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INTEGRATED OTSM-TRIZ ENGLISH COURSE
(c) Alexander Sokol, Riga, 2000, contacts@thinking-approach.org
 

OTSM-TRIZ SKILLS

N.Khomenko, A.Sokol 1999
 

Group 0 - Skill Number One

  • Ability to ask a strong question that can reduce the Solution Search Space.
 

Group 1 - The Model Vision of the World

  • ability to think in terms of models;

  • ability to see the Applicability Limits of a given Model;

  • ability to compose unlimited number of models of a given Element, each with different degree of abstraction and accuracy from different points of view (using the Full Scheme Model);

  • ability to employ Models which break causal relationships between the events;

  • ability to withdraw from individual experience and peculiarities of personal perception of a situation. Ability to simultaneously view the situation from the vantage point of other participants and an impartial observer.
 

Group 2 - The Main Model for Description of an Element (substantial or non-substantial): ELEMENT - NAME OF FEATURE - VALUE OF FEATURE

  • ability to describe an Element as a set of Features;

  • ability to describe a Feature as an Element that has a Name and a Value: one Name of Feature and several various Values of Feature;

  • ability to describe Process as an Element;

  • ability to describe Fact as a change of one Value to another under the same Name of Feature;

  • ability to describe Phenomena or Objective Laws of System (Element) Evolution as causes and effects of several Facts: one or several effects is a cause of at least one other effect;

  • ability to see Laws of Evolution, Phenomena, Effect or Function as a result of interaction of several Elements (using the Full Scheme Model);

  • ability to see the Function of a System (or an Element) as one of its Features: the Systemshape Feature;

  • ability to describe a System as a set of Elements (using the Full Scheme Model) providing the given Systemshape Feature;

  • ability to vary the Values of Element Features on a large scale and track the changes in the Full Scheme Model of Elements (i.e. in the world). Ability to track the qualitative changes of other features caused by the procedure of varying the values. Such changes which lead to the qualitative leap in the Full Scheme Model;

  • ability to find Elements using their description presented as a List of Features or/and List of Values of Features.
 

Group 3 - The Full Scheme Model of World Elements

  • ability to recognize Elements using the Full Scheme Model;

  • ability to employ impossible, exceptional, fantastic. Ability to think beyond possible and real;

  • ability to employ mechanisms allowing free but controlled mental move from a specific real situation towards a fantastic situation and backwards from the fantastic situation to the real one. Ability to make distinctions between real and imaginary. Ability to use fantastic, fairy and any other imaginary transformations for problem solving. Ability to turn fantastic assumptions to reality ("The Golden Fish" technique);

  • ability to broaden the area of the considered variants beyond known and naturally possible to the field of unknown and impossible where causal relationships are broken;

  • ability to navigate in the space of Objective and Subjective Factors. Ability to differentiate between them;

  • ability to describe Elements at different Levels of Abstraction;

  • ability to see an Element as a whole of other Elements and a part of a larger set of elements;

  • ability to see an Element in the process of its transformation in accordance with Objective Laws, regularities and effects;

  • ability to see an Element in the Hierarchy of Elements of the world;

  • ability to see Evolution of an Element - how the Past could predetermine the Present and how the Present can predetermine the Future 1;

  • ability to see an Element and all of its Anti-Elements.
 

Group 4 - The Resource Model

  • ability to find and use Resources necessary for problem solving on the basis of the Main Model and the Full Scheme Model; ability to combine resources with Elements of Supersystem and their derivatives; the use of Internal Resources (those of Subsystems) and their derivatives, the use of Modification of any Resources in time: not only their condition in the present, but also in the past and the future;

  • ability to find resources necessary for the Problem Situation Solution beyond the possibilities of the described situation (including the use of the Main Model and the Full Scheme Model)
 

Group 5 - The Ideality Model

  • ability to compose an ideal model of Elements using different levels of Ideality and the Systemshape Feature;

  • ability to formulate a particular Ideal Final Result (IFR) for a particular Contradiction;

  • ability to see the difference between Contradiction and Ideal Final Result;

  • ability to compose an ideal model of the Problem Solution using different levels of Ideality.
 

Group 6 - The Contradiction Model

  • ability to see Contradiction as a barrier on the way from Resources of Initial Problem Situation to Ideal Final Solution;

  • ability to recognise Contradiction as the Underlying Cause of all problems;

  • ability to see Contradictions and employ them;

  • ability to intensify Contradiction in order to reduce the Solution Search Space;

  • ability to recognise various types of Contradictions in Problem Situation;

  • ability to see, perceive and employ opposites (their combination and interplay)

  • ability to see undesirable negative consequences of positive desirable results and vice versa: ability to see desirable positive consequences of negative undesirable results;

  • ability to see a System of Contradictions using the Full Scheme Model.
 

Group 7 - The Problem Situation Model

  • ability to recognise the Underlying Cause of the Problem;

  • ability to analyze any Problem Situation taking into account its Specific Conditions and variants of their evolution;

  • ability to see the whole Hierarchy of Problems behind a given problem in accordance with the Full Scheme Model;

  • ability to analyze the Problem Situation in the same way as any other element of the world;

  • ability to choose (using the Full Scheme Model) from the System of Problems exactly that problem (and at that moment of time) the solution to which will produce the best effect at a given stage of evolution;
 

Group 8 - The Problem Solution Model

  • ability to differentiate between the estimation of Partial and Final Solutions 2;

  • ability to use common sense and the OTSM-TRIZ tools in order to reduce the Solution Search Space during the process of problem solving;

  • ability to extract Key Elements of Problem Situations -elements which cause the largest number of undesirable effects and contradictions;

  • ability to estimate and take account of the Processes Predetermination Degree in the past and the future;

  • ability to find Partial Solutions to a Problem and transform them to a Complex Solution adequate for a current specific situation;

  • ability to admit the need to solve a completely different problem hidden under the mask of a given situation. Being ready to refuse from solving a given problem if it is forced by external circumstances.
 

Group 9 - TRTL (The Theory of Creative Personality Development by G.Altshuller and I.Vertkin)

  • having a new or unachieved ultimate Goal (or a System of Goals) which is worthy and valuable to the community;

  • having a Program of Activities (or several programs) aimed at achieving the defined goal and controlling the process of its execution;

  • Motivation and Concrete Results in carrying the heavy workload necessary to be in accord with a plan;

  • ability to solve problems encountered on the way to the Goal;

  • ability to defend one's own ideas, bear public unacknowledgement and incomprehension, ability "to stand punishment" and keep loyal to the Goal;

  • Commensurability of Achievements (or their dimension) with the defined Goal.
 

1 Here we include all possible alternatives of time in both the past and the future. We may see the Present as the cross point of a number of lines which can be drawn from the past to the future with a different degree of probability.

2 In the former case it is important to get at least a bit of positive result (without paying attention to negative consequences). In the latter case it is necessary to pay more attention to negative results, tipping the balance between positive and negative consequences.

 

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21 Nov 2000