
Noel Leon (Tec de Monterrey (ITESM), Mexico)  presented a paper: "Trends and Patterns of Evolution for Product Innovation". The author tries a statistical analysis of patent databases with emerging information technology for revealing the trends and patterns of evolution. The paper is at an initial stage of work.
Masaya Takemura (SANNO Institute of Management, Japan)  talked on "Applying Patterns of Technological Systems Evolution in the Preliminary Study for Product Planning -- Experiences of Japanese Companies". The author points out that for product planning it is much desirable to build up Product Road Map and further Technology Road Maps because they are more generic and longer ranged. The revised procedure for building Product and Technology Road Maps is shown below. The author have applied this procedure to about 30 cases in Japanese industries.
Step 1. Decision of the scope of the Road Map
Step 2. Study of the Past of the Product
Step 3. Identification of the Product's evolution history (Application of the Patterns)
Step 4. Identification of factors of Super System/Elementary Systems
Step 5. Collection of information about Super/Elementary Systems
Step 6. Future prediction about Super/Elementary Systems (Application of the Patterns)
Step 7. Future prediction about the System (Application of the Patterns)
Step 8. Formulation of the Product Road Map (Application of the Techno-Industry Evolution Cycle)
Step 9. Selection of essential technology elements (Extraction of Expressive/Effect Functions)
Step 10. Formation of Technology Road Map (Application of the Patterns)
Gennady Ivanov and Mark Barkan (Concept Catalysts, USA)  gave a presentation with the title: "Process Management Using Systemic Thought Process (Identification and Formulation of Creative Tasks): General Principles of Systemic Thought Process in Manufacturing Process Environment". The Abstract writes as:
"Creative thinking is based, in part, on the skill to analyze an object or an event in three perspectives: in time, in space and in interactions between objects.
On the time axis an object is analyzed in the past, present and future.
On the space axis an object is analyzed on the levels of a system, supersystem and subsystem.
On the interaction axis the interactions of an object with the elements of the subsystem and the supersystem are analyzed in time and in space. "
-- I do not have any objection against this statement, but I do not understand what is new in it.
The authors classify technical problems into four types:
They say that the first type 'Manufacturing process problems' is the most difficult, and then they discuss the algorithms for solving it. They show an algorithm having the following 7 main steps:
The paper illustrates two sample problems but does not show how the algorithm is applied. (I missed this presentation.)
Madara Ogot (Pennsylvania State University, USA)  gave a presentation: "A Framework for Conceptual Design with Axiomatic Design and TRIZ". This paper shows the effectiveness of using TRIZ concepts (especially, System Operator (9-windows method) and contradiction resolution methods) and EMS (Energy-Material-Signal) model in the framework of the Axiomatic Design. The scheme is shown in the following flowchart:
-- The EMS model is easy to understand and illustrative. The author has been proposing the joint use of these methods for these two years.
Isak Bukhman and Stephen Brown (Invention Machine Corp., USA)  gave a paper: "Computer-Assisted Problem Analysis via Semantically Extracted Experience". The motivation of this paper is clear in its Abstract:
"To identify the right problem and solve it quickly, or to invent at the highest level of creativity, engineers need to leverage scientific and technical knowledge, often beyond their immediate personal experience or field of expertise. Engineers must be able to find appropriate concepts from among thousands of scientific effects and from tens of millions of articles, patents, and other sources of information. Although Altshuller identified this 'informational fund' as an essential component of TRIZ methodology, little could be done until the sources became digitized and readily accessible. ....
Through new breakthroughs in computational linguistics, it is now possible to generate, from virtually any digitized information source, a Cause-Effect Experience Base of semantically extracted concepts that aggregates and generalizes patterns, or failure signatures, and their causes. Over 15 million patents have already been analyzed. ... "
The unique strength of Invention Machine Corp. has been remarked since early 1990s as the advanced technique of semantic analysis of technical documents, the extensive accumulation of condensed knowledge extracted from millions of patents, and their commercial software tools for allowing engineers to fully utilize such knowledgebases in problem solving. Thus the present paper seems to be a natural extension of their approach, with a new idea of utilizing the knowledgebase available in the form 'Cause-Effect relationship database'. The authors expect that the usage of knowledgebases in the phase of Cause-Effect analysis of a problem can give more basic understanding and hence more stable solutions to the problem than the usage of them as the hints for solution generation. The framework of the present paper is shown in the following figure:
The paper demonstrates its usage with a case study of 'Improvement of artificial bone scaffolds'. The scaffolds are thinly coated onto an implant artificial bone and must be porous to accept the healthy bone cells to inhabit and proliferate in the pores. The problem of the material is 'how to increase its mechanical strength while its porous rate is also increased'. (Before jumping into the application of the Contradiction Matrix method) it is important to understand the root causes of the problem. The basic cause of the problem is understood to be 'the pores are easy to be destructed'. Thus, using their new software tool, the phrase 'pores destruction' is input, to obtain the knowledgebase information as shown in the display below:
In this example, 38 possible causes are shown from the databases. Then the items which are supposed to be relevant to the present case are checked and added to the user's Root-Cause Analysis Model. The process may be repeated onto the newly found causes to find deeper insights of root causes. The software tool is useful to refer to a lot of technical information behind these items shown in the display.
