www.create-learning.com Thinking Differently – Enabling Innovation Competitive demands require quicker, more effective and innovative problem solving. Problem solvers are required to quickly provide solutions to increasingly complex problems, develop and design new and innovative products and processes – all while reducing research and development time and costs. Creative thinking is a critical skill required by all people within their roles at work, yet it is generally done by trial and error – the thinker creates an idea and determines if it will work – which is basically guessing. Not only is trial and error limited by personal knowledge, it can take many ideas and a long time, sometimes years to identify a good idea and thinking is constrained by a “stuckness” in how things are and how things should be. Outcomes from Thinking Differently – Enabling Innovation • Learn ways to overcome “stuckness” in your thinking and quickly solve problems. • How to have discussions to lead others to think differently • Model’s and methods to think differently about existing problems that will lead to innovative products and processes • Use existing resources and knowledge to innovate solutions

1. “…the ability of your company to be
competitive & survive lies in the capability of
the people in your organization to
understand a situation and
develop solutions.”
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2. www.create-learning.com

3. Quick TRIZ: Theory of
inventive problem solving.
• Created in 1940 by G.S
Altschuller
• Initially reviewed ~200,000
patents to understand how
inventive solutions are created. To
date over 3 million have been
reviewed and the original results
have stayed essentially the same.
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4. 5 Levels of Inventiveness: Altschuller determined 5 levels with level 1 being basic
and level 5 being highly innovative patents that required new technology. Levels only indicate
how difficult a problem is to solve, higher levels requiring more knowledge from outside
sources; truly outside-the-box.
Trials = estimation of the number of trials it may take to obtain a solution using trail and error.
Level 1 = 32% of patents; Less than 10 trials.
• Example: Narrow hull the ship is unstable. Solution: use a wider hull. Level 1 does not change
the system substantially.
Level 2 = 45% of patents; up to 100 trials.
• Not well known within the industry or technology. No need from knowledge outside of the
industry and requires creative thinking for the solution.
Level 3 = 18% of patents; up to 1000 trials.
• Significant improvements are made to an existing system. The solution requires using
engineering knowledge from other industries and technology.
• Example: An electric field is used to move boxes rather than rollers. Contradiction: If I push
the boxes, then they move but the boxes wear out. Solution: magnetic levitation.
Level 4 = 4% of patents; up to 10,000 trials.
• Solution uses science that is new to that industry or technology. Usually involves a radical
new principle of operation.
• Example: A sniper needs a bigger and bigger lens to accurately hit his target. Solution: use a
laser sight to provide accurate location.
Level 5 = Less than 1%; over 10 million trials.
• Solutions involve discoveries of new scientific phenomena or a new scientific discovery.
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5. Image http://www.flickr.com/photos/speednutdave/2839923659/ www.create-learning.com

6. TRIZ tools can work to release
Psychological Inertia
AKA Mental / Organizational Stuckness
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7. “That is how we have always done it.”
“We tried that like 10 years ago
and it didn’t work”
“I am not paid to improve things,
just to push this button”
“That will never work here.”
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8. PSYCHOLOGICAL INERTIA.PSYCHOLOGICAL INERTIA.
The psychological meaning of the wordThe psychological meaning of the word
"inertia" implies an indisposition to"inertia" implies an indisposition to
change – a certain "stuckness" due tochange – a certain "stuckness" due to
human programming. It represents thehuman programming. It represents the
inevitability of behaving in a certain wayinevitability of behaving in a certain way
– the way that has been indelibly– the way that has been indelibly
inscribed somewhere in the brain. Itinscribed somewhere in the brain. It
also represents the impossibility – asalso represents the impossibility – as
long as a person is guided by his habitslong as a person is guided by his habits
– of ever behaving in a better way.– of ever behaving in a better way.
–– KowalickKowalick
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9. Routine causes of
psychological inertia;
Having a fixed vision (or model) of
the solution or root cause.
False assumptions (trusting the
data).
Language that is a strong carrier
of psychological inertia. Specific
terminology carries psychological
inertia.
Experience, expertise and reliance
upon previous results.
Limited knowledge, hidden
resources or mechanisms.
Inflexibility (model worship; trying
to prove a specific theory,
stubbornness).
Using the same strategy. Keep
thinking the same way and you will
continue to get the same result.
Rushing to a solution – incomplete
thinking.
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10. Tools to
Release
Innovation
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11. What are the success criteria, theWhat are the success criteria, the
definition of “problem solved”?definition of “problem solved”?
Define what “solved” means. It is important to communicate with
all stakeholders the definition of success to avoid confusion. Clarify
whether the goal is a quantifiable measure of improvement or
complete elimination of the problem. All stakeholders should be
clear on what the “problem solved” means.
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12. www.create-learning.com
http://create-learning.com/blog/team-building/quality-tools-to-discover-solutions-nine-windows