(C) Industrial Applications and Case Studies
Teong-San Yeoh (Intel Technology Sdn. Bhd., Malaysia)  gave a presentation with the title: "TRIZ Application in Device & Manufacturing Electrostatic Discharge Control". The initial part of the Abstract is:
"Electrostatic Discharge (ESD) is a common failure mechanism found in semiconductor device manufacturing. ESD can be generated from humans, machines or even during the handling of these semiconductor devices. This paper explores the application of TRIZ's Inventive Principles in device and manufacturing ESD Control. ..."
The author's approach is NOT to propose new ideas for the ESD Control problem by applying TRIZ principles, but rather to review various existing devices and methods systematically with the eyes of the TRIZ Inventive Principles. The paper examined the existent devices one by one and gave a summary of the finding as follows in the latter part of the Abstract:
"... In device ESD, the key focus is on the design of the many different ESD protection structures used in the device protection scheme. Basically, ESD protection in the device is based on the Inventive Principles of Skipping and Equipotentiality. In terms of the design of the various ESD protection cells used in the device, the fundamental design of these cells relate to the Inventive Principles which include Curvature, Cushioning in Advance, Merging, Asymmetry, Segmentation, Universality, Taking out, Blessing in Disguise and Intermediary. In manufacturing ESD, the Inventive Principles of Preliminary Action, Composite Materials and Flexible Shells & Thin Films are demonstrated.
This is one of the first attempts to assess the Inventive Principles in the device design and manufacturing ESD controls. Since ESD can be extremely difficult to control in the manufacturing process, a deeper understanding of the Inventive Principles including their application will enable more robust designs and manufacturing controls for current and future process technologies."
-- In TRIZ literature, there were a number of case studies of 'reverse inventions' where individual patents or excellent ideas were analyzed or explained afterwards with the eyes of TRIZ. But the importance of the present paper is its systematic reviewing of a field (or a specific topic) of engineering with the eyes of TRIZ. This approach can be used in various other fields and topics as well.
Hayong Jung, Jaeyoung Bae, Seunghee Suh, and Hyunju Yi (Samsung Electro-Mechanics Co., Korea)  presented a paper with the title of "Use of TRIZ for the Novel Auto-focus Camera Module Development". (It is remarkable that Samsung Electro-Mechanics (SEMCO) submitted total four papers in this Conference, even though two of them were not presented due to the absence of the authors, for some reason.)
This paper intends to apply TRIZ to the R&D of 'Liquid lenses' to be used in the mobile phone cameras. Using electrowetting phenomena, liquid lens controls the interfacial tension between two immiscible liquids and a solid surface by applying voltages. It has the advantages of no moving parts, low power consumption, small dimensions, etc. But it has a number of research problems to be solved. The response time is the most important issue, the authors say. In the initial development stage, the response time was about 200 ms and 2000 ms in up-time and down-time, respectively, and there found severe hysterisis phenomena.
The authors applied Functional analysis, and then Root-Cause analysis (or almost equivalent to Attribute analysis) to the problem. Then the Contradiction Matrix method is applied to obtain suggestions of inventive principles. The insulating oil was composed by mixing more-than-three kinds of oils to adjust the electrowetting property, thus achieving shorter response time (of 50 ms in up-time and 100 ms in down-time) in the liquid lens, the paper writes. -- Even though the technical details are not described, the authors' approach seems to be natural and straight forward.
Hyman Duan (IWINT, China), Alp Lin (IWINT, China), Yanling Li (University of Electronic Science and Technology of China, China), Leonid Batchilo (IWINT, China) and Huiyu Wang (DLoco, Co.)  gave an interesting presentation: "CAI Tool Case Study of Reducing Vibration of Diesel Engine Lubricating Oil System". The Abstract writes as follows:
"A real problem-solving case study about reducing vibration of diesel engine lubricating oil system is presented to illustrate the systematic workflow integrating the application of functional analysis, problem formulation, TRIZ standards, and ontology-based functional knowledgebases in the CAI Tool, Pro/Innovator.
Testing of a new powerful diesel engine revealed high-level vibration of lubricating oil system of diesel engine, especially at the outlet of oil pump and in the pipeline. The root problems (oil pressure fluctuation and oil flow turbulence in oil pump, etc.) are identified with problem reformulation based on root cause analysis and TRIZ multi-screen thinking. By applying TRIZ Standards and searching prior art in ontology-based functional knowledgebase, several innovative concepts are generated. After evaluation and testing, final feasible concept is defined. To protect the patentable concepts, a patent application draft is also generated after function modeling of the proposed design of new oil pump."
The structure of the oil pump composed of two drum gears is shown in the following figure, together with the understanding of the root causes of the vibration. Such root causes were revealed and summarized in the form of 'Problem Tree' as shown in the figure below.
Two examples of hints obtained with the ontology-based functional search and the solution ideas generated from them are shown in the following figures:
-- Hyman Duan et al. (IWINT, Inc.) have been reporting papers in ETRIA TFCs and TRIZCONs for these two years and their project of developing a TRIZ-based CAI software tool seems to be under progress steadily.
Toru Nakagawa (Osaka Gakuin University, Japan)  gave a presentation with the title of "A System for Preventing from Our Leaving Things Behind -- A Case in 2-Day USIT Training Seminar --". Here is the Abstract:
" USIT (Unified Structured Inventive Thinking) is a methodology and an overall procedure for creative problem solving, originally developed by Ed Sickafus and then further enhanced by the present author as a new generation of TRIZ. Usage and training of USIT are demonstrated in the present paper by example of an actual case of problem solving in a 2-Day USIT Training Seminar carried out with participants in a multi-company situation. The problem was to concept a practical system for preventing from our leaving things behind, such as a bag on a train's shelf, glasses on a restaurant table, an umbrella at an entrance, etc. The initially-vague problem was to be defined more clearly in terms of 'the timing of leaving a thing behind'. Then the situation is analyzed in the USIT scheme of Objects-Attributes-Functions and Space & Time, and ideal solutions are imagined by use of the USIT Particles Method. On the basis of these analyses various solution ideas were generated and were composed into a conceptual solution. This example shows the USIT's capability of handling problems which are initially-vague, related to software, and oriented to process, etc."
This is a vivid document of a case study in the present author's 2-day USIT training. The 10 sheets of documents generated by a team of 5 members during the group practice were presented without modification (except translating from Japanese into English) in the paper. One of them, at the stage of Functional Analysis, is shown in the figure below.
This shows the USIT-style simple Functional diagrams drawn at different stages along the scenario of our leaving a bag behind on a shelf in a train. It is also noticeable that desirable situations (or ideal solutions) are drawn in the form of Functional diagrams as the results of group discussions stimulated with the Functional analysis of the present system (or present situations).
The figure below shows the record at the initial part of the solution generation stage. You can see many pieces of ideas were generated and grouped. The three small graphs shown in the group of 'Decision functions' represent the measured distance between the bag and the person vs. time, and are the key concepts of judging the status of the bag and 'the timing of our leaving things behind'. A set of conceptual solutions were generated by further extension and examination of these ideas.
Please refer to the original paper posted in this Web site "TRIZ Home Page in Japan".
Guillermo Cortes Robbles, Stephane Negny, and Jean Marc Le Lann (INT-ENSIACET, Toulouse, France)  gave a presentation: "An Industrial Process Application of TRIZ in Chemical Engineering". The paper talks about two cases. (1) The idea of transformation from (True) Moving Bed (TMB) into Simulated Moving Bed (SMD) done in 1998 is explained by using ISQ, Contradiction Matrix, and Inventive Principles. (2) The problem of cooling the recycled molding sand on the conveyer was solved by installing blades above the conveyer to mix the sand automatically and thus cool it quickly.
Jack Hipple (Innovation-TRIZ, USA) gave a presentation with the title: "The Use of TRIZ Principles in Consumer Product Design". I will quote his Abstract first:
"The principles of TRIZ have been used extensively in manufacturing equipment and process trouble shooting and are beginning to find application in business, management, intelligent property, and strategic planning. TRIZ training is being conducted by several major engineering societies, segments within the academic community, as well as a few specialized technical societies such as human factors and ergonomics. There is a third area in which TRIZ principles are beginning to be applied and that is the design and application of everyday consumer products. Several large consumer products companies have made investments in TRIZ training and software. The ideal consumer product means different things to different consumers and that is one of the uniquenesses of this area of application. We will review several product examples that have been either developed through the actual use of TRIZ or illustrate the use of its principles. We will also overview the application of TRIZ lines of evolution to market and product research studies."