13. The DTC Operator Algorithm
Define the problem: Name the
system or the part of the system of
interest.
Consider ideas created by DTC
extremes:
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14. Dimensions:
If dimensions were
extremely large what
would success look like,
how would that happen, in
what way could that
system be developed?
List ideas/solutions:
If dimensions were
extremely small (almost
gone) what would success
look like, how would that
happen, in what ways
could that system be
developed?
List ideas/solutions:
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15. Time:
If time were extremely long what would success look like, how
would that happen, in what ways could that system be
developed? (i.e. Days, Years, Decades instead of seconds or
minutes) OR If speed were extremely slow what would success
look like, how would that happen, in what ways could that
system be developed?
List ideas/solutions:
If time were extremely small what would success look like, how
would that happen, in what ways could that system be
developed? (i.e. nanoseconds instead of seconds) OR If speed
were extremely fast what would success look like, how would
that happen, in what ways could that system be developed?
List ideas/solutions:
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16. Cost:
(Not just in terms of dollars but costs in terms of downsides, harmful effects, etc…)
If there was no limit on cost how could the problem be solved, in what
ways could that system be developed?
List ideas/solutions:
If costs were extremely limited what would success look like, how would
that happen, in what ways could that system be developed?
List ideas/solutions: www.create-learning.com

17. The DTC Operator Algorithm
Define the problem: Name the
system or the part of the system of
interest.
Consider ideas created by DTC
extremes:
www.create-learning.com

18. Encourage discussions and ask
more questions; For example…
•What has happened for you to know
that a solution is needed?
•If I was to observe you working through
your solution how would I know that
you’re making progress?
•On a scale of 0 – 10 with 0 being you
have some idea what to do with this
situation; and 10 being you know exactly
what to do – where are you on this
scale?
•What have you already accomplished?
•Is any of your solution already
happening, even just a little bit?
•What did you do to make that happen?
Can you do more of that?
•What is one thing you can do in the next
90 minutes that will increase your
progress?
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19. www.create-learning.com

20. Ask, What is your next step? When
can we go-and-see?
•What is your next step?
•If you were one step closer to the goal,
how would you know?
•In the past with the success you have
already had, what could you go-and-see
that showed that you are progressing?
•What is your next step? When can we go-
and-see?
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21. The team / I have a
problem –> Who else
has problems like
ours?; When have we
had problems like
this in the past? –>
How did others solve
similar problems?;
How did we solve the
similar problems? –>
The team / I have a
solution!
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22. Marshmallow Challenge
✦Build the Tallest Freestanding Structure: The winning team is the one
that has the tallest structure measured from the table top surface to the
top of the marshmallow. That means the structure cannot be suspended
from a higher structure, like a chair, ceiling or chandelier.
✦The Entire Marshmallow Must be on Top: The entire marshmallow needs
to be on the top of the structure. Cutting or eating part of the
marshmallow disqualifies the team.
✦Use as Much or as Little of the Kit: The team can use as many or as few
of the 20 spaghetti sticks, as much or as little of the string or tape. The
team cannot use the paper bag as part of their structure.
✦Break up the Spaghetti, String or Tape: Teams are free to break the
spaghetti, cut up the tape and string to create new structures.
✦The Challenge Lasts 18 minutes: Teams cannot hold on to the structure
when the time runs out. Those touching or supporting the structure at the
end of the exercise will be disqualified.www.create-learning.com

23. What?
So What?
Now What?
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24. The team / I have a problem –>
Who else has problems like ours?; When have we had problems
like this in the past? –>
How did others solve similar problems?; How did we solve the
similar problems? –>
The team / I have a solution
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25. “…the ability of your company to be
competitive & survive lies in the capability of
the people in your organization to
understand a situation and
develop solutions.”
www.create-learning.com

26. Create-Learning
Innovation Programs
About the Programs
Organizations that wish to remain competitive in the business
environment must develop their capacity to generate creative ideas
and then use their talent well to transfer these ideas into innovative
practices. This leads to new processes and improved methods for the
best use of existing resources, and increases the ability to solve problems
and implement solutions that enhance the organization. In addition to
broadening their personal capacity for creativity and innovation, leaders
are better able to implement innovative ideas into their existing business model.
Using a mixture of creative problem solving and brain based leadership models the participants
will find solutions to existing organizational situations and develop the steps to incorporate these
innovations into their work.
Program times, length, and focus are customized and developed to best serve your needs.
Outcomes of Create-Learning Innovation Programs:
•Develop a culture of innovation that engages team member creativity and energy
•Challenge old ways of thinking and design new paradigms to drive greater success
•Use existing resources to their greatest capacity
•Share information amongst and between functions to reduce redundant work and speed
productivity
Contact: mike@create-learning.com +1.716.629.3678 www.create-learning.comwww.create-learning.com

27. Photo attribution
http://www.flickr.com/photos/pasukaru76/4307189567/
http://www.flickr.com/photos/pasukaru76/3992935923/
http://www.flickr.com/photos/wingtorn/7225734766/
http://www.flickr.com/photos/33263856@N02/5157196328/in/photostream/
http://www.flickr.com/photos/aidanmorgan/4763085590/
http://www.flickr.com/photos/calliope/5902712709/
http://www.flickr.com/photos/pasukaru76/5018455914/
http://www.flickr.com/photos/kurtbudiarto/7150324143/
http://www.flickr.com/photos/derekgavey/5069358550/
http://www.flickr.com/photos/a_siegel/8133716733/
http://en.wikipedia.org/wiki/File:Necker_cube.svg
http://www.flickr.com/photos/dhilung/3311130707/
http://www.flickr.com/photos/76657755@N04/7408506410/
http://www.flickr.com/photos/jdhancock/3948724485/
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