In the paper, 27 case studies of consumer products are described without any figure. These case studies are interesting but not so clear for people who do not see the samples which are talked about. The first case study, for example, describes about an innovative packaging method of 'Saran Bowl Cover' (i.e. a thin plastic cover fabricated in the form like a hairnet with an adjustable band), namely nine products are packaged in the 10th product, an actual result generated by a TRIZ team in S. C. Johnson. But in Japan I have never seen the products sold in stores. So, for writing this Personal Report, I asked the author to send me his slide files. Jack Hipple was kind to arrange his 80 MB file accessible for me. I have chosen the following slide as the best for illustrating the author's intention, even though this slide is not described in the paper.
In the last section of the paper, the author gives a nice advice for consumer product research:
When a consumer products company is developing a questionnaire regarding a consumer's preference about a "new" way of doing something, proactively include concepts from TRIZ. For example:
'Would you like a toothbrush that didn't require a separate tube of toothpaste ' (as opposed to 'How would you improve the toothbrush?')
'Would you like a way to carry your phone around the room?' (as opposed to 'How would you improve the telephone?')
'Would you be interested in a cooking system that didn't use gas or electric heat?' (as opposed to 'How would you like to improve your stove or oven?')
(D) Promotion of TRIZ in Industries
Valery Krasnoslobodtsev and Richard Langevin (Technical Innovation Center Inc., USA)  gave a presentation with the title of "Applied TRIZ in High-Tech Industry". This is the 4th (or 5th?) paper of their valuable series of papers demonstrating how to promote TRIZ in industries and how to apply TRIZ (especially a simplified version of ARIZ) to real industrial problems. In the present paper, Valery Krasnoslobodtsev describes a wide range of topics for promoting TRIZ on the basis his experiences in a world-leading high-tech industry, i.e., Samsung Electronics in Korea. He poses a number of key questions and gives answers to them in the paper. Some of them are:
Q: What are the biggest hurdles and barriers of deploying TRIZ? How were they overcome?
A: Unfamiliarity with the methodology that led to mistrust of TRIZ. The best way to overcome was to get excellent results in real projects using TRIZ. Such results were achieved with participation of experienced TRIZ specialists from Russia, including their coaching.
Q: What are the key requirements to embed innovation method in the large corporation?
A: TRIZ at Samsung has been introduced by various CEO's of highest level. Thus TRIZ at SEC was accepted kindly, quickly and with big enthusiasm. Experienced people with innovative skills are another key to successful implementation of TRIZ (onto them). And a well-structured innovation network of TRIZ people is one more key point for the large company.
Q: How TRIZ utilization should be integrated in concert with marketing and customer needs?
A: TRIZ is used in conjunction with other methods at high-tech companies. In Samsung, Six Sigma is popular and the top management is completely supporting it. About three years ago, Six Sigma people began to understand that TRIZ can make up for the weak points of the Six Sigma process. Six Sigma is efficient to find out the main factor of the problem but it cannot answer 'How to Do' in many problems. TRIZ answers to it and goes for overcoming contradictions. Many (Samsung) people now recognized the need of TRIZ to compliment Six Sigma.
Q: How to reduce the TRIZ implementation period and get returns faster?
Q: You need to offer both short-term and long-term educational courses for providing TRIZ knowledge for individuals and for the whole company. Two-day and five-day programs are for the short-term education, and they are designed to develop a basic awareness of TRIZ among key management and technical personnel. The long-term training takes from 3 to 10 months. The following table shows the three-module program training people at the levels of apprentices, practitioners, and specialists. The goal is to develop within an organization a strong TRIZ Team that will be able to solve company problems and continue to train personnel as required.
Q: How TRIZ should be directed at research, product design, technology development, manufacturing, etc.? How TRIZ should be applied?
A: The following figure shows the road map of TRIZ Problem Solving Process. TRIZ can be used for the six directions shown at the top, while the problems can be classified into three types depending on the easiness of the formulation of the core problem and on the types of TRIZ tools to be used. After deriving multiple innovation concepts, the solutions should be evaluated with three main criteria as shown at the bottom of the figure.
The application of this TRIZ road map is fully demonstrated for the problem of scattering of toner particles in a non-contact printing machine. -- But its description is omitted in this report. See the original paper, or similar case studies presented earlier by the authors in previous conferences.
Seunghee Suh, Seungheon Han, and Hyunju Yi (Samsung Electro-Mechanics Co., Korea)  gave a presentation of: "Use of TRIZ in SEMCO (Particular Process of Using TRIZ)". The paper describes their 'TRIZ Workshops' to solve real problems with their engineers. The Workshop is compactly arranged as shown below in the Agenda:
This Workshop is carried out whenever to solve a real problem with TRIZ, with the participation of usually 5 to 6 engineers and (one or two?) TRIZ specialists. The Agenda of step-by-step style is found productive, the authors write. This agenda puts much weight on the initial stage of problem definition and analysis with RCA (Root Cause Analysis). The paper shows several snapshot photos at a Workshop. As the results of these TRIZ Workshops, the number of problems of TRIZ-application has increased much (into 80 problems in 2005 in SEMCO), the rate of actual implementation of ideas increased from 30 % to 80 %, and the participants got much better understanding of TRIZ with the experiences, the paper writes.
-- The Workshops, even though not advanced in the TRIZ methodology itself, seem to have contributed much to a rapid and wide penetration of TRIZ inside the company.
Kiho Sohn (Pratt & Whitney Rocketdyne, Inc., USA)  gave a presentation on "Developing Knowledge Management Strategy, Necessary Step Prior to Innovation". Since I missed his presentation, I will just quote his Abstract here.
Popular way to generate innovative ideas depends on person's own experience and creativity. Better way is to solicit ideas from other people's experience, one of the key principles used in TRIZ technique. This presentation will show how a company can develop good knowledge bases from its knowledge assets. Knowledge Management process can help organizations to collect and organize their knowledge assets so that their employees can easily access them for idea generations. Included in this presentation is how Knowledge Management activity has started at Pratt & Whitney, Rocketdyne, Inc. (PWR), key KM processes and tools, and their implementation. These tools include utilizing expertise networking system and generating semantic based knowledge bases.
Darrell Mann (Systematic Innovation Ltd., UK), Joseph Poon (Hong Kong Productivity Council, Hong Kong), and Matthew Driver (Network China Ltd., UK)  submitted a paper with the title of "Case Studies from a Breakthrough Innovation Product Design Programme for Local Industries". This paper was not presented in the Conference Session because of the TRIZCON's implicit regulation of limiting presentation of only one paper per person. The paper describes that the authors promoted a project of introducing TRIZ into SMEs in Hong Kong and those SMEs have achieved good results by using TRIZ in a relatively simple form. -- I read this paper and found its significance for penetrating TRIZ into the much larger part of industries, i.e., NOT big businesses but SMEs. This is especially true in Asian countries, including Japan. So we have decided to invite Darrell Mann to present this paper in our Second TRIZ Symposium in Japan, Aug. 31 - Sept. 2, 2006.
(E) Non-Technological Applications
Kalyan K. Banerjee (MindTree Consulting, India)  presented a paper on "Applying TRIZ in Building Organizational Culture". The first part of the Abstract is as follows:
"TRIZ has largely been projected for solving technical problems. This paper is an attempt to show potential of TRIZ in resolving conflicts among individuals and teams.
This author facilitates appreciation of conflicts with a stress on finding creative ways to approach conflicts. The first part of this paper shows the application of TRIZ concepts like Ideal Final Result, Perception Mapping and Resources in solving real-life conflicts. The paper takes a practical rather than conceptual view, by taking real problems faced by managers in the Indian software industry and generating diverse solution possibilities using TRIZ concepts. A few cases are dissected in this paper to illustrate this. ... "
Examples of practical organizational problems taken from software industries in India are quite different from the cases in Japanese culture (and in the US and European culture) and not interesting for me. However, the author's approach itself is interesting. He has defined a set of 65 tools for building organizational culture with reference to TRIZ. And for checking their validity and coverage, he has facilitated 16 discussion sessions (with more than 450 people in total) to find as much variety of solutions as possible (without directly using TRIZ) to the 20 selected cases mentioned above. He has also built a Contradiction Matrix for organizational problems, by using the matrix parameters defined by Darrell Mann for business and management, so as to suggest possible solutions in terms of his 65 tools. -- The paper seems to reflect a serious long-term research and practice of TRIZ application in the field of organizational problems in India.
(F) Creativity/TRIZ Education
Guillermo Cortes Robles, Stephane Negny, and Jean Marc Le Lann (INPT-ENSIACET, Toulouse, France)  reported on "TRIZ Learning in INPT-ENSIACET". ENSIACET is a Grande Ecole in the field of matter transformation and belongs to INPT (the National Polytechnic Institute of Toulouse). They started teaching TRIZ in 2001 as a part of more general course which includes VE, QFD, Taguchi Methods, etc. The time volume devoted to TRIZ has been increased year after year. Since 2004 they have disseminated TRIZ by using e-learning course as well. The current state is as follows:
The first stage (total 25 hours) of the course is given by a general introductory lecture of TRIZ followed by several alterations of individual e-learning and follow-up meeting with teachers. For the e-learning, more than 500 detailed slides are already prepared (e.g., 30 slides on the topic of Size-Time-Cost Operator). Within the limitation in time, the following concepts and tools in TRIZ are taught in this first stage:
Concepts: Ideality and IFR, Inventivity, Contradiction, Psychological Inertia, Law of Evolution
Tools: Nine screens, Contradiction Matrix, Separation Principles, Su-Field Analysis, Miniature Dwarfs (SLP), Size-Time-Cost (STC) Operator, ISQ (Innovation Situation Questionnaire), Inventive Standards
In the second stage of the course, students work in groups for solving a real design problem. Students are advised to work on a technical object outside their scientific domain in order to become less trapped by psychological inertia. Students have to apply the models and tools taught in the first stage, and try to find some concrete solutions. Students seem to be much interested in learning TRIZ in this manner, the paper reported.
-- TRIZ teaching in French universities seems to be making much progress. INSA-Strasbourg is the leader, and INPT-ENSIACET has been active in publishing their experiences and case studies.
Paul R. Filmore (University of Plymouth, UK)  gave a presentation with the title of "The Real World: TRIZ in Two Hours for Undergraduate and Masters Level Students!". Here is the Abstract:
"The reality of overloaded university syllabi is very limited time for introducing challenging and comprehensive concepts like TRIZ. This paper shares experience and knowledge, which is based on five years of 'teaching' TRIZ in the UK. Key areas covered are:
- Creating a need in the student to learn more e.g., demonstrate that TRIZ has more potential than student's other present problem solving strategies
- Using an interesting learning case study; researched by the author with Michelin (USA): the Tweel
- Reporting the use of a computer assessment based on the lecture and self study. The assessment focuses students to access an electronic TRIZ book, electronic resources and the internet, to self study greater understanding of TRIZ (NB this is one way to get around limited timetabled lecture time).
Results from undergraduate and MSc student cohorts who have undertaken a TRIZ learning experience designed around the above, demonstrate a high appreciation of the potential of TRIZ and measurable level of understanding. "
It is interesting to learn that 'The Tweel' , press released by Michelin in January 2005, was actually invented by a group who used TRIZ. The paper writes the testimony by the key Michelin staff as follows:
"To conclude the case study, questions were asked as to why the TRIZ is innovative and worthy of attention. Feedback from key Michelin staff involved in the Tweel development was given to support this:
'As an example, my team was able to generate a set of 13 solutions to a particular problem during a four hour TRIZ problem solving session that I facilitated. The quality and thoroughness of the resultant patent stands head and shoulders above other patents whose claims were derived by more traditional methods. '
'Partly as a result of TRIZ training, my team produced greater than 30 % of all the invention records submitted by our research site over the course of 2003, whereas we only represent 7 % of the population that usually submit such records.' "
John W. Stamey (Coastal Carolina University, USA) and Richard Peterson (North Carolina State University USA)  gave a presentation on "TRIZ in Technology Education: Perceptions of Future Teachers". The paper shows a report of rather simple workshop conducted to collect the perceptions on TRIZ by graduate students specialized in technology-education (TRIZ is newly introduced to them (?)). The 2-hour workshop was held on Feb. 14, 2006 in the 'Creative Problem Solving' class at North Carolina State University, with the participation of 10 graduate students. First, a lecture on TRIZ history and TRIZ methods was given for 30 minutes. Then for 90 minute, student groups (of either 2 or 3 members) were assigned total 13 subjects (i.e., about 3 subjects for each group) to develop a unit of instruction in TRIZ by identifying:
Then at the end of the 90 minute session, the students were asked to respond a questionnaire about the usefulness of TRIZ in technology education and their overall opinion on TRIZ. The report briefly summarizes the results of students perceptions.
-- I feel we can not put much reliability on the perceptions of TRIZ by graduate students who are exposed to TRIZ only for two hours. If we want to have TRIZ teaching at highschools, we (or TRIZ experts) should try to teach highschool students for ourselves or better in cooperation with highschool teachers. Before having such experiences, we cannot appropriately teach 'future teachers' how to teach at highschools. Anyway, the TRIZ communities in the Western countries including Japan are still at a very early stage of the S curve in this aspects of TRIZ education. I would like to learn recent progress in France.
Education Workshop was held as the third track on the First day of the Symposium. Wesley Perusek was the organizer of this workshop. In 2004, The Altshuller Institute invited Wesley Perusek (Director of an Ohio Space Grant Consortium (NASA) funded statewide initiative to create after-school-hour Invention Innovation Centers in Ohio) as the Advisor for promoting TRIZ into academia. This Education Workshop was a first meeting of people invited by Perusek for forming an international task force and discussing the directions. Bob King (ASQ and GOAL/QPC) led the discussion by using a number of creativity methods. The results in one day was the formation of the Educational Task Force (ETF), the consensus of the 'Drivers and Targets' of ETF, and building up 'The TRIZ Education Web Site' with the URL http://www.trizeducation.org/.
In the TRIZ Education Web Site, the results of this Workshop is summarized as shown below:
The results of the first meeting of the TRIZ Educational Task Force (TRIZ-ETF) held May 1, 2006, include the following:
* Plan with people who commit to education
* Develop evidence of benefits of TRIZ in education
* Develop materials for grades 3-12, college and graduate school
* Gain financial support for the effort
* Contact parents and teachers at all levels
* Partner with national, state and local boards of education
* Develop electronic games as a teaching tool
This Workshop is a start of collaborative work for promoting TRIZ in Education from children to graduates. Such activities should be enhanced in the US and in all other countries. I notice that ETRIA is also trying to survey and stimulate TRIZ activities in universities world-wide.
Miscellaneous and Concluding Remarks
Eight papers published in the Proceedings were not presented actually because of the absence of authors. They include: One from USA (), two from Korea (, ), one from China (), three from Iran (, , ), and one from Brazil ). The reasons for the authors absence were not disclosed/known.
It was raining and rather chilly for most part of the conference schedule but turned fine and warm on the last day (May 2). Milwaukee city center was nice and clean, and I felt no danger during the stay.
I would like to make some remarks for conclusion:
TRIZ is not known/introduced so widely in USA;
TRIZ is not used much or does not generate much results in USA;
TRIZ in USA is mostly carried by consultants and not by industry people themselves:
TRIZ has generated much results but industries do not disclose them;
TRIZ is already a well-known method in USA and there is no point to publish TRIZ related work;
There are so much/many results obtained with TRIZ in USA, and hence no points in reporting them;
TRIZ related activities in USA are not increasing lately;
TRIZCON or Altshuller Institute does not attract TRIZ people in USA; etc., etc.
I do not know which hypotheses are incorrect/less significant/more significant. Anyway we have to think over these various possible causes and try to have more active presentations and participation by industrial people in USA. (I feel much different atmosphere of industrial people in ETRIA, in Japan, and certainly in Korea.)
We are thankful to Larry Smith, Richard Langevin, Bob King, and many others for their so much efforts for making this Conference successful.
At the end of this Personal Report, I would like to remind you of the following two conferences to be held in the near future:
"The Second TRIZ Symposium in Japan" to be held by 'Japan TRIZ CB' ('Collaborative Board of TRIZ Promoters and Users in Japan')
On Aug. 31 - Sept. 2, 2006, at Pana-Hills, Suita, Osaka, Japan
ETRIA World Conference "TRIZ Future 2006" to be held by ETRIA (European TRIZ Association)
On Oct. 9-11, 2006, at Kortrijk, Belgium
As being the Program Chairperson of Japan TRIZ Symposium, I wish to make the Symposium active and successful with receiving presentations and participation from many of you.
List of Papers in the Proceedings
--: Published but not presented,
--&: Not published but presented with a handout,
--#: Not published but presented with no handout.
 - : Paper number in the Proceedings (there are some numbers missing).
[A] Keynote Speech: Teaching TRIZ to Children
Tatiana Sidorchuk ( , Russia)
[B] Keynote Speech: Creativity in Children
William Brown (Eli Whitney Museum, USA)
 Unleashing the Voice of the Product and the Voice of the Process
Darrell Mann (Systematic Innovation Ltd, UK)
 Case Studies from a Breakthrough Innovation Product Design Programme for Local Industries
Darrell Mann (Systematic Innovation Ltd., UK), Joseph Poon (Hong Kong Productivity Council, Hong Kong), and Matthew Driver (Network China Ltd., UK)
 Design and Realization of Distance Specialists Consultation and Innovation Design Service System Based on Web
-- Xinjun Zhao, Te Li (Northeastern University, P. R. China)
 The Use of TRIZ Principles in Consumer Product Design
Jack Hipple (Innovation-TRIZ, USA)
 TRIZ Methodology to Foster Creative Design
-- Sadegh Shahbazi and Ebrahim Karimikia (Isfahan, Iran)
 Designing of TRIZ Laboratories
-- Mohammad Hassan Mojtabaee, Sayed Mahdi Golestan Hashemi (Malek Ashtar University of Technology (MUT), Iran)
 Wow Effect
-- Simon Litvin (GEN3 Partners, USA)
 Applied TRIZ in High-Tech Industry
Valery Krasnoslobodtsev and Richard Langevin (Technical Innovation Center Inc., USA)
 Process Management Using Systemic Thought Process (Identification and Formulation of Creative Tasks): General Principles of Systemic Thought Process in Manufacturing Process Environment
Gennady Ivanov and Mark Barkan (Concept Catalysts, USA)
 Applying TRIZ in Building Organizational Culture
Kalyan K. Banerjee (MindTree Consulting, India)
 CAI Tool Case Study of Reducing Vibration of Diesel Engine Lubricating Oil System
Hyman Duan (IWINT, China), Alp Lin (IWINT, China), Yanling Li (University of Electronic Science and Technology of China, China), Leonid Batchilo (IWINT, China) and Huiyu Wang (DLoco, Co.)
 A Framework for Conceptual Design with Axiomatic Design and TRIZ
Madara Ogot (Pennsylvania State University, USA)
 Developing Knowledge Management Strategy, Necessary Step Prior to Innovation
Kiho Sohn (Pratt & Whitney Rocketdyne, Inc., USA)
 Patterns of Evolution: Recent Finding on Structure and Origin
Boris Zlotin and Alla Zusman (Ideation International, USA)
 TRIZ Learning in INPT-ENSIACET
Guillermo Cortes Robles, Stephane Negny, and Jean Marc Le Lann (INPT-ENSIACET, Toulouse, France)
 Theory of Inventive Problem Solving Applied to Business Process management Projects (BPM-TRIZ)
-- Marcelo Fabricion Prim and Luis Gonzaga Trabasso, ITA, SP, Brazil)
 An Industrial Process Application of TRIZ in Chemical Engineering
Guillermo Cortes Robbles, Stephane Negny, and Jean Marc Le Lann (INT-ENSIACET, Toulouse, France)
 Applying Patterns of Technological Systems Evolution in the Preliminary Study for Product Planning -- Experiences of Japanese Companies
Masaya Takemura (SANNO Institute of Management, Japan)
 The Real World: TRIZ in Two Hours for Undergraduate and Masters Level Students!
Paul R. FIlmore (University of Plymouth, UK)
 Trends and Patterns of Evolution for Product Innovation
Noel Leon (Tec de Monterrey (ITESM), Mexico)
 A System for Preventing from Our Leaving Things Behind -- A Case in 2-Day USIT Training Seminar --
Toru Nakagawa (Osaka Gakuin University, Japan)
 Study of Definition in Technological Problem
-- Hyunju Yi, Minkyoung Kwon, Jungtae Park, and Seunghee Suh (Samsung Electro-Mechanics Co., Korea)
 Thermal Deformations in the Engineering
-- Alexander Kynin, Seunglhee Suh, and Seungheon Han (Samsung Electro-Mechanics Co., Korea)
 Use of TRIZ in SEMCO (particular Process of Using TRIZ)
Seunghee Suh, Seungheon Han, and Hyunju Yi (Samsung Electro-Mechanics Co., Korea)
 Designing the Problem Solving Algorithm for Quality Sections Based on TRIZ
-- Ebrahim Karimikia and Sadegh Shahbazi (Isfahan, Iran)
 TRIZ Application in Device & Manufacturing Electrostatic Discharge Control
Teong-San Yeoh (Intel Technology Sdn. Bhd., Malaysia)
 Use of TRIZ for the Novel Auto-focus Camera Module Development
Hayong Jung, Jaeyoung Bae, Seunghee Suh, and Hyunju Yi (Samsung Electro-Mechnics Co., Korea)
 TRIZ in Technology Education: Perceptions of Future Teachers
John W. Stamey (Coastal Carolina University, USA) and Richard Peterson (North Carolina State University USA)
 Computer-Assisted Problem Analysis via Semantically Extracted Experience
Isak Bukhman and Stephen Brown (Invention Machine Corp., USA)
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|E.TRIZ Education||Concluding Remarks||List of Publications||TRIZCON2005 Report||Altshuller Institute||Nakagawa's paper||Japanese page|
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